journal of applied linguistics and literature, vol 6(1), 2021 177 author guidelines summary of preliminary acceptance for review 1. the article should be within the scope and focus of this journal. 2. the article is sent in ms. word format with the following conditions: i. a4 paper (21 cm x 21,7cm) with the page margin; left (3.3 cm), top (4 cm), right (3.3 cm), and bottom (3.4 cm); ii. articles may be up to 7,000 words in length excluding indexing. iii. the paper is written in one column with book antiqua font 12, except for the title; book antiqua font 16. iv. conjunctions in the title (and, in, or with, as well, about, that, against, so, because, then, for the sake,) and prepositions (in, to, from, into, within, by, through) are written in uppercase. v. authors shall make reference to at least two (2) references from the journal of applied linguistics and literature (joall). 3. cite all relevant references. 4. do not include plagiarized obscene, libellous or defamatory material. 5. please do not insert page numbers. 6. give credit to other people who have helped or influenced your work. 7. articles are written with the following regulations. title (book antiqua 16; contains uppercase on the whole and bold; 1 space). 178 journal of applied linguistics and literature, vol 6(1), 2021 • author(s) name (book antiqua 12 and bold; 1 space). • author(s) affiliation (book antiqua 12; italic; 1 space), contains the name of the institution/organization/workplace/author’s works/study place. • correspondence (book antiqua 12; italic; 1 space), contains the first author’s email address only. • abstract (book antiqua 12; contains uppercase in the first letter and bold; 1 space). the manuscript abstract is written in english only. • keywords (book antiqua 12; bold) and their contents (book antiqua 12), keywords are written in english; with a number of 3-5 keywords. introduction (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). methods (book antiqua 12 and 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penelitian dan pengabdian kepada masyarakat universitas bengkulu bengkulu, indonesia i vol. 6 no. 2: august 2021 issn: 2502-7816 (print) issn: 2503-524x (online) joall journal of applied linguistics and literature unib press universitas bengkulu, indonesia issn: 2502-7816 (print) issn: 2503-524x (online) ii joall (journal of applied linguistics and literature) vol. 6 no. 2 august 2021 table of contents the young learners’ perception towards english instructional practices using virtual platforms purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny ........................................................................................................... 181-193 attitude analysis of “the guardian” editorial: lockdown policy and the government ratih laily nurjanah .................................................................................................................. 194-207 the perspective of sla principles of materials analysis on a thematic english textbook for sixth-grade elementary school camalia fatih nida ..................................................................................................................... 208-227 the effect of vocabulary towards writing skill with reading skill as moderating effect paskalina widiastuti ratnaningsih, catharina clara ................................................................ 228-245 alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure analysis as rhetoric idha nurhamidah, ssugeng purwanto, diyah fitri wulandari ................................................ 246-263 self assessment for higher language learners’ autonomy gita mutiara hati, wisma yunita, anggun citra sari dewi ................................................... 264-276 language style in fashion advertisements of online vogue magazine irene anggita dennaya, barli bram........................................................................................... 277-289 an analysis of rhetorical move and translation techniques in undergraduate thesis abstracts written in two languages zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh ................................ 290-306 phonological system of bangka malay language, toboali dialect, in south bangka regency herland franley manalu, bob morison sigalingging, dini wulansari .................................... 307-320 causative construction in asahan malay language: morphological causative analysis muhammad yusuf, mulyadi ...................................................................................................... 321-329 translation ideology of french novels into indonesian in colonial and post-colonial period sajarwa ....................................................................................................................................... 330-347 issn: 2502-7816 (print) issn: 2503-524x (online) iii editorial board chief editor: prof. safnil arsyad, m.a., phd. universitas bengkulu, indonesia managing editor: azhar aziz lubis, m.pd. universitas bengkulu, indonesia advisory editorial board: prof. dr. teguh budiharso, m.pd. institut agama islam negeri surakarta, indonesia prof. amrin saragih, m.a., phd. universitas negeri medan, indonesia prof. dr. i wayan dirgeyasa, m.hum. universitas negeri medan, indonesia section editors: fernandita gusweni jayanti, m.pd. university of new south wales, australia muhammad yusuf, s.pd., m.a. universitas sumatera utara, indonesia winda syafitri, m.pd. politeknik negeri medan, indonesia copy editors: sufiyandi, m.pd. universitas bengkulu, indonesia aprilza aswani, m.a., politeknik negeri medan, indonesia sukma septian nasution, m.pd. universitas pamulang, indonesia layout editors: muhammad fadhli, m.pd. universitas bengkulu, indonesia benni ichsanda rahman, m.pd. universitas islam negeri sumatera utara, indonesia administrative staff: monalisa universitas bengkulu, indonesia randu anugerah utama universitas bengkulu, indonesia issn: 2502-7816 (print) issn: 2503-524x (online) iv reviewers: prof. dr. yazid basthomi, m.a., universitas negeri malang, indonesia prof. ivor timmis., leeds becket university, united kingdom dr. willy ardian renandya, national institute of education, singapore dr. thi thuy loan nguyen, kalasin university, thailand dr. ira maisarah, m.hum., universitas bengkulu, indonesia dr. irma diani, universitas bengkulu, indonesia dr. audi yundayani, m.pd., stkip kusuma negara, indonesia dr. alamsyah harahap, dip.tesl., m.lib., universitas bengkulu, indonesia dr. fazri nur yusuf, m.pd., universitas pendidikan indonesia, indonesia dr. ikhsanuddin, m.pd., universitas tanjung pura, indonesia dr. masitowarni siregar, m.ed., universitas negeri medan, indonesia dr. wisma yunita, m.pd., universitas bengkulu, indonesia dr. yohannes telaumbanua, politeknik negeri padang, indonesia dr. ridwan hanafiah, m.a., universitas sumatera utara, indonesia dr. muhammad farkhan, m.hum., uin syarif hidayatullah, indonesia dr. mirjam anugerahwati, m.a., universitas negeri malang, indonesia hanafi, m.a., phd., universitas andalas, indonesia riswanto, phd., insitut agama islam negeri bengkulu, indonesia mr. abdul halim, m.pd., universitas muhammadiyah kalimantan timur, indonesia mr. dedi sanjaya, m.a., universiti college yayasan pahang, malaysia mrs. ni putu ade resmayani, m.pd., sekolah tinggi pariwisata mataram, indonesia mrs. gita mutiara hati, m.pd., universitas bengkulu, indonesia mr. mushoffan prasetianto, m.pd., universitas brawijaya, indonesia mrs. seftirina evina sinambela, m.a., sekolah tinggi ilmu hukum graha kirana, indonesia mr. mario nugroho willyarto, m.hum., bina nusantara university, indonesia issn: 2502-7816 (print) issn: 2503-524x (online) v publisher address: unib press lembaga penelitian dan pengabdian kepada masyarakat (lppm) universitas bengkulu jalan w.r. supratman, kandang limun, bengkulu, 38371a email: unib.press@unib.ac.id doi: https://doi.org/10.33369/joall by website: https://ejournal.unib.ac.id/index.php/joall/index the editors of joall (journal of applied linguistics and literature) make every effort to ensure the suitability of all article information contained in its publications. however, the editors and the publisher of the journal make no representations or warranties whatsoever as to the accuracy and completeness and for any purpose of the articles and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. every article published in joall gives the views of the author(s) and are not necessarily the views of the editors and of the journal of applied linguistics and literature. https://doi.org/10.33369/joall https://ejournal.unib.ac.id/index.php/joall/index journal of applied linguistics and literature, vol. 5(1), 2020 102 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.10362 improving indonesian students’ rhetorical skills through suggestopedia suprapto1; rio kurniawan2 institut agama islam negeri curup1; universitas bengkulu2 corresponding email: suprapto22iain@gmail.com abstract this study aims to improve students’ rhetoric skills of a class at the indonesian education study program faculty of teacher traning and education university of bengkulu, in the academic year of 2018/2019. this research uses a qualitative approach with descriptive method to describe the conditions of rhetoric learning using the method sugestopedia for students from a class of indonesian education study program faculty of teacher training and education university of bengkulu, academic year 2018/2019 was employed. based of the research results in the first cycle there are advantages in the application of the suggestopedia method in learning speaking skill, namely; 1. the existence of student confidence and motivation in learning rhetoric. 2. by using the suggestopedia method, students can feel comfortable in learning, so that the imagination of students is more better. in the research conducted in the first cycle there are also deficiencies, namely the example of rhetoric given to students using simple aspects as that students tend to rhetoric based on the aspects used in the example of the rhetoric. the results of the data analysis of the second cycle of learning with the application of the suggestopedia method, obtained data; 37 students scored above 70 and mastery learning 92.5%. as the researcher stopped this class action research until the second cycle, because the research indicators had been reached. keywords: indonesian students, suggestopedia, rhetorical skills introduction rhetorical skills such as speaking in general became source for students because learning management is less attractive, effective, and efficient. this is directly proportional to the fact that there are still many students, especially students of indonesian education study program who have low rhetorical abilities. the low learning motivation of students in rhetoric suprapto, rio kurniawan 103 journal of applied linguistics and literature, vol 5(1), 2020 learning is reflected in the results of the assessment at the end of the lecture, only 63% of students are skilled in speaking. this problem arises because it is not only of students lack of ability and motivation to learn, but rather the learning situation that is lacking in a pleasant process. in this case the creativity of lecturers in speaking skills/rhetoric in managing learning has a very big influence in improving student learning outcomes. suggestopedia method is a strategy that has the main principle that is, suggestions that can affect the outcome of the learning situation, both positively and negatively, by occupying students comfortably, putting on background music in the classroom during lessons, increasing individual participation, using posters to member for big impressions while highlighting information. this method is interesting to apply because this has only emerged in the world of education and learning concepts that are in line with active and fun learning, so that later students feel comfortable and have high motivation to learn. theoretically, this study will examine the appropriate teaching methods to improve student rhetoric of a class form indonesian education faculty teacher training and education university of bengkulu, the academic year 2018/2019. practically, the authors expect the result of this study can given the information about teaching methods appropriate to the material of rhetoric, enhancing motivation at lessons of rhetoric and develop learning method in accordance with the language skills, especially speaking skill. methods participants the subjects of this study were a class of students in the department of indonesian language education study program consisting of 30 students. following lubis & siregar (2013), this study was conducted in two cycles namely cycle one and cycle two. it was conducted as an action research because it a substantive act to hold improvement. additionally, wallace (1998) stated that action research is different from other more conventional or traditional types of research in that it was much focused on individual or small-group professional practice and were not so concerned with making general statements. moreover, hewitt and little (2005) state that action research was a model of professional development that promotes collaborative inquiry, reflection, and dialogue. findings first cycle report: action planning initial activities in this study, researchers and partners made preparations, which included developing learning scenarios, preparing lesson plans, improving indonesian students’ rhetorical skills through suggestopedia journal of applied linguistics and literature, vol. 5(1), 2020 104 preparing material in accordance with the competencies being taught and preparing observation sheets. implementation of actions the first cycle of action was carried out on thursday, july 4, 2019 at 08.0010.30 for indonesian time. the implementation of these actions is carried out with the following activities: 1. the lecturer opens the lesson and continues with apperception. in apperception activities lecturers conduct activities in accordance with the steps of suggestopedia strategy, namely students are asked to close their eyes to provide comfort to students accompanied by music while giving suggestions with the aim that students have more motivation and confidence in learning. 2. ask questions about students experiences in public speaking. 3. linking student experience with the material to be studied. 4. explain the rules that must be maintained in rhetoric. 5. ask questions about students' understanding of rhetoric techniques. 6. students are given more reinforcement about rhetoric. 7. students speak/rhetoric the concept of speech by using appropriate word choices observation results at the time from activity of learning and teaching was going to take place, all students looked enthusiastic to take part in the learning that day. especially after the lecturer started playing music, it was seen that all students enjoyed the music. when the lecturers motivated them to music and positioned themselves in a pleasant situation, all students seemed enthusiastic about responding to the instructions. after the activity took place, it could be seen from the faces of the students that they had changed, from before they were not so happy to turn out to be like people who just got inspiration and new enthusiasm. one thing that became the spotlight of the writer were several students who shed tears. their reason was because the suggestions given by the lecturers touched the hearts of students. when the lecturer explained the learning material about techniques and good examples of rhetoric, all students seemed to really pay attention. after the lecturer explained that there were few of students who asked questions. the other students came to listen to questions from their friends. the lecturer gives the opportunity for students to answer questions from their friends. lecturers answer questions from students while providing reinforcement. suprapto, rio kurniawan 105 journal of applied linguistics and literature, vol 5(1), 2020 after the lecturer gave reinforcement about the learning materials that day, then the lecturer assigned students to make a speech concept in front of the public the theme "education, god/religion, solidarity and nature". when students speak/rhetoric. the next activity are the evaluation process, students are asked to speak in front of the class with a duration of 3 minutes each person. lecturer give an assessment of student performance. after the lesson was finished, the lecturer closed the learning activity on that day, all the student’s task had collected to be corrected. after the researcher corrected the results of the student's writing and evaluates the speaking performance of the students, there are a few things to know, namely: 1. there are still a distance between the theme and the substance of the explanation about the contents of the student's speech concept, so the impression of an idea is not well ordered. 2. the aspect of imagination that used was not perfect. reflection the first cycle action has been carried out, the results of speaking ability are known, namely mastery learning 57.5 % and only 2-3 people who score above 70. then, researchers discuss the acquisition of student grades and the results of the discussion decided the second action was needed (cycle ii). data on average scores and mastery learning can be seen below: a. the total number of students: 40 persons b. number of students who take the test: 40 persons. c. number of students who have completed study: 23 persons. d. mastery learning: percentage of mastery learning = ns x 100% n = number of students who score above 70 x 100%: number of students = 2 3 x 100% = 5 7 , 5 % 40 there are several findings from research in the form of strengths and weaknesses, namely: a. advantages i. there is student confidence and motivation in learning rhetoric. ii. using the suggestopedia method, students can feel comfortable in learning, as the imagination of student is more better . b. deficiency improving indonesian students’ rhetorical skills through suggestopedia journal of applied linguistics and literature, vol. 5(1), 2020 106 examples of rhetoric given to students use simple aspects so students tend to rhetoric based on aspects used in the example of the rhetoric. based on the results of discussions between researchers, then for the second cycle the rhetorical example was improved or replaced. the second cycle report 1. action planning cycle ii is a follow-up to cycle i using the suggestopedia method. this cycle is carried out as an effort to improve student abilities in speaking skill. before the second cycle of action is carried out, the researcher first prepares matters relating to the implementation of the action, which includes compiling a learning scenario, compiling a lesson plan, preparing an example of rhetoric, preparing material in accordance with the competencies being taught, preparing observation sheets. 2. action implementation the second cycle of action was carried out on thursday 18 july 2019 at 8:00 a.m. untill 10:30 p.m. for indonesian time. the implementation of these actions is carried out with the following activities: 1. the lecturer opens the lesson and continues with apperception. in apperception activities, lecturers carry out activities in accordance with the steps of the suggestopedia method such as the first cycle of action. 2. asking questions about students knowledge of the first cycle learning 3. linking student experience with the material to be studied 4. students in groups observe examples of rhetoric with the material to be studied 5. ask questions about that student understanding of the elements contained in the example of rhetoric. at this stage students and lecturer ask questions about each other of the words, style of language, and the pattern of rhetoric itself. 6. students are given reinforcement again about the elements that exist in the example of rhetoric 7. the speak/rhetoric of students concept of speech in accordance with the steps from the first cycle activities observation results of the second cycle students are feel happy like the implementation of the first act. when the lecturer gave instructions to enjoy music by positioning themselves in pleasant circumstances, all students seemed enthusiastic about responding to the instructions. students look focused on learning that day. suprapto, rio kurniawan 107 journal of applied linguistics and literature, vol 5(1), 2020 after the lecturer gave reinforcement about the learning material that day, then the lecturer assigned students to made a concept of speaking in public with the theme "education, religion/religion, solidarity and landscape". when students talked about the rhetoric concept, researchers looked around the work of students one by one and guide students at the same time. after the lesson finished, the lecturer closes the learning activity on that day, all student task was collected to be corrected. after the writer corrects and evaluates the appearance of students speaking in public, there were a number of things that need to be known, namely: 1. themes are interrelated with explanatory substance and ideas are neatly arranged. 2. the aspect of imagination used has improved reflection the second cycle action has been carried out, the results of rhetorical poetry of students have been known, namely as many as 37 students scored above 70 and mastery learning 92.5 %. in the second cycle there was an increase. mastery learning can be seen below: a. total number of students: 40 persons b. number of students taking the test: 40 persons c. number of students who have completed their studies: 37 persons d. mastery learning : 92.5 % percentage of mastery learning = ns x 100% n = number of students who score above 70 x 100%: number of students = 37 x 100% = 9 2 , 5 % 40 discussion the results of the first cycle of data analysis when learning speaking skills using suggestopedia methods, obtained data; as many as 23 students scored above 70 and mastery learning 57.5%. the results of the discussion of researchers, in the first cycle there are advantages in the application of suggestopedia methods in learning speaking skills, namely; 1. the existence of student confidence and motivation in learning rhetoric. 2. by using the suggestopedia method, students can feel comfortable in learning, as that the imagination of students were more better. in the research conducted in the first cycle there are also deficiencies, namely the example of rhetoric given to students using simple aspects so that students tend to rhetoric based on aspects used in the example of the rhetoric. improving indonesian students’ rhetorical skills through suggestopedia journal of applied linguistics and literature, vol. 5(1), 2020 108 the results of the data analysis of the second cycle of learning with the application of the suggestopedia method, obtained data; 37 students scored above 70 and mastery learning 92.5 %. so the researcher stopped this class action research until the second cycle, because the research indicators had been reached. conclusion and suggestion based on the results of research in the first cycle and second cycle, it can be concluded that: 1. student activities showed positive changes, were more interested and enthusiastic in learning speaking/rhetoric skills using the sugestopedia method. 2. suggestopedia method can improve speaking/rhetoric skills. this can be seen the value and completeness of student learning that has increased. based on the discussion of the results of the research and conclusions, the researcher conveys the following suggestions: 1. lecturers are expected to apply suggestopedia methods on learning speaking skills or rhetoric because they can improve student learning outcomes and student activity in learning. 2. students should be more active in public speaking and lecturers can help and guide students so that students are skilled in public speaking. 3. to support the results of this study, it is necessary to conduct a broader study of the application of the suggestopedia method. references hewitt, r, little, m. (2005). leading action research in schools. florida state university. lubis, a. a., & siregar, m. (2013). improving students’ achievement in speaking through the application of small group discussion method (sgd). transform journal of english language teaching and learning of fbs unimed, 2(4). https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/949/75 6 wallace, m. j. (1998). action research for language teachers. cambridge university press. journal of applied linguistics and literature, vol 5(1), 2020 94 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.10046 confidence: before and after oral recitations jerald c. moneva1; audrey jane p. cuizon2 jagobiao national high school, philippines1,2 corresponding email: freezingfire1979@gmail.com abstract a belief in one’s capability to do and perform the task well is referred to as self-confidence. meanwhile, oral recitation is a form of speaking in front of other people to report information. hence, this study was conducted in jagobiao national high schoolsenior high school department. the researcher-made likert scale questionnaire was used to assess the students from the different strands, aimed to know the students’ confidence regarding their oral recitation performance and students’ confidence before and after they perform oral recitations. moreover, the quantitative data were analyzed through weighted mean and paired samples t-test. in which, the result shows improvement of students’ confidence after ten or more times of performing oral recitations due to their intensive oral participation. it means that when a student is highly confident then she or he is able to perform the oral participation efficiently. thus, it revealed that there is a significant difference between students’ confidence before and after oral recitations. in this study, suggestions were provided to students such as engaging in different activities that could enhance their confidence in all aspect and to the teachers and parents who need to help the students to perform well in school with self-confidence. keywords: oral recitation, self-confidence, senior high, students introduction self-confidence is a trust in one's self, abilities, and skills in order to do the tasks and achieve goals. there are lots of factors that influence the speaking activities and one of those is the affective factor in which it relates to the emotional aspect of an individual. it came from the word "affect" which means emotion. minghe & yuan (2013) state that there are two related aspects of affective factor and those are relational factors and individual confidence: before and after oral recitations 95 journal of applied linguistics and literature, vol 5(1), 2020 factors of learners wherein it includes motivation, anxiety, and selfconfidence. among all of these, self-confidence is the most influential factor in the progress of one’s speaking skills. in order to have an effective communication, they must develop their communication skills. one of the most effective ways to increase the student's communication skills is oral recitation. in which, oral recitation is an act of saying something aloud in public. it is also an act of student's reply to a question. in jagobiao national high school, the student’s performance on their oral recitation is poor. it is because some students felt uneasy and anxious when they are asked to do oral recitations. they are afraid to speak in front of the class. their communication skills are not yet fully developed because they cannot communicate very well. they tend to have low self-confidence. but since the teachers keep on giving a task and have it performed orally in front of the class, their self-confidence is boosting and increasing. for every individual, it is very important to be confident as it can help interact and communicate with other people without hesitations. being confident can seize moments and opportunities especially in a scholarly works and performances. on one hand, having too little confidence can be a hindrance of an individual from taking such opportunities in school, social life and beyond. students should develop their self-confidence through experiencing different activities and having a positive mindset. based on the results of salim (2015) through documentation and questionnaire, there is a positive correlation between the self-confidence and the students’ performance in the oral presentation as both variables influence each other. wherein, the students who have high self-confidence can communicate well and is able to conquer anxiety and negativity. meanwhile, students who have low self-confidence have a difficulty to speak in front of the class. al-hebaish (2012) finds out that the general sellconfidence affects the quality of oral performance in which the level of general self-confidence is a significant factor of a student’s academic achievement. according to jarvis (2014) there is a significant effect of selfconfidence in oral performance. thus, the main objective of the study is to know the students’ confidence before and after ten or more times of performing oral recitations and to know if there is a significant difference between students’ confidence before and after oral recitations of all senior high school students in jagobiao national high school. methods the data was collected from the population of all senior high school students of jagobiao national high school. the grade 11 has five strands which are jerald c. moneva; audrey jane p. cuizon journal of applied linguistics and literature, vol 5(1), 2020 96 accounting and business management (abm) with 27 students, humanities and social sciences (humss) with 43 students, science technology engineering and mathematics (stem) with 35 students, general academic strand (gas) with 40 students, and technical vocational (tech-voc) with only 8 boys. for the grade 12, there are only three strands and that includes abm with 29 students, humss with 45 students and gas with 23 students. overall, there are 250 respondents. instruments a researcher-made likert scale questionnaire was used to find out the student’s confidence before and after ten or more items of oral recitations. the questionnaire has 10 statements referring to their confidence before and after oral recitations. the statements were rated through the five options which are extremely (5), very (4), moderately (3), slightly (2), and not at all (1). data analysis procedures the data acquired was analyzed through weighted mean and paired samples t-test through spss to find out if the level of students’ confidence has significant difference between the before and after oral recitations. findings table 1. students’ confidence before oral recitations indicators weighted mean interpretation 1. i am not shy to perform oral recitation in front of the class 2.76 moderately 2. i can speak very well in front of the class 2.44 slightly 3. i can do oral recitations with just few mistakes 2.46 slightly 4. i am very comfortable speaking in front of the class 2.37 slightly 5. i am able to do oral recitations better than my classmates 2.16 slightly 6. i believe i can answer the follow-up questions given. 2.46 slightly 7. i believe i can get an excellent performance on oral recitations 2.48 slightly 8. i am not afraid to raise my hand every time there is an oral recitation 2.49 slightly 9. i maintain good posture when i am doing oral recitations 2.56 slightly 10. i am not trembling every time i do oral recitations 2.35 slightly overall weighted mean 2.45 slightly confidence: before and after oral recitations 97 journal of applied linguistics and literature, vol 5(1), 2020 legend: 1.00-1.80 (not at all); 1.81-2.60 (slightly); 2.61-3.40 (moderately); 3.41-4.20 (very); 4.21-5.00 (extremely) the table above reveals that students were slightly confident before oral recitations with overall weighted mean which is 2.45. in terms of the indicators, the statement 1 which is “i am not shy to perform oral recitation in front of the class” was interpreted as moderately with weighted mean 2.76. it indicates that students have average feeling of shyness when they perform oral recitation in front of the class. cabe & selatan's (2012) study results showed that being shy is part of a person’s personality. the statement 9 which has 2.56 weighted mean, shows that students’ doesn’t really maintain good posture when they are doing oral recitations. the statement 8 “i am not afraid to raise my hand every time there is an oral recitation has weighted mean of 2.49 and was interpreted as slightly. it means that most students were afraid to raise their hands when there is an oral recitation. most probably, students were not really comfortable speaking in front of the class. they are trembling most of the time when they do oral recitations. this result is in line with al-hebaish's (2012) study which revealed that students who are not so confident were the ones who are uncomfortable and frightened. and lastly, with the lowest weighted mean of 2.16, it was shown that students were not so confident with their ability which it was stated that they are not able to do oral recitations better than their classmates do. salim (2015) indicated that students who have low selfconfidence have hard times to speak in front of other people. table 2. students’ confidence before oral recitations indicators weighted meaninterpretation 1. i am not shy to perform oral recitation in front of the class 3.17 moderately 2. i can speak very well in front of the class 3.00 moderately 3. i can do oral recitations with just few mistakes 4. i am very comfortable speaking in front of the 2.96 moderately class 5. i am able to do oral recitations better than my 3.04 moderately classmates 6. i believe i can answer the follow-up questions 2.69 moderately given. 7. i believe i can get an excellent performance on 3.02 moderately oral recitations 8. i am not afraid to raise my hand every time 2.95 moderately jerald c. moneva; audrey jane p. cuizon journal of applied linguistics and literature, vol 5(1), 2020 98 there is an oral recitation 3.00 moderately 9. i maintain good posture when i am doing oral recitations 3.13 moderately 10. i am not trembling every time i do oral recitations 2.94 moderately overall weighted mean 2.99 moderately legend: 1.00-1.80 (not at all); 1.81-2.60 (slightly); 2.61-3.40 (moderately); 3.41-4.20 (very); 4.21-5.00 (extremely) the table 2 shows improvement in which, after ten or more times of performing oral recitations, students are moderately confident with overall weighted mean of 2.99 compared to before oral recitations, students’ confidence is just slightly high. at this point, students were moderately shy when they are to perform oral recitations, maintain good posture when doing oral recitations, and comfortable speaking in front of the class. this means that students’ were more confident after ten or more times performing oral recitations than their first attempt. this result is supported by martinez & villa (2017) result which showed that students are capable of speaking english after several times of exposure to a task. meanwhile, the study of (salim, 2015) revealed that students’ with high self-confidence were more assured in speaking up than those low confident learners. table 3.paired samples t-test of students’ confidence before and after oral recitation std. error mean n std. deviation mean before oral 24.518 245 7.481 .478 after oral 29.890 245 7.580 .484 the table 3 reveals the mean score of students’ confidence after ten or more times oral recitation (29.890) is much higher than students’ confidence before performing oral recitations which has only 24.518 mean score. it also shows that their standard deviation was about the same. confidence: before and after oral recitations 99 journal of applied linguistics and literature, vol 5(1), 2020 table 4. differences of students’ level of confidence before and after oral recitations paired differences t df sig. (2-tai led) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper beforeora l afteroral -5.371 7.306 .467 -6.291 -4.452 -11.50 7 244 .000 the paired samples t-test statistics was used to analyze the students’ confidence before and after oral recitations. this revealed that the sig. (2tailed) value is .000 in which is lesser than the alpha (0.05). the decision is reject ha. hence, there is a significant difference between students’ confidence before and after they perform oral recitations. in which, it means that self-confidence is one of the factors which greatly affect the performance of students on oral recitations. this finding is supported by (gürler, 2015) study in which he stated that there is a significant relationship between the students’ self-confidence and accomplishment on speaking. fook et al. (2011) revealed that students prefer to perform oral presentation in a teacher-student setting because it gave them less feeling of nervousness than presenting individually in front of other people. meanwhile, ri (2015) stated that students find hardships in stating their thoughts and ideas in front of other people. juhana (2012) stated that students’ are afraid to commit mistakes and afraid to be laughed at and judged by another person that is why they can’t perform oral recitations well. discussion the study revealed that the level of students’ self-confidence before the oral recitation is slightly high because they believe that they can’t perform oral recitations due to low self-confidence. jerald c. moneva; audrey jane p. cuizon journal of applied linguistics and literature, vol 5(1), 2020 100 meanwhile, the level of students’ self-confidence after the oral recitation is moderately high because they are more confident in performing in front of their classmates and they have the belief and confidence that they can speak in front of the class well. it was presented that the level of self-confidence of the students before and after oral recitations has a significant difference. this means that there is an improvement on students’ oral performance after the oral recitation. conclusion and suggestions in this study, it implies there is a significant difference between the students’ confidence before and after ten or more times they do oral recitations. thus, students have much confidence when they are engage more on oral recitations. wherein, learners became more confident to speak in front of the class and do oral recitation after an intensive oral participation in the classroom. students have improvements in their oral presentation ability when they are more confident. meanwhile, students who have low selfconfidence tend to have low academic achievement in their oral recitation. this means that confidence influences the students’ performance on oral recitations. therefore, students should engage different activities that will help to boost their self-confidence. teachers should create effective and enjoyable teaching strategies in order to enhance the students’ self-confidence. parents should monitor their children’s weaknesses when it comes to oral recitation and try to find the best way to improve it. references al-hebaish, s. m. (2012). the correlation between general self-confidence and academic achievement in the oral presentation course. theory and practice in language studies, 2(1), 60–65. https://doi.org/10.4304/tpls.2.1.60-65 cabe, p., & selatan, t. (2012). psychological factors that hinder students from speaking in english class ( a case study in a senior high school in south. journal of education and practice, 3(12), 100–110. fook, c. y., sidhu, g. k., rani, n., & aziz, n. a. (2011). analyzing factors associated with students’ oral test performance. the international journal of educational and psychological assessment, 9(1), 27–47. http://search.ebscohost.com/login.aspx?direct=true&db=psyh&an=2 012-28408-003&site=ehost-live gürler, i̇. (2015). i̇ngilizce öğretmenliği ve i̇ngiliz dili ve edebiyatı hazırlık öğrencilerinin özgüven ve konuşma becerileri arasındaki i̇lişki. curr res soc sci curr res soc sci curr res soc sci, 1(12), 14–19. confidence: before and after oral recitations 101 journal of applied linguistics and literature, vol 5(1), 2020 jarvis, p. (2014). from adult education to lifelong learning and beyond. comparative education, 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 martinez, e. a., & villa, o. e. s. (2017). a quantitative study of self confidence in learning english as a foreign language. academia journal of educational research, 5(2), 24–28. https://doi.org/10.15413/ajer.2017.0302 minghe, g., & yuan, w. (2013). affective factors in oral english teaching and learning. higher education of social science, 5(3), 57–61. https://doi.org/10.3968/j.hess.1927024020130503.2956 ri, k. (2015). no title空間像再生型立体映像の 研究動向. nhk技研, 151(1), 10–17. https://doi.org/10.1145/3132847.3132886 salim, a. (2015). general self-confidence and its implication on students’ achievement in oral presentation. jeels (journal of english education and linguistics studies), 2(2), 34–48. https://doi.org/10.30762/jeels.v2i2.95 journal of applied linguistics and literature, vol 5(2), 2020 223 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.11308 numbered heads together learning strategy for increasing freshmen students’ achievement in literature theory course fina hiasa1; emi agustina2 universitas bengkulu1,2 corresponding email: finahiasa@unib.ac.id abstract this study aims to find out how the implementation of the numbered heads together (nht) learning strategy in literature theory courses improve the quality of learning. the subject of this research is the first semester students of indonesian language education study program fkip unib who are taking literature theory courses. this study uses a descriptive method that produces a description of the extent of improving the quality of learning by using the numbered heads together (nht) learning strategy for students who become research samples. the application of the learning strategy in literature theory courses allows students to have active and meaningful involvement in learning activities both individually and in groups so that learning in literature theory courses becomes increasingly quality. data collection techniques were carried out through questionnaires conducted in two cycles it also used a test technique in the form of an oral test in both cycles. each cycle consists of four stages, namely (1) the planning stage (planning), (2) action (acting), (3) observation (observing), and (4) reflection (reflecting). in the first cycle the results obtained have not yet reached the required target. the required target is achieved in the second cycle. learning outcomes in the second cycle showed that 37.5% of students have successfully achieved the required minimum passing score. keywords: numbered heads together, literary theory introduction literary theory is a compulsory subject for a bachelor of indonesian language education study program (pbi) faculty of teacher training and education university of bengkulu which has a weight of 3 credits. this course is given in odd semester (i) with the general learning achievement of students being able to apply simple literary theories to various types of literary works (poetry, prose, and drama). through understanding literary theories, http://dx.doi.org/10.33369/joall.v5i2.11308 mailto:finahiasa@unib.ac.id fina hiasa; emi agustina 224 journal of applied linguistics and literature, vol 5(2), 2020 students are expected to have a basic foundation for advanced activities, namely analyzing literary works by applying literary theories that have been studied previously. the achievement of this course is how students can simply apply various literary theories in analyzing literary works. this achievement encourages students to explore various types of literary theories in order to apply them to literary works. the theoretical style reflected in the literature theory course minimizes the contribution of students as students in teaching and learning activities so that the tendency that occurs is learning to be oneway with a dominant focus on lecturers. the result is teaching and learning activities tend to be monotonous and memorized type. researchers have spread the initial questionnaire whose results indicate that the lack of motivation of students in studying literary theory. researchers hold discussions that produce reflections on the need for classroom action research by applying cooperative learning models that can maximize student learning outcomes. slavin (2005, p.4) suggests that cooperative learning refers to a variety of teaching methods in which students work in small groups to help one another in learning subject matter. in implementing cooperative learning there are five elements that must be carried out in order to get maximum results as stated by (lie, 2005), namely to achieve maximum results in cooperative learning, there are five elements of mutual learning models that must be applied, namely: (a) mutual positive dependence, (b) individual responsibility, (c) face to face, (d) communication between members, and (e) evaluation of group processes. one model of cooperative learning is numbered heads together (nht). nht type of cooperative learning is one type of cooperative learning that emphasizes specific structures that are designed to influence student interaction patterns and have a goal of increasing academic mastery. this type was developed by kagen (in ibrahim & nur, 2000) by involving students in studying the material included in a lesson and checking their understanding of the contents of the lesson. in addition, the cooperative learning model numbered heads together (nht) is a learning model that emphasizes student activities in searching, processing and reporting information from various sources which are finally presented to the class (rahayu, 2010). komalasari (2010, p.62) explains that nht is a learning model where each student is numbered and made into groups which then randomly the teacher calls a number from the student. furthermore hamdayama (2014, p.177) stated that there are some advantages in applying the nht learning model, namely a) to train students to be able to work together and respect the opinions of others b) to train students to become peer tutors, c) to foster a sense of togetherness, and d) to make students familiar with differences. number heads together learning strategy for increasing freshmen students’… journal of applied linguistics and literature, vol 5(2), 2020 225 in the implementation of nht there are several steps that are carried out as found by kagen (cited in tampubolon, 2014, p.94) namely a) students are divided into heterogeneous groups, and each student in each group gets a number b) educators give assignments to each group (for each the group is the same, but for each student it is not the same as the student number, and for each student the same number gets the same assignment.) c) the group discusses the correct answer and makes sure each group member can do it. d) educators call one of the student numbers to answer / report the results of their collaboration. e) responses from other friends, then the educator points to another number (there is a class discussion). f) individual quizzes and make progress scores for each student. g) conclude and announce the results of the quiz and give rewards. the cooperative learning model that is expected to improve the quality of literature theory lectures into something rational, cognitive, emotional, and affective for students is the numbered heads together (nht) learning model. based on the previous explanation, it can be concluded that the steps in nht learning are as follows (1) students are divided into groups. each student in each group gets a serial number, (2) the teacher gives an assignment and each group does it, (3) the group decides the answer that is considered the most correct and makes sure each group member knows this answer, (4) the teacher calls one of the student numbers with the number called reporting the results of their collaboration, (5) responses from other groups (6) the numbered head technique can also be continued to change the usual group composition and join with other students with the same number from other groups. the application of the numbered heads together (nht) learning model allows students to have active and meaningful involvement in learning activities both individually and in groups so that learning in literature theory courses becomes increasingly quality. research that is relevant to the research that researchers do is research conducted by pratiwi (2013) in her thesis entitled effectiveness of using numbered heads together to improve students' ability to understand text reading. the purpose of this study was to determine the effectiveness of the use of the nht (numbered heads together) method in understanding japanese reading texts in the shochukyu dokkai course. the conclusion obtained in this study is that the use of the numbered heads together (nht) method is effective in improving the ability of students to understand reading text in the shochukyu dokkai course. the difference between the research that the researcher will do with the above research is that this study will apply the nht learning model to literature theory courses with the aim to improve the quality of learning to make it more fun and meaningful. through the nht learning model students are asked in groups to present a final report in an interesting form. the final report is not just a paper as usual but is in the form fina hiasa; emi agustina 226 journal of applied linguistics and literature, vol 5(2), 2020 of a pocket book so that not only teamwork and communication skills are increasing, but also its creativity is developing. the application of the numbered heads together (nht) learning model enables students to have active and meaningful involvement in learning activities both individually and in groups so that learning in literature theory courses becomes more qualified. methods population and research samples the study population was all students of the indonesian language study program fkip unib 2019/2020 academic year. samples in this study were first semester students of class b indonesian language education study program fkip unib who were taking literature theory courses. instruments the research instrument is a tool used to collect research data. the instruments used were questionnaire sheets and pocket book assessment sheets and observation sheets when the nht was applied. in addition, the instruments in this study are also questions that will be answered by students to find out student understanding. data analysis procedures data analysis techniques used in this study were descriptive statistics, calculating frequency, and percentages presented with tables and graphs. categories in the data will be adjusted according to existing percentages. following is the formula that will be used in data processing. keterangan x = the value sought in percent €x = total student grades €xmaks = total score table 1. kategori penilaian (modifikasi nurgiyantoro, 1988:363) no percentage category 1 80% 100% very good 2 70% 79% good 3 60% 69% fair 4 45% 59% bad 5 0% 44% very bad 1. €x €xmaks x 100% x = number heads together learning strategy for increasing freshmen students’… journal of applied linguistics and literature, vol 5(2), 2020 227 findings based on research conducted in august to october 2019 towards 40 pbi students with the aim to improve the quality of learning in semester i students of class b ta 2019/2020 in literature theory using the numbered heads together (nht) learning model, the following results were obtained: table 2. acquisition of values for students cycle one and two value range alphabet description learning achievement target achievement of cycle value i achievement of cycle value ii 90-100 a very good 30% 10 25% 15 37,5% 80-89 b good 50% 20 50% 20 50% 70-79 c pretty good 20% 10 25% 5 12,5% 0-69 d not good 0% 0 0% 0 0% jumlah 100 40 100 40 100 from the table above it appears that the results of learning achievement in the first cycle are before the nht learning model is applied and the second cycle after the nht learning method is applied. from the table above it appears that an increase in learning outcomes in cycle ii is the cycle in which the application of the nht learning model is applied. next will be explained in detail the learning process that occurs in cycle i and cycle ii. this class action research plan will be carried out in two cycles, and each cycle consists of four stages, namely (1) planning, (2) acting, (3) observing, and (4) reflection (reflecting). cycle 1 after the material in the first cycle is complete, the lecturer gives an initial questionnaire to find out the student's initial knowledge of the literature theory courses. as a result, students' knowledge is still in the sufficient category which means it is not in accordance with the stated target. below is a bar diagram illustrating the student's initial knowledge of literature theory courses in cycle i. tabel 3. initial conditions of student knowledge of literature theory 0 5 10 15 20 25 initial conditions of student knowledge of literature fina hiasa; emi agustina 228 journal of applied linguistics and literature, vol 5(2), 2020 the bar chart above is the result of the questionnaire distribution conducted by the research team after learning in cycle i (before nht was implemented). the result is that of 40 students, only 20 people know what literary theory is, what is the function of literary theory, and what types of literary works. as many as 10 out of 40 students know various literary theories and how to apply literary theories to literary works. these results indicate that the initial knowledge of students after learning in the first cycle is still not in accordance with the targets to be achieved. the low percentage of students 'initial knowledge is also in line with the results of students' scores during the oral test in cycle i. oral tests are conducted after the implementation of group discussion learning with conventional models. based on the student achievement table above, it appears that the learning outcomes before the nht method has not been able to meet the expected performance targets in literature theory lectures. from 40 students there are 10 students (25%) who get an a. as many as 10 other students get the same percentage that is 25% for a grade c. the remaining 20 people (50%) get a b grade and for a d grade are 0 people (0 %). the target of learning achievement or completeness is a by 30%, b by 50%, c by 20%, and d 0%. learning outcomes in the first cycle using the conventional method shows that the achievement target has not been reached, therefore this study continues to the second cycle by applying the nht learning model with the expectation that learning outcomes increase. cycle 2 in the planning phase of the second cycle preparations for the learning tools needed during the teaching and learning process, include: (1) preparing literature theory courses, (2) preparing material in the form of power points, (3) preparing questionnaires and assessment sheets in the implementation of the model learning numbered heads together (nht) as a guide in research action. berikut adalah tabel lembar pedoman model pembelajaran kolaboratif tipe nht. table 4. the nht type collaborative learning guideline sheet for cycle ii * adapted from endah and eviliyanto (journal of education, vol. 15, no. 1, june 2017 stages learning process phase 1 determine the topic and organize students into groups 1. students join their groups. 2. every student has a certain number that melakat on themselves. 3. each group gets 1 topic to be discussed phase-2 the group has a discussion each group a. looking for information from various sources. b. compare and evaluate the relevance of sources. number heads together learning strategy for increasing freshmen students’… journal of applied linguistics and literature, vol 5(2), 2020 229 stages learning process c. explain, expand, and filter knowledge, and make information. d. formulate answers to questions. phase 3 the group prepares a final report and plans a presentation 1. determine the main ideas of existing friends. 2. explain, compare, evaluate findings. 3. relating findings to common problems. 4. decide on the most appropriate explanation to be presented and ensure each group member knows the results phase 4 the group made a presentation 1. the lecturer calls a certain number from the group discussing a particular topic. 2. other groups respond to the explanation 3. students with the same number from different groups join one group and exchange information about topics that have been mastered in the initial group. phase -5 evaluating 1. evaluate the ideas of research results. 2. evaluate knowledge. 3. combining all group findings. 4. demonstrate achievements as researchers and as group members. the results of the implementation of nht in the second cycle showed an increase in that of the 40 students there were 15 students (37.5%) who received an a. as many as 20 students with a b grade (50%). the rest is a c value of 5 people (12.5%) and a d value of 0 people (0%). these results exceed the achievement target which means that the application of nht in cycle ii in literature theory courses has improved learning outcomes. this is also in line with the increase in the final knowledge of students who have completed the final questionnaire illustrated through the diagram below. 0 5 10 15 20 25 30 35 40 final condition of student knowledge on literature theory material fina hiasa; emi agustina 230 journal of applied linguistics and literature, vol 5(2), 2020 the research team distributed questionnaires to find out the knowledge of students after the nht was applied, the results of which were 40 students, there were 35 people who knew what literary theory was, 32 what was the function of literary theory, and 30 people who knew what types of literary works. as many as 30 people from 28 students know various types of literary theories and how the application of literary theories to literary works. these results indicate that the final knowledge of students after learning in cycle ii (after the implementation of the nht) can be said to be increased. discussion the difference between the research that the researcher will do with the above research is that this study will apply the nht learning strategy to literature theory courses with the aim to improve the quality of learning to make it more fun and meaningful. through the nht learning model students are asked in groups to present a final report in an interesting form. the final report is not just a paper as usual but is in the form of a pocket book so that not only teamwork and communication skills are increasing, but also the power of creativity is developing. one such study with the research that the researchers conducted was a study by pratiwi (2013) in her thesis entitled effectiveness of using numbered heads together to improve students' ability to understand text reading. the results of the study show that the use of the numbered heads together (nht) method is effective in improving students' ability to understand reading texts in the shochukyu dokkai course. a very clear difference can be seen from the research subjects used, other than that previous research is more specific to one activity, namely reading activities. the research conducted by this researcher requires students to learn comprehensively so as to make students have active participation and roles in learning activities both individually and in groups that make learning activities in literature theory courses more qualified. based on research conducted in august to october 2019 of 40 pbi students with the aim to improve the quality of learning in semester i students of class b ta 2019/2020 on literature theory courses using the numbered heads together (nht) learning model, the result is that nht opinion can improve student learning outcomes. this achievement was achieved in cycle ii. the results of learning in the first cycle showed that of 40 students there were 10 students (25%) who got an a. as many as 10 other students got the same percentage of 25% for a grade c. the remaining 20 people (50%) got a grade b and for d values of 0 people (0%). the target of learning achievement or completeness is a by 30%, b by 50%, c by 20%, and d 0%. learning outcomes in the first cycle using the conventional method shows that the achievement target has not been reached, so this study continues to the second number heads together learning strategy for increasing freshmen students’… journal of applied linguistics and literature, vol 5(2), 2020 231 cycle by applying the nht learning model with the expectation that learning outcomes increase. learning outcomes in the second cycle showed that of 40 students there were 15 students (37.5%) who received an a. as many as 20 students with b (50%). the rest is a c value of 5 people (12.5%) and a d value of 0 people (0%). these results exceed the achievement target which means that the application of nht in cycle ii in literature theory courses has improved learning outcomes. the conclusion is the application of nht in literature theory courses in pbi unib students in semester i of class b ta 2019/2020 can improve learning outcomes. conclusion and suggestion from the results of the research that has been done, it can be concluded in the following. first, the application of the numbered heads together (nht) learning model for literature theory courses in pbi unib students in semester i of class b ta 2019/2020 can improve student learning outcomes. mastery learning can be obtained in cycle two of the two planned cycles. second, this improvement in learning outcomes shows that the numbered heads together (nht) model is considered an effective way to improve student learning outcomes. for further research, it is expected that in applying the numbered heads together (nht) learning model, it is expected that lecturers apply to different subjects. lecturers can use different learning models to be applied to literary theory courses and other literary courses. references hamdayama, j. (2014). model dan metode pembelajaran kreatif dan berkarakter. in bogor: ghalia indonesia. ibrahim, m., & nur, m. (2000). pembelajaran kooperatif. surabaya: university press. komalasari, k. (2010). pembelajaran kontekstual konsep dan aplikasi. in bandung: refika aditama. lie, a. (2005). cooperating learning: mempraktikkan cooperative learning di ruang-ruang kelas (vol. 7386). in jakarta: gramedia. pratiwi, i. s. (2013). efektivitas penggunaan metode nht (numbered heads together) untuk meningkatkan kemampuan mahasiswa dalam pemahaman membaca teks. universitas negeri semarang. rahayu, s. p. (2010). deskripsi sikap siswa terhadap lingkungan melalui pendekatan pengungkapan nilai (values clarification approach) pada kelas vii mts guppi natar. in skripsi. bandar lampung: universitas lampung. slavin, r. e. (2005). cooperative learning teori, riset dan praktik. in bandung: fina hiasa; emi agustina 232 journal of applied linguistics and literature, vol 5(2), 2020 nusa media (vol. 236). tampubolon, s. (2014). penelitian tindakan kelas sebagai pengembangan profesi pendidik dan keilmuan. erlangga. journal of applied linguistics and literature, vol 6(1), 2021 87 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.12452 online instructional strategies for english language learning during covid-19 pandemic: a case from a creative teacher 1,2abdul halim; 2sunarti national dong hwa university, taiwan1; universitas muhammadiyah kalimantan timur, indonesia2 corresponding email: ah918@umkt.ac.id abstract this paper aimed at discussing online instructional strategies and learning quadrant for english language learning during covid-19 pandemic. therefore, the current paper reviews possible instructional strategies and learning quadrant used by a teacher in the teaching process from online platforms to ensure the educational goals are plausible to be achieved, although without having to attend classrooms regularly, especially during the covid-19 outbreak that happens during 2019-2020. employing qualitative design, the study involved one teacher and 34 students. the data were collected through observation and interviews with the participants. the data analysis involved data coding, data description and data assertion. the results showed that although the participants did not attend a physical classroom, the learning process with various approaches for learning and assessments were still possible to engage the students. keywords: covid-19, instructional strategies, language learning, online platform introduction learning in the 21st century has evolved in many aspects. not only has the paradigm of learning process changed, the instructions and delivery mode had also developed more advanced. aside from traditional classroom mode, which is fully provided in the classroom where teachers and students interact face-to-face, teachers have options to have other ways of lesson delivery such as flipped classroom and full online classroom. these options provide students a sift experience from the regular classroom. they can be arranged in a range of percentages for online learning from a very little to one hundred percent online. the internet has helped teachers in lesson delivery through elearning (moore et al., 2011). http://dx.doi.org/10.33369/joall.v6i1.12452 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.12452&domain=pdf abdul halim; sunarti 88 journal of applied linguistics and literature, vol 6(1), 2021 many, however, still view the internet as merely some tools to be used in the classroom. it affects their instruction and limited lesson delivery. in addition, the pandemic situation that happens in 2020 is a big issue that many schools are closed to avoid unwanted case because schools are highly potential for the spread of the virus. hence, many teachers are forced to teach through online platforms, and yet, the learning process they implemented was somehow following the traditional method. customarily, learning is the focus of the education process. when the students can construct their knowledge based on either through cognitive process or experience, they have already learned. in the present time, learning may occur not only in the classroom where the teacher and the students interact face-to-face for constructing knowledge, but it may also occur from a distance. under the umbrella term of distance education, distance learning has evolved with some different terms following the current development of technology, such as distance learning, online learning, e-learning, virtual learning, web-based learning, technology-mediated learning (conrad, 2006). a study by cohen & nachmias (2011) was conducted to trace the students' log in the learning practice through web mediated learning. it suggests that teachers can learn some aspects from the web-logs for pedagogical evaluation. this pointed out that there are some advantages that teachers can get in the process of learning through the web, namely immediate assessment, online exams, exercising, self-testing, tasks, and projects, as well as feedbacks (cohen & nachmias, 2011). these advantages can be used as a reference for a theoretical framework for online learning. the second study was aiming at exploring the impact of wiki-based international collaboration project on pre-service teachers' 1) cultural competencies, 2) the comfort using technology, including web 2.0 tools, to interact and collaborate with unknown colleagues, and 3) perceptions of ideas for using technology, including web 2.0 tools, in their future classrooms (ertmer et al., 2011). in the present study, the researcher would explore the sliced part with little exploration of how the teachers use their competence in the teaching approach, specifically their instructional strategies for their online delivery of the lessons. the third study was about the flipped classroom that took advantage of computer-assisted language learning (call). the study explored how the flipped classroom would benefit students' language acquisition since the flipped classroom was designed for the student to be the center of learning (bauer-ramazani et al., 2016). in the present study, the researcher tried to explore how the teacher can maximize the principles from the online stage of the flipped classroom, not only can the teacher use the initial stage as the concept delivery, but also the whole learning process as the government online instructional strategies for english language learning during covid-19 …. journal of applied linguistics and literature, vol 6(1), 2021 89 reinforces it through the ministry of education as the way of learning during the pandemic situation. the fourth study investigated how blended learning by using an elearning system would influence the students learning and the achievement of learning objectives. the results indicated that the students and the teacher would positively perceive the model of e-learning systems with innovative characteristics such as ease of use, logical and systematics, interactive, and appealing. it would lead to learning achievement (chaeruman et al., 2018). however, the classes involved in that study were characterized by blended learning that relies on both traditional face-to-face and virtual classes. in the present study, the setting was entirely virtual class. the present study, the researcher found a teacher in a public school in the capital province in central indonesia that is quite different and is worth for research exploration. therefore, the study aimed to explore what and how a teacher in a school handled the classroom amid covid 19 outbreak. then, it would have the contribution to fill the gap of the previous studies(bauerramazani et al., 2016; chaeruman et al., 2018; cohen & nachmias, 2011; ertmer et al., 2011) that it would use the framework of online learning for data analysis of the class that happened during the pandemic where all teachers and students were forced to learn at home with teacher’s facilitation through online platforms. it aimed to explore the teacher's pedagogical approach in lesson delivery in such a setting that it would be different from conventional blended learning or flipped classroom. the nature of the current study setting was also unique than of the fully online courses through mooc. methods participants by employing a qualitative research design, the study involved one female english teacher and 34 students whom 20 were females, and 14 were males. all participants, the teacher, and the students were informed that they were involved in the study. they were asked to read and to sign a research consent. the participants in this study were intentionally chosen by the researcher that they fulfil the criteria of uniqueness the initiated the study. where many of the classrooms during the process of online learning were found to be demanding and exhausting for the students, this teacher did direct her class in an interesting way that the researcher considered her “creativity” in conducting the classes worth studying. the creative ways she used to utilize some conventional online media can be investigated through some theoretical perspective. setting abdul halim; sunarti 90 journal of applied linguistics and literature, vol 6(1), 2021 the study took place in central indonesia. the researcher had access to a public high school in the capital of the province. the school was a typical school with the number of students around 600 – 800 students. the researcher and the teacher agreed to get a class of grade 10th to be involved in the study. the class was chosen based on the initial interview with the teacher. before the research took place, the researcher interviewed the teacher about the teaching process she was facing, the difficulties, and the teaching plans that she would do. the result showed that it had potential and worth for research. the research was conducted during the pandemic situation. the covid-19 disease started in late 2019 and continued to spread until in the middle of 2020 in the world. in indonesia, right after the president's instruction in the middle of march 2020, when some of the first the cases were confirmed in the country, the classes at school were called off for virus spread prevention, and since then, all education levels in indonesia were instructed to deliver their learning online. ‘study from home’ was imposed because the government did not want to risk the students at school. in such a setting, the learning process happened at home with the teacher's facilitation through online platforms. therefore, although all the conventional learning process at school stopped, it had to continue at home to ensure the curriculum's content materials were still delivered. procedures and data analysis the procedure started with the problem analysis found by the teacher and how the teacher solved the problems. the researcher was involved in the learning process as an external observer that the researcher did not have an active role in participating in the activity but present in the digital platforms. the reason for being an inactive external observer during the learning process was that the researcher expected his presence to be less obvious so that the threat for the hawthorne effect can be minimized. the teacher used various digital platforms such as youtube, google classroom, zoom, whatsapp, and google docs collaboration. the observation took place for two months. the teacher had the whatsapp group to handle the instruction to the students so she could tell the students what to do during the learning process and used other platforms to deliver the lesson or to assess the learning outcome. the researcher used field notes to record all the activities. the copy of students’ work on all platforms includes the documents from google classrooms, google forms, youtube links, whatsapp chats, and zoom records. these data were used to investigate the pedagogical approach used by the teacher to teach the students. in addition, the data were also used to determine the learning quadrant experienced by the students that has been designed by the teacher. the data from the semi-structured interview session online instructional strategies for english language learning during covid-19 …. journal of applied linguistics and literature, vol 6(1), 2021 91 was used to confirm the decision making from the teacher and the students' perception of what they had done during learning activities. findings the government of indonesia announced its policy to stay at home as the covid-19 was getting more severe in the country in the middle of march 2020. people were expected to work from home. it also affected the students at school where they should learn from home. the teacher was informed. she decided to look at the curriculum. a range of lessons for the semester has not been covered in the learning with the students. this would be the basis of her teaching in the future during work from home. initially, the teacher set up a whatsapp group for the students. the group functioned as the announcement board, or for feedback if the students had difficulties. it is beneficial since reciprocal communication could occur on the platform. also, the application supported sending documents such as word, excel, and powerpoint, photos, videos, internet links, etc. the researcher at the beginning joining the group hypothesized that the teacher would heavily rely on the whatsapp group, and the learning process would fall flat, and the students would only learn from home like normal where they only get some homework and submit their work once finished. however, it turned out that this whatsapp group was not the primary application used by the teacher, as she often instructed the students to learn from different resources. the following is the example of the learning process from observation note for chapter 8, ‘my idol’: the teacher told the students through whatsapp group for their learning for the week that they should have a gmail account. she gave the time for the students to create an account because it was necessary for their learning. she created a google doc with an open sharing account. therefore, every student would be able to access the file synchronously, real-time. all students were required to log in at the same time. on google docs, the teacher posted two pictures of two famous people from a different field. the teacher instructed the students to guess who they were. here, the students commented directly on the document. the lesson continued for vocabulary building. the teacher asked the students to work in pairs through the whatsapp voice call. they should work collaboratively to finish the task. they should work on their textbook and have a similar answer as a pair. once the time given for them finish, the students got back on google docs, and all pairs simultaneously posted the photographed of their answer. the teacher gave respond and feedback. abdul halim; sunarti 92 journal of applied linguistics and literature, vol 6(1), 2021 for pronunciation practice, the students were asked to type each word from the textbook and listen to the voice. they were requested to record their voice mentioning all the words and then added two sentences for their examples. the teacher gave the students 20 minutes to read a text about an indonesian singer and answer the questions. he told the students that they would have a zoom meeting that the students had previously installed on their phone to discuss their work results. they spent another 20 minutes discussing the correct answer for the student’s work. the class continued with some highlighted grammar explanation from the text. the students continued with google form designed by the teacher to assess the students learning on that day. at home, they were asked to make a presentation of a famous person profile on ms. powerpoints and have two-on-two presentation via zoom application with screen sharing with their peers and required to record their presentation. the videos were uploaded to youtube, and the link to the video was submitted to the teacher. the example above was one of the classes held by the teacher. in one meeting, she managed to have the class that was as interactive as possible. unlike the flipped classroom, where the students have pre-activity to learn the concepts and have more student-centred activities in the classroom, the instruction approach applied by the teacher used other platforms such as zoom, google docs, and youtube as the media for collaborative learning. discussion teacher’s instructional strategies the researcher found that the teacher used a variety of teaching strategies so that the teaching was not (borrowing the teacher's term) 'dull.' based on the observation, this technology-mediated learning also facilitated the students to construct their knowledge through facilitation. the teacher often initiated the learning through multiple and segmented tasks that the students could accomplish. it seemed that the scaffolding process was the basis of the learning implemented by the teacher. the principles used by the teacher in this study have confirmed the scaffolding techniques where the prepared lesson helped the students to access their prior knowledge and use them for further steps of learning (mehisto et al., 2008). in the learning process in the study, it was also still possible to have the collaborative learning strategies that previously may have been thought impossible for some teachers to implement. some might think that the learning process through online platforms was limited because interaction on online instructional strategies for english language learning during covid-19 …. journal of applied linguistics and literature, vol 6(1), 2021 93 the web was usually between teacher-students. however, the research participants in this study proved that the learning process could be done collaboratively through ma variety of online platforms. they could also learn both synchronously and asynchronously (chaeruman et al., 2018). chart 1. learning quadrant the chart above illustrates the learning quadrant. the students and teacher whose class was conducted held during the pandemic situation where students and teachers could not go to school were still able to get the most of the learning process. the observation in this study showed that the teacher could lead the learning process through three quadrants. in virtual synchronous, where the teaching and learning occurs at the same time (raharjo, 2020), teachers and students could have online meetings through some applications such as zoom, google meets, or even whatsapp for a smaller group. they could communicate with each other and applied some instructional approach that foster students' skills and simultaneously works on the students' interest so that the learning process could be smooth. collaborative asynchronous may also occur in the process of online learning. in the previous example, the teacher showed that homework tasks have the potential for collaborative learning that occurs anywhere. it means that the students have the independence to learn with their peers. hence, autonomous learning is fostered together with their peers. students could decide together with their peers for the learning process mediated by available online application. furthermore, self-paced asynchronous could also occur where students independently have access to learning anytime and anywhere. in this study, the teacher facilitated his students to learn online through uploaded materials on google classrooms, youtube for video materials, and ready-touse google form assessment with immediate feedback. it means that the students could do their learning freely. abdul halim; sunarti 94 journal of applied linguistics and literature, vol 6(1), 2021 not only the mode of lesson delivery did the teacher make the most for the students’ learning, but she also considered how the students learn. it was crucial because the learning process would have a greater effect to the students when they feel being cared for (gay, 2010). the teacher also has paid attention to the students’ learning style as it is essential to students learning development (mehisto et al., 2008). by paying attention to this factor, the students were observed to be more motivated. further, when the students were more motivated, the results were desirable (kyndt et al., 2011). assessing students in this study, the researcher also found the process of assessment that was conducted by the teacher. the evaluation process took place in the progress of learning, the formative test, and at the end of the learning process called the summative test (brown, 2003). the teacher ran the formative assessment during the learning process by giving them online exercise and directly scoring on the students' progress on the web. at the end of the course, an online test was given to the students for the final exam. the test consists of multiple-choice questions, short answer, and short essay questions to test their reading, listening and writing. some types of these tests would offer both teachers and students convenience as they could have immediate feedback, right after finishing the test (cohen & nachmias, 2011). meanwhile, speaking skill was assessed through a video call. the alternative assessment was another assessment done by the teacher as a supplementary to the tests. students were asked to collect the product of their works during the course to get an additional score. the types of work they should collect include videos, ppt slides, collaborative writing on google docs. this type of assessment was suitable too for the students because not only did they work on the task, the process of collecting information and prior knowledge used for the work was stimulated. the activity could help the students pass the zone proximal development (mehisto et al., 2008). some platforms, such as google docs, allowed the students to work collaboratively in real-time (halim et al., 2019). the students also showed that they could work together with a positive attitude. conclusion and suggestion the development of technology, especially the internet of things, has brought a significant shift in education. educators have the opportunity to enhance their teaching practices and the students' experience in learning. traditionally teacher and students learn in a face-to-face setting at the same place at the same time. however, the quadrant of learning offers more. they may learn in more diverse settings such as live synchronous, collaborative asynchronous, and self-paced asynchronous. in addition, online mediated learning also online instructional strategies for english language learning during covid-19 …. journal of applied linguistics and literature, vol 6(1), 2021 95 offers the ease of assessment process. whether it is the formative and summative test or the alternative assessment, the process of assessing the students can be more varied and the scoring can be done more easily. as discussed by the researcher, the findings of the study revealed the learning through online platforms would not hinder the learning process as long as the pedagogical approach was being considered by the teacher considering the characteristics of students’ learning style and collaborative learning. such learning settings could be the solution for teachers and students to learn during the pandemic that happened in the world during 2020. it was also important to note that the teacher could still make the students get the most of the lesson by paying attention to teaching and learning principles. the teacher should pay attention to the mode of delivery that not only does it promote independence in learning, but the students' learning style, students' cultures, and student-centeredness should also be considered. the study somehow also has some limitations: the participants' setting was that they were from the province's capital. most of the activities could happen because both parties, the teacher and students, had the facilities and were technology literate. the study's findings might be different if it were carried out in a place where not all of the students have access to such technology and have limited access to the internet. the future researcher could make the findings of the current study for conducting more profound research in the future to see if teachers have positive attitudes towards the learning process, how it would influence their teaching beliefs, and whether it would influence the students’ achievement. some study on students’ psychological development and congruence with the learning setting through different platforms could also be explored. references bauer-ramazani, c., graney, j. m., marshall, h. w., & sabieh, c. (2016). flipped learning in tesol: definitions, approaches, and implementation. tesol journal, 7(2), 429–437. https://doi.org/10.1002/tesj.250 brown, h. d. (2003). language assessment: principles and classroom practices. pearson esl. chaeruman, u. a., wibawa, b., & syahrial, z. (2018). creating a blended learning model for online learning system in indonesia. international journal of engineering & technology, 7(3.36), 156–159. https://doi.org/10.14419/ijet.v7i3.36.29098 cohen, a., & nachmias, r. (2011). what can instructors and policy makers learn about web-supported learning through web-usage mining. internet and higher education, 14(2), 67–76. https://doi.org/10.1016/j.iheduc.2010.07.008 abdul halim; sunarti 96 journal of applied linguistics and literature, vol 6(1), 2021 conrad, d. (2006). e-learning and social change: an apparent contradiction. in perspectives on higher education in the digital age (pp. 21–33). nova science publishers. ertmer, p. a., newby, t. j., yu, j. h., liu, w., tomory, a., lee, y. m., sendurur, e., & sendurur, p. (2011). facilitating students’ global perspectives: collaborating with international partners using web 2.0 technologies. internet and higher education, 14(4), 251–261. https://doi.org/10.1016/j.iheduc.2011.05.005 gay, g. (2010). culturally responsive teaching: theory, research, and practice (second eds). teachers college press. halim, a., khatimah, k., rachman, d., lubis, a. a., sunarti, s., puspita, r. h., & rahmawati, y. (2019). exploring efl students’ experiecens on online-based writing portfolio. acitya journal of teaching and education, 1(1), 1–9. http://journals.umkt.ac.id/index.php/acitya/article/view/200 kyndt, e., dochy, f., struyven, k., & cascallar, e. (2011). the direct and indirect effect of motivation for learning on students’ approaches to learning through the perceptions of workload and task complexity. higher education research and development, 30(2), 135–150. https://doi.org/10.1080/07294360.2010.501329 mehisto, p., marsh, d., & frigols, m. j. (2008). opening windows for personal achievement. in uncovering clil: content and language integrated learning in bilingual and multilingual education (pp. 138–171). mcmilan. moore, j. l., dickson-deane, c., & galyen, k. (2011). e-learning, online learning, and distance learning environments: are they the same? internet and higher education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001 raharjo, d. h. (2020). feasibility test of english instructional. journal of applied linguistics and literature, 5(2), 109–122. https://doi.org/http://dx.doi.org/10.33369/joall.v5i2.10753 https://doi.org/10.1016/j.iheduc.2010.10.001 348 journal of applied linguistics and literature, vol 6(2), 2021 author guidelines summary of preliminary acceptance for review 1. the article should be within the scope and focus of this journal. 2. the article is sent in ms. word format with the following conditions: i. a4 paper (21 cm x 21,7cm) with the page margin; left (3.3 cm), top (4 cm), right (3.3 cm), and bottom (3.4 cm); ii. articles may be up to 7,000 words in length excluding indexing. iii. the paper is written in one column with book antiqua font 12, except for the title; book antiqua font 16. iv. conjunctions in the title (and, in, or with, as well, about, that, against, so, because, then, for the sake,) and prepositions (in, to, from, into, within, by, through) are written in uppercase. v. authors shall make reference to at least two (2) references from the journal of applied linguistics and literature (joall). 3. cite all relevant references. 4. do not include plagiarized obscene, libellous or defamatory material. 5. please do not insert page numbers. 6. give credit to other people who have helped or influenced your work. 7. articles are written with the following regulations. title (book antiqua 16; 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1 space). descriptions of the findings and discussion should be made separately. conclusion and suggestion (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). 350 journal of applied linguistics and literature, vol 6(2), 2021 acknowledgments: give credits to funding bodies and/or departments that have been of help during the project, for instance by supporting it financially. references (book antiqua 12 and bold) and reading sources (book antiqua 12; 1 space). sources of citations and bibliography must be the same. the writing format of a bibliography refers to the american psychological association (apa). citation and bibliography writing are advised to use the mendeley application. journal of applied linguistics and literature, vol 6(2), 2021 351 unib press lembaga penelitian dan pengabdian kepada masyarakat (lppm) universitas bengkulu bengkulu, indonesia joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.13305 journal of applied linguistics and literature, vol 6(1), 2021 97 newspapers effect on students’ writing achievement across english proficiency levels 1rizky amelia; 2abdul muth’im universitas lambung mangkurat, indonesia1,2 corresponding email: rizky.amelia@ulm.ac.id abstract exposure is one of the obvious obstacles in the process of teaching and learning english. to figure out one prospective exposure in students’ daily life, this study investigates the effect of newspapers as a medium in enhancing students’ english achievement, especially writing skill. the objective of this study is to find out whether students assigned to read english newspapers write better than those who are not. the subjects of the study were 85 english department students who were randomly assigned to an experimental group and a control group. a quasiexperimental design was employed in this study. for six executive weeks, before the students were asked to write, the students in the experimental group were assigned to read english newspapers, whereas then students in the control group were not. by using mann-whitney and one-way anova tests, the results of this study show insignificant results (0, 273; 0,194; and 0,179). as the high proficient students also could not take the newspapers for their learning benefits, affective and intrinsic factors such as awareness and willingness had to be considered. keywords: newspapers, writing achievement, proficiency levels introduction lecturers spend their time, thoughts, and energy for their classroom. they use various media and teaching strategies in teaching english especially where english is a foreign language. among many available media and teaching strategies, some of them have been studied for instance collaborative writing (siahaan, 2014), short writing (kurniawan, 2015), peer and self-directed feedback (amelia, 2016), and mobile assisted language learning (hadi & anggaira, 2017). in reality, the results are still students produce mediocre work despite the good implications from the previous studies that have been mentioned. simple problems such as unfinished sentence or simple, compound, complex, and compound-complex sentences appear on english department http://dx.doi.org/10.33369/joall.v6i1.13305 rizky amelia; abdul muth’im 98 journal of applied linguistics and literature, vol 6(1), 2021 students’ thesis. in fact, the material of dependent and independent clauses is given at the beginning of writing course series. this material is the foundation for students in writing although teaching writing has always been challenging and difficult (mastura et al, 2020; erniyati, 2020). therefore, students are supposed to master the types of sentences when they are on the stage of writing their sarjana’s thesis as their latest stage to finish the study. one of the efforts to help students cope with this simple but prominent problem of the mastery of dependent and independent clauses is providing good input. the input of good writing is good reading. as writing was done from a set of rules and principles (sokolik in nunan, 2003), a good reading source is written following the correct rules and principles of writing. one of the lecturers’ tasks is then providing good reading sources. in countries where english plays a role as a foreign language, the english reading sources are limited. however, it is not impossible to find ones. concerning with the principles for teaching reading and writing skills, newspapers fits to be used. from the eight principles for teaching reading by brown and lee (2015), the use of newspapers in teaching reading covers four of them namely offering a reading on relevant, interesting, and motivating topics, balancing authenticity and readability in choosing text, encouraging the development of reading strategies and building ongoing assessment into the techniques. meanwhile, from nine principles for teaching writing, the use of newspapers in teaching writing covers the account for cultural/literacy background, connects reading and writing, provides as much authentic writing as possible, and provides conventions of writing. even though studies on the use of newspapers in teaching english are rarely found, some studies have been done by several researchers. tafida and dalhatu (2014) used newspapers to teach various levels of students and found that it improved their english achievement. mehta’s study (2010) also showed that the use of newspapers encourages and motivates students as well as sharpens students’ language skills (listening, speaking, reading, and writing). ahmed’s study in 2016 was conducted to 30 first year of masters’ students of dhaka university. it shows that the use of reading newspapers improves the students’ vocabulary and reading skills gradually. meanwhile, anil (2017) conducted a qualitative study using innovative teaching methods in a second language classroom in india. she used newspapers, media, movies, interpreting advertisements, and creating sandblot. it was found that the use of newspapers is a positive way for students to learn the language meaningfully. different from the previous studies, this study focuses on one innovative teaching method only that is the use of newspapers on students’ writing achievement across english proficiency levels namely low and high to provide clear contrast. this study newspapers effect on students’ writing achievement across english proficiency levels journal of applied linguistics and literature, vol 6(1), 2021 99 offers an alternative for the setting where english is spoken as a foreign language to which the exposure is limited. in studying english itself, students’ proficiency varies widely. it is known by the term of english proficiency levels. among some standardized english proficiency tests, toefl-like or english proficiency test (ept) is chosen for this study since this test fits the academic needs. regardless the opinion that toefl did not provide any writing section, the multiple-choice test of structure and written expression section were still used to make statements about a student’s potential writing ability in an academic context (latief, 1991: 95-96; weir, 1993:14). in other words, it was included in the indirect measurement method. in addition, toefl is still believed to give a clear picture of how proficient is someone and is able to map the students’ proficiency in english. the students are classified based on their scores. the students’ scores are listed, and three levels (high, moderate, and low) are made based on the scores. this selection cannot be done by deciding which scores belong to what levels at the very beginning since there is the possibility of varieties results of their proficiency. for the illustration, it is possible that only five students are at the high level, ten students are at a moderate level, and thirteen students are at a low level. as a result, classifying them by their actual scores manually is chosen. the control and the experimental groups’ toefl scores in the high and low levels are tried to be a balance of not having a far difference. there is also a point to be considered in toefl that the students who are in the moderate level were not involved in the data analysis for the ease to see a clear contrast of the proficiency. in this study, besides maximizing the use of newspapers, english proficiency levels are taken into account as they form a point of difference. moreover, by involving 85 english department students, the objective of this study is to find out whether the students assigned to read english newspapers write better than those who are not, across proficiency levels. to present a clear picture of this study, the related literature review, method, findings, discussion, and conclusion are described in the next sections of this paper. method this study employed a quasi-experimental research. it is aimed to investigate the effect of newspapers on the students’ writing achievement. for six executive weeks, before the students were asked to write, the students in the experimental group were assigned to read english newspapers, whereas then students in the control group were not. the consideration of this treatment is that because newspapers play a role as the exposure in the process of teaching and learning english (noom-ura, 2013). rizky amelia; abdul muth’im 100 journal of applied linguistics and literature, vol 6(1), 2021 the effect is also observed from the english proficiency levels particularly the high and low levels. therefore, the research questions to be answered in this study are formulated as follows: 1. do students who were taught using newspapers have better writing achievement than those who were not taught using newspapers? 2. do students with high english proficiency level who were taught using newspapers have better writing achievement than those who were not taught using newspapers? 3. do students with low english proficiency level who were taught using newspapers have better writing achievement than those who were not taught using newspapers? research subjects and setting the research subjects of this study were the people who fit the conceptual definition for this study. they were the second semester students of english language education study program faculty of teacher training and education, universitas lambung mangkurat, banjarmasin, indonesia. the students took guided writing class. they were experimentally suitable, accessible, and available. they fit the criteria of being experimented to generalize the results under this study. instruments the data of this study was collected by using a writing test as the post-test. the writing test was developed to measure the students’ writing achievement. the students in both control and experimental groups were asked to write a paragraph based on the given topics. this writing test was classified in the direct measurement method, and it represents the students’ writing skill. the data from the students writing was obtained and analyzed as the post test data. this data was scored by two raters. the sheets that were used during the treatment were also functioned to see the progress that the students made during the learning. data collection since this study employed a quasi experimental study, these students were randomly assigned to an experimental group and a control group. the treatment was given for six executive weeks. in the experimental group, the students were assigned to read english newspapers. meanwhile, the students in the control group were not assigned to read english newspapers. in the experimental group, the lecturer provided as well as asked the students to buy the english newspapers (jakarta post). however, the newspapers were not limited in the printed ones only. the students can reach the online version on their smartphone. they could download and newspapers effect on students’ writing achievement across english proficiency levels journal of applied linguistics and literature, vol 6(1), 2021 101 read it anywhere and anytime. about the title of the articles in the newspapers, the students could choose any topic they like. during the treatment, the newspapers were used to introduce all the sentence types. the students were asked to find the simple, compound, complex, and compound-complex sentences by themselves. on the process, they were provided an evaluation sheet on every sentence type (appendix 1) to assist them in learning using newspapers. data analysis procedures in the data analysis, the researchers conducted a preliminary statistic by analyzing obtained data for fulfilling the statistical assumptions on the homogeneity and normality testing. then, to answer the first research question, the gathered data was analyzed by using the mann-whitney test since the data was not normally distributed. after that, the one-way anova test was used in analyzing the data to answer the second and third questions since the data was homogeneous and normally distributed. finally, the last step to analyze the data was making a decision of accepting or rejecting the null hypotheses. findings the results of the students’ english proficiency levels prior to the treatment of this study, the subjects’ toefl scores were recorded. the lowest score was obtained by the student in the experimental group (283), and the highest score was attained by the student in the control group (540). table 1 demonstrates the brief results of the students’ classification based on their english proficiency levels. table 1: the results of the toefl-like in the control and experimental groups n mean std. deviation minimum maximum control group 43 413 55.69872 313 540 experimental group 42 378 48.19013 283 523 valid n (listwise) 42 the results of the descriptive statistics of the toefl scores above were used to group the students in high and low proficient students in both groups. the same number of students was 10 for each small group. the moderate proficient students’ scores were not analyzed considering to see the contrast of these comparable groups. rizky amelia; abdul muth’im 102 journal of applied linguistics and literature, vol 6(1), 2021 the results of the control and the experimental groups’ post-test all students in control and experimental groups finished the posttest. the data in the experimental and control groups were homogeneous (0,323), but it was not normally distributed (0,014 and 0,282). therefore, mann-whitney test was used to analyze the data to answer the first research question. the obtained result was 0,237 showing the insignificant result. the complete results of the post-test can be seen in table 2. table 2: the results of the control and experimental groups post-test scores mann-whitney u 780,000 wilcoxon w 1726,000 z -1,096 asymp. sig. (2tailed) ,273 unlike the statistical assumption of the first research question, the data in both groups of the students with high english proficient ability was homogeneous (0,450) and normally distributed (0,437 and 0,999). since the data was homogeneous and normally distributed, the anova test was used. the result is sig 0,194 which is also insignificant. table 3: the results of the control and experimental groups post-test with high proficient students sum of squares df mean square f sig. between groups 118,080 1 118,080 1,781 ,194 within groups 1723,661 26 66,295 total 1841,741 27 then, in low proficient-ability students, the data was also homogeneous (0,287) and normally distributed (0,536 and 0,654). similar to the second analysis, by using the anova test, the result is 0,179 showing insignificant result. table 4: the results of the control and experimental groups post-test with low proficient students sum of squares df mean square f sig. between groups 162,723 1 162,723 1,909 ,179 within groups 2216,518 26 85,251 total 2379,241 27 newspapers effect on students’ writing achievement across english proficiency levels journal of applied linguistics and literature, vol 6(1), 2021 103 discussion the presence of newspapers in education is not a novel idea. it was evident from the establishment of newspapers in education (nie) by newspaper publishers worldwide aiming to build literacy by providing educational materials to schools and colleges. nie itself was designed to help teachers teach children about newspapers, how they work, and how to use them. now, nie exists in more than 80 countries according to the research by the world association of newspapers and news publishers (wan-ifra). in addition, based on the previous studies results concerning the use of newspapers in the classroom, this present study fulfills the gaps as it is conducted in the writing skill and across english proficiency levels. the first research question was initially set, and the statistical analysis by using the mann-whitney test was carried out. the result of the first research question is surprising that it is insignificant. the results revealed there was no significant difference in the writing achievement in the students who are taught by using newspapers and those who are not taught by using newspapers. the result of this study is in contrast with francis and dhanavel (2016), tafida and dalhatu (2014), and lancouchova (2006) as they claim that newspapers are ideal teaching material. however, it is in line with barkova’s study (2011) that found the difficulties and pitfalls of using newspapers in the classroom. they are double-take headlines, false friends of an interpreter, new meanings, buzz words, and jargon. jirousova (2015) stated that the use of newspapers seems to be a challenge. even though it is a positive challenge for students, she also claimed that newspapers should be included in the lessons for students to succeed in english real life. in line with jirousova (2015), cornish (2004) suggested that students can even create web versions of their newspaper to broaden their audience. student-created newspapers are an excellent way to teach most writing skills and promote the classroom or school in the community. the commencement point of the second and third research questions of this study concerning the english proficiency levels also show insignificant results. previous studies on english proficiency levels are scarce. tafida and dalhatu (2014) investigated language learning activities using newspapers to teach esl students at elementary, intermediate, and advanced levels. they recommend that the english lessons should be activity-based, some features of newspapers in english language textbooks, functional libraries and regular supply of newspapers should be provided, and activities and materials should promote students’ participation. meanwhile, a study conducted by namata in 2010 was conducted in different types of schools. they are rural, urban and peri-urban areas. in his study, namata (2010) used newspapers as tools for literacy in uganda. the study was done https://en.wikipedia.org/wiki/newspapers http://www.wan-ifra.org/newsliteracy rizky amelia; abdul muth’im 104 journal of applied linguistics and literature, vol 6(1), 2021 on how the nie program contributes to the improvement of primary education in uganda. this study recommends deliberate efforts to be made at home, school and policy levels to create a favorable environment for the nie program to succeed. thus, the insignificant results of this present study show that the high proficient students also could not take the newspapers for their learning benefits. possible explanation for these insignificant results is that more carefully research design on the use of newspapers in writing class is needed. the researchers of this study have provided the evaluation sheet for the ease of use during the learning. unfortunately, it is predicted that the students implement this in the classroom only. even though the students are accustomed to reading english newspapers, the jakarta post, in reading class, they solely do it as the demand of the lecturer. in other words, it is not based on their willingness. this predictive obstacle is related to students awareness to study english through reading and expose themselves with the sources of english. since the time allotment to study english is limited, it is expected that the students realize to learn independently. moreover, length of the time to conduct the study should also be taken into account. as this study was conducted in one semester, it is possible that longer time is needed. another possible limitation of this study is that in the other context, for instance, english as a second language or native language, the use of of newspapers in the classroom is possible to use due to the ease. the applicability of the use of newspapers in english as a foreign language (efl) classroom needs more research studies to support or against these insignificant results. then, in relation to english proficiency levels, it is possible that the high proficient students understand the lessons better than the low proficient students do, but it is not with the use of newspapers in the classroom. despite the insignificant results of this study, the use of newspapers in writing class facilitates students to enrich their knowledge, motivates them to read and discuss, and provide good examples of a correct set of rules and principles in writing. conclusion and suggestion this study with a three-fold purpose namely to investigate the effect of newspapers in writing achievement, to investigate the effect of newspapers in writing achievement of high proficient students, and to investigate the effect of newspapers in writing achievement of low proficient students showed insignificant results. recognizing the cchallenges of using newspapers in a writing class, this study provides implications on using newspapers in the field of efl education. this study plays a role to initiate further relevant studies on the use of newspapers in efl classroom by newspapers effect on students’ writing achievement across english proficiency levels journal of applied linguistics and literature, vol 6(1), 2021 105 considering a careful design of the treatment, involving motivation as one of the variables, and conducting as a longitudinal study. references ahmed, r. (2016). effectiveness of reading english newspapers forimproving vocabulary and reading skills of students of dhaka university. the millennium university journal, 1(1), 68-76. amelia, r. (2016). the effectiveness of peer and self-directed feedback on writing ability as observed from english proficiency levels. unpublished thesis. malang: pps um. anil, b. (2017). applying innovative teaching methods in a second language classroom. international journal of research in english education, 1(1), 1-9. barkova, l. (2011). challenges and rewards of teaching a newspaper class. international journal of business and social science, 2(15), 71-74. brown, h.d. & lee, h. (2015). teaching by principles: an interactive approach to language pedagogy (4th ed). whiteains, ny: pearson education, inc. castello, d. (2015). first language acquisition and classroom language learning: similarities and differences. published thesis. united kingdom: university of birmingham. cornish, j. (2004). newspapers in the classroom. accessed on www.classroom.com. francis, d.p. & dhanavel, s.p. (2016). developing the writing skill of semiurban and rural engineering students through reading skills. the english classroom bi-annual journal, 18(2), 46-55. hadi, m.s. & anggaira, a.s. (2017). the use of mobile assisted language learning (mall) in teaching writing. 15th asia tefl & 64th teflin international conference. yogyakarta 13 – 15 july 2017. world association of newspapers and news publishers (wan-ifra) accessed on http://www.wan-ifra.org/microsites/youthengagement-news-literacy. jirousova, e. (2015). using newspapers to teach english grammar and vocabulary. published thesis. czech republic: graduate study of brno. kurniawan, y. (2015). short writing: an alternative to improve students’ writing skills. the paper presented at the 62nd teflin international conference, denpasar 14 – 16 september 2015. lancouchova, b. (2006). using magazines and newspapers in elt with interpersonal and intrapersonal types of students. published bachelor work. czech republic: undergaduate study of brno. latief, m. a. (1991). scoring the quality of classroom essay. teflin journal: an efl journal in indonesia, 4(1), 94-112. http://www.classroom.com/ http://www.wan-ifra.org/microsites/youth-engagement-news-literacy. http://www.wan-ifra.org/microsites/youth-engagement-news-literacy. rizky amelia; abdul muth’im 106 journal of applied linguistics and literature, vol 6(1), 2021 mehta, n. k. (2010). english newspapers: exploring innovative methodological paradigm. a study into classroom dynamics. romanian journal of education, 1(1), 55-60. namata, w. (2010). newspapers as tools of literacy in uganda: a case study of daily monitor’s newspapers in education (nie) programme addressing literacy-related issues in uganda’s primary education. published thesis. norway: graduate study of university of oslo. noom-ura, s. (2013). english-teaching problems in thailand and thai teachers’ professional development needs. english language teaching journal, 6(11), 139-147. siahaan, a. u. (2014). the effect of collaborative writing on efl students’ writing as observed from their personality learning styles. unpublished thesis. malang: pps um. skills. the paper presented at the 62nd teflin international conference, denpasar 14 – 16 september 2015. sokolik, m. (2003). exploring skills: writing. in david, n (ed.), practical english language teaching, (pages 87-108). singapore: mc-graw hill. tafida, a. g. & dalhatu, b. m. (2014). using newspapers in teaching english as a second language. journal of educational research and reviews, 2(5) 61-65. weir, j. c. (1993). communicative language testing. trowbridge: prentice hall. newspapers effect on students’ writing achievement across english proficiency levels journal of applied linguistics and literature, vol 6(1), 2021 107 appendix 1 lesson plan objectives: the student will be able to: ❖ use background knowledge to complete the “k” column. ❖ write simple sentences s/he sees from the newspapers. ❖ produce her/his own simple sentences. ❖ discuss what s/he has learned. materials: newspapers kl handout: simple sentence whiteboard lcd whiteboard boardmarkers kl handout: simple sentence write three simple sentences that you found on the newspapers article. 1. 2. 3. theme: ____________________________________________________________________ _______ title: ____________________________________________________________________ _______ author: ___________________________________________page :___________________________ is the article long? __________________________________________________________________ read an article from the newspaper and copy three simple sentences from the article. 1. 2. 3. rizky amelia; abdul muth’im 108 journal of applied linguistics and literature, vol 6(1), 2021 write your opinion in one sentence about the article that you have read. what punctuations used in this article? do you find new vocabulary items from the article? if it is yes, write them down. journal of applied linguistics and literature, vol 5(2), 2020 213 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.10268 visual and verbal signs in line messenger application: a semiotic study venice wijaya1; thyrhaya zein2 universitas sumatera utara1,2 corresponding email: venicewijaya@gmail.com abstract the use of stickers especially in line messenger application is very popular among teenagers, although misunderstanding is often occurred. the reason for choosing line stickers is that they are full-sized and expressive so that many users misunderstand in employing it. in addition, line provides a wide range of stickers, and that is very important for users to understand the meaning of each sticker to avoid misunderstanding. this study aims to identify visual and verbal signs contained in line messenger. employing a qualitative descriptive research design, the researchers analyzed visual and verbal signs of 20 stickers and texts taken from line messenger application. the stickers are the main data while the texts are employed to support the data. the data were then analyzed by using semiotic theory with a trichotomy model proposed by peirce. the results show that every sticker contains qualisign aspects. it is also shown that every sticker is replica, but refers to the law. every sticker must also share at least one similar characteristic or icon with the object they represent and the sticker used must base on the topic which occurred. the symbol is in the form of keyword, making it easier for the user to choose the sticker variations. rheme and dicent turn out that meaning can be derived from the elements that contained in the stickers. while rheme contain qualisign and icon only, dicent contains secondness aspects. arguments show that meaning can be derived from hypotheses, standards in society, or even the sign itself. keywords: visual, verbal, sign, semiotics, trichotomy introduction along with the growth of technologies, people can express their words easier. messages itself can also be created by nonverbal systems (code). in line application, people can express their words with stickers. this shows that a sticker has the power of words (wang, 2016). but at the same time it http://dx.doi.org/10.33369/joall.v5i2.10268 mailto:venicewijaya@gmail.com venice wijaya, thyrhaya zein 214 journal of applied linguistics and literature, vol 5(2), 2020 can also be ambiguous and misunderstand, this is why people must also learn about the meaning contained in stickers. line, a messenger application, was first invented by naver, korea, in 2000, which in 25th november 2013, it reached 300 million users. different from another messenger application, line is the only application which offers more than 10,000 stickers with various kinds of stickers. the variation of ‘line sticker’ provides the users with many kinds of emotion ‘sticker’ which also are considered as a form of writing included in the pictographic writing. pictographic writing itself is one of the kinds of writing which consist of picture signs (the evolution of writing, n.d.). picture sign is used to represent an object that they explained. semiotics is an ideal tool which served as guidance to analyze a specific set of signs (sticker), such as the discipline of studying and documenting signs, sign behavior, sign creation, and sign functions. this is why semiotics is used as a generic tool to imply the data. danesi (2016) defines a sign as any physical form that represent something other than itself in some specific context. peirce defines a sign as a representament with a mental interpretant or can also be called as “cognition of mind” (noth, 1991). there have been some previous studies related to this study. the first is from nilasari et al. (2018), which have the same data with this study. the difference is that this study only focuses on the full sized sticker, in which it contains gestures with its full sized body, and this gives much more information than the emoticon (small sized sticker). the writer also describes the elements contained in the visual signs. the second one is from saputro. our study used similar theory, but the difference is his study did not identify the elements in visual signs, but only discussed about the meaning of the visual signs through the relationship of the representamen, object and interpretant. aside of it, writer also use some other published articles as references, such as jessica & franzia's (2017). the similarity of their study with this study is in the data, in which both of them analyze a full sized sticker. the difference is this study used peirce’s theory of signs meanwhile their study used saussure’s theory, from franzia (2019) the similarity of her study and this study is laid on the data, in which both are full-sized sticker, and from napitupulu et al. (2018) the similarity of her study and this study is that both using a visual analysis study. meanwhile the difference is that this study employs peirce’s theory meanwhile her study use halliday’s theory. this study aims to identify visual and verbal signs contained in line messenger who might be useful for linguistic semiotic studies, visual communication design, and other readers whose discussion related to visual semiotic. it is also useful to develop the knowledge about the description and meanings contained in line sticker. visual and verbal signs in line messenger application: a semiotics study journal of applied linguistics and literature, vol 5(2), 2020 215 methods this study employs qualitative descriptive research which concerns with qualitative phenomenon such as human behavior (kothari, 2004). the descriptive method means that the writer give a deep description related to the data. data source of this study is line messenger. the data of this study is visual (stickers) as the main data and verbal (texts) as supporting data. the method in collecting data is by documentation. the data is analyzed by using content-analysis technique. content analysis is a research technique to make a valid inferences from texts (or other meaningful matter) to the contexts of their use (krippendorff, 2004). in collecting data for this study, the writer chooses the documentation method from one of the popular digital messaging application, line messenger. after collecting the screenshots, the writer employs contentanalysis method. data analysis procedures after collecting the data, writer firstly does a unitizing. in this step, the writer groups or distinguishes part of the data, in which it consists of verbal and visual texts. then the writer sorts out the sticker. the next step is sampling. in this step, the writer limits the observation to make sure none of the sticker being analyzed twice. next, the writer does a coding. in this step, the writer thickens the phrase which supports the sticker to make differences in the relationship of verbal and visual in each data. afterwards, the writer reduces the data to the important or related parts. in this section, the writer cut down the data into only the main data. the next step is the most important step, inferring. this is the unique step which contained in the content analysis. in content analysis, this step is very important because it is used as evidence for the findings. this step is also called as analyzing step. in analyzing the data, the writer grouped the data based on the elements contained in the visual signs. in this step, the writer used the peirce’s classification of signs theory or the three trichotomies (jappy, 2013). the first trichotomy consists of the qualisign, sinsign, and legisign. the second trichotomy consists of the icon, index, and symbol. meanwhile the third trichotomy consists of rheme, dicent, and argument. after analyzing and get the findings, the next step is narrating. in this step, the writer gives a description about the findings to make it clearer for the reader. in content analysis, some steps can be repeated more than once if needed until the writer reached the certain goal, especially when the writer verify or recheck the analysis. venice wijaya, thyrhaya zein 216 journal of applied linguistics and literature, vol 5(2), 2020 findings based on the analysis of the first trichotomy, it is shown that every sticker has a qualisign aspects on it such as the colors, gestures, shape, etc; legisign, which is the law of the sticker based on the standard that exist in the society; and sinsign, in which every sticker is a replica, for they have been modified. it can be seen that stickers which is attached with words does not affected by the quality contained on it, such as the color and the size. color, shape, and other quality are very important for the stickers that give meanings by their acts. it can also be seen that by using the verbal text as supporting data, the meaning of the sticker becomes clearer, as it related to the topic of the conversation. based on the analysis of the second trichotomy, every sticker have an iconic aspects on it, in which every stickers must at least shares one similar characteristics with the real object that it represents, no matter it is the shape, the color, the acts, or any other aspects. but then, one sticker can also represent some meanings. this is why the supporting verbal (text) is needed, to emphasize the usage of the sticker. symbol itself is the key word of the sticker. based on the analysis of argument, it is shown that meaning can be derived from hypotheses, customs in society (law), or from the signs itself. in the other hand, rheme and dicent show that meaning can be derived if we know the characteristics of the stickers and relate it to the conversations occurred. discussion fig 1. screenshot chat of m and a fig2. screenshot chat of group 9b wowow visual and verbal signs in line messenger application: a semiotics study journal of applied linguistics and literature, vol 5(2), 2020 217 the first screenshot above showed the conversation between ‘m’ and ‘a’ in which it consists of visual (sticker) as the main data and verbal (written texts) as the supporting data. next to it, the second screenshot, showed the conversation between ‘d’ and ‘el’ in the group chat, which also consists of visual (sticker) as the main data and verbal (written texts) as the supporting data. based on the stickers and written texts above, the elements of the sticker can be identified by using the three trichotomy theory as what can be seen below: first trichotomy the first trichotomy divided into three categories: qualisign, sinsign, and legisign. qualisign is the qualities components contained in the material sign, such as color, gestures, ecpression, etc. sinsign is a sign which is an actual existent thing or event. legisign is the law of sign. table: 1 first trichotomy analysis data qualisign sinsign legisign in this sticker, it can be seen that ‘brown’s’ hand is pointing on the blue-colored “ok” word. ok word sticker is used as the replica of the general ok word the “ok” word is commonly used in the society to show ‘agreement ’ “cepat, kalau bs” it can be proved by the written text in which user ‘m’ used it as reponse towards the request of user ‘a’. in this sticker, it can be seen that there are blue-colored tears running down through ‘moon’s’ face. it can also be seen that he’s showing a wide-opened mouth which is square-shaped and he also wrinkled his eyebrows and it can also be seen that the blue-colored rain is pouring on his wide-opened hand cry sticker is used as replica of the general sign of crying act tears is a commonly known in the society as the sign of ‘sadness’ “tiap hari ada mate” it can be proved by the written text in which user ‘d’ used it to react to the information given by user ‘e’ every sticker contained qualities that can affect or give meanings of the sticker. the quality can be the color, the expression, the gestures, etc. in some case, the meaning in the sticker is based on the quality contained in it, such as what is shown in the second data, in which the colors (tears and rain colors), gestures (kneeling and wide-opened hand under the rain), and also the facial expressions (wrinkled eyebrow and wide-opened mouth) showed the meaning of the sticker. but in some case, the quality didn’t affect the meaning, the example of the case can be seen above in which the ‘ok’ word has directly give the meaning of the sticker, the gestures of conny and the color of the word did not affect the meaning of the sticker. venice wijaya, thyrhaya zein 218 journal of applied linguistics and literature, vol 5(2), 2020 every sticker is also a replica, because they have been modified. it means that every sticker is a sinsign. but then, they still follow the general word or meaning which has been known in the society, by that, the society can understand the meaning of the sticker when the supporting word did not exist in the sticker. the example is the ‘ok’ word above is a modified type, from the color, the shape, the capitalization, etc. which is why it is a sinsign, but it also refers to a law, legisign, which is a general ok word. in the other hand, in the second sticker it can be said that not every gestures of crying is has to occur under the rain. so it can also be said that the sticker is the replica of the real crying act that it represent. but it still refers to the law, crying act. however, every sinsign always refers to a law; this is what called as legisign. a law means is the standardization or the meaning or perception which has been agreed in the society. the first example from the sticker above is the ‘ok’ word. this word has been known generally in the society to be the word used to show agreement to a request or a statement. the second example can be seen from the second data in which the legisign is the ‘sadness’ word. the act of crying as shown in the sticker has been well known in the society as the act to show the sadness of someone. second trichotomy the second trichotomy divided into icon, index, and symbol. icon is a sign that possess the character which gives it significant (meaning) no matter its object has or doesn’t has existence. index is a sign which would lose the character which make it a sign if its object were removed. symbol is a sign that would lost its character which causes it a sign if there were no interpretant (meaning) table: 2 second trichotomy analysis sticker icon index symbol the sticker besides is the icon of showing an ok or agreement in which people usually use ok word to show their agreement the ok sticker is used by user ‘m’ to show an agreement towards the request of user ‘a’ the symbol of this sticker is the ‘ok’ word the sticker besides is the icon of the crying acts in which it shares the same aspects with the real object, the tears, the pouring rain, and the kneeing feet, as if in the film where there’s someone crying under the rain while kneeing on his feet. the crying sticker beside is used by user ‘d’ to show his sad feelings towards math class and the answer from user ‘e’ the symbol of this sticker is the ‘cry’ word visual and verbal signs in line messenger application: a semiotics study journal of applied linguistics and literature, vol 5(2), 2020 219 in icon, it can be seen that every sticker must have at least one similarity to the object or the meaning that they represent. the first example can be seen above in which the sticker share the same characteristic, ‘ok’ word. but then it also has another modifier, such as the color, the brown character, and the exclamation mark. meanwhile in the second example it can be seen that the similar characteristic shared by the sticker are the tears, and the kneeling gestures which is then emphasized by the pouring rain. the real act that the sticker represented also has such characteristics, in which people always shed tears when they cry. index is used to show the main reason why the sticker is used by the user and to whom the sticker is addressed to. it is like the reason why the sticker is used. the first example from the case above is the sticker is used by user ‘m’ for user ‘a’ to show that ‘m’ is agree with the request stated by ‘a’. based on that reason, there is the meaning for the existence of the sticker above. the other example from the second case above is the sticker is used by user ‘d’ to show his sad feelings after he heard the information given by ‘el’ that everyday have math. symbol acts as the key word of the sticker. the key word here means that when the user wanted to use the sticker, the user only have to type the keywords and the variations of stickers with the same key words appeared, and the user can choose which variation they wanted to use. the keyword of the first example has been clearly shown in the sticker which is the ‘ok’ word. meanwhile the keyword of the second sticker lay on the act of it, which is ‘cry’. third trichotomy the third trichonomy divided into: rheme, dicent, and argument. rheme is a sign of qualitative possibility understood as representing such a kind of possible object. dicent is when there’s a real relation between the representamen and the interpretant. argument is when the representamen and the interpretant have a general characteristic, or a law. venice wijaya, thyrhaya zein 220 journal of applied linguistics and literature, vol 5(2), 2020 table: 3 third trichotomy analyses data rheme dicent argument the sticker beside is rhematicindexialsinsign because the ‘ok’ word is the only object that affect the meaning of the sticker, in which it represent the general word for agreement. it is a replica because it can be repeated and it represent the general ok word the sticker beside is dicentindexiallegisign because the indicator in the sticker is only the ‘ok’ word and not the act, although there’s still a character ‘brown’ next to the word. the ok itself is a general word,in which it is related to the meaning of the sticker which is to state an agreement the sticker beside is a (deduction) argument symbolic legisign because in the society whenever we answer someone with an ‘ok’ word it means that we’re showing an agreement and this sticker contain the ‘ok’ word which represents the ‘ok’ word in generally the sticker beside is rhematic iconic qualisign because the blue-colored tears represent the sadness, in which the blue-colored tears is the quality contained in the sticker, which represents the sadness. it is a replica of the general crying act. the sticker beside is rhematic iconic qualisign because the blue-colored tears represent the sadness, in which the blue-colored tears is the quality contained in the sticker, which represents the sadness. it is a replica of the general crying act. from the first data, it can be seen that it is a rhematicindexialsinsign, because the ‘ok word which is attached on it has given the clear meaning of the sticker. meanwhile in the second data it can be seen that it is a rhematic iconic qualisign. this is because the meaning of the sticker is derived from the gestures, face expressions, and colors on the sticker. in dicent, it can be seen that the first sticker is included as dicent indexial legisign because the ‘ok’ word itself has given the meaning and is a law, no matter it is modified or not. meanwhile the second sticker didn’t have any dicent because the meaning is fully based on the quality contained in the sticker. in argument, the first sticker is included as deduction because the ‘ok’ word has justifies the meaning itself. in the other hand, the second sticker is included as abduction because the meaning of the sticker is based on the hypothesis of the characteristics contained in the sticker based on the theory, sign is divided into three trichotomies, the first trichotomy is based on the point of view of the representamen, the second trichotomy is based on the relationship between representamen and object, meanwhile the third trichotomy is based on the interpretant itself. visual and verbal signs in line messenger application: a semiotics study journal of applied linguistics and literature, vol 5(2), 2020 221 the third trichotomy consist all aspects on the first and second trichotomy. the difference is dicent do not have the qualisign and iconic aspects because it is a secondness. dicent can be divided into (1) dicent indexial sinsign, (2) dicentindexiallegisign, and (3) dicent symbolic legisign. the sticker above is included as dicentindexiallegisign. it is an indexiallegisign because it is in the form of word, and the word is the one which needed to be focused on, because the gestures of the ‘brown’ character and the other aspects did not gives any help in describing the meaning of the sticker. and the ‘ok’ word is a general word to state an agreement. meanwhile rheme consist of every aspects included qualisign and iconic, because it laid on the firstness. rheme can be divided into (1) rhematic iconic qualisign, (2) rhematic iconic sinsign, (3) rhematic iconic legisign, (4) rhematicindexialsinsign, (5) rhematicindexiallegisign, and (6) rhematic symbolic legisign. the sticker above is included as rhematicindexialsinsign. it is a sinsign because the ‘ok’ word is a replica of the real word. this can be seen from the additional of color and the exclamation mark, also the ‘brown’ character next to it. in the other hand, there is only one type of argument, which is argument symbolic legisign. argument is always symbolic because it is described by using words and it is also legisign because it is based on the knowledge of the society or the law that exist in the society. conclusion and suggestion in some cases, the colors on the sticker do not affect the meaning contained on it. in the other hand, sticker with clear object which refers straightly to the meaning can still be affected by the colors of the object. other than that, actions in the sticker with word help to reinforce the meaning of the sticker. it is also shown that every sticker is a replica, because it has been modified. but then, all stickers still refer to the law, which makes it easier for the society to understand the usage of the sticker. every sticker must also have the least one similar characteristic with the object they. because when it comes to the meaning in the sticker, it is found that stickers with the same general meaning can be used as response towards different condition. to make user easier, there is a key word which can be typed and the variations of the sticker can be chosen. this key word is called as symbol. it is suggested that this research can be developed into a more specific explanation, such as the meaning of each colors, gestures, properties, etc. the writers hope that this research can be useful to everyone who read it, especially to be used as a reference for the upcoming research to increase venice wijaya, thyrhaya zein 222 journal of applied linguistics and literature, vol 5(2), 2020 readers’ knowledge related to the elements on visual, the realization of the visual, and semiotics. references danesi, m. 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(2016). more than words? the effect of line character sticker use on intimacy in the mobile communication environment. social science computer review. https://doi.org/10.1177/0894439315590209 journal of applied linguistics and literature, vol 6(1), 2021 149 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.13602 a rhetorical analysis of comments and delivery strategy on ted talks ildi kurniawan universitas bengkulu, indonesia corresponding email: ildikurniawan@unib.ac.id abstract the purpose of this research is to describe the comments and its delivery strategy on the speech entitled “do schools kill creativity? by sir ken robinson on ted.com. the data of this research were 50 comments of the videos (2016-2020) which contained comments on speaker or talk style not relating to talk content. this research adopted the comment theory analysis by tsou, a. et.al (2014). coding process and content analysis was used to see delivery strategy by the speaker. the findings of the research showed that from the total of the comments, there were 38 comments on speaker delivery, then followed by comment on praise and criticism of speaker, 13 and 2 comments, respectively. there was no comment on both personal anecdote and other comments on the speaker. also, from the comments on speaker delivery, it was revealed that the comments on the quality of delivery were attractive, sincere, knowledgeable, fluent, accurate, effective, and efficient. finally, it was also found that both verbal and non-verbal delivery strategies were used very well by the speaker in his speech. keywords: rhetorical, comment, delivery, ted talk introduction when the researcher was searching one of the videos on ted.com, the researcher found an interesting video which gained its position as one of the top videos on the website. in the video, the audience looked like enjoying the event; they laughed, clapped their hands, and gave standing applause at the end. however, the speaker did not have any special slides like others; he just delivered a talk with some jokes. surprisingly, the video has been seen many times globally and recently has reached almost five thousand comments from viewers. then it raised questions why this video has so many comments and why people gave comments on it. this, as a matter of fact, caused me to find out this study, seeking the answer for my curiosity. http://dx.doi.org/10.33369/joall.v6i1.13602 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.13602&domain=pdf ildi kurniawan 150 journal of applied linguistics and literature, vol 6(1), 2021 in term of commenting on video, the comments are not only limited to expression of like and dislikes but also “care what other people think about what they have created” (rogers, 2017 p.6). rogers emphasizes that the comments could be a way for commenters to feel connected with the videos. meanwhile for both platforms and speakers, the comments can be medium to see how good they work on the videos, and to check how well the speakers when they deliver a speech, respectively. however, the problems are how delivery strategy can attract people giving comments and how audiences’ comments can measure speaker’s delivery strategy on the speech. previous studies such as tsou, a.et. al (2014) have examined on audience’s comments on ted talks video which were posted on ted.com and on youtube to see the differences between the comments from the two platforms and presenter characteristics. other studies both focus on classification of comments which are based some criteria that participants have posted (santiago, 2014) and how comments’ tools can pave the way for commenters to get closed with the speakers (rogers, 2017). on the other hand, porter (2019) emphasizes to retheorize a rhetorical theory of delivery for internet-based communications. however, a study on how a comment and a delivery strategy on the video interconnected on one speaker’s speech has less attention among scholars. certainly, there was a research concerning with analyzing audience, yet it was about relationship between writer-audience not speaker-audience relationship like in this study (park, 1986). moreover, some researchers, for examples, just did a rhetorical analysis on certain speech by famous figures (maguire, 2014; stewart, 2012; solmsen, 1938). another researcher, on the other hand, did a rhetorical analysis to see its significance to rhetoric and composition field (allen &flynn, 2016), meanwhile, the others just gave an explanation about digital rhetoric or analyze the visual rhetoric on digital writing scope (hocks, 2003) and visual rhetoric in advertisement (mcquarrie & mick, 1999).therefore, in this research, the researcher proposes two research questions namely: 1) what comments (not related to content) are depicted from the audience on the talk particularly on its delivery? 2) what types of delivery strategy are used by the speaker when delivering a speech on the talk? by identifying those research questions above, thus, the purpose of this case study is to describe the comments and its delivery strategy on the speech entitle “do schools kill creativity? by sir ken robinson on ted.com. methods the method of this research is a case study. a case study was used because this was suitable with the topic and it was in line with statement of creswell and poth (2018) who said, “in the case study, the investigator/researcher explorers a real-life, contemporary bounded system (a case) or multiple bounded systems (cases) over time, through detailed, in-depth data collection a rhetorical analysis of comments and delivery strategy on ted talks journal of applied linguistics and literature, vol 6 (1), 2021 151 involving multiple sources of information, and report a case description and case themes”. the type of case study applied here was intrinsic case study which tried to describe one of videos on ted.com which has attracted many people around the globe to watch and give a comment. the focus was on the case itself because the case presents an unusual or unique situation. then, the objective of this case study was to illustrate a unique case, a case that has unusual interest and of itself and needs to be described and detailed (creswell and poth, 2018). because the case has its uniqueness, therefore, the researcher described it in detail about the speaker of video in term of delivery strategy and comments from the viewers or participants available under the video on the website. in this research, the data were originally obtained from a video on www.ted.com entitled “do schools kill creativity? “by sir ken robinson. the reason to choose this video is because this one is the first place of the most popular talks of all times on ted website with more than sixty-four million views. also, this video has the highest comments from audiences (4899 comments) since it was firstly launched in 2006. the data of this research were comments from the audience on the video. however, due to time constraint, the researcher just collected 50 comments purposively from 2016-2020. the comments were taken if they were non-related on content and in english only. then, the video was also observed by filling out the observation lists which was aimed to see speaker’s delivery strategy while speaking. the data were stored on computer and had a special folder for the downloaded data and classify the comments from each participant with anonymous name of folders. data analysis procedures tsou, a. et.al (2014) categorizes the comments into eight types. type 1 is comment on speaker or talk style not relating to talk content; type 2 is comment on talk; type 3 is other interaction with previous commenter with no discussion of talk content; type 4 is meta comment about ted itself; type 5 is spam (irrelevant, marketing or promotional not related to talk) ; type 6 is selfpromotion (related to talk); type 7 is other (something in the comment that does not match any of the above categories) and type 8 is pointer (comment contains citation, hyperlink, book/article title or other pointer to external information). however, this research adopted the type 1 comment only. this model of content analysis was taken since it described fully about the way how to categorize the comments into subcategories which helped the researcher easily to identify the types of the comments which focus on delivery. table 1 shows the example of how to code the comments. table: 1 theme and its categories ildi kurniawan 152 journal of applied linguistics and literature, vol 6(1), 2021 theme categories code comment on speaker or talk style not relating to talk content personal anecdote (self-identification with speaker) 1a criticism of speaker (not the talk or message) 1b praise of speaker (not the talk or video) 1c comment on speaker demographics 1d other comment on speaker 1e comment on speaker delivery/style (with or without praise or criticism 1f table: 2 the coding processes audience number participants’ comments open code subcategories categories code 24 sir ken robinson's argument on how schools kill the creativity of its students is valid. schools are teaching kids that nothing less of perfect will do and that mistakes will destroy your future in getting an education or job. this stigma is toxic and incorrect, mistakes allow people to grow and develop their knowledge. education isn't just mathematics and english; education includes the fine arts and sports. studies on the brain have shown that people who participate in music, dance, band, sports, etc, are smarter and less stressed. however, a "core class" teacher who sees a student drawing or singing in their classroom would view it as a distraction, but if you place a kid in the fine “… robinson’s use of humor and rhetorical questions…” code ep, year of 2017) humor and rhetorical questions comment on speaker delivery 1f a rhetorical analysis of comments and delivery strategy on ted talks journal of applied linguistics and literature, vol 6 (1), 2021 153 arts their talent will be embraced and uplifted. robinson's use of humor and rhetorical questions proves that core classes are tearing down students and in turn killing their creativity. (code ep, year of 2017) to identify what types of delivery strategy imposed by the speakers in his speech, the researcher analyzed it by using the characteristics of two types of delivery strategy proposed by thomson and rucker (2002) who defined some features for each type of delivery. the features of verbal delivery are the speaker’s pace/speed that makes the speech understandable; the speaker’s volume makes the speech understandable; the speaker is relaxed and comfortable when speaking; and the speaker uses her/his voice expressively. meanwhile, the features of nonverbal delivery are the speaker’s behaviors (i.e., gestures) are smooth; the speaker’s eye contact adds to the speech effect; and the speaker uses his or her body expressively. from the features of delivery strategies above, the researcher adopted it into some indicators of delivery and made it into observation list to help identifying each characteristic of both verbal and nonverbal delivery. the example of observation sheet can be seen in the table 3 table: 3 observation sheet findings in this research, there were two questions which needed to answer. they were: 1. what comments (not related to content) are depicted from the audience on the talk particularly on its delivery? 2.what types of delivery strategy are used by the speaker when delivering a speech on the talk? what comments (not related to content) are depicted from the audience on the talk particularly on its delivery? video title delivery strategy reflective notes verbal nonverbal pace/speed volume voice gestures eye movement body movement ildi kurniawan 154 journal of applied linguistics and literature, vol 6(1), 2021 firstly, to answer the question 1, the overall comments which contained “nonrelated to content” were presented as follow. graph 1. overall result of comments on not related to content from the graph above, the number of comments on speaker delivery was the highest one, 38 comments from the total sample, followed by comment on praise of speaker and criticism of speaker with 13 and 2 comments, respectively. there was no comment on personal anecdote or other comment on speaker. also, it was found that there were three comments (see appendix audience no. 4, 13 and 20) which contained comments on both praise speaker and on speaker delivery. meanwhile, after analyzing the audiences’ comment on its delivery strategy, it was found that the speaker used these following delivery strategies on his speech: graph 2. comments on delivery strategies from the graph 2, the speaker mostly used humor on his delivery strategy with 24 comments on it, then followed by the language, story, and example with 5, 3 and 2 comments, respectively. besides, allusion and analysis were the least delivery strategy used by speakers with one comment for each. 0 2 1 3 0 3 8 p e r s o n a l a n e c d o t e c r i t i c i m s o f s p e a k e r p r a i s e o f s p e a k e r o t h e r c o m m e n t o n s p e a k e r c o m m e n t o n s p e a k e r d e l i v e r y 2 4 5 3 2 1 1 h u m o r l a n g u a g e s t o r y e x a m p l e a l l u s i o n a n a l y s i s a rhetorical analysis of comments and delivery strategy on ted talks journal of applied linguistics and literature, vol 6 (1), 2021 155 what types of delivery strategy are used by the speaker when delivering a speech on the talk? for the second question, “what types of delivery strategy are used by the speaker when delivering a speech on the talk?”. the result of the analysis based on the observation sheet provided for this question was presented in the table 4. table: 4 delivery strategy are used by the speaker from the table 4 above, it is clearly seen that the speaker used both verbal and nonverbal strategy while delivering his speech in front of his audience. overall, in verbal strategy, the speaker totally has used normal pace, nice volume and clear sound and appropriate gestures. however, in nonverbal strategy, speaker did not use body movement very well but eye movement. discussion from the previous results, it was found that there were two types of comments on speaker delivery given by audiences: the quality of the delivery and the delivery strategy used by speaker. the comments on the quality of the delivery included attractive, sincere, and knowledgeable, fluent, accurate, effective, and efficient. each of this category was taken from the statements or comments below: •attractive delivery this comment form audience no.2 who said “this is definitely both an interesting and informative speech! the speaker's way of delivering the presentation really attracts me! he is a real public speaker! (jd,2020). •sincere and knowledgeable delivery “follow that! sir ken robinson certainly knows how to make a speech…. it was delivered with sincerity.” (dp,2019) •fluent delivery video title delivery strategy reflective notes verbal nonverbal pace/speed volume voice gestures eye movement body movement do schools kill creativity? ✓ ✓ ✓ ✓ ✓ x ildi kurniawan 156 journal of applied linguistics and literature, vol 6(1), 2021 “…robinson is able to fluently and eloquently deliver his speech with a balanced amount of comedy, gaining the audience's appeal in order to turn their attention to the issue of creativity...” (an,2017) •accurate and well delivery “sir ken robinson's point that schools are killing creativity is very accurate and well delivered...” (js,2017) •effective and efficient delivery “…his delivery is effective and efficient, leaving the audience with a call to actionfix the broken system.” (as,2016) also, from the comments, it is important for a public speaker to consider that a good delivery should contain those values and they are certainly found on sir ken robinson’s speech. meanwhile, after analyzing the audiences’ comment on its delivery strategy, it was found that the speaker used these following delivery strategies on his speech: •humor from the comments, it was found that the speaker mostly used humor when delivering his speech. some forms of humors described by audience could be in forms of comedy, irony, satire, sarcasm. here are some comments regarding the use of humor: “…sir ken robinson relies on his use of comedic humor to make the audience laugh and ponder on the thoughts he left in their heads. through the rhetorical questions and humor, he amplifies his idea that schools are based purely on core learning and are killing the creativity in children”. (ts,2016) “...the rhetoric device robinson continually uses throughout this ted talk is humor. his sarcastic remarks throughout the speech keep the audience focused on the overall message, which is people need to piece back together a school system that encourages creativity, rather than kill it. (es,2016) “…robinson does a wonderful job portraying that creativity should be a hierarchy to common core education through humor, irony and at points satire, as well as allusions…”. (cm,2016) in addition, according to the audience, the use of the humor in delivering a speech could be specifically the way to: a) gain the audience's appeal to turn their attention to the issue (an,2017); b) make speech fun to listen to and strengthens argument (af,2017); c) keep audience not only a rhetorical analysis of comments and delivery strategy on ted talks journal of applied linguistics and literature, vol 6 (1), 2021 157 entertained but thinking. (jm, 2016)”; d) keep audiences engaged. (al, 2016; ah,2016; dg,2016); e) make the speech flow more easily and to captivate the audience (df, 2016; ss,2016); f) make the audience laugh and ponder on the thoughts he left in their heads. (ts,2016); g) allow the audience to feel comfortable and connect easier to speaker (ja,2016); h) keep the audience focused on what to say. (lr,2016)); i) make speaker familiar with the audience (lm,2016). therefore, from that functions, it was clearly seen that the speakers successfully delivered his speech by giving some jokes or humors to get the audience’s attention and so the audience felt happy, comfortable, focused, and understood with the points delivered by the speaker. •language in this context, it was found that some audience considered that the speaker used language skill as the strategy of delivering speech such as the use of rhetorical question, simple and concise language, device of ethos. here are some examples of comments regarding this use. “…through the rhetorical questions and humor, he amplifies his idea that schools are based purely on core learning and are killing the creativity in children.”. (ts,2016). then. the use of this rhetorical question is quite important for a public speaker as cc, 2016 mentions that “…sir ken robinson most effectively uses rhetorical questions to support his argument…” cc,2016). “i would like to say that sir ken robinson is a great public speaker as he uses simple and concise language to present his ideas…” (mr,2020) “…the speaker uses the device of ethos by giving personal examples of his own son and sympathizing with the crowd…” (sr,2017) •story here, it was clearly seen that the audience stressed the importance of giving a story whether personal story or short story while delivering a speech since it could make listeners fun with speech and help listeners understand it. as mentioned by two audience below: “…his use of humor and personal experiences makes his speech fun to listen to and also strengthens his argument…” (af,2017) ildi kurniawan 158 journal of applied linguistics and literature, vol 6(1), 2021 “…robinson utilizes much pathos in his audience via funny short stories to engage his listeners, making it easier for them to connect with his argument...” (jd, 2016) •examples it was also important for speakers to support his or her arguments by giving some examples while they were giving his or her speech in public. these examples help audience understand the speech but bear in mind that the example should be valid and easy to understand by audience. below are ample of audience’s comment concerning this issue: “…sir ken robinson's humorous examples keep the audience captivated and hungry for more throughout his presentation and his large ...range of examples provide ample support for his claim that schools are indeed killing creativity.” (ss,2016). “…robinson does an excellent job of keeping the audience engaged with his use of humor, while still providing valid examples for analysis of his point...” (ah,2016) •allusion audience also saw an allusion or a reference as an important strategy for speaker while delivering speech. below were the comments from the audience regarding on this matter. (“…robinson does a wonderful job portraying that creativity should be a hierarchy to common core education through humor, irony and at points satire, as well as allusions. (cm,2016) •analysis in this context, the speaker talked a lot about one of social life matters that is education system. by analyzing it and try to connect it with social life, it could be an interesting topic for audience to listen. here was the example of audience’s comment on this issue. “…sir ken robinson gives a great blend of humor and an analysis of social relations to give an overview of education system…” (dk,2020) moreover, dealing with the delivery strategy are used by the speaker when delivering a speech on the talk, the researcher could summarize that both verbal and non-verbal delivery strategies were used successfully by the speaker in his speech to public. take for examples, in term of verbal delivery a rhetorical analysis of comments and delivery strategy on ted talks journal of applied linguistics and literature, vol 6 (1), 2021 159 such as pace or speed, the speaker spoke in normal pace, so it was easy to follow. further, the volume was nice that very word could be heard clearly including the voice or tone as well. with his british accents, the speech was totally unique and easy to understand. on the other hand, on non-verbal delivery strategy, especially body movement, the speaker did not move so much; mostly just standing in the center; no walking around. therefore, it felt like rather boring to watch because the speaker was mostly staying in the middle of the stage. however, for gestures and eyes contact, the speaker completely did a nice job. he used his hands and forefinger to express the ideas or to stress something important on his speech. eyes contact to the audience also contributes a lot on his speech. the speaker was considerably good at getting attention from the audience by looking at them proportionally. good lighting and zooming on the speaker’s face also definitely helped audience to get connected with the speaker. unfortunately, this speech was not equipped with a projector or slide displayed during this speech. however, this situation helped the audience not to get distracted. thus, they could focus on the speaker only. conclusion and suggestion from the result of the research above, there are some points that could be concluded. firstly, it was found that there were two types of comments on speaker delivery given by audiences: the quality of the delivery and the delivery strategy used by speaker. the comments on the quality of the delivery included attractive, sincere, knowledgeable, fluent, accurate, effective, and efficient. secondly, the speaker delivered the speech verbally and nonverbally with interesting jokes or humors. from the collected comments, almost all audience mentioned that the speech delivered by sir ken robinson was very humorous. this led to the success of the speaker in delivering his speech to public. a speech could be entertaining and full of meaning for audience. although the speech was not supported by any slides, the audience kept their attention connected with it. in short, delivery strategy is one of the main successful keys for anyone who wants to be a great speaker when speaking on the stage. limitations and steps for further research this research just covered 50 comments in the last four years (2016-2020) as sample, while the video itself has been published for many years ago (2006) and has almost 5000 comments globally. as a result, for the next researchers who are interested in doing the same thing, it is expected to include more comments from different periods. moreover, the language of the comments ildi kurniawan 160 journal of applied linguistics and literature, vol 6(1), 2021 analyzed in this research is limited only in english. therefore, looking at other comments written in other languages could be interesting facts to see. then, the video has been translated into many languages. therefore, knowing comments from diverse language would be beneficial for further researchers to consider. furthermore, it is highly recommended for the next researchers to consider working with other experts (speaking skill experts or information, communication, and technology experts) when analyzing the video. perhaps, the result of the analysis of the video will be great if the researcher can do that. references allen, i., & flynn, e. 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(2014). a community of curious souls: an analysis of commenting behavior on ted talks videos. plos one 9(4): e93609. https://doi.org/10.1371/journal.pone.009360 http://www.jstor.org/stable/43525493 https://doi.org/10.1371/journal.pone.009360 432 joall (journal of applied linguistics and literature), 7(2), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20860 https://doi.org/10.33369/joall.v7i2.20860 the implementation of the integrated performance assessment (ipa) model to improve english students' speaking skills 1ildi kurniawan , 2syafrizal sabaruddin , 3azhar aziz lubis 1,2,3english department, faculty of teacher training and education, universitas bengkulu, indonesia 1jalan wr. supratman, kandang limun, muara bangkahulu, bengkulu 38371 article info abstract article history: received: march 02, 2022 revised: july 11, 2022 accepted: july 26, 2022 this study aims to analyze the extent to which the application of the ipa model could improve indonesian students’ speaking skill, especially speaking skills for discussion course. it was classroom action research in which the stages of its activities include planning, implementation, evaluation, and reflection. this research’s subjects were the third semester english department university of bengkulu. the researchers only took four cycles as the data of the research. qualitative and quantitative data were analyzed to find a valid conclusion. the results show that the application of the ipa model improved the basic skills of students’ speaking skills in class. it can be seen from the improvement in almost every cycle. the mean score in cycle 1 was 80, followed by 80.3 in cycle 2, but slightly decreased in cycle 3 with a mean score of 79.6 and got higher again in cycle 4 with a mean score of 82. internal and external factors also contribute to the students’ speaking skills. keywords: integrated assessment performance speaking for discussion conflict of interest: none funding information: faculty of teacher training and education, universitas bengkulu correspondence: ildi kurniawan, english department, faculty of teacher training and education, universitas bengkulu, indonesia. ildikurniawan@unib.ac.id, ©ildi kurniawan, syafrizal sabaruddin, azhar aziz lubis this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): kurniawan, i., sabaruddin, s., lubis, a.a. (2022). the implementation of integrated performance assessment (ipa) model to improve english students’ speaking skills. joall (journal of applied linguistics and literature), 7(2), 432-443. https://doi.org/10.33369/joall.v7i2.20860 english language teaching focusing on productive skills (speaking) requires an appropriate assessment model to apply to the course (british council, n.d.). it is because the assessment (authentic and meaningful tasks) should facilitate the learning activity which can encourage students to achieve their oral skills (kayi, 2006). however, to the best of the researchers' knowledge, english speaking classes in indonesia, have never used an https://ejournal.unib.ac.id/index.php/joall/article/view/20860 https://doi.org/10.33369/joall.v7i2.20860 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.20860&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.20860 http://orcid.org/0000-0003-1007-1841 http://orcid.org/0000-0003-1007-1841 https://orcid.org/0000-0001-6113-8650 application of integrated performance assessment (ipa) model to…. joall (journal of applied linguistics and literature), 7(2), 2022 433 assessment system which involve an integrated performance assessment (ipa). meanwhile, if we look at the purposes of assessment, this assessment model allows students to achieve their learning goals, including speaking skills. moreover, referring to the world-readiness standard for learning language by the american council on the teaching of foreign languages (actfl, n.d.), it seems clear that the role of assessment with ipa system affects the success of students in learning a foreign language such as english (davin, k., troyan, f., donato, r & hellman, a., 2011). however, once again, this system has never been piloted in speaking courses, especially in indonesian. speaking is one of the english language skills considered the most difficult to master by some foreign language learners (ulker, 2017; hosni, 2014; hamad & alnuzaili, 2022). some research on the causes of difficulty mastering this skill have been done by researchers (shen and chiu, 2019; asworo, 2019; holandyah, marzulina, erlina, harto, amalia, fridiyanto, & mukminin, 2022). the research summarized that vocabulary, pronunciation, grammar, understanding, fluency, mother tongue use, and preference on particular topics of conversation are the main obstacles foreign learners face when trying to speak in english. teachers have made some efforts to help students improve their speaking skills such as using story telling models (erfiani, 2017), using reciprocal teaching strategies (ahmad, 2014), using shadow teaching techniques (yahya, 2020), and using reciprocal teaching strategies (ahmad, 2014), using shadow teaching techniques (yahya, 2020), and using methods of teaching “everyone is teacher here” (elvionita, 2018). however, these attempts have not effectively addressed the problems of english-speaking skills. furthermore, what lim, ko, park & ihm (2022) investigate on teacher intervention in a discussion based on learning activities is probably very relevant information in helping students to have better speaking skills. to respond to this, the researcher would like to interfere with the learning activities by applying the ipa model in class. according to the center for advanced research on language acquisition (carla) university of minnesota (2019), ipa is defined as a classroom-based performance assessment model which is used to evaluate student's communication skills in the three modes of communication (interpretive, presentational, interpersonal). actfl develops this assessment model. using this model can help students solve their english speakingproblems. the reasons to use this are because firstly, students are given many opportunities to show how they use their language skills. secondly, students continue growing and learning something new since they are supported with a real-life task and a cultural topic evaluated in the three modes of ildi kurniawan, syafrizal sabaruddin, and azhar aziz lubis 434 joall (journal of applied linguistics and literature), 7(2), 2022 communication: interpretive, interpersonal, and presentational (toward proficiency, 2020). finally, each element of the activity allows students to have other languages skills, for example, in the interpretive phase, the skills integrated in this step are listening, reading, and writing (carla: assessment of second language, n.d.). this model has been recognized as one of the most effective assessing methods for high thinking level because this emphasizes the application and demonstration of the ability to solve problems (kuo-hung, chao, et al., 2016). moreover, kuo-hung, chao, et al. emphasize that measuring students’ performance can allow them to study the concepts, complex event, and their structure”. also, the main strength of the implementation ipa model is feedback or reciprocity from lecturer to the performance of language skills of the students. providing feedback in the oral and written form allows the students to know their weaknesses that must be corrected in the future. below is the description of the ipa model. picture 1. the steps for ipa model (https://towardproficiency.com/) in the ipa model, there are three learning tasks that the students need to follow. they are interpretative, interpersonal, and presentational tasks. an interpretative task involves reading and listening tasks, and this step aims to explore students’ background knowledge about the topic being presented in class. the lecturer provides a learning topic either in the form of reading, listening or both. the topic itself should be authentic and refers to the target language. furthermore, dealing with the assessment, the lecturer assesses students’ initial understanding of the topic/material; on the other hand, students try to understand, interpret, and analyze what they see, hear, or feel regarding the presented topics. in general, this interpersonal assessment is related to the lecturer's assessment of activities between students with certain tasks that the lecturer has determined. in this activity, students interact, negotiate, share information, opinions, understanding, and feelings about the task. https://towardproficiency.com/ application of integrated performance assessment (ipa) model to…. joall (journal of applied linguistics and literature), 7(2), 2022 435 in addition, the presentational assessment is an assessment of student performance either in the form of material presentation, describing something, written or spoken. from each of these assessments, the lecturer consults with students about what is going to be assessed and how much its worth, including providing input (feedback) from each assessment that has been done. students understand what must be achieved and know what must be done to be successful in learning. students get assessment criteria before they are assessed, and the lecturer must provide feedback on the results of assessments given individually or in a group. regarding the explanation above, researchers would like to present this assessment model in the speaking for discussion class because the purpose of this class is in line with one of the objectives of ipa which is to facilitate the students to have better communication skills. finally, the research aims illustrate the extent to which the application of the ipa model can improve students speaking skills in the speaking for discussion course. method the method used in this research was classroom action research. it consists of four cycles: planning, implementation, observation, and reflection. these cycles could be repeated if at the stage of reflection there is no improvement at all. to enter the next cycle, a revision is required at the planning stage. if this research’s success indicators are met, then there is no need for an advanced cycle; in other words, the research can be stopped. this study was planned to carry out one cycle in advance consisting of 4 meetings in 4 weeks. each stage in the cycle is described as follows: planning activities carried out in the planning stage were developing learning strategies, preparing learning implementation plans and preparing devices (such as media, materials and tools, and observation instruments), and preparing ipa sheet instruments (assessment sheets for interpretive, interpersonal, and presentational for each meeting, field note sheets, english tests, research schedules). the main researcher acted as a lecturer who taught the class, while research member acted as collaborators in implementing classroom action research. implementation at this stage, the researcher as a lecturer carried out learning that has been prepared in the learning implementation plan. the lecturer must have mastered the strategies that applied in learning and followed the signs that were prepared in the learning implementation plan. during the learning process, research members as collaborators helped the lecturer observe the ildi kurniawan, syafrizal sabaruddin, and azhar aziz lubis 436 joall (journal of applied linguistics and literature), 7(2), 2022 continuity of learning (co-observer). one cycle was held for four meetings with 100 minutes for each meeting for four weeks. at the end of each meeting, students were asked to fill out a self-assessment sheet including feedback that the research team had prepared. at the end of the cycle, students were given a questionnaire to measure their level of speaking skills. observation the research member acted as collaborators, observing the continuity of learning. what was observed was not the teaching lecturer but the learning activity that was the focus of observation. collaborators as co-observers then recorded things that considered necessary during the learning process on the field note sheet. at this stage the data collection process had begun. reflection the reflection stage is the stage where researchers analyze the data that has been collected; observation sheets, self-assessment, ipa sheets, and a questionnaire. the data obtained are compared to the success indicators established at the planning stage. if the indicator of student success has not been achieved, then the researcher would be continued to the next cycle. on the other hand, if the study results have reached the indicator of success, then the research would be stopped or would not continue to the next cycle. the research setting was the speaking for discussion class in the english education study program, department of language and arts, university of bengkulu. the study was conducted from the third week of august to the fourth week of october 2021. the subject of this research was a third-semester students in the english language education program, department of language and arts education, university of bengkulu academic year 2021/2022. there were three classes in that course, but for this study, the class used was a class that researchers taught. the data were collected through an ipa sheet conducted by researchers at each meeting, and a field note sheet filled in by a co-observer of each meeting. there are four research instruments; ipa sheets, field notes, english tests and questionnaire. the data obtained from field notes and feedback were analyzed qualitatively. while the data obtained from integrated performance assessment and questionnaires were analyzed with a quantitative approach. the research could be successful if it had reached two indicators or criteria of success. the first indicator was that 75% of students had reached novice high level (grade a-) and 25% of the students fall into the very high (grade a) category. the second indicator was that the english-speaking skills test average grade reached the good category (grade b). findings application of integrated performance assessment (ipa) model to…. joall (journal of applied linguistics and literature), 7(2), 2022 437 overall, the use of ipa has contributed to students’ achievement in speaking skills, especially in speaking for discussion class. furthermore, students ‘performance in the speaking skills was at a good level which can be seen from the average grade they had, which was (b+), meaning good. however, since this speaking for discussion class was advanced, the difficulty level was much higher than in the previous speaking classes. in this speaking for discussion class, students were not only required to have high ranges of vocabulary and pronunciation, but also fluency. however, some students faced some problems dealing with the components of speaking skills such as fluency, grammar and understanding; they still had lower score for each component. specifically, the findings are described in the following graphs to illustrate the extent to which the implementation of the ipa model could improve students’ skill in speaking for discussion class. firstly, the overall result of students speaking skill per cycle can be found below. graph 1. speaking score per cycle from the graph above, it is clearly seen that the students’ scores for speaking slightly increase from cycle 1 to cycle 2, but the score experiences a slight decrease in cycle 3 and gets higher back in cycle 4 with an average score of 82. it means students’ ability in speaking class is improved, compared to the beginning of the cycles. the high score, 82, is categorized as novice high meaning that the implementation of ipa can help students get better performance at the end of the cycle. 80 80,3 79,6 82 cycle 1 cycle 2 cycle 3 cycle 4 average of students speaking score for each cyle score ildi kurniawan, syafrizal sabaruddin, and azhar aziz lubis 438 joall (journal of applied linguistics and literature), 7(2), 2022 graph 2. students’ abilities on speaking skill moreover, the graph 2 shows that most students have a good level of speaking with a total of 21 students. on the other hand, only 8 out of 39 students are categorized into a high level of speaking skill, followed by ten students who were at a novice level. in short, many students in the class have shown good speaking performance. graph 3. students’ mastery on speaking furthermore, in term of students’ mastery of speaking, it is clearly shown that fluency and grammar still became the main problem faced by students, only 21% and 26 % respectively. however, vocabulary and comprehension are also in between positions, while pronunciation (92%) shows that the students have good speaking skills. discussion 8 10 21 category students' level of ability on speaking skill very high novice high good 26% 69% 92% 46% 21% grammar vocabulary pronunciation comprehension fluency students mastery on speaking's components application of integrated performance assessment (ipa) model to…. joall (journal of applied linguistics and literature), 7(2), 2022 439 from the findings, in general students make no considerably significant improvement from cycle to another. there are some parts that the students are good at speaking, such as they show good skills pronunciation and vocabulary mastery skill, but also there some points that they need to improve such as in term of fluency, rules and comprehension. however, in this part, there are three main points the researcher wants to discuss. firstly, the average score in cycle 3 decreases but then increases slightly in cycle 4. the possible explanation for this is that each week, they needed to study different topics of discussion. sometimes, the topics were new for them, and it caused to lack of any background knowledge about the contents. indeed, it would influence the final score of their speaking skills’ components such as understanding and fluency. another possible cause was the obligation of each student to give an opinion regarding the topics being discussed in class. perhaps, some students could give their opinions due to some reasons like they had to gather completed information before taking a group discussion which takes much time. also, the class needed students to have the ability to read the sources comprehensively and summarize them on their own as a source of information for them to take an active discussion. when the students study first (self-study) before actively participating in discussion, the learning is richer and the learning outcome is better (lim, ko, park & ihm, 2022). secondly, in general, the overall level of ability of students in speaking skills at a reasonable level. what makes this happen? are there any factors influence that matter? the assumption that led to the fact that the students could not achieve the highest level of speaking skill was due to several factors. first, the language skill level required in the class was much more complicated because they had to master all components of speaking skills such as grammar, vocabulary, pronunciation, understanding and fluency. based on the finding, the students must increase their capability in terms of fluency, grammar and understanding to perform successfully in speaking. it could not be denied that these three things are the main keys for them to get the most out of this speaking activity. however, it is understandable that the students in groups come from the same background. the power of group discussion for solving tasks can be a success if the member of the group is diverse or mixed (taro, et.all, 2021). in addition, the students' internal factors might affect their performance when speaking english. most students were still not confident enough to express their ideas on a particular topic that was being discussed since they lacked knowledge about the content of the topics. dealing with the topic of discussions, it is in line with the research done by holandyah, marzulina, erlina, harto,amalia, fridiyanto, & mukminin (2022) who states ildi kurniawan, syafrizal sabaruddin, and azhar aziz lubis 440 joall (journal of applied linguistics and literature), 7(2), 2022 that the students face many various challenging which prevent them from having good speaking skill in english, one of them is the issue that the students look for interesting topics of conversation. therefore, if they find uninteresting topics for discussion, they probably want to get involved in the discussion. also, the fear of being embarrassed and afraid of being wrong with their abilities aggravates their internal condition. the embarrassment of appearing in public also contributes to their speaking performance; including they easily give up when making mistakes in terms of pronunciation or grammar. furthermore, there were also external factors that possibly affected the success of students in speaking for discussion activities, including internet connection, electronic devices used and time constraints they had. these three things were believed to be the main factors that contribute positively to the failure of students in achieving existing learning goals. the class was conducted online during the pandemic of covid-19 and most students studied at home with limited internet access. moreover, not all students had sophisticated smartphone and laptop to support their study. therefore, several things need to do by students when learning english, especially for speaking skill such as keep practicing a lot (arun & peruvalluthi, 2015), watching english tv shows or movies, listening to english songs or podcasts or other relevant apps to support english learning such as google voice to recognize english pronunciation. moreover, students need to focus on improving themselves in speaking english, trying to be more confident, and having dare to make mistakes in mastering speaking skill. futhermore, teachers or schools should provide well-organized english program to help students’ challenging speaking skills (holandyah, marzulina, erlina, harto, amalia, fridiyanto, & mukminin, 2022). lastly, dealing with students’ mastery of speaking components, why fluency and grammar become the main problem faced by students, meanwhile pronunciation is significantly improved for students in speaking skills based on the observation in class, fluency and grammar were becoming a significant matter for students due to some factors. in terms of fluency, for instance, it was hard for students to have excellent fluency if they had problems with vocabulary and grammar. it is undeniable that students who have good vocabulary and understand the rules as well tend to be fluent speakers. almost students stated that they had ideas to get involved actively in the discussion, but because it required them to use english, it was a great challenge for them to participate. on the other hand, mastering the rules only is not enough for students to become great speakers. they also need other components of speaking skills to be a perfect speaker. application of integrated performance assessment (ipa) model to…. joall (journal of applied linguistics and literature), 7(2), 2022 441 the pronunciation part was interesting to talk about here, which some students felt great about. it could be assumed that they probably often heard the words on the internet, where many students liked to search for information, including finding how to pronounce particular a word correctly using many apps like google. however, from the questionnaire, they stated that their pronunciation improved because of their curiosity about how to pronounce the unfamiliar words they had during taking this course. from this, they felt that their pronunciation was getting improved after they studied the pronunciation by themselves in this course. conclusion from the findings and discussion described above, it can be concluded that implementing this ipa model can improve students’ speaking skills. in addition, there are also internal and external factors that play a role in determining the success of students in this speaking class. the 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(2020). the implementation of shadowing teaching techniques to improve students’ speaking ability at sman 2 sidarap. undergraduate thesis. english education study program makassar muhammadiyah university. http: //digilibadmin.unismuh.ac.id the authors ildi kurniawan is an english lecturer at university of bengkulu since 2014. since then, he started his research interest in english field and others including language skills, language assessment/testing rhetoric analysis, language learning strategy, computer assisted language learning, online learning, and classroom management. syafrizal sabaruddin is a senior english lecturer at university of bengkulu. his research interest on linguistics (pragmatics, sociolinguistics, syntax) and speaking skills. he has involved in a teacher profession program which produced some professional english teachers. azhar aziz lubis is a full-time english facilitator at the english education study program, universitas bengkulu who is also keen on working on academic publishing practices been shown for the last five years. https://www.researchgate.net/journal/education-and-linguistics-research-2377-1356 https://www.researchgate.net/journal/education-and-linguistics-research-2377-1356 https://carla.umn.edu/assessment/vac/createunit/unit_examples.html#:~:text=integrated%20performance%20assessment%20is%20a,standards%20for%20learning%20languages%20(2015 https://carla.umn.edu/assessment/vac/createunit/unit_examples.html#:~:text=integrated%20performance%20assessment%20is%20a,standards%20for%20learning%20languages%20(2015 https://carla.umn.edu/assessment/vac/createunit/unit_examples.html#:~:text=integrated%20performance%20assessment%20is%20a,standards%20for%20learning%20languages%20(2015 https://towardproficiency.com/2020/ https://core.ac.uk/download/pdf/234641197.pdf journal of applied linguistics and literature, vol 6(2), 2021 194 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.13776 attitude analysis of “the guardian” editorial: lockdown policy and the government 1ratih laily nurjanah 1universitas ngudi waluyo corresponding email: ratih.laily@gmail.com abstract this study aims to analyze the presented attitude based on the choice of words in an editorial published by the guardian on november 5th, 2020 entitled “the guardian view on the new lockdown: fewer promises, better performance needed”. one of the most relevant discourses to be analyzed is editorial section of newspaper that is considered as the purest part of mass media reflected ideology, or in this case, political stance. this is a qualitative study using the method of systemic functional language framework with the specification of interpersonal meaning especially appraisal analysis with 22 appraising items taken from the editorial as the sources of data. the findings show that the guardian is more likely not standing on the same side as the government by giving more negative attitude than the positive ones in terms of affects, judgment, and appreciation. getting involved in attitude analysis as a part of sfl is considered important in elt process to help students use language appropriately started from small unit like word. keywords: attitude analysis, appraisal system, editorials, sfl introduction appraisal theory has been developed by martin & white (2005) based on the interpersonal systems of halliday. it works with negotiate attitude in discourse. appraisal as a framework under sfl discusses the ways the speakers form certain identities and how to put themselves in front of people they are having communication with. analyzing the language used by speakers provides the view on speaker’s belief, objectives, and relationship with the others (haristyanti, 2015) attitude as a part of appraisal system can be defined as judgment and appreciation to the human behavior, text, process or phenomenon affected by attitude. the resources can be categorized into 3; affect system (emotional expressions to human), judgment system (assessment from human to human), https://doi.org/10.33369/joall.v6i2.13776 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.13776&domain=pdf mailto:ratih.laily@gmail.com https://orcid.org/0000-0003-4157-5540 ratih laily nurjanah 195 journal of applied linguistics and literature, vol 6(2), 2021 appreciation (evaluation of the valuable things). the 2 latter are defined based on the affect system as the center of the theory (li, 2016). affect is the center of the three subsystems of attitude concerning the stating of positive and negative feelings; happiness, sadness, anxiety, boredom. this system can be divided into; quality, process, and omment. affect as quality is related to the use of process clause in expressing emotions. affect as process is defined as the use of process clause to express feelings, especially mental and behavioral process. affect as comment is described as the modal adjunct to comment on the clause process. it covers how positive or negative emotions are shown through words. it includes dis/inclination, un/happiness, in/security, and dis/satisfaction. judgment covers the attitudes to behavior that we admire, criticize, or condemn. it can be divided into social esteem, and social sanction. social esteem deals with ‘normality’ (how unusual someone is), ‘capacity’ (how capable they are) and ‘tenacity’ (how resolute they are) while sanction deals with ‘veracity’ (how truthful someone is) and ‘propriety’ (how ethical someone is). all of them are indicated by positive or negative judgment. appreciation includes evaluations of semiotic and natural phenomena related to the ways in which they are valued or not in a given field. generally, it is categorized into positive or negative ‘reactions’ to things (do they catch our attention; do they please us?), the ‘composition’ (balance and complexity), and their ‘value’ (how innovative, authentic, timely). the appraisal system specifically points out the subjective ideology of the users by evaluating the vocabulary. polarity and explicitness are the important features of attitude. polarity is the feature to express the attitude of approval or disapproval through positive or negative attitude. explicitness works on the ways of evaluation whether it is explicit or implicit (dong & lin, 2018). attitude system can be found and analyzed easily in opinion since it is delivered based on someone’s perspectives on something or other opinion stated by someone else. this kind of expression is published in newspaper under the editorial columns. editorials are presented in different format because it is the only part of the newspaper showing organization of the paper. it also shows newspapers’ editorial opinion-leading role. it plays a role to provide opinion and push issues as independent parts of politics. (firmstone, 2015). editorials play important roles as stated by researchers including informing and shaping debate in public through 4 ways; 1) influencing readers, voters, or public opinions, 2) influencing internal news agendas and the scope of the newspaper, 3) influencing the agendas and scopes of other news media, 4) influencing politics or political agenda (firmstone, 2020). attitude analysis of “the guardian” editorial: lockdown policy and… journal of applied linguistics and literature, vol 6(2), 2021 196 therefore, editorials can be viewed as personal opinion or ideology related to a topic that is served in forms of an article or a column for society. by delivering an opinion on a topic, editorials are expected to be able to persuade readers or watchers to agree on an issue. the persuasion involves symbols to transmit the message with language full of cultural meaning. they can be presented in words like freedom, justice, and equality; nonverbal signs like the flag, star of david, or holy cross; and images that are instantly recognized. here, symbols are used as tools to persuade readers leading to change of attitude and build opinions (perloff, 2003). in this case, the tools used to deliver the message is the choice of words used in the editorial post analyzed from appraisal system point of view to conclude the attitude wanted to be shown by the publisher about the political issue especially on how government handles the covid-19 outbreak. the editorial staff of newspaper contributes to posing ideological arguments expected to influence readers through linguistic choices (awan & harun, 2015). the editorial column is a clear manifestation of the newspaper commitment to the society through participation in delivering opinions. the newspapers provide a place to exchange commitment and criticism and a common carrier of public expressions. editorials also provide leadership issues that is prominent to community (ugondo, 2018). sfl as a system can be reflected in elt where it focuses on understanding the social, linguistic processes and products of literacy. as explained by the seminal work on cohesion of halliday and hasan (1976) and martin and rose (2007), sfl has been greatly concerned with discourse. (perales-escudero et al., 2018). working with short texts to start can be very helpful for students. the texts can be taken from short stories or excerpts to help students gain understanding about the role of language within the text. it also forms stamina for linguistic analysis and encourages deep thinking as a foundation for critical analysis of long texts (schulze, 2015). in terms of written discourse, teaching grammar is simply the way to achieve the goal of communication through written text. since every aspect of a sentence plays important role in conveying meaning through grammar, it is very important for students to see grammar as a set of rules to be applied to make their text or written discourse meaningful. the process of teaching discourse is a long one because it is expected that teachers or lecturers build students’ understanding step by step by the scaffolding technique. the scaffolding processes in teaching phases of writing can be implemented in macro and micro levels (syarifah & gunawan, 2015). the result of this research showed that macro scaffoldings that are implemented in all of ratih laily nurjanah 197 journal of applied linguistics and literature, vol 6(2), 2021 teaching phases while the micro one happens in some stages of teaching, especially in building knowledge of the field and modelling. micro scaffolding can be implemented in joint construction of texts but not in independent text-construction. macro scaffoldings that are implemented can be seen from the teaching objectives delivered by teachers, the tasks given to students, and the classroom organized by teachers. the research question in this study is “what is the attitude shown by the editor of the guardian based on the choice of words?” this paper aims to analyze and describe the attitude stated in the editorial column based on the choice of words. this paper works on the editorial related to the government policy on national lockdown due to covid-19 outbreak. methods research design this study applies qualitative design study that aims to describe the use of words reflecting the affect, judgment, and appreciation to determine the stance of the guardian as one of the newspapers in london. object the text analyzed is the editorial column of the guardian posted on november 5th, 2020 entitled “the guardian view on the new lockdown: fewer promises, better performance needed” with 22 appraising items analyzed. data collection the sources of data in this study are sentences written in the editorial of the guardian. instruments the method used in this study is systemic functional language framework with the specification of interpersonal meaning especially appraisal analysis. appraisal theory is considered as an effective framework in terms of analyzing attitudes expressed and interpersonal meanings in various types of discourse such as literary works, news, legal, scientific and academic discourse.(wei et al., 2015) data analysis procedures first, the text of editorial was broken down into segments presented in table. second, the sentences were then observed to see if each of them contains word that indicates the affect, judgment, and appreciation as stated in literature reviews. attitude analysis of “the guardian” editorial: lockdown policy and… journal of applied linguistics and literature, vol 6(2), 2021 198 affect is analyzed based on positive or negative affect so are judgment and appreciation. after analyzed in terms of positivity or negativity, then each category of affect, judgment, and appreciation is analyzed based on each own category. findings table: 1 findings of attitude analysis no. appraising items attitude affect judgement appreciation 1 2 3 4 1 boris johnson is still suggesting it could all be over by christmas + inclination: desire 2 the public, as well as conservative mps, can be forgiven for scepticism. insecurity: disquiet 3 the government has made too many promises on coronavirus, and done too little, too late, too often. dissatisfaction: displeasure capacity: criticize reaction: impact 4 how high the daily death tolls rise, and how long they continue, will depend on whether the government and public use these four weeks wisely + composition: balance 5 the abrupt announcement by the chancellor…. insecurity: surprise propriety: condemn reaction: quality 6 extending the furlough scheme until march was a welcome but too tardy. + happiness: cheer + normality: admire + reaction: quality 7 extending the furlough scheme until march was a welcome but too tardy. dissatisfaction: ennui capacity: criticise reaction: quality 8 restrictions could yet be tightened: while keeping schools open has been a priority + normality: admire https://www.theguardian.com/politics/live/2020/nov/05/uk-coronavirus-live-uk-rishi-sunak-furlough-details-covid-latest-updates https://www.theguardian.com/politics/live/2020/nov/05/uk-coronavirus-live-uk-rishi-sunak-furlough-details-covid-latest-updates https://www.theguardian.com/uk-news/2020/nov/05/rishi-sunak-extends-covid-job-furlough-scheme-until-march-2021 https://www.theguardian.com/uk-news/2020/nov/05/rishi-sunak-extends-covid-job-furlough-scheme-until-march-2021 https://www.theguardian.com/uk-news/2020/nov/05/rishi-sunak-extends-covid-job-furlough-scheme-until-march-2021 https://www.theguardian.com/uk-news/2020/nov/05/rishi-sunak-extends-covid-job-furlough-scheme-until-march-2021 https://www.theguardian.com/commentisfree/2020/nov/02/the-guardian-view-on-keeping-schools-open-not-an-open-and-shut-case https://www.theguardian.com/commentisfree/2020/nov/02/the-guardian-view-on-keeping-schools-open-not-an-open-and-shut-case ratih laily nurjanah 199 journal of applied linguistics and literature, vol 6(2), 2021 no. appraising items attitude affect judgement appreciation 1 2 3 4 9 restrictions could yet be tightened: while keeping schools open has been a priorityfor good reasons. + happiness: cheer + propriety: praise + reaction: quality 10 ……..it may not be right if the picture becomes much worse. unhappiness: antipathy propriety: condemn reaction: quality 11 it may not be right if the picture becomes much worse. unhappiness: antipathy propriety: condemn composition: complexity 12 …………rules is unfair and ill-advised………. unhappiness: misery propriety: condemn reaction: quality 13 the government must take the rap……….. + inclination: desire 14 for ill-judged, short-lived and confusing policies and messages unhappiness: misery propriety: condemn reaction: quality 15 while people have a duty to act responsibly focusing on individual breaches is neither sensible nor helpful + capacity: admire 16 …….. focusing on individual breaches is neither sensible nor helpful unhappiness: misery tenacity: criticise valuation 17 the government must do a better job of communicating…… + inclination: desire 18 sir simon’s clear explanation at thursday’s press conference showed what could be done + normality: admire + reaction: impact 19 ……..has fuelled the sense that the government is more concerned about………. unhappiness: antipathy 20 for its own sake, and for the union’s, the government + inclination: https://www.theguardian.com/commentisfree/2020/nov/02/the-guardian-view-on-keeping-schools-open-not-an-open-and-shut-case https://www.theguardian.com/commentisfree/2020/nov/02/the-guardian-view-on-keeping-schools-open-not-an-open-and-shut-case attitude analysis of “the guardian” editorial: lockdown policy and… journal of applied linguistics and literature, vol 6(2), 2021 200 no. appraising items attitude affect judgement appreciation 1 2 3 4 must engage in real consultation with regional and national leaders. desire 21 they have profoundly negative effects on individuals, communities and the economy unhappiness: misery normality: criticise reaction: impact 22 . they may fear that what the prime minister called light at the end of the tunnel could be another train coming: a certain sense of hopelessness as well as weariness is evident. disinclination: fear propriety: condemn valuation affect (a component of attitude analysis) affect is defined as a set to express emotions. in this editorial, it is found that there are 18 affects used consisting of; 6 positive affects and 12 negative affects. in item number (1), the word suggesting is used to show the writer’s emotion related to the condition of national lockdown. suggesting reflects positive affect of inclination especially desire. in this case, it is the desire of the writer to show that someone wants it to happen. in item number (2), skepticism occurs to show public’s insecurity especially disquiet. this is a negative affect emphasizing public’s emotion towards the condition. in item number (3), too little, too late, too often shows the negative affect of dissatisfaction especially displeasure. those terms show how the government handles the situation that causes emotions to public. through these terms, the emotions of being dissatisfied are reflected and highlight the displeasure felt by public. in item number (5), abrupt can be viewed as insecurity especially surprise. this shows negative emotion to the word announcement. item number (6), welcome, shows positive affect of happiness. emotion of cheer is involved in this item to make the sentence show positive emotion. in number (7), tardy shows the writer emotion of feeling dissatisfied due to late response from the government. in number (9), good shows the emotion of happiness especially cheer to the government step of opening the school. ratih laily nurjanah 201 journal of applied linguistics and literature, vol 6(2), 2021 it may not be right (10) shows negative affect of emotion especially antipathy since the writer indicates his opinion about a phenomenon. related to number (10), number (11) worse shows also unhappiness affect especially antipathy. number (12) and (14) show similar affect of unhappiness/ misery because they show their affect or emotions towards things issued by the government. this is also found in number (16) and (21). number (13) must take positive affect of inclination/ desire since it shows what the writer wants the government to do. it gives personal suggestion on what should happen or be shown by the government. the affect is also shown in number (20). by saying “must”, the writer shows that he has something to tell to the government. it is used as tool to delivering their opinion. this shows positive affect since the opinion can be considered as the result of observation from writer. number (22) shows negative affect of fear. fear, hopelessness and weariness were chosen by the writer to depict that public starts worrying or being afraid of the consequences that may occur because of the steps taken by the prime minister. figure 2. the diagram of affect findings from the diagram, we can see that unhappiness occurs 7 times from 18 appraisal items analyzed in the editorial or in other words, it occupies 22% of the items. the least item is disinclination which only occupies 0.05% of the analysis results. judgment judgment aspect is related to the attitude given or shown towards behavior whether we admire or even condemn the behavior. in this editorial page, positive; 6; 33% negative; 12; 67% affects positive negative attitude analysis of “the guardian” editorial: lockdown policy and… journal of applied linguistics and literature, vol 6(2), 2021 202 there are some judgments shown, as expected, since it is important to see how the editor/ writer respond the government. in number (3), too little, too late, too often is a negative judgment towards the government’s capacity in handling the issue. it criticizes the ability of the government to handle the situation during the pandemic. abrupt in number (5) is used to show the reaction to the announcement from the government. it is a negative judgment of propriety falling to condemn category. on the other hand, welcome (6) is used to show positive judgment towards the extended furlough scheme. it is categorized into normality judgment of admire. but the word tardy (7) which is put in the same sentence of welcome (6) shows negative judgment towards the phenomenon by criticizing the government’s capability. again, positive judgment of normality in admire is shown in word priority. it is categorized to normality especially admire showing that the phenomenon is special. the positive judgment is also implied in number (9); good. it shows negative propriety of praise by stating that keeping the schools open is good for some reasons. in numbers (10), (11), (12), and (14) the same negative judgment of propriety is shown. the writer shows that he/she condemns the results coming from the things done by the government. after all negative judgment, a positive one of admire is shown in number (15). the writer gives positive judgment to the government’s capacity by being responsible. but again, negative judgment is shown in number (16) by criticizing the act of government to focus on individual breaches during the pandemic. the same judgment is also shown in number (21). the writer gives positive judgment towards sir simon’s explanation by calling it “clear”. this is a normality especially admire judgment. the condemn judgment, again, occurs in number (22) as a response to the statement from the government. ratih laily nurjanah 203 journal of applied linguistics and literature, vol 6(2), 2021 figure 2. the diagram of judgment findings from the diagram, we can conclude that the writer stated 43% negative propriety or 6 times in 14 appraisal items. it shows that he has negative judgment towards the government by showing that their policies are beyond reproach, in negative ways. appreciation (as a component of attitude analysis) it is analyzed related to the way things are valued or not in a given field by evaluating them in terms of semiotic and natural phenomena. negative reaction of impact in number (3) shows that the steps taken by the government does not please the writer or in other words, he is not happy with what has been done by the government. stating that the government and the public have similar responsibility (4) shows positive composition of balance showing that both parts can hang together. the word abrupt (5) is a negative reaction of impact showing that the writer, again, is not pleased with the announcement given. the positive reaction of quality is also shown with welcome (6) stating that the steps of extending the furlough scheme really pleases the writer. but the negative reaction of quality is shown with tardy though this one is in the same sentence as welcome. so, besides showing that he is pleased with the extension, he also shows that he is displeased. the positive reaction of quality is also shown in (9) where writer uses good to show that he is happy with the decisions taken by the government. negative reaction of quality in (10) describes that the condition happens nowadays grab writer’s attention. the complexity in composition of (11) describes that the writer assesses the condition or steps taken by the government are hard to follow. 7,00% 7,00% 21,00% 14,00% 43,00% 0,07% 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% capacity propriety normality judgment positive negative attitude analysis of “the guardian” editorial: lockdown policy and… journal of applied linguistics and literature, vol 6(2), 2021 204 negative reaction of impact which means that the phenomenon grabs writer’s attention is stated in unfair, ill-advised referring to the rules from the government. the same appreciation is also given in (14) by giving negative evaluation to the policies and messages. negative valuation is given in (16) to answer the question “is it worthwhile?” and it seems that the phenomenon is not. the clear explanation from sir simon seems grabbing the writer so he gives positive reaction of impact towards it. but the negative word in (21) shows that the writer gives negative reaction of impact evaluation to the effects happen to individual. figure 2. the diagram of appreciation findings this diagram shows the mostly shown in the editorial is negative reaction with 50% occurrence. or, in other words it occurs 7 times in 14 appraisal items. discussion editorial section is considered as important part of a newspaper since it explicitly states the ideological stance of the news agency which is not stated in other part of the news (lihua, 2009). in this study, editorial section was chosen to assess the political stance of the guardian as one of the mass media in london reflected in their opinions related to how the government controls the pandemic in london. the editorial section may contain controversial opinions but it is assessed as the purest content indicating the stance taken by the media through persuasive and argumentative language. from this editorial, it is found that there are 12 negative affects. it means that the writer gives negative emotions towards what is happening in his environment nowadays especially to the policies issued by the government. most of the negative affect are related to unhappiness, especially, misery. the writer does not seem happy with the confusion or 21,00% 0% 7% 50% 14% 7% 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% reaction valuation category 3 appreciation positive negative ratih laily nurjanah 205 journal of applied linguistics and literature, vol 6(2), 2021 surprising steps taken by the government to handle the pandemic in his country. the majority of judgment in the editorial is the negative condemn. it shows that the writer gives negative responses to any issues or messages delivered by the government. very little positive judgment is found in the editorial showing that the writer does not see the policies in a good way. negative appreciation is delivered in the editorial by giving negative reaction showing that he evaluates the phenomena in negative ways. overall, the writer does not support the government agenda in handling the pandemic. however, the writer also gives some advice to the government in his editorial. in this study, it is implied from the editorial that the guardian is more likely does not stand on the same side as the government. editorial as a part of newspaper is expected to be able to give insight to students related to how to express their thoughts in form of writing. this supports the previous study of amelia & muth’im (2021) stating that newspaper is helpful in improving students’ ability in writing skill since they can learn the awareness in writing and some intrinsic factors from newspapers. understanding the attitude reflected in a text is considered important so students can get involved more in a discourse and think critically so later they can use the language started from the small unit, like word, appropriately. the analysis of words choice in this study is considered different from the research done by nasution & ayuningtias (2020) which analyzed the language use based on the sociolinguistic factors. this study analyzes the choice of words to determine the stance or like and dislikes towards things. this study is somewhat similar with a research by prasetyanti (2011) involving president soekarno speech which is analyzed based on attitude; affect, judgment and appreciations, there were 216 attitudes consisting of 107 affects, 61 judgment, and 48 appreciation. all the compound-complex sentences involve the use of attitude in it. the use of influence dominates the percentage of attitude. it is based on the reason that the speech was aimed to provoke and persuade people to stance a war against colonialism. but, soekarno, as the orator used negative affect in higher percentage than the negative judgment. this can also be seen in other attitudes. the results from this research can also be used as a model in terms of writing good text or speech by manipulating various lexico-grammatical for more detailed explanation. this thing, in the end, will improve the students’ ability to write by choosing the proper vocabulary (diction) as the realization of interpersonal meaning. second, the students will find that learning language does not mean they have to be able to be aware of the language use attitude analysis of “the guardian” editorial: lockdown policy and… journal of applied linguistics and literature, vol 6(2), 2021 206 only but they are expected to be able to analyze their own text while delivering speech or doing public speaking as an orator. language knowledge is prominent for the students to be able to produce good text. teaching students from the smallest unit like phoneme or words is considered helpful especially for efl students. involving scaffolding technique means lecturers need to guide the process of producing discourse. instead of asking students to produce a text directly, it is better for them to get explanation about what the goal of producing the text, how the text should be delivered, what aspects need to be involved or included in the text and who will be involved in the text (syarifah & gunawan, 2015). the similar scaffolding technique in introducing and teaching sfl was also proposed by schulze (2015) stating that it accelerates students’ literacy development. conclusion and suggestion from this editorial, we can conclude that delivering displeasure or dissatisfaction can be done by using various words. it is necessary to choose our words carefully since it can be used by readers or speakers to assess our stance or affect towards something, to see how we judge and how we evaluate. teaching this knowledge with accurate and proper techniques, such as scaffolding instructions, will help students create better both spoken and written texts. for further researches, the implication of teaching this appraisal system to support the english language teaching is considered needed to be observed. references amelia, r., & muth’im, a. 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(2011). appraisal devices used to realize attitude in soekarno ’ s speech “ let a new asia an africa be born ” at the asian-african conference in bandung on april 18 th , 1955. schulze, j. (2015). academic language, english language learners, and systemic functional linguistics: connecting theory and practice in teacher education. 109–130. syarifah, e. f., & gunawan, w. (2015). scaffolding in the teaching of writing discussion texts based on sfl-genre based approach. 4(1), 39–53. ugondo, p. i. (2018). influence of newspaper editorials on voter attitude towards the 2015 general elections in nigeria. wei, y., wherrity, m., & zhang, y. (2015). an analysis of current research on the appraisal theory i. 3(5), 235–239. https://doi.org/10.13189/lls.2015.030506 journal of applied linguistics and literature, vol 5(2), 2020 109 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.10753 feasibility test of english instructional materials for secretaries through moodle didik hariyadi raharjo akademi sekretari budi luhur corresponding email: didik.hariyadiraharjo@budiluhur.ac.id abstract this research aimed to investigate the feasibility of efs instructional material developed for astri budi luhur students. the research was designed as qualitative and quantitative (mixed) approach. the method used in this study was the delphi method, and the data were collected through questionnaires and interviews. quantitative data were analyzed based on eligibility categories while qualitative data were analyzed to draw conclusions. the feasibility of the product of this research was examined by two experts in english for specific purposes (esp) and instructional materials. the result showed that the instructional material was feasible with several improvements. product feasibility test in this research was carried out three times. each test was carried out after revising the draft of instructional materials based on input provided by the experts. in the last feasibility test, the experts gave a score of 3.7 for the syllabus and 3.7 for the developed instructional material, indicating that both the syllabus and efs instructional material developed were very feasible to be applied in efs learning in astri budi luhur jakarta. keywords: feasibility test, syllabus, instructional material, moodle introduction a secretary was someone who could be trusted to help and conduct administrative activities that support the managerial activities of the superiors or company operational activities (yatimah, 2009). for a secretary, english was very important to complete a variety of tasks because english was an international language. it was used for communication in many business activities in the world (salisna, harahap, & sofyan, 2019). for this reason the secretarial academy (astri) of budi luhur as one of the secretarial academies in jakarta made english as one of the main skills for all students. for this reason, the english courses in astri budi luhur had a large number; those were 5 courses with a total of 18 credits. however, the didik hariyadi raharjo 110 journal of applied linguistics and literature, vol 5(2), 2020 results of the english competency test conducted in the end of the student lecture in the last few years showed poor results and need to be improved, especially in speaking and writing skills. one of the causes of the lack of astri budi luhur students' english proficiency was the condition of instructional material available at astri budi luhur. mc.grath (2013) stated that instructional materials play an important role in a process and learning outcomes. one of the existing english instructional materials in astri budi luhur that was needed to be developed was english for secretary (efs). based on the preliminary observation of the existing efs instructional material in astri budi luhur, the researcher could conclude that it could be categorized as inappropriate to use in efs teaching learning process and it still needed to be developed if it was viewed from the perspective of: objectives and approaches; design and organization; language content; language skills and topics. the existing efs instructional material in astri budi luhur did not provide listening material and it was not equipped with a complete package of instructional material such as manuals for students and lecturers or other multimedia equipment. nurhamsih & syahrial (2018) stated that the textbook should be accompanied with other teaching learning media (workbook, cassettes, and cd) so that the materials can be as authentic as possible and very useful. meanwhile, martins, levis, & borges, (2016) stated that instructional materials were intended to meet the needs of learners. furthermore cunnigsworth (2000) showed that instructional materials should be in accordance with the needs of the learners and in accordance with the aims and objectives of the language learning program implemented. in line with previous opinions, beth (2019) defined instructional material as a spectrum that was used by teachers in the classroom to support certain learning objectives, as stated in the learning plan. instructional material referred to everything that was used by instructors or learners to facilitate learning (tomlinson, 2011); (richards & schmidt, 2010). therefore, by observing the results of the initial research above, the researcher could conclude that there was a gap between the ideal conditions of efs instructional material for secretarial academy students and the real conditions of existing efs instructional material in astri budi luhur. for this reason, researcher developed an efs instructional material based on a needs analysis that had been done in the previous research. the instructional material was developed in the form of fully online learning and delivered in synchronous learning. the instructional material was developed to improve 4 students' english skills in a secretarial context. this instructional material was used as the main instructional material in efs learning. this efs instructional material package consisted of syllabus and online instructional feasibility test of english instructional materials for… journal of applied linguistics and literature, vol 5(2), 2020 111 material. this online instructional material was developed through the moodle platform. the main objective of this research was to conduct a feasibility test of the syllabus and efs instructional material that have been developed. syllabus was a document that contains what needs to be learned (hutchinson & waters, 1988). syllabus was a specification of what will be taught in a language program and the sequence that must be taught (nunan, 2004). all syllabus assessments developed are based on the principles of syllabus preparation in iqf which include: basis of development; identity; course learning outcome; lesson learning outcome; evaluation indicator; theme; learning experience; evaluation material; material design; learning method; bibliography; evaluation; and time of achievement (nurwardani, et. al, 2016). as for the assessment of the feasibility of instructional material in this research was based on the concept of instructional material evaluation proposed by cunningsworth (2000) as could be seen in the table below: table 1: cunningsworth quick reference checklist for evaluation aims and approach  what are the aims of the english programme?  do the aims of the coursebook correspond closely with the aims of the teaching programme and with the needs of the learners? does the material fit your syllabus?  is the coursebook flexible? does it allow different teaching and learning styles?  etc. coursebook package  what components make up the total course package (students' books, teachers' books, workbooks, cassettes, etc)?  if it is a new course, are all components published and available? if it is not yet complete, will the next levels be ready when you need them?  how well do the different parts of the package relate to the whole? is there an overall guide to using the package? is there cross-referencing between the different parts?  etc. methodology  what approach/approaches to language learning are taken by the coursebook?  is this appropriate to the learning/teaching situation?  does it encourage an inductive or deductive approach to learning or a balance of both?  how does it approach the teaching of skills and communication?  etc. language content  to what extent is the content selected according to structure, functions, situations, topics, other?  is any one of the above predominant as the basis of selection of content? didik hariyadi raharjo 112 journal of applied linguistics and literature, vol 5(2), 2020  how well does the coursebook balance the above factors in selecting content and to what extent is it successful in integrating the different approaches?  etc. skills  are all four skills adequately covered, bearing in mind your course aims and syllabus requirements?  is practice in all four skills included? if so, is it balanced?  if not, which skills are omitted, and why?  is there material for integrated skills work?  etc. teacher’s book  is there adequate guidance for the teachers who will be using the coursebook and its supporting materials?  do the writers set out and justify the basic premises and principies underlying the material?  are keys to exercises given?  etc. some researches and development of efs instructional material had been done before, but the researcher had not found one of the studies that were aimed to develop efs instructional material through moodle platform which focused on 4 english skills. almost all previous research was aimed to develop printed instructional material. some design and development research that used the moodle platform was usually only aimed to improve one of 4 english skills (listening, speaking, reading and writing). one example of researches about efs instructional material was conducted by (giri, artini, & padmadewi, 2018) with the title “developing research and development of english for specific purposes: specific reference of english for secretary”. the results of this research indicated that based on the results of observations, interviews, and questionnaires, the researchers developed instructional material consisting of 8 units. the feasibility of this instructional material was analyzed through a questionnaire by experts and students. the results of the feasibility test showed that the instructional material developed had a good quality and there was a little revision to be done. the developed efs instructional material also received a positive feedback from the students. however, the instructional material product produced was printed books and there was no information regarding the package of the product. methods this research approach could be categorized as qualitative and quantitative research (mixed method). mixed method was a research by combining two forms of research approaches, namely qualitative and quantitative (cresswell, plano-clark, gutmann, & hanson, 2003); (sugiyono, 2016). meanwhile, the subjects of this study were 2 experts consisting of 1 esp feasibility test of english instructional materials for… journal of applied linguistics and literature, vol 5(2), 2020 113 expert and 1 expert instructional material development. furthermore, the experts involved in the research can be seen in the table below: table 2: list of feasibility test experts no name expertise 1 prof. dr. endang fauziati, m.hum. expert in english instructional materials for specific purposes from muhammadiyah university of surakarta 2 prof. dr. joko nurkamto, m.pd. expert in developing online instructional materials through moodle from sebelas maret state university of surakarta meanwhile, the method used in this research was delphi method. the delphi method was aimed to obtain the agreement of experts who had high reliability values through a series of questionnaires accompanied by providing feedback on the agreement (mahajan, linstone, & turoff, 1976). the research instruments used in this research were questionnaires and interviews. the questionnaire given to the experts consisted of a syllabus questionnaire and efs instructional material feasibility questionnaires. meanwhile, interview was conducted to confirm the assessment of the experts given through the questionnaires. the feasibility questionnaire given to the experts was analyzed quantitatively. it used a likert scale. the following table was the categories of eligibility for syllabus and efs instructional material through moodle developed. table 3: feasibility test category average score category 1,00-1,75 not feasible 1,76-2,50 less feasible 2,51-3,25 feasible 3,26-4,00 very feasible the results of the interview were described, concluded and compared with the results of the questionnaire that has been obtained. after that, based on qualitative and quantitative data obtained, the researcher could conclude the feasibility of efs instructional material that has been developed. findings in this research, the researcher conducted 3 times the feasibility test on the developed efs instructional material. the due diligence involved 2 experts consisting of 1 esp expert and 1 expert on developing teaching online materials. the feasibility test was carried out on the syllabus and instructional materials that were developed in draft 1, 2 and 3. each draft was developed to improve upon the previous draft based on expert advice. as explained earlier, the instructional material developed was efs instructional material for astri budi luhur students. this instructional didik hariyadi raharjo 114 journal of applied linguistics and literature, vol 5(2), 2020 material was an online instructional material that was delivered in full online learning and synchronous learning. genova (2019) described elearning as a new environment in which both instructors and learners use it to interact with each other. whereas clark & mayer (2011) defined elearning as teaching delivered through digital equipment such as computers or mobile devices intended to support learning. synchronous learning was a learning process carried out by lecturers and learners at the same time so as to allow direct interaction in the learning process either through the internet or intranet. this instructional material was intended to develop 4 english skills (listening, speaking, reading and writing) in the context of secretarial work. this instructional material adopted inquiry learning methods to provide broader opportunities for students in the learning process. all learning plans in this instructional material were adjusted to iqf level 5 for diploma iii graduates. the following table was the result of the experts' evaluation of the efs syllabus draft 1 developed: table 4: feasibility test of efs syllabus draft 1 no dimension score average explanation expert 1 expert 2 1 basis of development 4 4 4 very feasible 2 identity 4 4 4 very feasible 3 course learning outcome 4 4 4 very feasible 4 lesson learning outcome 4 4 4 very feasible 5 evaluation indicator 3 3 3 feasible 6 theme 4 3 3,5 very feasible 7 learning experience 3 3 3 feasible 8 evaluation material 3 3 3 feasible 9 material design 3 4 3,5 very feasible 10 learning method 3 3 3 feasible 11 bibliography 4 4 4 very feasible 12 evaluation 3 4 3,5 very feasible 13 time of achievement 3 3 3 feasible average 3,5 very feasible based on expert judgment, it could be concluded that the efs syllabus draft 1 developed had a score of 3.5 and it showed that the syllabus was very suitable for use in the learning process. furthermore, based on the interview, the researcher had to change the syllabus in assessment indicators and the form of syllabus. furthermore, the expert's evaluation of the efs instructional material developed in draft 1 could be seen in the following table: feasibility test of english instructional materials for… journal of applied linguistics and literature, vol 5(2), 2020 115 table 5: feasibility test of instructional material draft 1 dimension indicators 1 2 average explanation aim and approach objectives 3 3 3 feasible student’s need 3 3 3,5 very feasible learning style 3 3 3 feasible design and organization course package 4 3 3,5 very feasible content organization 3 3 3 feasible content sequencing 3 3 3 feasible language content grammar 3 3 3 feasible vocabulary 3 3 3 feasible skills listening 3 4 3,5 very feasible speaking 3 4 3,5 very feasible reading 3 3 3 feasible writing 3 3 3 feasible topic interesting material 4 4 4 very feasible material variety 4 4 4 very feasible awareness and experience. 3 4 3,5 very feasible methodology suitability of approach 3 3 3 feasible suitability of techniques 4 4 4 very feasible average 3,25 feasible in the evaluation of instructional material this time, the experts gave a score of 3.25; it showed that the instructional material was feasible to be used in the efs learning process. based on interviews conducted, the researcher had to the entire instruction sentences in the exercises and evaluations and added a reference sub section to the efs instructional material website. after making various changes to the syllabus and instructional materials based on the experts' recommendations on the evaluation of instructional material draft 1, the researcher returned to conduct a feasibility test on the efs instructional material draft 2 that had been developed. the following table was the result of the assessment syllabus from the 2 experts: table 6: feasibility test of efs syllabus draft 2 no dimension score average explanation expert 1 expert 2 1 basis of development 4 4 4 very feasible 2 identity 4 4 4 very feasible 3 course learning outcome 4 4 4 very feasible 4 lesson learning outcome 4 4 4 very feasible 5 evaluation indicator 4 4 4 very feasible 6 theme 4 3 3,5 very feasible 7 learning experience 3 3 3 feasible 8 evaluation material 3 3 3 feasible 9 material design 3 4 3,5 very feasible 10 learning method 3 3 3 feasible didik hariyadi raharjo 116 journal of applied linguistics and literature, vol 5(2), 2020 no dimension score average explanation expert 1 expert 2 11 bibliography 4 4 4 very feasible 12 evaluation 3 4 3,5 very feasible 13 time of achievement 3 3 3 feasible average 3,5 very feasible in this assessment, the experts gave a score of 3.5 which means that the syllabus draft 2 was appropriate to be used in the efs learning process. furthermore, based on the results of interview the researcher could conclude that the syllabus was very good in quality and was suitable for use in efs learning. furthermore, the result of the experts' assessment of efs instructional material draft 2 could be seen in the following table: table 7: feasibility test of instructional material draft 2 dimension indicators 1 2 average explanation aim and approach objectives 3 3 3 feasible student’s need 3 3 3,5 very feasible learning style 3 3 3 feasible design and organization course package 4 4 4 very feasible content organization 3 3 3 feasible content sequencing 3 3 3 feasible language content grammar 3 3 3 feasible vocabulary 3 3 3 feasible skills listening 4 4 4 very feasible speaking 4 4 4 very feasible reading 4 4 4 feasible writing 4 4 4 feasible topic interesting material 4 4 4 very feasible material variety 4 4 4 very feasible awareness and experience. 3 4 3,5 very feasible methodology suitability of approach 3 3 3 feasible suitability of techniques 4 4 4 very feasible average 3,5 feasible in this assessment, the experts gave a score of 3.5 which meant that the instructional material was already very feasible to be used in the efs learning process. in the interview process, the experts also did not provide many comments about the instructional material. based on these findings in small group test conducted, the researcher developed the efs draft 3 instructional materials. for this reason, the researcher conducted a feasibility test by involving the experts. the results of the experts' assessment of the developed efs syllabus draft 3 can be seen in the following table: feasibility test of english instructional materials for… journal of applied linguistics and literature, vol 5(2), 2020 117 table 8: feasibility test of efs syllabus draft 3 no dimension score average explanation expert 1 expert 2 1 basis of development 4 4 4 very feasible 2 identity 4 4 4 very feasible 3 course learning outcome 4 4 4 very feasible 4 lesson learning outcome 4 4 4 very feasible 5 evaluation indicator 4 4 4 feasible 6 theme 4 3 3,5 very feasible 7 learning experience 4 3 3,5 feasible 8 evaluation material 4 3 3,5 feasible 9 material design 3 4 3,5 very feasible 10 learning method 4 4 4 feasible 11 bibliography 4 4 4 very feasible 12 evaluation 3 4 3,5 very feasible 13 time of achievement 4 3 3,5 feasible average 3.7 very feasible in this assessment, the experts gave a score of 3.7. it showed that the syllabus was very feasible to be used in the efs learning process. furthermore, during the interview process, the experts only commented that the syllabus was very appropriate to use. furthermore, the experts assessed the efs instructional material draft 3 that had been developed. the following table was the result of the assessment: table 9: feasibility test of instructional material draft 3 dimension indicators 1 2 average explanation aim and approach objectives 4 4 4 feasible student’s need 4 4 4 very feasible learning style 3 3 3 feasible design and organization course package 4 4 4 very feasible content organization 4 4 4 feasible content sequencing 4 4 4 feasible language content grammar 4 3 3,5 feasible vocabulary 3 3 3 feasible skills listening 3 4 3,5 very feasible speaking 4 4 4 very feasible reading 4 4 4 feasible writing 4 4 4 feasible topic interesting material 4 4 4 very feasible material variety 4 4 4 very feasible awareness and experience. very feasible methodology suitability of approach 4 4 4 feasible suitability of techniques 3 4 3,5 very feasible average 3.7 feasible didik hariyadi raharjo 118 journal of applied linguistics and literature, vol 5(2), 2020 based on quantitative data from the experts' assessment in the table above, the researcher could conclude that the design of the efs instructional material model through moodle draft 3 was very feasible to use. the same result was also obtained in the interview process that was carried out on efs draft 3 instructional material draft 3. discussion as explained earlier, the feasibility test of the developed efs instructional material was carried out 3 times. based on the first expert judgment, it could be concluded that the efs syllabus draft 1 developed had a score of 3.5. it showed that the syllabus was very suitable to be used in the learning process. furthermore, in the interview process, the experts gave a suggestion to change the form of assessment indicators of 4 english language skills used previously to analytic assessments form with descriptive indicators. it was aimed to provide clearer marking marks for the lecturer in the efs courses. liao & hsu (2014) found that analytical rubric on writing could increase the awareness of the structure, improve the organization of writing, and remind students for lexical use and grammar. meanwhile, quintero, guzmán, & guzmán, (2017) stated that by using the analytic assessment rubric, the assessors will pay more attention to the assessment criteria given. the second suggestion was about the form of syllabus used. in the efs syllabus draft 1, the researcher used the semester form syllabus and based on the advice of the experts, the researcher changed the syllabus form into meeting syllabus or in indonesian learning context was known as lesson plan (rpp). this was intended to provide wider space to explain the whole learning process so that the activities of lecturers and students could be clearly described in each phase of inquiry learning on efs instructional material. by using rpp the lecturer would get an overview of the learning process that would be carried out easily and systematically. in addition, lecturer could modify each learning process that was done so that it was not monotonous and boring. (al-tabany, 2014); (rusman, 2012). in the evaluation of instructional material draft 1, the experts gave a score of 3.25. it showed that the instructional material was feasible to be used in the efs learning process. based on the interview, the experts advised the researcher to change the entire instructional sentences in the exercises and evaluations by adjusting them to the assessment criteria contained in the assessment rubric. it was aimed to provide information to students about the assessment criteria used. the second change was to add a reference sub section to the efs instructional material website. while the third change was the addition of illustrations needed in efs instructional material developed. feasibility test of english instructional materials for… journal of applied linguistics and literature, vol 5(2), 2020 119 after making various changes to the syllabus and instructional materials based on the experts' recommendations on the evaluation of instructional material draft 1, the researcher returned to conduct a feasibility test on the efs instructional material draft 2 that had been developed. in the efs syllabus draft 2 assessment, the experts gave a score of 3.5. it showed that the syllabus draft 2 was appropriate to be used in the efs learning process. furthermore, based on the results of interview that had been conducted, the experts did not provide much comment about the syllabus and the experts only indicated that the syllabus was very good in quality and was suitable to use in efs learning. in the assessment of efs instructional material draft 3, the experts gave a score of 3.5 which meant that the instructional material was already very feasible to be used in the efs learning process. in the interview process, the experts also did not provide much comment about this instructional material. the experts also gave an indication that this instructional material was very feasible to be used in the efs learning process. after that, the researcher applied the efs syllabus and instructional material draft 2 in a small group test. based on the small group test, the researcher could conclude that some of the files in the efs instructional material were too large and the illustrative images needed to strengthen the students’ understanding about the materials contained in efs. in the assessment of efs syllabus draft 3, the experts gave a score of 3.7. it showed that the syllabus was very feasible to be used in the efs learning process. furthermore, during the interviewing process, the experts only commented that the syllabus was very appropriate to use. meanwhile based on the assessment of efs instructional material through moodle draft 3, it showed that it was very feasible to use. furthermore, the researcher conducted interviews with experts regarding the design of efs instructional material draft 3. in line with the results of interviews conducted it showed that the instructional material developed was very feasible to use. furthermore, the experts did not provide comments, suggestions or revisions to the draft 3 efs instructional material. based on all the qualitative and quantitative data above, the researcher can conclude that the efs instructional material through moodle that was developed was very feasible to be implemented for astri budi luhur students jakarta. it was in line with the results of the research conducted by wulandari (2015), that moodle instructional material was in accordance with the principles of computer assisted language learning (call) and the principle of 9 stages of learning delivered by gagne. didik hariyadi raharjo 120 journal of applied linguistics and literature, vol 5(2), 2020 conclusion and suggestion the conclusion of this research is that the condition of the existing of efs instructional material in astri budi luhur was not feasible because it is not equipped with listening material and guidebook for the students and lecturers. the vocabulary and grammar in this instructional material are inadequate for secretarial students. it only contains 3 english skills, (reading, speaking and writing). the efs instructional material has been validated by two experts, those are: esp expert and moodle expert. the result showed that the instructional material was feasible with several improvements. product feasibility test in this research was carried out 3 times. each test was carried out after revising the draft instructional material based on input provided by experts. in the last feasibility test the experts gave a score of 3.7 for the syllabus and 3.7 for the developed instructional material. these score indicated that both the syllabus and efs instructional material developed were very feasible to be applied in efs learning in astri budi luhur jakarta. based on the findings of this research, the researcher could provide several recommendations: 1. for syllabus and instructional material developers, they could explore the shortcomings of the developed efs instructional material products to be developed in further researches. 2. for efs lecturers in astri budi luhur, they could use efs instructional material products that have been developed. 3. for astri budi luhur, to be able to provide facilities to lecturers in the development and feasibility of the instructional material products that had been produced. references al-tabany, t. i. b. 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(2009). sekretaris modern. jakarta: eska media journal of applied linguistics and literature, vol 6(2), 2021 277 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.14549 language style in fashion advertisements of online vogue magazine 1irene anggita dennaya , 2barli bram 1,2sanata dharma university corresponding email: barli@usd.ac.id abstract in advertising, one of the purposes of communication is to offer a particular product. advertisements display the advantages, features, and values of the products. this paper aimed to analyse the language styles used in online vogue magazine fashion advertisements. the data were collected by selecting ten advertisements collected from vogue magazine’s compilation entitled “the fall 2020 trends vogue edition editors are shopping this season” published on 18 september 2020. the researchers employed mixed methods to analyse the language styles used in the fashion advertisements based on nine types of language styles proposed by wells, burnett, and moriarty (1995). the results showed that there were three language styles found from ten online fashion advertisements in vogue magazine advertisements, namely the hard sell style (three times), soft sell style (three times), and mixed style or the combination of the hard sell and soft sell styles (four times). each advertisement style has its specific features and functions in fashion promotion. keywords: advertisement, language style, magazine, type of language introduction language is an essential aspect of humans in their life. because language is used to communicate with others, people use language as one way or become a communication tool (alsaawi, 2019; fromkin, david, & collins, 1999; wardhaugh, 2006). therefore, it is clear that human beings express their feelings, ideas, thoughts, and whatever exists in mind through language. according to halliday (1985), we live in what is called a ‘literate society’ where spoken and written language are used to communicate in society. spoken language is an utterance in the form of sounds, such as conversation, speech, discussion, radio, and television broadcast. furthermore, halliday (1985) stated that a written language is simply an alternative form of expression to speech, including magazines, newspapers, journals, books, and letters. to compare spoken and written language, halliday (1990, p.62) said https://doi.org/10.33369/joall.v6i2.14549 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.14549&domain=pdf https://orcid.org/0000-0002-4755-1198 https://orcid.org/0000-0002-2102-9676 irene anggita dennaya, barli bram 278 journal of applied linguistics and literature, vol 6(2), 2021 that “relative to each other, written language is dense and spoken language is sparse”. for example, halliday (1990, p.62) exemplified the following written version, which is dense: “slavish imitation of models is nowhere implied”. afterward, the spoken version, which is sparse, was provided: “it is not implied anywhere that there are models which should be slavishly imitated” halliday (1990, p.62). in communicating feelings, ideas, or thoughts in the form of spoken or written language, people use their language styles. style refers to selecting the linguistic forms to convey social or artistic effects and acts as a set of instructions (chaika, 1982). an example of written language used by human beings is an advertisement. moreover, taylor (1986) stated that the functions of advertisements are to create consumers' goodwill, create consumer awareness and product differentiation, make sales, and reinforce existing behavior. based on asher (1994), advertising language is used to persuade people to buy a company's products. this means that business including the advertisers are expected to know what kinds of language styles which are appropriate to convince the consumers (atyaksheva, 2019; butt, mukerji, & shareef, 2017; christianto, 2020; ditaya, 2018; evans, phua, lim, & jun, 2017; machin, & van leeuwen, 2005; muthmainnah, 2016; noor, agustien, & rohani, 2017; peltoniemi, 2015; rozalina, 2020; wahyuningbyas, 2018). wells, burnett and moriarty (1995) argued that language in an advertisement has a creative concept to present a message to the reader or the audience. moreover, according to wells, burnett and moriarty (1995), there are nine styles of advertisement to formulate the messages, namely a hard sell, soft sell, lecture and drama, straightforward, the demonstration, the problem solution, the slice of life, the spokesperson, and comparison. a hard sell refers to the rational informational message designed to touch the mind and create a response based on logic (wells, burnett, & moriarty, 1995). also, it convinces the consumers to buy because the product is excellent, better, or best. a soft sell uses an emotional message, and it is designed around an image intended to create a response based on feeling and attitude (wells, burnett, & moriarty, 1995). a hard sell style is more persuasive than a soft sell. next is lecture and drama, which combines serious and structured instruction and a character's story in some situations (wells, burnett, & moriarty, 1995). straightforward means the advertiser conveys messages without using any gimmicks. the messages are more rational than emotional, and the demonstration style refers to how the messages are delivered, emphasizing the product's functions (wells, burnett, & moriarty, 1995). the problem solution is used for smoothly advertising a particular product. the slice of life places the audience in the position of overhearing where the problems are stated and resolved (wells, burnett, & moriarty, 1995). the spokesperson uses famous people to speak in promoting the products, and the last style is comparison which refers to the language style in fashion advertisements of online vogue magazine journal of applied linguistics and literature, vol 6(2), 2021 279 way to compare a particular product to another (wells, burnett, & moriarty, 1995). some researchers have also conducted studies on language styles in advertisements. for example, putra and arman (2019, p.111) aimed “to describe the kinds of language style and how they are used in the advertisements and to find out the dominant language style used in marie claire magazine.” seven types of language style were identified: simile, metaphor, personification, alliteration, assonance, ellipsis, and hyperbole, and the most dominant language style, hyperbole, reaching 28 percent (putra, & arman, 2019). another study on advertisement language styles conducted by rahmawati (2019, p.52) showing that “in the advertisements of the new york times they can be divided into hard sell style, soft sell style, straightforward style, and comparison style.” more importantly, peltoniemi (2015) employed content analysis to investigate 400 advertisement appeals in hard copy magazines published in sweden and discovered three styles of advertisements, namely a hard sell, soft sell, and mixture of a hard sell and soft sell. based on the three previous studies mentioned above, which focused on figurative language, a newspaper, and printed magazines, the researchers decided to examine fashion advertisement language styles in online vogue magazine fashion advertisements. for this purpose, the following research question was formulated: what language styles are used in fashion advertisements of online vogue magazine? method the researchers conducted a mixed-methods study (creswell, 2014) using document analysis and collected data from the online vogue magazine fashion advertisements (https://www.vogue.com/article/fall-fashion-trends-2020editor-picks). the researchers decided to use this method because the study aims to describe the data in the form of words or written texts. later, the data were described and calculated based on the research problem, namely, what language styles were used in online vogue magazine. to answer the research question “what language styles are used in online vogue magazine fashion advertisements,” the researchers adopted wells, burnett, and moriarty’s (1995) theory on nine types of language styles. to categorize the data more specifically, the researchers added a category called a mixed sell (a combination of a hard sell and a soft sell). the data were ten online advertisements collected from an online vogue magazine’s compilation entitled the fall 2020 trends vogue editors are shopping this season compiled by fass published on 18 september 2020 (https://www.vogue.com/article/fall-fashion-trends-2020-editor-picks). the advertisements were mainly about the fashion stuff to complete the fall https://www.vogue.com/article/fall-fashion-trends-2020-editor-picks irene anggita dennaya, barli bram 280 journal of applied linguistics and literature, vol 6(2), 2021 season’s look, as indicated from the article's compilation title. besides, the advertisements were written by people who loved fashion. after collecting the online vogue magazine data, the researchers took several steps to analyze the data. firstly, the researchers categorized the data based on the kinds of language styles based on the theory proposed by wells, burnett, and moriarty (1995). secondly, the researchers interpreted and described the data from each category. finally, the researchers drew conclusions based on the data analysis. findings the following are the results and discussion of ten fashion advertisements collected from the online vogue magazine’s compilation entitled “the fall 2020 trends vogue edition editors are shopping this season” compiled by fass and published online on 18 september 2020 (https://www.vogue.com/article/fall-fashion-trends-2020-editor-picks). table 1 presents the summaries of the results, and the discussion follows. table 1. advertisement distribution no. advertisement style note 1 backless loafers (by virginia smith) hard sell datum 1 2 maxidress (by chioma nnadi) mixed datum 2 3 skirt (by ella riley-adams) mixed datum 3 4 skirt (by madeline fass) soft sell datum 4 5 leather tote (by julie tong) soft sell datum 5 6 coat (by alexandra gurvitch) hard sell datum 6 7 boots (by elisee browchuk) hard sell datum 7 8 weejuns (by lauren valenti) mixed datum 8 9 print top (by sarah spellings) soft sell datum 9 10 denim trousers (by ciarra zatorski) mixed datum 10 as shown in table 1, three advertisements were categorized as a hard sell, three examples of soft sell, and four mixed (hard sell and soft sell). based on wells, burnett, and moriarty’s (1995) nine styles of advertisements, only two of them were identified in this study, namely the hard sell and soft sell. the mixed sell was added (the researchers’ proposed advertisement style). the other seven types, namely lecture and drama, straightforward, the demonstration, the problem solution, the slice of life, the spokesperson, and comparison, were non-existent or non-occurring in this study, which examined a small number of data, namely ten fashion advertisements. discussion below, the ten fashion advertisements were primarily analysed one by one based on the nine types of language style proposed by wells, burnett, and moriarty (1995). https://www.vogue.com/article/fall-fashion-trends-2020-editor-picks language style in fashion advertisements of online vogue magazine journal of applied linguistics and literature, vol 6(2), 2021 281 datum 1. the first fashion advertisement was written by virginia smith, a fashion director. this advertisement, describing backless loafers, read as follows. “… however, as we move into fall and the possibility of returning to work, these givenchy loafers are the perfect transition—the appeal of a loafer with the comfort of a slide.” figure 1. “givenchy chain-embellished leather backless loafers” this advertisement highlighted the benefit of the product. moreover, that statement presented the benefit or feature of the product to persuade the readers to buy the product. therefore, this advertisement was classified into a hard-sell type since it focused on describing the product's main features without using promises and dreams but rational information about the comfortable slide. datum 2. the second fashion advertisement was written by chioma nnadi, a fashion news director. this advertisement talked about a maxidress product, which read as follows. “i’m a sucker for a maxi-length mesh dress, and ottolinger always covers theirs with really interesting prints. i’m looking forward to taking this really slinky look into the fall with an oversized trench coat and some chunky boots.” figure 2. “ottolinger tomato-print maxidress” this advertisement was classified as hard-sell style because it focused on explaining the features of the product. the advertisement highlighted the interesting finished prints of the product. on the other hand, the last statement, “finally, i’m ready to wrap my mind around wearing dresses again!” was classified as a soft-sell style since it included the writer’s feeling towards her experience wearing the product. for the reasons, this advertisement was irene anggita dennaya, barli bram 282 journal of applied linguistics and literature, vol 6(2), 2021 categorized as a mixed style advertisement because it consisted of two styles, namely a hard sell and a soft sell. datum 3. the third fashion advertisement was written by ella rileyadams, a senior beauty and living editor. this advertisement described a skirt, and it was classified into a mixed style since it focused on the soft sell style and hard sell style. thus, it was clearly explained in the opening of this advertisement as it was classified into a soft-sell style, “sandals for fall? definitely doable with a good pair of socks. my eva birkenstocks have been my most treasured possession since the pandemic started, so i’ll simply up the comfort as the weather chills by committing to a former footwear faux pas that’s been gaining steam since spring.” figure 3. “imitation of christ scoop-neck midi-length dress” this statement led the readers to have a particular feeling and attitude towards the product as it became the most treasured possession to the writer. in addition, a hard-sell style which focused on persuading the readers through rational information based on logic was clearly shown in the statements, “a good friend recently gifted me a pair of brother vellies cloud socks, which are available in a soothing array of colors. i’ll be cozying up with those, as well as a new pair of my favorite kapital smilie socks.” these statements explicitly provided the readers with how to style the sandals. for these reasons, this endorsement advertisement was categorized as a mixed style. datum 4. the fourth fashion advertisement was written by fass, who is a market director. this advertisement described a skirt, and it was classified into a soft-sell style. the reason why this advertisement had a soft-sell style was that it was clearly shown in the statements, “i love a suit and suit separates. after the plethora of skirt suits that came down the runways for fall, it’s only right i give the ladylike version of the tailored silhouette a try. i started to experiment and get comfortable with the idea of incorporating more skirts into my wardrobe earlier this year while we were still in the office, and i look forward to getting back into the groove again by wearing them for as many occasions as i can find this fall. plus a midiskirt will showcase my favorite fall loafers and knee-high boots quite well.” language style in fashion advertisements of online vogue magazine journal of applied linguistics and literature, vol 6(2), 2021 283 figure 4. “peter do pleated cotton midiskirt” the writer tried to persuade the consumer to buy this product by sharing her feelings and experience in wearing the product and how her style looked in using the product. at the beginning of the advertisement, she included the word ‘love’ to emphasize her overall feeling towards the product. datum 5. the fifth fashion advertisement was written by julie tong, a commerce director. this advertisement described a leather tote, which read as follows. “the idea of fall trends this year feels a bit strange, but even so, i have found myself gravitating toward the same item i always do during the season—a new bag. this year my style inspiration comes from none other than katie holmes and her sidekick khaite tote bag. even though our team is not returning to the office quite yet, my obsession with work totes runs deep. khaite’s version is one i can’t resist, even if it’s something i can only carry to the local bodega for now.” figure 5. “khaite envelope pleat medium leather tote” it was clear that this advertisement was categorized as a soft sell style since it explained how the writer experienced using the product. she tried to persuade the readers by sharing her feelings when she used the product and touched the readers' feelings later. the statement made it clear that her feeling towards the product was related to her deep obsession with the tote bag. datum 6. the sixth fashion advertisement was written by alexandra gurvitch, an editor. this advertisement talked about a coat, and it was classified into a hard-sell style. “as the weather is getting cooler and our time at home is extending, i am transitioning into adding layers, specifically a trench coat to throw on for my infrequent outings. the burberry battersea trench is just long enough to perfectly hide my loungewear.” irene anggita dennaya, barli bram 284 journal of applied linguistics and literature, vol 6(2), 2021 figure 6. “burberry battersea garbandine trench coat” this advertisement presented the product's benefit or feature in the last sentence, highlighting how this coat could perfectly hide her loungewear. this style directly emphasized the tangible features, facilities, and benefits. moreover, she also included how she styled the coat. datum 7. the seventh fashion advertisement was written by elisee browchuk, who is an editor business coordinator. this advertisement explained the features of boots. thus, it was clear that this advertisement was categorized as a hard sell style. figure 7. “imitation of christ scoop-neck midi-length dress” “i’m gravitating toward pieces that feel groovy and timeless this season. fringed jackets, flared denim, and faux leather boots all fit the bill. i’ve been eyeing these stella mccartney platform booties, which look like they walked straight out of the that ’70s show set.” the advertisement provided rational and brief information on how the product's ingredients as expected to work on the lips. datum 8. fashion advertisement eight was written by lauren valentim, a senior beauty editor. the advertisement promoted weejuns product and read as follows: “as i rethink my style in this strange time, i find myself returning to the classics, and nothing gets me in the fall mood more than slipping on a pair of boyish penny loafers. the eternally chic weejuns are comfortable enough for daily sanity walks but stylish enough to help me feel—relatively—puttogether while grabbing a coffee.” language style in fashion advertisements of online vogue magazine journal of applied linguistics and literature, vol 6(2), 2021 285 figure 8. “g.h. bass whitney easy weejuns” this advertisement was classified into a mixed style. the first and second sentences of the advertisement were included in a soft-sell style since they expressed the writer’s experience and feelings towards the products to touch the readers’ feelings and attitude and persuade them to buy the product. the last sentence focused on describing the benefits of the products to the readers: the comfortable and stylish look of the product -a hard sell. thus, this advertisement was categorized as a mixed style. datum 9. fashion advertisement nine was written by sarah spellings, who is a fashion news director. this advertisement described a print top product. it was evident from the advertisement that it was classified into a mixed style. the soft-sell style existed in the statements, “i’m not normally a bold print kind of gal, but i’ve been drawn to wavy, abstract, colorful prints lately. and, of course, the master of such prints is emilio pucci. this is my kind of goingout top—seriously i would wear this turtleneck to a club.” figure 9. “emilio pucci sheer abstract-print top” those statements presented how the writer felt and experienced using the product. she also employed a soft-sell style that refers to emotional messages to create responses based on feeling and attitude. moreover, she mentioned using the product at a club and described how to style it. in addition, the statement “but given the world today, i would wear it with wide-leg trousers for work, and a miniskirt, structured blazer long enough to cover said miniskirt, and tights for fun.” was categorized as a hard sell style since it presented the explicit information on how to style the look using the print top product. irene anggita dennaya, barli bram 286 journal of applied linguistics and literature, vol 6(2), 2021 datum 10. fashion advertisement ten was written by ciarra lorren zatorski, who is an assistant market director. it mainly explained the denim trousers and suede sneakers. this advertisement was classified into a soft-sell style. “if there is one thing a pandemic-era summer has taught me, it’s that i am a minimalist through and through, as monochromatic looks have carried me through the dog days of the season. crisp white shirts paired with denim shorts and sleek leather flip-flops (also white) have become my daily uniform, adding a bit of brightness to an otherwise dreary time. on the top of my list for fall are classic white pieces like denim trousers and suede sneakers, which will seamlessly transition into the colder months—or perhaps to hang onto the summer aesthetic i just can’t seem to shake off.” figure 10. “harrods le jean leona wide-leg jeans” and “veja rio branco leather-trimmed sneakers” this advertisement presented the writer’s feelings towards the product. for instance, the statement “or perhaps to hang onto the summer aesthetic i just can’t seem to shake off” meant that she could not get rid of the aesthetic of the summer. as shown in the findings and discussion, data 1, 6 and 7 belonged to the hard sell (backless loafers, coat and boots), data 4, 5 and 9 the soft sell (skirt, leather tote and print top) and data 2, 3, 8 and 10 the mixed sell (maxidress, skirt, weejuns and denim trousers). to some extent, the findings of this study were similar to fitriyah’s (2008, p.) investigation, which discovered that “the hard sell and soft sell were dominant in newsweek advertisements.” nevertheless, the results of the two studies also differed since fitriyah (2008) showed no mixed sell. in terms of the number of sell types but not the data quantity, the findings of this study and that of peltoniemi (2015) were the same, namely three categories: the hard sell, soft sell and mixture sell. peltoniemi (2015, p.66) stated that “among 400 advertisements 119 were soft-sell advertisements, 255 hard-sell advertisements and 26 mixture advertisements”. language style in fashion advertisements of online vogue magazine journal of applied linguistics and literature, vol 6(2), 2021 287 conclusion and suggestion this mixed-methods study analysed the language styles used in online vogue magazine fashion advertisements and the results showed three language styles: a hard sell, soft sell, and mixed sell. three advertisements used a hardsell style, another three used a soft-sell style and four used a mixed advertisement style. the mixed style was often used since it provided the customer with complete information on a hard sell. it was indicated as explicit information on the features, facilities, and benefits of the product. the soft sell was also found, and it involved emotions in promoting products. besides, the soft-sell style illustrated how the mood was sold more than the product features. interestingly, the hard sell and soft sell often appeared together in advertisements. the study limitations are the data consisted of a small number of (fashion) advertisements, and the factors behind the non-occurring language styles were uncovered. future studies on fashion advertisements in online magazines are, therefore, encouraged to explore underlying factors of such non-occurring language styles and involve a larger size of data to draw solid conclusions. references alsaawi, a. 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(3rd ed.). englewood cliffs, nj: prentice-hall. journal of applied linguistics and literature, vol 5(2), 2020 149 mind mapping: a way to hone efl ninth graders’ writing skill at an islamic boarding school yelni erniyati1 institut agama islam negeri (iain) kerinci1 corresponding email: yelnierniyati@rocketmail.com abstract the purposes of this research were to reveal the teaching process by using mind-mapping technique, and the students‟ writing ability. this was classroom action research which took place at islamic boarding school al-munawwaroh bangko. the participants were ninth grade students that consisted of 23 female students in the class. this research was conducted in three cycles, and each cycle consisted of three meetings. in collecting the data, the researcher employed observation, field note, and tests. for the test, the researcher utilized writing test in the third meeting of every cycle; students were asked to write or compose the paragraph based on the given topic related to their mind map. the result showed that the teaching and learning process by using mind mapping was more interesting, and students were participated more active than before. they are enthusiastic in recalling and brainstorming the words related to the topic given. the data also indicated that there are enhancements of students‟ writing after they were taught using mind-mapping technique which could be seen from the improvements of students‟ score from the preliminary data to the final data. consequently, mind mapping technique is highly recommended in teaching and in improving students‟ writing. keywords: mind mapping, writing skill, efl ninth graders introduction based on syllabus of junior high school in school based curriculum, it is expected that the ninth grade students are able to express the meaning in short written functional text and simple essay in forms of procedure and report to interact with the surroundings. it means that after learning process of writing, the students can write procedure and report text. on the other hand, the fact revealed that writing is generally regarded as a difficult subject for the students. since writing is the productive skill in the written mode which is more complicated and seems to be the joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.11139 mailto:yelnierniyati@rocketmail.com yelni erniyati 150 journal of applied linguistics and literature, vol 5(2), 2020 hardest of the skill, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way (aydogan &akbarov, 2014). furthermore, the students of ninth grade in islamic boarding school al-munawwaroh bangko also had the difficulties of writing. the researcher thought that there are some problems, which caused the students‟ difficulties in writing. first, students have lack of motivation to write and it could be seen based on the observations that had been done by the researcher three times in ibsa (islamic boarding school al-munawwaroh). the researcher found that the students did not do the task given to them, when the teacher asked them to write. the students felt difficult to explore or to express their ideas in written from; they always came to the teacher‟s seat and asked the teacher what they wanted to write. they did not try to find it by themselves. they were also difficult to arrange the words become a meaningful sentence and arrange the sentences become a paragraph. they were also afraid of making mistake in using tenses and the correct grammar; for instance, when they were asked to write the announcement. finally, because of those effects, most of the student just copied the assignment of their friend or repeated the same ideas from the textbook. it means only a few students who had participation in writing class. the second problem was students have lack of vocabulary, and the last was the teaching strategy used by the teacher is a common way. based on the interview with english teachers; about the strategy in teaching that they used, the teachers said that they just use conventional strategy in teaching writing. the teachers just asked the students to write. the students‟ writing score proved the fact. based on the information obtained from the english teacher, 60% of the students from 35 students or about 21 students achieved low score under the criteria minimum score (kkm) of writing that has been established before, namely 70. based on the problems stated previously, it is necessary to solve those problems. the researcher is interested in using mind mapping to be a strategy in teaching. regarding the experts opinions, mind-mapping strategy is one of the effective strategies in teaching writing. a mind map is considered a diagram used to represent the relationship of words, ideas, tasks, or other items connected to and arranged around a central key word or idea (deshatty & mokashi, 2013). in addition, buzan notes that mind mapping is made up of words, colors, lines, and pictures. the main point of this strategy is putting one word in a center as the general idea from the writer‟s mind. this enables students to write down many words specifically from the he previous general word. it is thus an effective tool to aid in studying and organizing information as well as writing. it helps mind mapping: a way to hone efl ninth graders’ writing skill at an islamic… journal of applied linguistics and literature, vol 5(2), 2020 151 students to associate ideas, promote creative thinking, and establish meaningful connections among ideas (buzan, 2010). a mind map is a visual diagram used to record and organize information in a way that the brain finds captivating and easy to process. thoughts, ideas or facts are laid out around a central theme so that a person or in this case, the students can clearly „see‟ their flow across different levels. unlike linear methods for recording information, a mind map uses more lines, symbols, key words, color and images all according to simple, brainfriendly concepts rather than a written text (arulselvi, 2017). moreover, mind maps may be used as an effective technique in the process of learningteaching as a form of note taking which has significant differences from traditional note taking form (erdem, 2017). in writing process, as a graphic visual aid, mind maps demonstrate a writer‟s ideas towards a certain topic as well as how the ideas are connected to each other (sturm & rankinerickson) in (zhang, 2018). this strategy is considered helpful for students as it proved to activate students‟ writing performance as study done by alzyoud & al jamal, & baniabdelrahman (2017) who confirmed that the mind mapping strategy improved students' writing performance in test scores. this strategy is claimed to make the writing process as meaningful as possible where students can express their thoughts appropriately. mind mapping strategy is related to enabling students to think while using pictures and images demonstrated to them. then, the current study zhang (2018) who explored the effects of mind mapping at the pre-writing stage on efl writing revealed that explicit instruction of mind mapping could help chinese efl learners improve their argumentative writing performance, especially on contents and organization. in writing instruction, the mind maps can be used as a tool to help learners approach the topic from the meaning-focused perspective by associating it with their prior knowledge, thus it effectively lowers the cognitive requirement for foreign language learners. furthermore, the study done by (yunus & chien, 2016) revealed that majority of the students had positive perceptions of the use of mind mapping strategy in enhancing their writing skills. the students in this research perceive mind mapping technique as an effective strategy in helping them to write and as a result, the mind mapping technique seemed to be an effective tool to help students in planning and organizing their writing by encouraging students to gain a comprehensive understanding of the writing topics. it can be concluded that mind mapping can be implemented in teaching writing. thus, based on the usefulness of mind mapping, the researcher was interested in conducting research in teaching writing by using mind mapping at the ninth grade students of islamic boarding school al yelni erniyati 152 journal of applied linguistics and literature, vol 5(2), 2020 munawwaroh bangko. the objectives of this research were to describe the teaching process by using mind-mapping technique, to describe the students‟ writing skill taught by using mind-mapping technique. mind mapping is also recognized as a brainstorming technique that can be used by a cognitive tool by the teacher in arranging and organizing the information of a new topic that will be presented and studied to the students (hillar, 2012). it is a great tool for summarizing information and group events that are related to each other. in addition, mind mapping is the combination of colors, images and also the diagram that reveals the connections between the items of learned material hierarchically. in summary, he says that mind mapping is a teaching strategy that asks students to draw a diagram to be used to outline information represented by pictures and colors (eppler, 2006). related to some previous opinions, the researcher concluded that mind mapping is the teaching strategy that enables students to recall words as many as they can or to brainstorm their words. in addition, this strategy also enables the students to make the relation of ideas, and encourages them to group certain ideas together. making mind mapping is simple (buzan, 2005). the students could follow five following steps: first, use blank sheet unlined paper and some colored pens, and place sideways. next, draw a picture in the middle of the paper/ page about the main topic/subject. then, draw same thick curve, connected lines from the picture in the middle of the paper, one for each of the main ideas about the subject/topic. the central branch should represent the main sub topic. after that, give the name of these ideas by underlining and then, draw a little picture of each-to show as they are as key words, show their importance. finally, from each idea, draw others connected lines, spreading like the branches of the tree, and then add thoughts on each of these ideas. related to this theory, it can be concluded that the students will be easy to make mind mapping. uusen in westwood (2008) states that writing is a complex and demanding skill. writing is the way to express ideas in written form using letters, words, art or media, and it requires mental process in order to express the ideas. in addition, as weigle (2002) notes writing is as an activity that require a context to achieve a certain purpose and for intended audience. writing is also a cognitive activity. weigle discusses the complex cognitive process, or mental activities, involved in writing, the source of knowledge writers draw upon in writing and other factors that influence the writing process. in addition, sturn and koppenhaver in westwood (2008) inform that composing for writing includes the complex thinking that requires integrated multiple components such as the topic or theme, mind mapping: a way to hone efl ninth graders’ writing skill at an islamic… journal of applied linguistics and literature, vol 5(2), 2020 153 dictions, organization, aims, audience, clarity, sequence, cohesion and transcriptions. related to some experts‟ opinions above, it can be summarized that writing is a complex skill. there are many components that are needed and considered when the students or people write, because of that components, it make writing is regarded as the difficult skills to be learned by the students. based on the syllabus of junior high school in school based curriculum, especially at the ninth grade of the first semester, in writing, the students are expected to be able to express the meaning in short written functional text and simple essay in forms of procedure and report to interact with the surroundings. therefore, in this research, the researcher used mind mapping strategy in teaching writing in procedure text. knapp & watkins (2005) states procedural text is text that concerns with telling someone how to do something. similarly, yvonne, (1998) explains that procedures give the reader instruction about how to do or make something and the purpose of procedure is to tell how to do something. in summary, procedure text is a text that shows the reader how to do or to make something through the sequence of actions or steps. procedural text always begins with the goal of the text which is usually stated as heading(knapp & watkins, 2005). after this stage, a set of ingredients or the materials required to complete the test orderly. the text then provides a sequence of steps specifying how the goal is to be achieved; the illustrations or the diagrams to assess the reader with the test at hand may accompany the steps. similarly, (kistono, esti tri., & tupan, 2007) explain the features of procedure as the following: first, aim; the opening statement states what has to be done in order for the procedure to be successful. second, materials; this is a listing of all the materials needed to carry out the procedures effectively. the last, method; the method is presented in a series of steps or things to do. based on the explanation above, the summary that can be drawn is the procedure text generally consists of a goal, materials and the series of steps. methods participants of the study classroom action research (car) was employed in this research. the researcher chose classroom action research because the researcher wanted to make a change in the class and to solve the problems found. as (mac naughton & hughes, 2008) note that action research is a cyclical process of “think-do-think” to research and to create a change. they also state that action research begins with hope, dreams, and desires. it means that an action researcher hopes he/she can create a shift, dreams a better world and desires to make different. yelni erniyati 154 journal of applied linguistics and literature, vol 5(2), 2020 the researcher conducted this research in three cycles and there were three meetings for each cycle. as stated previously, the students had problem in writing and the teachers just used common way in teaching, so in this occasion, the researcher is interested to overcome the problems; the researcher as a teacher wanted to improve students‟ writing by applying mind mapping strategy in teaching. the research took place at ibsa bangko. the participants were the students of the ninth grade especially ninth grade a. there were 23 female students in this class. the researcher chose this class because between two classes of the ninth grade, this class has problems in writing. then, the object of the research was english teaching and learning process of writing subject. the material taught was procedure paragraph related to the syllabus at the school. instruments the researcher used observation, field note, and test. for qualitative data, the researcher used observation sheet (for teacher and students) and field note, while for collecting quantitative data, the instruments used was writing test. the researcher employed writing test in third meeting for each cycle; the researcher asked the students to write or compose the paragraph based on the given topic and related to their mind map. after the researcher got the data from observation sheet, field note, written test, and then the researcher analyzed the data. data analysis procedures the researcher got qualitative data from observation and field note. in analyzing qualitative data, there were five steps done by the researcher. it was adapted from (gay & airaisian, 2000). the researcher received the quantitative data from writing test. for writing test, the researcher used two scorers/ inter rater scorer to check students‟ writing result. students‟ paragraph will be analyzed to find students‟ ability in writing paragraph by using the scoring rubric that is adapted from (cohen, 1994). after calculating students‟ score, to determine their achievement, the score was compared to minimum score criteria (kkm) of writing, which was 70. based on that criterion, it could be concluded that if the students got the score between 0 until 69, it means that they were in incomplete criterion or they did not reach the kkm, but if they got the score between 70 until 100, it means that they were in complete criterion or they reached the kkm. findings the first cycle first cycle had been done on august 3rd for the first meeting, august 05th for the second meeting and the last meeting on august 08th.the result of the mind mapping: a way to hone efl ninth graders’ writing skill at an islamic… journal of applied linguistics and literature, vol 5(2), 2020 155 first cycle; observation and the test, revealed that students had difficulties in choosing appropriate words related to procedure text. they also had difficulties in using correct grammar; imperative sentences and action verbs used in procedure text, spelling and mechanic in writing. they ignored capital letter and punctuation usage in their paragraph writing. furthermore, related to their mind map, the students did not follow the steps in making mind map well. they wrote sentences in their mind map not the key words, they also did not use the colored pen or markers. it seemed they had not understood yet about how to make mind mapping. in addition, related to the questionnaire data, the result showed that the students have high response in using of mind mapping in teaching and learning writing. next, related to students score in writing test (the students who came to the class were 20 students); the data showed that the classical completeness average of students‟ score in writing test was 40%. the data showed that those average score were under the classical completeness criterion that was 70%. the data about the students‟ score in writing test, for more detail could be seen in the following table: table 1.students’ writing score criteria in the first cycle students’ score frequency criteria 0-69 8 incomplete 70-100 12 complete based on the findings of the cycle one, the researcher considered that it was necessary to revise the plan for the next cycle. the researcher decided to divide the students into several groups and add more explanation and example about the vocabularies related to the procedure text, add the explanation about imperative sentence and action verbs used. then, the researcher was suggested to add the explanation about mind map, and remind the students to bring their colored pen or markers. based on those phenomena, the researcher decided to conduct the cycle two the second cycle according to the result of cycle two, it was found that there were improvements of students‟ activeness in the class. they were more active than the first cycle. then, the students‟ response toward the use of mind mapping has improved too, from 55% students who have high response in cycle one become 57.14% in cycle one. furthermore, related to their mind map, the students had follow the rules in making the mind map, so their mind map in this cycle more colorful than the first cycle. next, related to students‟ score in writing test (the students who followed the test were 21 students); the data showed that the average completeness of students‟ score in writing test was 76.20%. the details information was presented in the following table: yelni erniyati 156 journal of applied linguistics and literature, vol 5(2), 2020 table.2 students‟ writing score criteria in the second cycle students’ score frequency criteria 0-69 5 incomplete 70-100 16 complete based on tabel 2, it could be concluded that those average score were above the classical completeness criterion that was 70%.it meant that there were improvements in the cycle one. however, the data also showed that there were 5 students who have problems in writing; organization, content, vocabulary, grammar and mechanic. the researcher decided to conduct cycle two that would use picture and areal object in applying mind-mapping technique in teaching the students. the third cycle in this cycle, the researcher used the pictures and a real object in applying mind mapping. there were 18 students came to the class and 4 students did not come. the students were asked to write a procedure text based on their own mind map. the researcher reminded them to pay attention to the vocabulary, grammar and mechanic used in their writing. the result of the third cycle revealed that students‟ average score in classical completeness was 77.78% with the total students who got the completeness criterion were 14 students from 18 students who had attended the class on the day. regarding to the writing aspects, the average score for each aspect was improved, although in this cycle, vocabulary and grammar aspects were lower than others aspects. the highest average was organization aspect and content aspect. it could be reported that students had understood about how to organize and state the idea clearly in their paragraph writing. the researcher found that there were improvements from the first, the second cycle and the third cycle. it could be seen from the result of observation, field note, and writing test. based on the completeness criterion maximum (70) and classical completeness criterion (70%), the scores that had been achieved in the first meeting until the third meeting of students‟ writing test, it were achieved those criteria scores compared with the students‟ preliminary data. although in third cycle there were four students, who were in incomplete criterion for writing test, but as a whole, their average score had achieved the completeness criterion that established before, and the researcher decided to finish the research. discussion regarding to the previous relevant research, this research has the same result although this research done in different school, class, subjects and materials. after conducting the classroom action research, the researcher found that there were enhancements of students‟ condition and achievement mind mapping: a way to hone efl ninth graders’ writing skill at an islamic… journal of applied linguistics and literature, vol 5(2), 2020 157 in writing compared with their condition and achievement before the researcher conducted the research. regarding all cycles that had been done, the first cycle was the difficult one, because in the first cycle the researcher tried to use mind mapping technique for the first time, and mind mapping technique was a new technique for the students and the teacher was also new for the students, so they have to adapt with those conditions. the researcher enhanced students’ writing using mind mapping after conducting the research, the researcher found that there were improvements of students‟ writing skill. before doing the research, she obtained the information and the data from the english teacher that the students have less vocabulary and it made them were difficult to explore their ideas in written form; 60% or around 15 students from 23 students got the score under the completeness criterion score that was 70. then, the researcher tried to solve the problems by applying mindmapping technique in teaching writing. the students were easy in getting the words when they were asked to make their own mind mapping related the topic given. moreover, regarding to students‟ writing skill, there were improvement too. in the first cycle, the students who were in incomplete criterion were eight students with the classical completeness percentage were 40%. additionally, based on the writing aspects, in this cycle, students have problems more in vocabulary and mechanics with the average score was 2.85 for both. moreover, the students got the highest average score in organization criterion, namely was 3.80. it could be concluded that the students have understood about how to organize their writing in procedure paragraph. then, at the second cycle, the students who were in complete criterion were 15 students with the classical completeness percentage 71.43%. related to writing aspects, in this cycle, students‟ vocabularies were improved; the students had improvement in choosing words. and the students had a problem in grammar aspect with the average score 3.05. in cycle two, students‟ average score in classical completeness was 77.78% with the total students who got the completeness criterion were 14 students from 18 students who had attended the class on the day. the average score for each aspect was improved, although in this cycle, vocabulary and grammar aspects were lower than others. the highest average was organization aspect and it was followed by content aspect. it could be reported that students had understood about how to organize and state the idea clearly in their paragraph writing. the improvement of students‟ writing from the first cycle to the second cycle was 31.43% and from the second cycle to the last cycle was 6.35%. those writing results proved that mind mapping technique could be used in teaching writing because mind mapping could assist students in yelni erniyati 158 journal of applied linguistics and literature, vol 5(2), 2020 organizing and generating more ideas. this result is also proved by al zyoud & al jamal, d. baniabdelrahman (2017) confirmed that the mind mapping strategy improved students' writing performance in test scores. this strategy is considered helpful for students as it proved to activate students‟ writing performance. this strategy is claimed to make the writing process as meaningful as possible where students can express their thoughts appropriately. in addition, finding from the present study by zhang (2018) explored the effects of mind mapping at the pre-writing stage on efl writing. the findings revealed that explicit instruction of mind mapping could help chinese efl learners improve their argumentative writing performance, especially on contents and organization. by corresponding to the findings of this research with those previous studies that have been done by some researchers, it can be concluded that mind map could be used in teaching and enhancing students‟ writing skill, and in this research especially at ninth grade of islamic boarding school al-munawwaroh bangko. the researcher changed classroom condition using mind mapping as stated in the previous background of this research, before the researcher conducted the research in the class, the students did not try to answer their exercise by themselves; they always come to the teacher‟s seat to get the answer. they forgot the words that had been taught to them, the teaching seemed monotonous because just the teacher who was active in the learning process. they felt boring so they kept silent when the teacher asked them. moreover, when they were asked to write; they just copied their friend assignment. then, after the researcher conducted the research, it was a changing in the classroom condition when the teaching and learning process happen. the students seemed interesting and motivating because the technique was something new for them although, for the first time the students still ashamed and awkward to the teacher, because the teacher is new also for them. students were more focus, active and enthusiastic in participating, recalling and brainstorming the words. they tried to answer the teacher‟s questions. this result was proved by the studies that have been done by some researchers. firstly, the study conducted by rafii (2017). the study was carried out with the objective to investigate the improvement in students‟ motivation in writing descriptive texts by using mind mapping technique. the study affirmed that the use of mind mapping technique not only developed writing skills but also increased the level of motivation in students. mind mapping: a way to hone efl ninth graders’ writing skill at an islamic… journal of applied linguistics and literature, vol 5(2), 2020 159 wangmo & chalermnirundorn (2018) also found that students were observed participating actively, responding promptly to the given questions and asking questions to clear their doubts. students exhibited the learning satisfaction in writing essays through mind mapping technique and they realized that writing could be easier and fun with mind mapping technique to guide them. therefore, mind-mapping technique had motivated them to perceive writing with positive attitude and enthusiasm. in conclusion, mind mapping technique could change the teaching and learning process condition. conclusion and suggestion some conclusions are drawn. first, teaching and learning process by using mind mapping was more interesting; the students gave more participation in the class in recalling the words. second, there are enhancements of students‟ writing after the teacher taught them by using mind-mapping technique. it can be seen from the improvements of students‟ score from the preliminary data before the researcher conducted until the third cycle done. according to the research results, there will be some suggestions for the following people: (1) teacher; the teacher can apply mind mapping technique in teaching writing, not only in procedure text but also to others materials. (2) students; the students can apply mind mapping in enhancing their vocabulary and writing, and in recalling the vocabularies related to the materials, not only in procedure text but also another material. (3) researcher and other researchers; the researcher and other researchers can do another research by applying mind mapping technique not only in writing skill but also to another language skill, and not only in procedure text but also in other kinds of texts of materials. references alzyoud, a. a., & al jamal, d. baniabdelrahman, a. (2017). mind mapping and students‟ writing performance. arab world english journal, 8(4). aydogan, h., & akbarov, a. a. (2014). the four basic language skills, whole language & integrated skill approach in mainstream university classrooms in turkey. mediterranean journal of social sciences, 5(9), 672-680 arulselvi, e. (2017). mind maps in classroom teaching and learning. the excellence in education journal, 6(2). buzan, t. (2005). mind maps for kids: an introduction the shortcut to success at school. uk: thorsons. buzan, t. (2010). buku pintar mind mapping untuk anak. jakarta: pt gramedia pustaka utama. yelni erniyati 160 journal of applied linguistics and literature, vol 5(2), 2020 cohen, a. . (1994). assessing language ability in the classroom (2nd ed.). boston: heinle and heinle publishers. deshatty, d. d., & mokashi, v. (2013). mind maps as a learning tool in anatomy. international journal of anatomy and research, 1, 100–103. eppler, m. j. (2006). a comparison between concepts maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. information visualization. erdem, a. (2017). mind maps as a lifelong learning tool. universal journal of educational research, 5(12a), 1–7. https://doi.org/10.13189/ujer.2017.051301 gay, l. ., & airaisian, p. (2000). educational research: competencies for analysis and application. ohio: prentice –hall, inc. hillar, s. p. (2012). mind mapping with free mind. briminghammumbai: packt publishing. kistono, a., esti tri., i., & tupan, a. (2007). the bridge english competence for smp grade ix. jakarta: yudhistira. knapp, p., & watkins, m. (2005). genre, text, grammar: technologies for teaching and assessing writing. australia: university of new south wales press ltd. linse, c., & nunan, d. (2005). practical english language teaching: young learners. new york: mcgraw-hill. mac naughton, g., & hughes, p. (2008). doing action research in early childhood studies: a step by step guide (o. u. press, ed.). england. rafii, a. (2017). improving students‟ motivation in writing descriptive texts by using mind mapping. elt echo: the journal of english language teaching in foreign language context, 2(2), 147–157. wangmo, k., & chalermnirundorn, n. (2018). the use of mind mapping technique to enhance writing skills of grade four bhutanese students. st. theresa. journal of humanities and social sciences, 4(2). weigle, s. c. (2002). assessing writing. uk: cambridge university press. westwood, p. (2008). what teachers need to know about reading and writing difficulties. autralia: acer press. yunus, m. m., & chien, c. h. (2016). the use of mind mapping strategy in malaysian university english test (muet) writing. creative education, 7(4), 619–626. yvonne. (1998). english k-6 syllabus: text types. sydney: desktop publishing zhang, y. (2018). a contrastive study on the application of mind maps in argumentative writing instruction for efl learners. canadian center of science and education: english language teaching, 11(12). 120 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/19682 http://doi.org/10.33369/joall.v7i1.19682 the transition of online into limited english learningteaching in the rural area context 1amira wahyu anditasari , 2siti kholija sitompul 12english department, faculty of letters, state university of malang, indonesia 12 jl. semarang no.5, sumbersari, kec. lowokwaru, kota malang, jawa timur 65145 article info abstract article history: received: dec 20, 2021 revised: jan 09, 2022 accepted: jan 17, 2022 the covid-19 pandemic has started to decrease, thus many schools in indonesia have switched their learning activity from online to limited offline learning teaching. this new learning policy from the government might lead to the betterment or instead create new learning issues. reflected from the online learning implementation, rural students suffer more compared to urban students. therefore, this study aimed at exploring rural students’ perceptions towards the transition of online into offline limited learning teaching. a survey study carried out in the state junior high school 3 purbatua, north sumatra, involving 49 students from level 7 to 9 grades. the students were provided with a close-ended questionnaire investigating their perceptions in terms of course content coverage, learning effectiveness, and learning interaction. this turned out that most students were less satisfied with the conductivity of limited offline teaching. students’ satisfaction in the limited offline teaching needs to be considered to have an effective teaching and learning atmosphere. this might be beneficial both to the government and teachers as a reflection to maintain a more appropriate limited offline teaching. the learning and teaching barriers in turn might serve as a reflection for teachers to design more effective teaching activities. keywords: limited offline teaching students’ perception rural students challenges conflict of interest: none funding information: none correspondence: amira wahyu anditasari, english department, faculty of letters, state university of malang, indonesia amira.wahyu.2002218@students.um.ac.id ©amira wahyu anditasari & siti kholija sitompul this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): anditasari, a.w., sitompul, s.k. (2022). the transition of online into limited english learningteaching in the rural area context. joall (journal of applied linguistics and literature), 7(1), 104-118 https://doi.org/10.33369/joall.v7i1.19682 dilemmas will always occur in the teaching contexts mainly during the transition from online learning into a limited face-to-face meeting. in the context of fully conducted online learning, the situation causes a struggle for teachers and practitioners to find the best learning system due to its sudden changes. currently, teachers need to undergo a new teaching atmosphere with a short-limited time. all schools in indonesia must implement specific learning and teaching activities to avoid the spread of viruses based on the https://ejournal.unib.ac.id/index.php/joall/article/view/19682 http://doi.org/10.33369/joall.v7i1.19682 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.19682&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.19682 https://orcid.org/0000-0003-1661-0906 https://orcid.org/0000-0003-3600-4997 amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 121 joint decision letter of four ministries and the ministry of home affairs number 14 of 2021. of course, by this new policy, the government expects to provide an alternative after online learning brought barriers for teachers and students. at first, online learning brought a learning transition that is significantly challenging for teachers and students since they have to adapt to the learning teaching transition from direct to online. referring to unesco's statement, education systems worldwide have faced an unprecedented challenge since the spread of covid-19. octaberlina et al., (2020) confirmed that all the schools in indonesia changed their english teaching methods from det (direct english teaching) to the virtual one. moreover, endriyati et al., (2019) affirmed the different english teaching challenges faced by teachers who live in urban and rural areas in indonesia. almahasees et al., (2021) affirmed that the students have a chance to adapt to the new changes since they get guidance from the institutions. the students were pursued to interact using online platforms with teachers. however, it did not always run as expected. some previous studies have observed the rural teachers' challenges across different areas such as in (hossain, 2016). he confirmed that the english language achievement of teachers in rural areas was relatively poor compared to urban areas. the low performance was due to the lack of trained teachers, lack of good deals content, and ineffective course. it was asserted that teachers and students in rural areas suffer more than urban areas. most teachers in rural areas were not familiar with technology, had mastery problems with teaching methods, and were less trained (endriyati et al., 2019). besides, the challenges also go to the rural students, such as low mastery of vocabulary issues, less motivation, less participation, less parents' support, and less discipline. it was added that the barriers refer to the students' competence, mindset, and language (febriana et al., 2018). more importantly, rural students encountered internet connection issues (ariyanti, 2020). the rural area's students faced limited online learning accessibility, such as being thrown out from online learning platforms, and limited learning sources access. in the bottom line, students might not reach the appropriateness of online learning. meanwhile, the government and practitioners' ideal concept of online learning is accessible for different circumstances. despite its challenges, online learning provides two opportunities for both teachers and students. dhawan (2020) affirmed that students get advantages during online learning since it offers flexibility, accessibility, and affordability of learning policies. moreover, it provides students to learn at their own pace and at anytime and anywhere. he added that online learning is accessible and potentially reaches urban and some rural areas where they the transition of online into limited english learning-teaching in the rural area context 122 joall (journal of applied linguistics and literature), 7(1), 2022 get equal opportunities with different conditions of online learning. the conditions refer to it support, human resources, and learning atmospheres. other conditions in online learning to facilitate students' needs in learning consist of technical conditions, teachers' technical skills, teaching styles, and students' involvement in learning (coman et al., 2020). furthermore, mastery of teaching becomes a necessary condition toward online learning (endriyati et al., 2019). teachers are expected to implement various teaching methods and techniques to present adequate online teaching. thus, it is essential to engage students during the learning process by providing content development beyond the curriculum needs (kebritchi et al., 2017). however, nowadays online learning has started to end since the covid-19 crisis has started to subside. many schools in indonesia, particularly in rural areas, have already started limited offline teaching, yet it leads to new challenges. teachers need to consider the way to succeed in limited offline learning-teaching; one way is to ensure students' comprehension in a pressed time. on the other hand, within the given time, teachers are also responsible for transferring knowledge within enhancing the students' communication, collaboration, and creativity, developing students' learning experience, and focusing on the process and the practices of learning (kim et al., 2019). in addition, the teachers should encourage students’ thinking and interaction, lead discussions, and provide practices and feedback for students (mart, 2011). he added that students’ self-learning and motivation are vital to succeed in limited offline teaching-learning. at the same time, the rural teachers’ quality is less adequate to fulfill the students’ needs in the limited offline learning. it was evidenced that the english teacher in smpn 3 purbatua encountered issues related to limited offline learning teaching in term of course content delivery and students’ learning motivation. the limited offline learning teaching condition was totally different as it was felt by the students in smpn 3 purbatua. they already felt comfortable with online learning since they have experienced it for almost two years. the students were less motivated and engaged because they were compelled to suit the new learning condition again. thus, it is urgent for teachers to design the course content, students’ activity, and students’ tasks with the limited time to obtain the same learning opportunities they had in full offline learning. the teacher might introduce students to the course syllabus, list of assignments, learning timeline on the beginning of the class according to singh et al., (2021), as those will help students to prepare their readiness, learning style, and motivation during the limited offline teaching-learning. it was evidenced that in-person offline learning increases students’ motivation, builds the social relationship among students, and improves amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 123 students’ encouragement during the learning activity. this will help the teacher to design the appropriate teaching methodology (kemp & grieve, 2014). in addition, offline learning provides advantages, such as, real time interaction, providing real feedback for students in the classroom, and students’ involvement (paul & jefferson, 2019). through the existence of learning conditions, students might consider that offline learning-teaching is meaningful compared to online learning. furthermore, it is also essential for teachers to provide students’ selflearning which helps them explore information, revise tasks, and discuss tasks. this way can also help students to fulfill the learning competencies. on the other hand, sieberer-nagler (2015) proposed to ensure an adequate classroom atmosphere which refers to the students’ involvement, attention, and understanding during the class. the successful learning teaching activity is not merely based on teachers but also students. therefore, this current study is urged to hear the students’ voices toward the conductivity of offline limited learning-teaching. the students’ perceptions will be an input for the teachers to improve their teaching quality and also the students’ satisfaction towards the offline limited learning-teaching (mahendra, 2020). perception refers to individuals' voice, sense, behavior, and experience towards a particular issue. it results from an experience process that leads to interpretation (taman et al., 2021). thus, perception in this study is used to understand individuals' experiences towards limited offline learning teaching since every individual has a different sense and view. furthermore, students' perceptions of limited offline learning-teaching indicate their reactions after getting involved in the limited classroom. therefore, the appropriateness of offline limited learning teaching can be evaluated through perceptions. the researchers perceive that limited offline learning teaching will lead to new issues for students. therefore, it is urgently needed to investigate a further perception about this new learning situation. the perceptions later can be a suggestion for the betterment of teaching that can evaluate both government and practitioners. the perceptions are narrowed into four aspects: course content coverage (1), learning-teaching effectiveness (2), students' engagement (3), and students' interaction (4). the researchers think these four aspects are crucial to be investigated because having one aspect is insufficient. considering the background of the study, the formulated research question is “what are the students’ perceptions towards the limited offline english learning-teaching?” investigating students’ perceptions related to a particular issue will depend on varied situations such as the students’ conditions, school conditions, learning teaching conditions, and geographic conditions. therefore, in this present study, the problem was limited as follows; the the transition of online into limited english learning-teaching in the rural area context 124 joall (journal of applied linguistics and literature), 7(1), 2022 perception only regards to junior high school students in rural areas, specifically in smpn 3 purbatua. besides, the perception was only related to learning teaching of english in the school. method this study was survey research aiming at exploring the students' perceptions of limited offline learning-teaching. a survey is a research method to describe opinions, behaviors, perceptions, preferences, and attitudes of individuals who are taken from a large or small population (latief, 2019). in this study, the survey research was carried out at a small school level and was conducted by the researchers themselves. the respondents of this study were three classes of different levels (grade 7, grade 8, and grade 9) at smpn 3 purbatua, north tapanuli regency. the total students consist of 49 students; grade 7 consists of 15 students; grade 8 consists of 16 students; grade 9 consists of 18 students. the school, smpn 3purbatua, was selected as the rural school because it is located out of the town and lacks of educational amenities. instruments the instrument of this study was a paper-based questionnaire (appendix 1). the questions were designed in a closed-ended version. the questionnaire consisted of 11 questions. the questions were divided into course content coverage and learning-teaching effectiveness, students' engagement, and students' satisfaction in the limited offline learning-teaching situation. the questions employed a likert scale. the scales consisted of 4 scales from strongly agree to strongly disagree; 4 for "strongly agree," 3 for "agree," 2 for "disagree," and 1 for "strongly disagree," which was adapted from (afrilyasanti et al., 2017). colman et al., (1997) confirmed that the "odd number" is used to avoid neutral answers from the respondents. in addition, the blueprint of the questions was also designed into a table 1. table 1. blueprint of the questionnaire aspects variables questions students’ profile name class course content coverage leaning materials one question learning teaching effectiveness the delivery of the course content two questions teaching activities two questions students’ interaction limited offline-learning teaching interaction three questions students’ satisfaction limited offline-learning teaching interaction three questions amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 125 table 1 shows the description of the questionnaires. it consisted of 4 aspects followed by the variables within it. the blueprint was used as a guidance to develop the questionnaire. data analysis procedures the data collection was collected through questionnaires that were directly distributed to the students in the school. this technique was applied to this present study because it ensured students' understanding to fill the printed questionnaires and was feasible for the researchers to access the school's location. in this study, there were two techniques in analyzing the data. the first technique was identifying the sheets one by one and classifying the answers based on the scales. after that, the data was analyzed by using statistical techniques. this step aimed at finding the average score (means), the middle point score distribution (median), the most dominant point (modes), the average score of the mean (standard deviation), and the final proportion of the group in the population (percentage). findings this survey study investigated the students' perceptions of offline limited learning-teaching in smpn 3 purbatua. this section is intended to present the study results according to the research question. the distribution of the students' levels is distributed in table 2. table 2. the distribution of students’ characteristics by classes class the number of students percentage (%) grade 7 15 30% grade 8 16 32.6% grade 9 18 38.7% table 2 shows that most of the students who responded in this study were grade 9 as 18 people (36.7%), and the remaining students were grade 7 and 8 with a total of 31 people. then, the results of the questionnaire are shown in table 3. table 3. the results from the questionnaire questions mean median modus strongly agree agree disagree strongly disagree 1. although limited offline meeting is conducted, english course content was 2.7755 10204 3 3 8.16% 63.26 % 31.6% 0% the transition of online into limited english learning-teaching in the rural area context 126 joall (journal of applied linguistics and literature), 7(1), 2022 questions mean median modus strongly agree agree disagree strongly disagree well covered and delivered 2. full offline teaching activities are as effective as complete limited teaching activities. 2.6734 69388 3 3 8.16% 57.14 % 28.57% 6.12% 3. limited teaching activities are more effective than online teaching activities. 2.7755 10204 3 3 20.40% 44.89 % 22.44% 10.20% 4. the teacher hurries the teachings of the course 2.7755 10204 3 3 12.24% 50.10 % 30.61% 2.04% 5. the teachings of the course were understand able 3.0612 2449 3 3 30.61% 53.06 % 8.16% 8.16% 6. i am always interactive, although limited offline meeting is conducted 2.6938 77551 3 3 6.12% 63.26 % 24.48% 6.12% 7. learninginteraction in the offline meetings is more fun compared to online learning 3.0816 32653 3 3 32.65% 42.85 % 24.48% 0% 8. not many students actively participate in the limited offline meeting 2.7346 93878 3 2 18.36% 36.73 % 44.89% 0% 9. i am happy and convenient with the atmosphere of 2.3469 38776 2 2 2.04% 36.73 % 48.97% 8.16% amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 127 questions mean median modus strongly agree agree disagree strongly disagree the limited offline meeting 10. i am satisfied with the teachings of course contents of limited offline meetings situated 2.6122 44898 3 3 16.32% 40.81 % 30.61% 12.24% 11. i am satisfied with the interaction and teacher's feedback of limited offline meetings situated 2.6530 61224 3 3 6.12% 53.06 % 40.81% 0% the result of the survey is shown in table 3. overall, the rural students from smpn3 purbatua agreed that they enjoyed the limited offline learningteaching. starting from the english course content, most students (63.26%) asserted that the english materials were well delivered and covered. meanwhile, some of the students had opposing views on the course-content coverage and delivery, with a percentage of disagreement (31.6%). considering the learning effectiveness, 57.14% of students claimed that limited offline teaching was effective as a full teaching class, whereas 28.57% of students admitted the less effective limited learning-teaching. likewise, the students (20.4%) absolutely agree with the limited offline learning compared to online learning, and only a few (10.2%) had contrastive opinions. even if the students (50.10%) felt the teacher hurried the learning materials, all were understandable (53.06%). as claimed by 63.26% of students, they actively participated during the limited situation, and only 24.48% of students were not interactive in the classroom. they (42.85 %) considered learning interaction in a limited offline meeting more fun than online learning. moreover, the atmosphere of limited teaching was convenient, but it was only claimed by fewer respondents (36.73%). in contrast, the students (48.97%) admitted that they were inconvenient and not excited with the limited offline teaching. relating to the students' satisfactions, most students confirmed that they were satisfied with the teaching course contents and the learning interactions in the limited offline learning teaching, 40.81 % and 53.06%, respectively. however, it was undeniable that the rest of the students were not pleased with the teaching the transition of online into limited english learning-teaching in the rural area context 128 joall (journal of applied linguistics and literature), 7(1), 2022 course contents and the learning interactions within the limited offline learning-teaching. discussion based on the research findings, it was found that the english teachers covered and delivered the learning materials quite well. paul & jefferson (2019) affirmed that offline learning encourages students to respond to the teachers’ explanation, to find for clarification of the learning materials, and to make inquiries for the materials that have not been understood. singh et al., (2021) highlighted that the presence of teacher affects the students’ understanding toward course preparation and course understanding. the content delivery aspect became a reflection for teachers to appropriately apply the teaching method during the offline class. the students' condition during offline class is also a consideration in designing the suitable learning materials. more importantly, the learning instructions were clearly explained to the students. as a result, the clear instructions minimized the misconception and misunderstanding of the learning materials (paul & jefferson, 2019). regarding learning effectiveness, setyawan et al., (2020) argued that offline learning achieved more effectiveness than online learning. likewise, it was proved by the present study that most students in rural areas declared the effectiveness of limited teaching rather than online teaching. the effectiveness was achieved through the students’ interaction during the offline class. it was proven by kemp & grieve (2014) that the offline learning teaching triggered students’ motivation, students’ relationship between teachers and other students, and enhanced students’ involvement during the learning teaching. in addition, offline learning provides advantages, such as, real time interaction, providing real feedback for students in the classroom, and students’ involvement (paul & jefferson, 2019). pertinent to the students' interaction, this study revealed good interaction between students and teachers during limited offline learningteaching. usually, students and teachers have direct interaction during offline learning. they can discuss, exchange, and share ideas without barriers (taman et al., 2021). besides, offline learning eager to decrease students’ laziness and loneliness while learning (sim et al., 2020). however, offline learning does not always guarantee a more comfortable situation, because the teacher is the one who demonstrates the class to be active. all things considered; it was assumed that offline learning provides students with a more engaged atmosphere in the classroom. students are freer to interact with teachers and students without any limitation. in general, most rural students from smpn 3 purbatua perceived some positive views about limited offline learning teaching in terms of course content, learning effectiveness, students' interaction, and students' amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 129 satisfaction. these findings were supported by previous studies (martin & bolliger, 2018; p. singh et al., 2021). in relation to the students’ interaction, the offline learning teaching incorporates genuine engagement between teacher and students, in which fostering the feeling of social interactions during class activities (martin & bolliger, 2018). it was assumed that offline learning increases the students’ interaction with their classmates because they can directly communicate what they have progressed in learning to their peers and teachers. considering the students' satisfaction in offline learning, a study conducted by p. singh et al., (2021) revealed that students were more focused and did not feel bored in offline learning compared to online learning. a part from this, they also witnessed the effectiveness of content delivery in offline learning, since it was directly conducted and guided by the teachers. furthermore, another study conducted by damayanti & rachmah (2020) confirmed the effectiveness of offline learning. the students thought that offline learning was effective to them that the effectiveness refer to students’ understanding, students’ interaction with teachers, students’ attendance, students’ concentration. based on the discussed previous studies, the researchers believed that offline limited learning teaching promotes a better learning atmosphere in terms of; content coverage, learning effectiveness, classroom interactions, and students’ satisfaction. the existence of offline limited learning teaching removes the learning barriers that students experienced online. the students are less worried about internet connections, course understanding, learning anxiety, and adaptation of learning style, therefore, the learning outcomes can be better achieved. in the bottom line, the positive behavior toward offline limited learning teaching is evidently experienced by the rural students. conclusion based on the results of the study, it can be concluded that most rural students in smpn3 purbatua perceived positively the transition of online into limited offline learning-teaching. they confirmed the better of limited offline learning than online in terms of course content coverage, learning effectiveness, student interaction, and satisfaction. the adapted learning teaching conditions promote the betterment of the students’ learning outcomes, as they comprehend the materials easily. respectively, the satisfaction of offline limited learning teaching was also perceived by the students in smpn 3 purbatua. however, there was a note that the learning barrier lead the students to feel inconvenient and less excited due to the pressed learning time. the result of this study can be used as the government’s reflection of maintaining the appropriateness of limited offline learning teaching. through the transition of online into limited english learning-teaching in the rural area context 130 joall (journal of applied linguistics and literature), 7(1), 2022 the reflection, the government should provide teacher training to adapt to the changing learning situation. the training will facilitate the teacher to cope with the issue they found during the limited offline learning teaching; course content delivery and classroom interaction. if the rural english teachers maximize their pedagogy competence, in response to course content delivery and classroom interaction, the rural students will fully engage and feel satisfied with the limited offline learning. for further research, it is suggested to explore teachers’ perceptions related to the design of course content and lesson plan during the limited offline learning teaching. acknowledgements we acknowledge the support received from the english teacher in smpn 3 purbatua, north sumatra province for the allowance to conduct the research in their classes. in addition, we thank the students in grade 7, 8, and 9 of smpn 3 purbatua for their contributions involving in this research. references afrilyasanti, r., cahyono, b. y., & astuti, u. p. 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(2021). the young learners’ perception towards english instructional practices using virtual platforms. joall (journal of applied linguistics and literature), 6(2), 181–193. https://doi.org/10.33369/joall.v6i2.15369 the authors amira wahyu anditasari is master’s students of state university of malang majoring in english language education. she programed the same major in english educational study program from state university of malang as well. siti kholija sitompul is master’s students of state university of malang majoring in english language education. she applied for an english education study program for her undergraduate degree from state university of medan. amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 133 appendix 1 kuesioner kepuasan terhadap pembelajaran tatap muka terbatas (questionnaire toward the implementation of offline limited learning teaching) •nama (name) : •kelas (class) : statements (pernyataan) 4 sangat setuju (strongly agree) 3 setuju (agree) 2 tidak setuju (disagree) 1 sangat tidak setuju (strongly disagree) 1. selama pembelajaran tatap muka terbatas, semua materi pelajaran bahasa inggris tercover dan tersampaikan dengan baik. (although limited offline meeting is conducted, english course content was well covered and delivered) tujuan (aim): kuesioner berikut bertujuan untuk mengetahui persepsi siswa selama pemberlakuan pembelajaran tatap muka terbatas. (this questionnaire aimed to investigate students’ perceptions related to the implementation of offline limited learning teaching). petujuk (instruction): isilah kuesioner berikut dengan memberi tanda centang (√) pada salah satu kolom yang tepat. (fill the questionnaire by putting a thick (√) to one of the appropriate columns). 4= sangat setuju (strongly agree) 3= setuju (agree) 2= tidak setuju (disagree) 1= sangat tidak setuju (strongly disagree) the transition of online into limited english learning-teaching in the rural area context 134 joall (journal of applied linguistics and literature), 7(1), 2022 statements (pernyataan) 4 sangat setuju (strongly agree) 3 setuju (agree) 2 tidak setuju (disagree) 1 sangat tidak setuju (strongly disagree) 2. pembelajaran tatap muka terbatas sama efektifnya dengan pembelajaran tatap muka penuh. (limited offline teaching activities are as effective as complete limited teaching activities) 3. pembelajaran tatap muka terbatas lebih efektif daripada pembelajaran online. (limited teaching activities are more effective than online teaching activities) 4. guru menyampaikan materi dengan tergesa-gesa. (the teacher hurries the teachings of the course) 5. pengajaran/penyampaian materi bisa dipahami. (the teachings of the course were understandable) 6. saya selalu terlibat aktif selama pembelajaran tatap muka terbatas. (i am always interactive, although limited offline meeting is conducted) 7. pembelajaran tatap muka lebih menyenangkan dibandingkan pembelajaran online. (learning-interaction in the offline meetings is more fun compared to online learning) 8. tidak banyak siswa yang terlibat aktif dalam pembelajaran tatap muka terbatas. (not many students actively participate in the limited offline meeting) amira wahyu anditasari & siti kholija sitompul joall (journal of applied linguistics and literature), 7(1), 2022 135 statements (pernyataan) 4 sangat setuju (strongly agree) 3 setuju (agree) 2 tidak setuju (disagree) 1 sangat tidak setuju (strongly disagree) 9. saya merasa senang dan nyaman dengan suasana pembelajaran tatap muka terbatas. (i am happy and convenient with the atmosphere of the limited offline meeting) 10. saya merasa puas dengan penyampaian materi selama pembelajaran tatap muka terbatas. (i am satisfied with the teachings of course contents of limited offline meetings situated 11. saya merasa puas dengan interkasi dan masukan yang diberikan guru selama pembelajaran tatap muka terbatas. (i am satisfied with the interaction and teacher's feedback of limited offline meetings situated) 276 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/19735 http://doi.org/10.33369/joall.v7i1.20044 feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way 1rahmadsyah rangkuti , 2siti hafifah 1,2english department, faculty of cultural sciences, universitas sumatera utara, indonesia 1,2jalan universitas no 19, kampus usu, padang bulan, medan, sumatera utara, 20155 article info abstract article history: received: jan 13, 2022 revised: feb 11, 2022 accepted: feb 16, 2022 this study is intended to find out the exact meaning of the lyrics at different levels of language, and phonetic devices, as well as to reveal how these stylistic devices work on lady gaga’s born this way (lgbtqa+). this study employed qualitative content analysis. the source of the data was the song born this way by lady gaga and the data were the linguistics aspects of the song, which are the words, phrases, clauses and sentences, as well as the discourse unit of the song. it was found that the song aims to speak to as many perspectives as possible, through different races, sexualities, and gender expressions, through the language uses that are represented in the song. by then, this song has completely succeeded to not only raising up feminist voice, but also, most likely, if there was no song with all the impact and events, understanding about gender and equality would not develop as it is today. the song strongly emphasizes the equality notion by accepting who we are as we are all born this way. the choices of word, phrase, clause and sentence as well as the discourse unit credit about self-liberation, and loving every part of oneself, no matter what race, belief, or sexuality one is on. this also proves that this song is not solely an lgbtqa+ community anthem, instead, it is a song for all kind of self-acceptance. keywords: feminist stylistics lady gaga self-liberation. conflict of interest: none funding information: type here correspondence: rahmadsyah rangkuti, english department, faculty of cultural sciences, university of north sumatera, indonesia. syahkuti@gmail.com ©rahmadsyah rangkuti & siti hafifah this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): rangkuti, r., hafifah, s. (2022). feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 276-290. https://doi.org/10.33369/joall.v7i1.20044 stylistics, as a branch of linguistics, simply defined as “the (linguistic) study of style, is rarely undertaken for its own sake, simply as an exercise in describing what use is made of language” (leech and short, 2007). carter and simpson made a distinction between two kinds of stylistics: linguistic stylistics and literary stylistics (mills, 2005). presumably, both literary and linguistic stylistics have something to say about the relation of language to literature. linguistic stylistics foregrounds the linguistic over the literary, and https://ejournal.unib.ac.id/index.php/joall/article/view/19735 http://doi.org/10.33369/joall.v7i1.20044 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.20044&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.20044 https://orcid.org/0000-0003-4419-8648 https://orcid.org/0000-0002-8382-5993 feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 277 does not merely see the application of linguistic practices in terms of their function in an analytical ‘tool kit’. carter and simpson (2005:4) stated: linguistic stylistics is the purest form of stylistics, in that its practitioners attempt to derive from the study of style and language refinement of models for the analysis of language and thus to contribute to the development of linguistic theory (carter and simpson, 2005; rameez et al., 2014). thus, both forms of stylistic analysis draw on a range of linguistic models, from noam chomsky’s generative grammar and michael halliday’s systemic linguistics to john searle’s speech acts and malcolm coulthard’s discourse analysis (mills, 2005:3), depending on their objectives in undertaking analysis. leech and short (2007) then provided a clearer definition: ...in general, literary stylistics has, implicitly or explicitly, the goal of explaining the relation between language and artistic function. the motivating questions are not so much what as why and how. from the linguist’s angle, it is ‘why does the author here choose this form of expression?’ from the literary critic’s viewpoint, it is ‘how is such-and-such an aesthetic effect achieved through language?’ (leech and short, 2007). feminist stylistics is a bridge that links two disciplines, literary criticism and linguistics and it is mainly concerned with the analysis of how feminist ideology is expressed through the choices of language (mills, 2005; shah et al., 2014). as a feminist linguist, she has gained recognition for her notable works, feminist stylistics (2005). she was given a clearer definition of feminist stylistics as “a form of politically motivated stylistics whose aim is to develop an awareness of the way gender is handled in texts” (mills, 2005). thus, feminist stylistics uses a feminist approach in examining texts. however, feminists are concerned not only to analyze texts but to change social relations through that analysis and other forms of action (mills, 2005; arikan, 2016). this is the field of the study where feminism and linguistics are involved. the feminist analysis aims to draw attention to and change the way that gender is represented, since it is clear that a great many of these representational practices are not in the interests of either women or men. these definitions give predominance for style in the study of stylistics and limit the concept of stylistics to the study of literature. this enables stylistics to embrace different aims and approaches in studying texts, including a feminist perspective. feminist stylistics introduces readers to a range of issues and skills in the analysis of texts from a feminist perspective. it is concerned not only to describe sexism in a text, but also to analyze the way that point of view, agency, metaphor, or transitivity are unexpectedly closely related to matters of gender, to discover whether women’s writing practices can be described, and so on (mills, 2005). the feminist stylistic approach of sara millers differs from other general stylistics since the latter focuses only on the rahmadsyah rangkuti & siti hafifah 278 joall (journal of applied linguistics and literature), 7(1), 2022 linguistic unit of texts, whereas the former has broader scopes including the text itself, author, readers, publisher, and other social aspects. "born this way" is a song written by steffani j. germanotta, or whom internationally known as lady gaga. she explained that this song is her freedom song. it was debuted in the top five spots of every major music chart worldwide, including the billboard 200. in the united states, the record sold more than one million copies in its first week—the highest first week album sales in five years; an estimated 440,000 copies were sold on amazon in two days of its first week for 99 cents. according to the international federation of the phonographic industry (ifpi), it was the third global best-selling album of 2011. at the time of its release, the title track was the fastest-selling single in itunes history. the song was a huge success upon release, charting atop the billboard hot 100 for 6 straight weeks (as the 1000th no. 1 song). this hit was very controversial as there are many indications of movement that are raised or highlighted in the song discourse; it was known as not only a feminist anthem, but also highlight the lgbtqa+ community, or as the sign of the rise of the new world order. society under liberal and secular backgrounds or in developed countries see this as a means of voice to be heard. an article on billboard in 2019 claimed that it was a song that defined the decade; it gave a big voice to people who could only whisper at that time. the message of relentless activism through self-actualization permeates the track -the song’s bridge in particular aims to speak to as many perspectives as possible, as the star listed through different races, sexualities, and gender expressions. in return, even if this track turned out to be a mega-hit, it was a very big controversy to some parts of the world at that time, especially during 2011. for instance, it was banned in lebanon for it seems offensive to christianity as well as in malaysia and for its references to homosexuality and it seems offensive to a country with a majority of moslem. this track was considered as a negative connotation to conservative countries. these controversial events brought this song to continue to rise that it is considered to be the peak moment of gaga. most likely, if there was no song with all the impact and events, understanding about gender and equality would not develop as it is today. some scholars have analyzed lady gaga’s discourse, such as entailment (malewa & arman, 2018), theme and stylistic levels (hawa, 2019), and morphological analysis (aprianti & parmawati, 2020). however, there hasn’t been found any researcher who come up with particular feminist stylistics research of lady gaga’s song born this way and discussing about its controversiality and therefore examine its language use. this study, thus, explores feminist stylistics analysis of lgbtqa+ through feminist stylistics theory by sara mills to study language use in the song, especially to explore the varieties of stylistic devices used in the verses feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 279 to convey the exact meaning of the lyrics at different levels of language, and phonetic devices, as well as to reveal how these stylistic devices work in the lyrics. the study focuses on the linguistics aspects; words, phrases, clauses, sentence, as well as discourse unit. it is also expected to help interpret their contextual meanings and messages concerning social life when the song was released. methods the source of the data of this study was born this way song that was written by steffani j. germanotta or lady gaga. precisely, the data that are highlighted in the lyrics that were analyzed by the researcher are the word and phrase, clause and sentence, as well as the discourse unit. the analysis focuses on gender bias that can be seen in the use of individual words or lexical items. mills (2005) referred to sexism in language as the basis for examining word choice. according to mills, word analysis could only be understood and done by first studying the general and theoretical aspects of sexism and then examining the specific types of sexist language use. she described sexist language as something that alienates both women and men, and a hindrance to effective communication and social interactions. as mills stated by examining examples of usage such as the sex-specific pronoun use, the misuse of generics, address terms, and the negative descriptions of females in a variety of text, it is hoped to show that language use could present and perpetuate a particular view of women. (mills, 2005) this study also explores the varieties of stylistic devices used in the verses such as the phonetic devices in the discourse to reveal how these stylistic devices mingle with each other to work in the lyrics, as well as the transitivity choices and modality used and found in the discourses in order to find out the feminist stylistics of lgbtqa+. findings word and phrase units in lgbtqa+ the gender-specific pronoun here used here is rooting from he as the initial phase, then she. the pronoun ‘he’ was used to referring to the creator or god, as it is arbitrarily accepted to be referred to as he or him. using the pronoun to represent god is arbitrarily agreed in general but she did not capitalize it. she then strengthens the ‘him’ the prior word with another phrase ‘capital h-i-m’, preceded by the conjunction ‘or’ – functions to show parallel fact – that refers to something of almighty bigger power; god. it also functions to narrow down the possibility of the reference of the pronoun. the ‘capital hi-m’ or god is mentioned early in the initial part of the song as in fact every existence has been created by god as he who has created the universe, the living things and mankind. lady gaga in the song then kept on using the rahmadsyah rangkuti & siti hafifah 280 joall (journal of applied linguistics and literature), 7(1), 2022 pronoun in the pre-chorus as well as in the chorus repetitively with god as reference (see the analysis scheme as shown in the figure 1. figure 1. scheme of analysis of the word/pronoun 'he' the word ‘she’ was used to refer to her mother, as lady gaga specifically mention her ‘mama’ or mother. the title of the song itself is born this way which points out that the interrelation of which to mother is very close. the word ‘mama’ itself is an informal calling of mother and is spoken in nearly every part of the world. this can also function to show intimacy and to raise stronger bond between the writer and her fans or general music listeners out there. lady gaga puts the word in the beginning of the the prechorus to then is replaced by the pronoun ‘she’ (see figure 2.) figure 2. word/pronoun 'she' however, we can see that there are the most dominant words that are non-gender-specific used to refer to any gender, not only specific to female or male. the function of the initial pronoun ‘he’ than ‘she’ functions to visualize the nature of existence and the cruciality of god and mother. the pronoun i, you, as well as we here are used to refer to everyone – the subject to whom lady gaga is encouraging and non-gender specific. the pronoun i is initially used to metaphorically strengthen the message of prioritizing oneself first more important than anything and to show the process of accepting oneself. lady gaga put them in the chorus part then set it repetitively, as shown below: the pronoun i in the chorus set • i’m beautiful in my way • i’m on the right track • baby, i was born this way the pronoun i in the pre-chorus set • i was born to survive • i was born to be brave feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 281 the pronoun ‘you’ is then used to refer to the plural amount of people. it is put after the sentence with the subject i. it is also used as a reference to the word ‘your’ and ‘yourself’. you itself refer to i but in another form to make variation in the song (as shown in figure 3). figure 3. scheme of analysis of the word/subject you the pronoun ‘we’ here is also used to refer not only to i, you, he, and she, but to anyone as in the sentence below: “we are all born superstars” next, the nouns found in the song, e.g. paws, superstars, lipstick, boudoir, lover, head, way, track, baby, a queen, prudence, friends, truth, and sin are the things everyone essentially has. it is also valid for the usage of the adjective beautiful as well as perfect here refer to not only for women but also men as well as to refer to the very core of the meaning which is of a very high standard, excellent, or pleasing the senses or mind aesthetically, and everyone has the right to be one in each own way. by this, it can be can be seen that this song may start with gender-specific development, but then, it attempted to shift or develop the meanings of the above nouns which were likely to be feminine toned to non-gender specific oriented. the discourse is rhymed to have the sound pronounced /ar/ in the end, to strengthen the existence of the sentence there's nothing wrong with loving who you are by the attempt of putting the sentence we are all born superstars, even if it is ended with sound “z” /superstarz/, and french codemixing in the glass of her boudoir, even if the sound “r” pronounces different to the french “r” sound /ar/ and the connotation of which is associated with husband-wife and it did not match to the relation of mother-daughter, and rahmadsyah rangkuti & siti hafifah 282 joall (journal of applied linguistics and literature), 7(1), 2022 the sentence so hold your head up girl and you'll go far /far/,in which they were all mentioned by her mother (as marked blue shown in figure 4. figure 4. scheme of analysis of the rhyme with sound “ar” or “r” the discourse is rhymed to have the sound pronounced diphthong “ei” in the end, to strengthen the existence of the sentence i was born this way by putting the sentence listen to me when i say, and i'm beautiful in my way (as marked blue shown in figure 5) figure 5. scheme of analysis of the rhyme with sound “ei” it is also rhymed to have the sound pronounced “eik” to emphasize the sentence 'cause god makes no mistake which is strongly supported by the sentence i'm on the right track, which denotes self-acceptance and gradually develop a basis of self-confidence (as marked blue shown in figure 6. figure 6. scheme of analysis of the rhyme with sound “eik” the discourse is rhymed to have the sound pronounced “et” in the end, to strengthen the existence of the sentence don't hide yourself in regret by putting the sentence just love yourself and you're set (as marked blue shown in figure 7). figure 7. scheme of analysis of the rhyme with sound “et” the sentence oh there ain't no other way denotes that there is no other option to turn back to another way or to hold back oneself and that means the confidence in oneself had already stayed in a persistent stage. after passing through the stage of accepting oneself, the next stage in self-acceptance is to strengthen bonds with the environment, especially with feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 283 friends. the discourse is rhymed to have the sound pronounced “enz” in the end, to strengthen the existence of the sentence, and love your friends by putting the sentence give yourself prudence to can together accepting one's truth (as marked blue shown in figure 8). figure 8. the rhyme with scheme of sound “enz” the discourse is rhymed to have the sound pronounced “uth” in the end, to strengthen the existence of the sentence i must be myself, respect my youth by the accompaniment of the sentence so we can rejoice your truth (as marked blue shown in figure 9). figure 9. scheme of analysis of the rhyme with sound “uth” the discourse is rhymed to have the sound pronounced “in” and “ent” which is heard pretty similar in the end, to strengthen the existence of the sentence don't be a drag, just be a queen. it is broken down by the sentence whether you're broke or evergreen, a metaphorical comparison evergreen semantically means a plant having foliage that persists and remains green throughout the year. no wonder if sometimes evergreens is associated with the symbolism of immortality as well as freshness because they retain their leaves throughout the winter. in business, evergreen is a term to indicate a profitable market-leading business that are designed to remain unsold and independent for a long, long time. meanwhile, broke means having completely run out of money and about to be separated into pieces as a result of a blow, shock, or strain. unlike evergreen, broke is a characteristic of being crashed and ruined, not fresh and eternal nor profitable. it is the antonym of the word evergreen. the comparison of words denotes the endurance of people in terms of bullying, whether they can stand still or crashed and ruined psychologically, and they do not only stand for the term of one’s wealth condition (as marked blue shown in figure 10). figure 10. scheme of analysis of the rhyme with sound “in” then, as a reference to the race, skin color; black, white, beige, chola descent as well as directly addressing kinds of race; lebanese, orient are used. she refers to races issues above not to show how contradictive races are, but rahmadsyah rangkuti & siti hafifah 284 joall (journal of applied linguistics and literature), 7(1), 2022 to show diversity and uniqueness to support the main idea of the song, that god created humans were all born unique and, in their way, (as marked blue shown in figure 11). figure 11. scheme of analysis of the rhyme with sound “ent” the discourse is rhymed to have the sound pronounced “iz” in the end, to strengthen the existence of the sentence whether life's disabilities by the attempt of putting the sentence left you outcast, bullied, or teased, even if it is ended with sound “zd” /tizd/, which means whether or not one’s life is not perfect and is made fun of due to their certain condition (as marked blue shown in figure 12). figure 12. scheme of analysis of the rhyme with sound “iz” sentences unit of lgbtqa+ referring to the list of transitivity choices based on halliday’s systemic functional grammar, the text, the most dominant transitivity choices chosen is the relational process – intensive attributive, then the material process – action process – intention process, then the mental process – internalized. the function of using the relational process – intensive attributive is that the process construes that an entity has some quality attribute which everyone has equal right to be or to have; everyone was born their own way and thus is beautiful in their own way. meanwhile, the function of using the material process is that within which there are two further choices, between ‘material action intention’ and ‘material action supervention’: with material action intention, there is a clear will to do something, but with supervention there is an attempt to capture for analysis those verbal processes where things are not done intentionally (mills, 2005). by the study, it can be seen that it means that god made the mankinds perfect and has made no mistakes, and with the chosen transitivity we can clearly see that the writer understands that god has clear will and undeniable strong power in doing so. then, the function of the mental process used there is to show that the writer embraces her own self and there is nothing wrong about it (see the brief in figure 13) feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 285 figure 13. the list of transitivity choices of the song born this way the writer is then able to speak up of it and encourage other people using modality (just as shown in figure 14). figure 14. the list of modality found in the song born this way referring to the list of transitivity choices made from the text, the most type of modality used in the text is the modulation – imperative– high value (obligation), then the modulation – imperative– high value (required/determined). the writer encourages people using expression of command in high scale to embrace their own selves as it is important. we can see the writer herself is struggling with herself to do so after accepting herself mentally. by then, she has the power to encourage other people, in this case, the listeners as well as her fans, and many other people. discourse unit of born this way referring to the text, the breakdown and the bridge part is the peak of the song. the notion of loving and embracing our own selves would be so much easier if there are no stereotypes, stigma, nor social standards that society has created. fragmentation does occur not only to female but also to male due to toxic masculinity issue. one of the techniques of describing people become done in terms of their bodies in fragmented parts, e.g., their skin color, their sexual preference, and other human anatomical parts and due to this as one of the reasons why embracing oneself is so hard to do (just as shown in figure 15). rahmadsyah rangkuti & siti hafifah 286 joall (journal of applied linguistics and literature), 7(1), 2022 figure 15. the peak part of the song born this way discussion according to the study above, it can be said that the song aims to speak to as many perspectives as possible, through different races, sexualities, and gender expressions, through the language uses that are represented in the song, which will be broken down one by one below. first, based on the analysis in terms of words and phrases above, it can be seen that the pattern for the development of this song moves from rooting to specific gender, especially from the pronoun he to she, then to non-gender specific. the pronoun he is placed first and is found in the early parts of the song owing to the fact that based on studies above, the pronoun refers to the creator or the almighty or the god, which has so much power that is able to create the universe and everything within, including mankinds. then, the pronoun she is found after the word he is placed. the word she itself refers to mother, who is someone close, especially to gaga, the songwriter. based on the study above, it can be seen that gaga considers her mother or a mother in general as someone who is very capable of understanding and wholeheartedly accepting her own child more than others. then, based on the study above as well, even though a mother is someone who has tried hard to give birth to a human, the pronoun will still be mentioned after the word he owing to the fact that a mother only gives birth, whereas god created mankinds as well as mother. pronoun i plays a lot in this song. pronoun i actually refers to lady gaga herself as a songwriter. nonetheless, based on the study above, the pronoun i itself also functions to represent people as if they feel the meaning of this song using a first perspective and can experience being the actor or main character of this song. in addition, based on the study above, pronoun selection can function to make the song sound more intimate, especially from gaga to the song listeners, as evidenced by the pronouns found other than i, namely we, then you. the nouns found in the song that has been highlighted in the above study refer to not only for women but also men as well as to refer to the very core of the meaning which is of a very high standard, excellent, or pleasing the senses or mind aesthetically, and everyone has the right to be one in each own way. feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 287 from a linguist perspective, it has been argued that pronouns changes more slowly than other words because they belong to the so called ‘function words’ or ‘closed words classes’ (milles, 2013; paterson, 2014). function words are used to organize the grammatical structure in a sentence and their meaning is only derived from how they are used in context (chung and pennebaker, 2007; milles, 2013). pronouns are organized in a grammatical system, thus adding a new word challenges the whole system (paterson, 2014), which is not the case when nouns or verbs are added to a dictionary, or when feminine forms of professional roles are added to masculine forms. (gustafsson sendén et al., 2015), stylisticians doing transitivity analyses formulate their tools from halliday's (1971) framework. mills (1994) used burton's (1982) framework which is considered the first of its kind in feminist stylistics. burton's (1982) processes include three types; material, mental and relational. material processes are "elements which are actions which can be observed in the real world and which have consequences". these can be either material action intention (mai henceforth), in which "there is a clear will to do something", or material action supervention (mas), in which "there is an attempt to capture for analysis those verbal processes where things are not done intentionally". mental internalised (mi) and mental externalised (me) processes, on the other hand, are those containing elements "which take place largely in the mind", while relational processes include elements "which simply relate two elements together" (mills, 1995, p. 142). (al-nakeeb & mufleh, 2018). by this, it can be seen that this song may start with gender specific development, although the female and male bodies are almost equally fragmented, they are depicted differently (saif al-nakeeb, 2018), but then, the song born this way shifts or develops the meanings from nouns which were likely to be feminine-toned to non-gender specific oriented. then, although the pronoun he can be found at the end of the song, it no longer functions as gender specific, but as a repetition which emphasizes the meaning that god has created mankinds the best as possible human being and there is nothing that is unacceptable. furthermore, the phonetic elements contained in the songs, based on the above studies, can be seen that they are designed and found rhyme which serves to emphasize some important morphological elements such as the phrase born this way and the words superstar that led to self-love, selfembrace, and self-freedom. adult attachment security has been linked to the ability to regulate one’s emotions and seek support in fear-provoking, challenging, and conflictual situations (kobak & duemmler, 1994; lopez & brennan, 2000; mikulincer & florian, 1998; simpson & rholes, 1994), which are precisely the types of situations that characterize the lgb identity rahmadsyah rangkuti & siti hafifah 288 joall (journal of applied linguistics and literature), 7(1), 2022 development process (mohr, 1999). this process also presents challenging situations (e.g., seeking information about sexual orientation, participating in one’s first lgb event, introducing a romantic partner to one’s family of origin) as well as conflictual situations (e.g., conflict with one’s romantic partner or parents regarding public disclosure of sexual orientation) (mohr et al., 2017). but then, the song shifts by bringing not only self-attachment to particular community such as lgbt, but as well as bringing feminism movement then equality. then, based on the study of the sentence’s unit section, the sentences in the song can be seen from the transitivity choices and modality contained in the song lyrics. transitivity analysis can provide comprehensive linguistic evidence for the readers regarding “who/what does what to whom/what?” thus, to arrive at a better understanding of the characters in a literary text (zahoor & janjua, 2016). transitivity choices which are the relational process intensive attributive, then the material process action process intention process, then the mental process – internalized, refer to the message that god made the mankinds perfect and has made no mistakes, and also can be seen that the writer understands the fact that god has clear will and undeniable strong power in doing so, then to show that the writer embraces her own self and there is nothing wrong about it. the message is supported by modality the modulation imperative– high value (obligation), then the modulation imperative– high value (required / determined) which refers to the writer encourages people using an expression of command in high scale to embrace their own selves as it is important. finally, based on the study above, it is also found that the highlighted peak in this song which is also the key to the most major reasons that give rise to stigma and stereotypes that appear in public circles found through the technique of describing people become done in terms of their bodies in fragmented parts, e.g. their skin color, their sexual preference, and other human anatomical parts and due to this as one of the reasons why embracing oneself is so hard to do. by then, this song has completely succeeded to not only raising up feminist voice, but also, most likely, if there was no song with all the impact and events, understanding about gender and equality would not develop as it is today. the song is strongly emphasizing the equality notion by accepting who we are as we are all born this way. the choices of word, phrase, clause and sentence as well as the discourse unit credit about self-liberation, and loving every part of oneself, no matter what race, belief, or sexuality one is on. this also proves that this song is not solely an lgbtqa+ community anthem, instead, it is a song for all kind of self-acceptance. feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way joall (journal of applied linguistics and literature), 7(1), 2022 289 conclusion based on the analysis, it can be concluded that the song aims to speak to as many perspectives as possible, through different races, sexualities, and gender expressions, through the language uses that are represented in the song. by then, this song has completely succeeded in not only raising up a feminist voice but also, most likely, if there was no song with all the impact and events, understanding about gender and equality would not develop as it is today. the song is strongly emphasizing the equality notion by accepting who we are as we are all born this way. the choices of word, phrase, clause, and sentence as well as the discourse unit credit about self-liberation, and loving every part of oneself, no matter what race, belief, or sexuality one is on. this also proves that this song is not solely an lgbtqa+ community anthem, instead, it is a song for all kind of self-acceptance. references al-nakeeb, o. a. m. s., & mufleh, b. a. h. 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(2019). lady gaga ’ s speech on elle women award : theme and stylistic levels. november 2018, 16–17. jewkes, r., morrell, r., hearn, j., lundqvist, e., blackbeard, d., lindegger, g., quayle, m., sikweyiya, y., & gottzén, l. (2015). hegemonic masculinity: combining theory and practice in gender interventions. culture, health and sexuality, 17(january 2016), 112–127. https://doi.org/10.1080/13691058.2015.1085094 malewa, s. & arman, a. (2018). an analysis of entailment in lady gaga's song lyrics. elite: journal of english language and literature, 1(1), 18-25. mohr, j. j., fassinger, r., mohr, j. j., & fassinger, r. e. (2017). self-acceptance and selfdisclosure of sexual orientation in lesbian, gay, and bisexual adults: an attachment perspective self-acceptance and self-disclosure of sexual rahmadsyah rangkuti & siti hafifah 290 joall (journal of applied linguistics and literature), 7(1), 2022 orientation in lesbian, gay, and bisexual adults: an attachment perspective. october 2003. https://doi.org/10.1037/0022-0167.50.4.482 montoro, r. (2015). feminist stylistics. the routledge handbook of stylistics, july. https://doi.org/10.4324/9781315795331.ch21 radzi, n. s. m., & musa, m. (2017). beauty ideals, myths and sexisms: a feminist stylistic analysis of female representations in cosmetic names. gema online journal of language studies, 17(1), 21–38. https://doi.org/10.17576/gema-2017-1701-02 rameez, a., huda, u., ali, r. a., & mahmood, s. (2014). stylistic analysis of william blake’s poem “a poison tree”. international journal of linguistics, literature and culture (linquaijllc), 1(2), 76–86. saif al-nakeeb, o. a. m. (2018). fragmentation of the fe/male characters in final flight from sanaa: a corpus-based feminist stylistic analysis. international journal of applied linguistics and english literature, 7(3), 221. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.221 shah, s. k., zahid, s., & rafique, s. (2014). representation of women in mann o salwa : a case study through feminist stylistic analysis. research on humanities and social sciences, 4(7), 90–104. sultana, a. (2010). patriarchy and women’ s subordination: a theoretical analysis. widyanti, n. (2013). a stylistic-pragmatic analysis of figurative language in harper’ s bazaar magazine advertisement. [unpublished bachelor thesis]. yogyakarta: universitas negeri yogyakarta. zahoor, m., & janjua, f. (2016). character construction in tributive songs: transitivity analysis of the song “i am malala”. trames journal of the humanities and social sciences, 20(1985), 201–213. https://doi.org/10.3176/tr.2016.2.05 the authors rahmadsyah rangkuti is a senior lecturer at english department, faculty of cultural sciences, universitas sumatera utara. he obtained his ph.d. from aligarh muslim university, india in the field of linguistics. he can be contacted at syahkuti@gmail.com. siti hafifah is an alumnus of english department, faculty of cultural sciences, universitas sumatera utara. joall (journal of applied linguistics and literature), 7(1), 2022 215 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/19867 http://doi.org/10.33369/joall.v7i1.19867 efl students’ motivation on learning english: what can we learn from them? 1yelni erniyati , 2pristian hadi putra 1english education study program, institut agama islam negeri (iain) kerinci, indonesia 1 jalan kapten muradi, kecamatan pesisir bukit kota sungai penuh 37112 2islamic education study program, institut agama islam negeri (iain) kerinci, indonesia 2 jalan kapten muradi, kecamatan pesisir bukit kota sungai penuh 37112 article info abstract article history: received: dec 31, 2021 revised: feb 16, 2022 accepted: 21 feb, 2022 this study aimed to determine the students' motivation of nonenglish department—intrinsic and extrinsic—in learning english. it was carried out at the second-grade students of the quran science and interpretation study program (iat) academic year 2020/2021. this study employed descriptive-survey research. there were 34 students becoming the participants of this study. the researchers employed the questionnaire, which consisted of twelve statements to get the data about students’ motivation. it was divided to nine statements about intrinsic motivation and three statements for extrinsic motivation. the data obtained revealed that for intrinsic motivations level, the students were at a high level of motivation with a total mean score of 4. 09 and for extrinsic motivation, the total mean score was 3.97, and it showed that students were also at high level of motivation. thus, it can be summarized that the students have both intrinsic and extrinsic motivation in studying english although they were non-english department students. moreover, the students’ intrinsic motivation in learning english was higher than extrinsic motivation. it can be said that the students were able to control themselves to learn english, even though there was not much external motivation from lecturers or others. regarding the result of this research, future researchers are expected to conduct depth research related to this topic. moreover, the english lecturers who teach the students from the non-english department who are motivated should have good techniques and methods in teaching them, in the order they can achieve their goals in learning english. keywords: motivation learning english non-english department conflict of interest: none funding information: none correspondence: yelni erniyati, english education study program, faculty of teacher training and education, institut agama islam negeri (iain) kerinci, indonesia. yelnierniyati1@gmail.com ©yelni erniyati & pristian hadi saputra this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): erniyati, y., & saputra, p.h. (2022). efl students’ motivation on learning english: what can we learn from them?joall (journal of applied linguistics and literature), 7(1), 215-231. https://doi.org/10.33369/joall.v7i1.19867 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.19867&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/19867 http://doi.org/10.33369/joall.v7i1.19867 mailto:yelnierniyati1@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.19867 https://orcid.org/0000-0001-5212-8098 https://orcid.org/0000-0001-5466-0029 yelni erniyati & pristian hadi putra 216joall (journal of applied linguistics and literature), 7(1), 2022 nowadays, in indonesia, english is also seen as a very essential learning, and the government has recognized this by including it in the subjects to be studied. government of indonesia has stated in law of national educations system of indonesia number 20-article 37 paragraphs one of 2003 that english is the only foreign language that students must learn from junior high school until university level. moreover, the government’s policy on higher education is a regulation made by the national standard agency of education on standard of content. based on the standard of content of 2010, the curriculum of higher education must contain several general and expertise subjects to develop the graduate competences. taking general subjects is compulsory for every higher education student. the general subjects comprise religion, civic education, indonesian language, english, and statistics or mathematics. these five general subjects weigh 10 credits, 2 credits for each. regarding to this policy, the higher education students must have competences to gain nation competitiveness, and they have to learn english because english is included in compulsory subject. state islamic university of kerinci as one of universities in indonesia had applied this policy. therefore, the college students who are non–english department are required to be able to communicate in english during their studies. to achieve this goal, all students must follow english as one of the general teaching basic subjects known as a general compulsory subject. many college students had barriers in mastering english especially the students in non-english department; learning english could be a challenge for them. based on preliminary interviews conducted by the researchers to the english lecturers who taught the students non-english department, it was found that the students had different competence levels of mastering english and different levels of motivation. as it is known, to succeed in learning, motivation is the key. in such situations, motivation provides humans with the resources they need to survive. motivation in education has an impact on how students learn and behave concerning a subject. the key to learning is motivation (brown, 2003). students' academic effort and achievement are heavily influenced by their motivation. "it seems reasonable to conclude that the motivation which students bring to class is the most important single factor impacting their achievement," writes (harmer, 2001).underlining the importance of examining efl learners' motivation, he states that motivation is one of the cornerstones to language acquisition success. maintaining a high level of motivation, while learning a language is one of the most effective strategies to ensure that the process goes smoothly (zulfikar et al., 2019). motivation, according to alrabai (2014), is one component that, when paired with other factors, determines a learner's performance in foreign language learning. (al efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 217 khairy, 2013) and (al-qahtani, 2013), who found that differences in motivation were responsible for variances in accomplishment, backed this up. understanding learners' motivation allows us to rethink our models of learners and learning. it entails a significant shift in how we think about ourselves, as well as what we know about ourselves based on our abilities to access natural learning and motivation to study (alrabai, 2014). motivation can be both positive and negative in response to a specific event, altering how people respond. when faced with learning challenges, students who are governed by instructors, administrators, and parents, for example, may lack the internal desire and give up quickly. giving students more autonomy and freedom of choice, on the other hand, results in greater willingness to establish internal drives, create objectives, and persevere in tough learning tasks. students' motivation is simply related to their desire to participate in learning. thus, learners' motivation plays a crucial part in learning english. many people believe that motivation is one of the most important determinants of success in learning a second or foreign language, as it influences the level of active, personal involvement in l2 learning (oxford, r., & shearin, 1994). students who had strong motivation would find the easiness of study even though the materials were difficult to be learned. on the other hand, the students who had low motivation would get bored and find difficulties in learning although the materials were so easy. corresponding to this opinion, gardner (1985) as cited in (loganathan & khan, 2016) stated that l2 motivation comes in a variety of forms. when a person is motivated, he or she participates in or engages in relevant activities, completes his or her task, and achieves his or her goal. it means that if a student were motivated; extrinsic or intrinsic ones, he/ she would do their activities especially learning activities excitedly. intrinsic motivation comes from within the learner (javid et.al, 2012). a student who is intrinsically driven is engaged in studying since it is something he enjoys doing. furthermore, intrinsically motivated learners are more likely to succeed since they are more concerned with learning duties for the sake of learning rather than credentials or work opportunities (extrinsic). intrinsic motivation, on the other hand, refers to a desire to engage in a rewarding and long-lasting activity (aldosari, 2014). when learners are intrinsically driven to fulfill learning goals, motivation influences foreign language performance (akhtar & iqbal, 2017). the intrinsic motivation is usually higher when students are internally motivated to study (loganathan & khan, 2016). students who are intrinsically driven have a strong desire to succeed and put in more effort than extrinsically motivated students (abdelrahim & humaida, 2012). extrinsically motivated learners, on the other hand, study for the sake of receiving a reward, such as an academic credential or a good job, (dhaif yelni erniyati & pristian hadi putra 218joall (journal of applied linguistics and literature), 7(1), 2022 allah, 2005). when a student wants a measurable goal, he is extrinsically driven. however, according to al-mahrooqi & denman (2014), many behaviors are both internally and extrinsically motivated. students study hard because they are both enthralled by learning and comprehending a particular phenomenon (for example, a foreign language) and eager to succeed in the language course's exams (al-mahrooqi, r & denman, 2014). according to aldosari (2014), extrinsic rewards and other external events that people perceive as driving their behavior will reduce intrinsic drive. if they are informational and positive, they will satisfy the want for competence and efficacy and so enhance intrinsic drive (aldosari, 2014). motivation is a complicated concept with numerous theories and models. to comprehend the connected motivation, it is necessary to investigate the cause of human behavior and the changes it undergoes. because the scope of research in this field is so broad, any research endeavor must have a strong emphasis. student motivation is defined in the context of student motivation research as a collection of theory-based constructs such as interests, ambitions, self-efficacy, and qualities that form student motivation and influence academic outcomes motivation. recognizing the significance of motivation in promoting l2 learning, many kinds of research have been conducted in this field, each offering unique perspectives on motivation and its use in the classroom. other researchers used many motivational ideas for l2 to examine the motivation of taiwanese university students to study english. this study (lai, 2013)used a survey research method, with 267 undergraduate science and technology majors taking part. the majority of them learn english for travel, instrumental, and integrative objectives, according to the results of this poll. furthermore, most participants are motivated to learn english because it is their desired objective. according to this study, external pressure and the l2 self-factor of motivation have little effect on their desire to learn english. regardless of whether he questioned "day" or "night" school students, there was no noticeable difference in their eagerness to learn. attracting the learners' attention and directing their energy into learning is the most important aspect of motivation in addition, alizadeh, (2016) did another study in which he looked into the impact of motivation on english language learning. through a review of some of the most significant research in the field, this study looked at the function of motivation in language learning. he discovered that learners' motivation fluctuates based on the circumstances in which they are learning a language. furthermore, motivation plays an important influence in the development of language abilities. motivation is a crucial aspect of learning a foreign language, and it is influenced by a variety of factors. some efl teachers overlook motivation when encouraging their students to study more. efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 219 teachers can play an important role in encouraging students to acquire a second or foreign language. as efl teachers, we should teach our students how to be motivated. teachers should assist their students in finding inspiration in unexpected places and researching their motivational processes so that they can take advantage of them. loganathan et al (2016) investigated the impact of motivating factors and gender differences on learning english as a second language, with a focus on engineering students from rural areas. the findings demonstrated a considerable positive association between the desire to study english and the attitude toward learning english. the relationship between motivational intensity and attitude toward learning english was determined to be moderate. when comparing male and female students, there was a considerable positive link between integrative and instrumental orientation (loganathan & khan, 2016). based on prior research, it can be determined that motivation is one of the most important qualities that students should possess to attain their learning objectives, which include learning english. in line with the arguments, the researchers were interested to conduct research about the students’ motivation in learning english, especially for non-english department students. this research was conducted at nonenglish department of state institute for islamic studies (iain) kerinci. for those students, english was a compulsory subject that should be taken in order to fulfill their requirements to finish the study, and it was written in the curriculum of department. thus, learning english will be something hard and more challenging for them rather than others subjects. furthermore, this research also attempted to find out how well the students' english learning motivation is. due to the gap described in the previous paragraphs, therefore, the research question of this study was as follows: “how are the intrinsic and extrinsic motivations of non-english department students?” method this study was a descriptive survey study. "surveys gather data at a certain point in time intending to characterize the nature of current conditions, identifying standards against which existing conditions can be evaluated, or determining the correlations that exist between specific events," (cohen et al., 2000). related to this opinion, the researchers wanted to describe or figure out the existing condition of the students in terms of their motivation in learning english. the researchers used questionnaires to obtain the data, as cohen (cohen et al., 2000) stated that descriptive survey research gathering data from a large of people through self–report using questionnaires or interviews. this research was carried out at the state institute for islamic studies (iain) kerinci. the aim was to find the data about students' motivation, yelni erniyati & pristian hadi putra 220joall (journal of applied linguistics and literature), 7(1), 2022 whether they have intrinsic motivation or intrinsic motivation in learning english. the populations of this research were non-english department students and focused on the second-grade students of the quran science and interpretation study program (iat). there were 34 students chosen to be the participants. the researchers used questionnaire as the instrument of this research. the researchers adapted william and burden's questionnaire (dornyei, 2001). it consisted of twelve statements that revealed intrinsic and extrinsic motivation. for more detail, the statements presented in the following table: table 1. intrinsic motivations statement no intrinsic motivation strongly agree agree neutral disagree strongly disagree 1 i like english 2 i enjoy the english class 3 i want to be able to communicate in english 4 i think learning english is easy 5 i`d like to use the english that i have learned 6 i think speaking in english is important nowadays 7 i think speaking in english will help me to find a job 8 i`m nervous when i answer or igiven a presentation in english class 9 i am somehow always anxious about english class meanwhile, for extrinsic motivation statements presented in the following table: table 2. extrinsic motivations statements no extrinsic motivation strongly agree agree neutral disagree strongly disagree 10 my parents consider english is very important to learn 11 i`m studying english because it ‘s a compulsory subject in the university efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 221 no extrinsic motivation strongly agree agree neutral disagree strongly disagree 12 i get worried when i`m doing worse than my classmates in english class in collecting the data, the researchers administered the questionnaire to the students. the students should fill the respondent identity first and asked them to choose the categories provided related to the statements based on their condition in learning english. their responses on the questionnaire were classified into intrinsic and extrinsic motivation. after the questionnaire distributed to the students, the researchers calculated the score of the questionnaire. the researchers followed the likert scale as seen in table 3. table 3. the score of questionnaire optional scores strongly agree agree 5 4 neutral 3 disagree 2 strongly disagree 1 having gotten the score of each statement, the researchers got the data about the total students in choosing each category provided for each statement, and then the researcher calculated the mean score by using the formula: m = ∑x n where: m : mean score ∑x : the sum of all the score n : total number of participant after got the mean score, the researchers categorized the score based on the likert scale to know the level of student's learning motivation. the interpretation of mean could be seen in table.4below: table 4. standard of mean mean of range interpretation 3.685.00 2.343.67 high degree of motivation a moderate degree of motivation 1.00-2.33 low degree of motivation yelni erniyati & pristian hadi putra 222joall (journal of applied linguistics and literature), 7(1), 2022 findings in this session, the researchers describe the students' motivation found in this research, whether they have intrinsic or extrinsic motivation in learning english. the researchers also describe the level of motivation that the students have in learning english. the data were collected from 34 participants who had filled the questionnaire about motivation in learning english. the questionnaire used was adopted from william and buren's. it consisted of twelve statements divided into intrinsic and extrinsic motivation. the questionnaire used was close-ended in the form of a likert scale intrinsic motivation of non-english department students there were 34 students participated in filling the questionnaire. in more detail, the data about students' questionnaire result in intrinsic motivation are presented in table 5 as follows: table 5. intrinsic motivations statements result of non-english students no intrinsic motivation strongly agree agree neutral disagree strongly disagree 1 i like english 23 10 1 0 0 2 i enjoy the english class 17 16 1 0 0 3 i want to be able to communicate in english 26 7 1 0 0 4 i think learning english is easy 3 13 11 7 0 5 i`d like to use the english that i have learned 15 10 9 0 0 6 i think speaking in english is important nowadays 18 15 1 0 0 7 i think speaking in english will help me to find a job 12 16 5 1 0 8 i`m nervous when i answer or i give a presentation in english class 8 14 10 2 0 9 i am somehow always anxious about english class 2 10 11 9 2 the table above revealed that they have good intrinsic motivation for studying english because the students who liked english strongly were more than the students who felt neutral. in addition, the student who did not like english was zero. it showed the students have good intrinsic motivation in learning english, although they were nonenglish department students. in line with this data, when a person is prompted, he or she has reasons for enticing inside the relevant sports, expends effort, endures inside the efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 223 sports, attends to the obligations, exhibits the desire to reap the goal, loves the activities, and so on (gardner, 2006). furthermore, the data also showed that 26 students who want to be able to communicate in english are considered very good intrinsic motivation. interestingly, the data also informed that the students like to use english that they have learned, the students agreed that speaking english is important nowadays, and will help them in finding a job later. it means that, most of the students have realized english was a foreign language that is used as an international language for all people in the world and they have known the utility of english as a foreign language for them. the students also agreed that they were always anxious about english class, but the students who are not anxious and feel neutral about english class; although they came from non-english department students; were higher that the students who agree. a negative attitude appears when they answer or give a presentation in english class; the students felt nervous. the data about students’ percentage in choosing the statements related to intrinsic motivation could be seen in the following graph. after getting the data for each statement, the researchers calculated the mean score of those statements to figure out their corresponding motivation level. the data were presented in table 6 as follows: table 6. intrinsic motivations level results of non-english students no intrinsic motivation mean rating of motivation level 0 10 20 30 40 50 60 70 80 90 1 2 3 4 5 6 7 8 9 s tu d e n ts ' p e rc e n ta g e number of statement graph 1. percentage of intrinsic motivation statement result strongly agree agree neutral disagree strongly disagree yelni erniyati & pristian hadi putra 224joall (journal of applied linguistics and literature), 7(1), 2022 1 i like english 4.65 high 2 i enjoy the english class 4.47 high 3 i want to be able to communicate in english 4.73 high 4 i think learning english is easy 3.35 moderate 5 i`d like to use the english that i have learned 4.18 high 6 i think speaking in english is important nowadays 4.50 high 7 i think speaking in english will help me to find a job 4.15 high 8 i`m nervous when i answer or i give a presentation in english class 3.82 high 9 i am somehow always anxious about english class 2.97 moderate total 4.09 high table 6 revealed the data of the questionnaire related to students' intrinsic level of motivation in learning english. the total mean score of 4.09 informed that the students have high intrinsic motivation. in detail, from nine statements regarding intrinsic motivation, seven statements showed that the students have a high level of intrinsic motivation in learning english. for statements no. 1, (i like english) the mean score was 4.65, statement no.2 (i enjoy the english class) was 4.47 and statement no.3 (i want to be able to communicate in english) had a mean score of 4.73. those statements proved that the students were at a high level of motivation in learning english. they began the learning by feeling like the english, enjoying the class, and then their goal was to be able to communicate by using english. the other statements revealed the students have high intrinsic motivations; namely i`d like to use the english that i have learned (4.18), i think speaking in english is important nowadays (4.50), and will help me to find a job (4.15), i`m nervous when i answer or i give a presentation in english class (3.82). related to statements no.6 and 7, the students thought that english is important, and they can use it as a tool in finding a job for the future. they had known that becoming fluent in english is essential in finding a job nowadays. regarding other intrinsic motivation statements, two statements proved the students had a moderate level of motivation in learning english; statement no 4 (i think learning english is easy) and no 9 (i am somehow always anxious about english class). both statements proved that learning english is quite difficult for them, so it influenced their motivation in learning, especially in learning english. overall, related to students' intrinsic motivation, the students have a high degree level of intrinsic motivation. it was proved by the total mean score of intrinsic motivation statements which was about 4.09. extrinsic motivation of non-english department students in line with extrinsic motivation statements, the data confirmed eight students (23.53 %) are strongly agree that their parents consider english is very efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 225 important to learn. there are 13 students (38.24 %) agreed that their parents consider english is very important to learn, and there was only one student (2.94%) who felt that his/her parents did not consider english is very important to learn. to sum up, the result of choosing this statement corresponded with the previous statements talking about intrinsic motivations, such as i like english, i enjoy the english class, and i think speaking english is important nowadays. the students got support from the outside of themselves; from their parents who had known the importance of english. it could be drawn that they had extrinsic motivation in learning english. in the tenth statement, “i am studying english because it is a compulsory subject in the university", 7 students (20.59 %) answered they strongly agreed to study english because it is a compulsory subject in the university. then, 12 students or 35.29 % of them answered they agreed about the statement, and there were 7 students (20.59 %) who disagreed to study english because it is a compulsory subject in the university. eventually, for the last statement of the questionnaire, 15 or (44.12 %) participants agreed they feel worried when doing worse than their classmates in english class. meanwhile, the student who disagreed was one person (2.94%). table 7. extrinsic motivations statements results of non-english students no extrinsic motivation strongly agree agree neutral disagree strongly disagree 10 my parents consider english is very important to learn 8 13 12 1 0 11 i`m studying english because it‘s a compulsory subject in the university 7 12 8 7 0 12 i get worried when i`m doing worse than my classmates in english class 9 15 8 1 1 yelni erniyati & pristian hadi putra 226joall (journal of applied linguistics and literature), 7(1), 2022 having gotten the result of student's answers for each statement, the researchers also calculated the mean score of each statement of extrinsic motivation, and got the data revealed in table8 as follows: table 8. extrinsic motivations level results for non-english students no extrinsic motivation mean rating of motivation level 10 my parents consider english is very important to learn 3.74 high 11 i`m studying english because it ‘s a compulsory subject in the university 3.56 moderate 12 i get worried when i`m doing worse than my classmates in english class 3.88 high total 3.73 high the data about extrinsic motivation in table8 showed that the students also had a high level of extrinsic motivation. the statements "my parents consider english is very important to learn and i get worried when i’m doing worse than my classmates in english class,” revealed that level. the mean score of both statements were about 3.74 and 3.88 and for the statement "i`m studying english because it’s a compulsory subject in the university”, the students showed a moderate level of motivation which the mean score was 3.56. in general, the data about students' extrinsic motivation were in a high degree level of motivation (mean 3.73). 0 5 10 15 20 25 30 35 40 45 50 10 11 12 s tu d e n ts ' p e rc e n ta g e number of statements graph 2. percentage of extrinsic motivation statement strongly agree agree neutral disagree strongly disagree efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 227 discussion the data gotten revealed that the students are motivated in learning english. the students have both intrinsic and extrinsic motivation although they were non-english department students. they enjoy learning english because they have the pleasure or desire to study english. the students are motivated because of personal goals, interest, self-confidence and their self-efficacy. this finding were agreed upon the previous research conducted by budiana & djuwari, (2018); the result showed that there are two types of motivations owned by the students in learning english; intrinsic and intrinsic motivation. almahrooqi & denman, (2014) also found that instrumental motivation is dominant among participants, while examples of both intrinsic and extrinsic motivation are almost equally apparent. moreover, the research conducted by daif-allah & aljumah, ( 2020) also supported finding of this research that the university students are highly motivated to learning english, therefore, it suggest that motivation is an important factors that shapes learners' idea about foreign language learning. however, this finding is different from previous research finding in terms of motivation result specifically. this research revealed that the students’ intrinsic motivation is higher than students’ extrinsic motivation in learning english. the data of this research informed that the students like english and want to be able to speak english. implicitly, the data showed that they have a goal and self-confidence to learn english although they thought that english is not easy, and they were nervous when answer or give presentation in english class. meanwhile, javid et.al, ( 2012) reported that the participants of their study exhibited higher extrinsic motivational orientations with fairly high intrinsic orientations, because the students got more support from the outside. it was also supported by lai, (2013) who did the research and found that that the majority of the participants studied english for travel, instrumental and integrative orientations. this research has limitation in the depth topics and the participants included in the research. first, related to the results, it was limited on kinds of motivation that students have in learning english; it differ with the research did by alizadeh, (2016); he looked into the impact of motivation on english language learning. through a review of some of the most significant research in the field, this study looked at the function of motivation in language learning. he discovered that learners' motivation fluctuates based on the circumstances in which they are learning a language and plays an important influence in the development of language abilities. additionally, loganathan & khan, (2016) investigated the impact of motivating factors and gender differences on learning english as a second language, with a focus on engineering students from rural areas. the findings demonstrated a considerable positive association between the desire to study english and the yelni erniyati & pristian hadi putra 228joall (journal of applied linguistics and literature), 7(1), 2022 attitude toward learning english. the relationship between motivational intensity and attitude toward learning english was determined to be moderate. when comparing male and female students, there was a considerable positive link between integrative and instrumental orientation. regarding to the second limitation was about the participant included in this research, namely 34 students from the quran science and interpretation study program (iat). it also differ with the research conducted by lai, (2013) who examine the motivation of 267 taiwanese university students of undergraduate science and technology majors to study english. he found that most participants are motivated to learn english because it is their desired objective. according to this study, external pressure and the l2 self-factor of motivation have little effect on their desire to learn english. fortunately, besides the limitation stated, the finding of this research support the curriculum of higher education mentioned previously; that student should have competences to gain nation competitiveness. in order to achieve the goal of learning, the students should be motivated; either intrinsic or extrinsic side, because the key of succeed learning is motivation (brown, 2003). the students, who are motivated, have a favorable attitude toward school and view it as pleasant. students who had strong motivation would find the easiness of study even though the materials were difficult to be learnt. on the other hand, the students who had low motivation would get bored and find difficulties in learning although the materials were so easy. thus, learners' motivation plays a crucial part in learning english. in other words, the participants of this research who non-english department students should be motivated to learn english in order to succeed in learning english. conclusion after conducting the research, the researchers got the data that students of the quran science and interpretation study program (iat) have both intrinsic and extrinsic motivation in learning english. the data showed that the students have a high level of both motivations. for intrinsic motivations level, the students were at a high level with a total mean score of 4.09, and for extrinsic motivation, the total mean score was 3.97, and it showed a high level of motivation. thus, the students' intrinsic motivation in learning english was higher than extrinsic motivation, although they came from non-english department students. regarding the result of this research, future researchers are expected to conduct depth research related to this topic. moreover, the english lecturers who teach the students from the non-english department who are motivated should have good techniques and methods in teaching them, in the order they can achieve their goals in learning english. efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 229 acknowledgements we would like to thank the head of the quran science and interpretation study program (iat) for allowing us to do the research, and to the students as the participants who helped us in collecting the data. we also thank the journal editor and anonymous reviewers of joall for their valuable feedback on the earlier version of this paper. references abdelrahim, i., & humaida, i. (2012). research on: motivation to learn english among college students in sudan. 5(8). https://doi.org/10.5539/elt.v5n8p49 akhtar, j. h., & iqbal, i. (2017). impact of motivation on teachers’ job performance: a case study of a public sector university. 4(1). al-khairy, m. h. (2013). english as a foreign language learning demotivational factors as perceived by saudi undergraduates. 9(32), 365–382. al-mahrooqi, r & denman, c. (2014). motivation within the omani efl context: types, sources, and motivation within the omani efl context: types, sources, and classroom implications. october 2015. al-qahtani, m. f. (2013). relationship between english language, learning strategies, attitudes, motivation, and student's academic achievement. education in medicine journal,5(3), 19–29. https://doi.org/http://dx.doi.org/10.5959/eimj.v5i3.124 aldosari, h. s. (2014). the entwined effects of attitude, motivation, and gender on efl learning: a correlation study. 1–5. https://doi.org/10.3968/j.sll.1923156320140801.4183 alizadeh, m. (2016). the impact of motivation on english language learning. 1(1), 11–15. alrabai, f. (2014). motivational practices in english as a foreign language classes in saudi arabia: teachers beliefs and learners perceptions. arab world english journal, 5 (1) (june), 224–246. brown, h. d. (2003). brown h. douglas. teaching by principles_ an interactive approach to language pedagogy.pdf. longman. budiana, karmila m, and djuwari. (2018). the non-native students' motivation in learning english at stie perbanas. journal of language and literature 12 (2) april 2018. cohen, cohen, l., manion, l., & morrison, k. (2000). research method in education (5th ed.). routledge falmer. daif-allah, a. s., & aljumah, f. h. (2020). differences in motivation to learning english among saudi university students. 13(2). https://doi.org/10.5539/elt.v13n2p63 dhaif-allah, a. (2005). an exploration of saudi students’ integrative and instrumental motivation for learning english as a foreign language. yelni erniyati & pristian hadi putra 230joall (journal of applied linguistics and literature), 7(1), 2022 occasional papers, cdelt, ain-shams university, 38, 57–96. dornyei, z. (2001). motivational strategies in the language classroom. cambridge university press. gardner, r. (2006). the socio-educational model of second language acquisition: a research paradigm. (6th ed.). eurosla yearbook. harmer, j. (2001). jeremy harmer the practice of english language teaching, 3rd edition-longman (2001).pdf. longman pearson education limited. javid, c. z., & al-asmari, a. r.., farooq, umar. (2012). saudi undergraduates’ motivational orientations towards english language learning along gender and university major lines: a comparative study. 27(2), 283–300. lai, h. t. (2013). the motivation of learners of english as a foreign language revisited. 6(10), 90–101. https://doi.org/10.5539/ies.v6n10p90 loganathan, s., & khan, z. (2016). influence of motivational factors and gender differences on learning english as a second language: a case of engineering students from rural background. december. https://doi.org/10.17485/ijst/2016/v9i44/99721 ngunyen, son van, & habok, anita. (2021). vietnamese non english major studnts' motivation to learn english: from activity theory perspective. . heliyon,7. oxford, r., & shearin, j. (1994). language learning motivation: expanding the theoretical framework. modern language journal, 78, 12–28. purnama, neng aprilia., rahayu, neng sri., &yogafiati, ras. (2019). students' motivation in learning english. professional journal of english education, volume 2, no,4. raharjo, agus., & pertiwi, supratmi. (2020). learning motivation and students’ achievement in learning english: a case study at secondary school students in the covid-19 pandemic situation. journal of english languag teaching and literature, volume 1, number 2. zulfikar, t., dahliana, s., & sari, r. a. (2019). an exploration of english students ' attitude towards english learning. 2(1), 1–12. the authors yelni erniyati is a lecturer at undergraduate of english education study program, faculty of teacher training and education, iain kerinci. her research interests on english language teaching, linguistics and literature. pristian hadi putra is a lecturer at undergraduate of islamic education study program, faculty of teacher training and education iain kerinci. his research interests on education. efl students’ motivation on learning english: what can we learn from them? joall (journal of applied linguistics and literature), 7(1), 2022 231 appendix 1 questionnaire of motivation respondent identity name : nim : department : choose one of the options that related to your condition! no statements stron gly agree agree neutral disagree strongly disagree 1 2 3 i like english i enjoy the english class i want to be able to communicate in english 4 i think learning english is easy 5 i`d like to use the english that i have learned 6 7 8 9 10 11 12 i think speaking in english is important nowadays i think speaking in english will help me to find a job i`m nervous when i answer or i give a presentation in english class i am somehow always anxious about english class my parents consider english is very important to learn i`m studying english because it’s a compulsory subject in the university i get worried when i am doing worse than my classmates in english class. journal of applied linguistics and literature, vol 6(2), 2021 321 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.14671 causative construction in asahan malay language: morphological causative analysis 1muhammad yusuf , 2mulyadi 1,2universitas sumatera utara corresponding email: yusuf_my@usu.ac.id abstract this study attempts to describe morphological causative in asahan malay language (aml). this research employed qualitative approach. this study followed the steps of data collection and data analysis. the data of this research were obtained through field linguistics method which covered direct elicitation, recording, and elicitation checking. the classified data were clarified with the native speakers of this language to improve the reliability of the data. from the analysis, it can be concluded that morphological causative construction in aml implies that the meaning of cause and effect. it is indicated by the use of suffix –kan and i. in addition, causative markers of –kan and –i in aml can be attached to verbs, adjectives, nouns, and numerals. keywords: causative, morphological, asahan malay language, suffix introduction causative construction (henceforth cc) can be found in any languages around the world. it is defined as an expression containing an event caused by someone's actions or because something happened (goddard, 1998). other expert argue that it is an expression in which an event (the caused event) is depicted as taking place because someone does something or because something happens, that is, if x hadn’t happened, y wouldn’t have happened (imoh, 2014). the types of cc that each language has are different from each other. some languages have all the three types of causative construction (lexical causative, morphological causative and analytic causative) and some languages have only two types ofcausative construction; lexical causative and analytical causative (zuindra & mulyadi, 2020). in most cases, causativity has the meaning “to cause or to make somebody do something” or to cause something to become something different” (mutaka, 2000). he specifies that when it is added to intransitive verbs, the causative suffix adds a subject which functions as agent, whereas, https://doi.org/10.33369/joall.v6i2.14671 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.14671&domain=pdf https://orcid.org/0000-0003-0772-4565 https://orcid.org/0000-0001-8930-1325 muhammad yusuf, mulyadi 322 journal of applied linguistics and literature, vol 6(2), 2021 the inherent subject is displaced and functions as the object. comrie (1989) states that every causative situation involves two components of a situation or event, cause and effect, it is in line with shibatani (1976) and goddard (1998) who argue that causative is a situation occurs on two interconnected events, one showing the cause and the other declaring the effect. whereas, dixon (1994) considers that causative is a transitive process, this is quite reasonable that causative markers can convert intransitive to transitive. causative construction is divided into three namely lexical, analytical, and morphological causative. analytical causatives are syntactic constructions with separate verbs such as make. morphological causatives are created by processes such as affixation. lexical causatives are words like kill, send, and feed etc (imoh, 2014; shibatani, 1976). it is expressed by means of aproductive suffix are referred to as morphological causatives (hasan, 2011).the example is presented below. suratman nggodoke wedang kanggo dayohe. ‘suratman boiled drinking water for hisguest.’ (zuindra & mulyadi, 2020) lexical causatives refer to morphologically irregular, nonproductive causative forms. they are typically manifested in languages as a class of transitive verbs refer to as causative transitive verbs, such as cut, destroy, open, melt, boil, etc. in english (hasan, 2011). the difference in valence of non-causative verbs includes intransitive verbs, transitive verbs, and di-transitive verbs. the relation between causative construction and non -causative construction is explained through the hierarchy of grammatical relations of the subject> direct object> indirect object> oblique object (junaidi & mulyadi, 2019). in the hierarchy of grammatical relations, it is explained that causee occupies the highest position, namely the left position which is the position of the causative argument that has not been filled. generally, causativity in several languages in the world occurs on three basic clauses, namely the intransitive basic clause, the monotransitive basic clause, and the transitive basic clause (comrie, 1989). in each part, the different relation shifting occurs after experiencing acausative process. in this case, relation is the relationship between verbs and arguments that are respectively interdependent in the structure of the clause. the causativity event was described by comrie (1989) and purwiati (2012)as follows: causative construction in asahan malay language: morphological causative analysis journal of applied linguistics and literature, vol 6(2), 2021 323 table 1. alteration of valence of non-causative basic verbs to causative verbs (zuindra & mulyadi, 2020) type of clause non-causative basic verbs causative verb intransitive subj subj ol monotransitive subj ol subj ol otl ditransitive subj ol otl subj ol otl obl causative construction describes a micro or event consisting of (1) the event of cause that causes an event and (2) the event that occurs or the result happens caused by the action of cause (comrie, 1985; shibatani, 1976).causer is someone or something that makes someone or something do an action. as suggested by larson (1984:199) “causer is the thing which instigates the event rather than actually doing it”. in the lexical causative there are the term called causer; agent of cause and causee; agent of effect. other experts define that causer is the agent of the external situation. languages that have all the three types of constructions generally belong to agglutinative language type because this type of language has affixes that can be attached to a verb that function to increase or decrease the valence of the verb. meanwhile, a language that has only two types of causative construction is a type of language known as isolating because the language in general does not have an affix that functions to increase or decrease the valence of the verb. the research related to causative construction has been done by many researchers around the world. hasan (2011) attempts to see causative construction in kokborok language used in bangladesh. the most remarkable aspect of the causative constructions in kok-borok is that in double causatives which shows the language kokborok’s unique features if we compare this language with the other south-asian tibeto-burman languages. the findings of mixed causatives show that both periphrastic and morphological devices have been employed in kok-borok to convey the meaning of causative constructions. in relation to sub-ethnic languages in indonesia, hemmings (2013) illustrates causative construction based on the patterns of –i and –aké muhammad yusuf, mulyadi 324 journal of applied linguistics and literature, vol 6(2), 2021 from a dialect of javanese, spoken in malang, east java. mayani (2005) explores the use of causative construction in madurese. she argues that based on morphosyntactic parameter, it has three facets of causative construction namely analytical, morphological, and lexical. then, she also concludes that in madurese, morphological causative tends to be direct, on the other hand, analytical causative tends to be indirect. nazara, sudipa, artawa, & satyawati (2019) in their research explore causative construction in nias language. they conclude that some causatives are formed by attaching prefix {fe-} or its allomorph {f-} to an intransitive verb. some are formed by morpholexical operation involving suffix {-ö} and an adjective or suffix {-gö} and a precategorial. both morpholexical operations involving prefix and those involving suffix and the base introduce direct causers. some causatives are formed by attaching confix {fa-...-ö} to a transitive verb as the base. bahasa melayu asahan or asahan malay language (aml) is a dialect which is commonly used by speakers in asahan and tanjungbalai region. the study related to this language is important due to some facts as stated by mulyadi (2010). some of the reasons are the native speakers of this language tend to use bahasa indonesia in their daily activities; there is also a pressure from other languages such as batak toba language, minangkabau language, javanese that causes variation in aml. those reasons make the study of causative construction in aml become urgent. considering the previous studies, therefore, this study attempts to see morphological causative in asahan malay language. this research is expected to be beneficial in broadening the horizon of malay language studies specifically in morphosyntactic area. methods this study used qualitative approach. the data in this study were in the form of sentences. this research includes data collection and data analysis. the research begins with the process of capturing data from asahan malay language (aml), collecting, identifying and classifying. the data of this research were obtained through field linguistics method which covers direct elicitation, recording, and elicitation checking. the data that have been classified were analyzed with the appropriate steps. the classified and analyzed data were clarified with the native speakers of this language (mr. asw, mrs. al, ms. aa, dan ms. ana) whether the utterances are exist and commonly used in aml in order to improve the reliability of the data. then, the analysis was also checked by the experts in morphosyntactic analysis from department of linguistics of universitas sumatera utara. findings morphological causative causative construction in asahan malay language: morphological causative analysis journal of applied linguistics and literature, vol 6(2), 2021 325 morphological causative formation generally implies combining morphemes forming a morphological unit within which the idea of causation is expressed or implied (comrie, 1985; imoh, 2014). the example of morphological causative in aml is presented in the following examples: dio masuk-kan adik-nyo ke sakolah jalan sudirman-tu. (1) he enroll-caus younger brother-poss prept he school at sudirman st dem. ‘he enrolled his brother to the school at sudirman st.’ ipul bongak-i cewek-nyo semalam tentang pesta itu (2) name lie-caus girlfriend-poss yesterday about party det ‘ipul lied to his girlfriend about the party’ in example (1) and (2), the suffix –kan is added to the verb ‘masuk’ ‘enroll’ and ‘bongak’ ‘lie’ in order to form causativity. the base forms are the verb ‘masuk’ ‘enroll’, and ‘bongak’ ‘lie’ which are not causative, but after the process of affixation, the sentence is regarded as causative. derived from noun dio parkara –kan tanah itu keuwak-nyo. (3) he problem-caus land that to uncle poss ‘he problematizes that land to his uncle’ dio-men-duit-kan samuonyo samo kawan-nyo (4) he pref-money-caus everythingto friend-poss ‘he monetizes everything to his friend’ uwak-tu me-ludah-i muko bini-nyo (5) man-det pref-saliva-caus face wife-poss ‘that man spits his wife’s face on’ encet mang-gulo-i teh-tu banyakbonar (6) name pref-sugar-caus tea-dem much so ‘encet sweetens the tea so much’ sentence (3) (4), (5), and (6) are examples of the causative processes derived from nouns based on morphological parameters. in aml, the base duit ‘money’, ludah ‘saliva’, and gulo ‘sugar’ are not containing causative meaning, but after the process of affixation by adding suffix –i, the sentences contain causative constructions. derived from numeral cewek-nyo man-duo-kan-nyo (7) girf-poss pref-two-caus-poss ‘she cheats on him’ amat ma-nyatu-kan duo kaluargo di kampong-tu (8) name pref-one-caus two family prep village-dem muhammad yusuf, mulyadi 326 journal of applied linguistics and literature, vol 6(2), 2021 ‘amat unites two families in that village’ sentence (7), and (8) are examples of the causative processes derived from numeral duo ‘two’ and tigo ‘three’ based on morphological parameters. after being add by affixation –i the construction becomes causative. derived from adjective minah mam-bodoh-i joma. (9) name pref-stupid-caus name ‘minah tricks joma’ angkot ma-nyusah-kan hidupomak-nyo. (10) name pref-difficult-caus life mother-poss ‘angkot troubles his mother’s life’ sentence (9), and (10) are examples of the causative processes derived from adjectives bodoh ‘stupid’ and susah ‘susah’ based on morphological parameters. it has derivational process. the word ‘bodoh’ becomes causative after being given by affixation –i to form causative construction. discussion every language owns a different grammatical construction from one another in expressing causative construction (junaidi & mulyadi, 2019). a morphological causative as one of types of causatives means the predicate (which hitherto was non-causative) undergoes some derivational process in order to express causativity, there being no separately expressed predicate of causation (comrie, 1985; cổn, 2020). this type is signed by the use of morphological marker. azizah, artawa, indrawati, & satyawati (2020) state that a causative structure happens when its predicate is filled with verbs that are formed from morphological processes in such a way to produce causative verbs that have morphological characteristics. the causing event and the caused event are encoded in a single verbal complex via causative morphology (anyanwu, 2012). in addition, the causing event and the caused events (effect) are two main components of events (cổn, 2020; sudtedi, 2020) that is semantically biclausal, but semantically monoclausal (baratashvili, 2019). in the example (1) and (2), it can be seen that there is suffix –kan attached to the predicate masuk (enroll). suffix –kan is the sign of morphological causative (afriani, 2016; hadi, 2008). in sentence (1), causative –kan was attached to di-transitive verb ‘masuk’ ‘enroll’ so that the causing event is clearly expressed by regular morphological process. it is also relevant to the statement by baratashvili (2019) that the process of affixation as a result of morphological process affects the process of causativity which is then called as morphological causative. in standard indonesian, the critical role of the the causative construction in asahan malay language: morphological causative analysis journal of applied linguistics and literature, vol 6(2), 2021 327 suffix -kan is to convert an intransitive or (rarely) a monotransitive verb to a causative verb even though it seems to possesses some other functions such as benefactive applicative (yanti, mckinnon, cole, & hermon, 2021). in example (2), causative marker –kan was attached to noun. it is also in line with other studies done by azizah et al. (2020) that this process possibly include internal changes such as consonant repetition, reduplication, vocal extension and the like, or various affixations. in aml, besides suffix –kan, suffif –i is one of other marker of affixation to form morphological causative. the suffix –i is the marker of causative. in sentence (3), the subject ipul is the agent and there is the addition of argument structure with increasing valency level of the intransitive verb ‘lie’. the effect of adding causative affixes -i was the addition of arguments that function as cause. in example (1), there is also an increasing valency level of intransitive verb. the causative markers of–kan and –i in aml can be attached to verbs, adjectives, nouns, and numerals in order to form causative verbs. in other languages such as in madurese, causative verb is commonly marked by prefix main the form of adjective (salsabila & subiyanto, 2020). conclusion and suggestion from the analysis, it can be concluded that morphological causative construction in aml implies that the meaning of cause and effect. it is indicated by the use of suffix –kan and -i. in addition, causative markers of– kan and –i in aml can be attached to verbs, adjectives, nouns, and numerals. since this study is limited to the analysis of morphological causative construction, further researchers are suggested to explore analytical and peripheral causative. in addition, further researcher can also conduct further studies related to aml such as passive construction, relative clause construction, etc. acknowledgements the writers would like to direct their appreciativeness to mr. asw, mrs. al, ms. aa, dan ms. ana for their help in accomplishing this article. references afriani, s. h. 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(1976). the grammar of causative constructions (m. shibatani, ed.). new york: academic press. causative construction in asahan malay language: morphological causative analysis journal of applied linguistics and literature, vol 6(2), 2021 329 sudtedi, d. (2020). japanese and indonesian causative contrastive analysis. international journal of arts, 1(6), international journal of arts, humanities&social science. yanti, mckinnon, t., cole, p., & hermon, g. (2021). the typology of applicative/causative marking in tapus. linguistik indonesia, 39(1), 1– 28. https://doi.org/10.26499/li.v39i1.188 zuindra, & mulyadi. (2020). morphological and analytical causative construction in deli javanese dialect. language literacy: journal of linguistics, literature and language teaching, 4(1), 121–132. 290 journal of applied linguistics and literature, vol 6(2), 2021 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.16102 an analysis of rhetorical move and translation techniques in undergraduate thesis abstracts written in two languages 1zalinda salsabilla firdausyiah , 2budi hermawan , 3dian dia-an muniroh 1,2,3universitas pendidikan indonesia corresponding email: zalindasf@upi.edu abstract an abstract is a brief overview of a research paper. indonesian undergraduate students are often required to submit their thesis abstracts in indonesian and english. various studies related to rhetorical move and translation techniques of abstracts have been done previously, but not many analyzed undergraduate students’ thesis abstracts across languages. therefore, this study aims to analyze the move-step of the abstracts, and to see translation techniques in different abstract moves. this study used 60 undergraduate thesis abstracts from english language and literature and indonesian language literature study programs as the data. as the framework for the data analysis, this study employed hyland’s (2000) five-move model and molina & albir’s (2002) translation techniques. the findings show that despite writing in different languages, both indonesian and english abstracts were realized with similar rhetorical moves and steps. move 3 and 4 were found in all of the abstracts, while move 5 was only realized in small numbers across languages. in relation to translation techniques, it is found that literal translation is used more frequently than other translation techniques. this study recommends a more extensive study that involves more data from different fields to expand the existing knowledge relating to rhetorical move and translation techniques in the academic field, especially in undergraduate students’ abstracts. keywords: abstracts, rhetorical move, steps, translation techniques, undergraduate introduction an abstract serves as one of the most important elements of a research paper. it represents the content of a paper in a more condensed way and helps readers gain a preview of information in a quick and comprehensive way (cross & oppenheim, 2006; koltay, 2010; kurniawan et al., 2019). in addition, https://doi.org/10.33369/joall.v6i2.16102 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.16102&domain=pdf mailto:zalindasf@upi.edu https://orcid.org/0000-0001-5468-3925 https://orcid.org/0000-0002-7192-6439 https://orcid.org/0000-0003-1679-1516 zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 291 an abstract acts as an outline to help the readers understand its full content (koltay, 2010). in short, an abstract is a concise text that helps the reader to get the gist of the content and know what to expect by serving the main points of a paper. due to its functions, an abstract is most likely to be read first by the reader to determine whether a paper is worth reading or not. however, certain characteristics should be present in an abstract in order for it to be functional: brevity, exhaustivity, accuracy, density, clarity, and content (cross & oppenheim, 2006). abstracts are often arranged in a rhetorical pattern relevant to its discipline and due to its diversity, writing an abstract targeted for publication in a journal becomes a challenge (kurniawan et al., 2019). in a more general sense, bhatia (1993) suggested that an abstract contains information on four aspects of a research paper: what was done in the research, how the research was done, what was found in the research, and what was concluded from the research. from those questions, bhatia (1993) developed four moves: introducing purpose, describing methodology, summarizing results, and presenting conclusions. based on his research using a corpus consisting of 800 abstracts, hyland (2000) further developed bhatia’s four categories of moves into a five-move model. the five-model consists of introduction, purpose, method, product, and conclusion. the understanding of move through move analysis helps to raise comprehension of standard moves realization in an abstract (kurniawan et al., 2019). in order to achieve international publication, a research paper must be written in english. if it is not written in english, the source text (st) must be translated into english. for a similar reason, undergraduate thesis abstracts written in indonesian must be written in english. writing abstracts in english can be a challenge for students who are not used to writing in english. this can be understood as english is not the first language of most indonesian students. students may resort to translating their abstracts word-to-word, or even use an online translation engine such as google translate. past studies had concluded that online translation engines were unable to produce perfectly translated texts and a considerable amount of grammatical revisions were needed (groves & mundt, 2015; sukmawati et al., 2021). bassnett (2014) stated that translating is a common activity as an impact of a rapid increase of access to media all over the world. translation is defined as the process of transferring a text from its source language to a target language. in an academic context, translation holds an important role in the process of knowledge transfer. if an academic text is not properly translated, the process of knowledge transfer may not be done properly. poor translation quality may not only change the structure of the translated abstract, but also omit some parts and decrease the overall functionality of the abstract. other than that, poor translation quality could possibly hinder the paper from being an analysis of rhetorical move and translation techniques in undergraduate thesis… 292 journal of applied linguistics and literature, vol 6(2), 2021 published. consequently, the paper will not be discovered and read by a wide range of audience as well. therefore, it is highly important to write and translate an abstract well. in relation to translation, translation techniques have been proposed by researchers in this field. translation techniques refer to the instrument of textual analysis that allows one to understand how translation works (molina & albir, 2002). many experts have proposed various translation techniques— nida’s (1964) techniques of adjustment and newmark’s (1988) procedures, to name a few. however, the techniques proposed by those experts seem to differentiate method, strategy, and technique whereas according to hurtado (1996, as cited in molina & albir, 2002), those three terms refer to similar activities. thus, molina and albir proposed their own approach to translation techniques that were derived from existing methods, strategies, and techniques. the classification of techniques include adaptation, amplification, borrowing, calque, compensation, description, discursive creation, established equivalent, generalization, linguistic amplification, linguistic compression, literal translation, modulation, particularization, reduction, substitution, transposition, and variation. with its variety, this technique is expected to be able to distinguish between translation method, strategy, and technique. many researchers have conducted studies in the past about moves in research abstracts using hyland's (2000) five-move theory. chalak & norouzi's (2013) study that analyzed the rhetorical moves in american and iranian abstracts revealed that move 2 (purpose), move 3 (method), and move 4 (result) were considered obligatory while the rest were optional moves. in a similar context, darabad (2016) conducted an analysis of rhetorical moves in research article abstracts across disciplines. the study found that introduction is the move that was found the least, while purpose and product moves were found the most in all of the examined abstracts. rashidi & meihami's (2018) study that investigated abstracts of articles published in scientometrics showed that method and product were the moves that appeared the most, while the move that appeared least was conclusion. amnuai (2019) conducted a similar research with ra from thai and international accounting journals. the study finds that purpose and product were used the most frequently. from those studies, it is shown that move 4 (product or result) is a move that occurred the most frequently in the abstracts. in the field of translation, there are several studies that used molina & albir's (2002) translation techniques to identify translation techniques in various texts. for instance, anwar et al. (2020) employed the framework to analyze translation techniques in aladdin’s movie script. the findings of their study showed that linguistic compression was used the most prominently at zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 293 56.52%, while other techniques occurred less frequently (10% and below). kuswahono (2020) used the technique to identify translation techniques of a novel. his study revealed that six techniques were employed. pure borrowing is the most frequently used technique with 188 occurrences, followed by transposition with 23 occurrences. not only literature texts, the translation techniques have been used for example to analyze religious texts as well, such as a translation technique analysis of quranic metaphor or kinayah by al farisi (2020). the result showed that the application of literal translation presented the primary meaning of the kinayah verses accurately while amplification presents the secondary meaning transparently with target language as the orientation. another type of religious text that went through an analysis using molina & albir's (2002) translation techniques is religious tourism brochure (sodiq et al., 2020). the result revealed that pure borrowing is the technique that was identified the most with 41% frequency, followed by pure borrowing-established equivalent with 17% frequency. while the results of these previous studies differ, it shows a similarity where there is a noticeable gap between the translation technique that occurred the most and the rest. as can be seen from the existing previous studies, analysis of the rhetorical pattern of undergraduate abstracts is still quite scarce. analysis of translation techniques of undergraduate level abstract is not something that has been explored a lot as well. therefore, this study aimed to identify and analyze the rhetorical moves and translation techniques in undergraduate thesis abstracts across indonesian and english languages using hyland's (2000) five-move model and molina and albir’s (2002) translation techniques. this article will attempt to answer the following questions: 1. how is the rhetorical organization of the abstracts written in english and translated into indonesian and vice versa illustrated in thesis abstracts and its translated version? 2. what are translation techniques employed to translate the thesis abstracts written in english and translated into indonesian and vice versa? methods this is a qualitative study that analyzes undergraduate students’ abstracts. this study intended to identify rhetorical moves and translation techniques that were used by undergraduate students in writing their thesis research abstract across languages. subject to fulfill the aim of the study, the abstracts that were taken as data must be written in two languages. the abstracts were extracted from the theses of undergraduate english language and literature and indonesian language an analysis of rhetorical move and translation techniques in undergraduate thesis… 294 journal of applied linguistics and literature, vol 6(2), 2021 and literature students. the study programs were chosen because english language and literature students were required to write their thesis abstract in english first, while indonesian language and literature students wrote their thesis abstract in indonesian first. the data consists of a corpus of 60 abstracts—30 abstracts in its source language and 30 abstracts in its target language. 30 abstracts were taken from english language and literature undergraduate theses with 15 written in english and 15 translated to indonesian, and 30 abstracts were taken from indonesian language and literature thesis with 15 written in indonesian and 15 written in english. data collection first, the researchers determined the subject field of the data that would be analyzed. second, the researchers accessed universitas pendidikan indonesia’s online repository website. third, the theses abstracts were checked starting from the most recently published. if it was written in english and indonesian, the abstracts were chosen. fourth, the abstracts were copied and compiled according to its study program and language into a file with docx format. the title, author name, and year of publication were written on top of the abstract. data analysis procedures two analyses were done to reach the aim of this study. there are move analysis and translation technique analysis. move analysis employed hyland (2000)’s five-move as the framework (see table 1). the data analysis procedure consisted of several steps. table 1. hyland’s (2000) five-move analysis guide move step description introduction (i) s1 arguing for topic significance s2 making topic generalization s3 defining key term(s) s4 identifying gap purpose (p) stating the research purpose method (m) s1 describing the participants/data sources s2 describing the instrument(s) s3 describing the procedure and context purpose (pr) describing the main results conclusion (c) s1 deducing conclusion s2 evaluating the significance of the research s3 stating limitation s4 presenting recommendation or implication zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 295 note. adopted from “disciplinary discourse: social interactions in academic writing” by k hyland. 2002, university of michigan press. copyright 2019 by university of michigan. the sentences were broken down into sentences as the unit of analysis, both for the move analysis and translation techniques analysis. to analyze the rhetorical moves, the sentences were then put into tables and then labeled according to its move and step category. for the rhetorical move analysis, both abstracts written in the source language (sl) and the target language (tl) are analyzed to see whether there are moves and steps that are omitted or not. the occurrence of each move and step were then counted using tally marks and processed in excel to see the percentage of the occurrence. table 3 shows the result of the calculation. molina & albir's (2002) translation techniques (see table 2) were used as the theoretical framework to analyze the translation techniques. the analysis steps were as follows. first, the sentences of the abstracts written in source language (sl) and target language (tl) were put next to each other in a table, which is made for the analysis process. the authors paid attention to the sentence structure and overall translation to determine which translation technique is used. the translation techniques identified were written in a column. after all of the sentences were analyzed, the analysis result was crosschecked by researcher 2 and researcher 3 for accuracy. similarly, the occurrence of translation techniques were also counted using tally marks first before processed in excel to see the percentage. the result is presented in table 4. table 2. molina and albir’s (2002) classification of translation techniques translation technique description adaptation replacement of a source text’s cultural element to a suitable cultural element in the target text amplification introduction of details that are not formulated in the source text borrowing use of a word or expression from another language calque literal translation of a foreign word or phrase compensation introduction of a source text element of information or stylistic effect in another place in the target text description replacement of a term or expression with a description of its term or function an analysis of rhetorical move and translation techniques in undergraduate thesis… 296 journal of applied linguistics and literature, vol 6(2), 2021 translation technique description discursive creation establishment of a temporary equivalence that is unpredictable and out of context established equivalent use of a term or expression that is recognized (in dictionaries or language in use) as the equivalent generalization use of a more general or neutral term linguistic amplification addition of linguistic elements linguistic compression synthetization of linguistic elements in the target text literal translation translation of a word or an expression for word modulation change of the point of view or focus in relation to the source text particularization use of a more precise term reduction suppression of information from the source text in the target text substitution change of linguistic elements for paralinguistic elements. transposition change of grammatical category variation change of linguistic or paralinguistic elements that affect the aspects of linguistic variation. note. adopted from “translation techniques revisited: a dynamic and functionalist approach” by l. molina, a. albir. 2002, meta, 47(4), p. 498. copyright 2002 by les presses de l’université de montréal. findings this section intends to address the research questions: (1) how is the rhetorical organization of the abstracts written in english and translated into indonesian and vice versa illustrated in thesis abstracts and its translated version? and (2) what are translation techniques employed to translate the thesis abstracts written in english and translated into indonesian and vice versa? the analysis result of the rhetorical move realized and translation techniques identified in abstracts across languages are discussed respectively. move and steps this section intends to present the moves and steps identified in the abstracts. in this context, salience is defined as the number of abstracts that featured the move or step (kurniawan et al., 2019). following kanoksilapatham's (2005) criteria, the moves and the steps would be considered as optional if the occurrence is less than 66% in the data, conventional if it is between 66-99% of the data, and obligatory if the occurrence reaches 100% in the data. the table zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 297 below presents the salience of the moves and steps (in percent) identified in the abstracts across languages in percentage. table 3. occurrence of move and step in abstracts across languages (in percentage) movestep english indonesian f (%), n = 15 f (%), n = 15 english (st) indonesian (tt) indonesian (st) english (tt) move 1 67 73 87 73 step 1 20 13 33 60 step 2 40 67 67 53 step 3 13 20 20 13 step 4 13 13 7 0 move 2 93 100 73 80 move 3 100 100 100 100 step 1 13 13 60 60 step 2 7 0 27 33 step 3 100 100 100 100 move 4 100 100 100 100 move 5 47 27 7 13 step 1 27 20 0 0 step 2 27 13 7 13 step 3 0 0 0 0 step 4 0 1 0 0 table 3 shows the percentage of each move and steps in the abstracts of its respective languages and the translations. the analysis revealed that all moves are manifested in the abstracts in different portions. move 3 is the only move that appeared in all abstracts of both english and indonesian language groups, with step 3 being the dominant step with 100% occurrence across all groups. move 4 appeared in almost every abstracts within the language groups. move 5 is the move that is used the least with less than 30% salience in all of the language groups. move 1 — introduction this move is used to establish the context of a paper and motivates the research or discussion. in both english language and literature abstracts and indonesian language and literature abstracts, there is a slight change in the occurrence of move 1 in the st and tt. in the st of english language and literature abstracts, the occurrence of move 1 increased from 67% to 73% while in indonesian language and literature abstracts, it decreased from 87% to 73%. this move is considered as conventional in the abstracts across languages. an analysis of rhetorical move and translation techniques in undergraduate thesis… 298 journal of applied linguistics and literature, vol 6(2), 2021 move 2 — purpose move 2 is used to indicate the purpose, thesis or hypothesis, or the intention of the study. this move is used a lot in the st of english language and literature abstracts, with 93% occurrence. the number increased to 100% in the tt. this move is used less in the indonesian language and literature abstracts. the occurrence differs in the st and tt research abstracts as well. move 3 — method move 3 has 100% occurrence in english literature and indonesian literature research abstracts, both in the st and tt. therefore, this move is regarded as obligatory in the data across languages. this move is used to provide information on research design, procedure, approach, data, etc. move 4 — product move 4 stated main findings of a research. this move occurs in all of the english and indonesian data, thus regarding this move as obligatory. this move and move 3 – method, are the only moves that appear consistently throughout the data. move 5 — conclusion this move draws the conclusion and offers inferences and implications of a study. overall, this move appeared the least in comparison to other moves with the occurrence of under 50% in both english and indonesian st abstracts and its translations. like most of the other moves, the occurrence of move 5 was not constantly the same in the st abstract and tt abstract in both of the language groups. regarding the steps, it can be seen that step 3 from move 3 is the most prominent step as it occurred in all of the abstracts. interestingly, there is a noticeable gap between the salience of step 1 move 3 and step 2 move 3 in the english language group and indonesian language group. steps of move 1 there is a significant rise in step 1 of indonesian language and literature abstracts. in the st abstracts, it only occurred 33%. however, the occurrence of step 1 increased to 60% in the tt abstracts. step 1 is used to argue for topic significance. the occurrence of other steps in this move also differs, but only by a slight margin. steps of move 3 the step that was employed the most was step 3 which describes the procedure and context. this step has a consistent 100% occurrence, thus implying that it is an obligatory step. the other steps do not appear as zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 299 frequently. sometimes, step 1—describing participants and data sources and step 2—describing instruments were employed as embedded steps. step 2 is the only step in which salience is not consistent in the sl abstract and tl abstract. steps of move 5 steps of move 5 are the ones that were the scarcest among the abstracts that were analyzed. only step 1, deducing conclusion, and step 2, evaluating the significance of the study, were identified. step 1 was only found in the english language group abstracts with the percentage of 27% in the st and 20% in the tt. translation techniques this section illustrates the findings in relation to the translation techniques that were found in the abstracts. table 4. occurrences of translation techniques in abstracts across languages (in percentage) translation technique english indonesian f (%), n = 15 f (%), n = 15 adaptation 7 7 amplification 20 0 borrowing 73 67 calque 73 7 compensation 40 7 discursive creation 0 7 established equivalent 20 13 generalization 20 0 literal translation 100 100 modulation 13 13 reduction 27 13 transposition 27 13 table 4 displays the percentage of translation techniques employed in english language and literature abstracts and indonesian language and literature abstracts. from the table, it is visible that literal translation is the technique that is employed by both language groups with 100% occurrences. literal translation is a technique of translating a source text into the target text word-for-word. this technique may be regarded as one of the easiest techniques to employ as it translates a passage word by word in a direct and literal way. this technique may cause the abstract writers to disregard grammatical rules and thus, make a translation mistake in their abstract. the an analysis of rhetorical move and translation techniques in undergraduate thesis… 300 journal of applied linguistics and literature, vol 6(2), 2021 translated sentence or passage may also feel unnatural to read if it is translated using this method. st: thus, this study investigates the representation of disney’s white and non-white women in brave (2012) and moana (2016) produced by walt disney studios in the 21st century. tt: oleh karena itu, studi ini menginvestigasi reprsentasi perempuan kulit putih dan non kulit putih dalam film brave (2012) dan moana (2016) yang diproduksi walt disney studios di abad ke-21. (abstract 2, english language and literature) the second most used translation technique in both language groups is borrowing, with 73% occurring in the english language group and 67% occurring in the indonesian language group. in theory, the borrowing technique uses a word or expression from a source language without any changes (pure borrowing) or changing the spelling to fit the spelling rules. in the abstracts of the english group, the authors employed pure borrowing to present a theoretical framework, findings, and conclusion. st: two concepts, which are family projection process and nuclear family emotional process, are the triggers of child abuse. tt: dua konsep, yaitu family projection process dan nuclear family emotional process, adalah pemicu kekerasan pada anak. (abstract 3, english language and literature) in the abstracts of indonesian groups, however, this technique is often used to adapt titles of works used as the data source. this is done to keep the originality of the title. the technique is also applied to indonesian terms that have no english equivalent. another way this technique is used is to mention institutions and places. similar to the english students, indonesian students also employ pure borrowing to translate the abstracts. st: sumber datanya adalah novel elang menoreh (perjalanan purwa kala) karya wiwien wintarto yang diterbitkan pada tahun 2018, 357 halaman. tt: the data source for this study was wiwien wintarto's novel entitled elang menoreh (perjalanan purwa kala), published in 2018, 357 pages. (abstract 2, indonesian language and literature) zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 301 another translation technique, calque, is also the second mostly used translation technique in the english language group. on the other hand, this translation technique only occurred 7% in the indonesian language group. this technique translates a word or phrase literally, either lexically or structurally (molina and albir, 2002). this technique is different to literal translation that translates a text word for word. in both language groups, this technique is employed to translate a cultural term or theoretical framework. a huge occurrence gap of this translation technique seems quite noticeable. presumably, this is because the technique was commonly used to translate a term or theoretical framework from a source text to a target text. the researchers assumed that in the indonesian abstracts, the writers used the theories adapted from english books, so they did the calque translation process in writing their abstracts, not when they translate their abstract to english. sl: salah satu tradisi lisan tersebut adalah salawek dulang. tl: one of the oral tradition is salawek tray. (abstract 14, indonesian language and literature) it is also worth noting that there are many sentences that are translated using more than one translation technique. discussion the findings above demonstrate the occurrence of the move-step and various translation techniques that were employed by undergraduate students in writing their research abstracts. although the occurrence of the moves and steps in each data group may differ, it can be said that move 3 – method and move 4 – product are considered as obligatory moves regardless of the languages. this may mean that undergraduate students have the tendency to put emphasis on the methodology of the research and the findings of their research in their undergraduate thesis abstracts. meanwhile, move 1 and 2 are considered conventional in abstracts regardless of the language, occurring in around 66-99% of the abstracts. the only move that is regarded as optional across data groups is move 5 as it is realized in less than 66% of the abstracts. this means that most of the abstracts did not state any conclusion and thus, are written in an incomplete structure. moreover, regardless of the language, undergraduate students tend to not state the conclusion inferred from their study in their abstracts. it is possibly caused by the requirement of an abstract to be short and concise, and the students prioritize other moves to be realized. the findings are in line with rashidi & meihami's (2018), who analyzed scientometrics journal articles and discovered that method (move 3) and results (move 4) were provided the most frequently, while the information that was given the least in the abstracts was conclusion (move 5). furthermore, the results of this research show similar patterns with those an analysis of rhetorical move and translation techniques in undergraduate thesis… 302 journal of applied linguistics and literature, vol 6(2), 2021 presented by juanda & kurniawan (2020) and putri et al. (2021). however, darabad's (2016) darabad's (2016) study revealed that in three different disciplines (applied linguistics, applied mathematics, and applied chemistry), the least frequently occurring move was move 1 – introduction. regarding the steps, not all of the steps from all moves are realized. step 1, 3, and 4 of move 1 are all considered as optional step as those steps occur in less than 66% of the abstracts. on the other hand, step 2 of move 1 is considered as conventional in the indonesian abstracts of the english data (67%) and indonesian data (67%). however, it is still considered as optional in the english abstracts of both data groups, occurring in 40% of the abstracts in the english data and 53% in the abstracts of the indonesian data. this shows that undergraduate students of the language study programs tend to realize move 1 to state the generalization of the research topics. the difference in the occurrences of step 2 show that translation technique may have influenced the slight change in the occurrences, either by reducing or adding the information in the abstract. regarding steps of move 3, step 3 of move 3 has the highest occurrence in the data across languages, occurring in 100% of the abstracts and is regarded as obligatory. on the other hand, step 1 and 2 are both considered conventional with generally low occurrence in the abstracts of the english data, and moderate occurrences in the indonesian data. this is presumably because the students felt the need to mention the theoretical framework in their abstract, as it is a part that determines how the research will be conducted. by mentioning it in the beginning, the readers can get a gist of how the research was conducted. on the other hand, the steps of move 5 are all realized in low occurrences and are considered as optional, while step 3 is not realized at all in the data. this finding is in line with several past studies that analyzed step realization in students’ abstracts (juanda & kurniawan, 2020; putri et al., 2021). however, pratiwi et al.'s (2021) findings in rhetorical move analysis of humanities and hard sciences’ undergraduate thesis abstracts showed that step 3 of move 3 is realized in a fairly low percentages. this shows that a further analysis with larger data may be needed to see a clearer pattern of undergraduate students’ tendencies in realizing the steps in their abstracts. the results regarding the rhetorical moves and steps show that undergraduate students tend to emphasize the methodology and product of the research in their abstracts. on the other hand, the conclusions drawn from their research were not commonly addressed in the study. the realization of moves and steps were realized in the same proportions regardless of language. it may imply that language difference in writing the abstracts did not influence the tendency of moves and steps realization in undergraduate thesis abstracts. zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 303 as mentioned previously, literal translation is the translation technique that is used in translating almost all of the moves in the abstracts. the technique is found in 100% of the abstracts, while many of the other translation techniques were employed as an embedded translation technique. borrowing is the second-highest translation technique that occurred, but it is notable that there was a wide gap of occurrence between literal translation and the rest of the translation techniques, borrowing included. a prominent gap can also be seen in the occurrence of some translation techniques in abstracts of each data group, such as calque (73% in english to 7% in indonesian) and compensation (40% in english to 7% in indonesian). furthermore, the analysis also found that most of the sentences were translated with one technique, while a small number were translated with two and three translation techniques at most. the translation technique with highest occurrence found in this study differs from the result of previous research (anwar et al., 2020; kuswahono, 2020; sodiq et al., 2020). studies by those researchers stated that the translation technique that occurred the most in the texts they analyzed were linguistic compression (anwar et al., 2020), which was not identified at all in the analyzed abstracts of this research, and pure borrowing (kuswahono, 2020; sodiq et al., 2020). on the other hand, al farisi's (2020) findings shows a similarity to this study’s. his research found that literal translation was used the most. this may be influenced by the type of the text that is analyzed; anwar and kushwahono analyzed literary texts. translator of fictional texts may adjust the translation by using translation techniques that may help the translator gain a translation that fits the culture of the target language while still keeping the meaning. on the other hand, the findings of al farisi's (2020) analysis which involved a formal text, showed a similarity to this study, implying that translator of formal texts may want to keep the translation as close to the target text as possible, thus employing literal translation to translate the texts. the results imply that literal translation is the easiest translation technique to employ as it translates a sentence only word by word. while easy, this translation technique is prone to make a sentence come off as awkward and unnatural because the translator may not pay attention to the sentence structure of the target language. translation techniques such as reduction or amplification, which are identified in some of the abstracts, may influence the difference in some of the moves and steps occurrence. borrowing, the second most-used translation technique, is most commonly used to transfer terms from the source text to the target text. this may imply that undergraduate students tend to take terms from the source text and place them in the target text rather than translating it to the target language. these results were shown in both english and indonesian data, meaning the an analysis of rhetorical move and translation techniques in undergraduate thesis… 304 journal of applied linguistics and literature, vol 6(2), 2021 majority of the abstracts are translated using similar techniques regardless of language differences. it is worth noting that there are many sentences that are translated with more than one translation technique, but most of them include literal translation. this caused the high occurrence gap between literal translation and borrowing. it should be taken into consideration that the results of the present work are only concerned with undergraduate thesis abstracts of students in the english and indonesian language field, and do not intend to generalize the quality of abstracts written by undergraduate students of other study programs. it is also worth noting that the year of the abstracts’ publication was not considered during the data collection process due to the limited availability of the abstracts in universitas pendidikan indonesia’s online repository. therefore, the findings of this research only show the rhetorical moves and translation techniques used in a small group of undergraduate students, and may not reflect the quality of undergraduate thesis abstracts as a whole. the result of the present study is expected to contribute to the existing literature related to academic writing, specifically for undergraduate students’ thesis abstracts in english and indonesian language study programs. conclusion and suggestion this study aimed to identify move, steps, and translation techniques that were employed by students from two study programs in writing and translating their abstracts. the findings showed that all five moves and the related steps were employed in different portions, but the english data and indonesian data showed similarities in realizing rhetorical moves and steps in their abstracts. regarding the translation techniques, 12 were identified: adaptation, amplification, borrowing, calque, compensation discursive creation, established equivalent, generalization, literal translation, modulation, reduction, and transposition. the translation techniques may have changed the sentence structures and may have impacted the number of move and steps realized, which can be seen by the different occurrence percentage in st abstracts and tt abstracts. based on the findings, this study concludes that move 1, move 2, move 3, and move 4 are obligatory regardless of the language, and that literal translation is the technique that was used the most. this implies that regardless of the language, undergraduate students tend to write their abstracts in a similar structure and translate them in a similar way as well. this study recommends for researchers to conduct a similar research involving data sets obtained from different fields to see whether the rhetorical moves are realized similarly or not, to further enrich the existing knowledge related to this topic. furthermore, a more in-depth analysis regarding zalinda salsabilla firdausyiah, budi hermawan, dian dia-an muniroh journal of applied linguistics and literature, vol 6(2), 2021 305 translation techniques in academic fields is recommended to conduct as well. additionally, this study also suggests for universities to guide students in writing and translating abstracts in order to achieve a good abstract and translation. acknowledgements this study was a part of a bigger research and was supported by indonesian university of education's research and community service unit. the authors would like to express appreciation for all the support provided. references al farisi, m. 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(2021). evaluating the quality of the indonesia-english translation of research abstracts written by the students of harapan bangsa university. english education journal, 11(1), 79–96. https://doi.org/10.15294/eej.v11i1.40857 362 joall (journal of applied linguistics and literature), 7(2), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20773 https://doi.org/10.33369/joall.v7i2.20773 turn-taking in conversation uttered by madurese community in jember 1bambang wibisono , 2akhmad haryono 1,2master of linguistics department, faculty of cultural sciences, universitas jember, indonesia jalan kalimantan no. 37, kampus tegalboto, jember, east java article info abstract article history: received: feb 22, 2022 revised: may 05, 2022 accepted: july 22, 2022 turn-taking in conversation is unique in the madurese ethnic culture. this study aims to describe the turn-taking in conversation that applies to the madurese community in jember. to achieve this goal, a qualitative approach was used. data were obtained through participatory observation with record and note techniques, then analyzed descriptive qualitative. the results showed that there were at least two speech shift patterns demonstrated by the madurese community in jember, namely, informal verbal communication and formal verbal communication. in informal verbal communication, two patterns were found, namely: (1) overlapping turn-taking in conversation patterns, and (2) turn-taking in conversation patterns without overlapping speech. in formal communication, the turntaking pattern is always shown without overlapping speech. interrupting people's speech in situations of formal verbal communication is considered to violate prevailing rules and is subject to negative stigma from society. the results of this study will have implications for the implementation of the use of honorifics in communication in tapal kuda area involving speech participants from different social statuses, roles, positions, and ages. keywords: madurese ethnic politeness speech turn taking conflict of interest: none funding information: lp2m universitas jember correspondence: akhmad haryono, master of linguistics department, faculty cultural sciences, universitas jember, indonesia. aharyono.sastra@unej.ac.id ©bambang wibisono & akhmad haryono this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): wibisono, b., & haryono, a. (2022). turn-taking in conversation uttered by madurese community in jember. joall (journal of applied linguistics and literature), 7(2), 345-361. https://doi.org/10.33369/joall.v7i2.20773 one important aspect of politeness in conversation is the fulfilment of the rules for turn-taking. violation of the rule of turn-taking in conversation can cause cracks or disharmony of the relationship between speaker and speech partner. conversely, polite turn-taking in conversation in communication can make them feel comfortable because they feel respected and appreciated. besides, the communication should run in a proper way and etiquette, so that a good relationship can be built in both speakers (lindayana, arifuddin, and mandala 2018). https://ejournal.unib.ac.id/index.php/joall/article/view/20773 https://doi.org/10.33369/joall.v7i2.20773 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.20773&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.20773 https://orcid.org/0000-0001-6719-6499 https://orcid.org/0000-0003-4391-8252 turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 363 in relation to turn-taking in conversation, saville-troike (2003) explains that in conversations, speakers and speech partners change roles in turn. sometimes, they play a role as listeners and sometimes as speakers. this in turn switching of roles by speakers and speech partners is what is called as turn-taking in conversation. in this connection, teluma (2019) argues that in a conversation, conversation participants play the role of either as speakers or as listeners in turn-taking in conversation. furthermore, ibrahim (1994); barron et al., (2017) and haryono (2015) explain that turn-taking in conversation is the switching of role played by speech participants in conversation, namely from speaker to listener or vice versa. brown et al. (2013); yule (1996) call the speech turn as the process of changing roles between speaker and listener in a conversation. based on the opinions of these experts, it can be summarized that speech turn taking is a speech change from one speech participant to another speech participant based on differences in social status, role, position and age of each speech participant. this theory is chosen because it fits the topic discussed in this study. in a conversation, participants must know and obey the rules that they can share roles such as who gets a turn to speak, who gets a turn to listen, and they switch roles, so that the conversation can run well. turn-taking in conversation should be available because people have different cultural context which essentially effects their way of communication. in this context, the need for cross-cultural understanding is significant because communicator and communicant should make a correct interpretation and react properly during communication (ratnasari, 2019). arum (2015) states that in order the conversations run successfully, there are several rules that need to be considered, namely, the speakers should not use their turn to speak for too long and their utterances can be completed without interruption. at the end of a speaking turn, the other speakers must take the speaking turn, so that there is no prolonged pause or silence. ethics, procedures, or rules of turn-taking in conversation in various cultures differ from one culture to another. for example, among white people in america from the middle class there is a rule of "without gaps in speech, but without overlapping events" in turn-taking in conversation. if there are two or more people involved in a speech, and some of them are speaking at the same time (unintentionally), one of them quickly gives the other a chance, so that speech does not overlap. conversely, if there is a jam for just a few seconds, the speech participants become so uncomfortable, then someone will start talking about unimportant things just to fill the gap. if the gap is too long, they will immediately leave each other. the procedure for turn-taking in conversation among middle-class white people in the united states is different from the procedure for turntaking in conversation that applies to people in antiguan village (fang 2012). bambang wibisono & akhmad haryono 364 joall (journal of applied linguistics and literature), 7(2), 2022 the inhabitants of antiguan used to do their speaking activities at the same time. speech overlaps are often done on purpose. for the people in antiguan village, overlaps and gaps are considered normal occurrences and are part of the conversation. this is different from what happened to the american indian community. it is the custom of some groups of american indians to wait a few minutes of silence before answering a question or taking a speech turn. waiting for a few minutes of silence before taking a turn to speak is one of the most common ways to converse or communicate. if in speaking the speakers violate these procedures, they are considered to be violating the rules of modesty in speech. they are considered not knowing politeness to speak. this procedure is similar to the one that applies to javanese families in mataraman area (alamin et al. 2020). in many javanese families who live in the area or who are still steeped in mataraman traditions, children who are involved in conversations with their parents should not simply interrupt their parents' speech without permission or order of their parents. they have the habit of waiting for a few moments of silence before taking their turn to speak. they wait until the parents finished saying something. when the children have the opportunity because there is a gap time, they usually start with the words "nyuwun sewu” (excuse me). according to saville-troike (2003), the turn-taking in conversation pattern in english telephone conversations follows the sequence as illustrated below. the sound of the telephone is a call, and the first person to speak is the recipient of the phone, even though the caller knows that the recipient of the phone has picked up the phone, the caller will not start speaking. many people do not pick up the receiver while the phone is ringing because they feel that the pickup while it is still ringing is an interruption to the call. even rude callers generally wait until the person on the call answers or says something before the conversation begins. if the recipient of the telephone does not say something the caller does not continue the conversation. the caller will not continue the conversation if she does not get an appropriate response from the party receiving the call (saville-troike 2003); (haryono 2018). the order is considered as the rule or ethics of speaking over the telephone, and if there are people who do not follow these rules it is considered as not knowing the norms or ethics of telephoning. thus, there are procedures for turn-taking in conversation, although they differ from one community group to another. in essence, in certain speech communities, certain turn-taking ethics usually apply because turntaking in conversation is an important aspect of politeness in speaking or language (sumarsono, partana 2002); (haryono and wibisono 2018). it is important because it determines the fluency of communication. the harmony of the relationship between speaker and speech partner are maintained if each turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 365 speech participant does not always embarrass each other. for this reason, both speakers and speech partners have the same obligation to keep-face. when communicating, speakers and speech partners must comply with cultural norms, not just convey the ideas they think. language procedures must be in accordance with the cultural elements that exist in the community where they live, and a language is used in communication. if a person speaks by neglecting norms, especially cultural norms, he or she will get negative values, for example being accused of being arrogant, arrogant, uncivilized, unwilling to respect and unwilling to respect (halawa, gani, and r 2019). turn-taking produced by the madurese pendalungan community in jember is discussed in the article on the results of this study. the madurese pendalungan refers to the madurese who have lived in jember for a long time, and breed in this area, as well as carry out cultural acculturation with members of other ethnic groups. the everyday language of the madurese pendalungan community is generally madurese, mixed with javanese and indonesian. if the madurese on the island of madura still use the madurese language the variety of enjâ'-iyâ (ei), engghi-enten (ee), èngghi-bhunten (è-b), and bhâsa alos (bal), the madurese pendalungan community in the tapal kuda area (jember, lumajang, probolinggo, bondowoso, and situbondo) rarely use the madurese language, the variety of bhâsa alos (bal). the madurese language used is the madurese variety (e-i), (e-e), and (è-b). they still identify themselves as madurese, but they no longer feel they have an excessive emotional attachment to “madura island”. those who still have ties are usually immigrants who were not born in jember (wibisono and haryono 2016). so far, the researchers have not found similar research. however, there are several studies that have similarities with this study, including: sukarno (2015) conducting a research on politeness strategies in responding to compliments in javanese. this study aims to determine the politeness strategies applied in responding to the compliments of the javanese in jember. the technique of data collection is done by recording and taking notes. the results showed that responding to praise in javanese can be achieved in five strategies: (1) disagree and condescending, (2) disagree and ask questions, (3) accept and reject, (4) accept and give explanation, and (5) accept only, or accept an offer. haryono (2018) conducted research on communication among kiais of nahdlatul ulama in the madurese ethnic group. this study aims to describe the communication patterns among kiais (venerated teachers of islam) of nahdlatul ulama (nu) in the madurese ethnic group (numme) and account for the factors affecting those patterns of communication. the data were collected through participatory and non-participatory observations, interviews, note-taking, and recording. the result of the study shows that bambang wibisono & akhmad haryono 366 joall (journal of applied linguistics and literature), 7(2), 2022 giving an honor to the teacher in the nu tradition is an obligation and a tradition that is still maintained. haryono and wibisono (2018) conducted research on the use of speech level in socio cultural perspective of tapal kuda madurese ethnic society. this research aims at describing the speech level use in socio cultural perspective of madurese ethnic society in tapal kuda regions. the method used to reach the research aims is a qualitative method with an ethnographic approach. the data were collected through participatory and non-participatory observations, interviews, note-taking, and recording. the result of this research shows that the use of bm with e-e, ng-e, and è-b variation in the perspective of madurese ethnic in tapal kuda is as the politeness implementation form and formal relationship among speech participants, whereas variation of bm e-i (ngoko: javanese) in family is used to keep intimacy and closed relationship between parents and children in order not to be too formal. sofyan et al. (2022)conducted research on the analysis of conversational implicature between students and teachers at alazhar islamic boarding school. this study aims to uncover and describe the meanings and types of conversational implicatures contained in the conversations of teachers and students at the salafiyah syafi'iyah al-azhar islamic boarding school. this study uses data analysis. data were collected using selection, description and verification techniques. data were analyzed using qualitative descriptive which is based on siswantoro's theory. the results of this study indicate that there are four types of conversation implicatures, namely general conversation implicatures, scaled implicatures, special conversation implicatures, and conventional implicatures. based on the research above, viewed from the topic and the theory the previous studies and the current study are the same that they both discuss honorific topics and use the theory of politeness by leech (2014). though they have the same topic, specifically the current study is different from the previous ones that it examines turn-taking in conversation politeness in madurese community in jember. therefore, this study has a large space to be researched. based on the explanation above, the research problem can be formulated "how is the turn-taking in conversation politeness used by the madurese ethnic community in jember?" this study aimed to describe turn-taking in conversation in madurese community in jember. we expected that the results of this study could deliver and bring any significance in the enrichment of turn-taking in conversation analysis in local community context in indonesia. the uniqueness of this study was that diversity of cultures in pandalungan regions which showed distinctive model of way of speaking and structure of sentences in it. therefore, we issued this study for the purpose. method turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 367 this study was using descriptive qualitative. the discussion of the problem was described in the form of an empirical descriptive explanation without any statistical measurement. the researcher chose the madurese ethnic community in jember as a sample in this study because jember is an area of most of the madurese ethnic group that has a unique culture in the middle of a multicultural community in the tapal kuda area. the research data were collected by observation. in observation, sometimes the researcher was directly involved in speaking with the speech partner who acted as the research informant, and sometimes the researcher acts as an observer. while speaking, the researcher made observations, recorded the informants' conversations, and recorded important things, such as speaker’s profile, speech partners, speech situations, conversations, the place and time of the speech. researchers could play an active role as speech partners involved in the conversation, because researchers were jemberese and can communicate with research informants. the collected data were then transcribed in the form of written data. data transcription follows the writing procedure according to the general guidelines for improved madurese spelling (2005). the glotal stop (?) consonant was described with a sign ('), for example, in the word kadhibi' (...self), ka'emma'an ('to anywhere else) and ka'adâ (first), not transcribed as *kadhibiq or *kadhbik, *kaqemmaqan or *kakemmakan and *kadâq or *kaadâk. furthermore, the data were successfully transcribed, reduced and classified according to the research objectives, with the help of analysis diagrams. the theory used as the basis for data analysis is the theory of turn-taking in conversation in socio-pragmatics (saville-troike 2003); (leech 2014). the data analysis results were presented informally, using ordinary words, not mathematical symbols. the technique of presenting the results of data analysis used descriptive descriptions. findings based on the results, it can be described that there are at least two patterns of turn-taking in conversation demonstrated by the madura pendalungan community in jember, namely the turn-taking in conversation pattern when communicating verbally in formal or informal situations and when communicating formally or informally. formal situations, for example when speakers and speech partners speak at meetings, teaching and learning activities in islamic borsinf school, namely reciting the koran or reading "dhiba" in prayer rooms, mosques, and others. an example of official oral communication carried out by the madura pendalungan community in jember is when they perform abhâk-rembhâk (confer). as for informal situations, for example, when communication occurs informally, for example, when bargaining for goods in the market, when greeting each other, and bambang wibisono & akhmad haryono 368 joall (journal of applied linguistics and literature), 7(2), 2022 chatting then, for example, when tor-catoran (casual conversation) and asapa'an (greetings). the two-turn-taking in conversation patterns can be described as follows. turn-taking in conversation patterns in an informal conversation the turn-taking in conversation happens when the madura pendalungan community in jember performs tor-catoran (unofficial oral communication). the pattern was without gaps in speech, and occasionally overlapping speech events occurred. if there were two or more people involved in a speech, and some of them were speaking at the same time (intentionally or unintentionally), this is considered something normal. speech overlaps usually occurred in turn-taking in conversation. if there was a gap for just a few seconds, the speech participants become so uncomfortable, then someone started talking about unimportant things just to fill gaps. if the gap was too long, they immediately left each other. this was shown in the following torcatoran excerpt. context: tor-catoran between mrs. sulastri (a) and mr. saturi (father) (b), at mr. saturi's house. at that time mr. saturi was sick and slept on the bed. the conversation took place approximately at 16.30 wib (western indonesian time). conversation: b: … nyaor abhêjhêng. ottang abhêjhêng ko’. […paying for prayer. i have a prayer debt] a: massa’ bisa é saor otang abhêjhêng réya pa’. mon passa bisa éssaor. samangkin bhêi ta’ bisa. mon passa é gêntè’èn. mon abhêjhêng ta’ bisa. ta’ bisa ésaor pa’. mon sholatta ta’ bisa sênéka (speaker: mrs. sulastri raises her hands to demonstrate one of the prayer movements performed by a sick person, who cannot stand, but can only sit, and asks mr. saturi to pray as demonstrated by mrs. sulastri). [the prayer debt cannot be paid, sir. if fasting can be owed. i can't even now. if fasting is replaced. if prayer cannot be replaced. can't get paid. if the prayer cannot stand, pray while sitting. just sit down, then takbir allohuakbar. this is it]. from the quotation of the speech, it is known that mr. saturi has not finished speaking, but mrs. sulastri has taken over the role of speaker. as a speech partner, bu sulastri did not wait for pak saturi's speech to finish first, then mrs. sulastri took over the turn. however, along with mr. saturi said, turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 369 "abhêjhêng ko". bu sulastri has started her speech, “massa’ bisa é saor otang abhêjhêng réya pa’…. from the data quotation, it is known that the turn-taking in conversation pattern was without gaps or without pauses and speech overlaps occurred. the speaker had not finished speaking, the speaker had taken over the speech. if presented in diagrammatic form, the turn-taking in conversation pattern was shown below. turn-taking in conversation pattern (1): speaker a: speaker b: the turn-taking in conversation pattern as seen in the tor-catoran is often demonstrated by members of the madurese pendalungan community in jember in speaking, especially if the conversational actors are siblings, and the conversations are carried out between and by fellow family members, and the relationship between the conversational actors is highly closed. apart from this pattern, there are other variants of turn-taking in conversation patterns demonstrated by the madurese pendalungan community in jember. this is shown in the following data excerpt. context: tor-catoran between ibu sulastri (a) and bu rochibah (b), and bu sutini (c) took place at around 19.00 wib, when mrs. sulastri was visiting bu rochibah's house. the atmosphere of the tor-catoran is relaxed, taking place when they are eating together. conversation: b: marè abhêjêng bê’ên? [have you finished praying?] a: marè. marè abhêjêng êngko’. [yes. i have finished praying] c: êngko’ marè. marè abhêjêng êngko’. [i have finished. i have finished praying] from the data quotation, it is known that it was mrs. rochibah (b) who started the speech. after mrs. rochibah's speech was finished, mrs. sulastri (a) spoke, and after mrs. sulastri's speech was finished, mrs. sutini (c) spoke. as a speech partner, mrs. sulastri waited for mrs. rochibah's speech to finish first, then mrs. sulastri took over the turn of speech. likewise, mrs. sutini did. after mrs. sulastri's speech was finished, mrs. sutini just spoke. in this pattern the speech participants wait for each other until the speaker's speech was finished, then the speaker answered the question or took his turn to speak. bambang wibisono & akhmad haryono 370 joall (journal of applied linguistics and literature), 7(2), 2022 waiting until the speaker has finished speaking is one of the procedures that is also commonly practiced by the madurese community in jember in speaking or communicating. this type of turn-taking in conversation pattern was carried out especially if the conversational actors were not siblings, and the conversations were not carried out between and by fellow family members, and the relationship between the conversational actors was relatively lacking or not familiar. if presented in diagrammatic form, the speech shift pattern was shown in the following image below. turn-taking in conversation pattern (2): speaker a: speaker b: speaker c: speech turn taking pattern in an official conversation turn-taking in conversation when the madurese pendalungan community in jember conducted official oral communication, the pattern was that there were little gaps in speech, and no overlapping events occurred. if there were two or more people involved in the speech, and some of them are speaking at the same time (intentionally or unintentionally), immediately apologized and invite the previous speaker to continue his speech, because this was considered something unusual. speech overlaps were not common in turntaking in conversation. if there was a gap for a few seconds, the speech participants still waited for the speaker to continue his speech until it was finished. this could be seen in the following abhâk-rembhâk oral communication. abhâk-rembhâk (discussion) is a type of oral communication commonly carried out by the madurese pendalungan community in jember with the following characteristics: it occurred in a certain place, took a place in an atmosphere of official communication, the topic of the speech was planned in advance and could not change, closed speech participants (not everyone can become speech participants), the length of the conversation was relatively longer than tor-catoran and smoke, and the purpose of communication was to discuss and solve problems. the transcription of the speech in the abhâkrembhâk program, among others, was as follows. context: abhâk-rembhâk takes place among chief (a), secretary (b), treasurer (c), and member (d) of ḍibâ’ organisation. topic of abhâk-rembhâk was organizational consolidation, taking place at home where the social gathering of ḍibâ’ reading. turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 371 conversation: b: kalaban asokkor ḍâ’ pangèran, sè ka’ḍimma kalabân nikmad-dhâ, panjhennengngan sadhâjâ bisa akompol. sè ka’ ḍimma ḍibâ’ sè bân arè satto sakalèyan. samangkèn ghilirânna pa’ salè. è ḍâlem memperingati kalahiranna nabbhi muhammad shallallahu alaihi wasallam. kalabân pangarep adhâddhiyâghi amal saèngghâ ngaollè syafa’at. parlo èkaonèngè acara panèka acara tahtim, èngghi panèka ḍibâ’ sè terakhir. ḍâri kaulâ cokop. kaulâ masra’aghi ḍâ’ katowa mungkin bâḍâ sè parlo èsampè’aghiyâ. [thank god for his blessings so that we can all gather in the diba' event once every saturday. today it is pak saleh's turn, in order to commemorate the birth of prophet muhammad saw. hopefully this activity becomes a charity so that we get intercession. it should be noted that the event this time is a tahtim event, the last diba' event. next, i will submit it to the chairman if there is something to be conveyed]. a: assalamualaikum warahmatullahi wabarakatuh. [may the peace, mercy, and blessings of allah be with you] d: walaikum salam... [ and unto you peace..] a: bismillahirrahmanirahim, alhamdulillahirabbil’alamin, wasshalaatu wassalamu ‘ala ‘asrofil anbiya walmursalin walhamdulillhirabbil’alamin. para bapa’ èbhu malar moghâ sè maos tor sè mèyarsa’aghi ngaollè safa’at. amin. atas nama katowa mator sakalangkong ḍâ’ sadhâjâ peserta sè hadir. parlo èkaonèngè kompolan ḍibâ’ samangkèn malem terakhir. mènggu sè bhâkal ḍâteng molaè ḍâri aḍâ’ polè. ḍâ’ na’-kana’ manabi sè ngèrènga, ngèrèng manabi pèra’ sè acaca’a jhâ’ ngèrèng sakalè. sè aḍibâ’ ghi padisiplin. manabi acaca’a ghi pamarè ḍibâ’. è ḍâlemmanna pelaksana’anna ḍibâ’. baca’an ḍibâ’ bâḍâ sè tasalèp. bâḍâ se korang. ghi ngèrèng ajhâr. heri, bakri. [in the name of allah, the most beneficent, the most merciful . praise be to allah, the lord of the universe, the salutations and peace upon you o messenger of allah. ladies and gentlemen who read and listen hopefully get intercession. on behalf of the chairman, i would like to thank all the participants who attended. please note that today's diba' meeting is the last night. next week, it will start all over again. to the children who are coming, but for those who just want to talk, bambang wibisono & akhmad haryono 372 joall (journal of applied linguistics and literature), 7(2), 2022 it is better not to come at all. those who participate in diba' should be disciplined. if you want to talk, preferably after being read '. in the implementation of diba', some reading is exceeded. there is something missing. heri, bakri. let's all study.] c: arèsanna nèka èteptebbhâghiyâ samangkèn napa ḍâgghi’ân? [will the amount of this arisan be determined now or later?] d: sapolo èbuwân (simultaneously) [the amount of the arisan (fee for regular social gathering like a lottery club) is ten thousand rupiah.] c: ghi peserta saroju’ ca’na rèng madhurâna pon asaor mano’ jhâ’ sapolo èbuwân. arèsanna nèka èteptebbhâghiyâ sapolo èbu ropèya, ekkassa lèma èbuwan. parlo èkaonèngè nèka è ḍâlem ḍibâ’ nèka ta’ kèngèng ècampor. dhâddhi saompama kaulâ kalabân wadi. dhâddhi ta’ ollè èpakompol, tako’ èkasokanè bân sè laèn. parlo èkaèmodhi, mon bâḍâ rèng seppona kalabân potrana ta’ kèngèng èpakompol. manabi taḍâ’ tambullâ ta’ anapa. dhâddhi ta’ èkaberrâ’, dhâddhi ta’ sampè’ èso’on. sè parlo nèka kompolla. mengenai ghilirânnèpon, insya allah ghellâ’ katowa pon adhâbu pon mator jhâ’ nèka èpaprèiyâ ḍu kalè. bâḍâ sè èso’on heri dhâddhi tarètan bakdi la-ngalaè. dhâddhi ḍu kalè èpaprèiyâ. ka satengnga bulân agghi’. kèrana saka’ḍinto bhâi. mungkin bâḍâ sè èsampè’aghiyâ; usulan ponapa partanya’an? [okay! participants have agreed. already answered together that the fee is ten thousand. the arisan is set at ten thousand rupiah, while the cash is five thousand. please note that this diba' (between children and parents) should not be carried out together. so, if i (father) and wadi (son) are members, the implementation of the diba' should not be combined. even if there is no treat, it's okay. so don't be a burden. the important thing is togetherness. regarding the turn, god willing, the chairman has already said that the implementation of diba' will be closed twice. the next implementation is asked by heri. so brother bakdi gives in. closed twice. starting again half a month from now. just like that. maybe anyone has any suggestions or questions?] the turn-taking in conversation pattern in the abhâk-rembhâk data quotation, if simplified, can be described as follows. the speech begins with b, is continued by a, and d responds to it sequentially and alternately, without any activity to interrupt the speech of the other speech participants. b: ... kaulâ masra’aghi ḍâ’ katowa... turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 373 a: assalamualaikum.... d: walaikum salam... from this description it is known that the turn-taking in conversation pattern when the madurese pendalungan community in jember conducts official oral communication, the pattern is that there is little pause or gap in speech, carried out sequentially in a linear fashion, and there are no overlapping events of speech. the pattern description is as follows. turn-taking in conversation pattern (3): speaker b: speaker a: speaker d: turn-taking in conversation and cultural intervention in it the transfer of speech in a conversation is not officially regulated. the change of role from a speaker to a listener and occurs naturally according to unwritten norms agreed upon by the participants of the conversation. in an adult conversation, participants usually know when to speak and when to stop talking and allow other people (his partner) to speak. if this convention is violated, there will be "sanctions" from other conversation participants. people who violate these rules are considered impolite, monopolize the conversation, want to win themselves, or even be branded as a braggart (trahutami 2012). the pattern of communication between people symbolizes how the exchange of knowledge about culture (ali, kazemian, and mahar 2015); (saepullah 2021) (szkudlarek et al. 2020). in intercultural communication, communication is seen as a process in which a person (the communicator) conveys stimuli (usually symbols in the form of words) to change the behaviour of others (bambaeeroo and shokrpour 2017). communication involves all procedures through which one person's mind can influence another. intercultural communication is the process of exchanging thoughts and meanings between people of different cultures (bin-tahir, bugis, and tasiana 2017). when communication occurs between people of different nationalities, racial groups, or language communities. intercultural communication basically examines how culture affects communication activities. community members live in a system that is already mechanical, rigid, and social relations are determined based on the interests of each community's interests. in general, modern society has a higher level of education than transitional societies so that they have broader knowledge and a more rational mindset than all previous stages of people's lives, although bambang wibisono & akhmad haryono 374 joall (journal of applied linguistics and literature), 7(2), 2022 sometimes formal education is not enough to bring people to that level of knowledge and mindset. turn-taking in conversation becomes a language instrument in the process of interpersonal communication with different cultural backgrounds. culture and communication have a reciprocal relationship. culture affects communication, and communication affects culture. language is one of the cultures used as a means of communication between members of the community in the form of sound symbols produced by human speech. the purpose of language is to convey the intent or will to the interlocutor (seken 2011). in the process of intercultural communication, symbols and language receive attention to be known. emphasis on nonverbal messages on verbal messages can complement and colour messages, so that they are easily interpreted by the messenger to the recipient of the message through symbolized messages such as language, images, colours, gestures, and artifacts. misunderstanding in interpreting messages often occurs, because the messenger (communicator) does not understand the cultural background of the recipient of the message (the communicant) or is wrong in using the channel or place where the message passes (budiyasa 2018). the findings of this study have similarities with the previous studies that both reveal the concept of politeness. as for what distinguishes it from previous research, previous research revealed the use of honorifics seen from the use of speech level and the factors behind it, while the research specifically resulted in the finding that it is very important to obey the turn-taking of speech as a form of implementation of the use of honorifics in the jember and surrounding areas based on factors of differences in age, role, position, and social status in society. the results of this study are expected to be a reference in increasing insight into speech forms and speech transfer in a multi-lingual society, so that a form of understanding between communicators can be realized. thus, it can affect the achievement of communication goals between the two parties. conclusion from the research analysis, it can be concluded that the turn-taking in conversation is culturally specific. in connection with the turn-taking in conversation pattern that applies to the madurese pendalungan community in jember, at least, there are two patterns of turn-taking in conversation that are demonstrated: (1) the speech trun-taking pattern when communicating verbally informally or informally (asapa'an/greeting and tor-catoran) and (2) patterns when communicating in a formal or official manner (abhâk-rembhâk). when greeting each other (bm: asapa'an) and having a casual conversation (bm: tor-catoran), two patterns apply, namely: (1) a pattern without gaps, and turn-taking in conversation politeness in madurese community in jember joall (journal of applied linguistics and literature), 7(2), 2022 375 overlapping speeches, and (2) a pattern without gaps, without overlapping speech. when the abhâk-rembhâk (discussion) event, the pattern is that there is little gap, and there is no overlapping event of speech. if there are two or more people involved in the speech, and some of them are speaking at the same time (intentionally or unintentionally), immediately apologize and invite the previous speaker to continue his speech. this was since such an incident was considered something unusual. this turn-taking in conversation pattern is important to know, especially to be understood by outsiders of jember, as a matter of consideration when conversing with jember madurese. based on the findings of this study, it can be recommended that the application of speech turn transfer is very important to be fulfilled so that communication can run well without misunderstandings. acknowledgments we would like to express our deepest appreciation to rector of university of jember and the head of institute the research and community service of university of jember who have provided this research group grant to produce an output of this scientific manuscript. furthermore, we would also like to acknowledge with much appreciation the dean of faculty of cultural sciences, and the head of master of linguistics department, who have 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(1996). pragmatics. 1st ed. hongkong: hongkong: oxford university press. the authors prof. dr. bambang wibisono, m.pd., was born in blitar, 09 april 1960. in 2005 he earned a doctorate in language education with a focus on language behavior studies with an ethnographic communication approach. from 1985 until now he has been a lecturer at the faculty of cultural sciences, university of jember. his research interests include language research. to develop his professionalism, he has written several articles published in accredited national journals international journals, and several books with isbn. prof. dr. akhmad haryono, m.pd. was born in jember. in 2013 he got his phd of humanities focused on sociolinguistics study and communication ethnography. from 1998 up to now he has been a lecturer at faculty of cultural science, university of jember. his research interest includes social humanities, especially on the study of language and ethnic culture. he obtained the title of professor in sociolinguistics (ethnography of communication). journal of applied linguistics and literature, vol 6(2), 2021 208 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.13667 the perspective of sla principles of materials analysis on a thematic english textbook for sixth-grade elementary school 1camalia fatih nida 1universitas airlangga corresponding email: camalia94@gmail.com abstract this study attempts to explain the materials of the thematic english textbook entitled “grow with english” for sixth grade by reflecting the sla principles. therefore, it could be useful as a preliminary step before conducting a textbook evaluation. this article used a qualitative research method with the focus of content analysis. the writer derived the results by responding to the materials analysis proposed by littlejohn (2011) regarding three main questions (1) what is the learner expected to do?, (2) who with? and (3) with what content?. each question depicted certain criteria that elaborate the elements of those three questions to outline coursebook materials. moreover, to complete the analytical of textbook task-based analysis, the writer used the concept of ten sla principles as suggested by ellis (2005). the results showed that gamebased tasks and consciousness-raising tasks are effective in supporting l2 acquisition since they derived both explicit and implicit knowledge. this study is limited on the scope that only focuses on a preliminary stage before conducting an in-use evaluation. the findings of this study could be a consideration and reference for efl teachers, creators of english coursebook materials, and english coursebook policymakers, especially in indonesia to put more attention on the importance of sla principles in the textbook’s materials that can support students’ l2 acquisition. keywords: sla principles, english textbook analysis, efl, materials analysis introduction a textbook or a coursebook is designed to guide language learners to enhance their communicative and linguistics competence (sheldon, 1987). numerous aspects of materials in a textbook have long been regarded as the pillar of https://doi.org/10.33369/joall.v6i2.13667 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.13667&domain=pdf https://orcid.org/0000-0002-3145-8204 camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 209 language pedagogy (tomlinson, 2012). the language teaching process requires textbooks to give cohesion by providing direction and to support the practice of task-based activities for students (mares, 2003). furthermore, cunningsworth (1995) defined that textbooks can form an effective and quick language learning process. from those significances and functions of textbooks, this study urges to analyse the materials of english textbooks for elementary schools, specifically sixth graders as in this stage, the students need to prepare for the next level of english learning in secondary school. in this paper, the term used is “analysis” instead of “evaluation”. what it means by analysis is that it more concerns to look for what is there (littlejohn, 2011) than evaluation which emphasizes discover whether one is seeking and if it is there, then put a value on it (mcgrath, 2002). in the indonesian context, the pedagogical system is dynamic. the national curriculum has been formed to be the current curriculum or k-13 (kurikulum 2013). english language teaching (elt) is still unconfirmed to be a compulsory lesson at elementary school levels; however, many elementary schools in indonesia have implemented elt as a local subject. hence, it is necessary to know how materials depicted in english textbooks for sixthgrade students could conclude six years of l2 learning. this stage of analysis can be a preliminary step before doing a materials evaluation. according to that, this study tried to reveal some suitable methods in the textbook to provide an effective l2 learning process for students and teachers. derived from nikolov & djigunović (2006), the curriculum of primary efl education needs sla practices to be constructed to support both affective and cognitive developments. furthermore, sla practices were crucial to assist motivation on learning a language over six years in primary schools (nakata, 2009). this study aimed to arrange the outlines of the english textbook "grow with english" for sixth grade by using sla principles and to reveal how the english textbook content reflected second language acquisition principles. this textbook was published by a local publisher named penerbit erlangga and written by mukarto, sujatmiko, josephine s.m, and widya kiswara. "grow with english" is an english textbook for sixth-grade elementary students and has been used in several schools in indonesia. the writer particularly chose this book because the publisher, penerbit erlangga, is a trusted publisher that has been chosen by education authorities as a supplementary book for teachers and students. moreover, this brand consecutively achieved the top brand in the category of education books (detik.com, 2021). furthermore, aydawati (2005) stated that local coursebooks in indonesia are too focus on reading; it neglects demands in the listening section and discourses of native-like speaking. the perspective of sla principles of materials analysis on a thematic english textbook… 210 journal of applied linguistics and literature, vol 6(2), 2021 second language acquisition can be used to give insights regarding some strengths and weaknesses as the development of language learning materials (cook, 1998). it was noted from (ellis, 1997) that sla principles were presented to define and criticize materials design features by analyzing materials that can be categorized “in harmony with how learners learn”. later, ellis (2005) suggested ten principles of sla to help researchers sort out the needs of the l2 learning process. those principles paid attention to instruction’s role to guide learners in l2 acquisition from the task-centered study. principle 1 encompassed the instruction's necessity to confirm learners' development in the proper repertoire (fluency) and competency-based on grammatical rules. principle 2 emphasized the meaning-focused needs be applied in the learning process. principle 3 represented the importance of focus-on-form. principle 4 related to the equal importance of implicit (acquisition) and explicit (learning) knowledge of l2 development in the l2 learning process. principle 5 reckoned the learners' built-in syllabus which derived from krashen that task-based approach was not trying to adopt linguistic content in the lessons assures that learners are ready to obtain certain target features and centralize explicit knowledge instead of implicit knowledge. principle 6 referred to extensive l2 input that is necessary to gain effective learning. meanwhile, principle 7 took an account of the importance of output. principle 8 related to l2 proficiency that intertwines with interaction in the learning process for l2 learners. principle 9 ensured that individuals are different when acquiring l2; thus, the motivation and capability of learners may require different learning styles which are beyond most teachers' ability. finally, principles 10 considered that the assessment aspect is crucial to measure l2 proficiency freely or in a controlled way. materials analysis in english textbooks in language teaching becomes the framework for this research. three questions proposed by (littlejohn, 2011) are the tools to break down the materials. to identify each element in the materials, littlejohn divided them into tasks analysis: what is the learner expected to do? who with and with what content?. furthermore, littlejohn explained that those three questions were suitable and comprehensible for analysing language acquisition since they would break down the constituent of the tasks to reveal which tasks matched learners’ language input. in addition, the three main aspects mentioned earlier could construct the concept about how tasks were able to process which way to go for learners and teachers, with whom the participation in the classroom concerning learners must work, and about what content the learners had to concentrate on. even though studies focused on english textbooks had previously been conducted (dang & seals, 2018; ko, 2014; mukundan et al., 2011), the majority of their purposes were mainly to evaluate the content. mukundan et al., (2011) explained the evaluation of textbook with the purpose to help students camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 211 and efl teachers in malaysia to get positive change. it evaluated the textbook to be more reliable and practical by using a checklist. moreover, the evaluation process in the english textbooks had been done by dang & seals (2018). they evaluated the textbook concerning sociolinguistics aspects in vietnam such as teaching methods, bilingualism, intercultural communication, and variations of language in the textbooks which had been proposed by vietnam’s ministry of education. in addition, ko (2014) investigated the design of english textbooks and suggested that it could be a more modern design to suit communicative grammar learning. ko criticized the textbooks did not reflect communicative language teaching principles. meanwhile, in indonesia, some studies about english textbook evaluation had been done by focusing on efl textbook evaluation of high school english textbooks (ayu & indrawati, 2019). they tried to find out the task distribution and its correlation with the objectives of curriculum 13 of the book. as a result, there were some points that did not match the claim. another article about english textbook evaluation had been done by (anshar et al., 2014). the article tried to depict reflective evaluation with more emphasis on vocabulary teaching and learning as a language aspect of buku sekolah elektronik (bse) or english electronic books for junior high school which published by indonesian government. the study revealed that from several aspects including the criteria of english textbooks in terms of physical appearance and content of the textbooks, anshar mentioned that both textbooks (english electronic books (bse) ‘textbook (t1)’ and ‘textbook 2 (t2)’) needed some improvements on how to design the activities and to add some proper supporting aids for the teacher. the research notion of english textbooks designed accordingly to sla principles is still limited. hence, this study offers a perspective in analysing materials of english textbooks in elementary school by using sla principles especially for l2 learners in the early stage. this analysis was a preliminary step before conducting the evaluation. therefore, this study came up with the research question: (1) to what extent does the thematic english course "grow with english" for sixth-grade elementary students apply the sla principles? (2) what kind of tasks do sla principles reflect? methods subject this research used the english textbook for sixth graders namely "grow with english" published by erlangga publisher in 2017. this book was confirmed to be essential since most public elementary schools in indonesia applied this book as a supplementary book. this study used a qualitative research method that focused on content analysis. bogdan (2003) stated that descriptive is in qualitative research in which the data are taken from documents, audio or the perspective of sla principles of materials analysis on a thematic english textbook… 212 journal of applied linguistics and literature, vol 6(2), 2021 video recordings, transcripts, pictures, words, etc. because this paper dealt with materials analysis, it derived the descriptive qualitative research design. this study adopted the framework of three ‘level’ analyses from littlejohn (2011). regarding that, level 2 mentioned three questions to break down the materials analysis which illustrated a deeper level of analysis of what the users required to gain what the importance of materials' aspects is. at this level, it was needed to carry deductions of what exactly teacher and student needed to do. the three questions such as what is the learner expected to do? who with? and with what content? were used to divide the materials into the elements of the tasks. the purpose was to create an exact meaning of what a 'task' is. meanwhile, level 1 explained an objective description of what is there, this level outlined subjective selections of materials' objective facts e.g. description statements, materials' physical aspects, and instructional sections of the main steps. the general summary of level 1 and level 2 was in level 3. it carried materials' underlying principles and concluded the roles designed for teachers and students. data analysis procedures the writer selected one chapter of the materials in the textbook, the chosen unit was “unit 1” with a theme named “i had a great holiday”. since the chapters in the textbook consisted similar set of materials, the writer chose any chapter randomly as a sample that represented the whole contents of the textbook. first, the writer separated a set of book’s contents with the tasks per chapter following from littlejohn (2011). in many cases, a set of tasks may coordinate into one numbering. for example: “read the text and answer the following questions”. it was found that there were 13 tasks in chapter 1. then, the 13 tasks were put into tables and analysed using a task analysis schedule derived from littlejohn (2011). second, the writer used three main questions from littlejohn to identify where the boundaries of the task occurred and to acknowledge the process, participation, and content of the task materials. next, the writer managed to use features to elaborate the three questions with the purpose to reveal the best method in language learning that was reflected in the perspective of sla principles proposed by ellis (2005). it was natural that materials’ designers had an assumption about teachers’ and students’ roles in the classroom that reflected in the textbook, consequently, the writer used sla principles to know thoroughly which certain task activity that could help teachers and students to achieve effective language learning process. findings camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 213 the data were analysed using materials analysis proposed by littlejohn (2011) related to three main questions for analysing the tasks. the first question was what is the learner expected to do?. this question was concerned with the process of learning which emphasized the focus on the detail of what actually the learners expected to do from the tasks given. this question consisted of three branches such as turn-take, focus, and mental operation. turn-take covered the class activities, what students’ role in the classroom discourse that they were expected to get; it could be they were expected to initiate language, to respond or they did not need to do any actions, for instance: listening to teacher’s explanation. focus related to form of tasks; whether students were asked to do practice, to do comprehension exercises, or to make some reports. the next section was a mental operation, it required mental process when doing the tasks. for example, in the tasks’ description, students were demanded to follow sequences of tasks in the details of materials; it could be making some repetition, reproducing sounds, interpreting the meaning of language, writing a text, and so on. the second question suggested by littlejohn (2011) was who with?. this section referred to with whom the students work, and if they are in pairs, groups, or individuals. finally, the last question was with what content? the nature of content related to input to be covered in the tasks and obtained output in what learners expected to do. input for learners could be written or spoken tasks, pictures, sequences, stories, and so on. the expected output for learners could be giving respond, filling the blank, answering questions, matching items, circling the pictures, singing a song, and so on. in the content, it looked for the nature and source of the materials. nature meant that whether the tasks include grammar explanations about vocabularies or the use of certain expressions. source related to the beginning of how the tasks presented. it could be from the text or dialog in the materials, from teachers’ presentation, or from students’ presentation from their research. english coursebook "grow with english" consists of six units and 12 to 13 tasks per unit and in short, there are 72 tasks identified. although each unit has a different theme, the pattern and formula of task activities and descriptions are similar. therefore, the writer chose one unit randomly to investigate thoroughly using tasks analysis schedule as presented in table 1, 2, 3, 4, and 5. unit 1 was chosen with the theme "i had a great holiday". task activities that reflected sla principles were identified with plus (+) sign, minus (-) sign when it was otherwise, and cross (x) sign when none of them presented. the perspective of sla principles of materials analysis on a thematic english textbook… 214 journal of applied linguistics and literature, vol 6(2), 2021 table 1: turn-take tasks analysis of “grow with english” by penerbit erlangga using task analysis schedule derived from littlejohn (2011) task number 1 2 3 4 5 6 7 8 9 10 11 12 13 (1) what is the learner expected to do? a. turn-take a. initiate language ▪ e.g., write a text according to lessons that are taught, make questions, text, or list. x x x x + x x + x + x x x b. produce response (scripted) ▪ e.g., answering direct questions, comprehend questions, drills + x x + x x + x + x x x c. not required action or no direct interactive activity ▪ e.g., read, listen to the explanation x x x x x x x x x x x total value +1 -2 0 0 +2 -1 0 +2 0 +2 0 0 0 table 1 presents one of three questions proposed by littlejohn "what is the learner expected to do?". in the turn-take section, almost all coursebook content did not push students to initiate l2 by their own words, except task 5 (produce dialog) and task 10 (game-based tasks). in game-based tasks and practice dialog, students were asked to produce l2 expressions from pictures shown. the rest of the unit 1 task activity merely followed directions and produce a scripted response. therefore, (x) signs are shown frequently. instructions were needed to provide opportunities for learners to initiate language without neglecting meaning-based and focus on form as depicted in sla principles from an early age. camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 215 in the elements of produce response, almost all task activities present a good approach to trigger students' attention to understand the context of the tasks. meanwhile, one activity in task number 2 that only conducted mechanical drills which had a probability that the input of l2 learning did not affect the process; it is indicated by minus (-) sign. in contrast with task number 2, tasks number 8 and 10 emphasized pushing students' ability to gain knowledge from the content materials such as practicing dialog, walking around, and asking friends about their holiday. no required action sessions are depicted in the coursebook several times. however, each task activity consisted of two performances, for example, listen and do, and listen and talk. when the task description consisted of two points, it was considered that action was required. furthermore, task-based analysis in focus sessions is presented in table 2. table 2. focus tasks analysis of “grow with english” by penerbit erlangga using task analysis schedule derived from littlejohn (2011) task number 1 2 3 4 5 6 7 8 9 10 11 12 13 b. focus a. language system ▪ e.g. practice patterns or forms of language (adjectives, expressions, etc.) x + + x + + + x x + + x + b. meaning ▪ e.g. tasks comprehension + + + x + x + x x x + + + c. meaning/form relationship/system ▪ e.g. activity includes consciousness learning; fill the blanks x + + x x x + + x + + + + total value +1 +2 +3 0 +2 0 +3 +1 0 +2 +3 +2 +3 table 2 shows the analysis of meaning-centred materials, it indicates whether a certain type of task activity reflects sla principles or not. the perspective of sla principles of materials analysis on a thematic english textbook… 216 journal of applied linguistics and literature, vol 6(2), 2021 regarding learners' benefit when doing the tasks, the results indicated that most tasks triggered learners' attention which affected their motivation to enhance l2 performance. in language practice elements, there were 8 areas that are considered can enhance students' l2 comprehension because they included an activity where students could get involved to practice language patterns and forms. other forms of meaning comprehensions were depicted in tasks in which learning activity adopted consciousness-raising performances such as fill in the blanks, match correct answers, and so on. align with sla principles that emphasized meaning-based, the result of this section of schedule task analysis was proper enough to support learners' learning process. table 3. mental operation tasks analysis of “grow with english” by penerbit erlangga using task analysis schedule derived from littlejohn (2011) task number 1 2 3 4 5 6 7 8 9 10 11 12 13 c. mental operation a. express own ideas x x x x x x x + x x x x x b. mechanical drills ▪ e.g. repeating what is heard, listening practice x x x + x x x x x c. meaningful drills ▪ e.g. answering relatable questions (unscripted) x + + + x x x + x + + x x d. hypothesize ▪ e.g. guess the meaning x x + x + x + x + + + + + e. apply general knowledge ▪ e.g. select the correct version; true/false x + + x + x + x x + + + + total value 0 +1 +3 0 +1 1 +2 +3 +1 +3 +3 +2 +2 mental operation related to learners' mentality when processing l2 information. most mental operation aspects had been delivered clearly. there camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 217 were four elements that could sort out learners' needs such as expressing own ideas, conducting mechanical and meaningful drills, and applying general knowledge. it was necessary to apply those four aspects to increase students' ability in performing l2, but apparently in the coursebook, there was one thing which was left out and not being able to be applied to express students’ idea. meanwhile, this aspect was crucial to practice l2 comprehension. students needed to produce language and express ideas so that teachers could measure the output of l2 learning. furthermore, mechanical drills deduced input because it only focused on repetition without knowing the meaning of expressions or sentences which reflect sla principles; hence minus (-) signs are shown. other aspects such as meaningful drills, hypothesizing and applying for general knowledge supported l2 learning in task activities. table 4. participant involved task analysis task number 1 2 3 4 5 6 7 8 9 10 11 12 13 (2) who with? a. learners work individually x x + x x x + x + + + + + b. learners pair/group work x x x x + x x x x x x x x c. teacher to students ▪ e.g. teacher performs question and answer sections + + x + x + + + + + + + + total value +1 +1 +1 +1 +1 +1 +2 +1 +2 +2 +2 +2 +2 regarding participants in the learning process, the second question proposed by littlejohn had been used to outline with whom the l2 learners conduct the l2 learning process. table 4 presents the result of task analysis concerning the participant structure. in the coursebook, it had been found that most of the time, learners worked individually, and the teacher instructed students to do task activities. although these activities could be beneficial for l2 learners, they did not maximize the learning process. pair and group activities had been neglected frequently unless for one particular activity in task number 5 where the students were asked to perform dialog and asked one another about their holiday. pair and group work activities had a high potential for interaction and negotiation of meaning in the l2 learning process. accordingly, pair and group work activities would be better for the perspective of sla principles of materials analysis on a thematic english textbook… 218 journal of applied linguistics and literature, vol 6(2), 2021 engaging l2 learners to exchange ideas and enhance materials comprehension when english coursebooks are more focused on pair or group work in task activity. it is in line with what suggested by ellis about sla principles which related to the importance of interaction in learning process to boost l2 proficiency. table 5. content materials task analysis task number 1 2 3 4 5 6 7 8 9 10 11 12 13 (3) with what content? a. form (a) learner’s input ▪ e.g., visual (pictures, game), written (coherent text), aural (listening sessions) + + + + + + + + + + + + + (b) learners expected output ▪ e.g., match items, tick the correct answer, true/false, fill in the blanks, read connected sentences + + + + x + + + + + b. source (a) dialog/text materials + + + + + + + + + + + + + (b) learners ▪ e.g., doing presentation x x x x x x x x x x x x x (c) teacher ▪ e.g., facilitate tasks instruction + + + + + + + + + + + + + c. nature (a) non-fiction x x x x x x x x x x x x x camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 219 task number 1 2 3 4 5 6 7 8 9 10 11 12 13 (b) fiction x x (c) game/chant x x x x x x x + x x x (d) song x x x x x x x + x x x x x total value +2 +3 +3 +1 +3 +2 +3 +4 +3 +5 +3 +3 +3 table 5 presents content analysis which more emphasized input and output for learners in the l2 learning process. a complete task facility was a pervasive input to learn l2. overall, the task in each unit consisted of activities that could help students absorb the content of the materials. however, the expected output was lower than the input. the expected output was limited due to the type of required output in the controlled and dictated tasks. learners' l2 acquisition would get maximum output if extensive input facilitated learners to perform l2 practice more flexibly. the nature element presented that everything still in control except the fiction aspect that had a probability to deduce sla principles, coursebooks should involve more task activities about learners’ personal experience (non-fiction) to enhance their l2 learning motivation. summary of result analysis table 6. final result analysis from task analysis sheet task number 1 2 3 4 5 6 7 8 9 10 11 12 13 (1) what is the learner expected to do? +2 +1 +6 0 +5 -2 +5 +6 +1 +7 +6 +4 +5 (2) who with? +1 +1 +1 +1 +1 +1 +2 +1 +2 +2 +2 +2 +2 (3) with what content? +2 +3 +3 +1 +3 +2 +3 +4 +3 +5 +3 +3 +3 total value 5 5 10 2 9 1 10 11 6 14 11 9 10 table 7. sample of content presented in the textbook task number instruction and task description materials 1 look and answer. 1. whose family is it? 2. where are they? 3. what are the girls wearing? the perspective of sla principles of materials analysis on a thematic english textbook… 220 journal of applied linguistics and literature, vol 6(2), 2021 task number instruction and task description materials (teacher points out the picture of dana’s family and asks students to answer questions) 4. what is the man holding? 2 read aloud. (teacher asks students to read aloud to the text after they listen to the recording about the text and focus to students’ pronunciation) a. it was fun. i had a fun holiday. b. it was tiring. i had a tiring holiday. c. it was great. i had a great holiday. d. it was boring. i had a boring holiday. 3 listen and draw lines. (teacher points out the pictures and asks students to read the first sentence. after that, the students listen to the recording and match the pictures with the sentences) 1. (a picture of a kid who is smiling) 2. (a picture of a kid who is tired) 3. (a picture of a kid who is smiling) a. it was awesome. b. it was great. c. it was tiring. 4 say a chant. (teacher guides students to repeat a chant) really? it was great! really? yes, it was. it was tiring. really? yes, it was. it was fun! really? yes, it was. it was boring. really? yes, it was. 5 listen and talk. (teacher gives instructions and asks students to practice the dialog. after that, students are asked to walk around the class and ask friends to make dialog about their holiday. the theme of the dialog can vary) nurul: hi, seta. how was your holiday? seta: it was awesome. how was your holiday, nurul? was it great? nurul: not really. i had a tiring holiday. a. boring b. tiring c. great camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 221 task number instruction and task description materials d. fun 6 listen and do. (make a chant about the expressions) a. scrub the floor. b. climb a tree. c. dust the sofa. d. wash the car. 7 listen and tick (√) (teacher plays the recording and asks students to tick the correct choice that relates to the questions) 1. how was seta’s last holiday? a. (a picture of seta is dancing) b. (a picture of seta is boring) c. (a picture of seta is ill) 2. how was rafa’s family’s holiday? a. (a picture of rafa’s family is doing exercise) b. (a picture of rafa’s family is watching tv) c. (a picture of rafa’s family is on a trip by car) 8 sing a song. (first, teacher asks students to sing a song together. then, teacher asks about students’ holiday one by one, the students should answer and initiate language using rhymes of the song) last holiday (sung to the tune of ‘here we go ‘round the mulberry bush’) i travelled around and i played football. last holiday, last holiday i climbed a tree and i learned to swim. my holiday was fun. i stayed at home and i cleaned my house. last holiday, last holiday i washed the car and i scrubbed the floor. my holiday was tiring 9 listen and write. (teacher plays the recording and gives instructions for students to answer the questions) 1. what is the boy’s name? 2. how many toy cars did dana give tigor? 3. when did dana go to malang? 4. how did she visit there? 5. what did she visit there? the perspective of sla principles of materials analysis on a thematic english textbook… 222 journal of applied linguistics and literature, vol 6(2), 2021 task number instruction and task description materials 10 play a game. (teacher invites students to do a board game. then, teacher explains the rules and points out each picture. students do rock-scissor-paper and proceed the game) start > picture 1 (a boy is cleaning a chair) > picture 2 (a family is going to the trip by car) > picture 3 (instruction to move 4 steps forward)… 11 read and draw lines. (teacher explains the task and asks students to match the sentences above as a cause and sentences below as an effect) 1. i forgot my umbrella. 2. there were so many visitors. 3. it was raining hard. 4. made was not well. 5. seta was not careful. 6. meilin did not have breakfast. 7. we did not get train tickets. a. we stayed home and watched tv. b. he did not go to school. c. the museum was very crowded. d. she had a stomachache. e. we travelled by car. f. i got wet. g. he hurt his finger. 12 read and write ‘yes’ or ‘no’ (teacher gives instructions about the tasks and does example for the notices with yes/no answers. then, students can do the rest of the tasks) notice 1 batu transport museum opening hours: ticket counters: 11.00 am – 7.30 pm visiting hours: 12.00 – 8.00 pm notice 2 monday – thursday 10.00 – 18.00 friday 11.00 18.00 saturday – sunday 10.00 – 18.00 last admission 17.15 closed: december 24 to 26 yes or no 1. the transport museum is in batu. camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 223 task number instruction and task description materials 2. the ticket counters open at 12.00. 3. you may enter the museum after 17.15. 13 read and write. (teacher asks students to read the text. then, teacher gives example to complete sentences number 1. students may do the rest of the tasks) a. car b. went c. tickets last holiday my friend and i (1) …. to malang. we wanted to go by train but we did not get the (2) ….. so, we travelled by (3) …… overall result analysis shown in table 6 informed the certain pattern to signify task-based analysis with sla principles approach. task number 10 had the highest value to direct student attention in performing the l2 learning process. task number 10 was game-based learning that consisted of both explicit and implicit learning. it indicated that not only students could have fun during the acquisition process, but they also conducted explicit learning. for example, they would remember certain expressions related to adjectives lessons they attempted to acquire in the previous lessons. moreover, the total values are even for task number 3 (choose the correct expressions), 5 (produce dialog), 7 (choose the correct answer), 8 (sing a song that urges them to initiate language in this activity based on their own experience), 11 (choose the correct answer), 12 (true/false) and 13 (fill in the blank). it means several types of tasks are proper enough to support students' l2 learning process. besides, task number 6 that asked students to make a chant session had the lowest score in this analysis. for sixth-grade elementary students, this kind of task lacks in absorbing students’ comprehension because the materials might wash over them and have a high potential to be forgotten afterward. it would be better if they initiated to make a short presentation or explanation with their own words or ideas. discussions the result analysis has shown the actual need for developing the content of the english coursebook which encompasses sla principles. several factors have already been highlighted. to be specific, extra attention to extensive input is necessary to enhance expected output in l2 learning. the result was the perspective of sla principles of materials analysis on a thematic english textbook… 224 journal of applied linguistics and literature, vol 6(2), 2021 supported with the analysis of the findings of guilloteaux (2013) regarding the importance of extensive input (interaction) in materials of english textbooks applied in korean middle schools that could affect the output. hence, an extended output is needed. guilloteaux’s research found that three out of five sampled english coursebooks were suitable with sla principles. moreover, related to the result of this study that game-based task gained high score in analysis to the reflection of sla principles, the previous study which had done by harsono (2015) mentioned that materials should draw attention and attract students to feel ease to learn more, so the tasks could push students to achieve self-investment in learning l2. the relationship between sla and l2 pedagogy has always been a growing area of the language learning process. align with the variable of this research study which emphasized the roles of teachers, nassaji (2012) researched the same topic by distributing a questionnaire to hundreds of esl and efl teachers. the findings showed that most of them believed sla criteria are beneficial to improve l2 teaching. however, teacher training experience was as important as the aspect of sla knowledge in the research. furthermore, nassaji outlined several crucial points related to the teachers and sla relationship because teachers had to give some insights about their expectations to gain sla research and some topics to be investigated. moreover, this study related to richards (2006)’s study focused on the impact of sla research on materials development. richards emphasized the importance of interaction and meaningful communication to be facilitated in l2 learning with the purpose to reach effective classroom learning so that learners could negotiate the meaning, extend the knowledge of the language, initiate language, and so on. furthermore, four skills (listening, reading, writing, and speaking) were needed to be presented properly and provide what the learners needed in the english coursebook. analysing efl materials means that it is necessary to understand the needs of teachers and students in the l2 learning process. however, adapting teaching materials, particularly from the textbook, did not always work well. in the classroom, teachers could create their materials to gain the competence for students who wanted to achieve (harsono, 2015). speculation that could be made if the textbook did not suitable for learning criteria was that teachers could develop materials by matching the students’ needs (pinter, 2017). a difficult text could be simplified by the teachers to be in line with the students’ competency in class. limitations of this study were shown in the sample of this study which was one english coursebook “grow with english” for sixth grade elementary camalia fatih nida journal of applied linguistics and literature, vol 6(2), 2021 225 students. the result of this study still could not be generalized, yet it could be a reference to conduct similar research with the purpose to develop the content of the english coursebook. the analysis and result of this study were a prior stage in evaluation procedures to determine the extent of whether certain coursebooks were proper enough to support l2 students in the learning process. conclusion and suggestion the findings of materials analysis can be summed up by analysing the criteria of second language acquisition with the content of the sample coursebook. the writer perceived these certain types of tasks such as game-based tasks and consciousness-raising tasks were proper for language learning and enhance students’ motivation to be engaged with l2 since they were the closest to the aspects of sla principles. it was aligned with the purpose of task-based analysis that was a reference to develop materials’ frameworks to gain better input and output for l2 learners. furthermore, the extent analysis to determine the coursebook supporting the learning process needed to be done thoroughly using in-use evaluation. overall, this study can be helpful to complete the selection process of the english coursebook for the preliminary phase of the evaluation stages. finally, for the next researchers, teachers, english coursebook creators or publishers, and english coursebook policymakers or textbook authorizations, it is expected that this current study can give essential aspects to outline some procedures in sla principles for materials development that is suitable with the contextual relevance of students’ necessity. references anshar, m. r., emilia, e., & damayanti, i. l. 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(2018a). an evaluation of primary english textbooks in vietnam: a sociolinguistic perspective. tesol journal. https://doi.org/10.1002/tesj.309 dang, t. c. t., & seals, c. (2018b). an evaluation of primary english textbooks in vietnam: a sociolinguistic perspective. tesol journal, 9(1), 93–113. https://doi.org/10.1002/tesj.309 ellis, r. (1997). sla and language pedagogy: an educational perspective. studies in second language acquisition. https://doi.org/10.1017/s0272263197001058 ellis, r. (2005). principles of instructed language learning. system. https://doi.org/10.1016/j.system.2004.12.006 guilloteaux, m. j. (2013). language textbook selection: using materials analysis from the perspective of sla principles. asia-pacific education researcher. https://doi.org/10.1007/s40299-012-0015-3 harsono, y. m. 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(2012). materials development for language learning and teaching. in language teaching. https://doi.org/10.1017/s0261444811000528 joall (journal of applied linguistics andliterature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.11554 journal of applied linguistics and literature, vol 5(2), 2020 255 utilizing sentani folktales to teach speaking for children of communal agents in jayapura regency, papua wigati yektiningtyas1, juwita purnamasari br.ginting2 department of language and art, english teaching program, faculty of teacher training and education, universitas cenderawasih, jayapura1; communal agents teacher2 corresponding email: wigati_y@yahoo.com abstract folktale is one of sentani people’s cultural heritages that is rarely told anymore. as social products that teach knowledge, history and moral values, folktales have to be preserved. in jayapura regency, there are some communal agents for children that have various programs and one of them is teaching english. to keep motivating them learning, it needs more interesting and challenging materials. from the research on revitalization of sentani language for children through folktales in jayapura regency in 2017-2018, it was found that children like to listen and read sentani folktales. accordingly, this paper aims at utilizing folktales to teach english for children focusing on speaking in some children communal agents in jayapura regency by exploring two main questions, i.e. (1) why teaching speaking using sentani folktales and (2) how to teach speaking using sentani folktales. this is a qualitativedescriptive study utilizing data of folktales that were obtained via observation, interview, and fgd from some informants, namely tribal chiefs and sentani elders in east, central, and west sentani in 2017. this writing adopts theory of literature and language teaching (lazar, 2002) and vigotsky’s scaffolding learning (omrod, 2020). this study concludes that (1) children are more active and enthusiastic to speak in english, (2) children are able to learn their ancestor’s heritages, (3) it is an alternative way of both revitalizing sentani folktales and disseminating the socio-cultural values embedded in them. keywords: folktales, sentani, speaking, revitalization introduction in the past, sentani folktales, i.e. legends, myths, fables, and fairy tales were passed down from parents and grandparents to children and grandchildren to teach about history, life strategies, philosophy, socio-culture, and morals. http://dx.doi.org/10.33369/joall.v5i2.11554 mailto:wigati_y@yahoo.com wigati yektiningtyas; juwita purnamasari br.ginting 256 journal of applied linguistics and literature, vol 5(2), 2020 according to an ondofolo (the highest tribal chief) of waena, ramses ohee (2017, personal communication/pers.com.), at least there are four types of folktales in sentani, i.e. (1) taboo – sacred tales that exclusively circulated among ondofolos, (2) folktales that circulated among tribal chiefs, (3) folktales that circulated among adults of certain tribes, and (4) general folktales that commonly circulated (cf. danandaja, 2002). except general folktales that can be heard by common people, other three types of tales cannot be heard even accidently by other people or tribes. for example, if somebody from common people on purpose accidently heard a taboo tale, s/he would be cursed. in sentani expression, s/he got a pelo (mystical curse) in the form of bad luck, sickness, or even death. in the same line, children were not allowed to hear adult tales (cornelis modouw, 2013-pers.com; izak puhili, 2017-pers.com.). korina ongge and luni nere (2018-pers.com.) said that parents and grandparents, usually mother and grandmother told fables or fairytales during their spare time at day time or at night as bedtime stories. after telling tales, they gave the tales’ moral lessons too. for example, from a fable entitled “the sparrow and the cassowary” that told about an arrogant, tricky, and cruel cassowary who liked to bother other little and weak birds, finally was defeated by a little sparrow (yektiningtyas-modouw, 2018). from this fable, children were taught about heroism, bravery, sacrifice and truth. children were also reminded not to be like cassowary that was always cruel and suppressed weak creatures. from a legend entitled “the journey of heram people to sentani lake”, children were taught about the history of sentani origins, namely their journey from east sepik, png, heroism, persistence, leadership, and cooperation. from a legend entitled “the origin of lake sentani”, children were taught about respect to supreme beings (gods/goddesses), to other people, and to nature as well as the importance of loyalty, patience, and honesty (yektiningtyas-modouw, 2017). in short, in the past, folktales were used by sentani people to spread moral values. this is also in line with the ideas of arumsari, et.al. (2018), santyaningtyas and noor (2016) and court and rosenta (2007) about the pedagogical functions of telling folktales (cf. danandjaja, 2002; finnegan, 1996). unfortunately, nowadays tradition of folktales telling is not found anymore. since sentani people live in a big town jayapura as the capital of papua province, they are influenced by modernity, technology and heterogeneous people that indirectly or directly distracted their traditional life. they are getting global. similarly, this phenomenon was also strengthened by ozlem(2018), yektiningtyas and modouw (2017), and kashima, et.al (2011) who said that globalization change the tradition and social habits. nowadays children are more interested in watching tv, playing gadgets instead of hanging around with friends playing traditional games, playing hide and seek, or simply utilizing sentani folktales to teach speaking for children of communal… journal of applied linguistics and literature, vol 5(2), 2020 257 fishing in the lake or the river. since the parents do not tell them folktales, then they only know folktales from other places told by their teachers who come from outside of sentani or papua. thus, they acknowledge more folktales like “bawang merah dan bawang putih” from central jawa, “the origin of tangkuban perahu mountain” from west jawa, “malin kundang” from west sumatra, “legend of lake toba” from north sumatera, “toar and lumimuut” from north sulawesi or even “snow white” and “cinderella” from abroad. this phenomenon cannot be ignored. as a social product that reflects history, philosophy, mythology, and identity of sentani people (cf. swingwood, 1972), sentani folktales need to be introduced, revitalized, and socialized to young generation. otherwise, sentani folktales will extinct and sentani young generation will lose their heritages, cultural roots, and identities. interestingly, even though sentani children did not acknowledge their folktales very well, a previous research on the revitalization of sentani language for children by using folktales in 2017 2018 found that sentani children were enthusiastic to hear their local folktales. this is actually the main milestone of the study. it is true that compared to other folktales from outside of papua, sentani folktales are not very popular for sentani children. thus the initiation of using them in teaching-learning process will motivate them to know and learn more about their ancestor’s cultural heritages and the socio-cultural values implied in them. this strategy is an alternative way to preserve sentani folktales as well. hopefully, from the process of learning, the children will know their ancestor’s history, knowledge, life principles, local wisdom, and socioculture. this will trigger them to learn more folktales or other sentani folklore. this is how the preservation simply starts from. sentani children’s life is not very different from other children in other places of papua. they have good gross motor skill that makes them very active physically. they cannot remain sitting or staying at home for a long time (modouw, 2015). they are also very close to nature. on the one end, their being active is very good since they tend to try and do new things. on the other end, if they are not well guided they may be trapped in doing negative things. some of them are involved in “children criminals”. from observation done in 2017-2018in waena and its surrounding and supported by children watcher and activist, sara mebri-noya and sari tumbal (2018 – pers.com.), there are many children in the age of 6-14 years old who are involved in stealing and inhaling aica aibon glue. they have to be saved. gathering them in a communal agent may be used as an alternative way out. these children need scaffolding learning, i.e. learning aid (vigotsky in omrod, 2020; santrok, 2009) to positively make use of their spare time and manage their energy. as social creatures, by having them in a communal agent, they will learn from other children or their teachers. there are some wigati yektiningtyas; juwita purnamasari br.ginting 258 journal of applied linguistics and literature, vol 5(2), 2020 communal agents for children in jayapura regency that have various programs, i.e. sports, arts, and language learning, especially english. seeing the facts that sentani children like folkltales, some communal agents utilize sentani folktales as alternative materials to teach english, especially speaking. this is also highlighted by (nhung, 2016 and lwin, 2015), that folktales have potentials to learn languages. speaking has been the most essential skill from other skills of english (bahadorfar, 2014). having the ability of speaking english has been required in most aspects in our life nowadays such as economy, tourism, education, health, and others. as stated by brown and yule in bahadorfar (2014) that children will be judged in their real-life situation through their english speaking ability. they will show good impression when they can speak english fluently. thus, it is important for teachers to equip children in having this ability. actually, it is good to teach english for children since young learner, so they can get the opportunity to compete globally, obtain better education and job. unfortunately, in the newest curriculum, english is not a compulsory subject for elementary school (ahmad, 2014). now it is a local content or elective subject. this condition causes a lack of children english environment to practice their english at schools while in fact sentani children like to talk but their english-speaking skill is still low. it is because they still deal with some speaking problems. for instance, a lack of vocabulary mastery, confidence, opportunity to speak english, and the crucial one is the english environment. hence, communal agents can play a vital role in enhancing their speaking skill by providing a place for them to practice their english more and to obtain english knowledge. this paper specifically discusses the benefits of utilizing folktales in learning speaking for children in communal agents. the authors focus on three communal agents, i.e. waena (established in 2015), asei island (established in 2014) and kampung harapan (established in 2019). speaking skill is prioritized due to the facts that sentani children are very active and like to talk. besides, as tourist destination, children as the continuation of sentani generation -have to be trained to communicate to tourists, especially as tour guides and souvenirs sellers (bark paintings and carvings). in short, this paper focuses at exploring (1) why teaching speaking using sentani folktales and (2) how to teach speaking using sentani folktales. hopefully, by having these strategies, sentani children are able to speak english, use their time positively as well as acknowledge and proud of their ancestor’s cultural heritage. methods this writing is a development of a multiyear research entitled “the revitalization of sentani language for children by using folktales” funded utilizing sentani folktales to teach speaking for children of communal… journal of applied linguistics and literature, vol 5(2), 2020 259 by the ministry of research, technology and higher education of republic of indonesia in 2017-2018. data of folktales were collected from some informants, namely tribal chiefs and sentani elders in east (waena and asei island), central (ifale and hobong), and west sentani (doyo baru and kwadeware) in 2017 via observation and interview. the folktales obtained that were told in papuan malay and sometimes inserted with some sentani terminologies and words were then rewritten in indonesian. the results were then discussed with the tribal chiefs before they were converted into “children folktales”—tales that used simpler language that could easily be followed by children and finally translated into english. to avoid some taboos and myths that cannot be publically circulated, this writing only focuses on two fables, i.e. “ebi and kandei” and “the sparrow and the cassowary” as well as two legends “the origin of abepura town’s name” and “the journey of heram people to sentani lake”. focus group discussion (fgd) was attended by tribal chiefs, sentani elders, sentani linguists, representatives of english teachers, representative children from communal agents was conducted to check the folktales accuracy and the translation, the folktales used in english teaching-learning process, and the folktales’ socio-cultural background. there are some reasons of choosing three communal agents in waena, asei island, and kampung harapan. firstly, english is given in these three communal agents. secondly, since there are foreign tourists come to asei island to buy sentani souvenirs: bark paintings (malo) and carving, english is needed to help them (children and parents) in communicating with tourists. bark painters from asei island, namely marthen ohee, agus ongge, and corry ohee (2018pers.com.) said that due to the language limitation, they cannot explain various things to tourists. it has been frustrating time for them to communicate to the tourists while there are lots of tradition, arts, and history that can be shown off in the island. this writing adopts theory of lazar (2002) on the benefits of using literature in learning language and vigotsky’s theory on scaffolding learning (in omrod, 2020) that strengthens about the possibilities of children to learn more by having challenging materials. findings why teaching speaking using sentani folktales? speaking has been a vital skill in learning english especially for young learners. having good communication skill since earlier age, can be a good thing for them in social life. it is also in line with k 13 and 21st century skills which include communication ability that every child should have. in teaching speaking to young learners, folktales can be utilized as a learning media. firstly, it is because children do not need to think hard and feel alienated from the folktales since the setting of the folktales is around them. wigati yektiningtyas; juwita purnamasari br.ginting 260 journal of applied linguistics and literature, vol 5(2), 2020 they feel like they own the story. some children, to name some, i.e. caroline ongge (10 years), daniel ohee (11 years), sarah pepuho (13 years), and gevan ongge (13 years) (pers.com, 2019) said that hearing sentani folktales was like hearing and feeling about themselves: their life, their land, their sky, their air, their lake, their river, their forest, their fauna, their flora, and their traditional objects, like canoes and houses. lazar (2002) describes the children’s feeling as “emotional ties” between them and the folktales they have heard (cf. dixit, 2017). in this time, sentani folktales were employed in teaching speaking to sentani children at the age of 10-14. secondly, speaking skill is chosen in this learning, as it was previously stated, due to the fact that sentani children are active and like to talk (cf. modouw, 2013). they are not happy to be silent in class. thirdly, it is also noteworthy that since sentani’s consonant and vowels of sentani language have similar sounds as in english, the children are happy and easy to pronounce some english words. compared to sentani children who only speak indonesian, sentani children who speak both indonesian and sentani are easier to pronounce some words like “sparrow” [spærow], “cassowary” [kæsə’werie], because there is an /æ/ sound in sentani and “remember” [rimembər], and“tribe“[traib] because there is an [ i ] sound in sentani and “jungle” [ˈdʒʌŋɡ(ə)l] since there is an /ə/ sound in sentani as well. similarly, sentani children are helped in pronouncing some english words like “that” [ðæt] and“dancing clothes” [ˈdɑːnsɪŋkləʊðz], since there is a /ð/sound in sentani, “north”[nɔː(r)θ] since there is a /θ/ sound in sentani too (hartzler, 1992; cowan, 1965). the implementation of sentani folktales in teaching speaking the authors as the teachers in communal agents as well utilized two fables and two legends to teach speaking for children in two different levels. they are lower level (10-12 years old) and higher level (13-14 years old). hence, there were two different activities applied. the authors only focused on vocabulary building and producing simple sentences for the lower level while for the higher level, they offered more challenging activities. lower level of group (vocabulary building) firstly, some questions were addressed to the children about folktales they know. some of them mentioned several titles such as “ebi and kandei”, “the cassowary and the sparrow”, “cinderella”, “bawang merah bawang putih”, “the legend of toba lake” and other titles that they might find on tv or on their school text books. this activity was done to guide the students to the lesson. the teachers told the students that there were some stories happened around their place in sentani lake such as “ebi and kandei” and “the cassowary and the sparrow” as they said. we then asked utilizing sentani folktales to teach speaking for children of communal… journal of applied linguistics and literature, vol 5(2), 2020 261 the students about what they can find around sentani lake. next, the students were instructed to write things they can see around there. most of them could not write them in english so they were allowed to write the things in indonesian. the students wrote the words enthusiastically. it was proved by the total of words they could write. the teachers said that on that day, they would learn about some words they had written. we then took a legend entitled “the journey of heram people to sentani lake”. some students started to show their enthusiasm when they heard the title. it was because the words “heram” and “sentani lake” sounded familiar with them. in other words, the children had emotional ties with the story as it was also concluded by dixit, et. al. (2017) and lwin (2015) in their studies on the use of folktales in language learning. it is a good approach to attract children’s attention. media should attract the students’ attention to make the teaching and learning process more interesting (oroujlou, 2012). before come into the text, we did vocabulary building to equip the students in comprehending the story in english language. thus, the students have got prior knowledge before going to a higher-level material (lisa, 2019; arumsari, et.al. 2019). there were 10 flashcards taken from the story of “the journey of heram people to sentani lake” provided (picture 2-3). they were put in a monster box the authors brought (picture 1). flashcards were used because children around their age or in level of elementary most use their sense of sight. hence, pictures could be helpful for them in visualizing new words (lisa, 2019). firstly, the monster box was introduced to the children using tpr method. the authors would chant the same sentences for two or three times while doing some body movements. repetition of the same phrases for many times will lead the learners to master the language (kartikasari, 2012). it is in line with larson-freeman in kartikasari “language learning is a picture 3: lake (flashcard/ www.google.com/ danau_sentani) picture 2: body painting (flashcard/pers.doc) picture 1: monster box (flashcard/pers.doc) wigati yektiningtyas; juwita purnamasari br.ginting 262 journal of applied linguistics and literature, vol 5(2), 2020 process of habit formation. the more often something repeated, the stronger the habit and the greater learning. learning a foreign language is the same as the acquisition of the native language” (cf. vigotsky in omrod 2020). as asher said in putri (2016), in tpr the children can listen, watch, and imitate the teacher for several times. these steps can be beneficial for the children to give them much time to be more ready before speaking. “it’s a monster box, rah rah, monster box rah rah, monster box rah rah”. seeing the teachers did this, the children started to smile and laugh. to engage them, they were asked to chant together. “what’s in the box? knock knock. what’s in the box? knock knock”. from this activity, the students kept showing their enthusiasm. all of the students followed to chant and imitate the teachers’ movement. since children have greater energy than adult, learning activity which involves body movements will be a fun activity to do to spend their energy. then, one child was asked to the middle and took a flashcard from the box. s/he was helped to lift off the lid of the box by one of the teachers. as the child reached his/her hand in, the teacher pretended the monster box was trying to eat his/her hand. the children started to laugh. then, the child tried to take the card again and gave it to her. next, she looked at the card with enthusiasm and asked the children if they would like to see. then the teachers had the class chant together. “let me see, please. let me see, please. let me see, please”. she revealed the flashcard and introduced the new word using tpr. “it’s a lake, woooooof. it’s a lake, wooof. it’s a lake, wooooof”. then she placed the flashcard (picture 3) in front of her and had the whole children chant again “what’s in the box?” and others. the class was noisy. they finished all the vocabularies. as they finished the ten flashcards, the teachers did more repetition. they asked the children to help them put the flashcards in to the box. their friendly monster box pretended to be starving. hence, they needed to feed it. a flashcard was chosen by the teachers and had the children chant together. “where is the lake? where is the lake? where is the lake?” after that, a child was pointed to come to the front and found the flashcard. one of the teachers asked the student one more time “where is the lake?”. she guided the child to the correct flashcard. the child then tapped the card and said “here is the lake. here is the lake. here is the lake” after getting a model from the teacher. they picked up the flashcard and fed it to the monster box. they did the same thing until the flashcard had been fed to the monster box. in this activity, children also showed their confidence in chanting and acting out them. the children were split into 3 groups. in 21st century education, there are several skills integrated. they are knowledge, psychomotor, affective, and information, communication, and technology skill. collaboration is one of 21st century skills in knowledge that every child should have. there are 4 utilizing sentani folktales to teach speaking for children of communal… journal of applied linguistics and literature, vol 5(2), 2020 263 skills in 21st century skills of knowledge and they have been integrated in k13. they are critical thinking, creativity, communication, and collaboration. as greenstein said in rendhana that collaboration skill, on the one hand, is children’s capability to work together, respect diversity in a team, and train children in taking a decision to reach the group’s goal. on the other hand, collaboration is also a good opportunity for children to learn from their friends: to imitate the correct ones or to avoid the same mistakes. vigotsky in omrod (2020) calls that as a scaffolding where students can learn from both friends and teachers. then, 10 flashcards contained of pictures and words taken from 3 different sentani folktales namely “the origin of abepura’s name”, “ebi and kandei”, and “the sparrow and the cassowary” were given to each group. the students were asked to match the pictures with the correct words in group. the teachers did mobilization to check the children’s work. then, one member from each group was asked to be the leader. the leader acted out as a teacher to lead the member of their group to review the vocabulary they got as they did together before. the teachers moved from one group to other groups to observe the children’s activity. at the end of the meeting, the children got feedback about the lesson. they were excited about the lesson. they still chant after the class ended. it proves that repetition can help children to make the language to be their habit. accordingly, in teaching speaking teacher should give more opportunity to the students to more watch, more listen, and more imitate. it is because learning a foreign language is as the same as when they acquired their mother tongue (putri, 2016). to make sure that all the children get the same vocabularies, the teachers employed think pair share method on the following meeting. each group visited others groups. the leader of each group stayed in the group. the members of each group were spread to other groups to collect the vocabularies from other groups. after that, all members went back to their groups and shared the new vocabularies they got from other groups. next, the children and the teachers played guessing words. they got an example about the game from the teachers. they had to give some clues and others should guess the words. “it can fly. it is from papua” then the students shouted “bird of paradise”. the children did this in turn using the vocabularies they learned. they only gave simple sentence or they could use gestures if they got stuck. wigati yektiningtyas; juwita purnamasari br.ginting 264 journal of applied linguistics and literature, vol 5(2), 2020 higher level of students higher level children were for children at the age of 13-14 (picture 6). in this group, more challenging activities were given. firstly, they were split into 4 groups. each group contained of 4 children. then, each group got a different worksheet and flashcards. they got different stories and different vocabularies. to build their vocabulary, the children had to match the 10 flashcards given with their english words. they might consult the meaning to dictionary in order to check the meaning. they got 5 minutes to complete activity 1. most of the children looked enthusiasm when they saw the pictures of tribal chief, bird of paradise, body painting (picture 2), and some more words. it made them excited to check the meaning of the words they could find in their surroundings. it can be assumed that teaching vocabulary of the things around the children’s environment will be interesting for them. it is because the children will find it easier to illustrate the words. the teachers visited each group to check their work. then, the children were asked to present the vocabularies they got to their friends. the teachers taught them how to open and close their presentation. “to open and to close your presentation, you may use this template: good afternoon every one. thanks for the chance that is given to us. in this time, we are going to present ten vocabularies we got from the story of “the sparrow and the cassowary” (the title of your story). so, without further ado, let’s get started. present your flashcards. to end your presentation, you may say “okay, we think that is all about our presentation. thank you”. all children should speak. consequently, the children had to divide their presentation part for each of them. it was to give everyone time to practice and build their confidence to speak in front of people. they showed the flashcards they got to their friends and pronounced each word. in this activity, the children still made several mistakes in pronouncing some words because those were new vocabularies for most of them. the teachers picture 5: children and teachers are doing brainstorming discussing about folktales (pers.doc) picture 6: higher level of children (pers.doc) picture 4: lower level of children (pers. doc.) utilizing sentani folktales to teach speaking for children of communal… journal of applied linguistics and literature, vol 5(2), 2020 265 corrected their pronunciation at the end of all presentations. they said the words and the children repeated them. this is in line with vigotsky’s theory on scaffolding learning (omrod, 2020; van de pol, 2015). it is interesting to see how students learned quickly from the teachers and also from their friends’ presentation. they imitated their friends’ correct pronunciation and avoid doing the same mistakes. for the next activity, the students were instructed to see their stories. next, they were asked to do several questions in the worksheet given. think pair square share (tpss) method was employed in this activity. a group consisted of four children. they were given same stories with several questions. firstly, each child had to do all the questions alone. it was done to build students’ critical thinking. in this step, some children found difficulties in answering the questions since they had limited english knowledge and they did not have friends to share with. after 15 minutes, the teachers instructed them to discuss their answers with their pair. they might find different answers here since they might have different point of view. in this step, the class started to be noisy. they discussed their answer with a pair. they were also warned to use english as much as they could. some children who were still hard to answer the questions in the previous step seemed to be more excited here. they got enrichment from their pair in answering the question. then, the children were asked to share their answers with their two other friends in the same team. discussion utilizing folktales to teach speaking due to the fact that as the future generation of sentani people, children do not recognize their own folktales. ramses ohee (waena tribal chief) and enos deda (ayapo tribal chief), and origenes monim (the head of hobong customary school) (2019-personal communication) said that sentani children need to (re)learn their ancestor’s cultural heritages, including folktales. their worries are also strengthened by some parents and teachers (2019-pers.com) who complained that their children and students prefer to read or listen to folktales from outside of sentani. ironically, some of sentani children also said they never have opportunities to hear sentani folktales both from their parents and teachers (pers.com-2019). as the future generation of sentani people who will continue the tradition, identity, and cultural heritages, sentani children need help to find their whole life and identity. similarly, this is also in line with shehada (2020) and folley (1986) that pointed out the importance of understanding cultural heritages and identity for children as the continuation of a certain generation. wigati yektiningtyas; juwita purnamasari br.ginting 266 journal of applied linguistics and literature, vol 5(2), 2020 by utilizing two fables and two legends to teach speaking for children in two different levels, i.e. lower level (10-12 years old) and higher level (1314 years old), it can be seen the interesting class atmosphere. vocabulary building and producing simple sentences for the lower level encouraged the children to find new vacabularies and create various simple sentences. while challenging activities given to higher, i.e. presenting ideas in front small and bigger groups by answering guided questions made them to develop their confidence. children started to show their confidence in sharing their ideas. it was because they obtained more knowledge from their previous pair. after discussing their answers, they made conclusion for the story based on the guiding questions given. in these activities, students were asked to speak actively. they spoke in a smaller group with their pair and went to a larger group with two other friends in the same team. it is believed that this model can help the students to build their confidence in speaking (rufiana, 2017). this model of teaching strategy is good for children. they are trained to speak in a smaller group. thus, when they are asked to speak in a larger group, they can be more confident since they have got insight or prior knowledge from the previous discussion in a smaller group. finally, all the teams were asked to present about the story they got in front of the class. they had to divide their time of speaking, so everyone in the team spoke. children showed their confidence in presenting the story. sentani children are active. it was proved by their enthusiasm in imitating the teacher’s pronunciation and action. most of them have good pronunciation. it is because sentani language has some identical sounds as english. they did not find it hard in pronouncing ‘th’ sound as in the word “traditional clothes” or the “schwa” sound as in the words “bird of paradise and island”. although most of sentani children are not using sentani language actively (origenes monim, 2019-pers.com), they get exposure about the language from their parents who still speak the language. utilizing folktales in learning english has many benefits. for instance, when they learned words such as “tribal chief”, “arrow”, “bow”, and “bird of paradise” they could simply imagine the real things since they can find it in their environment. furthermore, the children could easily relate the words as “body paintings”, “dancing clothes”, “traditional feast”, and “lake” to their daily life when they had traditional feast around sentani lake and they can find dancer with dancing clothes and body paintings (cf. lazar’s theory on emotional ties between the learners and the folktales). this study also underlines that vocabularies building from folktales of “their own” before going into the story helps the children much in comprehending the story. this kind of contextual learning is strongly strengthened by k-13. learning speaking by using folktales do not only help the children in learning utilizing sentani folktales to teach speaking for children of communal… journal of applied linguistics and literature, vol 5(2), 2020 267 speaking but also enhance their knowledge about their own identity and their ancestor’s cultural heritages (yektiningtyas and modouw, 2017). conclusion and suggestion sentani people are lucky to be blessed with various cultural heritages that unfortunately are not recognized by young people. by utilizing folktales as english learning materials in some communal agents in jayapura regency, it implies two things, i.e. teaching language and socializing sentani folktales and some socio-cultural embedded. as learning materials, it is found that (1) children are enthusiastic in following the lesson when the material comes from their surroundings such as sentani folktales, (2) folktales can be used in teaching speaking skill, (3) building up children’s vocabulary needs to do before instructing children to speak or to do more complicated activities, (4) total physical response (tpr) can be a good method in teaching speaking for young learners while for higher level of children, a challenging activity can be given. thus, think pair square share (tpss) is good to apply in equipping children in addressing the challenge such as speaking in a larger group confidently. from those all activities, children can also get some scaffolding by learning from other friends or teacher to improve their vocabularies and language proficiency. as media of socializing sentani folktales, it is concluded that (1) children find their identity and love their ancestor’s cultural heritages, (2) they become agents who are enthusiastic to disseminate their tales to their friends, (3) moral values from the folktales can be taken for guiding the children in running their social life. bringing folktales to a classroom can be an alternative both in teaching language and culture. however, a teacher should ensure that the content of the folktales is suitable with the children. moreover, in applying a teaching method, children’s english proficiency, age, needs, and the total of the children in a classroom need to be considered. all in all, using sentani folktales in teaching-learning process enhances both 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(2017). the importance of rewriting papuan folktales for children. proceeding of 4th lsc: children’s literature in southeast asia. https://doi.org/10.24071/llt.2017.200105 34 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/16516 https://doi.org/10.33369/joall.v7i1.16516 overcoming the problem of cultural untranslatability in burnett’s the secret garden from english into indonesian 1nadia khumairo ma’shumah , 2sajarwa 1graduate school of linguistics, universitas gadjah mada, indonesia 1jl. nusantara 1, bulaksumur yogyakarta 55281, indonesia 2associate professor in linguistics, universitas gadjah mada, indonesia 2jl. nusantara 1, bulaksumur yogyakarta 55281, indonesia article info abstract article history: received: june 29, 2021 revised: sept 27, 2021 accepted: oct 05, 2021 this study aimed at investigating the untranslatable cultural terms found in the novel from english into indonesian since not all cultural terms in source text can be fully transferred into target text as well as the translator’s decision to overcome the problem of untranslatability since english and indonesian have very different cultural concepts. this study was a datadriven study by using the secret garden’s novel written by burnett (1911/2019) as the source text (st) and its indonesian translation by kusumawardani (2020) (under the same title) as the target text (tt). the data were analyzed by using descriptive-mix-comparative methods that combined the theory of newmark’s (1988) cultural terms categorization and newmark’s (1988) translation procedures. as a result, to overcome the problem of cultural untranslatability, the translator frequently employs transference, naturalization, and notes procedures. from in-depth analysis, transference by retaining the sl’s cultures in the tl is used to avoid mistranslation because the lacks a formally corresponding feature. naturalization is used by adapting the sl culturalspecific words to the tl's normal pronunciation and morphology because there are designation similarities in both the sl and the tl. meanwhile, notes in the form of in-text annotations and footnotes were used to strengthen the translator's role by highlighting her in the translation results. nevertheless, notes are commonly used in conjunction with naturalization to reduce strangeness, as leaving too many untranslatable cultural references weakens the translation result. keywords: cultural terms cultural untranslatability translation procedures conflict of interest: none funding information: none correspondence: nadia khumairo ma’shumah, graduate school of linguistics, universitas gadjah mada, indonesia. nadia.khumairo@mail.ugm.ac.id ©nadia khumairo ma’shumah & sajarwa this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): ma’shumah, n.k., & sajarwa. (2022). overcoming the problem of untranslatability in burnett’s the secret garden from english into indonesian. joall (journal of applied linguistics and literature), 7(1), 34-50. https://doi.org/10.33369/joall.v7i1.16516 https://ejournal.unib.ac.id/index.php/joall/article/view/16516 https://doi.org/10.33369/joall.v7i1.16516 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.16516&domain=pdf mailto:nadia.khumairo@mail.ugm.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.16 https://orcid.org/0000-0003-0722-1001 https://orcid.org/0000-0002-4862-2664 overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 35 the problems of language disparities between the source language and the target language challenge the translator's proficiency to overcome such barriers by transferring the cultural terms in appropriate meanings since every language has its own culture (ariyaratne & gunathilaka, 2019; baker, 2018; cragie & pattison, 2017; ukpong, 2017; newmark, 1988). the evidence that translating is not merely a process of language transfer but also involves a transfer from one culture to another then impacted in the difficulty of finding the closest equivalent (culler, 1976; rosita, 2017). for this reason, translators are always possessed in a dilemmatic position when dealing with such predicaments as there are no two languages that are sufficiently similar to represent the same social reality (sapir, 1949). the world in which different societies exist is a distinct world which means that language is bound up with culture in complex ways. furthermore, no language can exist unless it is immersed in a cultural context, and no culture can exist unless it has the structure of natural language as its center (sapir and whorf in bassnett, 2002), implying that language and culture cannot be separated because it expresses cultural reality. as a consequence, cultural terms are co-constructed and transformed through language. as the presence of culture has a significant impact on language, translation contributes to the formation of foreign and domestic cultures by respecting cultural differences in cross-cultural communication. since cultural identity is becoming increasingly important in the translation process, some experts such as newmark (1988) and grit (1997) in diaz-cintas & remael (2014), have proposed some ways to detect and identify specificcultural identity. when grit (1997) in diaz-cintas & remael (2014) classified cultural-bound terms into geographical references, ethnographical references, and socio-political references; newmark (1988), as the former, formulated cultural terms by adapting nida’s theory which consists of ecology; material culture (artifacts), social culture; organizations, customs, activities, procedures; as well as gestures and habits; were useful when dealing with cultural terms identification. however, culture is heterogeneous. due to the lack of sl culture in the tl culture, the translation of cultural terms became complicated and the issue of “untranslatability” arose (ariyaratne & gunathilaka, 2019). this situation is difficult and forces translators to find appropriate solutions to produce acceptable translations. relying on catford (1965) who states that “untranslatability occurs when it is impossible to incorporate functionally relevant features of the situation into the contextual meaning of the target language text”, an audience design (by determining or designing who the prospective readers of the translation are and what is the purpose of translating the text in question), the selection of methods and techniques, appropriate decision making (by involving nadia khumairo ma’shumah & sajarwa 36 joall (journal of applied linguistics and literature), 7(1), 2022 intelligence, sensitivity, intuition)) and translator’s general knowledge is needed during the process of translation (hoed in machali, 2009). in this case, baker (2018) declared firmly that the most possible that can be done to deal with untranslatable cultural terms is to suggest some strategies to reach equivalence in some contexts. because of that, the outcome of the translation process, particularly when dealing with untranslatable cultural terms, is always centered on the translator's role, how the translators adapt or modify the translation, although there is no single translation that is considered to be "the only correct or best translation." (nord, 2015). hence, the translation procedures were taken into account as the process of translation is directly involved in the form of interaction and inter-cultural confrontation (bachmann & medick, 1977; bassnett, 2002; sajarwa, 2017; saule & aisulu, 2014). therefore, this problem becomes interesting to investigate from the standpoint of translation. some pieces of literature have been carried out relating to the problems of untranslatability in translation. from the intercultural perspective, wang & sunihan (2014) investigate the untranslatability of english and chinese. they conclude that proper translation strategies reduce the possibility of meaning loss during translation and convert untranslatability into translatability. in another context, pahlavani et al. (2014) investigate the translatability and untranslatability of collocations in ernest hemingway’s novels. they suggest that literal translation and functional equivalence are the most frequent strategy used by translators. moreover, differently, susanti & novalinda (2017) who conducted a study about the problem of untranslatability in the translation of harry potter and the sorcerer’s stone’s novel by using chesterman’s (2012) theory discovered that the translator tends to use the loan word or loan word plus explanation strategy to deal with the problem of untranslatability. all of the underlying studies have concluded that the term "untranslatability" in this context does not imply that it cannot be translated. the most essential point is that they all have been suggested for using translation strategies to overcome the problem of untranslatability as their ultimate conclusion. from the theories and research results mentioned, this study was emphasizing the importance of translation from existing (english) source text into indonesian and was investigating the translator’s decisions as the solution to cope with the problem of cultural untranslatability. departing from the afore-mentioned studies, this study is still testing whether certain strategies are effective in overcoming the problem of untranslatability by focusing on culture. unlike previous studies, newmark (1988) proposed translation procedures were used and tested in this study as an instrument to examine translator decisions. as cultural terms significantly appear and become essential in literary works such as novels, this research focused on the overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 37 issue of cultural untranslatability in the translation of burnett’s the secret garden from english into indonesian. the secret garden was written by frances hodgson burnett (a british novelist and playwright) in 1910. it was published as a novel in 1911 and is regarded as one of the most popular works of children's literature of all time (see www.amazon.com). through her masterpiece, burnett tells the story of a girl named mary lennox who was born to a wealthy british family in india. ironically, her parents sent them to an ayah to bring her far away. nevertheless, she relocates from india to misselthwaite manor to live with a new family soon after a cholera disease kills her ayah and all her servants. after living from one place to another place, mary’s adventure story begins when she found a key to the strangest house. with the help of robin and her friends, she gained access to a secret garden with many plants and friendly animals. given that burnett's the secret garden had two distinct settings (india and misselthwaite manor (yorkshire)), cultural diversities in the novel and its translation were examined from both cultural and translation perspectives: this study aimed at investigating (1) the untranslatable cultural terms found in the translation of burnett's the secret garden from english into indonesian; as well as (2) the translator's decision to overcome cultural untranslatability. this study is expected to shed new light on translation research by establishing a link between language and culture. method data sources the translation of foreign books into indonesian has revealed the progress of the indonesian book publishing industries. the free flow of information allows for the exchange of information, knowledge, and culture in global relations. as a result of the widespread translation of textbooks and other semi-literary materials, a type of 'translationese' has emerged in many parts of the world (nida & taber, 1982), and research into it has spread globally. following the trend, this study used english literary work since british publishers own a large international market share (clark & phillips, 2019). this study used a canon english novel entitled the secret garden written by francess hodgson burnett (1911) (consisting of 27 chapters with 343 pages) published in 2019 (second print) by pt. gramedia pustaka utama as the source text and its indonesian translation under the same title by airien kusumawardani (consisting of 27 chapters with 312 pages) published in 2020 by pt. elex media komputindo as the target text. the selection of the novel and its translated version as data sources were based on two main reasons. first, the secret garden written by burnett is a kind of fiction and children's literature novel containing many distinctive word choices. using the setting http://www.amazon.com/ nadia khumairo ma’shumah & sajarwa 38 joall (journal of applied linguistics and literature), 7(1), 2022 of india and yorkshire, london; makes the secret garden rich in cultural terms. so that, the involvement of several different cultures, makes the secret garden is challenging to be translated into indonesian. secondly, in regards to the translator competencies, airien kusumawardani has been a translator since 2010, specializing in fiction books. she has authored several translated fiction books that have been published by well-known indonesian publishers. in this case, the translator's background and knowledge are thought to influence the word choices produced in the translated text. (baker, 2018). data collection techniques this research employed observation and documentation techniques, as well as a content analysis method focusing on words and phrases containing cultural terms and their indonesian translations. more than just a counting process, content analysis was chosen to connect the analysis's findings to the context of the discourse or the environment in which they were created. besides, it also offers a systematic and objective method for drawing valid conclusions from verbal and written data. (downe-wambolt in bengtsson, 2016). the overall data in this study were taken and collected by applying some steps, such as (1) reading all chapters and pages thoroughly; (2) comparing and contrasting the source text (st) and the target text (tt) by using comparative method; (3) taking some notes using note-taking method; (4) classifying the data based on cultural terms classifications (newmark, 1988); (5) reducing the data and specifying the data on cultural untranslatability terms; (6) looking up and double-checking the definitions of each cultural term on oxford learner’s dictionary (see www.oxfordlearnersdictionaries.com), kbbi (kamus besar bahasa indonesia) online (see https://kbbi.kemdikbud.go.id/) and other relevant and credible websites; (8) segregating the data based on translation procedures proposed by newmark (1988) and formulating the procedures which be used by the translator to deal with the problems of cultural untranslatability; (9) encoding the data into the data sheets; and last (10) counting the occurrences and frequencies of the data by using descriptive statistics. data analysis procedures this study was data-driven research. it means that the data were interpreted based on the emerging data. this study applied quantitative and qualitative (mixed) data to explore and obtain a depth of understanding (teddlie & tashakkori, 2003). this study analyzed data using several steps, including (1) "padan translational" methods conducted by sudaryanto (1993) and mastoyo (2007) with the indonesian language as a determining element; (2) descriptive http://www.oxfordlearnersdictionaries.com/ https://kbbi.kemdikbud.go.id/ overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 39 methods to describe the findings in st and tt; (3) comparative methods to compare the findings in st and tt; and (4) interpretative methods to reveal the purpose and facts contained based on the research objectives by checking the acceptability using semantic feature analysis. data validation to achieve credibility, dependability, transferability, and conformability in this study, triangulation techniques were employed by utilizing something outside the data to verify the data findings (moleong, 2001) and also to make the data more accurate by using different methods and techniques (denzin, 1970). this study applied theoretical triangulation and methodological triangulation. theoretical triangulation was conducted by implying multiple theories from books, papers, journals, and the internet in analyzing and interpreting the data. methodological triangulation was carried out by combining qualitative and quantitative research in the form of numbers, as well as their interpretation based on the results. in this study, triangulation tends to complement each other. findings these findings showed the problems of cultural untranslatability (cu) found in the translation of burnett’s the secret garden into indonesian as well as the translation procedures for overcoming cultural untranslatability. the untranslatability of cultural terms categorization in the translation of burnett’s the secret garden into indonesian from the depth analysis, the results showed that there were 4 types of untranslatable cultural terms and 9 categories found in the translation of burnett’s the secret garden into indonesian. the results were presented qualitatively in table 1. table 1. percentages of untranslatable cultural terms and their categories found in the novel numb. cultural types categories occurrences and frequencies 1. ecology flora silver bell, cockle shell, marigold, heather, gorse, broom, blackberry, heather-bell, collie, crocus, snowdrop, daffodil, jonquil, narcissus, purple flag, laurel, larkspur, mignonette, holly, poppy, daffydowndilly, lilies of the valley, canterbury, iris, primrose, aquilegia, columbine, shrubbery, lilac, rhododendron, delphinium, campanula, pink, pansy, 109 (15.03%) nadia khumairo ma’shumah & sajarwa 40 joall (journal of applied linguistics and literature), 7(1), 2022 numb. cultural types categories occurrences and frequencies foxglove, rock-cress, hedgerow, currant, forget-me-not fauna skylark, robin, missel 164 (22.62%) 2. material culture food(-s) muffin, crumpet 4 (0.55%) place(-s) bungalow, fyord 9 (1.24%) cloth(-es) stocking, bonnet 6 (0.83%) currency(-ies) shilling, penny, pence, sovereign, crown 15 (2.07%) 3. social culture song(s) riquet à la houppe, mary quite contrary 2 (0.28%) social status(-es) ayah, mem sahib, missie sahib, sahib, mester, colonel, captain, ma’am, sir, dr., mr., mrs., miss 411 (56.69%) 4. social organization, political and administrative religious term(-s) doxology 5 (0.69%) total 725 (100.00%) derives from a total of 725 data of cultural untranslatability terms, the most frequent untranslatable cultural term is social culture relating to social status, followed by fauna and flora as part of ecological terms, currencies, places, clothes, foods, religious terms, and songs. by seeing the results, it can be inferred that since every region have their endemics or peculiarities, they belong to cultural-specific items which need special considerations. translation procedures as translator's decisions in translating burnett’s the secret garden into indonesian this study found that there are three translation procedures used by the translator as translator's decisions to deal with the situation when the target language lacks of equivalent concept and suitable expression in translating burnett’s the secret garden into indonesian. the findings are shown in table 2 below. table 2. translation procedures used by the translator to overcome cultural untranslatability no translation procedures occurrences and frequencies 1. transference 565 (77.93%) 2. naturalization 152 (20.97%) overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 41 no translation procedures occurrences and frequencies 3. notes 7 (0.97%) 4. mistranslation as a translation error 1 (0.14%) total 725 (100.00%) from the table above, the most frequent translation procedure applied in the translation of burnett’s the secret garden from english into indonesian is transference which occurs 565 times (77.93%) of the total translation procedures, followed by naturalization which occurs 152 times (20.97%) and notes which occurs 7 times (0.97%). through the analysis, it can be seen that there is 1 (a single) data (0.14) that belongs to mistranslation as the efforts made by the translator to achieve equivalence are not always appropriate and suitable to be used in the target language. these findings serve as a reference for concluding the translator’s decision to overcome the problem of cultural untranslatability in burnett’s the secret garden from english into indonesian. discussion the entire collection of the data has been analyzed by exploring cultural untranslatability categorization and translation procedures as translator's decisions in the translation of burnett’s the secret garden into indonesian. based on the analysis on burnett’s the secret garden and its translation into indonesian as the data, the findings showed that the translator intends to use (1) ‘transference’ (which is also known as emprunt or loan word or transcription) by directly transferring the sl word to the tl text; (2) ‘naturalization’ by adapting the sl word to the normal pronunciation and the normal morphology (word-forms) of the tl; and (3) ‘notes’ by inserting additional information besides the terms and at the bottom of the page. from the findings, notes in the form of in-text annotations and footnotes were applied by the translator. the translation of specific-social cultures to deal with the issue of untranslatability, the translator used some of the strategies proposed by newmark (1988), as social cultures became the most prominent cultural untranslatability in both texts. the following examples are of untranslatable social culture found in the translation of burnett’s the secret garden into indonesian. (1) st: ...when mary was born, she handed her over to the care of an ayah. (sg, 1911/2019: 7) tt: ...ketika mary lahir, ibunya menyerahkan mary untuk diurus seorang ayah1. 1sebutan untuk pengasuh atau pelayan perempuan di india yang berdarah asli india. (sg, 2020: 2) nadia khumairo ma’shumah & sajarwa 42 joall (journal of applied linguistics and literature), 7(1), 2022 in excerpt (1) the translator decided to use notes in the form of footnotes as additional information for the readers since the author or writer tends to use loan words in the source text. here, the translator indicates that retaining the source cultural term was important. it proves that the translator wants her presence will be visible in her literary work. by the presence of notes for the term “ayah” in excerpt (1), it became effective in guiding the target readers and ensuring the readers' full understanding of the foreign words that appear in the source text by providing a clear interpretation. (2) st: colonel mcgrew said he nearly jumped out of his skin when he opened the door and found her standing by herself in the middle of the room. (sg, 1911/2019: 18) tt: kolonel mcgrew bilang dia hampir terkejut setengah mati ketika membuka pintu dan menemukan mary berdiri sendirian di tengah ruangan. (sg, 2020: 13) since social class shapes relational realities (carey & markus, 2017), translating cultural terms relating to social stratification becomes difficult and tricky. as a result, the translator must connect the sl's social class to the tl's social class. in excerpt (2), as an example case, the translator tends to use naturalization since the term “kolonel” also can be found in indonesian terms with the same referent as sl [+man, +army officer high rank]. (3) st: she had just remembered a french fairy story she had once read called “riquet à la houppe”. (sg, 1911/2019: 24) tt: dia baru saja mengingat cerita dongeng prancis yang pernah dibacanya berjudul riquet à la houppe. (sg, 2020: 18) “riquet à la houppe” or “ricky with the tuft” is well-known as a french literary fairy tale. it was written by charles perrault as part of his 1697’s anthology entitled histoires ou contes du temps passé (fairy tales from past times with morals or mother goose tales). in this case, the translator in excerpt (3) decided to retain the original title with transferred bodily into tl by the use of loan words in the source text. the translator tends to follow the author’s decision because if “riquet à la houppe” is translated into indonesian the nuance of french will be lost. this proves that the translator tends to use translation as a medium to introduce sl cultures to tl readers. (bachmann & medick, 1977; saule & aisulu, 2014). the translation of specific-ecological terms as proposed by newmark (1988), many countries have 'local' words. consequently, they will be more or less lexical items in the tl and may be overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 43 subject to naturalization because they were hard to be translated into the tl. nonetheless, these findings demonstrated the polar opposite of the previous theory. these findings found that in addition to using naturalization, the translator intensively used transference and notes as procedures in translating the secret garden into indonesian. the excerpts below are examples of untranslatable ecological terms found in the translation of burnett’s the secret garden into indonesian. (4) st: nor it isn't fields nor mountains, it's just miles and miles and miles of wildland that nothing grows on but heather and gorse and broom... (sg, 1911/2019: 30) tt: ini juga bukan padang rumput ataupun pegunungan, hanya tanah liar seluas bermil-mil di mana tidak ada apa pun yang tumbuh selain semak berbunga heather3, gorse4, dan broom5. 3semak berbunga ungu-merah muda, sesekali putih, yang termasuk ke dalam tanaman yang berdaun dan berbunga hampir sepanjang tahun dan lebah yang mengisap sarinya dapat menghasilkan madu heather yang bercita rasa kuat dengan tekstur seperti agar-agar. 4salah satu jenis tanaman yang menghasilkan bunga berwarna kuning, termasuk tanaman hijau abadi yaitu yang selalu berdaun hijau apapun musimnya. 5semak berbunga kuning yang dapat tumbuh hingga sekitar 1-3 meter, bisa tumbuh di tanah kering atau berpasir dan mampu bertahan sampai suhu sekitar -25 derajat celcius. (sg, 2020: 23) in excerpt (4), the translator decided to use transference to emphasize the actual setting of the place (which was in the western context) as footnotes are linked to the cultural burden of a community, such as meals and food, clothes and accessories, beliefs and customs (herrero, 2005) which can help to promote a better understanding of the source culture (luo & zhang, 2018). through the use of notes in the form of footnotes in excerpt (4), the translator can fill a gap in the target readers' understanding of the source-language culture. (5) st: but the robin seemed to be quite satisfied and chirped and whistled back at her. (sg, 1911/2019: 59) tt: tetapi burung robin itu terlihat cukup puas dan dia bercicit serta bersiul membalas mary. (sg, 2020: 49) as an endemic species of north american thrush, the robin is one of the most well-known songbirds in the eastern united states. cited from www.britannica.com, early colonial settlers named it “robin” because its breast color resembled a smaller thrush. therefore, based on the analysis of excerpt (5), naturalization was applied by the translator since indonesian has http://www.britannica.com/ nadia khumairo ma’shumah & sajarwa 44 joall (journal of applied linguistics and literature), 7(1), 2022 the same reference as english in terms of the robin. in this case, indonesian people called “robin” as “burung robin” with the same references by retaining its original name. the translation of specific-material culture a plenitude of references to contemporary social institutions and conventions poses challenges to all translators (lópez, 2018). for this reason, the translation of cultural terms needs to be based on a mastery of information about them. the examples of untranslatable material culture found in the translation of burnett’s the secret garden into indonesian can be seen below. (6) st: it was true that there was no one in the bungalow but herself and the little rustling snake. (sg, 1911/2019: 14) tt: memang benar, tidak ada seorang pun di bungalo itu kecuali mary dan si ular kecil yang bergemerisik. (sg, 2020: 9) newmark (1988) mentioned that many language communities in the world have a typical and specific house that remains untranslated since it was strongly bounded with national identity. a simple search from the internet showed that the word “bungalow” comes from the hindi word bangla in 1676 and according to oxford learner’s dictionary, bungalow resembles “a house built all on one level, without stairs”. when associated with the indonesian context, the word “bungalo” is naturalized. relating to this, kbbi defines bungalo as “rumah peristirahatan di luar kota (di daerah pegunungan atau di pantai), ada yang dibangun secara permanen, ada juga yang tidak”. based on the analysis, naturalization is used by the translator in excerpt (6) because the source language has a designation similarity in the target language. (7) st: it was an agreeable idea, easily carried out, and when the white the cloth was spread upon the grass, with hot tea and buttered toast and crumpets... (sg, 1911/2019: 253) tt: gagasan itu cukup menyenangkan, mudah dijalankan, dan ketika taplak putih dihamparkan di atas rumput, dengan sajian teh panas, roti panggang dan crumpet beroles mentega,... (sg, 2020: 229) food terms are subjected to the most diverse range of translation procedures because they are the most sensitive and important expression of national culture (newmark, 1988). because of that, in excerpt (7), “crumpet” cannot be translated into indonesian because it is not lexicalized in the target language. it means that indonesian has no reference to “crumpet”. cited from oxford learner’s dictionary (see www.oxfordlearnersdictionaries.com), a "crumpet" is defined as a small flat round cake with small holes in the top that is eaten hot with butter. crumpet is categorized as a traditional british teatime http://www.oxfordlearnersdictionaries.com/ overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 45 treat that originated in the 17th century which was well-known as thin pancakes made from flour, milk, and egg base. however, today’s version, likely developed in the victorian era, bakers modified crumpets by adding yeast and then baking powder to the recipe (see www.britannica.com). here, the translator transfers the sl to the tl by using transference procedures in excerpt (8) as there is no suitable word to transfer “crumpet” into the target text. (8) st: she wore a very purple dress, a black silk mantle with jet fringe on it and a black bonnet with purple velvet flowers which stuck up and trembled when she moved her head. (sg, 1911/2019: 19) tt : dia memakai gaun ungu terang, mantel sutra hitam berhiaskan rumbai hitam gelap, dan topi bonnet hitam dengan bunga-bunga beledu ungu yang mencuat dan bergetar saat dia menggerakkan kepalanya. (sg, 2020: 14) newmark (1988) proposed that clothing as a cultural term can be adequately explained for tl readers if the generic name or classifier is added. bonnet was not fluent in indonesian. as "bonnet" is strongly associated with british culture and cannot be lexicalized in the target language, the translator used the transference procedure on the excerpt (8). the word "bonnet," defined as "a hat tied with strings under the chin, worn by babies and, particularly in the past, by women," was retained in the target text. looking back in time, the bonnet was worn by elite women in informal contexts from the eighteenth century. however, since the nineteenth century, bonnet became the dominant and general term used for female hats. (9) st: he smiled at their friendly grins and took a golden sovereign from his pocket and gave it to "our 'lizabeth ellen" who was the oldest. (sg, 1911/2019: 334) tt: lelaki itu tersenyum melihat senyum ramah mereka lalu mengeluarkan koin sovereign14 emas dari sakunya dan memberikannya kepada ‘lizabeth ellen, yang merupakan anak tertua. 14nama koin emas britania raya, dengan nilai nominal satu poundsterling dan sudah berhenti dicetak ketika james i dinobatkan sebagai raja inggris dan skotlandia pada tahun 1603. (sg, 2020: 305) in excerpt (9), “sovereign” as a great british currency cannot be translated into indonesian due to its strong connection with national identity along with its history. besides, currencies are bound by international conventions, so, in the case of excerpt (9), the translator used transference procedures and decided to bring the word "sovereign" into the indonesian translation. it is given by a footnote to help and guide the readers to connect http://www.britannica.com/ nadia khumairo ma’shumah & sajarwa 46 joall (journal of applied linguistics and literature), 7(1), 2022 with its meaning in an attempt to serve acceptable translation for the target readers. the footnotes in this case also help to make the reference clear to the readers. the translation of specific-social organization, political and administrative in religious language, the proselytizing of christianity’s activities is reflected in manifold translation (newmark, 1988). therefore, the translators focus on the appropriateness of translating religious languages. the following examples are the examples of untranslatable social organization, political and administrative, found in the translation of burnett’s the secret garden into indonesian. (10) st: tha' might sing th' doxology. (sg, 1911/2019: 313) tt: kau bisa menyanyikan doksologi10. 10himne pendek yang digunakan di berbagai kebaktian kristen, sering dinyanyikan pada akhir kebaktian. (sg, 2020: 285) according to firth in bassnett (2002), meaning is a complex of various types of relationships between the component concepts of a situational context. thus, since translating religious terms is very sensitive and complicated, in excerpt (10) the translator chooses to use a footnote to maintain its sl meaning. at a glance, the dictionary defines doxology as an expression of praise to god, particularly a short hymn that was sung as part of a christian worship service. as doxology is often added at the end of canticles, psalms, and hymns, notwithstanding, the themes expressed in doxologies are scriptural. for its long history, the term “doxology” should not be translated because of its sensitivity. (11) st: but colin was of an exploring mind and he knew nothing about the doxology. (sg, 1911/2019: 313) tt: tetapi pikiran colin sedang menjelajah dan dia tidak tahu apa pun tentang doksologi. (sg, 2020: 285) in contrast to excerpt (10), the translator chooses naturalization in excerpt (11) because the reader is assumed to know or have general knowledge of the meaning of the sl. this was proven by the presence of the note procedure, which was already provided by the translator in the preceding sentence (as in excerpt (10)). according to the analysis, the use of naturalization reduces the strangeness of the source's cultural term by completely avoiding the use of loans or foreign words. overcoming the problem of cultural untranslatability in burnett’s the secret garden from… joall (journal of applied linguistics and literature), 7(1), 2022 47 mistranslation in translating culture-specific terms from the data findings, this study also found mistranslation in the translator’s decision. (12) st: mistress mary, quite contrary, how does your garden grow? with silver bells, cockle shells, and marigolds all in a row. (sg, 1911/2019: 16) tt: nona mary, si pembangkang, bagaimana tamanmu kau tata? dengan bunga silver bell dan cockle shell, dan marigold semuanya berbaris. (sg, 2020: 11) “mistress mary, quite contrary” in excerpt (12) is a verse from mother goose’s english traditional nursery song that is widely popular with all its controversies. eventually, the interpretation of the songs was still debatable until now. nevertheless, although the phrase ‘quite contrary’ is difficult to translate because it relates to a song, it cannot simply be translated into “si pembangkang” in indonesian. as a result, translating "quite contrary" into "si pembangkang" was not appropriate because the meaning of "miss mary, quite contrary" was still debated by experts due to the conspiracy theory. they believed that the song "mistress mary, quite contrary" had religious and historical significance. this discovery proved that rather than using literal translation procedures, transference, naturalization, and notes can be preserved to avoid translation errors or mistranslation. conclusion the problem of untranslatability challenges the translators. thus, cultural terms found in the data are less translatable since the tl mostly has no formally corresponding feature. when the aforementioned study found that the loan word or loan word plus explanation strategy can be used to deal with the problem of untranslatability (susanti & novalinda, 2017), this study underlined that transference, naturalization, and notes were applied by the translator relying on newmark’s (1988) translation procedures. the research findings also showed that these three translation procedures are quite effective to overcome the problem of cultural untranslatability, such as specific social culture, ecological terms, material culture, and social organization, political and administrative; and to avoid translation errors. the use of notes as one of the translator’s decisions tended to make her visible in the tt, whereas the use of transference already demonstrates that the more serious and knowledgeable the readership, the more important transference is, not only in terms of cultural and institutional terms, but also of titles, addresses, and words used in a specific sense (newmark, 1988). the study's findings concluded that every strategy, procedure, and method offer a nadia khumairo ma’shumah & sajarwa 48 joall (journal of applied linguistics and literature), 7(1), 2022 solution to translation difficulties, one of which is retaining words from the source text into the target text via transference, naturalization, and notes. nonetheless, this investigation was limited to the exploration of cultural terms in the novel as well as the issue of untranslatability in the novel's translation. considering that the problems of untranslatability are very broad due to language differences, the study of untranslatability opens a large field in translation studies along with the development of languages around the world, particularly when it is associated with the dominance of patronage (such as publisher and editor). for the next researchers, it is expected that future researchers will use other material objects and discourses as data, such as film subtitles, surtitles, non-fictional works, speeches, textbooks, and so on when researching the same focus. furthermore, it was necessary to investigate the impact of transference, naturalization, and notes to the target readers on their accuracy, readability, and acceptability. acknowledgments we would like to express our heartfelt appreciation to the editor and/or anonymous reviewers who provided feedback on our piece of writing. references ariyaratne, m., & gunathilaka, i. 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(2014). an analysis of untranslatability between english and chinese from intercultural perspective. english language teaching, 7(4). https://doi.org/10.5539/elt.v7n4p119 the author nadia khumairo ma’shumah is a graduate school of linguistics student majoring in translation studies at universitas gadjah mada indonesia, funded by the bpi-lpdp for a domestic scholarship. she is currently active and focused on various translation research to dissect interesting things in linguistics and translation areas, as linguistics and translation are like gold mines that never stop being scrutinized and investigated. sajarwa is an associate professor of linguistics at universitas gadjah mada's graduate school of linguistics and french study program. as a senior lecturer and academic, he is currently focused on sharing and dedicating his knowledge by teaching linguistics and translation, as well as conducting various researches in those fields of study. https://doi.org/https:/doi.org/10.1016/j.sbspro.2014.05.300 https://doi.org/10.1515/hssr-2017-0006 https://doi.org/10.5539/elt.v7n4p119 330 journal of applied linguistics and literature, vol 6(2), 2021 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.15372 translation ideology of french novels into indonesian in colonial and postcolonial period 1sajarwa 1universitas gadjah mada, indonesia corresponding email: sajarwa@ugm.ac.id abstract this study analyzes the differences in the expression of meaning of the colonial and postcolonial french novels and the ideology of translating french novels into indonesian during the colonial and postcolonial periods. this study uses data from french novels and their translations into indonesian during the colonial and postcolonial periods. the data were analyzed by using descriptive-qualitative-comparative method. the results of this study show that text message expression during colonial period is indirect due to at that time the society was under the rule of the dutch colonialists or subaltern. in post-colonial period, the community social situation changed, people were no longer afraid to express their thoughts or they were more open so that the delivery of meaning is direct. colonial period novels have two types of foreignization ideology, namely self-names translation and setting translation, while post-colonial period novels have three types, namely self-names translation, title translation, and setting translation. the novels domestication ideology during colonial period occurred in translation of pronouns on and the translation of kinship calls, while in post-colonial period novels it occurred in pronouns on translation, kinship calls translation, and self-names translation. the different ideology in the two novels is self-names translation. keywords: translation, ideology, colonial, post-colonial introduction the dutch colonial power had an impact on literature development in the dutch east indies until the early period of indonesian independence. the colonial is related to the nature of colonialism which is the historical moment behind a nation. colonialism has destroyed the foundations of life and culture of the colonial society, which can take the form of language imposition, slavery, cultural imitation and substitution and displacement of population. the influence of colonialism had an impact on the post-colonial period. gilbert and tompkins (in allen & soemanto, 2004: 207) argue that posthttps://doi.org/10.33369/joall.v6i2.15372 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.15372&domain=pdf https://orcid.org/0000-0002-4862-2664 sajarwa journal of applied linguistics and literature, vol 6(2), 2021 331 colonialism refers to practices related to ‘social hierarchy, power structures and colonialism discourse.’ the emergence of post-colonialism has become the main intellectual discourse, particularly in former colonial countries, including indonesia. now post-colonial theory has been widely developed. it is used as a reading strategy that can be expected to reveal new meaning of power relations, west-east concepts, and orientalism. meanwhile, ratna (2008: 81-2) suggests five main post-colonial definitions, namely (1) paying attention to analyze the colonial era, (2) having a close relationship with nationalism, (3) fighting for a small narrative, gathering power from below, at the same time learning from the past to the future, (4) raising awareness that colonialism is not solely physical, but also psychological, and (5) not merely a theory, but an awareness that a lot of great work must be done, such as fighting against imperialism, orientalism, racism, and various other forms of hegemony. the influence of colonial language towards colonized languages, the way of expressing post-coloniality in indonesian literary texts, and the methods used by ex-colonial writers in decolonizing (national awareness) of the language of the great colonization, are very clear (faruk, 2007). meanwhile, the problem of identity related to the problem of hybridity is the problem of national identity that changes due to the cultural influence of the colonial nation, including mimicry (imitating) colonial culture by colonized and subaltern nations (marginalized people or colonized people). intellectual discourse concerning colonial and post-colonial issues also penetrates the field of translation. bassnett (2002) suggests that post-colonial translation not only reveals text messages but also the culture of the source text. currently, many post-colonial studies have been carried out. the following are some of the previous post-colonial studies. shohat (2004) examines the post-colonial translation and post-zionism in palestine. his studies revolve around the characteristics of post-colonial and post-zionism, hybridity, and subaltern groups of palestinians from israel and america. nurhadi, et al (2013) discuss forms of post-coloniality in tempo magazine. there are several forms of post-coloniality in a number of tempo magazine literature review articles regarding: (1) stories from the east, (2) colonialism, (3) reviews of western literature (including its translation in indonesian), and (4) literary works that specifically discuss post-colonialism. rakhman (2014) discusses the ambivalence of nationalism from a post-colonial perspective. it is argued that nationalism is no single, but it can exist in various forms, for example fascism xenophobia, liberative emancipatory, and others, depending on who interprets it. in addition, nationalism is associated with race so that there are certain races who feel more nationalist or as nationalist, by positioning “people outside them” or “race outside them” as non-nationalist parties. olivia and salim (2020) discuss mimicry in wiji thukul’s poem “hari translation ideology of french novels into indonesian in colonial and post-colonial period 332 journal of applied linguistics and literature, vol 6(2), 2021 itu aku akan bersiul-siul” (that day i will whistle) applying bhabha’s theory that in a post-colonial society there would be a process of mimicry and mockery. wiji thukul played the word “heartbreaking” by adding the word “bitter” which means very sad. this mimicry act is regarded as a form of mockery against the colonialist (new order). for those who do not have power, the forms of mimicry and mockery in poetry are tools to stop the domination of power. from the post-colonial study above, it can be seen that there are very few post-colonial studies on translation. this paper is a continuation of the colonial-postcolonial relationship research in the field of translation. when a person translates a text, he is transferring not only the message but also the culture. the process of transferring source language text messages is influenced by the translator culture. this is reflected in the way he understands, views, and expresses the message through the language used. the transfer of messages in the translation process is always marked by cultural differences in the source language and target language (hoed, 2006). this difference directly places the translator in a dilemma. on the one hand, he must translate the source language text messages into the target language accurately. on the other hand, and in many cases, he has to find an equivalent which is not necessarily appropriate in the target language. according to venuti (1995) there are two types of translation ideology, namely domestication and foreignization. domestication refers to translations that are more inclined to the target culture and language. on the other hand, foreignization leads to translations that are more inclined to the source culture and language. venuti argues that ideology is influenced by socio-cultural culture of the society in which translation are published and disseminated. therefore, ideology is something that has been planned from the beginning and choosen based on certain goals. the translation during the post-colonial period is more of a cultural transfer. during the post-colonial period there are many choices of cultural elements that can be used to transfer to readers (bassnett, 2002). the results of translation can be oriented to the source language or it can also be the target language. in other words, the translator has a choice of translation ideology, namely foreignization ideology (oriented to the source language) and domestication ideology (oriented to the target language). the actual translation does not only transfer the message from source language to target language, but also realizes it. occasionally, the translator’s ideology enters when he processes a translation product. the ideology includes the concept of ‘right’ and ‘wrong’ a translation product that is produced. the concept of ‘right’ and ‘wrong’ is influenced by several factors, one of which is culture. since translation is seen as part of sociocultural activities, therefore translation works are part of a society culture. ideology can be interpreted as a view or truth held by a person or society. sajarwa journal of applied linguistics and literature, vol 6(2), 2021 333 barthes (in hoed, 2006) says that ideology is a myth that has been established in a community or society. the ideology adopted by a person will direct his actions in accordance with the principles of truth that he adheres to. likewise in translation, the ideology held by the translator regarding good translation will direct every action he takes in the translation process. venuti (1995) suggests that there are two types of translation ideology, namely foreignization and domestication. foreignization ideology is oriented towards the culture of the source language. translators who adhere to foreignization ideology try to maintain what is foreign and unfamiliar to the target language readers but common to the source language. for them, a good translation is one that maintains the style and cultural taste of the source language. meanwhile, domestication ideology is oriented to the rules, norms, and culture of the target language. therefore, translators need to know why a text is translated and what the function of the translated text is because every text produced must have a specific purpose. with domestication ideology, it is hoped that a translated work will not feel like a translation but like a new work produced by the target language itself. the problems of research can be formulated (i) how to express the meaning of french colonial and postcolonial novels and, (ii) how is the ideology of translating colonial and postcolonial novels in french into indonesian. this study analyzes the differences in the expression of meaning and ideology in the translation of french novels into indonesian during the colonial and postcolonial periods. the analysis focuses on the differences in the expression of meaning and ideology in the translation of colonial and postcolonial novels using data from each of the two novels. the results of this study will enrich knowledge about translation studies and are expected to inspire other researchers to continue research on the translation of colonial and postcolonial novels. methods this study uses data from two french language novels during the colonial period with their translation into indonesian and two french novels during the post-colonial period with their translation into indonesian. the novels are as follows, the postcolonial novel (1) sans famille by hector malot (1878) translated into sebatang kara by abdoel moeis (1923), publisher of balai pustaka drukkerij volklectuur-weltevreden; (2) moliere's l'avare was translated into indonesian by si bachil balai pustaka in 1936; postcolonial novels (1) madame bovary by gustave flaubert (1972) published by gallimard translated by mrs. bovary by winarsih arifin (1990) published by pt dunia pustaka jaya, (2) syngue sabour: pierre de patience by atiq rahimi (2008) published by pol paristranslated stone of patience by feybe i mokoginto (2016). translation ideology of french novels into indonesian in colonial and post-colonial period 334 journal of applied linguistics and literature, vol 6(2), 2021 this research applies descriptive-qualitative method. descriptive qualitative method research aims to produce descriptive data in the form of written or spoken words from people and observable behavior. according to creswell (2011) a qualitative research approach is research that explores information from objects/participants widely by asking questions that are general in nature, data collection is realized through the translation of the text subjectively. meanwhile, according to moleong (2007:6) that qualitative research is a method used to understand phenomena about what is experienced or observed by research subjects holistically, and is described in the form of words and language, in a special natural context. descriptivequalitative method was applied to observe and interpret the different ways of expressing the meaning of colonial and postcolonial novels. for this reason, the direct element cuting (bul, bagi unsur langsung) technique is applied (sudaryanto, 1993), which divides discourse based on its constituent elements. with the bul technique, the elements that reveal the meaning of narrative discourse will be known. in addition, this research also applies a comparative method. comparative method is used to compare the differences in the ways of expressing the colonial and postcolonial novels as well as the ideology of translation of french novels and indonesian novels. the data of this research are the narrative discourse of two french novels and two indonesian translation novels during the colonial and postcolonial periods. the stages of data collection are as follows (i) reading french and indonesian novels, (ii) identifying french and indonesian narrative discourse data based on how to express meaning, (iii) identifying french and indonesian narrative discourse data based on the ideology of translation, and (iv) recording all data of both languages. the stages of data analysis are as follows, (i) classifying and comparing data based on the meaning of the two groups of colonial and postcolonial novels, (ii) classifying and comparing data based on the ideology of translation of the two groups of french and indonesian novels in the colonial and postcolonial periods, and (iv) interpreting the results of the comparison of the expression of the meaning and ideology of the translation findings how to reveal the meaning of colonial and post-colonial novels table 1. table of manner of meaning expression no. manner of meaning expression colonial period novel post-colonial period novel 1. directness meanings are expressed indirectly. meanings are expressed in long sentences. meanings are expressed directly. meanings are expressed in short sentences. 2. politeness polite words. harsh words. sajarwa journal of applied linguistics and literature, vol 6(2), 2021 335 (1) disant cela, il me la mit dans la main: puis, comme je voulais me défendre d`accepter un si beau cadeau, il ajouta tristement: tu comprends que je n’ai pas besoin de savoir l’heure ici; le temps n`est que trop long; je mourrais à le compter. adieu, mon petit rémi; embrasse-moi encore un coup; tu es un brave garçon, souviens-toi qu`il faut l’être toujours. (sf 1878: 363) sesudah berkata demikian, maka ditunjukannya arloji itu kepada saya. demi bapak saya menolak pemberian itu, maka bapak peter berkata dengan sedih hatinya: di sini tidak perlu bapak mempunyai arloji, karena tidak ada gunanya. kalau bapak melihat-lihat waktu pula di sini, tentulah akan semangkin lama rasanya waktu itu. bawalah barang yang tidak berharga ini, remi, akan jadi tanda peringatan. marilah kemari bapak peluk akan dikau, karena sebentar lagi kita mesti bercerai. (sb 1923: 26) after saying this, he showed me the watch. for the sake of my father's refuse because it is of no use. if you look at the time here as well, it will certainly feel al of the gift, then mr. peter said sadly: here you do not need to have a watch, like that time will be longer. bringing this worthless thing, remi, will serve as a warning sign. come here, father, hug you, because soon we will have to separate during the colonial period the message expression is indirect, for example, to express the meaning of ‘will hug’ is expressed by the statement adieu, mon petit rémi; embrasse-moi encore un coup; tu es un brave garçon with translation ‘marilah kemari bapak peluk akan dikau’ (come here, i hug you) and to express the meaning of ‘for remi to receive a watch from his father’ expressed in the sentence tu comprends que je n'ai pas besoin de savoir l'heure ici; le temps n`est que trop long; je mourrais translated le compter with translation ’di sini tidak perlu bapak mempunyai arloji, karena tidak ada gunanya. kalau bapak melihat-lihat waktu pula di sini, tentulah akan semangkin lama rasanya waktu itu. bawalah barang yang tidak berharga ini, remi, akan jadi tanda peringatan’ (here i don’t need to have a watch, because it’s useless. if i had a look at the time here, you would have felt as long as it would have been. take this worthless item, remi, it will be a warning sign), and the sentence form is long. in addition, the word divorced is used to express the meaning of “separation”. at that time (in 1928) it seemed that the word separation had not been used to express the meaning of “separation” which is different from “divorce”. meanwhile, in post-colonial novel, meanings are expressed directly as it can be seen in example (2) below, contrariée, elle jette son voile à terre et, lasse translation ideology of french novels into indonesian in colonial and post-colonial period 336 journal of applied linguistics and literature, vol 6(2), 2021 ‘kesal, dilemparkannya kerudungnya ke lantai’ (annoyed, she threw her hood on the floor). (2) contrariée, elle jette son voile à terre et, lasse, se laisse choir sur le matelas occupé jadis par le corps de son homme. « mes filles, je les laisse dans les mains d’allah ! » en récitant un verset du coran, elle tente de se convaincre du pouvoir de dieu pour protéger ses filles. (ss 2008: 101) kesal, dilemparkannya kerudungnya ke lantai dan, lelah, dibiarkannya dirinya terjatuh ke atas kasur yang sebelumnya ditempati suaminya. “anakanakku, kuserahkan mereka ke dalam tangan allah!” sambil mengutip sebuah ayat alquran, ia mencoba meyakinkan dirinya akan kekuasaan tuhan untuk melindungi anak-anaknya. (bk 2016: 100) (annoyed, she threw her scarf on the floor and, tired, allowed herself to fall onto the mattress that had previously been occupied by her husband. “my children, i lay them into the hands of allah!” while quoting a verse from the koran, she tried to convince herself of god’s power to protect her children). in addition, in post-colonial novels, many harsh words are found, for example je vends ma chair pour donner du plaisir aux hommes ‘kujual tubuhku untuk memuaskan para lelaki’ (i sell my body to satisfy men) in data (3) below and even harsher on data (4) sot ! disait-il , petit sot, vraiment! ‘tolol!’ katanya. ‘tolol benar kamu’ (stupid!” he said. “you really are stupid.”) such harsh expressions are not found in colonial period novels. (3) je vends ma chair pour donner du plaisir aux hommes ! l’homme, sursautant de rage, éructe : « allah, al rahman ! al-mu’min !protège-moi ! contre qui ? » (ss 2008: 23) “kujual tubuhku untuk memuaskan para lelaki!” sang lelaki, terkejut marah, melontarkan: “allah, al-rahman! al-mu’min! lindungilah aku!” “dari siapa?” (bk 2016: 26) (“i sold my body to satisfy the men!” the man, shocked with anger, said: “allah, al-rahman! al-mu’min! protect me!” “of whom?”). sajarwa journal of applied linguistics and literature, vol 6(2), 2021 337 (4) sot ! disait-il , petit sot, vraiment ! sot en trois letters ! grand-chose, après tout, qu’un e phlébotomie ! et un gaillard qui n’a peur de rien ! une espèce d’écureuil, tel que vous le voyez, qui monte locher des noix à des hauteurs vertigineuses. (mb 1972: 179) “tolol!” katanya. “tolol benar kamu. tolol dengan lima huruf. apalah flebotomia itu! tak apa-apa, bukan? lelaki segagah kamu yang tak takut apaapa! coba lihat dia sekarang. biasanya seperti bajing yang suka naik pohon kelapa memetik buahnya sampai ketinggian yang menggamangkan. (nb 1990: 152-3). (“stupid!” he said. “you’re really stupid. five-letter moron. what is phlebotomy! it's all right, isn’t it? a man as brave as you who is not afraid of anything! take a look at him now. usually like a squirrel who likes to climb a coconut tree picking its fruit to an astonishing height). foreignization and domestication ideology ideology is translation orientation. translation results may lead to source language (foreignization) and target language (domestication). table 2. table of translation ideology no. translation ideology type colonial and post-colonial period translation ideology subtype orientation 1. foreignization colonial period post-colonial period self-names setting self-names title names setting translation results are oriented to source language 2. domestication colonial period post-colonial period pronoun on kinship calls self-names pronoun on kinship calls translation results are oriented to target language self-name as the form of foreignism ideology self-names translation results that aim to source language. this can be seen both in colonial novel translation, namely remi in example (5) and postcolonial one, namely vendredi in example (6) below. (5) on me fit entrer dans un paloir où il n`y avait ni grilles ni barreaux, comme je croyais, et bientôt après le père arriva, sans être chargé de translation ideology of french novels into indonesian in colonial and post-colonial period 338 journal of applied linguistics and literature, vol 6(2), 2021 chaînes. <je t`attendais, mon petit remi, me dit-il, et j`ai grondé caltherine de ne pas t`avoir amené avec les enfants (sf 1878: 362) boleh jadi suara saya berubah waktu saya berkata demikian, karena sejurus lamanya bapak peter tidak berkata sesuatu apa` ....tetapi tahulah remi engkau remi, bahwa engkaupun ada mempunyai perangai yang sopan itu, hingga orang tidak akan menyangka bahwa engkau anak terbuang-buang atau anak orang kebanyakan. (sb 1923: 321) (my voice might changed when i said that, because for a long time mister peter did not say anything ... but remi you know, remi, that you too have that polite temperament, so people will not think that you are a wasted child or the average person’s child). (6) vendredi passait de longues heures à confectionner des arcs et des flèches. il tailla d’abord des arcs simple dans les bois les plus souples, comme le noisetier, le santal, l’amarante ou le cipaiba. puis selon la technique chilienne, il fabriqua des arcs composites –formés de plusieurs pièces – plus puissants et plus durables. sur un arc simple, il ligaturait des lamelles de cornes de boucs qui ajoutaient leur propre élaticité à celle du bois. il arriva à faire des flèches d’un mètre cinquante. (vvs, 92-93) vendredi melewatkan banyak waktu untuk membuat busur dan anak panah. mula-mula ia membentuk busur sederhana dengan kayu yang paling lunak seperti pohon kenari, santal, amarante atau copaiba. lalu berdasarkan teknik chili ia membuat busur-busur yang lebih rumit, yang terdiri dari beberapa potong, lebih ampuh, dan tahan lama. pada busur yang sederhana ia mengikatkan lempengan tanduk kerbau, yang menambah kelenturannya pada kelenturan kayu.ia berhasil membuat anak panah yang berukuran panjang satu setengah meter (kl, 88) (vendredi spends a lot of time making bows and arrows. at first it forms a simple bow with the softest wood such as walnut, santal, amarante or copaiba. then based on the chilean technique he made bows that were more complex, consisting of several pieces, which were more potent, and durable. in a simple bow he fastened the buffalo horn plate, which added flexibility to the flexibility of the wood. he succeeded in making an arrow one and a half meters long). sajarwa journal of applied linguistics and literature, vol 6(2), 2021 339 title’s name as form of foreignism ideology (7) tu voudrais passer l’hiver dans le jord? pas tout l’hiver, juste quelques semaines. la cheikha m’a déjà invitée plus d’une fois … tu n’as rien à faire, là-bas je pourrais être sa dame de compagnie tu n’es ni une servante, ni une dame de compagnie … (rt 1993: 35) kau ingin melewatkan musim dingin di jord? tidak seluruh musim dingin, beberapa minggu saja. cheikha ‘kan telah beberapa kali mengundangku …’ kau tak ada urusan apa-apa di sana. aku dapat menjadi pendampingnya. kau bukan pesuruh, bukan pula pendamping … (ct 1999: 20) (do you want to spend winter in jord? not all winter, just a few weeks. cheikha has invited me several times ...’ you don’t have anything to do there. i can be his companion. you’re not a helper, nor a companion ...) setting translation as foreignization ideology the setting is a strategy in narrative discourse where there are events called foregrounding and backgrounding. foreground is important information, part of the narrative that presents the main things that are in accordance with the story purpose (hopper, 1979). the background is the part of the narrative that reinforces or comments on the story purpose. in examples (8) and (9) below the background position of the target text is the same as the background position of the source text. (8) a. la plage était déserte. b. les trois pirogues et leurs occupants avaient disparu. c. le cadavre de l’indien abattu la veille d’un coup de fusil avait été enlevé. d. il ne restait que le cercle noir du feu magique où les ossements se mêlaient aux souches calcinées. e. robinson posa sur le sable ses armes et ses munitions avec un sentiment d’immense soulagement (vvs 1971: 66) a. pantai sunyi senyap. b. ketiga perahu serta penumpangnya telah menghilang. translation ideology of french novels into indonesian in colonial and post-colonial period 340 journal of applied linguistics and literature, vol 6(2), 2021 c. mayat orang indian yang ditembak sehari sebelumnya telah diangkut orang. d. yang tertinggal hanyalah lingkaran hitam bekas api gaib, tempat tulang belulang bercampur dengan tunggul yang hangus. e. robinson meletakkan senjata dan amunisinya di atas pasir dengan perasaan lega sekali.(kl 1992: 62) a. silent beach. b. the three boats and their passengers have disappeared. c. the body of the indian who was shot the day before has been transported by people. d. all that left was the dark circle of the occult fire, where the bones were mixed with the charred stump. e. robinson laid down his gun and ammunition on the sand with great relief. (9) la roiute est longue de montargis à varses, qui se trouve au milieu des cévennes, sur le versant de la montagne incline vers la mediterrane (sf) djalan dari montargis ke varses sangat pandjang sekali. letanja kota varses itoe di lereng goenoeng jang landai sampai ke laoetan tengah (sk) (the road from montargis to varses is very long. varses city is located in gentle mountain slope to the middle of the ocean) pronoun on as form of domestication ideology in french the pronoun on is an indefinite personal pronoun and is neutral, both in type and amount. the pronoun on is used when the perpetrator is generic. in the colonial period novels, the pronoun on is translated with ‘i’ pronoun, while in the post-colonial novel the pronoun on is translated into indonesian as passive form by using affix di-. (10) a. dans le sable mouillé, il sculpta une sorte de statue couchée à plat ventre avec une tête don’t les cheveux étaient des algues. b. on ne voyait pas la figure cachée dans l’un des bras replié, mais la corps brun et nu ressemblait à remi. (sf 1878: 99) a. pada pasir yang basah, ia membuat sejenis patung yang sedang terbaring tertelungkup, dengan kepala yang rambutnya dibuat dari rumput laut. sajarwa journal of applied linguistics and literature, vol 6(2), 2021 341 b. tak terlihat wajah yang tersembunyi dalam lengan yang dilipat, namun badan yang coklat dan telanjang mirip remi (sb 1923: 95) (a. on the wet sand, he made a kind of statue that was lying face down, with a head made of seaweed as the hair). (b. there is no visible face hidden on the folded arms, but the brown and naked body is similar to remi). (11) c’est là que l’on fait les pires fromages de culture y est coûteuse, parce qu’il faut besucoup de fumier pour engraisser ces terres friables pleines de sable et de cailloux (mb 1972: 108) di sinilah dibuat keju neufchatel yang paling tidak enak dari seluruh arondisemen. bercocok tanam pun besar biayanya karena banyaknya pupuk yang diperlukan untuk merabuki tanahnya yang gampang remuk penuh pasir dan batu kerikil itu. (nb 1990: 86) (here is where the most unpleasant neufchatel cheese of the entire arrondissement is made. farming is also very costly because of the large amount of fertilizer required to ravage the crumbling soil full of sand and gravel). kinship calls as form of domestication ideology kinship calls are calls that indicate kinship between speakers, for example, father or dad, mother or mom, etc. these kinship calls can also be a reflection of the translator, whether the translator applies foreignization or domestication ideology. in the example below, the translator uses domestication ideology, both the data from the colonial period text (12) and the post-colonial data text (13). kinship calls in data (12) je ‘saya’ (i) but in translation the call of ‘bapak’ (father) is used. in the javanese cultural system, there is an obligation to teach or educate children. the kinship call of father is used due to the father ‘je’ wants to teach his calling to the father by placing the father’s position as if he were the son who called his father, father did not call him je ‘saya’ (i). as for data (13) madame bovary mère translates to ‘mother/mom bovary’. (12) et j’ai grondé catherine de ne pass t’avoir amené avec les enfants (sf 1878: 12) bapak sudah marah pada catherina, karena ia tidak membawa engkau bersama-sama dengan adik dan kakakmu sekalian (sb 1923: 10) translation ideology of french novels into indonesian in colonial and post-colonial period 342 journal of applied linguistics and literature, vol 6(2), 2021 (i already angry to catherine, because she did not bring you along with your brothers and sisters) (13) a. emma laissait maintenant tout aller dans son ménage, et madame bovary mère, lorsqu’elle vint passer à tostes une partie du carême, s’étonna fort de ce changement. b. elle, en effent, si soigneuse autrefois et délicate. c. elle restait à présent des journées entières sans s’habiller, portait des bas de coton gris. d. elle répétait qu’il fallait économoser .. (mb 1972: 101). a. sekarang semuanya di dalam rumah tangganya dibiarkan berlarutlarut. dan ibu bovary terheran-heran melihat perubahan itu waktu ia datang ke tostes dan menginap beberapa hari pada musim puasa. b. emma yang dulu begitu rapi dan halus. c. sekarang berhari-hari tidak berdandan, memakai kaos kaki panjang dari katun abu-abu. d. berkali-kali emma berkata mereka harus berhemat .. (mb 2010: 83) a. now everything in her household was allowed to drag on. and madam bovary was amazed at the change when she came to tostes and stayed a few days during the fast season. b. emma that used to be so neat and fine. c. now days without dressing up, wearing long grey cotton socks. d. over and over emma said they had to save money … self-names translation as domestication self-names translation in post-colonial translation novel uses indonesian name, namely l’hôtel du lion d’or ‘hotel singa emas’ and mme veuve lefrançois ‘nyonya janda lefrançois’. (14) l’hôtel du lion d’or, tenu par madame veuve lefrançois, sur la place d’armes (mb 1972: 166) hotel lion d’or yang dikelola oleh nyonya janda lefrançois, di lapangan umum place d’armes (nb 1990: 263) the hôtel du lion d´or, run by madame veuve lefrançois, on the place d'armes sajarwa journal of applied linguistics and literature, vol 6(2), 2021 343 discussion this section will analyze the differences in the expose of colonial and postcolonial texts. the example below shows that there are differences in the expression of colonial and post-colonial texts. during the colonial period, the messages expression is indirect and the sentences are long. meanwhile, postcolonial text published in 1979 in data (2), it is seen that the message expression is also indirect or even less clear. it is different from data (3) that novel in post-colonial period published in 2009, the message expression is seen directly. during the colonial period, the centralistic and authoritarian colonial government made people shackled to their movements and thoughts, therefore people could not express their thoughts, not spontaneously. from the sample data above, it can be stated that the expose of text messages during the colonial period is indirect due to at that time, the people were under the rule of the dutch colonialists or subaltern (the marginalized or the colonized). the similar matter also happened to the post-colonial text published in 1979, at that time the community was under an authoritarian regime so that people did not dare to express the message directly (sajarwa, 2017). the politics of power has a great influence on language. hooker (1996) has politicized the meaning of the languages usage. this will lead to linguistic repression. linguistic repression is the suppression and limitation of people’s freedom to express their thoughts and feelings in language (basri, 2011). on the other hand, in post-colonial period, the community social situation changed, in which people did not feel afraid anymore to express their thoughts, and they were adaptive so that the delivery of meaning was direct. the ideological analysis towards colonial and post-colonial novels shows that there are significant differences. foreignization ideology occurs in both colonial and post-colonial novels. colonial period novels have two types of foreignization ideology, namely self-names translation and setting translation, meanwhile post-colonial period novels have three types, namely self-names translation, title translation, and setting translation. the difference between both of the period novels lies in titles translation, namely nobility title. the nobility title translation is not found in the colonial period novels. translators use foreignization translation ideology due to they want to prioritize aspects of the source text by maintaining the language and culture style in the translated text as to bring the readers into the cultural atmosphere of the source text (hoed, 2006). in other words, the translator transfers the culture of the source text to the culture of the target text. colonial period novels have two types of foreignization ideology, namely self-names translation and setting translation, meanwhile post-colonial period novels have three types, namely self-names translation, title translation, and setting translation. the difference between the two colonial and post-colonial novels lies in titles translation, namely nobility title. this proves that the influence of translation ideology of french novels into indonesian in colonial and post-colonial period 344 journal of applied linguistics and literature, vol 6(2), 2021 the dutch colonialists continued even after the proclamation. the influence is not only through discursive power but also non-discursive power, namely military, economic, and cultural power (faruk, 2007: 366-8). domestication ideology also occurs in both novels during colonial and post-colonial periods. domestication ideology, which is oriented towards the target language, prioritizes the readability of the translated text so that many terms from the source text are replaced according to the culture of the target text (venuti, 1995: 15). the novels domestication ideology during the colonial period occurred in pronouns on translation and kinship calls translation, while in post-colonial period novels, it occurred in pronouns on translation, kinship calls translation, and self-names translation. the different ideology in the two novels is self-names translation. as stated above, the domestication ideology is oriented towards the target language and culture for the purpose of presenting a translated text that is easy to read and understand by the target readers. in this study, it was found that the use of pronoun on which was translated domestically into indonesian was not in the form of a pronoun but in the form of structure, namely passive form with affix diand ter-. thus, there is a formal misalignment in the translation. source text and target text do not have the same category. in this section, pronoun on is translated unequally into indonesian. such pronoun on is used as a storytelling tool to highlight the story or story/event and eliminate the perpetrator or weaken the perpetrator (state of affair). self-names translation appears both as foreignization and domestication translation ideology. the emergence of selfnames translation as a foreignization ideology due to the translator wants to bring the source culture atmosphere into the target language culture, while self-names translation as a foreignization ideology due to the translator wants to highlight local aspects in the era of globalization in addition, by applying domestication ideology, it does not appear that the translated text does not look rigid and looks like the original (venuti, 1995: 5). conclusion and suggestion during the colonial period, the centralistic and authoritarian colonial government made people shackled to their movements and thoughts so that people could not express their thoughts, not spontaneously. the influence of the dutch colonialists continued even after the proclamation. in the postcolonial period, community social situation changed, namely that people are no longer afraid to express their thoughts or are more open so that the delivery of meaning is direct. foreignization and domestication translation ideology occur in colonial and post-colonial period novels. colonial period novels have two types of foreignization ideology, namely self-names translation and setting translation, while post-colonial period novels have three types, namely self sajarwa journal of applied linguistics and literature, vol 6(2), 2021 345 names translation, title translation, and setting translation. the difference between them lies in title translation, namely nobility title. it is oriented towards the target language and culture for the purpose of presenting a translated text that is easy to read and understand by the target reader. colonial and post-colonial texts translation using foreignization and domestication ideology. foreignization ideology is applied to post-colonial texts translation for self-names, title and setting, while colonial texts translation is only found in self-names translation. the novels domestication ideology during colonial period occurred in pronouns on translation and kinship calls translation, while in post-colonial period novels it occurred in pronouns on translation, kinship calls translation, and self-names translation. the different ideology in the two novels is self-names translation. this research is focused on revealing the meaning and ideology of translation. other aspects of translation, such as techniques, methods, translation strategies, and shifts in meaning have not been touched upon in this study. this gives other researchers an opportunity to examine the translation of colonial and post-colonial novels comprehensively. references allen, 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(1992). padanan terjemahan. in r. b. noss (ed.), sepuluh makalah mengenai penerjemahan oleh kentjanawati gunawan. jakarta: rebia indah prakasa. abbreviation sf : sans famille sb : sebatang kara mb : madame bovary nb : nyonya bovary vvs : vendredi ou la vie sauvage kl : kehidupan liar sb : syngue sabour bk : batu kesabaran 246 journal of applied linguistics and literature, vol 6(2), 2021 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.14204 alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure analysis as rhetoric 1idha nurhamidah ; 2sugeng purwanto ; 3diyah fitri wulandari 1,3universitas islam sultan agung; 2universitas stikubank corresponding email: idhanurhamidah@unissula.ac.id abstract the current study investigated a song lyric entitled “lily” in terms of its generic structure to come up with the rhetorical strategies—how satanic tricks influence people through human greed. lily belongs to a lyric considered a narrative poem. it is theorized that a narrative poem is a poem or possibly a lyric which consists of orientation, complication and resolution. in other words, a lyric is structured as such to produce rhetorical strategies (goals) which were analyzed employing aristotle’s ethos, logos and pathos. meanwhile, in the complication analysis of lily, not only did the study employ psychological theory but was also supported by social contexts to describe how satanic tricks were made use through human greed engineering in achieving the goal of negative thoughts generating. the findings indicate that human minds are in fact guided by both angels and satans. angels guide any individual (lily) to stay in track of the positive values while satan whispers tricks to divert from the positive path toward the negative values by means of human greed. to confirm the findings, a survey was administered to 90 purposefully-selected teenagers in semarang municipality only to find that “lily“ song lyrics failed to give any answer to the question whether or not she (lily) can be saved despite her frequent calls for help. keywords: generic structure, narrative lyrics, psychoanalysis, rhetorical strategies, social contexts introduction among various media of communication, songs have been considered effective to express moral messages (radebe et al., 2020; singh et al., 2017). not only are they supported by esthetics (beauty of rhythmic sounds) but also made possible to make reffrein, namely repeated parts of the songs by means of which the moral messages can be emphasized to touch the listeners’ psyches. in addition, the harmonious, rhythmic pitches enable a particular song to affect the listeners of interest (sierro et al., 2020). https://doi.org/10.33369/joall.v6i2.14204 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.14204&domain=pdf https://orcid.org/0000-0003-0792-2115 https://orcid.org/0000-0003-2860-2145 https://orcid.org/0000-0002-8530-0867 idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 247 both singing a song and listening to a song may bring about spiritual comforts (brunson, 2020). many are extremely in love with their favourite singers so that they may hysterically respond to the performance of the artists. they may also sing the songs in question by themselves while imagining that their voices resemble those of the original singers. however, in academic settings, a song lyric has become common choices for analyses. a number of students have written their final academic projects by taking up song lyrics as the objects of their researches with various purposes from simply investigating the lyrics structure to construing the messages to develop their moral integrity. in particular, the study would like to address three issues—the generic structure of the lyrics (bowers, 2020)(telaumbanua, 2020)(supadmi et al., 2020), the rhetorical strategies to express the moral messages (agustya et al., 2020), and the practical and theoretical implication to better support the stance that literary works prove effective as a means of transferring educational values to children for their character building (sinaga, 2020)(hewitt, 2020)(marheni et al., 2020)(wijaya & zein, 2020). research on song-lyrics as medium of learning a foreign language has been undertaken. it is argued that songs have proved effective as learning media to improve pronunciation, to enrich vocabulary (rohmatin, 2020), to implement hots (high order thinking skills) and to improve attitudes. similarly, research on rhetorical strategies revealed that tun dr. mahathir bin mohamad and dato’ sri mohd najib tun abdul razak’s leadership rhetoric proved effective (fatmawati et al., 2020), and so does donald trump’s populist foreign policy rhetoric. an ideology and a rhetoric, even, replace science and reason (milchman et al., 2020). regarding research novelty, the current study employed a combined approach to the analysis of a literary work— (1) the song-lyrics’ rhetorical strategies to achieve the communicative purposes, including both practical and theoretical implications and (2) teenagers’ assessment with respect to the lyrics’ messages. as outlined above, songs in the previous studies were only used as media to convey moral messages, not as materials for literary studies. it was also argued that rhetorical strategies were used in speech events. in other words, research on literary rhetoric has not been much dealt with in the previous studies. this triggered the researchers to conduct a study on strategies for literary rhetoric by employing a combined approach. to achieve the above research objectives, several theories relevant to the current study need to be highlighted to generate a firmed analytical framework. for example, texts for both fiction and non-fiction are written in special genres (a linguistic term referred to as a step-by step scaffolding toward one unified whole sum of a text. the structuring process of a text is not done at random. rather, it has to follow certain principles of paragraph alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure… 248 journal of applied linguistics and literature, vol 6(2), 2021 developmental patterns, depending on the genre adopted. outlined below is a process of developing a generic structure of a text. theoretically speaking, generic structure of text consists of sentences and beyond to form particular discourse represented in a text. a text can fall within three categories, namely narrative, descriptive, and argumentative. included in the category of narrative are recounts, spoofs, anecdotes, and news items, aimed at giving information. meanwhile, descriptive texts include reports, procedures, and explanation aimed at describing things. furthermore, categorized in argumentative discourse are expository texts, analytical expositions, hortatory expositions, and argumentative texts (mabuan, 2017). narrative discourse, for example, has a generic structure consisting of (1) orientation, (2) complication, (3) climax, (4) resolution, (5) reorientation (6) messages (explicitly or implicitly stated) (herdi, 2020)(koilara et al., 2020). in addition, to the generic structure, particular linguistic features are bound to any particular text, namely (1) demonstrative time signals such as long time ago, one day, one evening and the like, (2) the use of archaic or register words, (3) the use of particular verb processes, and (4) presentation of chronological events. it is important to note, however, not only can narrative discourse be found in prose but also in poetry. some poems are written in narrative and known as narrative poem. it is also possible that narrative poetry is expressed in song lyrics to express both explicit and implicit messages. like narrative prose, narrative poems have also generic structure consisting of: (1) surface structure, and (2) deep structure. the surface structure of poetry is realized through typography, diction, image, figurative language, concrete words, engineered in theme, rhyme, and meter based on which to identify the orientation, complication, and resolution (if any). meanwhile, the deep structure of poetry is realized through theme, sense, pitch, and message in support of the surface structure. these two types of structures synergize to form a narrative poem. regarding the message of a literary work can be investigated through a study of literature psychology, sociology of literature, anthropology of literature, stylistics, semiotics and many more. however, the current study focuses on a literary study related to psychology theory—abraham maslow’s psychology of human needs theory supported by socio-political analysis to describe the psychological complication in lily song-lyrics. in addition, rhetorical strategies also need to be highlighted as the way(s) to convey messages, of which the role is inevitably important in communication process (suprapto & kurniawan, 2020). even in some cases, the “way(s)” is considered more important, in the success of information transferring, than the contents. analogically speaking, packaging of a idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 249 particular product plays a more significant role in the success of marketing than the product itself. in other words, a product with relative values but with interesting packaging tends to be more marketable than that with special values but without interesting packaging. this also applies to communication processes. a message should be well-presented or conveyed to achieve the communicative purposes. the mastery of communication, in modern science, is referred to as rhetorical strategies (fatmawati et al., 2020). aristotle proposed three elements to achieve communicative purposes, namely ethos, logos, and pathos (grant, 2019). to elaborate, ethos in communication strategies is identical to the credibility of informants. in other words, those who convey information must be credible, such as practitioners, users’ testimony, experts, and or participants indicating or guarantying information accuracy. meanwhile, logos (logical) refers to how information is organized so as to be logically acceptable. finally, pathos (emotion), in this case, refers to energy to convey information. methods research object and subjects the current study picked up a song lyric entitled ‘lily’ as the object of investigation (pratiwi, 2020), hereinafter referred to as lily song lyrics. the song was sung by alan walker, an english norwegian dj. in short, the lyric of lily is about a girl, despite her sacred happy life, wanted to sneak out. warned not to do that, she kept on doing only to find herself trapped in a difficult situation hypnotized by satanic tricks toward nowhere due to her (human) greed to ask for more. meanwhile 90 teenagers participated in the online survey as the research subjects. they were purposefully selected for ease of research instrument distribution. five students (the first semester) from five english colleges (universitas islam sultan agung, universitas katholic soegiyapranata, universitas 17 agustus 1945 semarang, unversitas stikubank, and universitas dian nuswantoro) were sent the link to google survey form. the link was supposed to be distributed to their friends via wag (whatsup groups). up to the due date specified, 90 forms returned (via email) to the researchers. instruments a likert-scale survey to assess their opinions toward lily song lyrics was administered online (google form) to wag from five colleges in semarang with the assistance of one student from each college. the instrument (scaled from 1-5, strong disagreement – strong agreement) was used to reveal the opinions of the research subjects, regarding the interpretation of lily song lyrics. https://genius.com/alan-walker-lily-lyrics https://genius.com/alan-walker-lily-lyrics https://docs.google.com/forms/d/e/1faipqlse_bg2ve5ybvzp0rnpzmuh0vppwx8ytzmxfk9glslznb9vgdw/viewform alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure… 250 journal of applied linguistics and literature, vol 6(2), 2021 data analysis procedures in a broad sense, lily song lyrics was analyzed in terms of (1) the generic structure, and (2) the rhetorical strategies. included in the analysis of the generic structure were issues of orientation, complication and resolution— following the tradition of narrative poetic analysis (iwamoto, 2007). surface structure and deep structure of lily song lyrics were also discussed as supporting details (toivanen et al., 2013). meanwhile, the rhetorical strategies of the lyrics were analyzed employing aristotle’s ethos, logos and pathos to find out how the lyrics were rhetorically produced (stucki & sager, 2018). results of the google form survey were automatically calculated in percentage (categorical) from which opinions (see table 1) were interpreted to come up with confirmed evidences about ‘satanic tricks’—using human’s basic instinctive greed ‘want more’ in satanic whispers as supported by the final surah of the quran (annas). in other words, the final description of the findings has gone a long process of aggregation of all responses made by respondents. all are represented in the discussion. findings generic structure the first part of the generic structure of a narrative is termed as orientation. described in this part (orientation) are elements of cpt (character, place, and time), which consists of character and characterization. characters (either animate or personified things) are figures involved in carrying out the plot. in other words, figures can be human, animal, plants, even household utensils, and the like. meanwhile, place and time may foreground the environments, either explicitly or implicitly described. discourse markers, such as ‘once upon time’, ‘long time ago’, or any other fabled circumstance are referred to as a narrative genre. orientation below is the first stanza (chunk) of lily song-lyrics identified as the orientation of the whole song –lyrics: (1) lily was a little girl afraid of the big wide world she grew up within her castle walls a stanza or paragraph in narrative prose is a point of departure. described in the above stanza are the character and characterization identified as someone called lily, shown in the first line “lily is a little girl.” lily is limited to being characterized as a little girl grown up in a palace (castle) as stated in lines 3 and 4 “she grew up //within her castle wall”. as a result, idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 251 she is afraid of the outside world—stated in line 2. thus, lily is a princess who, in psychological terms, has fulfilled the basic layer of human needs, such as: (1) physical needs, covering the needs for food, drink, fresh air, sex, etc. (2) needs for safety, and (3) needs for love and cares. therefore, it can be said that she is a little girl who lives a luxurious life, and has never seen the outside world—unlike other normal children out there. as well described in the first stanza is the background environment, namely “within her castle walls”. this results in lily’s mental disadvantages—being afraid of the outside world. in other words, she lacks physical and mental experiences. apart from the fact that the jungle is out there meaning that outside the castle, there are both the expected and the unexpected things. the world may present beauty and sorrows. lily fears whatever outside the castle. she has been framed to live in a royal environment. the next stanza is as follows: (2) now and then she tried to run and then on the night with the setting sun she went in the woods away so afraid all alone despite fears of the external world, lily, as a little girl, has the basic instinct of demanding something new as experienced by other normal teenagers. this can be seen in the first line of the second stanza “now and then she tried to run.” the word “tried” semantically indicates several attempts to escape. it is of course not easy to do so due to the strict rules of the castle. however, on one twilight, lily managed to escape without any notice of guards or other people around. she rushed away to the forests as stated in line 3, “she went in the woods away.” all alone, naturally she was very afraid as stated in lines 4 and 5 “so afraid //all alone.” complication this part is the essence of a narrative as the story goes on. lily’s minds are perplexed. a lot of things—both positive and negative in nature—come in and out. the positive things are referred to as angelic whispers while the negative things are referred to as satanic tricks. each of them tries very hard to influence lily’s mind related to her decision to escape from the castle. here goes the third stanza (chunk): (1) they warned her "don't go there, there're creatures who are hiding in the dark" then something came creeping alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure… 252 journal of applied linguistics and literature, vol 6(2), 2021 it told her "don't you worry just" the pronoun “they” is not easy to identify to which it refers to until the second line of the chunk is read out (sung). the second line goes as “don’t go there, there’re creatures who are hiding in the dark.” from this line, it is clear that “they” refers to angelic whispers. such whispers are possibly those which were spoken to or told to her by her guards, her parents, or her friends. those are good advices for her to be a nice girl. meanwhile, by the words “creatures, who are hiding in the dark,” those “creatures” are most probably referred to people. some people are unpredictable, so whoever “they” is, lily is forbidden outside because she would be put at great risk. not to mention she has no experience with being outside. however, there is one thing that told lily not to worry (about those creatures) as stated in the fifth line “don’t you worry just”. this one thing is referred to as a satanic whisper, that was very strong and managed to drive lily out of her castle (though everything is available), wandering around the woods for uncertainty, even to cause her to be afraid and feel all alone. the satanic whisper further told her to follow. here, her basic human instinct is tested. what is actually the basic human instinct? it is “greed”. human-beings are never satisfied with what they have got, especially with respect to wealth and pleasure. here goes the next stanza. (2) follow everywhere i go top over the mountains or valleys low give you everything you've been dreaming of just let me in ooh the satanic whisper forces lily to follow anywhere it goes as stated in line 1 of the chunk, “follow everywhere i go,” such as to “top over the mountains or valleys low”, describing the beauty of nature at the same time promising her to enjoy everything it offers with pleasure. it has been obviously known that she has never been out of the castle. this condition is further made use of by satan, whispering in promises which are possibly abusive. satanic tricks are characterized as (1) pleasure at first, disappointment at the end, (2) bad social and personal impacts disguised beautifully in good prospects as seen in the following chunk of satanic promises: (3) everything you want in gold i'll be your magic story you've been told idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 253 just let me in ooh the word “gold” in line 1 of the chunk, “everything you want in gold” symbolizes values that may not be available in the castle. satanic promises are made that everything is to be at hand with ease. this is represented in the word “magic” as in “i’ll be your magic story” with only one requirement, that is to let satan enter lily’s mindset to fulfill her greed, which is actually unlimited up to a point when she dies, and faces the consequences of following satanic tricks. however, there is still angelic nature in lily’s “self” as represented in the following chunk of the song-lyrics. she starts realizing what happens to her. here goes the next chunk: (4) she knew she was hypnotized and walking on cold thin ice then it broke and she awoke again the line “she knew she was hypnotized” indicates that lily has come to conscience as she walked through a difficult path symbolized by “and walking on cold thin ice”. fortunately, she managed to get up upon falling down. better still, she started to cry for help as shown in the next chunk. (5) then she ran faster than start screaming "is there someone out there?" the above chunk clearly describes. lily ran faster and faster, heading for nowhere. she started screaming, calling “is there someone out there?” (6) please help me come get me behind her she kept crying for help. as she was all alone, no body responded to her cries for help. she was half-conquered by satan, whispering behind her as seen in “behind her” (7) she could hear it say follow everywhere i go top over the mountains or valley low give you everything alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure… 254 journal of applied linguistics and literature, vol 6(2), 2021 you've been dreaming of just let me in ooh lily has not managed to escape from satanic influences. there is a great battle of choice between following the satanic tricks and returning to the angelic advices. satan keeps whispering to give more negative impacts on her as seen in the following chunk: everything you want in gold i'll be your magic story you've been told just let me in ooh resolution the resolution of the narrative song-lyrics is not given. the listeners are supposed to create their own story to continue lily’s story—there is a kind of help to take her back to the castle to be a nice girl bound to the royal rules, or she would let satan enter her mind to become one of thousands of satanic followers. in short, the lyrics of alan walkers “lily” show the backstory of a girl who wanted freedom, but she did not realize that she asked for a bit too much. this is in in with the basic human instinct—greed. this further confirmed research findings in singh, et al. (singh et al., 2017). unfortunately, lily got a fate that she did not even expect. satanic tricks wildly and fiercely influenced her to follow satanic wishes with all false promises beautifully packaged to look good. at a glance, the moral message can be stated that that no matter what an individual does, he or she should always stay alert. no one knows when anything could happen. the above findings revealed that lily song lyrics were written adopting the tradition of literary presentation of poetic narrative as the surface structure (hopkins, 2020). there are nine stanzas, each of which consists of varying number of lines. stanza 1 (four lines) represents the orientation, introducing the character (lily) and settings (the past, the castle). this stanza is immediately followed by stanza 2 (four lines) representing the character’s behavior toward the complication. the complication is represented in seven stanzas. stanza 3 represents the presence of both angelic advice and satanic tricks. the angelic advice consists of warnings for lily not to go anywhere. she should have stayed in castle. meanwhile, the satanic tricks start approaching lily’s mindset based on human’s greed. invitation to join satanic adventure is presented in stanza 4 with a number of beautifully-covered evil promises, further stressed on idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 255 stanza 5. lily’s consciousness to return to normal is presented in stanza 6, running in bewilderment in stanza 7, and crying for help in stanza 8. however, satan would not stop interfering lily’s mindset by using basic human instinct—greed. to end, line 9 repeats the satanic promises. meanwhile, the deep structure of the song-lyrics is situated in the song writer’s mind-map concerning the theory of writing poetic narrative. the song writer employed logical sequences in presenting the narrative with artistic rhetorical strategies to drive the audience in a position to show empathy to lily as the victim of satanic whisper. so skillfully is the song lyrics presented that the audience is let to finish the story—whether lily would join the satanic way of life or return to the angelic advices. this applies to songs by pride’s this bed’s not big enough and bimbo’s belalang in which no resolutions were given (nurhamidah et al., 2020; nurhamidah & purwanto, 2020). rhetorical strategies aristotle’s ethos, logos, and pathos were all reflected in lily song lyrics. alan walker clearly represents himself as a resource individual (ethos) who masterminds the whole story poetically depicted in song lyrics. he is a reliable and accountable as a singer who can dramatically sing the song (lily) with his child’s voice in nature. thus, the audience is brought to a situation that the events took place in children’s world. as a respectable singer, he managed to sing the song lively and easily understood by layman as a cheerful singer, so convincingly presenting the narrative story song. in other words, people believe that the singer is trustworthy in terms of the song being sung. the logos is seen as a logical sequence of events in the narrative song lyrics—orientation, complication, but without resolution. the audience is given two choices whether lily returns to the castle or goes away following the satanic tricks. given the first choice, lily adopts the angelic guidance to return to where she belongs. in this case, she will return to her normal life a nice girl maintained in royalism—within the castle’s rules of conducts—up to a point of her being a royal princess probably ready to be wedded by a royal princess from a different castle. they may live as a king and queen. conversely, if the second choice is taken, things will be quite otherwise. under satanic influences—which are normally based on human greed—lily will go nowhere. she may fall in the hands of criminals in the street, forcing her to sell herself to any man for money. the second choice presents a more various types of consequences following the satanic tricks. as previously discussed, the song is sung cheerfully, representing children’s world (xiong & xie, 2020). this is the pathos—depicting the way messages are presented. on listening to the song, the audience will soon realize that it is a children’s song without any touches of romance. yet, the alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure… 256 journal of applied linguistics and literature, vol 6(2), 2021 message or moral values may be directed for the general target of human nature. what is the general target of human nature? by god’s logic, people are born with two choices, whether they adopt satanic or angelic whispers (göbel, 2018). just for example, a woman—in case she adopts satanic tricks—may represent a bad wife, forgetting that she is a wife to her husband, and a mother to her child(ren). in a socio-cultural context, she is an economist in bed, a lady in the kitchen and a whore outside the house (may god protect women from such). on the other hands, a woman may also lead herself following angelic whispers. even if she is a career woman (to help her husband’s financial stance), she is still a good wife to her husband and a good mother to her child(ren). in a social cultural context, she is a lady outside the house, a whore in bed with her husband, and an economist in the kitchen (praised be upon those who do so). according to the survey administered to selected teenagers, a castle life is viewed differently among them as shown in table 1. table 1 teenagers’ responses toward the life of lily no statement 1(%) 2(%) 3(%) 4(%) 5(%) ∑ 1 lily’s life is well-fulfilled 21.2 42.4 21.2 15.2 100 2 lily lacks parental love 9.1 27.3 27.3 33.3 3 100 3 lily’s life is limited to normal castle guards 23.5 32.4 29.4 14.7 100 4 lily’s life is an ideal life 32.4 50 11.8 2.9 2.9 100 5 lily song lyrics fails to give a resolution 5.9 23.5 38.2 23.5 8.8 100 note: 1=fully disagree, 2=disagree, 3=neutral, 4=agree, 5=fully agree at a glance, teenagers, at least in semarang municipality, show that they have been inspired by modern life. most of them fully disagreed to the castle life (63.6% with 21.2% neutral). they want freedom, not restricted to the royal rules and conducts. meanwhile, they are in between that such a life is negatively viewed—lacking parental love (36.3% vs. 36.4% with 27.3% neutral). agreements 44.1% vs. disagreement 23.5 with 32.4% are assigned that lily as a little girl is fully guarded in castle life—something thought of as a terrible life. strong disagreement (82.4%) is depicted in a view that lily’s life is ideal—meaning that they cannot “yet” decide the true values of an ideal life. yet, from the song lyric, they are driven into two extremities. 29.4% expressed disagreement, meaning that they managed to find out the resolution for themselves; 38.2% expressing doubts, and 32.3% expressing strong agreement, meaning that they are convinced of the unavailability of the resolution. thus, it can be concluded that teenagers want both freedom idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 257 and guidance as practical consequences—also confirmed in a research finding (van reijmersdal & van dam, 2020) discussion god creates everything in a binary system—positive and negative. it is a matter of choice, which one to follow (alvarez & brehm, 2020). those who choose the positive and minimize the negative, by all religions on earth, are promised to be awarded “heaven” upon their deaths—served by beautiful angels with all facilities one cannot find even in a five-star hotel in the world. conversely, those who choose the negative and minimize the positive, by all religions on earth, are threatened that they would be thrown away to “hell” without mercy. the heat of hell is thousand times as much as that of fire on earth. lily song lyrics illustrated that satanic tricks (whispers) had a stronger force to influence a little and inexperienced girl to escape from a settled life of the castle. by ‘settled life’ it is hard to determine or define what is exactly ‘settled’. it is relatively ambiguous. a settled life as viewed by a certain individual may be considered a ‘catastrophic’ life by some other individuals. the survey reveal that most respondents stand against the definition of ‘settled life’ as interpreted in the study. the tendency of people to do one thing or another is theoretically influenced or determined by at least two factors—genetic and non-genetic (rushton et al., 2008). however, very few researches have been conducted regarding which factor is more dominant upon the other. a wealthy family is not guaranteed to be happy only to find that the children are spoilt, naughty, and even involved in crimes; worst still, spouses are cheating on each other. another rich family turns otherwise. the spouses are wed-locked up to the death of one after another. their children are well educated to end with good professions to raise their own families—respecting each other with one son or daughter continuing his or her parents’ business empire. in other words, such a family passes successfully human needs as theorized by a psychologist, abraham maslow, and socio-politically acceptable within a nation. meanwhile, poor families are of similar patterns—some end positively and some others end negatively. thus, everything is relative. eyes and ears are cheating as they may represent otherwise. with respect to socio-political viewpoints, lily song lyrics represents a very high socio-political point of departure, lily as the main character is depicted as a nice little girl living in a castle full of fulfilment of basic human needs with luxury. however, she is lonely—representing a slot for both satanic and angelic whispers. the satanic tricks, based on the nature of human greed, force her to go out for life adventures despite the fact that the angelic whispers maintain her in the correct tract of staying in castle. in the castle, at a later stage, she will be provided with adventures, correctly alan walker’s “lily” song lyrics to depict satanic tricks: a generic structure… 258 journal of applied linguistics and literature, vol 6(2), 2021 designed for her to be a lady. it seems; however, lily takes the wrong way, guided by the satanic tricks to escape from the castle. she goes to the forest only to find nothing but internal confusion. she cries for help but no responses were yet apparently available. the respondents tend to agree the lyrics writer did not provide any clue—also theorized in narrative story (abbott, 2020). nowadays, as supported by the survey findings, teenagers do not want to be told what to do—also theoretically confirmed (brown, 2020). they want to be free to find out any information from the internet. this is not bad at all but remembering that digital information is so vast and unlimited, they may pick up unsuitable information for their character development. therefore, they still need guidance—not dictating but simply facilitating. lily can be taken as an example of an individual with seemingly respectable position but fails to comply with the rules of conducts in a castle life. she is, for sure, guarded in such a way to behave distinctively as a royal member—with full of angelic preaches of what to do and not to do. however, she is forced smoothly and tenderly by satanic tricks to get out of castle for new adventures, which actually turn out to be false or remain as satanic promises. conclusion and suggestion lily song-lyrics have been investigated in terms of the generic structure and rhetorical strategies. it has also been viewed with respect to personality psychology and socio-political standpoints. the generic structure of the lyrics is that it is physically presented in nine stanzas with varying number of lines in each stanza. the nine stanzas further were split into orientation (stanzas 1 and 2) and complication (stanza 3, 4, 5, 6, 7, 8, and 9). no resolution is available in the song-lyrics. the audience is free to continue toward the narrative end. therefore, it can be concluded that the surface structure—as can be seen—is guided by the song writer’s deep structure in accordance with theory of song-lyrics writing (format, theme, and rhyme). psychologically speaking, the little girl, lily has only reached level 1 of abraham maslow’s psychology of human needs theory in accordance with fully-developed socio-political environment of castle life—confirmed by the survey. teenagers are therefore suggested to carefully select information from any medium for their personal development. seniors should be still available as facilitators if necessary. meanwhile, more researches are still required to investigate moral-contained literary works, tapping all possible positive teachings in support of the young generation’s personal development. acknowledgments words of thanks and gratitude shall go to research and community service division of universitas islam sultan agung for the research fund without which, the study may not have been undertaken. special thanks shall also go idha nurhamidah, sugeng purwanto, diyah fitri wulandari journal of applied linguistics and literature, vol 6(2), 2021 259 to the research subjects—90 semarang teenagers who were willing to participate in the survey. references abbott, h. p. 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(2022). video or audio listening tests for english language teaching context: which is more effective for classroom use? joall (journal of applied linguistics and literature), 7(1), 104-118 https://doi.org/10.33369/joall.v7i1.19920 since elementary schools, english has been studied by indonesian students as a foreign language. nevertheless, their length of learning english https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.19920&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/19920 http://doi.org/10.33369/joall.v7i1.19920 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.19920 https://orcid.org/0000-0002-7371-240x https://orcid.org/0000-0001-7245-806x https://orcid.org/0000-0003-4174-2556 clara herlina karjo, menik winiharti, safnil arsyad 150 joall (journal of applied linguistics and literature), 7(1), 2022 does not guarantee that they are proficient in four language skills. ur (1984) mentioned that even though their grammar skills are good enough, they still have problems in doing listening exercises. listening comprehension is considered the most important among the four language skills because it provides the aural input which is the foundation of language acquisition (gao, 2012). listening is considered difficult by most efl learners. in literature, there are a lot of complex factors such as rate of speech (blau, 1990; griffiths, 1992), prosody, accent, phonological features (matter, 1989), hesitations, complex grammar (gao, 2012), rhetorical signaling cues (cross, 2011), lack of background knowledge (chiang and dunkel, 1992) and low language proficiency (brown, 1995) can affect listening comprehension. despite being the most difficult skill, listening is the most frequently used language skill in the classroom, compared to the other language skills (ferris, 1998). in learning grammar, reading, vocabulary and speaking, listening skill is applied. for example, students must have sufficient listening ability to be able to understand the materials that the teacher is teaching. unfortunately, many teachers still have the perception that listening is a passive skill, in which the students only have to listen passively without doing anything. this perception is not accurate, since listening is an active skill, not as passive as it seems. when a person listens to something, there are a lot of cognitive processes going on. purdy (1997) stated that in listening there are active and dynamic processes of attending, perceiving, interpreting, remembering, and responding to verbal and nonverbal needs, concerns, and information offered by other people. listening is also a complicated process that involves linguistics, cognitive, cultural and social knowledge (wang & miao, 2003). moreover, listening comprehension is also an inferential process that involves various background knowledge (gilakjani & ahmadi, 2011). similarly, rost (2002) and hamouda (2013) described listening comprehension as an interactive process of meaning construction that involved listeners. listeners, according to gilaksjani & sabouri, 2016) should comprehend the oral input through sound discrimination, previous knowledge, grammatical structures, stress and intonation, and other linguistic or non-linguistic clues. therefore, successful listening, according to anderson and lynch (1988), does not only depend on what a speaker says, but also on how the listener plays part in the process, by activating various background knowledge, and by applying his previous knowledge to what he hears and tries to understand what the speaker means. to be able to listen well, listeners must have the ability for decoding the message, apply a variety of strategies and processes to make meaning, and the ability for responding to what is being said in various ways, depending on the purpose of communication. from the above discussion, it is clear that listening comprehension requires active participation on the part video or audio listening tests for english language teaching context: which is more… joall (journal of applied linguistics and literature), 7(1), 2022 151 of the listeners (in this case efl the students) as well as the speaker because listening is a highly complex problem-solving activity where the listeners interact with a speaker to construct meaning in the context of their experiences and knowledge. regarding the teaching of listening comprehension in the efl classroom, gilakjani and ahmadi (2011) propose three activities consisting of pre-listening, while listening and post-listening activities. pre-listening activities include the outline of the listening text and teaching the key concepts. here, a teacher can give a general description about the topic or theme of the text that the students will listen to, discuss some difficult words or concepts, and probably discuss the accent of the speakers, etc. these activities are used to activate students’ prior knowledge and expectation and to provide the necessary context for specific listening tasks. while listening activities are aimed to construct clear and accurate meaning as they interpret the speaker’s verbal message and nonverbal cues. the purpose is to focus the comprehension of speaker ideas, to focus on organizational patterns, to encourage students’ reaction to the speaker’s ideas and the use of language. the activities include open-ended activities like question and answer, filling in the missing words, or pair work activity. post-listening activities have the purpose of connecting what the students heard with their experience, encouraging critical listening and reflective thinking. post listening activities include checking students’ comprehension and clarifying understanding, answering questions that have not been understood. traditionally, listening comprehension materials are given in audioonly input. however, if learners can see how the language is used in an actual situation, listening activity can be more meaningful. to put it in another way, when learners see how the speakers speak the language, they can learn the language from both audio and visual inputs. harmer (2007) cited several materials that can give access to both audio and visual inputs such as dvd, film clips on video, or online watch while listening. by watching videos, some paralinguistic behaviors such as how intonation matches the facial expression and gestures can be seen. the availability of the various materials for listening comprehension will enable teachers to give students continuous and theoretical directions that will make students change their previous notion that listening course is only teacher’s playing audio and students repeat to improve their linguistic skills through listening (ruan, 2015). providing multimodal inputs (visual and auditory) in the form of materials for listening comprehension has been done for quite a long time. wagner (2008) claimed that language teachers have already utilized movies, tv shows, and other sources of audiovisual media in their teaching, especially in teaching l2 listening. wagner (2008) further asserted that the use of multimodal media clara herlina karjo, menik winiharti, safnil arsyad 152 joall (journal of applied linguistics and literature), 7(1), 2022 such as videos allows the listener to process both the aural and visual information communicated by the speakers as in real-life situations. compared to audio-only listening materials, multimodal presentation (i.e., movies or videos with subtitles or captions) is found to improve efl learners’ listening comprehension (zareian, adel &noghani, 2015). this is because, multimodal presentation (particularly in the case of captioned video) can aid comprehension for language learners who are “hard of listening” and find the speech of foreign language tv, films, and videos difficult to follow and understand (vanderplank, 2016). captions or subtitles which accompany the video have been found highly effective in promoting listening comprehension (yang & chang, 2014). thus, it will be highly likely that videos will be used in the teaching of l2 listening in the future because of considering the encompassing influence of video technology and the internet in daily life. in the field of instructional design, the focus of future studies will rely on multimedia learning regarding the effective use of video to enhance learning and the impact of video on learning (guo, kim & rubin, 2014; kay, 2012). however, irrespective of the popular use of videos as teaching materials for l2 listening, they are not equally popular as testing materials. this notion was affirmed by wagner (2010) who said that video is commonly employed in l2 classrooms, but test developers have been reluctant to use videotexts on the tests of l2 listening ability. the test developers’ reluctance for using videos in a listening test might be related to technology and practicality. previously, wagner (2008) stated that more resources were needed to create a video listening test than the more traditional audio-only test. some researchers are concerned that visual channels may affect the testtaker performance during the video listening test. in other words, whether the students who take the video listening test will be more influenced by the visual factors rather than concentrating on the aural content of the video. according to taylor and garenpayeh (2011), test takers’ performance may be affected by external contextual factors and individual characteristics. visual images may distract test takers. moreover, even though the students’ language proficiency is the same, not all students may understand he content. test-takers’ performance may also be affected by their internal cognitive factors through a loading effect while they are processing information. despite the concerns regarding the effect of visual images on testtakers’ performance, previous studies of video listening tests (vlt) and audio-only listening tests (alt) showed various results.in the study of basal, gulozer, and demir (2015), even with the visual elements of the videos, the alt group performed significantly higher than the vlt group. on the contrary, shin’s (1998) study discovered that participants of video tests performed significantly (around 25%) better compared to an audio test video or audio listening tests for english language teaching context: which is more… joall (journal of applied linguistics and literature), 7(1), 2022 153 group.however, gruba (1993) found out that the scores of video-mediated and audio-mediated groups did not show a statistically significant difference. nevertheless, further research still needs to be carried out, either to corroborate or to refute the previous studies. the present study is aimed to compare the efl students’ performance in listening comprehension tests using mono-modality presentation (audio-only test) and multimodality presentation (audio, visual and textual) using video clips from youtube. the research is also aimed at finding the possibility of using multimodal materials for the teaching of listening comprehension for efl students. as a guideline, the following hypotheses are addressed in this study: 1) the use of multi-modality presentation (audio, visual and textual) can significantly improve student’s listening ability, and 2) the use of multi-modality presentation cannot significantly improve students’ listening ability. method research design the present study utilized the post-test only control group design (creswell, 2009). two types of test modality (audio or video) in the listening comprehension test were used to measure participants’ performance. these two different modalities were the audio listening test (alt) and the video listening tests (vlt) were administered to the same group of participants. the data were analyzed quantitatively using spss software. the statistical calculation used was paired samples t-test to find out the answer to the hypotheses of whether the use of multi-modality presentation can significantly improve the students’ listening ability which is reflected by their listening test scores. participants the participants of the research were 100 students of the english department of bina nusantara university, jakarta. they were purposely chosen from semesters 3, 5, and 7, with the assumption that they have sufficient english knowledge to participate in this research. however, the research did not differentiate the students’ results based on their years of study (the length of semesters they have taken) and their english proficiency levels, but only measured the results based on the modes of presentation (audio and visual) used. listeners did not demonstrate hearing and vision problems, nor did they stay in english-speaking countries before. the following table 1 shows the summary of participants’ data concerning their age, semester, and gender. clara herlina karjo, menik winiharti, safnil arsyad 154 joall (journal of applied linguistics and literature), 7(1), 2022 table 1: summary of participant data gender semester average age total 3 5 7 male 5 (18.5 %) 15 (55.5 %) 7 (25.9 %) 20 27 female 21 (28.8 %) 39 (53.4 %) 13 (17.8 %) 19.5 73 instruments the topics for alt and vlt listening comprehension tests were taken from the video clips of ted talks from youtube. ted (technology, entertainment, design) is a global set of conferences run by the private nonprofit sapling foundation, with the slogan "ideas worth spreading”. ted emphasizes on the educational aspects. there were two topics taken as the materials for the tests, i.e. the language of lying and the effect of sleep deprivation. these topics were chosen randomly and were not related whatsoever to the participants’ study course. the duration of each video is around 5 minutes. the first video was used to devise the listening test in the audio (alt) modality, while the second video was used to devise the listening test in audio visual (vlt) modality. the test for each modality consists of 20 question items, which were grouped into three types of test items. table 2 below shows the representation of the topics and the type of test items. table 2: topics and test items. testing modality topic type of test number of items alt the language of lying word listing cloze summary multiple choice 7 8 5 vlt the effect of sleep deprivation cloze summary number listing multiple choice 7 4 9 total 40 data collecting procedure and analysis this study used a post-test-only design as proposed by creswell (2009) to measure the learners’ performances in two types of modality in listening tests. participants were given two types of tests: (a) audio listening test (alt) this test was administered after the participants listened to the first video the language of lying for 5 minutes approximately. in this kind of test, the screen was turned off so the participants only got the audio input. after a three-minute break, they listened to the audio content of the video once again. finally, they were given a written test regarding the content of the video. video or audio listening tests for english language teaching context: which is more… joall (journal of applied linguistics and literature), 7(1), 2022 155 (b) video listening test (vlt) the second test was administered after the participants finished doing their alt. the procedure was similar. this time, they watched the second video the effect of sleep deprivation with the screen turned on. thus they got audio as well as visual input to help them understand the materials in the video. after watching the video two times, they were given a written test regarding the content of the video. findings the descriptive statistic calculation gives the following results for both samples. the average means score of vlt is 11.80. this means that vlt participants answered 11.80 questions correctly out of 20 items. the minimum score gotten is 4 and the maximum score gained is 20. on the other hand, the alt participants only answered 10 out of 20 questions correctly, with the minimum score and the maximum score of 19. in general, the results indicate that vlt generated a better score than alt. these scores were further analyzed for finding the correlation between the vlt and alt. the analysis yielded the pearson correlation coefficient of 0.755 with a probability value of 0.000, far below the significant level α = 0.05. this shows a significant correlation between vlt and the alt scores. table 3 below provides the results of the paired samples test. paired samples t-test was chosen because the same participants were tested using two modes of presentation (vlt and alt). thus, the purpose of this test is to find out the significance value of the differences between vlt and alt. the mean difference between vlt and alt is 1.8. t-test for the hypothesis of h0: vlt = alt gave the score of t = 11.808. the p-value for the two sides was 0.000, which is less than α = 0.05. this result is convincing evidence to reject the hypothesis that vlt gives the same result as alt. the conclusion that can be drawn is that vlt gives a better score than alt. table 3: paired sample t-test besides the modality of testing, the types of questions might also affect the scores attained by the students. since there are three types of questions in both vlt and alt, table 4 below shows the interaction between the question types with the modality. the questions are divided into three types: summary, listing and multiple choices. the dependent variable is the score gained by the testing modality paired differences t sig. (2-tailed) mean differences std. error mean vlt vs alt 1.80 .294 11.808 .000 clara herlina karjo, menik winiharti, safnil arsyad 156 joall (journal of applied linguistics and literature), 7(1), 2022 participants. the statistical calculation is done using two-way anova. there are two kinds of outputs given, the test between-subject effects and post hoc comparison. table 4 below shows the comparison and the correlation between the modality and the type of test items. the results indicate that there are no significant differences between the types of test items and the modality of presentation. this is not a surprising result because brindley and slatyer (2002) reported that learners’ performance in the competency-based listening assessment is affected by the test item format and item difficulty, not by the modes of presentation. thus, the findings indicate that modality and the types of test items do not have interaction even though the mean scores for each modality (vlt and alt) differ significantly. or, in other words, modality of presentation does not affect the attainment of scores for different types of test questions. table 4: test between subject effects source dependent variable: score mean square f-stat sig. corrected model 1.764 3.488 0.035 intercept 202.608 400.698 0.000 modality 6.044 11.952 0.005 type 1.387 2.743 0.104 (modality x type) 0.000 0.000 1.000 a. r-squared = .592 (adjusted r squared = .423) the above table of anova shows the statistical values for the main effect as follows: a. for the modality factor: the f value is 11.952 with a degree of freedom (df) = 1 and p= 0.000, which is less than α =0.05, then h0 : alt = vlt is rejected. the conclusion for this factor is that alt scores differ from vlt scores. b. for the question type factor: the f value is 2.743 with a degree of freedom (df) = 2 and p= 0.005, which is less than α =0.05, then h0 : summary = listing = multiple choices is rejected. then it can be concluded that each question type gives diverse results. c. for the interaction factor: the f value is 0.000 with a degree of freedom (df) = 2 and p = 1.000, which is bigger than α =0.05, then h0 : (μ summary – modality) = (μ listing – modality) = (μ choice – modality) cannot be rejected. this means that the modality (vlt or alt) does not affect the attainment of scores for each type of question. video or audio listening tests for english language teaching context: which is more… joall (journal of applied linguistics and literature), 7(1), 2022 157 to see which test type shows different means, a post hoc multiple comparison was done. the summary can be seen in table 5. the results clearly show that test types do not influence the score gained. again, these results confirm that the score difference results from the modality used in testing listening, not the types of test items given in the testing. thus, it can be concluded that test results depend on the testing modality, not on the test items. the results are in line with jafari and hashim (2012) who no interaction effect between the test format and the students’ listening proficiency level. table 5: the multiple comparisons (i) types (j) type mean difference (ij) std. error sig. cloze listing -.0250 .41054 1.000 choice -.8450 .41054 .186 listing cloze .0250 .41054 1.000 choice -.8200 .41054 .207 choice cloze .8450 .41054 .186 listing .8200 .41054 .207 the multiple comparisons in table 5 show that the mean of cloze type differs from the mean of listing type and multiple-choice items. the mean differences between each type are very small, for instance between cloze and listing, the difference is only 0.025. the highest mean difference occurs between multiple-choice and summary, which is 0.8450, followed by multiple-choice and listing, which is 0.8200. the results indicate that multiple-choice items get the higher correct answers compared to listing and cloze. further analysis of the results demonstrates that these differences can also be attributed to the modality used in the tests. table 6 below displays a descriptive distribution of each type of question shown in percentages. table 6: percentage of each type of questions video listening test audio listening test cloze summary 3.64 / 7 52.00 % 2.50 / 8 31.25% listing 2.49 / 7 35.57% multiple choice 4.49 / 9 49.89% 3.33 / 5 66.60% cloze number 3.67 / 4 91.75 % mean score 11.80/ 20 59.00% 10 / 20 50.00% when the results of the test are broken down into different test types, several things can be noted. in vlt, the total mean score for all items is 11.80 or around 59% of the test items can be answered correctly. however, for each part, students show diverse results. the highest score is achieved for the cloze number test that reaches 91.75%. this means that the students can answer clara herlina karjo, menik winiharti, safnil arsyad 158 joall (journal of applied linguistics and literature), 7(1), 2022 accurately 3.67 from 4 questions regarding numbers. it is understandable since in the video the numbers are visually shown. numbers are relatively harder to memorize if they are just spoken and not seen. the second type, which is also benefited from the video, is the close summary test. in this type of test, students have to fill in the summary with one or two words they heard from the video. the students got 3.64 out of 7 items. again, by watching the video, they can see the visualization of the keywords, which appear on the screen. however, out of 9 items, students were only able to correctly answer 4.49 items in multiple-choice question type, thus making it the worst result. meanwhile, alt results showed a different image. in total, out of 20 items, the students managed to correctly answer 10. thus, the total mean percentage for all items was only 50%. in two types of test items, word listing and cloze summary, students only get 2.49 out of 7 and 2.5 out of 8 items. in these types of questions, students have to rely on their short-term memory to recall the words that they have to fill. some of the words in this test are unfamiliar scientific terms that are quite difficult to catch such as electroencephalograph and convoluted. visual showing of new vocabulary on the screen will help students to comprehend their meaning. this finding was similar to winke et al. (2010) who stated that captions contributed better to learning than no caption concerning novel vocabulary recognition. surprisingly, in alt, students were able to achieve 66.6% correct answers in multiple choices items. this may be because, in multiple-choice questions, students can make informed guessing. discussion the statistical results above corroborate the indication that by listening to the audio and watching the video (which also includes subtitles or captions) at the same time, the students can perform and comprehend better. visual modality enhances the students’ understanding of the materials. yang and chang (2014) confirmed that the application of visual materials was very effective in promoting learning, particularly the use of caption which may enhance listening comprehension. huang and eskey (1999-2000) argued that captions and subtitles make audiovisual input more accessible and comprehensible to l2 learners, which is in line with krashen’s (1985) input hypothesis. the findings of these studies also revealed the students who were exposed to more than one modality, i.e., audio and visual can improve their performance compared to when they were only exposed to one modality such as to audio-only. behroozizad & majidi (2015) claimed that the affordance of three channels or modalities (aural, visual, and textual) might reduce the students’ listening anxiety. in turn, these three channels will lead to better listening performance and more confidence in students’ listening ability. the audio mode only provides students with aural input, so they have video or audio listening tests for english language teaching context: which is more… joall (journal of applied linguistics and literature), 7(1), 2022 159 to fully concentrate on the sounds provided. consequently, they had to remember a lot of sound-based information. on the contrary, through audiovisual mode, students were equipped with more various information in addition to sound, such as pictures and also captions which occasionally occur in the video. these additional elements may have assisted the students’ comprehension of the contents. students’ comprehension might be more thorough with the assistance of these three modalities compared to that supported by the audio mode only. the effects of these three modalities on students’ comprehension were corroborated by the studies of basal, gulozer and demir (2015), and shin (1998). another reason for the higher scores gained by the vlt group is because according to kruger and doherty (2016), the capacity of working memory can be significantly enhanced by multimodal presentation as learners can process information in both channels (auditory narration and visual text). this statement is affirmed by goh (2000) who argued that in general, efl students had a limited capacity in their short-term memory, and they had a tendency to forget immediately what they heard previously because they were hasty to understand the new input. this means that students will easily fail to recall the materials if they are only presented in audio mode. on the other hand, if the information they receive is given in various modes, students can remember better. consequently, they can perform better in video listening tests rather than in audio listening tests. the same result was confirmed by chang, lei and tseng (2011) who found that multi modes (text plus sound), were more effective than single-mode listening instruction. however, even though the modality of presentation did affect the attainment of the overall scores, the results did not show any significant interaction between the modes of presentation and the types of test items. thus, in this case the students’ listening proficiency level is not determined by the test format. the results are in line with jafari and hashim (2012) who found that there was no interaction between the test format and the students; listening proficiency level. meanwhile, brindley and slatyer (2002) found different results. they reported that learners’ performance in competency based listening assessment are affected by the test item format and item difficulty, not by the modes of presentation. nevertheless, the findings in table 6 indicate that students performed differently for each type of question in vlt and alt. in general, the students performed better in listening comprehension using the vlt mode. students’ understanding may be supported by the visual elements of the video such as the images and the subtitles/captions even though they might not understand the contents of the video. in other words, the video gives them multimodal inputs, which are beneficial for the understanding of the learning materials. clara herlina karjo, menik winiharti, safnil arsyad 160 joall (journal of applied linguistics and literature), 7(1), 2022 the visualization of difficult words on the screen also helps students to connect the pronunciation, and the spelling with the meaning, which in turn can make them retain the words better. for example, the words electroencephalograph was spoken, shown in the picture and written on the screen. jing (2010) also confirmed that subtitles or captions in the video could help students with the spelling of difficult words and writing a summary after listening. that is why 80% of the students were able to recall the difficult words in the test of vlt. on the other hand, the difficult word convoluted found in alt can only generate 5% correct answers. markam, peter and mccarthy (2001) claimed that l2 learners generally have higher reading comprehension skills than listening comprehension skills; thus, subtitles can be beneficial when they listen to l2 reading materials. the lower rate of word recognition in alt suggests that students need visual input besides aural input to recall l2 listening materials better. these results confirm several researchers’ findings that bimodal input (audio and visual) can speed up the recognition of words, and the comprehension of content (chung, 1999; guillory, 1998; koolstra & beentjes, 1999). another interesting finding relates to the results for multiple choice questions. unexpectedly, the vlt group only achieved 50% accuracy for multiple-choice questions compared to the 66.6% of the alt group. this might be caused by the possibility for the students to make informed guessing for this type of question. hence, although the multiple-choice question type is the most widely used format to measure listening ability it does not necessarily offer the best result in the listening comprehension test (hemmati & ghaderi, 2014). the findings of this study bring about several implications either for the teaching or testing of listening comprehension. the first implication is the use of videos in teaching listening. vandergrift (2011) has predicted that the language learning environment will be transferred into a new era of teaching listening based on the use of authentic audiovisual materials, because of the emergence of technology. videos offer multimodal inputs that will enhance both situational and interactional authenticity and aid learners’ comprehension (wagner, 2007). visual elements in videos can also activate the background knowledge of the listeners (ockey, 2007). thus, it is highly recommended to use videos in teaching listening for efl students. hosogoshi (2016); danan (2004), and vanderplank (2013) have explored some positive effects of using audiovisual materials for l2 learners, among others it can improve listening comprehension, foster vocabulary learning, develop oral production skills, and lower the learners’ anxiety. however, care must be taken when choosing the materials to be used in the classroom. teachers should previously select and watch the videos themselves before using them as the materials for listening subjects. videos should be correlated with the student's proficiency in english. the topics video or audio listening tests for english language teaching context: which is more… joall (journal of applied linguistics and literature), 7(1), 2022 161 should be within the students’ understanding and interest. students may have been involved in choosing the materials for their learning. moreover, teachers should not forget that the purpose of video viewing is for teaching listening comprehension. thus, teachers should create some activities, which can provoke engagement and expectation (harmer, 2007) on the part of the listeners or students. some of the activities, among others, are picture less listening (similar to the audio listening procedure in which the teacher covers or turns off the screen and the students only listen to the dialogue or the talks) and using subtitles (the sound is turned off and the students try to construct the dialogue based on the subtitles). there are many more activities using audiovisual materials that can be done to improve students listening comprehension. the second implication is the use of videos in testing listening. although there has been no conclusive opinion, videos begin to be used in testing listening comprehension especially for efl students. sovorov (2015) believes that videos have the possibility of providing multimodal inputs which will result in a greater level of authenticity of test tasks. they will also create testing conditions that may be closely similar to the situation of the target language domain. videos are readily available materials that can be taken (mostly freely) from the internet or language learning websites. again, care must be taken in choosing the materials for testing listening comprehension. the same principles apply that the materials should be appropriated with the student's proficiency level and the test should be carefully prepared so that it fulfills the purpose of testing students’ listening ability. conclusions this study confirms previous studies that multimodal presentation can improve efl students’ listening comprehension. the findings show that the video listening test produced a mean score of 11.80 compared to the mean score of the audio listening test, which is only 10.00. this result indicates that the video listening test increased the students’ comprehension of the lesson materials. videos enhance learners’ comprehension because they give multimodal inputs in the forms of visuals (context, subtitles, pictures, etc.) as well as auditory input. multimodal inputs are considered to enhance working memory and comprehension. therefore, multimodal presentation is highly recommended to be used in the teaching of efl listening comprehension. even, it is also suitable for teaching and learning other language skills (reading, writing and speaking). with the advance of technology, language teaching and learning materials can be easily obtained. however, care should be taken in selecting and designing the instruction and testing materials to achieve the desired goal. thus, the fact that the materials for this study were clara herlina karjo, menik winiharti, safnil arsyad 162 joall (journal of applied linguistics and literature), 7(1), 2022 chosen randomly from ted talks recording became the limitation of the present research. for future research, therefore, the researcher can carefully choose the materials which can fulfill the testing objectives. moreover, larger sample size can be used to examine the impact of multimodalities on the comprehension of various text types, such as lectures, dialogues, and authentic listening materials. this study only used a posttest only control group design in which the students’ listening improvement may be assisted by other individual learning activities done by the students outside the research treatments. therefore, future studies should use a pretest and posttest controlled and experimental group design to get more valid and reliable data on the students’ listening ability improvement. this will give more convincing evidence on the effective use of multi-modal presentation in listening tests to use in english as a foreign language class. acknowledgments the authors would like to thank bina nusantara university for the funding of the present study. this study was supported by the 2016 annual competitive grant from bina nusantara university. references anderson, a., & lynch, t. 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(2015). the effect of multimodal presentation on efl learners' listening comprehension and selfefficacy. academic research international, 6(1), 263-271 clara herlina karjo, menik winiharti, safnil arsyad 166 joall (journal of applied linguistics and literature), 7(1), 2022 the authors clara herlina karjo is an associate professor at english department, bina nusantara university. she teaches sociolinguistics, history of english and research methods. she obtained her doctoral degree in english applied linguistics from indonesian catholic university of atma jaya. her research interests vary from english phonology, language acquisition, language teaching, translation and discourse analysis. her research papers have been disseminated in various journals and international conferences. menik winiharti is a faculty member at english department, bina nusantara university. she teaches english grammar, writing, syntax, and research methods. her research interests include pragmatics, translation, as well as language skills. she is now pursuing her doctoral degree in linguistics at universitas pendidikan indonesia, bandung. her research for dissertation discusses the performance of online machine translation focusing on undergraduate lecturers’ academic writing. safnil arsyad is a professor in english language education at the english department of education faculty of university of bengkulu in bengkulu indonesia. he has published in many international journals, such as asiapacific education researcher, australian review of applied linguistics, journal of multicultural discourses, asian esp journal, asian englishes, discourse and interaction, international journal of instruction, language and linguistics studies, studies in english language education, international journal of language education and malaysian online journal of education management. his research interests are on discourse analysis of academic texts and english teaching and learning materials. journal of applied linguistics and literature, vol. 5(2), 2020 174 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.11260 reflective practice as tools to explore inservice teachers’ beliefs and classroom practices: indonesian efl teachers’ voices dwi bayu saputra1; didi suherdi2; rojab siti rodliyah3 universitas pendidikan indonesia1,2,3 corresponding email: dwibayusaputra@student.upi.edu abstract reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. it has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing lifelong learning for teachers. however, this beneficial contribution of teachers’ professional development is not growing within the context of english as a foreign language (efl) teaching. accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning english by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. the data were gathered through interviews and classroom observations as the main source. three english teachers were investigated to elicit their beliefs about teaching and learning. the findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. as regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations. keywords: teachers’ beliefs; classroom practices; reflective practices; efl teachers introduction the alteration from the former curriculum to the latest, curriculum 2013, in indonesia is expected to give positive impacts to both teachers and students (saputra, 2019). to create good quality teachers, reflective practice is believed to be the utmost influential means and it recently became one of the emerging issues in indonesian curriculum. due to its prospective benefit, part of the aspects in the curriculum demands the teachers to become reflective practitioners with optimism to prompt a life-long learning for teachers. http://dx.doi.org/10.33369/joall.v5i2.11260 reflective practice as tools to explore in-service teachers’ beliefs and… 175 journal of applied linguistics and literature, vol. 5(2), 2020 despite this implicit demand, nurfaidah et al (2017) argue that the curriculum gives no direct instructions for teacher to implement reflective practice especially in teaching context. in contrast, karnita et al (2017) asserts that western academic teacher education curriculum explicitly states the importance of reflective teaching practices along with the reflective activities as part of learning program. comparing these two phenomena, there is still a need for scholars to investigate how reflective practice is perceived in asian teaching culture. only recently the popularity of this approach has flourished in some eastern countries, such as qatar (ahmed, 2019), turkey (burhan-horasanlı & ortaçtepe, 2016), vietnam (nguyen, 2019), thailand (swatevacharkul, 2019), malaysia (amin et al., 2019), and in indonesia, reflection and reflective teaching have been part of many teacher education programmes (zulfikar & mujiburrahman, 2018). however, zulfikar (2019) maintains that this approach has not been common in indonesian educational contexts and has received very little attention from indonesian scholars. john dewey, a founding father of progressive education, defines reflective practice as a deliberate and persistent way of thinking about one’s actions, representing strategies that respond to the need to find ways to improve one’s classroom practices (toom et al., 2015, zulfikar, 2019). as stated in zulfikar (2019), donald schön extending dewey’s concept, posited three types of reflection: reflection on, in and for action. reflection on action is conducted to identify one’s previous practice in order to improve future action (schön, 2017). reflection in action is teachers’ consciousness of their ongoing practices. they are encouraged to engage in reflection in-action to help change or modify their practices. reflection for-action, which burhanhorasanlı & ortaçtepe (2016) refer to as anticipatory reflection, is done prior to teachers’ actual practices, forming a loop with reflection on-action. teachers hold complex beliefs about teaching and learning. these beliefs further have a strong impact on classroom practices (basturkmen, 2012; farrell & ives, 2015; kuzborska, 2011). besides, teachers’ beliefs in teaching language and teachers’ beliefs in learning needs to be explored. gilakjani & sabouri (2017) said that teachers make decisions about their classroom teaching regarding beliefs they have about language teaching and learning. meanwhile, xu (2012) stated that it is impossible to contemplate teaching in isolation from learning. thus, teachers’ beliefs about what learning is will affect everything that they do in the classroom, whether these beliefs are implicit or explicit. even if a teacher acts spontaneously, or from habit without thinking about the action, such actions are nevertheless prompted by a deeprooted belief that may never have been articulated or made explicit. as teachers’ practices emerge as the result of their beliefs in teaching, they have to improve their teaching gradually in order to be better. however, dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 176 teachers cannot just rely on the practices without any attempts to expand them. meaningful practice then will enthusiastically help the teachers to enhance their practices in teaching (renandya, 2017). to conduct this kind of practice, teachers are expected to do reflection. it can be done by several ways such as recording their own teaching, asking another teacher to observe their teaching, writing a journal about the problems occurred in the classroom and having a discussion with other teachers (hamied, 2018). furthermore, there is no study that mainly focuses on exploring teachers’ beliefs and classroom practices by using reflective practice in indonesia. similarly, scant attention has been paid to teachers’ beliefs and classroom practices in indonesia. thus, the researcher needs to address the gap in order to know how beliefs influence practices and vice versa associated with teaching foreign language in indonesia context. therefore, this research attempted to use reflective practice to explore teachers’ beliefs in teaching and learning and their relationship with their classroom practices. to address the issue, the research questions of this study were: 1) what beliefs do the teachers hold about teaching english; to what extend do the teachers’ classroom practices reflect their beliefs? this investigation on the process of actualizing reflective practice done by efl teacher might inform efl teachers’ stated beliefs and their classroom practices a holistic portrait for a better framework of its need’s analysis especially in indonesia context. methods in order to cope with the purposes of the research, this research applied descriptive qualitative design. a descriptive design is chosen since it attempts to present a complete description of a phenomenon within its context (hancock & algozzine, 2006). it is an approach that is very useful when researchers want to know, regarding events, who were involved, what was involved, and where did things take place (lambert & lambert, 2013). this inquiry, this research dealt with investigating three english teachers in cimahi, west java. since this study was a qualitative study, the results were not going to be generalized as general conditions of the whole teachers in indonesia. rather the experiences of the teacher regarding reflections provided fruitful insight into some challenges, benefits and other aspects of reflection in teachers’ beliefs and classroom practices of teaching efl classroom in particular. participants three participants were interviewed and observed to find out their beliefs in teaching and learning english and their classroom practices regarding their stated beliefs. interviews can provide the researcher with information about reflective practice as tools to explore in-service teachers’ beliefs and… 177 journal of applied linguistics and literature, vol. 5(2), 2020 people’s attitudes, their values, and what they think they do, however, there is no substitute for watching them or examining documents and other forms of communication that they create (fraenkel & wallen, 2017). in this study, the researchers conducted both interview and non-participant observation where the researchers do not participate in the activity being observed but rather sit and watch. the study was conducted in one public senior high schools in cimahi, west java. in order to preserve anonymity pseudonyms were given to all participants-henceforth named citra, hassya, and saidah, when referring to them in this study. the following is the participants. citra citra grew up in arcamanic bandung. before moving to cimahi, she has tried to apply a test for being a civil servant in bandung in 2005 and passed the test. citra has been living in cimahi from 2006 until 2018. she got her bachelor degree at indonesia university of education in 2005. so right after she graduated, she was accepted as an english teacher in cimahi. she is also studying her master degree in the same university. she started to learn english when her father brought his friend from australia. his father’s friend also took his daughter then citra tried to speak english with her named erica. erica at that time always visited them every week, so the respondent needed to learn english in order to be able to communicate with his foreign friend. it was when she was at fourth grade of elementary school. therefore, she was accustomed to speak in english every week. she also mentioned that she started to love english because of that occurrence. she has been teaching english for about 13 years since she graduated from the university. before graduating, she also ever had a part time job as a teacher in one school in bandung. she is also active in writing a journal. she has written two action research and four journal articles. moreover, in 2015, she was appointed to be a national instructor for two weeks and she also ever followed the ielts program funded by the government for about one month. she also actively participates in mgmp for about once in a month. currently, citra teaches in several places. besides teaching at sman 4 cimahi, she is also teaching at one school in bandung every friday. moreover, she also teaches english in a course placed in bandung as well. hassya hassya is an english teacher who grew up in sukaharjo, central java. she took her study in solo until she graduated from senior high school. after graduating from school, she continued her study in sanata darma university. she got her bachelor degree in 1989. dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 178 she has been teaching english since 1991. at first, she taught english at one of senior high schools in yogyakarta. then she moved to cimahi in 1994 and teach in sman4 cimahi until now. in teaching, she also ever taught in both private and junior high schools. before being accepted as a civil servant, she taught in vocational school one and half year. so, she has been teaching english for about 28 years. regarding teacher’s training, hassya has ever attended some professional training such as mgmp. she joined that kind of program in 2015 talking about curriculum 2013. however, nowadays she admits that she rarely joined training because of her tight schedule. it might also be the reason that she did not write any journal for doing reflections. she said that she only wrote journal, like an action research if she wanted to get promotion. saidah saidah is a minangnese who was born in bandung. she got her diploma in teacher traning school in 1987. right after graduating from that school, she directly continued her study in stkip pasundan, bandung. after she got her bachelor degree, she tried to take a civil servant test in rangkasbitung, banten. luckily, the government accepted her and she was asked to teach there for about three years. in 1999, she moved to west java, teaching english at sman4 cimahi until the current time. she has been teaching for about 25 years. before she got accepted as a civil servant, she had taught in sman 5 cimahi for about three years. saidah had bad experiences in learning english. she learnt english for the first time at junior high school and sadly she got five in english. she was frustrated at that time but it did not make her demotivated in learning english. regardless the bad score she got, she kept learning english and even harder. with that spirit and extra effort in learning english, she developed to love english and choose english as her major for her higher education. in teacher training school, she realized that the school she was studied gave insufficient knowledge so that she took several english courses to advance her english. as a teacher, she sometimes attended some trainings. lately she was assigned by the school to join a training in lembang, bandung about technology in teaching english for about a week. previously, she also attended a seminar that discussed the 2013 curriculum. interestingly, she rarely wrote a journal or article regarding teaching and learning processes. besides, she also wrote three classroom action research because of the prerequisite to get a promotion. instruments this study deployed two types of data collections: interview and observation. reflective practice as tools to explore in-service teachers’ beliefs and… 179 journal of applied linguistics and literature, vol. 5(2), 2020 interview there were three stages of interview: pre-study interview, main interview and post-interview. pre-study interview was a kind of interview that asked about the participants’ background regarding teaching and learning english. this interview was done in the second meeting after the researcher went into the field. also, the researchers asked them to write an essay for each about their beliefs in teaching and learning. main interview was delivered to seek the participants’ beliefs about learning english and teaching at senior high school. this kind of data were used as triangulation to see whether these beliefs were applied in the classroom or not. the post-lesson interview of postobservation interviews were conducted after each respondent finished her teaching. the researcher in this interview directly asked the teachers regarding the teaching and learning process in the lesson which had been observed observation the second data collection is observation where the researcher observed each participant three times within 90 minutes duration for each lesson. there were 8 lessons in total, so it took more than a month to finish all the observations. besides, this type of data collection was used to answer the second research question about the actual teaching performance of the respondent. particularly, the researcher here wrote down the activities done by the respondent. also, the researcher made the observation notes after each session of the observations finished. in each session, the researchers always interviewed the respondents after they finished their lesson. this helped the research to know the purpose of their teaching precisely. the researcher paid attention to some areas namely: (1) content, (2) delivery of instruction, and (3) methods/teaching strategies. through observation, the research clearly saw types of methods, strategies, interactions, media used and other supporting things that the participant conduct during teaching and learning process. data analysis procedure data obtained from the interview was analyzed to answer the first research question in which it sought the respondent’s beliefs in teaching. overall, there were three steps to analyze the data from interview. step 1, interviews were transcribed. the interview transcripts were read many times to look for the statements representing the ideas related to the research question. the second step was coding the data. the coding method in this study followed malik and abdul-hamied's (2014) suggestion by locating the relevant texts containing the repeating ideas within the same level of reflection, followed by categorizing the recurring themes of the beliefs. step 3 was interpreting and concluding the data into the findings as descriptive report. the data gained dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 180 from classroom observations was analyzed to answer the second research question in which it discussed the extent to which the participants’ stated beliefs was transferred into their actual teaching activities in the classroom. this made the researcher see the discrepancy between the respondents’ stated beliefs in learning and beliefs in teaching english. findings there were two major themes found in this issue: teachers’ beliefs about teachers’ roles and teachers’ beliefs about teaching approach. most of the respondents had their own beliefs towards those investigated aspects. each argument would be presented respectively in the subsequent paragraphs. teachers’ stated beliefs about teachers’ roles the ministry of education in indonesia has launched curriculum 2013 several years ago with some alterations. one of them is teachers’ roles. correspondingly, this changing of the curriculum also leads to the new expectations from the government towards the roles of the teachers. in this current study, the researcher found several issues articulated by the three respondents. some mentioned the inclination of the respondents to become a facilitator when teaching. the others, on the other hand, shared different perceptions. table 1. teachers’ stated beliefs about the teachers’ roles no stated beliefs citra hassya saidah 1 teachers should be the one who transmit the knowledge √ √ √ 2 teachers should be able to develop their interpersonal skills. √ ► √ 3 teachers should act as a facilitator √ ► √ 4 teachers should implement and share what they attained in any professional development training ► ► √ 5 teachers should be able to control their emotion ► √ ► 6 teachers should build rapport with their students √ √ ► key: √= stated; ►=not stated the three respondents shared different perspectives in perceiving their role in the classroom. the first respondent, citra believed that she was a knowledge transmitter and facilitator. this respondent claimed that in coping with the demand of the curriculum, she tried to modify what the curriculum asked her to do and what the respondent would carry out in her classroom practices. she believed that teachers should become both a transmitter and also a facilitator. citra added that being a facilitator did not mean that the students learn by themselves without any guidance from the teachers. the following was the excerpt of his issue. reflective practice as tools to explore in-service teachers’ beliefs and… 181 journal of applied linguistics and literature, vol. 5(2), 2020 citra: ……. the demand of the curriculum brings the teachers to be as a facilitator for the students. so, the students should explore themselves through many kinds of learning sources. (interview excerpt #1) the excerpt above was the evidence of her beliefs that she acted as a facilitator because she was asked to do so. the respondent also added that being a facilitator meant that the teachers asked the students to be active in the classroom. the issue of students as a center of learning was brought in her beliefs. however, the respondent has to admit that implementing students as a center of the learning was not easy. the following was the excerpt of her interview citra: but in the reality, as a matter of fact, it would be very hard for the teachers because students in the first grade of senior high were accustomed to be feed by teacher in junior high. (interview excerpt #2) from the vignette above, citra claimed the teachers were asked to be as a facilitator where the teaching and learning processes should be in a student-centered. the students were expected to be highly active with the activities offered by the teacher. she blamed the teaching processes in junior high level where the students just listened to their teachers without being active in the classroom. she was certain that the way the students are being taught in junior high should also be altered. nevertheless, the respondent asserted that the teachers should find the other methods that fit to the students’ needs. the issue of the students’ needs and expectation reemerged here. it can be seen that her beliefs about teachers’ roles was shaped by her students’ expectation for learning. the following was the excerpt of this issue. citra: i do not really like teaching in ways the newest curriculum offered. it does not fit with what the student used to obtain in their previous state of learning. they prefer to listen to their teacher and take a note. (interview excerpt #3) from the excerpt above, it was revealed that the respondent’s beliefs were influenced and strengthened by her students. in the interview, the participant mentioned that she enjoyed teaching by using the old ways of teaching such as giving explanation to the students. then she tried to use newest curriculum where teachers could not explain all the time. yet she found her students did not feel comfortable with that newest ways and prefer the old one. eventually, citra tried to modify what the curriculum has offered to fit with her students’ expectancy. notwithstanding the difficulties in implementing the demand from the curriculum, citra still attempted to become a facilitator in her classroom. the following excerpt would show the effort she made in coping with the curriculum demands: dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 182 citra: ……. the needs from a lesson plan is two meetings, so i put my roles first as center of learning but integrated with lots kind of ict, media, with attractive performance and also interactive learning. in a second meeting, i will use kind of role that is a facilitator. (interview excerpt #26) to fill the gap, the respondent separated her teaching into two different occasions. the first meeting, she was the center of the classroom where she explained the lesson with the help of ict as well. however, in the second meeting, she became a facilitator where she put the students in groups and worked cooperatively. the former showed that she was trying to cope with the government’s obligation yet the later revealed that she was attempting to meet her students’ expectation. correspondingly, she informed the researcher about how she perceived good qualities of teachers. the respondent believed that teachers whose qualities are noble should be able to have good plan in teaching. it meant that making and designing the lesson plan are crucial for her. she also mentioned that teachers should be able to assess their students appropriately. the following excerpt showed her notions of this issue. citra: good qualities of teachers, actually teachers who can do their work professionally with a good attitude. professional here means that they can arrange the lesson plan appropriately and they can manage the process well and the assessment is also great in testing…. (interview excerpt #27) the respondent admitted that she was not one of the qualities of good teachers. she reflected herself with the criteria of good teachers and found that she still needed to learn many things towards her professional. citra: if i reflect myself, i am not a good teacher because a lot of my weaknesses. i cannot stand fully at school because sometimes i must go to some places like what another english teacher just now did to attend training. i also will have a chance to attend training in a second of may until 9. so that’s quite long, so i must leave my student so it is not a good teacher. (interview excerpt #28) on the other hand, regarding this issue, saidah admitted that she found herself difficult in coping with the demand of 2013 curriculum where teacher should be as a facilitator. the following excerpt presented the ideas. saidah: regarding the demand of the curriculum that ask the teachers to be as a facilitator, i personally said that it is not possible. the time is not enough. doing practice in the classroom is not enough. and the other problem is we cannot give the students with lots of homework. (interview excerpt #29) reflective practice as tools to explore in-service teachers’ beliefs and… 183 journal of applied linguistics and literature, vol. 5(2), 2020 from the excerpt above, it can be seen that the main constrain in implementing the newest curriculum 2013 was lack of time that the teacher and the students had. this problem also came to the surface by the initial respondent explain above. saidah mentioned that the curriculum put a high expectancy to the teachers, yet teacher’s time was limited to run what the curriculum obliged her to carry out. correspondingly, the respondent stated that the teacher needed time to create a lesson which was interesting. this could not be obtained if the teacher had to teach in more than two classes a day. besides, the students also needed more time to understand the lesson if the lesson was delivered by using students-center or discovery learning. if she used it, the teaching objective would not be accomplished and the students would not get all the lesson that the school gave. thus, she believed that teachers should see their students’ ability first. if the students could cope with discovery learning, teacher could be as a facilitator in that class. but if the students were slow in understanding the lesson, the teachers should modify their roles in the classroom and attempted to improve their teaching in order to make their students understand. being a facilitator meant that the process of learning was mostly from the students and it would take more time. moreover, this respondent also mentioned the criteria of good qualities of teachers. saidah said that there were four aspects that teachers should have. she mentioned three out of four because she forgets the last aspect. they were pedagogy mastery, willingness to learn and social aspects. here is the excerpt from saidah regarding this issue: saidah: there are four aspects that the teachers should have. they are pedagogy, professional and social aspects. social where the teacher can communicate with their environment well. the teachers also have to be willing to develop their profession by join some seminars and the most important thing is they have to implement what they got from the seminar to their students. and i try to implement those roles given by the government since i have to. (interview excerpt #30) she added that teachers should be able to immerse with the environment. it meant that she believed that teachers’ job was not only teaching, but teachers should have good communication skills to others. the other point was good qualities of teachers was the ones who openly want to learn. being a teacher does not mean that she or he can stop learning. otherwise, teachers have to keep learning by attending seminar or workshop in order to improve their professionalism. to conclude, some respondents shared similar beliefs regarding their beliefs about themselves as a teacher. they believed that the teachers should dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 184 follow the regulation such as curriculum where the teachers should act as a facilitator instead of only a knowledge transmitter. conversely, those teachers also believed that explaining a lesson or lecturing the students could create effective learning. moreover, most of the respondents attempted to cover the aims of the curriculum by trying to be a facilitator in teaching, yet it could not be denied that they still perceived their students primarily as objects of the teaching rather than active and collaborative problem-solvers and managers of their own learning in the classroom. teachers’ beliefs about teaching grammar in this aspect, the focus was in how the respondents present the grammar point to their students. most of the respondents mentioned that grammar teaching was integrated in four main aspects of teaching such as listening, speaking, reading and writing. the following excerpt revealed one of the respondents’ ideas about her beliefs in grammar teaching. saidah: in teaching grammar, it is integrated with the other four main aspects of english such as listening, speaking, reading and writing. the demand of the curriculum also ask the teachers to teach grammar implicitly where the teachers can use discovery learning for letting the students find the rules of grammar by themselves. (excerpt of journal writing #34) from the excerpt above, the respondent believed that teaching grammar should be using discovery learning. she believed that if the students found the pattern by themselves, they would memorize the pattern more. hassya also mentioned that grammar should be taught along with the other aspects of english. the respondent stated that english teachers should always put grammar point in every aspects of english. hassya: i believed that grammar is the most important aspect in english. by mastering grammar, the students will feel confident to speak and write. they also can answer the questions in the exams. (interview excerpt #35) the following table presented the respondents’ beliefs in accordance with presenting grammar. table 2. presenting grammar no stated beliefs citra hassya saidah 1 grammar should be presented in context √ √ √ 2 students should learn better when they discover the pattern by themselves √ ► √ 3 grammar should be integrated with others english aspects √ √ √ key: √= stated; ►=not stated moreover, the research would explore the beliefs that were not implemented by the respondents and their explanation of their decision not reflective practice as tools to explore in-service teachers’ beliefs and… 185 journal of applied linguistics and literature, vol. 5(2), 2020 to implement the beliefs. the following table would present the incongruences occurred among the respondents’ stated believed and their observed classrooms. table 3. the respondents’ stated beliefs and observed practices no stated beliefs observed practices 1 grammar should be presented in context grammar was taught in isolation 2 students learn better when they discover the pattern by themselves teacher used rule-based presentation 3 grammar should be integrated with others english aspects grammar was delivered exclusively 4 student-centered promotes students’ activeness students were passive even though they were in group in the table three, it presented the mismatch that occurred in this study with the realities that the researcher found in the observed classrooms. most of the respondents acted differently from their beliefs when it came to grammar point. all of the respondents believed that grammar should be integrated with other english aspects, yet the observed classroom showed that the teachers put grammar lessons exclusively in one meeting. they used the whole meetings to teach grammar. the other mismatch was in the issue of student-centeredness. the respondents believed that student-centered lesson gave more contribution to make students become active. they also believed that students would be active when they work collaboratively. however, the observed classroom showed the opposite. these incongruences would be explored in the following paragraphs. in this issue, the teachers’ beliefs were that when the students found the grammar pattern by themselves through discussion or discovery learning, they could learn better and memorize more. this could be beneficial for them when they encountered the exams. however, in the observed classrooms, the researcher did not find any discovery learning mentioned earlier in the interview sections. the following paragraphs would present the evidence with the discussion from the respondents. teacher: well, let’s discuss the assignment that i gave to you. so, what is the answer of number one? students: because of (students answered it all together) teacher: good, number two? students: because teacher: look at the board, there is a cause and an effect. cause is used to answer a question of “why”. effect is used to answer question of “what”. teacher: let’s answer the questions by discussing them with your friends started from number one until umber 10 in task 16. (saidah: observation 1) dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 186 the conversation above was one of the excerpts of observation in the first observed classroom of saidah. in this teaching practices, the respondent used students work books. the students were asked in the beginning of the lesson to fill in the gap and also choose the correct answers. the lesson was about cause and effect where the students had not yet learnt the lesson previously. ten minutes were given to the students to answer and then the respondent discussed the right answers. from the excerpt, it can be seen that the lesson was mainly focused on teachers even though the respondent asked the students to discuss with their friends in the beginning of the lessons. in the post observation interview, the researcher asked the respondent in accordance with these incongruences. the following excerpt below showed her response. saidah: i planned to make the students found the differences between cause and effect in today’s lesson. it worked in the beginning of the lesson. the students answered the activities from their work-books. after that, i wanted to bring them to the discussion regarding the activities that they have just done. i saw my students were confused and that was okay. yet, the discussion did not seem to light them. thus, i thought that i needed to explain to them to cut some times because we still had more lesson that we should work before this the semester is over. (saidah: post-observation 1) from the post-observation interview, the researcher could reveal that the respondent attempted to implement her beliefs that students were better learning when they found the grammar pattern by themselves. however, the practices did not reflect her beliefs. hassya on the other hand, always used teacher-centered in teaching grammar. she believed that teacher-centered can trigger the students to be active in teaching grammar. she mentioned this because she believed that when the learning was based on students’ expectancy, students would be feeling motivated to learn. the other participant, citra, also did the opposite from her beliefs in discovery learning in teaching grammar. the following showed her beliefs. teacher: now, we will learn about future perfect. i want you to sit in a group of four. teacher: watch the video and find the definition and the rules of future perfect. (citra: observation 2) the video played by the teacher was about the pattern to form future tense. the video said future perfect is consisted of will + have + past participle, and used when an activity will be completed before a future time. then, the video showed the examples of future perfect. after that, citra gave her own example reflective practice as tools to explore in-service teachers’ beliefs and… 187 journal of applied linguistics and literature, vol. 5(2), 2020 and then asked the students to work in group to make their own sentence and the other students gave feedback to their friends’ sentences. the researcher perceived that the video here just replaced her roles as a transmitter of knowledge, not as a facilitator. the respondent mentioned researcher: why do you use video in telling them the pattern of the grammar? teacher: i used video to attract them. i found whenever i explained the rules by my own voice, or traditionally, their face was not as bright as when i used video. moreover, it could save my voices. (citra: post observation 2) the respondent explained the use of the video was only to attract the students’ attention even though the content was similar with what she usually did in teaching grammar (rule-based presentation). furthermore, it can also be seen that the respondent did explain the rules of grammar point explicitly that meant this was not in line with her beliefs that students learn better when they find the pattern of grammar by themselves. the following conversation revealed the factor that prevented her to implement her beliefs. researcher: did you let your students find the pattern in this lesson? teacher: well, actually i really wanted to move away from explaining the grammar point and wanted to use implicit grammar teaching. i believed today’s generation needs to think critically and by letting them discover the pattern by themselves, they train their mind to think critically. however, we are dealing with lots of tasks and the students need to finish all the lesson before the exam. thus, i need to run this grammar teaching faster. (citra: post observation 2) from the excerpt above, it can be seen that this respondent’s beliefs were prevented by the final exams that would occur in the near future. thus, the researcher concluded that the explicit teaching that the respondent utilized was shaped because of the limit of time the students and the teacher had. besides, her responsibility as a transmitter of knowledge also overrides her beliefs to do different as her beliefs. discussion teachers’ stated beliefs about teachers’ roles there are several issues emerged concerning how the teachers perceived themselves as teachers. their beliefs are formed from some different array of aspects such as school, students, and their teaching experience. the finding of this present study has also revealed that each teacher has her own characteristic and beliefs concerning the roles of being effective teachers. almost all participants share similar perspectives that teachers need to not dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 188 only transmit the knowledge but also facilitate the student to learn. most of their beliefs are influenced by contextual factors like curriculum. the teachers alter their beliefs in order to incorporate with new curriculum. in a similar vein, this finding confirms mertala (2019) findings that teachers’ beliefs are shaped by macroand micro-contextual factors including national educational policies and personal experiences. the participants also mentioned the main constrain in implementing the newest curriculum 2013 was lack of time that the teacher and the students had. they mentioned that the curriculum put a high expectancy to the teachers, yet teacher’s time was limited to run what the curriculum obliged her to carry out. this is in line with the finding in saputra (2019) where the participants said that the newest curriculum is too restrictive and they needed a more flexible one. as teachers try to cope with the demand of curriculum, they found that they cannot fully apply their beliefs in the classroom due to time constraint. the respondents claimed that being facilitator is challenging because they need to ensure that the time is sufficient enough to cover all of the lessons delivered. this finding also confirms farrell and lim (2005) finding that time is possibly one of the major external factors over which teachers have little or no control and that appears to affect the implementation of beliefs, especially in the context of the singapore education system. even though the respondents felt so much burden in applying the curriculum, they seem to seemed to agree with the demand of curriculum regarding good qualities of teachers. they did not reflect to their experiences when she was a student. this finding is contradicted with abdi and asadi (2015) who asserted a lot of teachers know that they were previously learners and how they were taught and these helped them form their beliefs about teaching. but it is in line with gilakjani and sabouri (2017) who mentioned that school plays an important role in shaping teachers’ beliefs. this participant could aside her beliefs and follows the school regulation. one respondent formed her beliefs from the students’ abilities in learning english. she needed to observe which approach was useful to her students and picked the best one. this meant that her beliefs were shaped by her experience in teaching and it was supported by her students’ processes in understanding the lessons. this is in line with borg (2003) in his theory found that cognitive influences teachers’ beliefs. in this issue the teacher followed the students’ interest to maintain students’ involvement in which richards (1996) stated as the maxim of involvement. teachers’ beliefs about teaching grammar the findings show that the respondents integrated grammar teaching with four main aspects of teaching such as listening, speaking, reading and writing. reflective practice as tools to explore in-service teachers’ beliefs and… 189 journal of applied linguistics and literature, vol. 5(2), 2020 however, not all of their beliefs were implemented in the classrooms. there were some incongruences among their beliefs and their classroom practices due to several factors. students’ low proficiency in english and the tight schedule forced the teachers to alter their beliefs from students-centered to teachers-centered. the respondents’ beliefs were modified when they encountered the unpredictable situations which it relates to reflection for-action. reflection for action, which burhan-horasanli and ortaçtepe (2016) refer to as anticipatory reflection, is done prior to teachers’ actual practices, forming a loop with reflection on action. in this case is the students’ lack of comprehensiveness in the topics. the respondents first wanted to implement students-centered, but due to these barriers, they used teacher-centered in the classroom. this finding is in line with thomas (2013) who found that professionally qualified teachers showed reluctance in dealing with classroom management problems that can occur when some student-centered teaching methods (such as discussion method) are used. besides, the students’ low ability to cope with the lessons could lead to other problems. the student would feel frustrated or unmotivated. accordingly, the respondent changed her beliefs temporarily and used teacher-centered or rule-based presentation in grammar class. again, type of reflections emerged here was reflection for action. the teacher had an alternative plan if the first plan does not work well. instead rigidly used students-centered, she managed to implement teachers-centered. also, the participants admitted that they did not apply their beliefs of implicit grammar teaching because the students still have lots of lesson to learn and they ran out of time. thus, due to the tight schedule, the participants taught explicit grammar to shorten the time used. this finding corresponds to rahman & rashid (2017) which found explicit instruction saves more time and grammar is not acquired through natural learning but it should be taught in isolation. even though most of the respondents agreed that students should be active in the classroom which meant the teachers should stress the learning processes in a form of students as a center of learning, most of the activities carried out by the teachers were in the form of teacher as a center in the teaching and learning processes. the researcher found that these inconsistencies of the teachers’ beliefs and their classroom practices were due to several factors. the first factor was the students’ expectation in learning. the respondent said that most of the students expected their teachers to explain the lesson clearly. this teachercentered learning has been cultivated in the students’ brain since they were taught in that way in junior high school. the second factor was because of the tight schedule that the teachers have. the respondents believed that using dwi bayu saputra; didi suherdi; rojab siti rodliyah journal of applied linguistics and literature, vol. 5(2), 2020 190 student-centered consumed a lot of time. the teachers could not cope with this type of teaching because they were asked to deliver many aspects in every semester to the students. conclusion and suggestion teachers’ beliefs are important to investigate since they affect the way the teachers teach. exploring them can be worthwhile especially in the context of teaching efl in indonesia. meanwhile, reflective practice can be the utmost tool for teachers to utter their beliefs and to see whether their beliefs are in line with their practices. this study has investigated teachers’ beliefs by using reflective tools such as interview and observation. the results of this study indicate that having the participants stated their beliefs in the interview and having them to write their beliefs can contribute to the exploration and reflection of teacher beliefs and classroom practices. besides, observing their classroom and doing the post interview did support the participants to be aware of their actual practices and reflect towards their beliefs. therefore, teachers are suggested to upgrade their teaching journey with a self-reflective tool to help them self-assess their practices regarding how they teach in the classrooms. by so doing, teachers’ pedagogical knowledge could on a regular basis be improved. reflective practice is not as complex as what the teachers think of. it is something that could be done easily if the teachers have a great willing to be better and better in teaching. by doing reflection, the teachers could explore their teaching practices, their beliefs that lead them to teach in certain ways and they could see whether their beliefs are reflected in their teaching practices or not. references abdi, h., & asadi, b. 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(2018). understanding own teaching: becoming reflective teachers through reflective journals. reflective practice, 19(1), 13. https://doi.org/10.1080/14623943.2017.1295933 https://doi.org/10.17509/ijal.v7i1.6861 joall (journal of applied linguistics and literature), 7(1), 2022 167 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20418 http://doi.org/10.33369/joall.v7i1.20418 local english teachers’ voices from a marginalized lens: inequality practices and identity construction in the workplace 1sahril nur , 2ismail anas , 3reski pilu , 4nurfajriah basri 1english department, universitas negeri makassar, indonesia 1kampus unm parangtambung, jalan daeng tata malengkeri, makassar 2,3,4doctoral program, universitas negeri makassar, indonesia 2,3,4kampus program pascasarjana universitas negeri makassar jalan andi jemma makassar article info abstract article history: received: jan 28, 2022 revised: feb 09, 2022 accepted: feb 11, 2022 this article reports on a narrative case study that showcases the local english teachers’ perceived inequality practices and identity construction in indonesia’s micro-reality context of a private language school domain. grounded in the social theory of power, privilege, and positional identities, three synchronous online interviews were conducted to explore the lets voices about what it means to experience the equality of rights and obligations in the workplace. as a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in elt materials and resources, and (4) perceived identity as legitimate and qualified english teachers. regarding the workload capacity and role as professional english teachers, they recognized that they deserve equal treatment as their native counterparts. however, this type of discrimination will further widen the gap between lets and nests dichotomy and impede the construction of language teacher identity. this study suggests exploring dedicated strategies to develop information literacy skills for school principals, parents, teachers, students, and policymakers. this study will also contribute to the growth of critically oriented literature and scholarship on teacher identity and critical anti-racist language teaching pedagogy. keywords: lets global pedagogy marginalization legitimate english teachers teacher identity conflict of interest: none funding information: none correspondence: sahril nur, english department, universitas negeri makassar, indonesia sahrilfbsunm@unm.ac.id ©sahril nur, ismail anas, reski pilu, nurfajriah basri this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): nur, s., anas, i., pilu, r., basri, n. (2022). local english teachers’ voices from a marginalized lens: inequality practices and identity construction in the workplace joall (journal of applied linguistics and literature), 7(1), 167-185. https://doi.org/10.33369/joall.v7i1.20418 this paper utilizes “local english teachers (lets)” to depict nnest in a micro-reality setting. they are not native english speakers but have teaching qualifications from local and international educational institutes. “local” is https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.20418&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/20418 http://doi.org/10.33369/joall.v7i1.20418 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.20418 http://orcid.org/0000-0002-6544-7378 https://orcid.org/0000-0002-6345-0952 https://orcid.org/0000-0002-3870-237x https://orcid.org/0000-0002-9481-4712 sahril nur, ismail anas, reski pilu, nurfajriah basri 168 joall (journal of applied linguistics and literature), 7(1), 2022 used instead of nnest for numerous reasons. first, it better portrays the milieu in which the instructors are locals. they are linked historically and culturally, making the local languages (e.g., makassarese and buginese) their mother tongues and hence community languages. neither indonesian nor english is the official language. second, nnest stands for non-native english-speaking teachers from countries including indonesia, thailand, japan, and korea. they may also utilize english as a foreign language and refer to their english instructors as “locals.” third, nnest is a colonizing term that may deepen the gap between nest and lets. this article reflects on a narrative case study to analyze how three lets contest the notion of native speakerism and ownership of english as a global lingua franca. (jenkins, 2006, 2015). however, an increasing trend among students’ parents is that native speakers are excellent instructors. some parents are wary about let and wait until a native class is available before enrolling their kid. this kind of thinking is detrimental and threatens the survival of lets, who deserve the same privileges as native instructors. the language authenticities of let and nest vary, such as exact enunciation, listening, and vocabulary knowledge. (barratt & kontra, 2000). being a good english teacher does not have to be a native english speaker as long as they have the quality and qualifications for teaching the language (mullock, 2003, 2010). however, both let and nest have benefits and drawbacks. for example, lets are culturally aware, whereas nests are linguistically genuine. the lets’ awareness of learning context and culture is rooted in their community membership (mullock, 2010). given the value of insider information, the three lets (mery, hendrik, and ely) are well-positioned as social, contextual, and cultural insiders (all the names are pseudonyms). they are native indonesian and regional languages speakers who can interact successfully with pupils. however, their school is pro-native english instructors, employing more nests than lets. is the tuition rate the same for native and local instructor classes? how qualified are your native speakers? what are the variations in workload between native and local teachers? how much do parents want their kids educated by native speakers? we see significant differences in let and nest practices. it is directly linked to the idea of marginalization, which highlights the disparity in the elt profession. (rudolph et al., 2015). on all promotional materials (websites, flyers, brochures, and booklets), nest is explicitly portrayed as the key agency promoting native speakerism and recruiting new students. furthermore, the growing number of uncertified native and “nativelike” english teachers teaching in private school sectors has impacted the quality of teaching and the process of sla (wong, 2009). the native english instructors are from native english-speaking nations (e.g., england, usa, australia, new zealand, and canada). the “native-like” english instructors local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 169 physically resemble native english speakers. they usually originate from europe (e.g., france, netherland, austria, germany, etc.). they came to nonenglish speaking nations to teach english. the equity of rights, marginalization and nest privilege are still debatable within the global english (ge) territory and english as a lingua franca (elf) (jenkins, 2006, 2015; yazan & rudolph, 2018). this article does not put a refutation of the origin and ownership of english from which the language is bound historically and morphologically (widdowson, 1994). it is to raise a linguistic awareness that english has been widely used worldwide and secured within the socio-cultural, socio-political, and socio-economic life of the world citizens (rudolph, 2018). although holliday (2015) called for establishing cultural belief in native-speakerism labelling, some prejudices of disadvantaged lets remain in the workplace. the notion of the equity of rights is not associated with the lets’ claims upon the origin of the english language itself (widdowson, 1994), but it is a call for the equity of rights in the elt profession from being marginalized in all sectors of elt practices (bayyurt, 2018; rudolph et al., 2015). these practices continue to evolve in most private english schools in asia and the global context. for example, nests are still perceived as “significant others” in taiwan, although they do not hold tefl qualifications and get paid more than the local english teachers (lin et al., 2018). they underlined the importance of recruiting qualified nests in spite of not having celta or tesol qualifications. the construction of language teacher positional identity is commonly associated with the language teachers’ understanding of what it means to be a professional teacher (chen et al., 2018). the notion of being a legitimate language teacher is closely related to the lets’ voices of their perceived belief, knowledge, and authoring space in orchestrating their power, position, and privilege (holland et al., 1998; widodo et al., 2020). the lets identity-agency as professionals and legitimate language teachers also relates to renegotiating their original ideas, values, and expectations to understand and match their working environment (ruohotie-lyhty, 2018). however, the discrepancies between nest and let in the relatively non-native englishspeaking countries have oppressed the existence of let to find a place as a legitimate language teacher in the workplace (ramjattan, 2019). medgyes (1992) urges for nest and let equality beyond their limitations and potentials. to achieve learning goals and objectives, he thinks that a great school should mediate, enable, and foster collaborative teaching and learning. keeping this in mind, efforts might be made to bridge the gap between nest and lets. consequently, schools can provide a safe and supportive learning environment for everybody. nest and let collaborate in teaching students genuine and varied types of english. they can thereby sahril nur, ismail anas, reski pilu, nurfajriah basri 170 joall (journal of applied linguistics and literature), 7(1), 2022 integrate their strengths and minimize their weaknesses (lee & cho, 2015). however, fostering multiculturalism in language instruction is not simple. they must be able to communicate effectively and eager to collaborate. a nest or let has nothing to do with the nature of teaching english. in order to be an effective language teacher, they must have professional certifications (tesol, celta, or a master’s degree). it is difficult to overcome nest superiority and let “alienation” in elt since many elt policymakers and practitioners are unaware of ge and related ideas (widodo et al., 2020). they underlined two developing themes: positionality (privilege and marginalization) and professional identity construction as legitimate english teachers (the space of authoring). as a result, the research found some compensation disparity while working overseas. they said that the pay scale did not discriminate between native and non-native speakers. they are also mindful of building their professional identity to oppose native-speakerism. encouraging equal rights and obligations at work (research, academic publication, marketing) is a form of professionalism that should be developed for both let and nest. it is important to note that although both nest and let may teach english, they vary in how they contextualize elt in diverse circumstances. elyas & alghofaili (2019), for example, examined the let-nest gap and its influence on students’ english competence. students’ english competence was unaffected by nativeness or background. similarly, businesses should not hire nests over lets because they believe nests are better teachers. given the status of english as a global lingua franca, this research recommendation is in line with fithriani’s work (2018), in which schools should examine recruiting practices by removing racism, white privilege, and native-speakerism from ge. as competent english instructors, lets ought to be regarded equally with nests. nest and let must comprehend the complexities of the link between privilege and marginalization in order to foster meaningful cooperation and develop flexible identities. one study examined how researchers and language educators from three different countries (canada, colombia, and sri lanka) constructed, perpetuated, and maintained fluid and multiple identities that intersect within their experiences of privilege and marginalization across multicultural contexts (gagné et al., 2018). the research says that comprehending fluid and diverse identities might help people who desire to enter elt without questioning instructors’ backgrounds and social position. this paper challenges the notion of native speakerism from a marginalized perspective by three lets. it is vital to advocate for humanizing english language teaching practice to increase positive awareness among elt practitioners. so, the study’s questions were: local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 171 1. what are the inequality issues experienced by the lets in the workplace? 2. how do lets perceive and negotiate their identity (belief, knowledge, values, and authoring space) as legitimate language teachers? method research setting and design this narrative case study was situated in indonesia’s micro-reality context of a private english school domain. it aimed to explore and understand the lets experiences on how they perceived the inequality practices and marginalization in the workplace. also, it investigated how they negotiate their identity as legitimate language teachers. grounded in the social theory of power, privilege, and positional identities (holland et al., 1998), the study examined the lets stories about being lets amidst the nests dominance in a franchised english school setting. teacher positional identity is often associated with gender, race, and social class, which refers to how a teacher’s position is socially constructed (maher & tetreault, 1994). the researchers asked the teachers to recount their perceived inequality practices and positional identity (privilege and marginalization) on building and negotiating their legitimacy as professional language teachers. this narrative technique was chosen because it allows the researchers to gain an in-depth understanding of individual lived experiences and also focus on a small number of participants. on the other hand, the school selection criteria are two-fold: 1) it carries the concept of native speakerism ideology and employs a dominant proportion of native english teachers, and 2) it also recruits and employs lets simultaneously. to date, it is the only school in the region that employs nnests more than lets. it operates a global franchise of a world-known english school. therefore, the school and the teachers must use mandatory textbooks and assessment rubrics. the school employs five native-english teachers from england, new zealand, australia, canada, and three lets (one male and two females). the teachers’ team is directed by an australian celta holder acting as a manager for all academic matters. one let holds a master’s degree in english education and teaching from an indonesian state university. the rests two are ma and m.ed in tesol from two different overseas universities. participants three lets (mery, hendrik, and ely1) were recruited and agreed to participate in the study. they all work as lets in a global franchised english school and have taught english to young learners (yl) and professionals for more than three years. mery, a senior teacher with more than five years of sahril nur, ismail anas, reski pilu, nurfajriah basri 172 joall (journal of applied linguistics and literature), 7(1), 2022 experience, is a let who has primarily taught yl since her employment in the school. she also teaches toeic for professionals (e.g., banking executives, health practitioners, and business doers). hendrik and ely are lets who spent several years studying for master’s degrees in overseas universities. they came back to indonesia and decided to work for the school. they have adequate experience living in a native english-speaking country. regarding the certification and other relevant qualifications for tesol, the three lets are academically qualified (all the names are pseudonyms). table 1. the lets characteristics teachers monthly pay (range) years of teaching working hours teaching responsibilities qualification mery $ 197,50 5 8 hours/day yl, al, pl, toeic, ba in english education hendrik $ 169,29 3 8 hours/day pl, toeic, toefl, ielts master of art, tesol ely $ 169,29 3 8 hours/day yl, al, toeic, and toefl master of education, tesol note: yl: young learners, al: adult learners, pl: professional learners the researchers gained access to the participants by initially contacting them partially and requesting their willingness to participate in the online interview. firstly, the researchers described the purpose of the study and explained how they would contribute to the research and the growth of language teacher identity development. secondly, the researchers negotiated how and when the interview would be conducted. finally, all the participants were invited to participate in the online discussion. data collection tool and procedure the data collection was conducted entirely online due to the pandemic and social distancing policy. the researchers interviewed the three lets separately to obtain an in-depth understanding from the participants about their experiences. a set of open-ended and follow-up questions were used to cultivate their stories in the interview. the researchers also use probes to stay focused on the purposes of the discussion. the investigations were designed based on the narrative frame method (barkhuizen & wette, 2008). qualitative data were generated from online one-to-one interviews using a video conferencing platform (zoom application) to eliminate contact with the interviewees (o’connor & madge, 2017). before the interview, the researchers approached each participant partially to gain access, explained the purpose of the study, and negotiated how the interview would be conducted. by filling and signing the participant consent form, all three participants agreed and consented to participate in the study. the interviews were videotaped and local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 173 transcribed for analysis. in addition, note-taking during the interview was also conducted. the researchers explored the teachers’ general viewpoints of working in a mixed-cultural teaching context as a means of investigating their professional experiences. the researchers also asked them to recount their stories from several standpoints: the payroll system, equality in promotional endorsement, the use of elt materials and resources, and perceived identity as legitimate english teachers. the first construct is about their satisfaction with the payroll system that delineates their deserved payment compared to their native counterparts. the researchers then continued to explore the discriminatory practices in the promotional endorsement. it uncovered the lets involvement and inclusion in promotional media. the researchers then asked them to narrate their views on textbooks or other learning materials and their relevance to the native-speakerism ideology. the last frame is about their perceived positional identity working in a marginalized context. data analysis the teachers’ stories contained a large body of text data. the researchers initially conducted open coding because the interviews were open to any possibilities. it aimed to identify the emerging themes and patterns of the transcribed and coded data (miles et al., 2014 p. 75). the researchers then classified the open codes to establish themes and understand a phenomenon. this process of grouping and categorization is called axial or analytical coding (corbin & strauss, 2015). based on braun & clarke (2006, 2013), the method of data analysis is as follows: 1. getting familiar with the data by exporting the videotaped interview recording from the zoom cloud database. 2. watching the recordings repeatedly to identify the major themes. 3. transcribing the recording into texts for data coding. 4. conducting open coding. 5. categorizing the coded texts (axial coding). 6. writing up findings based on evidence from the lets interviews, the collected stories uncover several inequality practices and their perceived and negotiated identity as legitimate english teachers. this section presents the thematic analysis results: the lets’ dissatisfaction with the payroll system, the representation of gender and race in promotional endorsement, the call for decolonizing pedagogy in elt materials and resources, and perceived identity as legitimate and qualified english teachers. following the findings, the themes and patterns were discussed, compared, and contrasted with the relevant literature to sahril nur, ismail anas, reski pilu, nurfajriah basri 174 joall (journal of applied linguistics and literature), 7(1), 2022 establish concepts and greater comprehension. the conclusion section briefly summarizes some essential issues and recommends further research and educational management policy. dissatisfaction with the payroll system based on the evidence collected from the interviews, the researchers sense a substantial degree of inequity in the payroll policy that oppressed the right of lets to get the same treatment as nests. the following excerpts represent the lets voices regarding the monthly pay rate earned during their career. (teacher 1) i feel disappointed because the pay rate is differentiated by the hair and skin colour instead of professional teaching experiences and the teachers’ capacity to deliver quality teaching in the class. i think the takehome pay is meagre compared to the regional minimum wage and my native counterparts. i have several reasons why i should get good pay: number one is i have a degree and the qualification for tesol; two, i don’t believe the premise that the ideal english teacher is a native speaker of english. teaching is all about transferring knowledge from teachers to students, and it has nothing to do with whether you are a native or non-native english speaker. i would be happy if i got what i deserved. i mean no discrimination in the salary system. regarding my future career, i will quit the job and try to find a new environment that respects professionalism. i think this practice is a humiliation to the profession and disrespects teachers’ professionalism. (teacher 2). i feel hmm, yeah (mumbling), you know? unhappy, dissatisfied, upset, and you name it because there is a vast salary gap between local and native teachers. the funny thing is that the workload doesn’t make a significant difference. i think the take-home pay is far less than i expected compared to my native counterparts. i have several reasons to get good pay: 1) i am diligent and disciplined, 2) i have the qualification to teach english although i am not a native speaker of english, 3) i think my students like the way i am treating them. i would be happy if i got a salary raise and the school eliminated the discrepancies among the teachers. regarding my future career, i will continue my doctorate study and find a new place. i think this practice cannot continue to happen in the future, and the school is the critical solution to this. (teacher 3). i feel pesky or unlucky; i don’t know, you define it because scaling the pay rate based on whether you are a white-blond or local-curly teacher is a racist ideology that disparages the lets identity. giving nests local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 175 high salaries and extra facilities has suppressed our existence as legitimate english teachers. i think the take-home pay is low; i mean not satisfying compared to my native counterparts. i have several reasons to get good pay: 1) i’ve worked there for more than three years, and i think i deserve a raise, 2) apart from teaching, i also help in other jobs outside of my main job, 3) sorry to say, i hold a master degree in tesol, they only hold a celta certificate 4) i also have adequate pedagogical knowledge and teaching experiences. i would be happy if the school renewed my contract with a significant salary increase. regarding my future career, i will work until the end of my contract and then decide whether or not to go because a friend has invited me to join him at another school with a better income. i think this practice is not professional, and it is not too late to fix it. informed by the excerpts above, all lets experienced a practice of financial marginalization and discrimination regarding the take-home pay rate in which they were not treated fairly as their native counterparts. the words “disappointed, unhappy, upset, pesky, and unlucky” have pejorative connotations, signifying a genuine unwillingness to accept reality. they’re all concerned about the amount of money they make because it’s relatively low compared to what their native peers earned. when lets and native teachers are paid differently, it can lead to resentment and a lack of cooperation in creating a pleasant working atmosphere. on top of that, they appeared to be trying to construct their identity as legitimate english teachers by assuming they possess superior credentials and experience to their native counterparts. they believe that with their skills and experience, they are entitled to adequate compensation and equal treatment as recognition for their efforts to eradicate racism in education. after reading about the hardships these people faced, they also stated their wish to relocate somewhere free of racism, prejudice, and discrimination. the representation of gender and race in promotional endorsement another type of discrimination in practice is the imaging of nests in all printable and digital promotional tools. it represents the native-speakerism ideology in brochures, pamphlets, flyers, banners, and the school website. these types of written discourse consolidate the existence of the nests as powerful objects to boost business marketing. the exclusion of lets in this context is evident as they are not legitimate and do not have any selling point to attract customers. one of the teachers told a story about his experience of witnessing workplace discrimination (the story was indonesian and mediated to english). sahril nur, ismail anas, reski pilu, nurfajriah basri 176 joall (journal of applied linguistics and literature), 7(1), 2022 (teacher 3). i remember a moment when a parent with a little young boy came to register for the upcoming class. she asked a lady at the front office desk to explain the available program for her son. the lady enthusiastically started talking about a program, “english for young learners,” and offered an entry test to determine which level the boy should start. the mother continued to ask who would be the teacher of her son. the lady replied, we have two teachers here; we have native speakers from the uk, australia, new zealand, and “local” teachers. your son would have a great time to practice his english directly with our native teachers, and i believed he would enjoy the class, the fo lady added. the mother then requested i want a native teacher for my son, not a local one. the fo lady replied again, of course, we would prioritize a native class for your son, but we also asked for your understanding if our native class is fully booked. our local teachers are excellent and experienced. they also hold masters from australian universities. the above conversation discourse uncovers a practice of marginalization from a marketing standpoint. this evidence shows that the fo woman and parent dialogue triggered lets’ identity deconstruction in the early stages. the parents’ stigma on the local teachers’ competency in elt should be changed and reconstructed. the marketing practice’s dichotomization between nests and lets should be revisited to build a space for the local teachers to grow and develop confidently. the call for decolonizing pedagogy in elt materials and resources the curriculum and material development policy are centralized, top-down, and restricted for revision. we found a practice of colonization in pedagogy in all textbooks and modules. the colonization in pedagogy includes excluding culturally-based content materials and local teachers participating in curriculum revision and development. the role of nnests in curriculum development is crucial because they know the socio-cultural and socioeconomic context of the students better than the nnests. it calls for recentring the local teachers’ ways of knowing, being, and doing and giving them a space for navigating the glocal pedagogies. (teacher 1) i think the materials (textbooks, worksheets, etc.) are mandatory and centralized. we must use the books and worksheets provided by the school. in terms of material development, as i said, they are not context-based and revisable. we have two types of books; teachers’ and students’ books. concerning material appropriateness, i think it was a bit difficult to familiarize the context in the textbooks with the students’ local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 177 socio-cultural backgrounds. i had to teach both language and culture that my students and i were unfamiliar with. (teacher 2) i think the materials (textbooks, worksheets, etc.) are custom-tailored and created just for their own group. in other words, they are just for internal use and not for sale to the public. in terms of material development, you know, we were not involved in any way in the production or development of the educational materials contained in these publications, which means that we are merely users of them. concerning material appropriateness, i think, frankly speaking, all the contents of these books contain pedagogical and foreign cultural values that are not relevant to the context and background of the students. however, further research is required to determine whether or not this has any advantages. teachers 1 and 2 share similar accounts of their school’s learning contents and resources. because the books are obligatory and specially designed, they claimed they had no jurisdiction to alter or revise their content. they also underline the instructional approach included in these publications. all of the material is based on western socio-cultural ideals, perpetuating the idea that colonization is practiced in pedagogy. in other words, tesol does not mean teaching the english culture and adopting the western pedagogy but creating space for both teachers and students to make meaning in their learning. mullock(2010) concluded that a good english teaching strategy is understanding the educational context and knowing who we teach. the lets, as the insiders are more familiar with the learning context and culture and those familiar with them, will glocalize the elt pedagogy. the idea of glocalizing pedagogies in elt entails the roles of the school management to open a space for the local teachers to construct their glocal identities. perceived identity as legitimate and qualified english teachers the three lets doubted the nests’ pedagogical knowledge, socio-cultural, and linguistic skills (see ma, 2012). they had no idea about the socio-cultural and socio-economic background of the students. regarding the pedagogical aspect of learning, teaching and speaking english are contextually different. for example, a native speaker of chinese, malay, thai, and indonesian might not teach the language even though they are native speakers of the languages. this language aspect can also occur for english, where native speakers must have the necessary skills to teach the language. (teacher 1) i believe i am a legitimate english teacher because i have been teaching english for many years. for example, i am experienced teaching english to young learners and familiar with the best approaches to sahril nur, ismail anas, reski pilu, nurfajriah basri 178 joall (journal of applied linguistics and literature), 7(1), 2022 children learning. regarding pedagogical aspects of teaching, i consider myself a qualified language teacher because i meet all the qualifications required to teach the language. i also hold a bachelor’s and master’s degree in elt and a tesol certificate. english is an international language and a global lingua franca. i believe this statement because everyone can teach english as long as they have the qualifications and meet the requirement. it has nothing to do with whether you are a let or a native speaker of english. i’m afraid i also have to disagree with the statement “native speaker is an ideal language teacher” because i have doubts about the “foreign” teacher’s ability to teach english in the same way i have concerns about my own ability to teach indonesian even though i am a native speaker of indonesian. in my opinion, a professional english language teacher has tesol qualifications and years of experience teaching english. he also has an excellent pedagogical understanding and approach to tefl. (teacher 3) i firmly believe that i am a legitimate and qualified english teacher because i have spent many years learning and teaching the language. i have also dedicated myself to this profession and devoted all my knowledge to this endeavor. regarding pedagogical aspects of teaching, i consider myself qualified and professional because i hold a master of education in tesol. english is an international language and a global lingua franca. i believe this statement because teaching english does not belong to english, american, australian, or canadian. it belongs to those who use, study, and teach the language. so, i disagree with the statement “native speaker is an ideal language teacher” because teaching is not about one’s ability to use a language but one’s ability to help others speak the language. for example, i am a native speaker of indonesian and can speak it fluently and accurately. still, i can’t teach the language to other speakers because i am not qualified. i studied english at university, majoring in english language teaching, and then i continued my master’s degree in the same field. so, i have solid pedagogical knowledge and background to support my profession as an english teacher, although i am not a native speaker of english. in my opinion, a professional english language teacher holds the required qualifications and has adequate pedagogical experience in teaching the language. teacher 2 and 3 perceived their identity as legitimate and qualified english teachers. they believed that teaching english does not merely belong to the native speaker of english, but it belongs to everyone who has the tesol or tefl qualifications. according to them, native speakerism cannot be used local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 179 as the primary foundation for judging whether someone is competent and qualified to teach a particular language. teaching mainly relates to pedagogical skills instead of language ability. a certificate of proficiency in language pedagogy may be obtained via formal or informal schooling. they take an analogy that their status as native speakers of indonesian does not necessarily make them models of proper and qualified indonesian teachers. historically, they have never had formal education in the indonesian language, so they lack pedagogical knowledge about teaching indonesian to foreigners. it is the inverse proof that the ideology of native speakerism is a form of colonization in language education. yet, they still believe they are legitimate english teachers and have fulfilled all the required elements to become an english teacher. in other words, teaching english should belong to nests and any lets who meet the language qualifications. discussion the representation of gender, race, and social status in the workplace gender, race, and social status have always become a never-ending debate in elt and efl teacher identity construction. this section focuses on how race is seen as the primary trigger of injustice, inequality, and discrimination in the workplace. race in the perspective of world englishes is always associated with native speakerism(holliday, 2015; swan et al., 2015), the ownership of english (widdowson, 1994), and the teaching of english as a global lingua franca (jenkins, 2006, 2015). however, this issue has received insignificant visibility in tesol research (kubota & lin, 2006). in a private language school domain, the race represents the superiority of native speakerism as language propaganda to boost the selling value and gain public trust. it will lead to social framing that native speakers of english are ideal teachers, skilled pedagogically, and very good at teaching. a private language school is a profit-oriented institution. all types of framing and propaganda will be carried out through promotional media to increase income and stabilize the cash flow and revenue. unfortunately, things like this continue to happen around us without any significant change that we can do as teachers and educational practitioners. one example of a study related to injustice occurring in the canadian private english language schools is the marginalization experienced by ten non-white teachers who were maltreated and tended to experience microaggressions (ramjattan, 2019). one of them is race and its intersections such as gender, class, sexuality, language, and social status (pérez huber & solorzano, 2015). two years earlier, ramjattan (2017) also reported the racist nativist microaggressions experienced by ten racialized teachers in toronto, canada. he pointed out that racist nativism in elt is a pervasive problem and potentially exacerbates the racist nativist sentiments. this study informs sahril nur, ismail anas, reski pilu, nurfajriah basri 180 joall (journal of applied linguistics and literature), 7(1), 2022 that inequality in the elt profession happens in non-native english-speaking countries and is also found in native english-speaking countries. what happened and was faced by non-white english teachers in canada is a big mirror for all english teachers around the globe that racist nativism will always be around us as a challenge in constructing english language teacher identity. the role of parents and school management parents and school managements are the key agents to fight against racist nativism in the private language school domain. parents are the policymakers who have the authority over the education choices for their children. at the same time, the school management is the education service provider controlling all the available services. akiyoshi(2010) explored the parents’ perspective on japan’s common trend where most employers hired nativeenglish speaking teachers. she found that parents mostly preferred qualified teachers to unqualified native speakers. the process of decolonizing pedagogy in language learning is closely associated with the parents’ mindset regarding racist nativism and english as a glocal language. the role of parents in contesting the hegemony of white privilege in elt is pivotal because it is the initial source where racist nativism can grow. sung (2011) termed it the “native speaker fallacy,” where most parents still believe that native speakers are of better quality than local teachers. therefore, educating the parents about the sociolinguistic reality encompassing english teaching and learning is necessary, especially with global englishes and english as an international language. atamturk et al. (2018) also found that the teachers’ characters and pedagogical skills are more critical than their ns/nns status. these findings refute the hegemony of native speakerism in elt and position the local english teachers as legitimate english teachers. the parents should stop widening the discrepancies between nest and nnest dichotomy. as the agent of change, the schools will need to revisit the recruitment process by standardizing the requirements for applicants without differentiating the skin colors, races, ethnicities, and nationalities. the quality of language learning is determined by the character and pedagogical skills of the teacher in achieving the learning goals and objectives. if the teachers are qualified and experienced, they will organize their teaching and learning activities effectively and efficiently. the role of glocal pedagogy in building social equity glocal pedagogy can empower us to address natural and social equity and produce relevant information and practices in reframed worldwide citizenship training (mannion, 2015). therefore, contextualizing elt pedagogies is urgent and should be acknowledged in the glocal context local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 181 (zacharias & manara, 2013). the nnests are in their best position to glocalize the elt pedagogies because they are familiar with the socio-cultural and socio-economic contexts of the learners (mullock, 2010). the empowerment of nnests identity as legitimate and qualified english teachers should be globally acknowledged towards the domination of native-speakerism ideology in most non-native english-speaking countries, particularly in universities, schools, and private sectors of education. the discrimination in the elt profession is neither triggered by the group of nests, nor nnests. we urge the school policymakers and the students’ parents to acknowledge the nnests as prestigious as the nests based on the professional qualifications and skills instead of looking at the teachers’ physical performance. this belief is dangerous and harmful to the process of l2 acquisition and glocal pedagogy. the gap in the payment system is perceived as deconstructive and should be revisited to build nnests confidence and identity as legitimate english teachers. conclusion in conclusion, overcoming the marginalization in the elt profession, particularly in the private language school sector, is three-fold; they are (1) negotiating the positionality of the lets with the school policymakers to acknowledge the equal treatment for both nests and nnests, (2) growing the parents’ awareness and belief in nnests capacity as legitimate and qualified language teachers, and (3) providing a space for both nests and nnests to contextualize and glocalize the elt pedagogies to meet the students’ needs and expectations. this article also calls for further research on actualizing rights equity within the profit-oriented language school context. acknowledgement we would like to express our sincere gratitude to mery, hendrik, and ely for their willingness to participate in online interviews. thank you for your time and stories as primary data sources in this article. we wish you all successful in your career. references akiyoshi, a. 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(2013). contextualizing the pedagogy of english as an international language: issues and tensions. cambridge scholars publishing. the authors sahril nur is a senior lecturer at the english department, universitas negeri makassar. he has been teaching english since 1989. his research interest falls within the social-psychological aspect in elt, academic writing, problembased learning, content area teaching. he has also published his work in reputable international and national journals. ismail anas is a doctoral student in the graduate school of english education, universitas negeri makassar. he is a lecturer of english in the business administration department, politeknik negeri ujung pandang. his research interest falls within teacher identity, call, digital literacy, social justice, ict in language teaching and learning, and teacher professional development. he is also the team leader of the center for business english & computer assisted language learning (cbe-call) research group. local english teachers’ voices from a marginalized lens: inequality practices and… joall (journal of applied linguistics and literature), 7(1), 2022 185 reski pilu is a doctoral student in the graduate school of english education, universitas negeri makassar. she is a lecturer at universitas cokroaminoto palopo. she has also conducted several studies in language curriculum and design, egra method, teachers’ strategies in elt, and self-regulated learning development. nurfajriah basri is a doctoral student in the graduate school of english education, universitas negeri makassar. she is a lecturer of english in universitas sawerigading, makassar. her research interests are learners’ motivation, learning styles, and practical approaches to teaching reading, speaking and writing. i vol. 6 no. 1: february 2021 issn: 2502-7816 (print) issn: 2503-524x (online) joall journal of applied linguistics and literature unib press universitas bengkulu, indonesia issn: 2502-7816 (print) issn: 2503-524x (online) ii joall (journal of applied linguistics and literature) vol. 6 no. 1 february 2021 tabel of contents song and motion as method in introducing vocabulary in english (number and colour) at early childhood ratna purwanti ........................................................................................................................ 1-10 listening and speaking skills as learning and target needs in business english program for tour guide diploma students in kenya douglas ondara orang’i .......................................................................................................... 11-31 factors affecting listening anxiety of senior high school students in english classroom khairani ade guswita, sugirin ................................................................................................ 32-45 rhetorical moves and linguistic realizations of research article abstracts by indonesian authors in applied linguistics published in international journals husnul hakim, safnil arsyad, syahrial ................................................................................... 46-71 grammatical errors in thesis abstracts written by the undergraduate students of management study program soraya grabiella dinamika ....................................................................................................... 72-86 online instructional strategies for english language learning during covid-19 pandemic: a case from creative teacher abdul halim, sunarti ............................................................................................................... 87-96 newspapers effect on students’ writing achievement across english proficiency levels rizky amelia, abdul muthim .................................................................................................. 97-108 code-switching in indonesian popular songs and the implications for english language teaching rahmawaty kadir ..................................................................................................................... 109-132 phonological change processes of english and indonesian irma diani, azwandi ................................................................................................................ 133-148 a rhetorical analysis of comments and delivery strategy on ted talks ildi kurniawan ......................................................................................................................... 149-161 developing speaking section of business english materials to teach culture in integrated way yasmin farani, kardila karalina yustisia ................................................................................ 162-176 issn: 2502-7816 (print) issn: 2503-524x (online) iii editorial board chief editor: prof. safnil arsyad, m.a., phd. universitas bengkulu, indonesia managing editor: azhar aziz lubis, m.pd. universitas bengkulu, indonesia advisory editorial board: prof. dr. teguh budiharso, m.pd. institut agama islam negeri surakarta, indonesia prof. amrin saragih, m.a., phd. universitas negeri medan, indonesia prof. dr. i wayan dirgeyasa, m.hum. universitas negeri medan, indonesia section editors: fernandita gusweni jayanti, m.pd. university of new south wales, australia muhammad yusuf, s.pd., m.a. universitas sumatera utara, indonesia winda syafitri, m.pd. politeknik negeri medan, indonesia copy editors: sufiyandi, m.pd. universitas bengkulu, indonesia aprilza aswani, m.a., politeknik negeri medan, indonesia sukma septian nasution, m.pd. universitas pamulang, indonesia layout edtitors: muhammad fadhli, m.pd. universitas bengkulu, indonesia benni ichsanda rahman, m.pd. universitas islam negeri sumatera utara, indonesia administrative staff: monalisa universitas bengkulu, indonesia randu anugerah utama universitas bengkulu, indonesia issn: 2502-7816 (print) issn: 2503-524x (online) iv reviewers: prof. dr. yazid basthomi, m.a., universitas negeri malang, indonesia prof. ivor timmis., leeds becket university, united kingdom dr. willy ardian renandya, national institute of education, singapore dr. thi thuy loan nguyen, kalasin university, thailand dr. ira maisarah, m.hum., universitas bengkulu, indonesia dr. irma diani, universitas bengkulu, indonesia dr. audi yundayani, m.pd., stkip kusuma negara, indonesia dr. alamsyah harahap, dip.tesl., m.lib., universitas bengkulu, indonesia dr. fazri nur yusuf, m.pd., universitas pendidikan indonesia, indonesia dr. ikhsanuddin, m.pd., universitas tanjung pura, indonesia dr. masitowarni siregar, m.ed., universitas negeri medan, indonesia dr. wisma yunita, m.pd., universitas bengkulu, indonesia dr. yohannes telaumbanua, politeknik negeri padang, indonesia dr. ridwan hanafiah, m.a., universitas sumatera utara, indonesia dr. muhammad farkhan, m.hum., uin syarif hidayatullah, indonesia dr. mirjam anugerahwati, m.a., universitas negeri malang, indonesia hanafi, m.a., phd., universitas andalas, indonesia riswanto, phd., insitut agama islam negeri bengkulu, indonesia mr. abdul halim, m.pd., universitas muhammadiyah kalimantan timur, indonesia mr. dedi sanjaya, m.a., universiti college yayasan pahang, malaysia mrs. ni putu ade resmayani, m.pd., sekolah tinggi pariwisata mataram, indonesia mrs. gita mutiara hati, m.pd., universitas bengkulu, indonesia mr. mushoffan prasetianto, m.pd., universitas brawijaya, indonesia mrs. seftirina evina sinambela, m.a., sekolah tinggi ilmu hukum graha kirana, indonesia mr. mario nugroho willyarto, m.hum., bina nusantara university, indonesia issn: 2502-7816 (print) issn: 2503-524x (online) v publisher address: unib press lembaga penelitian dan pengabdian kepada masyarakat universitas bengkulu jalan w.r. supratman, kandang limun, bengkulu, 38371 email: joall@unib.ac.id website: https://ejournal.unib.ac.id/index.php/joall/index the editors of joall (journal of applied linguistics and literature) make every effort to ensure the suitability of all article information contained in its publications. however, the editors and the publisher of the journal make no representations or warranties whatsoever as to the accuracy and completeness and for any purpose of the articles and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. every article published in joall gives the views of the author(s) and are not necessarily the views of the editors and of the journal of applied linguistics and literature . joall (journal of applied linguistics and literature), 7(1), 2022 15 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/16331 https://doi.org/10.33369/joall.v7i1.16331 are you a die-hard k-pop fan? examining english korean code mixing uttered by an american native speaker youtuber 1khadijah , 2emy sudarwati 1,2languages and literature department, faculty of cultural studies, universitas brawijaya, indonesia 1,2jalan veteran, ketawanggede, kecamatan lowokwaru, kota malang, jawa timur 65145 article info abstract article history: received: june 17, 2021 revised: sept 17, 2021 accepted: sept 25, 2021 this study analyzes the types and reasons for code-mixing used by the speaker with a concern for the interlocutors, who are a native speaker and a non-native speaker. the significance of comparing the speaker's code-mixing aims to know if changes in the interlocutors affect the types and reasons for code-mixing adopted. this analysis applied the qualitative descriptive method to analyze data taken from two youtube videos of an american native speaker namely edward avila entitled chopping all my friend’s hair off and giving him makeover with korean native speaker as the interlocutor and catching up with sorn + a soft glam lewk with korean non-native speaker as the interlocutor. for korean native speaker interlocutor, the most frequently used code-mixing type is alternation, while for korean non-native speaker interlocutor is insertion. however, the data identified three specific reasons for codemixing with korean native speaker interlocutor, notably clarification of the speech content, interjection, and quotation of someone else. meanwhile, there are two specific causes for code-mixing revealed in the data of korean non-native speaker interlocutor, namely discussion of a specific topic and repetition used for clarification. the varied types of interlocutors had an impact on the forms of code-mixing and the reasons for code-mixing in the dialogue. keywords: code-mixing english-korean american native speaker youtuber conflict of interest: none funding: none correspondence: khadijah, languages and literature department, faculty of cultural studies, universitas brawijaya, indonesia. khadijah_cacha@student.ub.ac.id ©khadijah & emy sudarwati this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): khadijah, sudarwati, e. (2022). are you a die-hard k-pop fan? examining english korean code mixing uttered by an american native speaker youtuber. joall (journal of applied linguistics and literature), 7(1), 15-33. https://doi.org/10.33369/joall.v7i1.16331 languages are evolving substantially in this globalized world. along with the technological advancement, people can easily acquire language other https://ejournal.unib.ac.id/index.php/joall/article/view/16331 https://doi.org/10.33369/joall.v7i1.16331 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.16331&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.16331 https://orcid.org/0000-0002-9106-1372 https://orcid.org/0000-0001-6618-6109 khadijah & emy sudarwati 16 joall (journal of applied linguistics and literature), 7(1), 2022 than their own mother tongues. because of the ease in language acquisition, many people are able to speak in two or more languages in their daily discussions. the conversations occur most commonly in informal contexts rather than formal circumstances, especially if the language is not changed. bilingualism is a term for this sort of phenomenon, which refers to as the person’s ability in speaking of more than one language on the same mutual intelligibility. meanwhile, bilingual is a term for the person who is able to speak of more than one language. recently, it is easy to find bilinguals in such traditionally monolingual countries as korea as well on account of this globalization (kim, 2006). furthermore, hamers & blanc (2000) defined bilingualism as a situation in which there is a contact between two languages in a linguistic community and the use of the two codes occurs in the same interaction. the three types of bilingualism are compound bilingualism, coordinate bilingualism, and sub-coordinate bilingualism. compound bilingualism occurs when a speaker develops two languages. coordinate bilingualism occurs when a speaker learned two languages separately in different situations. sub-coordinate bilingual refers to a circumstance in which the speaker learnt the secondary language by filtering it through the first language or mother tongue. there is a phenomenon known as code-mixing and code-switching that occurs when bilingualism develops. according to holmes (2013), codemixing is used by randomly altering the codes of the two languages in an utterance, potentially due to the speaker's inability to describe the code in only one language at the time. wardhaugh (2006) also claims that code-mixing is a use of both languages. in addition, ramadhaniarti et al. (2018) state that the mixing of the two languages can vary in terms of words, phrases, or sentences. according to muysken (2000), there are three main types of code-mixing, namely insertion, alternation, and congruent lexicalization. insertion occurs when material (lexical items or words and phrases) from one language inserted into a structure of the other language in an utterance. alternation occurs when there is an alternation between structures from languages (clause) in an utterance. congruent lexicalizations occurs when there is an influence of dialect within language use in an utterance. in addition, according to hoffmann (2014), code-mixing occurs for a variety of reasons, including interjection, quotation of someone else, expression of a specific group identity, statement of a lexical need, discussion of a specific topic, repetition used for clarification, empathy for something, request softly, clarification of the speech content, and exclusion for a limited audience. interjection occurs when the speaker wants to represent their feelings. quotation of someone else occurs when the speaker wants to quote the exact and original words of someone. expression of a specific group identity occurs when the speaker wants to show their identity in a are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 17 conversation. statement of a lexical need occurs when the speaker needs to use words or vocabulary lexically. discussion of a specific topic occurs when the speaker needs to use code-mixing in a conversation with a specific topic to make it more effective. repetition used for clarification occurs when the speaker wants to clarify the words of the interlocutor. empathy for something occurs when the speaker wants to emphasize a discussion. request softly occurs when the speaker wants to request something by using one particular language to be more polite. clarification of the speech content occurs when the speaker wants to make the interlocutor understand the conversation more easily using one particular language. exclusion for a limited audience occurs when the speaker wants only a particular audience to know the conversation. there have been eminent scholars discussing code-mixing issues (ariffin & husin, 2011; barman et al., 2014; das & gambäck 2015; yuliana et al., 2015; chanda et al., 2016; sutrisno & ariesta, 2019) to name but a few. first, ariffin & husin (2011) with their study entitled code-switching and codemixing of english and bahasa malaysia in content-based classrooms: frequency and attitudes aimed to learn the frequency of instructors employ code-switching and code-mixing in learning activities and to learn how students react to it. meanwhile, barman et al. (2014) with their study entitled code mixing: a challenge for language identification in the language of social media aimed to find out how the automatic language identification works in dealing with codemixing on social media, which in this case is in indian. then, das & gambäck (2015) with their study entitled code-mixing in social media text: the last language identification frontier? attempted to analyze how the language identification detects code-mixing in particular context. the study focuses on the characteristics of code-mixing in english-bengali and english-hindi found from facebook posts and messages. in addition, yuliana et al. (2015) also conducted a study entitled code-mixing and code-switching of indonesian celebrities: a comparative study attempting to ascertain the most common sorts of code-mixing and code-switching use by indonesian celebrities who have native-speaker parents and are fluent in two or more languages. next, chanda et al. (2016) conducted a study entitled unraveling the english-bengali codemixing phenomenon which aims to explore the phenomenon of englishbengali code-mixing and to test the accuracy of predictor-corrector model in identifying the language of every-word form. moreover, sutrisno & ariesta (2019) conducted a study entitled beyond the use of code mixing by social media influencers in instagram aims to figure out the reason of the use of code-mixing by influencers in social media, specifically instagram. among those aforementioned studies regarding code-mixing investigation, the use of code-mixing in the context of social media has gained increasing interest. barman et al. (2014), das & gambäck (2015), and sutrisno & ariesta (2019) have discussed that topic through their studies on the khadijah & emy sudarwati 18 joall (journal of applied linguistics and literature), 7(1), 2022 occurrences of code-mixing phenomenon in the context of social media. however, the writers have been concerned that there is still lack of study addressing the code-mixing phenomenon occurring on youtube. therefore, the present study tries to fill in the gap that the previous studies offer by concentrating on the investigation on the types and reasons for the speaker's code-mixing, with regard for the speaker’s interlocutors, including korean native speaker (kns) and korean non-native speaker (knns). both interlocutors are able to speak korean. kns is a native speaker as korean is his first language (l1), while knns is a foreigner who has lived in korea for a long time. the importance of comparing the speaker's code-mixing results in understanding whether differences in the interlocutors influence the types and reasons for code-mixing used. as a result, there are two research issues to address: 1. what types of code-mixing that are conducted by the speaker? 2. how different are the reasons for code-mixing performed by the speaker based on two distinct interlocutors (kns and knns)? the findings of this study may contribute to the body of knowledge particularly in the sociolinguistics field. the results may give another perspective on the occurrence of code-mixing in the social media context. in addition, the result of this study also has societal significance, given that the widespread use of two or more languages in our daily conversations. whether we realize it or not, technological advances encourage people to understand a language other than their native language, making communication with anyone much easier. method this analysis used qualitative descriptive as the method. according to gall et al. (2003), qualitative research and descriptive research are phrases used to describe an analysis that involves observation and survey instruments to collect data. the data sources for this research are two videos collected from edward avila's youtube channel in which he speaks with code-mixing in both english and korean alternately. because of the disparities in interlocutors and the use of code-mixing in the videos, these two videos were selected as the source of data. edward avila is an american-filipino youtuber who was born and raised in california, usa, and is therefore an english native speaker. he currently resides in seoul, south korea. his youtube videos are primarily on make-up, but they are also on korean-pop or k-pop. for this study, the writers selected two specific videos from the youtuber because of the discovery of code-mixing usage with types namely insertion, alternation, congruent lexicalization, and various reasons such as interjection, discussion of a specific topic, statement of a lexical need, and so forth. in addition, the similarity of themes from data sources helps the are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 19 analysis of the different types and reasons of code-mixing with different interlocutors more precisely. the first video, titled chopping all my friend’s hair off and giving him makeover, the interlocutor is yoonpic, a korean native speaker (kns). in addition, the second video entitled catching up with sorn + a soft glam lewk, the interlocutor is sorn, a korean non-native speaker (knns) who comes from thailand and is a member of a korean girl group called clc. instruments the data collection process was through document analysis, where the authors gathered youtube videos. as a result, it would entail the process of collecting and interpreting non-numerical data to determine the notion. according to research aims, the two data sources selected based on their respective interlocutors (kns and knns) have been analyzed regarding the types of code-mixing and reasons for code-mixing, two tables for each. the data code consists of six parts, namely indicators for datum numbers, data sources, interlocutors, code-mixing types, code-mixing reasons, and time markers. data analysis procedures the data analysis processes consist of five sections. first, the writers collected data from two distinct sets of interlocutors, namely kns and knns. second, the writers submitted the data into the table to organize it. third, the writers examined the types and causes of data from the first and second groups, including total data and individual datum. the writers sorted and divided the data by using codes, for example (1-yt1-kns-a-q, 0.10-0.21). number 1 is for datum number indicator, yt1 as a description of the data source for the first youtube video, and kns as an interlocutor description for korean native speaker. also, a as a description of the code-mixing type which is used for alternation, q as a description of code-mixing reason which is used for quotation of someone else, and 0.10-0.21 as a time marker of conversation in video from the data source. fourth, the writers contrasted the sorts of reasoning of the two groups or interlocutors (kns and knns). fifth, the writers summarized the findings that will answer the research questions. findings this study aims at answering two prominent issues concerning types of codemixing and the reasons of doing code-mixing by american native speaker youtuber. types of code-mixing performed by american native speaker youtuber khadijah & emy sudarwati 20 joall (journal of applied linguistics and literature), 7(1), 2022 the finding concerning the types of code-mixing performed by american native speaker youtuber is explained in two sections, namely those interaction with kns and knns. types of code-mixing performed by the speaker when communicating with kns table: 1 types of code-mixing found in video entitled chopping all my friend’s hair off and giving him makeover utterances of code-mixing types we met a while ago actually, so we friends since that, but i probably oh you know if we can have time maybe we can go make video together, 근대 맨날 불러봐 언제하냐고? (geundae maennal bulleobwa eonjehanyago = everyday he asks, when we doing it?). (1-yt1-kns-a-q, 0.10-0.21) alternation but we did jiyook's hair, you already see 근대 (geundae = but) for the reveal. (2-yt1-kns-i-sln, 1.13-1.18) insertion oh and also hairmon is back, hi hairmon 인사할래 (insahallae = do the introduction/ introduce yourself) (3-yt1-kns-i-rs, 1.19-1.23) insertion 아니 이거 립토너이거든 (ani igeo liptoneo-igeodeun = so this is a lip toner right) 근대 (geundae = but) i guess people are like "what is lip toner?" (4-yt1-kns-c-csc, 1.35-1.39) alternation, congruent lexicalization, insertion 사실 이거 이거보다 이거 잘팔이고든 (sasil igeo igeoboda igeo jalphaligodeun = the toner actually sells more than the lip milk,) 근대 주변이 있는 친구들이 다 (geundae jubyeoni itneun chingudeuli da = but all my friends around me) they're all like what is lip toner? 그래서 이거잘안써 (geuraeseo igeojalansseo = so they don't really use this.) (5-yt1-kns-csc, 140-1.46) alternation it's kind of like toner for your face but on your lips. and also the 피부속 (phibusok = inside of your skin) it will like 촉촉해줘 it (chokchokhaejwo = moisturize it). (6-yt1-kns-i-sln, 1.47-1.54) insertion 만난적이 있어? (mannanjeoki isseo = have you met jung saem mool?) 아 진짜 (ah jinjja = ah really), that is like my dream, it is like go to her academy, 근냥 유튜브 튜토리얼을 봐봐 (geunyang yutyubeu tyutorieoleul bwabwa = but i just watch her youtube tutorials). (7-yt1-kns-c-i, 2.47-2.55) alternation, congruent lexicalization are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 21 utterances of code-mixing types 깨끗해젔어 (kkaekkeuthaejeosseo = your complexion looks more clean), originally you’re 더러워 (deoreoweo = dirty). (8-yt1-kns-ai-sln, 2.57-3.02) alternation, insertion i think jiwook, i think also because 머리도옥 같이 했으니까 (meorido-ok gatchi haesseunikka = since we also did his hair), so the 변신 (byeonshin = change) was more, right? (9-yt1-kns-ai-sln, 3.22-3.29) alternation, insertion 이거봐 (igeobwa = look at this), his lips, they're so soft now. 너 원래 좀 티난거 바르지? (neo wollae jom tinan-geo bareuji = you usually apply strong colors right?) (10-yt1-kns-ai-sln, 4.22-4.28) insertion, alternation 트리시이 좋아하세요? (teurisi-i johahaseyo = do you like 3ce?), 어떤 브랜드 좋아해요? (eotteon beuraendeu johahaeyeo = what brand do you like?). 어 그거 오늘왔는데 (eo geugeo oneulwanneunde = they're one product arrived in the mail today), the brow. (11-yt1-kns-c-sln, 4.39-4.47) alternation, congruent lexicalization go backwards first, 뭐 오초 기다리고 (mwo ocho gidarigo = and they say to wait five seconds.) (12-yt1-kns-a-csc, 5.04-5.07) alternation 우와 (uwa = wow), 근대 잘안보여 (geundae jal-anboyeo = but you can barely see it lol), because these brows are so clean already. (13-yt1-kns-a-i, 5.18-5.21) alternation when his sea salt spray good, 뭐 할때 저요? (mwo halttae jeoyo = what should i do?) (14-yt1-kns-a-csc, 8.46-8.48) alternation alright we're done, friday 좀 나와봐 (jom nawabwa = come here), yoonpic 봐야돼 (bwayadwae = you need to see yoonpic). (15-yt1-kns-i-rs, 10.17-10.23) insertion according to table 1, there are roughly 15 utterances with code-mixing recognized from the video over a period of 10 minutes and 43 seconds for the first group data with a total of six utterances with alternation, five utterances with insertion, three utterances with combination of insertion and alternation, and three utterances combination with congruent lexicalization. the first type of code-mixing used by the speaker to the kns interlocutor is insertion, which occurs when material (lexical items or words and phrases) from one language is inserted into a structure of the other language in an utterance, for example khadijah & emy sudarwati 22 joall (journal of applied linguistics and literature), 7(1), 2022 ‘근대’ (geundae = however/but) and ‘이거봐’ (igeobwa = look at this) . another type found in the data is alternation since there is an alternation between structures from languages (clause) in an utterance, for example “maybe we can go make video together, 근대 맨날 불러봐 언제하냐고?” (geundae maennal bulleobwa eonjehanyago = everyday he asks, when we doing it?). also, there are congruent lexicalizations, an influence of dialect within language use in an utterance, for example “유튜브 튜토리얼” (yutyubeu tyutorieol = youtube tutorial), ‘트리시이’ (teurisi-i = 3ce / a brand name for a cosmetic), and ‘브랜드’ (beuraendeu = brand). the writers discuss extensive study of the aforementioned data with kns as the interlocutor in the following part to clarify its essence. datum 3 : oh and also hairmon is back, hi hairmon 인사할래 (insahallae = do the introduction/ introduce yourself) (3-yt1-kns-i-rs, 1.19-1.23) the speaker uses the word ‘인사할래’ (insahallae) in korean instead of ‘do the introduction or introduce yourself’ in english, indicating the use of insertion. datum 4 : 아니 이거 립토너이거든 (ani igeo liptoneo-igeodeun = so this is a lip toner right) 근대 (geundae = but) i guess people are like "what is lip toner?" (4-yt1-kns-c-csc, 1.35-1.39) the first phrase uses korean as the alternation due to the next phrase in english in a single utterance. therefore, the speaker uses the word ‘근대’ (geundae) in korean instead of ‘but’ in english, indicating the use of insertion. also, the speaker uses congruent lexicalization of ‘lip toner’ in english as ‘립토너’ (lip-toneo) in korean with the differences on the pronunciation of letter ‘l’ as ‘r’ in word ‘lip’, emphasizing of letter ‘t’ as ‘th’ and elimination of letter ‘r’ in word ‘toner’. datum 11 : 트리시이 좋아하세요? (teurisi-i johahaseyo = do you like 3ce?), 어떤 브랜드 좋아해요? (eotteon beuraendeu johahaeyeo = what brand do you like?). 어 그거 오늘왔는데 (eo geugeo oneulwanneunde = they're one product arrived in the mail today), the brow. (11-yt1-kns-c-sln, 4.39-4.47) the speaker uses alternation between korean utterances and english utterances. also, the speaker uses congruent lexicalization of ‘3ce’ in english, a korean cosmetic brand, as ‘트리시이’ (teurisi-i) in korean are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 23 with the differences on the pronunciation of word ‘three’ as ‘teuri’, emphasizing of letter ‘th’ as ‘teu’. also, the speaker use the word ‘brand’ in korean ‘브랜드’ (beuraendeu) rather than in english, with the differences on the pronunciation of letter ‘b’ as ‘beu’ and ‘d’ as ‘deu’. the following section describes another finding depicting the american native speaker youtuber when communicating with korean non-native speaker (knns) interlocutor. there are some distinctive characteristics differentiating the way he communicates with different interlocutor by different linguistics repertoire. types of code-mixing performed by the speaker when communicating with knns table: 2 types of code-mixing found in video entitled catching up with sorn + a soft glam lewk utterances of code-mixing types really? 진짜? (jinjja = really?) 오 저대 같이 나와? (o jeodae gachi nawa = are they come together?) oh my god (16-yt2-knns-a-rc, 1.18-1.26) alternation there have been like, you know, around the time that we did our video together, super meme, lots of memes, 근대 요즘해 (geundae yojeumhae = but nowadays) i feel like just like really chill, talking videos or like fun to watch. (17-yt2-knns-i-sln, 7.04-7.16) insertion speaking of the concept, how is it compares to the other comeback? yeah, the 느낌 (neukkim = nuance), especially you know that with the whole logo changed. (18-yt2-knns-i-dst, 7.53-8.05) insertion i think you need to shows maybe like the 포인트 안무 (pointeu anmu = key point of choreography) from 'helicopter'. (19-yt2-knns-c-dst, 14.18-14.22) insertion, congruent lexicalization don't you guys like 준비해 (junbihae = prepared) that before like you're get interviews and there were like oh she shows 포인트 안무 (pointeu anmu = key point of choreography), and then you have like specific point you show. 벌써? (beolsseo = already?), oh my god. (20-yt2-knns-c-sln, 14.23-14.34) insertion, congruent lexicalization 아 약한 (a yak-han = ah a little bit) like the kind of like uh how you describe it 안무 (anmu = choreography/ dance) that goes with the 가사 (gasa = lyrics). (21-yt2-knns-i-dst, 15.24-15.28) insertion khadijah & emy sudarwati 24 joall (journal of applied linguistics and literature), 7(1), 2022 utterances of code-mixing types sorn, 재미는 얘기를해줘 (jaemineun yaegireulhaejwo = tell me a fun story). uh, that's what that was. (22-yt2-knns-a-rs, 17.19-17.32) alternation oh that's so cute, oh my god, i wanna make a 먹방 (meokbang = eating show) eating the 'helicopter' bread, it's it, that's the content. (23-yt2-knns-i-dst, 18.00-18.07) insertion yeah, 가치 많이 나오고 (gachi manhi naogo = and all the dead skin that falls off), like it's like snow, it's embarrassing. (24-yt2-knns-a-sln, 19.08-19.14) alternation 너무 이뻐요 (neomu ippeoyo = you're so pretty), she's like i know, 여배우 여배우 (yeobae-u yeobae-u = she's an actress). (25-yt2-knns-a-sln, 19.27-19.33) alternation how long did you're um helicopter video take to film? 덥지? (deobji = it must be hot, isn't it?) (26-yt2-knns-i-sln, 19.40-19.45) insertion oh my, absolutely me and i were talking about how these days 뮤비는 진짜 (myubi-neun jinjja = the music video really) it's like 90 percent of it. (27-yt2-knns-i-dst, 21.28-21.34) insertion 자깜한 근대 (jakkaman geundae = wait but), how do you guys ended up becoming like cause you're like he's my brother. (28-yt2-knns-i-sln, 22.00-22.04) insertion 근대, 그거 알아? 환부 메이크업 (geundae, geugeo ara? hwanbu meikeueop = but, do you know that one thing? refund makeup) 쎈 메이크업 (ssen meikeueop = really strong makeup), when you go get 환부 (hwanbu = refund) or like return your money 너무 쎄니까 (neomu ssenikka = because it's so strong,) and we ask for refund then they said yes yes. (29-yt2-knns-c-dst, 22.50-23.01) insertion, congruent lexicalization but, i was worried that they would look like that on you, 근대 너무 잘나온데 (geundae neomu jalnaonde = but it suits you perfectly). (30-yt2-knns-a-sln, 23.02-23.07) alternation are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 25 according to table 2, there are roughly 15 utterances with code-mixing recognized from the movie with a runtime of 26 minutes 29 seconds for the second group data with a total of seven insertion utterances, five alternation utterances, and three combinations with congruent lexicalization utterances. the first type of code-mixing used by the speaker to the knns interlocutor is insertion, for example ‘느낌’ (neukkim = nuance), ‘그러며는’ (geureomyeoneun = then), and ‘먹방’ (meokbang = eating show). another type observed in the data is alternation, such as "but, i was frightened that they would look like that on you, 근대 너무 잘나온데” (geundae neomu jalnaonde = but it suits you perfectly). also, there are congruent lexicalizations, for example ‘포인트’ (pointeu = point) and ‘메이크업’ (meikeueop = makeup). the following section describes the analysis of the use of code-mixing performed by the speaker when interacting with knns in detail. datum 20 : don't you guys like 준비해 (junbihae = prepared) that before like you're get interviews and there were like oh she shows 포인트 안무 (pointeu anmu = key point of choreography), and then you have like specific point you show. 벌써? (beolsseo = already?), oh my god. (20-yt2-knns-c-sln, 14.23-14.34) the speaker uses the word ‘준비해’ (junbihae) in korean instead of ‘prepared’ in english, and the word ‘벌써?’ (beolsseo?) in korean instead of ‘already?’ in english, indicating the use of insertion. also, the speaker uses congruent lexicalization of ‘point’ in english as ‘포인트’ (pointeu) in korean with the differences on the pronunciation of letter ‘t’ as ‘teu’. datum 22 : sorn, 재미는 얘기를해줘 (jaemineun yaegireulhaejwo = tell me a fun story). uh, that's what that was. (22-yt2-knns-a-rs, 17.19-17.32) the speaker uses the word “재미는 얘기를해줘” (jaemineun yaegireulhaejwo) in korean instead of “tell me a fun story” in english, as the alternation between the first and third phrases. datum 23 : oh that's so cute, oh my god, i wanna make a 먹방 (meokbang = eating show) eating the 'helicopter' bread, it's it, that's the content. (23-yt2-knns-i-dst, 18.00-18.07) the speaker uses the word ‘먹방’ (meokbang) in korean instead of ‘eating show’ in english, indicating the use of insertion. the word khadijah & emy sudarwati 26 joall (journal of applied linguistics and literature), 7(1), 2022 ‘먹방’ (meokbang = eating show) itself is a blending word of ‘먹는’ (meokneun = eating) and ‘방송’ (bangsong = broadcast or show), besides it is a term popularized by korean streamers for a content of eating food as the trend nowadays in many platform for example afreecatv, youtube, twitch, and douyin (tiktok). the reasons of doing code-mixing performed by the speaker when communicating with kns table: 3 reasons of code-mixing found in video entitled chopping all my friend’s hair off and giving him makeover utterances of code-mixing reasons of code-mixing we met a while ago actually, so we friends since that, but i probably oh you know if we can have time maybe we can go make video together, 근대 맨날 불러봐 언제하냐고? (geundae maennal bulleobwa eonjehanyago = everyday he asks, when we doing it?). (1-yt1-kns-a-q, 0.10-0.21) quotation of someone else but we did jiyook's hair, you already see 근대 (geundae = but) for the reveal. (2-yt1-kns-i-sln, 1.13-1.18) statement of a lexical need oh and also hairmon is back, hi hairmon 인사할래 (insahallae = do the introduction/ introduce yourself) (3-yt1-kns-i-rs, 1.19-1.23) request softly 아니 이거 립토너이거든 (ani igeo liptoneo-igeodeun = so this is a lip toner right) 근대 (geundae = but) i guess people are like "what is lip toner?" (4-yt1-kns-c-csc, 1.35-1.39) clarification of the speech content 사실 이거 이거보다 이거 잘팔이고든 (sasil igeo igeoboda igeo jalphaligodeun = the toner actually sells more than the lip milk,) 근대 주변이 있는 친구들이 다 (geundae jubyeoni itneun chingudeuli da = but all my friends around me) they're all like what is lip toner? 그래서 이거잘안써 (geuraeseo igeojalansseo = so they don't really use this.) (5-yt1-kns-a-csc, 140-1.46) clarification of the speech content it's kind of like toner for your face but on your lips. and also the 피부속 (phibusok = inside of your skin) it will like 촉촉해줘 it (chokchokhaejwo = moisturize it). (6-yt1-kns-i-sln, 1.47-1.54) statement of a lexical need 만난적이 있어? (mannanjeoki isseo = have you met jung saem mool?) 아 진짜 (ah jinjja = ah really), that is like my dream, it is like go to her academy, 근냥 유튜브 튜토리얼을 봐봐 (geunyang yutyubeu interjection are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 27 utterances of code-mixing reasons of code-mixing tyutorieoleul bwabwa = but i just watch her youtube tutorials). (7-yt1-kns-c-i, 2.47-2.55) 깨끗해젔어 (kkaekkeuthaejeosseo = your complexion looks more clean), originally you’re 더러워 (deoreoweo = dirty). (8-yt1-kns-ai-sln, 2.57-3.02) statement of a lexical need i think jiwook, i think also because 머리도옥 같이 했으니까 (meorido-ok gatchi haesseunikka = since we also did his hair), so the 변신 (byeonshin = change) was more, right? (9-yt1-kns-ai-sln, 3.22-3.29) statement of a lexical need 이거봐 (igeobwa = look at this), his lips, they're so soft now. 너 원래 좀 티난거 바르지? (neo wollae jom tinangeo bareuji = you usually apply strong colors right?) (10-yt1-kns-ai-sln, 4.22-4.28) statement of a lexical need 트리시이 좋아하세요? (teurisi-i johahaseyo = do you like 3ce?), 어떤 브랜드 좋아해요? (eotteon beuraendeu johahaeyeo = what brand do you like?). 어 그거 오늘왔는데 (eo geugeo oneulwanneunde = they're one product arrived in the mail today), the brow. (11-yt1-kns-c-sln, 4.39-4.47) statement of a lexical need go backwards first, 뭐 오초 기다리고 (mwo ocho gidarigo = and they say to wait five seconds.) (12-yt1-kns-a-csc, 5.04-5.07) clarification of the speech content 우와 (uwa = wow), 근대 잘안보여 (geundae jal-anboyeo = but you can barely see it lol), because these brows are so clean already. (13-yt1-kns-a-i, 5.18-5.21) interjection when his sea salt spray good, 뭐 할때 저요? (mwo halttae jeoyo = what should i do?) (14-yt1-kns-a-csc, 8.46-8.48) clarification of the speech content alright we're done, friday 좀 나와봐 (jom nawabwa = come here), yoonpic 봐야돼 (bwayadwae = you need to see yoonpic). (15-yt1-kns-i-rs, 10.17-10.23) request softly the reasons of doing code-mixing performed by the speaker when communicating with knns khadijah & emy sudarwati 28 joall (journal of applied linguistics and literature), 7(1), 2022 table: 4 reasons of code-mixing found in video entitled catching up with sorn + a soft glam lewk utterances of code-mixing reasons of code-mixing really? 진짜? (jinjja = really?) 오 저대 같이 나와? (o jeodae gachi nawa = are they come together?) oh my god (16-yt2-knns-a-rc, 1.18-1.26) repetition used for clarification there have been like, you know, around the time that we did our video together, super meme, lots of memes, 근대 요즘해 (geundae yojeumhae = but nowadays) i feel like just like really chill, talking videos or like fun to watch. (17-yt2-knns-i-sln, 7.04-7.16) statement of a lexical need speaking of the concept, how is it compares to the other comeback? yeah, the 느낌 (neukkim = nuance), especially you know that with the whole logo changed. (18-yt2-knns-i-dst, 7.53-8.05) discussion of a specific topic i think you need to shows maybe like the 포인트 안무 (pointeu anmu = key point of choreography) from 'helicopter'. (19-yt2-knns-c-dst, 14.18-14.22) discussion of a specific topic don't you guys like 준비해 (junbihae = prepared) that before like you're get interviews and there were like oh she shows 포인트 안무 (pointeu anmu = key point of choreography), and then you have like specific point you show. 벌써? (beolsseo = already?), oh my god. (20-yt2-knns-c-sln, 14.23-14.34) statement of a lexical need 아 약한 (a yak-han = ah a little bit) like the kind of like uh how you describe it 안무 (anmu = choreography/ dance) that goes with the 가사 (gasa = lyrics). (21-yt2-knns-i-dst, 15.24-15.28) discussion of a specific topic sorn, 재미는 얘기를해줘 (jaemineun yaegireulhaejwo = tell me a fun story). uh, that's what that was. (22-yt2-knns-a-rs, 17.19-17.32) request softly oh that's so cute, oh my god, i wanna make a 먹방 (meokbang = eating show) eating the 'helicopter' bread, it's it, that's the content. (23-yt2-knns-i-dst, 18.00-18.07) discussion of a specific topic are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 29 utterances of code-mixing reasons of code-mixing yeah, 가치 많이 나오고 (gachi manhi naogo = and all the dead skin that falls off), like it's like snow, it's embarrassing. (24-yt2-knns-a-sln, 19.08-19.14) statement of a lexical need 너무 이뻐요 (neomu ippeoyo = you're so pretty), she's like i know, 여배우 여배우 (yeobae-u yeobae-u = she's an actress). (25-yt2-knns-a-sln, 19.27-19.33) statement of a lexical need how long did you're um helicopter video take to film? 덥지? (deobji = it must be hot, isn't it?) (26-yt2-knns-i-sln, 19.40-19.45) statement of a lexical need oh my, absolutely me and i were talking about how these days 뮤비는 진짜 (myubi-neun jinjja = the music video really) it's like 90 percent of it. (27-yt2-knns-i-dst, 21.28-21.34) discussion of a specific topic 자깜한 근대 (jakkaman geundae = wait but), how do you guys ended up becoming like cause you're like he's my brother. (28-yt2-knns-i-sln, 22.00-22.04) statement of a lexical need 근대, 그거 알아? 환부 메이크업 (geundae, geugeo ara? hwanbu meikeueop = but, do you know that one thing? refund makeup) 쎈 메이크업 (ssen meikeueop = really strong makeup), when you go get 환부 (hwanbu = refund) or like return your money 너무 쎄니까 (neomu ssenikka = because it's so strong,) and we ask for refund then they said yes yes. (29-yt2-knns-c-dst, 22.50-23.01) discussion of a specific topic but, i was worried that they would look like that on you, 근대 너무 잘나온데 (geundae neomu jalnaonde = but it suits you perfectly). (30-yt2-knns-a-sln, 23.02-23.07) statement of a lexical need according to table 3 and 4, the same two reasons for code-mixing were discovered in both interlocutors, including statement of a lexical need (six utterances found in the first group and seven utterances found in the second group) and request or command softly (two utterances found in the first group and one utterance found in the second group). however, the writers found three particular reasons for code-mixing in the data of the first group or the interlocutor of kns, which are clarification of the speech content (four utterances), interjection (two utterances), and quotation of someone else (one utterance). while the data from the second group or the interlocutor of knns khadijah & emy sudarwati 30 joall (journal of applied linguistics and literature), 7(1), 2022 reveal two distinct reasons for code-mixing, which are discussion of a specific topic (six utterances) and repetition used for clarification (one utterance). discussion this study demonstrates that speakers use three types of code-mixing in general, namely insertion, alternation, and congruent lexicalization. for kns, the most frequently used code-mixing type is alternation. the speaker changes the structures with phrases between languages helping the interlocutor to understand the conversation better. while for knns, the most frequently used is insertion because of the need to insert lexical items. occasionally, words are easier to understand by the speaker and interlocutor using one particular language. for example, the speaker prefers to use the word ‘근대’ (geundae) in korean instead of ‘but’ in english. the combination with congruent lexicalization is the least common code-mixing type for both interlocutors. furthermore, the speaker rarely uses this type for kns because terms from english influenced by korean dialect are more difficult to understand. however, the reasons for using code-mixing are seven that the speaker uses, including statement of a lexical need, request softly, clarification of the speech content, interjection, quotation of someone else, discussion of a specific topic, and repetition used for clarification. the most frequently used codemixing reason for both interlocutors is statement of a lexical need since particular words are easier to understand in one language. then, the least used reason for kns is quotation of someone else since it is conditionally on some particular occasion. on the other hand, the least frequently used reason for knns is request softly and repetition used for clarification because these two reasons used only in certain conditions. for example, when asking for something politely such as “재미는 얘기를해줘” (jaemineun yaegireulhaejwo = tell me a fun story) and repeating word to emphasize something such as the speaker use the word ‘really?’ both in english and korean ‘진짜?’ (jinjja). the similarities between the two interlocutors are the speaker used the same codemixing reasons, namely statement of a lexical need and request softly. the speaker uses code-mixing without forgetting to respect the culture of the interlocutor, in this case korean cultures have polite language rules in a conversation. however, the differences of reason used by the speaker for kns are clarification of the speech content, interjection, and quotation of someone else. the main points of the speaker used those code-mixing reasons are to make the interlocutors feel comfortable and understand the context better. moreover, the differences of reason for knns are discussion of a specific topic and repetition used for clarification because it is only to emphasize several words or phrase in a conversation to make it clearer for the interlocutor. are you a die-hard k-pop fan? examining english korean code mixing uttered by… joall (journal of applied linguistics and literature), 7(1), 2022 31 the result of the present study is in line with the previous studies by barman et al. (2014). the results from barman show that there are three most recommended approaches in the use for code-mixing in social media, namely character n-gram features, contextual information, and information from dictionaries. since abundant social media contexts require certain linguistic features, code-mixing is unavoidable. the present study also shows that the urge to explain the lexical need of a word found in social media is needed to support the clarity of the context brought. in the same vein, das & gambäck (2015) also showed that code-mixing in english-bengali and english-hindi found from facebook posts and messages is only able to provide 75-80% performance due to the complexity of language identification that must be carried out at word-level. therefore, code-mixing is chosen as the alternative to ease the communication. in addition, sutrisno & ariesta (2019) also found that there are four main reasons for the use of code-mixing by influencers, which are the desire to increase the english skills for the audiences, habit caused by influence of their family or friends, sponsorship requirements, and the needed to gain their followers feedbacks. in relation to what the present study has found, the same as what is stated in the previous study by sutrisno & ariesta (2019), a youtuber also need to clarify for certain content or intention by using a code-mixing otherwise the message intention could not be delivered. the role of code-mixing as a form of bilingualism phenomenon is very large to create meaningful and smooth communication. therefore, the use of code-mixing cannot be avoided considering that the agreement supports efforts to minimize misunderstandings in communication. the codeswitching phenomenon is only a small part of the bilingualism phenomenon that we encounter in our daily lives as a sign that our society is growing with the increasing number of those who have more than one linguistics repertoire. a set of linguistic codes possessed by a person is called as linguistic repertoire as mentioned by perdhani et al. (2021). in spite of the fact that the youtuber is an american native speaker, the competence in mastering korean shows his diverse linguistics repertoire that supports his career as a youtuber needs to know more about other people languages as he is going to get mingled with other people out there having different codes. in sum, bilingualism has in most cases a positive effect on the acquisition of other languages other than l1 but language acquisition is a complex phenomenon that is also influenced by many other factors (cenoz, 2003). as a result, the speaker is able to switch languages easily from english to korean as he masters those two codes with the same mutual intelligibility. code-mixing or code-switching will help him run his expertise as a youtuber since he needs to master more than one language to ease him when meeting khadijah & emy sudarwati 32 joall (journal of applied linguistics and literature), 7(1), 2022 a different person. furthermore, it also supports him for the sake of providing various contents for his program. conclusion after analysing the data, the writers discovered that the interlocutor of utterances that utilizes code-mixing, whether native or non-native speaker, had an impact on the types of code-mixing. the speaker uses more alternation with korean native speaker and insertion for korean non-native speaker. the similarities of the speaker's reasons for code-mixing that were discovered in both interlocutors includes statement of a lexical need and request softly. however, there are several differences found, including three specific reasons for code-mixing found in the data of the first group or the interlocutor of kns, that are clarification of the speech content, interjection, and quotation of someone else. also, two specific reasons for code-mixing revealed in the data of the second group or the interlocutor of knns, which are discussion of a specific topic and repetition used for clarification. with the results of this study, the analysis of code-mixing requires further research to continue the project in the future. the next researchers are encouraged to do a study on code-mixing in another social media platform other than youtube, for example podcast, to see if the tendency is the same or not. in addition, it is also beneficial to see if different social media platform video may yield different phenomenon. along with bilingualism, the code-mixing phenomenon is a diverse topic to explore. therefore, having another hint of bilingualism such as code-switching will be beneficial to see if specific characteristics may emerge. acknowledgments the researchers would like to thank brawijaya university for facilitating the journal publication program as a substitute for the final project through the sociolinguistics course. also, we are very grateful to have been given the opportunity by both the editors and anonymous reviewers of joall to publish our article. references ariffin, k., & husin, m. s. 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(2019). advances in language and literary studies beyond the use of code mixing by social media influencers in instagram. advances in language and literary studies, 10(6), 143–151. wardhaugh, r. (2006). an introduction to sociolinguistics (5th ed.). blackwell publishing ltd. yuliana, n., luziana, a. r., & sarwendah, p. (2015). code-mixing and codeswitching of indonesian celebrities: a comparative study. lingua cultura, 9(1), 47. https://doi.org/10.21512/lc.v9i1.761 the authors khadijah is an undergraduate student majoring in english literature at the department of languages and literature, faculty of cultural studies, universitas brawijaya since 2018 until now. her interest in sociolinguistics motivated her to conduct analytical research, which resulted in the publication of this journal paper. emy sudarwati is a lecturer in the english department at the faculty of cultural studies, universitas brawijaya since 2006 until now. in 2001, she graduated from the department of english literature at the state university of malang. in 2008, she advanced her education to the master's level in english khadijah & emy sudarwati 34 joall (journal of applied linguistics and literature), 7(1), 2022 education. she is currently pursuing her doctorate at the same university and has 14 journal publications to her credit. journal of applied linguistics and literature, vol 5(2), 2020 233 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.11447 internet-based approach in distance learning of paragraph-writing course at stkip muhammadiyah barru siti hardiyanti amri stkip muhammadiyah barru corresponding email: sitihardiyantia1@gmail.com abstract the era of covid-19 transforms the traditional classroom into the fully online distance learning system. this new learning mode presents new challenges to both the lecturer and students at the college of teacher training and education (stkip) muhammadiyah barru, indonesia. this research focused on identifying the types of online platforms applied in distance learning of paragraph writing course, the students’ behaviors and challenges toward the learning system, and the english skill output of the learning process. the method was qualitative descriptive consisting of data collection and data analysis. the data was gathered by interviewing and observing the participants. the data was then analyzed by using distance learning concepts of cynthia white. the result indicated that the class made use of multi-synchronous distance learning. however, they preferred to make use the asynchronous distance learning due to the flexibility of time and space, also its cost-effective. besides, the research found that the students fast adapted to the new learning context for the ability to operate technology, yet they did not fully understand their roles and responsibilities during the learning process. moreover, as the challenges of self-independent demand, self-awareness and management and the slow internet access of their isolated areas, most of the students did not show satisfied output in writing english paragraph. keywords: distance learning, internet-based approach in english learning, cynthia white, multi-synchronous distance learning, writing course. introduction work from home and study from home become new normal since covid-19 outbreak. in educational world, a huge shift occurs from face-to-face learning activities to online learning. the sudden change forces educators to creatively think about the alternative teaching media. in the new learning mode, the use of internet is highly increasing. internet connection becomes the essential part http://dx.doi.org/10.33369/joall.v5i2.11447 siti hardiyanti amri 234 journal of applied linguistics and literature, vol 5(2), 2020 of distance learning which enables the users to interact beyond time and space. it offers the most possible and suitable way to conduct academic activities during the pandemic situation. distance learning suddenly becomes popular method characterized by the absence of teacher in the real classroom situation. holmberg et al. (2005) further explained the constituent elements of such learning mode that are either the conventional course material delivery in printed form or audio, or synchronous and asynchronous online media (video conferences, email, or google classroom). the online learning certainly requires ability to operate various digital platforms which can be easily accessed through internet. as the part of contemporary society, teachers and students are easy to adapt to the new learning mode for those platforms are the vein of their everyday life ranging from entertainment, information, to social communication needs. people living in the industrial revolution 4.0 grow with technology. it makes their lives easier accessing information and developing new skills. in educational aspect, it provides opportunities to broaden knowledge and social network. the use of technology particularly internet will be constantly growing for its cost, time, and space efficiency (lehman, rosemary m., conceicao-runlee, 2010). nevertheless, the institution planning to conduct distance language learning needs to prepare the well-designed course materials for the challenges start to happen in the adjustments of them from conventional class to fully digital one. also, online learning system requires autonomy and selfinitiating of students. distance learning is certainly not a new method of learning, yet most higher educations in indonesia specifically south sulawesi have not implemented it yet. in this case, the college of teacher training and education muhammadiyah (stkip muhammadiyah) located in barru regency does not apply blended learning, or the combination of online-based class and traditional place-based classroom. the university teachers then experience the sudden transformation to deliver all course materials via online and most students hardly participate for the slow internet connection in their region. the use of technology in language teaching such as tape recorders, language laboratories, and video has been long applied since 1960s. it continuously evolves to computer-based teaching method commonly known as call (computer assisted language learning) in the beginning of 1980s. the language learners simply complete all the tasks provided in the computer and the machine directly gives feedback to the learners. the popularity if ict in language teaching drives the birth of more sophisticated one that is now internet and web-based tools generally known as tell (technology enhanced language learning) firstly appeared in the 1990s. the use of internet as the medium of language learning is constantly growing for it is internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 235 easily accessed both at home or public facilities. internet thus becomes the part of modern society’s life (dudeney & hockly, 2007). internet is one of approaches in distance learning, the learner-centered learning method. williams, paprock and covington define the term as the situation in which the teacher and the learners are separated by time and space. it thus requires students’ autonomy to understand the course materials and to complete the tasks virtually handed out by teachers. distance learning is carried out when it is not possible for the teacher and learners to meet in the real classroom. shelley further states that this mode of learning is hence more flexible in the process. the learners independently access information and range of supplemented materials from internet. both teachers and learners can also set up the agreed time to conduct the class (white, 2003). in addition, the leading theorists such as borje holmberg, charles a. wedemeyer, and michael g. moore (moore & anderson, 2003) assert that the distinct characteristic of distance learning is the centrality of the students. it means that the success of the learning process lies on the students themselves. they need to understand their strength and weakness and to design their own strategy in order to master the target language. furthermore, since distance learning is carried out in the distinct place zone, it is divided into two learning process that are synchronous learning conducted in the similar time set and asynchronous learning which can be accessed at any time. lamy and goodfellow propose that asynchronous distance language learning is the learning system which can be accessed at flexible time and place. in such learning process, the teachers and learners could take advantage of computer-mediated communication such as e-mail, discussion lists, computer conferencing and bulletin boards. besides communicating with the same group of learning, learners also have opportunities to communicate and to practice their language skill to the global learners, also the native speaker. the benefit of this type of learning is that the learners can take part in the discussion at any time, or not limited to fixed time (white, 2007). the extended space during distance learning requires the extended time. asynchronous mode of communication is considered as the essential part of e-learning for the extended time. the interaction between teacher and learners is not established in real time (jung, 2019). in synchronous distance language learning, the learning process is established in particular time, for example by telephone or chat rooms. the time is controlled and limited. both teacher and learners communicate in the given time duration. teacher in this case could directly deliver the course material, and the students give respond to it. meanwhile, the feedback of teachers in this kind of learning process is highly required. not all the learners prefer such real time interaction due to the time limit, yet others find it more interesting, motivating, and feeling less isolated (white, 2003). siti hardiyanti amri 236 journal of applied linguistics and literature, vol 5(2), 2020 multi-synchronous, the term coined by mason, is the mix of synchronous and asynchronous method. those two expose students with the various forms of language learning media. a satellite television internetbased distance language program called english business communication developed by christine uber grosse (2001) is an example. the program combines the synchronous system that are face-to-face virtual meetings, interactive satellite television and the use of internet-based web board to communicate during office time, and the asynchronous ones that make use of internet-based web board for posting and reviewing homework and for class announcement, e-mail for sending messages, homework, and feedback on submitted work (white, 2003). since the limited time of synchronous media of communication, the students may find it difficult to remember the materials having been explained by the teacher. meanwhile, in asynchronous mode, students can easily re-access and re-read the posted materials whenever they want. however, teacher can give direct response, address the students’ need, and understand the students’ emotion in synchronous live chats and video conferences (demiray & sharma, 2008). teacher and learners definitely experience challenges in distance learning context since the lack of real guidance, interaction, and prompt feedback. distance learning makes learners feel isolated for the absent of real social interaction. in regards to the absence of teacher, the students should fully understand to adjust their learning attitudes. they should independently learn and match the obtained sources with the course goal in order to achieve the total understanding of target language. furthermore, the other challenge is self-management since the students should be aware that they hold control over themselves. they must manage the course and their learning behaviors. also, the operation of technology requires particular skills. both teachers and students should continuously learn and adapt to the new technology (white, 2003). technology positively impacts the educational world. social media and video or text-based conferences increase the collaborative learning. several platforms are regarded beneficial and effective in their applications (huang et al., 2019). in addition, computer network may offer more opportunities in the process of learning a new language, yet it does not assuredly lead learners to master the target language. internet for example is like any other technological tools used in teaching such as pencils, paper, and blackboards in early time to projectors, and tape recorders later. internet itself does not guarantee and automatically improve the language skills of learners. further researches should be conducted to study the use of technology in particular context by analyzing the learners, the target language, their attitudes and activities, the goal, setting, motivation, and the language learning outcomes (warschauer & kern, 2000). internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 237 there are several researches who have studied about internet-based distance learning. ekmekçi (2015) conducted research on efl learners’ contentment and assessment toward distance english courses. the research indicated that distance english course was more favorable and interesting. the major factor of students’ interest was the time and space independence. along with the contentment, the challenges also arose regarding the poor assignments and grading technique. however, this research only focused on one type of distance learning and did not explore more about the students’ english improvement. besides, zhong (2008) examined about learner’s autonomy in learning english by using internet access. he found that such approach in improving english skills was effective as the supplement of traditional face-to-face learning environment. in addition, the various english materials helped students to study based on their english level. the other research studied about the use of technology in english learning. ahmadi (2018) proposed that the learners’ english skill was well upgraded by the help of technology. in terms of its benefits, technology offered attractive and flexible method of learning, furthermore; it also developed students’ independent, initiative, and responsibility. these both researches nevertheless proposed the beneficial aspect of technology regardless the possible challenges during its implementation in the learning process. the study about the potential of ict in elt was also conducted by nguyen (2019). the research focused on the use of ict application such as facebook and google docs in the learning of collaborative writing. in a vietnamese efl university, the use of ict was highly required to foster students’ writing skill. this research nonetheless investigated the use of supplementary asynchronous media in improving english language teaching and learning and did not explore more about any synchronous ones. sritulanon et al. (2018) also conducted other interesting research about english teaching model in distance education. they analyzed the use of video conferencing technology to teach english speaking in distance course system. the findings were five major components in the proposed english-speaking teaching model (estm) that are; 1) language awareness promotion, 2) vocabulary and language pattern development, 3) language application development, 4) lesson delivery and 5) cooperative and collaborative learning. nonetheless, speaking also involves body language and engagement which should be explained as the barriers in distance learning of speaking course. in addition, the recent study was established by altunay (2019) regarding the turkish efl students’ perception about distance english learning. the questionnaire data exhibited that the students preferred traditional face-to-face learning context than distance learning. otherwise, the siti hardiyanti amri 238 journal of applied linguistics and literature, vol 5(2), 2020 interview showed that distance learning method was more preferable in terms of time and place effectivity. moreover, the challenges were faced by them concerning on technical and facilities issues. however, this research did not give any further explanation about both synchronous and asynchronous learning approach. based on the relevant researches above, there had not been any study which offered multi-synchronous approach of distance language learning which would be further explored in this research. this research also concerned on the challenges and the students’ english output from such type of learning. this study is thus highly required and essential to learn more about the new approach in order to be possibly applied in the future learning system. furthermore, based on the background of research, the research questions are; 1. what are the types of digital platforms used in distance learning of paragraph writing course? 2. what are the students’ challenges toward this learning mode? methods the type of research is descriptive qualitative research. qualitative research focuses on the interpretation of phenomenon. it does not deal with survey and the number of identified subject. it observes and studies the experiences of subject (merriam, 2009). additionally, the instrument of qualitative research is the human researcher. the researcher is the main core of the research who plans the research, observes the situation, interviews subjects, organizes the ideas, and writes the reports. qualitative research is thus known as interpretative research since it relies on the researcher defining and redefining what he sees and hears (stake, 2010). in addition to explanation above, descriptive qualitative research is the type of research which describes the research data by words instead of numbers. the researcher functions as the key instrument who analyzes and observes the subjects of research in order to get the total understanding and interpretation. the research methodology consists of data collection and data analysis. data collection this research uses two methods in collecting the data. the first method is interview of the target learners. the research interview functions as the primary means of collecting information related to the research objectives, or as tuckman proposes it gives information about the thought of a person (his knowledge, experience, preferences, values, attitudes, and beliefs). interview is also used to examine the hypotheses and to identify the relation of variables. last, kerlinger suggests that interview may generate additional results in regard to the respondents’ motivations and behavior (cohen et al., 2017). the internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 239 participants of this research were the second semester english education students at stkip muhammadiyah barru, indonesia. the interview was conducted to 5 students who were taking paragraph-writing course. they shared their opinions and experiences during online distance learning. the other method is observation. observation provides opportunity for researcher to collect direct data from direct situations without mediation. it helps researcher to deeply observe and learn the situation. through observation, the researcher goes deeply into the things that participant do not probably openly and freely talk about in interview session (cohen et al., 2017). the researcher was the lecturer of paragraph-writing course directly observing the process of distance language learning with internet-based tool. the observations focused on the students’ response, behavior, and attitudes during the virtual class. this research thus combined these two methods in order to gain deep understanding of the research context. data analysis the data of this research were analyzed according to the theory of distance language learning of cynthia white. the first research question was answered based on the concept of synchronous, asynchronous, and multi-synchronous learning. white (2006) proposes that a synchronous internet-based conferencing system as the learning process which takes place in the fixed and agreed time. meanwhile, the asynchronous learning system transcends time and space since the students can access the course material anywhere and anytime. the online distance learning of paragraph writing course utilized multi-synchronous learning (both asynchronous and synchronous media). the second research question was answered by the several challenges in distance language learning mentioned by white (2003). the possible challenges are; 1) the immediate demands which relates to the learners’ roles and immediate understanding in the system of distance learning, 2) absence of teacher mediation in which the interaction of teacher and students in distance learning context differs from conventional face-to-face classroom. the teachers do not immediately present to deliver course materials and guide students in the process of learning, 3) self-awareness and selfmanagement which means that this new type of learning requires more selfautonomous than classroom system. the students must understand about self-centered distance learning, their roles and a set of responsibilities, 4) the new technologies which break the border of time and space. a wide variety of e-learning systems are now available for distance learning. the development of technology provides new opportunities toward interactive and collaborative works among learners. however, the challenge seems to appear regarding self-initiative and motivation both lecturer and students to upgrade their skill in order to operate new technologies. siti hardiyanti amri 240 journal of applied linguistics and literature, vol 5(2), 2020 findings this research identified that the lecturer and the second semester students of english education program at stkip muhammadiyah barru used so-called multi-synchronous platforms during paragraph-writing course. however, the learning process was mostly asynchronous. the two methods of learning are explained more as follows; multi-synchronous learning asynchronous learning during distance learning of paragraph writing course, the lecturer and students regularly used whatsapp. the lecturer used whatsapp to explain about the course outline and regulation. it was continuously used to give instruction about the course tasks. the other application used in this online learning process was google classroom. it was the primary means of course delivery. the course materials of paragraph-writing were all distributed in google classroom. besides, the lecturer also attached self-voice recording explaining about the structure of paragraph (topic sentence, supporting sentences, and concluding sentence) to make students more understand the subject matter. the other supplemented medium of english writing practice was steller application. the followings are the examples of students’ stories in steller. in paragraph-writing class, the lecturer assigned the students to write stories in steller app two times in a week during ramadan month. this story internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 241 telling assignment was evaluated as the mid-term test. they wrote about their experiences and activities without worrying about paragraph unity, coherence, and tenses. they practiced to explore their ideas and creativity in this platform. lastly, the online learning process also used the blogging platforms as the final writing task. the students freely chose to write about any type of paragraph they had learned such as narrative, descriptive, definition, process, and cause and effect paragraph. the followings are the examples of students’ works. writing 1 what do you know about your place of birth? there is an interesting question asked by a student recently. that question seemed to shake me to the point of losing my confidence about who we really are. the boy asked, “is it true that being born somewhere correlates directly with our knowledge with that place?” something like that sounds the question. this question “strikes” my feelings. i was born in barru, a beautiful city full of great history. but, do i already know everything about barru regency in its entirety both geographically and socially? apparently not! i don’t know everything about barru regency in its entirety. although, barru is my birthplace. i was born in barru in 2001, a city in the province of south sulawesi, a city known by its motto “hibridah” (hijau, bersih, asri, dan indah). there is something interesting about this city, which is a monument that has become an icon of this city. at the top of the monument, there are four golden umbrellas as a symbol that is characteristic of this city monument. do not think that the four umbrellas indicate that barru is a city of rain, because the city of rain is bogor, not barru. the four umbrellas mean the four kingdoms that once existed in barru district during the dutch colonial era. the four kingdoms which became the forerunner to the founding of barru district and its history are enshrined in the form of a fourumbrella monument. in the city of barru there is also a monument called the colliq pujie monument and the park which also has the same name, the colliq pujie park. at first glance that name is very foreign to me, because in history since i was sitting in elementary school, junior high school until high school, the history of colliq pujie was never discussed. let alone its history, its name has never been mentioned so that the name colliq pujie is so foreign to me. i always wonder who is pujie colliq? how big is the service until in barru district a monument and park are named colliq pujie. and those questions were only answered when i was in college narrated by a lecture with a local content course. it turns out that the service of pujie colliq in the literary world is the name of indonesia in the international world for his hard work together with b.f mathes copying ancient bugis manuscripts and epic stories that are rumored to have a length exceeding two similar genres from india namely mahabarata and ramayana. but who is she? what does this have to do with the new district? colliq pujie turned out to be the son of the tanete king (one of the kingdoms that became the forerunner to the founding of the barru district) named la rumpang. look, so great history is stored in this city, and this is only a small part of the history of the new district that i know. and there are many more histories and even interesting things from this city that i don’t know yet. each region has a history, as well as a new city. if we want to learn and find out, then we will find a lot of great history that is stored and is amazing. so, it is unfortunate when new generations do not know and do not want to find out about the history of the faithful behind this city. but unfortunately, the interest of the younger generation towards history is very low. so many of barru’s own generation, who do not know about the history that is kept behind the city of his birth. whereas, learning history is nothing but digging values in historical siti hardiyanti amri 242 journal of applied linguistics and literature, vol 5(2), 2020 events or learning how historical figures face life and make history. if the young generation does not have the enthusiasm in studying history, then history will only be recorded in the pages of the book without being remembered by the latest generation. therefore, our knowledge of our place of birth depends on each of us, whether we want to learn and find out or just be very stupid. “history must not be forgotten, because history is part of the nation’s character that cannot be lost.” the first writing was published on tumblr blogging platform. it was the longest writing for it consisted on several paragraphs which constituted an essay. the following work was the type of narrative paragraph published on blogger. writing 2 my experience in home at night at 2 am in the morning i suddenly woke up because i heard an unusual noise coming from my kitchen. i was confused and scared because my whole family was going to my grandmother's and i missed out on an appointment with my friend the next day. at first i tried to ignore the sound. i put a pillow over my head. i guess what i did was work out. but "break" i heard the sound of the dishes falling. i can't take it anymore either. soon i woke up from my bed and i picked up a baseball bat next to my bed. then i sighed deeply and emboldened myself to go to the kitchen. the closer i get to the kitchen, the more i hear the sound. my fear is growing. my body sweat grew faster and my heart rate grew stronger. when i got to the kitchen door, i saw a rather large shadow on the wall in front of me. my guts are getting thinner. i take my feet away and when i leave the place. it just grabbed me from behind. he threw me in the back of my leg and made me fall. i didn't know what else to do back then because my whole body went limp. i thought i'd pass out for a second. but then i heard "meow, meow" and it turned out that what hit me and made all that noise in the early morning was a cat. i was upset with the cat, but i was a little relieved that it was the image of a cat. the other three students also decided to publish their writings on blogger. it was simply created as long as they have google account. besides, the students also found it easy to manage. writing 3 how to create a blogger account that is fast and practical. in creating a blogger account, you can follow these fast and practical steps. first step, you need to access the blogger website at https://www.blogger.com/. second, when the website already displays the blogger page, click the create your blog button. the third step, you will be directed to log in your gmail account. then, just enter your g-mail username and password. after that, you need to confirm the blog profile. you just fill in the available fields with the name of the blog you want to display. then click continue to blogger. when finished, you will find the welcome page. to continue creating a blog, click the create new button. in the title section, enter the title of the blog that you want to develop. this title will appear on the front page of the blog. then in the section, enter the url that you want to use as the blog address. this address will automatically be followed by the extension.blogspot.com. then in the theme section, please select the theme you want to use on the blog. as you wish. after internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 243 everything is filled in, click create blog! congratulations, you already have your own blogspot page. writing 4 rice process rice, which is our staple food daily, must go through several processing processes before becoming rice. the process is quite long and requires quite a long time. this process begins with preparing the fields to be planted with rice seeds. farmers have to plow their fields using buffalo or tractors to be fertile. after that, farmers will make pattern lines to grow rice. this is done so that the seeds planted neatly arranged and the distance is not too close. then the farmer will plant the rice seeds in accordance with the place that has been marked. they planted it backwards as not to step on the seeds that had been planted. after all the seeds are planted, the next process is treatment. farmers will wait for their rice fields for about six months while taking care, such as providing fertilizer, watering, and eradicating pests. after the rice turns yellow, they will harvest it. until finally the rice is changed to rice and only then can we cook it into rice. writing 5 the owl i have learned many facts about owls. first, most owls are nocturnal which means they hunt at night. next, owls cannot move their eyes on the socket so they must turn their entire head. finally, the smallest owl is the elf owl which is 6 inches long and gas a wingspan of 15 inches. owls are very interesting birds. the above works were the sample of process paragraph. the former writing explained about the steps on creating a blogging account and the latter one talked about how rice was made. the last writing was the shortest paragraph. synchronous learning online synchronous media are video or audio conferences. the synchronous learning identified in this research was zoom application as a means to deliver the course materials by video conference. the lecturer and students dealt to virtually meet at the agreed time. after the students were assigned to write five paragraphs about any chosen topic through google classroom, the lecturer found out that their writings had not met the correct pattern. the lecturer then decided to use zoom to re-explain the materials and to make students more understand about the correct paragraph structure and unity. all students were able to join the video conferencing, yet the online class was conducted in different day due to the different need of students. there was a male student known having struggled to understand the course material. therefore, the certain approach was needed in teaching him. the first zoom meeting was specifically designed for him in order to deeply explain the material. furthermore, the second and the third zoom meeting was attended by two students in the former and three students in the later who are considered siti hardiyanti amri 244 journal of applied linguistics and literature, vol 5(2), 2020 easy to comprehend the whole online course material. the lecture only focused to discuss and review about their previous writing task. the lecturer shared their works through the screen and pointed out their mistakes regarding of the lack of unity in their paragraphs. challenges in distance learning immediate demands and absence of teacher mediation the shift from traditional face-to-face classroom to fully distance learning with internet-based approach required immediate adjustment. all students were not ready to face this new learning method. the interview conducted to five students showed that they preferred conventional classroom rather than digital one. lecturer: which one do you prefer, online learning or face-to-face learning? student 1: learning directly in class because we can meet face-to-face with the lecturer and friends. student 2: belajar secara langsung karena lebih mudah untuk memahami penjelasan dari dosen. [i prefer face-to-face learning since i can easily grasp the lecturer’s explanation]. student 3: face-to-face because it does not make me tired of learning. student 4: belajar secara langsung. in my opinion, face-to-face learning membuat kita paham secara langsung dan lebih rinci untuk mencerna pelajaran. [i prefer face-to-face learning. in my opinion, we can directly comprehend the subject] student 5: actually, i like learning face-to-face, i feel free to ask if i have question and easy to know the subject, but in this pandemic situation, we do not have other choice. for most students, the fully online class of paragraph-writing course was difficult to adjust to as they had not been previously prepared. besides, they felt isolated and could not socialize with their peers. they liked traditional classroom environment better than online for they could immediately response the lecturer ‘explanation and got direct feedback. awareness and self-management distance english language learning required the students’ awareness to manage their learning attitudes. in the case of the research conducted on the second semester students from english department, they had less awareness and self-management in learning process. lecturer: did you find any obstacles in adapting to this new learning mode? student 1: yes, i faced many obstacles on google classroom and zoom. student 2: internet access! student 3: bad network so that it slowed down the process of carrying out the task. student 4: ya, seperti zoom yang sering terputus dan steller yang tidak bisa memuat. internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 245 [yes, zoom video lagging and slow loading steller]. student 5: i had obstacles in this new learning mode, all about schedule and time. slow internet connection became a greater challenge for most students during the learning process for the internet facilities were not widely available in their area. some of them struggled to join the video conference, and the class occasionally ended up in text-based conference for the bad connection. border crossing and the new technologies the followings are the answers of students in interview session about their experience in operating the digital platforms during distance learning of paragraph writing course. lecturer: what did you think about the use of internet (online applications) to learn paragraph writing subject during pandemic situation? did you find any obstacles in operating the online apps? student 1: in my opinion, internet was very useful. it was the learning medium which could connect us with other friends. the benefits were practical, enjoyable learning experience, saving time and money during social distancing. i did not find any trouble with whatsapp and steller. student 2: the problem was only difficult internet access. student 3: very good! student 4: i was running out of internet data plan. student 5: it was interesting but i got difficult to get internet access in my region. in connection to the research, students were not difficult in using whatsapp since it had been long used as the additional medium for communication during the face-to-face learning process. also, google classroom and blogging platforms were not new for them since they had been used as the supplemented medium of learning in the previous semester. students submitted their task in the google classroom and they had used blogging platform to practice their writing skill in the previous writing class. in addition, in this paragraph-writing class, the students newly learned to operate zoom and steller application. they easily learned and fast adjusted to the internet-mediated distance learning. the challenge did not lie on the required skill to operate the latest online platforms, yet the internet connection to access them. in the interview session, the students talked about their difficulty to connect to several online learning media due to the slow internet connection in their isolated region. the poor connection delayed the google classroom notification and the process of submitting task. it required also stable connection to smoothly run zoom video conference. since internet connection was not widely available in barru regency, the students should regularly buy internet package provided by their mobile phone carriers. siti hardiyanti amri 246 journal of applied linguistics and literature, vol 5(2), 2020 discussion the sudden covid-19 issue makes all the academic stakeholders to immediately think about the solutions in order to be able to establish academic activities from home. online distance learning becomes the best and most appropriate way in response to the problems faced by the educational world. white & reinders (2010) states that technology of internet is efficient in time and cost. it enables the educators to conduct the learning process when it is impossible to meet the learners in actual classroom situation. both lecturer and learners could feel the sense of being there through digital platforms. inglis (cited in white, 2003) formulates the term online learning to explain about the learning process which makes use internet technology to not only access information and course materials, but to establish interaction and collaboration with peers. internet hence is the essential part of the online learning for it offers a number of digital platforms which can be used as the media to english language distance teaching and learning. there are a lot of diverse social media platforms which can be utilized as the media of english learning. the use of whatsapp was not new in the process of learning at sktip muhammadiyah barru for its flexibility to convey information, to deliver and to access the course material. the students simply opened and checked their whatssapp to get the latest information about the course whenever they had time and wherever they were. whatssapp was used as the supplementary communication media. it was used to remain students about the recent posts in google classroom in case they turned off their notifications. the other advantage of whatsapp was it provides whatssapp info so the lecturer could check about the number of students who had read the message. it helped the lecturer to monitor and to make sure that the information was read by all the students even though they did not give direct response or comment. moreover, the students easily accessed the course materials from google classroom. since distance learning required students’ autonomy and initiative, the early tasks required them to independently read the writing handbooks, to review them and to complete the quiz of each topic in the book. the lecturer expected them to have a brief understanding of the materials by themselves before starting to write their own paragraph. the students were then easy to submit their writing tasks and the lecturer was easy to monitor the students’ learning progress in the google classroom. in google classroom, lecturer could automatically set a task deadline. students could easily submit their assignment in the given time. besides, they could also leave private comments to the lecturer regarding the tasks. the learning process also made use steller app which was not conventionally used as the lecturer should creatively think about learning medium for writing was one of english skills which required more practices. internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 247 steller not only offered students with interesting template to share their stories but also the opportunities to interact with other users which were mostly the native speakers of the target language. in addition, the students could both explore their ideas through storytelling and their creativity to design attractive background. it certainly made writing learning process more fascinating for them. warschauer and meskill (cited in rosenthal, 2013) explain that electronic communication using asynchronous tools is regarded as the alternative replacement of traditional classroom. it offers various tools which could support the language learning. since it takes place outside of classroom context, it can enhance the students’ experiences in practicing the target language. alsagoff et al. (2012) further explain that the use of digital media improves the students’ independence and creativity. the use of steller encouraged them to be involved in and to interact with people outside of classroom. the final task which required the students to publish their writing on the blogging platform also enhanced their networks, they could still make use their blog to express their ideas and share their writing to publics. also, they could use the blog to the next writing class and it was considered as the best platform to continuously practice their writing skill. however, those digital platforms were not enough in the process of online learning. the lecturer also held synchronous class sessions. synchronous type of learning requires the management of time and place. this type of online conference accommodates a great number of people (negash et al., 2008). the advantages of synchronous platforms are the lecturer can give direct feedback and comment. people also feel less isolated for the visual and aural prompt. however, the geographical location, the passive students, and the difficult control of large group are also some issues regarding such type of learning (rogers et al., 2009). one of the advantages of zoom, a lecture could share the course materials on the screen. the power point slides were thus prepared to make the learning process more interesting and the material could be easily understood by the student having difficulty to follow the lecture. the first zoom meeting length was longer than the later ones in order to slowly explain the basic knowledge on how to write a good paragraph and the rest of the meeting was only free talk about the student’s condition and difficulty during the learning process. this virtual face-to-face by zoom video made student feel less isolated and more emotionally motivated. the support of a lecturer was strongly required in the adjustment of this fully internet-based learning. in discussion session via zoom, the lecturer observed that the students obtained comprehensive understanding by re-explaining the material through video conference. shortly, the lecturer observed that the synchronous learning method such as zoom was also essential in internet-based learning. it functioned as the additional medium siti hardiyanti amri 248 journal of applied linguistics and literature, vol 5(2), 2020 for course delivery. the video and other supplemented tools also enabled the lecturer and students to experience the virtual learning as if they were in the traditional face-to-face classroom. in addition, the challenges occur during the learning process since the key characteristic of distance learning is the physical separation of lecturer from the students. technology becomes the medium of academic interaction. the learners and the learning context are the center of learning process (white, 2009). distance language learning is also considered independent language learning. independence means that the learners should develop their learning attitudes and strategies in the process of learning the target language. this approach then requires self-reliance and self-initiative (hurd & lewis, 2008). in the real class, lecturer could immediately guide and deeply explain the course materials. the teacher could give support and direct feedback whenever misconception occurred during the learning process. in other words, the real classroom enabled students to share their thought and to discuss the course with their peers compared to asynchronous online learning mode. the interview indicated that the students preferred to learn in traditional face-to-face class since they wanted to have real interaction with lecturers and their friends. they also felt easier to understand the course delivered by lecturer in the real classroom rather than online platforms. in conclusion, the students were highly dependent on lecturer’s explanation about the course material and they were less motivated to learn independently and accessed the available writing sources by themselves. furthermore, the students had to understand the goal of the course and did greater effort to accomplish it. they had to be more discipline and active than the conventional learning context. self-autonomy and initiative were highly essential in distance learning and the students should adjust to such learning behaviors. in terms of time management in asynchronous mode of learning, few were lack of self-discipline for they carelessly submitted their tasks any time regardless the given deadline. they seemed not understand that distance learning system was self-centered learning which required students to be more independent in the process of learning. in the first task to write about five sample topic sentences, some of them were lazy to practice writing their original own topic sentences and carelessly cheated from internet. the next challenge is the skill in operating the platforms. the traditional learning activities in the classroom transform into digital conferences. it is now possible for the learners to design their own learning experiences and strategies (reinders & white, 2016). it was undeniable that technology made the learning process simpler than the conventional learning context. in spite of its practical use, the technology evolved and it offered hundreds of new digital platforms which could be used in the learning internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 249 process. the challenge was not only for students but also for the lecturer who needed to continuously upgrade their skill in operating the latest technology. the output of internet-based approach in paragraph writing distance learning the technology of internet can support the learning of basic english skills including writing. ict fosters students’ willingness and interest in the learning process. however, the success of learning does not only depend on the easy access of internet and the ability to operate it but also the students’ attitudes and beliefs on the ways they learn the target language (kenning, 2007). reinders & white (2011) further explain that technology certainly enhances students’ autonomy in language learning. it offers a lot of opportunities for students to access the authentic materials and to practice their english through cross cultural interaction. nevertheless, the learning outcome greatly lies on the students’ motivation and awareness. the expected english writing skill in the course of paragraph-writing is the ability of students to construct or write a good paragraph in english. thus, the course materials were designed to meet the goal of the course. in the first task, most students exhibited a good start in writing their own topic sentences. they wrote correct topic sentences which consisted of subject and predicate. nonetheless, several of their topic sentences were still general or too specific which indicated that they did not pay attention to the instruction and the sample of good topic sentences on the book and audio recording. the lecturer then reviewed their works, re-explained the material, and suggested them to edit them. below are the examples of students’ topic sentences; education is the gateway to a better life. good health requires a balanced diet, lots of exercise, and a positive attitude. many people underestimate the work of housewives. a good paragraph is a paragraph that has a connection between one sentence and the other. the most important problem in our city is its poor public transportation system. in the next task, students showed further progress in writing their supporting sentences and concluding sentence. however, they had not met the standard of good paragraph. they just freely wrote without giving attention to the unity of paragraph. they hence wrote a lot of irrelevant information in each paragraph which did not correlate to each topic sentence. the lecturer then immediately decided to conduct zoom video conference to deeply explain the subject matter and to give feedback to their task. after joining the live video conference, the students were requested to edit their work and resubmitted them on the google classroom. the edited works were siti hardiyanti amri 250 journal of applied linguistics and literature, vol 5(2), 2020 better than previous ones. a few students ultimately understood writing a good paragraph with correct pattern and unity. these are some edited writings of the students. digital platform is one media to improve writing skills. first, it can be accessed on any time and place. second, it provides many features that are easy to use. third, it provides facilities to share writing among authors. in conclusion, digital platform is the best choice to develop writing ability. eating healthy food is important because it helps to maintain a healthy body. there are many high-quality vitamins that can be found in fresh vegetables and organic vegetables. it is good to eat vegetables every day to meet nutritional needs. shortly, it is better to take care of our health before getting sick by eating nutritious food. the lecturer only showed two examples of paragraphs which were considered having good structure. each paragraph was started with topic sentence and was followed by supporting sentences. a student even practiced to use time order signals to organize their sentences and to use conclusion signal to end their paragraph. the other three students did not show significant progress in their works. furthermore, the students also exhibited a good writing progress through steller application. since they were assigned to share their ramadan (fasting month for muslim) experiences every monday and thursday. they creatively designed the background of their stories and enjoyed the activities of writing in the application. the lecturer then consistently guided and monitored their stories writing in steller in order to keep them on the track. the final writing task published on blogging platforms exhibited on findings represented students’ various writing outcome. the first writing seemed enjoy free writing technique and did not use correct grammar and tenses. besides, there were a lot of unrelated ideas which made the essay lacked of unity and coherence. the second narrative paragraph also tended to apply free writing technique. even though paragraph used few time orders signals, the writer did not clearly state the topic and concluding sentence. he did not use any signal words to connect his two paragraphs. he also made mistakes on grammar and tenses. even though there were still grammar mistakes in the third writing, it was quite clear explanation on each step by using sentence connectors. in the fourth writing, the student applied the time order signals yet carelessly made a lot of spelling and grammar mistakes. both process paragraph did not follow the correct paragraph format and proper punctuation. the last writing also exhibited dissatisfied result of learning. the student did not indent the first sentence of the paragraph. meanwhile, the concluding sentence was only the other fact of owl which should support the topic sentence. besides, the paragraph used improper signal words which internet-based approach in distance learning of paragraph-writing course… journal of applied linguistics and literature, vol 5(2), 2020 251 indicated process. last, the paragraph did not refer to any type of paragraph having been learned. to conclude, distance online learning showed dissatisfied output. the students still dealt with the fundamental problems such as grammar, tenses, and vocabularies. however the overall learning process indicated that few students exhibited good progress in terms of exploring and organizing their ideas yet they did not follow the correct paragraph structure and format. most of them had not clearly stated the topic sentence, supporting sentences, and concluding sentence and their paragraphs still lacked of unity, coherence, and cohesion. the curriculum of distance learning of paragraph writing should be redesigned in order to achieve the satisfied outcome. primarily, distance learning sytem should be reevaluated in isolated areas with bad internet connection. the lecturer also found synchronous media more effective in distance learning in which students still heavily depended on direct feedback and live communication. furthermore, the academic stakeholders should reconsider intenet facilities in order to establish fully online distance learning. conclusion and suggestion the implementation of online distance learning method to paragraph writing course was not easy. the lecturer faced difficulty to adjust and to design the course material which fitted online learning platforms. the multisynchronous type of learning was applied in order to obtain the total understanding of the subject matter. nevertheless, the asynchronous platforms were mostly used regarded the internet connection issue. the challenges were the lack of students’ responsibilities and understanding on the concept of self-centered in distance learning. the successful of distance learning also required full support from local government and university board members. they should provide free internet access or other facilities for students living in the isolated area in barru regency, indonesia. besides all the challenges and obstacle faced by all academic members, some students exhibited improved skill of writing english paragraph. few of them eventually knew to write a good english paragraph. it was undeniable that the learning process was still far from success, and the distance english learning mode should be well prepared to face the future online learning system at stkip muhammadiyah barru, indonesia. references ahmadi, d. m. r. 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(2008). a study of autonomy english learning on the internet. english language teaching. https://doi.org/10.5539/elt.v1n2p147 joall (journal of applied linguistics and literature), 7(2), 2022 321 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/14819 https://doi.org/10.33369/joall.v7i2.14819 what do nursing students need in learning english? 1ami pradana , 2wisma yunita , 3irma diani 1english literature department, faculty of teacher training and education, universitas dehasen bengkulu, indonesia 1jalan meranti raya no.32 sawah lebar bengkulu 2,3postgraduate program of english education, faculty of teacher training and education, universitas bengkulu, indonesia 2,3jalan w.r. supratman, kandang limun, bengkulu 38371 article info abstract article history: received: march 12, 2021 revised: nov 20, 2021 accepted: june 07, 2022 this study aimed at investigating the needs of englishspecific purposes materials for nursing students at the dehasen university of bengkulu. it focused on the existing materials used by english lecturers, target situation (the purpose of learning english, materials needed, and topics needed), and the activities needed by nursing students from students’ and stakeholders’ perception. this research was a mixed-method that involved forty-nine nursing students and nine stakeholders. the data of this research were collected by using a questionnaire, documentation, and interview. the results of the study revealed that the existing materials used by the english teachers tended to general english materials. in addition, the analysis results of target situation show that; 1) most students learn english for looking for jobs; 2) the most needed language proficiency components were vocabulary mastery, speaking and listening skill; 3) the materials needed in each language skill and knowledge were the materials that were related to nursing activities and job; 4) almost all of the topics were needed by nursing students such as giving information on treatment plans or diagnosis. moreover, the learning activities needed by nursing students were in terms of the workgroup (small group, large group, and pairs) and discussion. in conclusion, the findings describe that student need the real english learning materials in nursing profession and the appropriate learning activities that can make them interact and work together with their classmates. keywords: need analysis english specific purposes english learning materials nursing students conflict of interest: none funding information: none correspondence: ami pradana, english literature department, faculty of teacher training and education, universitas dehasen bengkulu, indonesia. ami.pradana@unived.ac.id ©ami pradana, wisma yunita, irma diani this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): pradana, a., yunita, w., diani, i. (2022). what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 320-343. https://doi.org/10.33369/joall.v7i2.14819 in indonesia, the number of students who graduated from the nursing department increased significantly year by year. for example, 2320 nursing https://ejournal.unib.ac.id/index.php/joall/article/view/14819 https://doi.org/10.33369/joall.v7i2.14819 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.14819&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.14819 https://orcid.org/0000-0003-2671-5250 https://orcid.org/0000-0002-6039-0448 https://orcid.org/0000-0003-2396-8789 ami pradana, wisma yunita, irma diani 322 joall (journal of applied linguistics and literature), 7(2), 2022 graduates graduated from all universities in east java each year (handayani, 2015). it happened because nursing graduates are still needed in indonesia. nurses are often the only health staff in remote and difficult areas because there are still some public health centers that have not been served by doctors (anderson et al., 2014). this phenomenon makes nurses become the front line in the indonesian health system to improve public health outcomes (efendi et al., 2018). moreover, nurse is still needed by many countries in asia. handayani (2015) reported that nurse is one of the seven skills workforces needed by asean countries from 2015 until 2030 and it is not included other countries in the world. however, one of the obstacles faced by indonesian nurses is english language factor that is used in hospitals (rosanda et al., 2018). it means that they cannot speak english actively as one of the required skills of being a nurse. this case shows the importance of the esp course for nursing students to improve their english in order for them to communicate well as a nurse. the dehasen university of bengkulu is one of the higher educational institutions that offers the nursing study program in bengkulu. this study program offers several general courses including english language course. the students take it in the first and third semester. in the first semester, they learn general english with course’ name english i, while esp english material is learned in the third semester with course’ name english ii. the english ii course is hoped to be able to enhance the students’ english skills in specific academic and professional communication. therefore, esp reflects learners’ specific purpose in learning the target language, being a response to students’ needs and the acquisition of language relevant to communication outside the classroom, especially in their studies and future careers. on the other hand, based on the researcher's preliminary study in the nursing department, lecturers’ preparation of teaching esp has not been done systematically based on need analysis principles. they generally made teaching outlines on what they are going to teach without using the syllabus and inappropriate materials based on the esp course for nursing students. the lecturers tended to give the general english materials to the nursing students than esp materials. of course, it is not able to fulfill the nursing students’ needs to work as english-capable nurses in their future carrier in the real workplace. moreover, the limitation of course credit for the english course in this department is one of the factors why the goal of the esp to prepare the students to be able to use english actively in their work had not been achieved. therefore, a need analysis is important to do to meet the nursing students’ needs in english skills. need analysis (na) basically is the activity of analyzing students’ needs. it aims at achieving the goals of the esp itself in a program taken by what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 323 the students. richards (2001) defined na as a procedure to collect information about learners' needs. it gives a positive impact on the students’ english skills after they graduated and worked in the workplace. it shows that na has a vital role in the process of designing and carrying out any language course, whether it will be esp or general english course, and its centrality has been acknowledged by esp experts (dudley-evans & st. john, 1998; hutchinson & water, 1987). the results of the na will be guidelines for the english language teachers, lecturers, and instructors in designing the materials for the students in the esp course. likewise, basturkmen (2010) mentioned that na could help curriculum designers designing effective esp courses or programs. it is because na is the basis of training and development programs to determine the essence and the underlying reasons for an esp course (saragih, 2014). it includes the esp curriculum, syllabus, materials, and teaching methods that will be applied and learned by students in the classroom. however, particular course programmers in particular higher education institutions do not conduct the na maximally. as a result, the existing materials of the esp course are not able to make the students have english ability based on their needs. for example, this case happened in the nursing department in indonesia. several studies have been conducted by some scholars on the need analysis of esp materials for nursing students. firstly, chetsadanuwat (2018) investigated the needs of the english skills of thai nurses who worked at international hospitals in bangkok, thailand. secondly, saragih (2014) explored the learning needs of 50 nursing students, and designed esp materials for nurses at the university of prima indonesia. thirdly, miyake and tremarco (2005) explored the needs of the undergraduate, postgraduate, and professional nurses and discussed the implications for efl teachers in japan. the last, susandi and krishnawati (2016), designed the esp syllabus for indonesian efl nursing students. the results of those studies revealed that english is needed for nursing students. they need the english materials that suitable with the nurses and the practice of esp instructions and descriptions of esp for nurses used in their workplace. in addition, the prioritized language skills needed were speaking and listening, while they also need to improve their vocabulary knowledge. based on the previous studies above, there is no study discusses the na that focuses on analyzing the nursing students' needs based on three components of na in esp. therefore, to fill the gap, this study investigated the na of the esp materials for nursing students in terms of the present situation (the existing materials), target situation (the purpose of learning english, the materials and topics needed), and learning situation analysis at ami pradana, wisma yunita, irma diani 324 joall (journal of applied linguistics and literature), 7(2), 2022 the nursing department of the faculty of health sciences of the dehasen university of bengkulu. the research questions of this study are as follows. 1. what are the existing materials used by english lecturers at the nursing department of dehasen university of bengkulu? 2. what is the target situation needed by nursing students of the dehasen university of bengkulu in terms of the purpose of learning english, the materials and topics needed as viewed from students’ and stakeholders’ responses? 3. what are the activities needed by nursing students of the dehasen university of bengkulu in learning english (viewed from students’ and stakeholders’ response)? method design this study was designed as a mixed-method in which the data of this study were quantitative and quantitative by following creswell (2009). the participants of this study were the fifth semester nursing students of the dehasen university of bengkulu in the academic year 2020-2021. the total of the nursing students consisted of fifty-nine students. they had taken the english course i and ii, and internship. also, the stakeholders were involved in this study. it aimed at providing different point of view which enable the researcher to look at things from a variety of perspectives for a more comprehensive understanding of the matters investigated (susandi & krishnawati, 2016; wiersma & stephen g. jurs, 2009). the researcher used the purposive sampling technique to choose the numbers of the stakeholders as the participants of this study. the participants were two chief persons of the nursing department from three hospitals in bengkulu (two were from private hospitals and the last one was a public hospital), five nurses who were alumnus of the dehasen university of bengkulu who worked in some hospitals in bengkulu, germany, and japan, and an english lecturer. therefore, the total of the stakeholders involved in this study was nine participants. it was in line with the suggestion from dudley-evans and st. john (1998) who stated that the main sources for the need analysis were people working or studying in the field, ex-students, documents relevant to the field, clients, employers, colleagues, and esp expert in the field. instruments the data of this study were taken from the questionnaire, documentation and interview. first, the questionnaire was distributed to the nursing students and stakeholders. the questionnaire of this study was built by adapting the what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 325 questionnaire of chamnankit (2015), pongsapan (2015) and susandi and krhisnawati (2016). the questionnaire used was the likert scale with five option answers (e.g., very needed, needed, neutral, not needed, and very not needed). the questionnaire contained the target situation and the learning situation analysis. second, documentation was used to collect the data from the english module and semester lesson plans. it was used to investigate the existing materials used by the english lecturers for nursing students. third, the interview was used to get in-depth information of the data from the questionnaire. the questions of the interview were adapted from huh (2006). in addition, two experts’ judgments also involved in validating the instruments of this study. data analysis procedures the data from the questionnaire were analyzed quantitatively. first, the participants’ responses were counted by counting the weighted mean score of each item in the questionnaire. then, determination of the interval range was done. the interval range was 0.80. the last, the mean score was interpreted with the range category as presented in the table below; table 1. the mean score interval interval range category 4.3 – 5.0 very needed 3.5 4.2 needed 2.7 – 3.4 neutral 1.9 – 2.6 not needed 1.0 – 1.8 very not needed the data from the english module and semester lesson plans were analyzed by using observation sheet. the materials in each meeting (semester lesson plans) and unit (english module) were observed. then, the materials in both documents were put into the table analysis. after that, the conclusion of the analysis was drawn. in addition, the data from the interview were analyzed qualitatively by using the interactive data analysis model of miles et al. (2014). the procedures of this method were data collection, data reduction, data display, and conclusion drawing. findings the existing materials used by english lecturers at the nursing department of dehasen university of bengkulu regarding the first question, the results of the analysis from the documents (english module and semester lesson plans) were summarized in the table below. ami pradana, wisma yunita, irma diani 326 joall (journal of applied linguistics and literature), 7(2), 2022 table 2. the results of the documents analysis on the existing materials for nursing students no material contents topics 1 formal and informal greetings and responses for greeting (greetings and introductions) 2 daily routines and affirmative (daily activities and affirmative) 3 talking on the phone and numbers (where do you live) 4 (names of sports, and the use of article (a, an, and the) (favorite sports) 5 kind of feelings, moods, and emotion (how do you feel) 6 names of family and relatives and asking and introducing about family and relatives (family and relatives) 7 tell the time, preposition for time, names of the days (talking about the times) 8 types of drinks, food and favorite food (eating and drinking) 9 type of jobs (occupations) 10 giving direction, study the map, and expression of location (in the street) as described in table 2, there were ten topics used by english lecturers for nursing students at the nursing department of the dehasen university of bengkulu. each of the topic consists of several materials and those materials were presented for each language skill and language knowledge. the materials were not relevant to the nursing students. it tended to general english materials. in addition, the results of the analysis of english materials from the english module and semester lesson plans were relevant to the english lecturer’s statement in the interview. it was stated as follows. “materi yang berhubungan dengan bahasa inggris, baik secara umum dan khusus. lebih menekankan pada kemampuan dalam menerjemahkan bahasa baik itu dari dari bahasa inggris ke bahasa indonesia ataupun kebalikannya”. (materials related to english, both in general and specific. put more emphasis on the ability to translate the language from english to indonesian or vice versa). (lecturer, january 8, 2021). based on the interview above, the english lecturer stated that the english materials were for general english. the materials were mostly not based on nursing students’ needs. moreover, they emphasized their student to master the translation skill than other english skills such as speaking, reading, writing, and listening. the target situation needed by nursing students of the dehasen university of bengkulu regarding the second question, there were three findings. they were the purpose of the nursing students learning english, the materials needed and the topics needed. what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 327 the purpose of the nursing students learning english this part aimed to know the purpose of the nursing students of the dehasen university of bengkulu in learning english. the results are presented in the table 3 below. it shows that most of the nursing students of the dehasen university of bengkulu learn english for looking for the job with the percentage of 81.36% or 48 responses. the possible job for them is a nurse, and it is relevant to their disciplines. table 3. the results of students’ response on the purpose of learning english no purpose of learning english n: 59 f p 1 for study 40 67.80% 2 for carrier 44 74.58% 3 for information 37 62.71% 4 for the scholarship 28 47.46% 5 for personal needs 38 64.41% 6 for looking for the job (nurse) 48 81.36% 7 for going abroad 36 61.02% then, it is followed by learning english for the carrier (44 or 74.58% responses), for study (67.80% or 40 responses), for personal needs (38 or 64.41% responses), for information (37 or 62.71% responses), for going abroad (36 or 61.02% responses), and for the scholarship (28 or 47.46% responses). the materials needed by nursing students: the needs of language proficiency the needs of language proficiency for nursing students included language skills (e.g., listening, speaking, reading, and writing) and language knowledge (e.g., vocabulary, grammar, and pronunciation). the results are summarized in the table below; table 4. the results of the needs of english proficiency language proficiency students’ responses stakeholders’ responses total score mean score category total score mean score category speaking 298 4.97 very needed 39 4.88 very needed vocabulary 276 4.68 very needed 38 4.75 very needed listening 273 4.63 very needed 38 4.75 very needed reading 270 4.58 very needed 38 4.75 very needed writing 260 4.41 very needed 37 4.63 very needed grammar 260 4.41 very needed 34 4.38 very needed pronunciation 271 4.59 very needed 36 4.50 very needed ami pradana, wisma yunita, irma diani 328 joall (journal of applied linguistics and literature), 7(2), 2022 as presented in table 4, there were seven components of the english proficiency. for all those seven components, both students and stakeholders chose “very needed” as their responses. moreover, speaking was on the top position and then followed by vocabulary and listening. the results of the questionnaire analysis from both students’ and stakeholders’ responses were in harmony with the interview results. it is stated as follow; “menurut saya semuanya penting dipelajari untuk tahap awal banyakbanyak berlatih berbicara dan perdalam kosa kata”. “in my opinion, all of them are important to be learned, but for the beginning step, they should practice speaking and mastering vocabulary a lot”. (head of public relation of dr. my hospital, january 7, 2021). “menurut pengalaman saya yang dibutuhkan adalah cara berkomunikasi (berbicara) dan mendengarkan”.” based on my experiences, the way of communication; speaking and listening are needed”. (a nurse at the evangelisches krankenhaus konigin elisabeth herzberger, germany, january 4, 2021) the interviews results above show that the ultimate english skills to be mastered by nursing students are speaking and listening and for language knowledge is vocabulary. the sub-skills of language skills and language knowledge needed this part of the analysis described the needs of english language sub-skills and language knowledge sub-knowledge needed by nursing students. the first skill is reading. the results of the needs of the reading sub-skills are presented in the table below; table 5. the results of reading sub-skills reading sub-skills students’ responses stakeholders’ responses total score mean category total score mean category reading general publication (newspaper, and magazine) 265 4.50 very needed 37 4.63 very needed reading textbook or academic journals 265 4.50 very needed 39 4.88 very needed reading medical charts 261 4.42 very needed 36 4.50 very needed reading drug prescriptions 280 4.75 very needed 36 4.50 very needed reading physicians’ order 275 4.67 very needed 37 4.63 very needed what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 329 reading sub-skills students’ responses stakeholders’ responses total score mean category total score mean category reading emails 243 4.12 needed 34 4.25 very needed as presented in table 5, students responded only one reading sub-skills as a needed (reading emails) category, while stakeholders responded all of the reading sub-skills as a very needed category. moreover, both students and stakeholders agreed that reading textbook or academic journals was the most needed for reading sub-skills. the second skill is speaking. the results of the needs of the speaking sub-skills are presented in table 6. table 6. the results of the speaking sub-skills speaking sub-skills students’ responses stakeholders’ responses total score mean category total score mean category talking about issues of daily routines 230 3.90 needed 35 4.38 very needed asking about their chief complaints and symptoms 241 4.10 needed 38 4.75 very needed giving information of treatment plans or diagnosis 277 4.70 very needed 39 4.89 very needed giving bad news 219 3.71 needed 35 4.38 very needed explaining drug’s uses 251 4.25 needed 37 4.63 very needed explaining the medical preparation before, during, and after treatment 244 4.14 needed 38 4.75 very needed explaining the treatment procedure 241 4.10 needed 36 4.50 very needed explaining nurse notes 240 4.07 needed 36 4.50 very needed talking on the phone 223 3.78 needed 33 3.75 needed as presented in table 6, both students and stakeholders agreed the sub-skills in terms of giving information on treatment plans or diagnosis was highly very needed. the third skill was listening. the results of the analysis are presented in table 7 below. the results show that that the most highly needed listening sub-skill based on students’ response was listening to general information of daily routines, while stakeholders’ response was listening to physician’s order and diagnosis. ami pradana, wisma yunita, irma diani 330 joall (journal of applied linguistics and literature), 7(2), 2022 table 7. the results of the students’ response on the listening sub-skills sub-skills students’ responses stakeholders’ responses total score mean category total score mean category listening to general information of daily routines 256 4.34 very needed 32 4.00 needed listening to patients’ s history, symptoms, and requests 241 4.09 needed 37 4.63 very needed listening to physician’s order and diagnosis 254 4.31 very needed 38 4.75 very needed listening through telephone 225 3.81 needed 33 4.13 needed listening to personal detail or chief complaints 250 4.24 needed 37 4.63 needed the fourth skill was writing. the results of the analysis are presented in table below. table 8. the results of the students’ response on the writing sub-skills sub-skills students’ responses stakeholders’ responses total score mean category total score mean category writing medical histories 277 4.69 very needed 40 5.00 very needed writing medical treatment plan 253 4.29 needed 37 4.63 very needed writing an email 243 4.12 needed 30 3.75 needed writing preparation for medical treatment 247 4.19 needed 39 4.88 very needed writing a medicine instruction 247 4.19 needed 38 4.75 very needed writing various medical forms 241 4.08 needed 38 4.75 very needed writing a medical chart 218 3.69 needed 35 4.38 very needed writing a memo 226 3.83 needed 31 3.88 needed writing a resume 231 3.91 needed 33 4.13 needed the first language knowledge is grammar. the results of the analysis are presented in table below. table 9. the results of the students’ response on the grammar knowledge sub-knowledge students’ responses stakeholders’ responses total score mean category total score mean category simple present 2.76 4.68 very needed 35 4.38 very needed what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 331 sub-knowledge students’ responses stakeholders’ responses total score mean category total score mean category verbs form 268 4.54 very needed 35 4.38 very needed past perfect 267 4.52 very needed 35 4.38 very needed present perfect 266 4.50 very needed 35 4.38 very needed simple past tense 262 4.44 very needed 38 4.75 very needed simple future 261 4.42 very needed 37 4.63 very needed modal 257 4.36 very needed 38 4.75 very needed prepositions 257 4.36 very needed 38 4.75 very needed articles 252 4.27 needed 37 4.63 very needed number and unit 250 4.24 needed 38 4.75 very needed time 250 4.24 needed 38 4.75 very needed present progressive 239 4.05 needed 34 4.25 needed as presented in table 9, almost all of stakeholders responded the grammar sub-knowledge as a very needed category. only one sub-knowledge was a in needed category (present progressive). meanwhile, students categorized four sub-knowledge as a needed category (articles, number and unit, time, and present progressive). the second language knowledge was vocabulary. the results are presented in table below. table 10. the results of the students’ response on the vocabulary sub-skills sub-knowledge students’ responses stakeholders’ responses total score mean category total score mean category noun in the nursing context 271 4.60 very needed 39 4.88 very needed general vocabulary (daily activities) 254 4.31 very needed 38 4.75 very needed technical vocabulary in the nursing context 202 3.42 very needed 39 4.88 very needed adjectives 248 4.20 needed 36 4.50 very needed adverbs (time, place, and manner) 246 4.17 needed 39 4.88 very needed as presented in table 10, both students and stakeholders agreed that the most needed vocabulary was noun in the nursing context. then, it was followed by technical vocabulary. the topics of english learning materials needed by nursing students this part described the topics of english learning needed by nursing students of the dehasen university of bengkulu. there were fifteen topics provided in ami pradana, wisma yunita, irma diani 332 joall (journal of applied linguistics and literature), 7(2), 2022 the questionnaire to be rated by nursing students and stakeholders in this research. the results of the analysis are presented in the table below; table 11. the results of the topics needed analysis topics students’ responses stakeholders’ responses total score mean category total score mean category hospital teams 273 4.63 very needed 40 5.00 very needed parts of the body and illness 272 4.61 very needed 40 5.00 very needed monitoring patients 271 4.59 very needed 39 4.88 very needed hospital administration 265 4.50 very needed 38 4.75 very needed explaining the medications to the patients 261 4.42 very needed 37 4.63 very needed alternative treatments 257 4.36 very needed 37 4.63 very needed giving instructions and guidance to the patients 256 4.34 very needed 39 4.88 very needed cleanness 256 4.34 very needed 40 5.00 very needed blood 255 4.32 very needed 35 4.38 very needed symptoms 254 4.31 very needed 39 4.88 very needed caring for elderly 253 4.29 needed 40 5.00 very needed telling the times, date, and doctor’s schedules 252 4.28 needed 37 4.63 very needed nutrition and obesity 251 4.26 needed 39 4.88 very needed accidents and emergency 249 4.22 needed 39 4.88 very needed pain 248 4.20 needed 39 4.88 very needed in and around the hospital 244 4.14 needed 38 4.75 very needed as presented in table 11, there were sixteen topics. among them, there were thirteen topics responded as a very needed category by nursing students and six topics were responded as a needed category. meanwhile, stakeholders were responded all of the topics as a very needed category. moreover, both students and stakeholders agreed that the topic about the hospital teams was the most needed for nursing students. it was shown by the mean score of the topic with the highest mean score. then, it was followed by the topic of parts what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 333 of the body and illness. the findings were supported by the interview results as follow; “topik yang dibutuhkan adalah yang berkaitan dengan pekerjaan sebagai orang perawat, nama-nama benda alat kesehatan, istilahistilah dalam terapi pengobatan pasien, nama-nama bagian dalam rumah sakit, nama-nama anggota tubuh dan jenis-jenis penyakit”. “the topics needed were related to nurse’ jobs, such as medical tools, terms in the patient's medical therapy, the names of the inside of the hospital, parts of the body and types of disease”. (an alumnus at rh, january 7, 2021). the interview results shows that the topics that are in two top high score have the same response with the statement from the stakeholder statement who works at the hospital. the activities needed by nursing students of the dehasen university of bengkulu in learning english regarding the third question of this study, it describes the situation of english learning activities needed by nursing students of the dehasen university of bengkulu. the results of the analysis are presented in the following table. table 12. the results of the english learning activities analysis activities students’ responses stakeholders’ responses total score mean category total score mean score category small work group 260 4.41 very needed 39 4.88 very needed discussion 258 4.37 very needed 37 4.63 very needed pairs 255 4.32 very needed 37 4.63 very needed large work group 254 4.31 very needed 35 4.38 very needed out of the class work 240 4.07 needed 30 3.75 needed demonstration/debate 239 4.05 needed 33 4.13 needed as indicated in table 12 above, it shows the nursing students’ perception toward the activities needed in learning english in the classroom. they responded to four activities categorized as a very needed in learning english, namely small work group with the mean score of 4.41, discussion with the mean score of 4.37, pairs with the mean score of 4.32, and large work group with the mean score of 4.31. meanwhile, the activities in terms of out of the ami pradana, wisma yunita, irma diani 334 joall (journal of applied linguistics and literature), 7(2), 2022 class work with the mean score of 4.07 and demonstration/debate with the mean score of 4.05 categorized as a needed category. in addition, the stakeholders gave the same response that the four activities categorized as very needed in learning english were small workgroup with the mean score of 4.88, discussion with the mean score of 4.63, pairs with the mean score of 4.63, and large work-group with the mean score of 4.38. meanwhile, the activities in terms of out of the class-work with the mean score of 3.75 and demonstration/debate with the mean score of 4.13 were categorized as a needed category. the results of the analysis from the questionnaire were in line with the results of the interview. it is stated as below; “kalau menurut saya aktivitas yang membuat mahasiswa aktif di kelas dan bisa mempraktekan bahasa inggris dengan kawan-kawan di dalam kelas. misalnya prakteknya perpasangan atau dalam kelompok-kelompok. jadi, mahasiswa terlatih dan ketika sudah bekerja mereka sudah terbiasa berbicara dalam bahasa inggris”. “in my opinion, the activities that can make students active in classroom and can practice english with their classmates in classroom. for example, practicing in pairs or in groups. so, the students are trained when they have got a job, they have used to speaking in english”. (head of the hospital’s nursing department, january 7, 2021). the result of the interview above implies that there is the same response on the needs of activities in learning english. the activities in terms of workgroup and pairs are suggested to be implemented by english lecturers in order for the students to be able to practice their english. discussion the existing materials used by english lecturers at the nursing department of dehasen university of bengkulu the results of the analysis show that the existing materials are greetings, daily routines, sports and numbers, feelings, introducing family and relatives, time, preposition, and names of food and drink, type of jobs, and giving directions (map and location). it indicates that the english materials given by lecturers were not suitable for students’ needs. in terms of the esp course, this finding is line with the research findings of ariana (ariana, 2020) who found that there were no available specific materials for computer science students at the muhammadiyah university of bengkulu. it shows that the english lecturers still do not aware of providing the materials based on their students’ needs and wants in teaching english. what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 335 in the teaching and learning process, providing suitable instructional materials for the students is important. it aims at achieving the goals of the teaching and learning process of the english subject itself. in learning, topics that will be learned by students in the teaching and learning process are called materials of learning (yunita et al., 2018). those topics as materials of learning should match with students’ needs in which aims at supporting the students in mastering english either english for general language or english for specific purposes (veranita et al., 2017). in this case, the english lecturers should prepare the materials that are related to the nursing students in terms of language skills (listening, speaking, reading, and writing) and language knowledge (vocabulary and grammar). also, providing suitable instructional materials for nursing students will help them in their profession as a nurse when communicating (written and spoken) in the future. the target situation needed by nursing students of the dehasen university of bengkulu: the purpose of learning english the results of the analysis revealed that the aim of nursing students in learning english is to look for a job as a nurse in the future. the result of this finding is line with the study of pongasapan (2015) who found that looking for job is one of two purposes of the nursing students at the stikes toraja in learning english beside for study. in addition, tomlinson (2013) argued that esp refers to teaching english for the students who want to learn a language for work or study purpose. it indicates that english skill is needed as a tool of communication with patients, colleagues, people, and others in around and outside of the hospitals, health clinics, or public places. in nursing work field, nurse is one of the public services so that they have opportunity to meet and contact with other people. sumaraw (2018) stated that nursing students should have good english skills to give better service to related people in their job and it is also as one of the requirements for nurses when they work in a foreign country. in addition, when a nurse has good english, she or he can communicate well in her/his job and she or he can understand the terms that related to health devices, drugs, instructions, and others. based on research finding of hwang and lin (2010) on the description of the linguistics needs and perceptions of medical students and faculty members in taiwan, it reported that english knowledge is influential in academic and professional life. it means that english is a bridge for nursing students and it is in the field of medical and health science to understanding the materials for their study and for their future job after graduated. the materials needed by nursing students: the needs of language proficiency ami pradana, wisma yunita, irma diani 336 joall (journal of applied linguistics and literature), 7(2), 2022 regarding the needs of language proficiency for nursing students of the dehasen university of bengkulu includes language skills, language knowledge (e.g., vocabulary and grammar), and pronunciation skill, the results show that the students and stakeholders rated that those are in a very needed category. also, the findings revealed that speaking, listening, and vocabulary as the most priority to be mastered by them when learning english. the findings of this study is in line with the research findings of susandi and krishnawati (2016), and miyake and tremarco (2005) that nursing students need all of the language skills and knowledge, while speaking, listening, and vocabulary are the main skills and knowledge to acquired. the findings of this study from the questionnaire and interview analysis imply that the students need to rich their vocabulary to communicate and understand the terms related to nurse, health, and hospital context. cameron (2001) points out that vocabulary plays a great role for learners in acquiring a language. then, with vocabulary, nursing students can communicate well with patients, hospital teams, and others. it is because vocabulary learning is an essential part of foreign language learning and it improves all areas of communication such as listening, speaking, reading, and writing (alqahtani, 2015). thus, knowledge of vocabulary is important to be mastered by the nursing students, then it is followed by speaking, listening, reading, and writing. besides, grammar and pronunciation are also important to be mastered well by the students. yunita (2016) emphasized that grammar is the powerhouse of a language in which if it is combined with words in patterns will make particular meaning. in other words, people cannot convey meaning, a message, an idea, or thought without constructing words well. also, pronunciation skill will influence in understanding the utterances in speaking and listening when pronouncing a word or some words that have been constructed with correct grammar. the learners who are good at english pronunciation will be easy to be understood even though they make errors in other areas, whereas those who are bad at pronunciation will be difficult to understand even though they speak with correct grammar (gilakjani, 2016). thus, pronunciation and grammar support each other in learning a language. the needs of the sub-skills of language skills and language knowledge materials needed the results of the analysis show that there are some differences in responses between the students and stakeholders. it happened due to there is a different experience on the needs of english skills between the students and stakeholders. the stakeholders have more experiences than students because they have entered the real job as a nurse. what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 337 in terms of listening sub-skills, the result show that that the most highly needed listening sub-skill based on students’ response was listening to general information of daily routines, while stakeholders’ response was listening to physician’s order and diagnosis. these results are different from the results of chetsadanuwat (2018) mentioning that the most needed listening sub-skills was listening to patient’s history, symptoms, and requests. likewise, chamnankit (2015) reported that the most required skill from this group of participants is listening to conversations on the phone. it implies that there is a different level of needs related to listening sub-skills between indonesian students and thai students in esp course. in terms of speaking sub-skills, both students and stakeholders agreed the sub-skills in terms of giving information on treatment plans or diagnosis is highly very needed. this finding is accordance to study of chetsadanuwat (2018) who found that giving information of treatment plans or diagnosis and asking patients about their chief complaints and symptoms are in highest category of speaking sub-skill needed by nursing students in thailand. this finding implies that the nursing students need to master this speaking subskill due to a nurse should be able to communicate in english fluently when giving information to the patients related to treatments plans and diagnosis results from the doctors. in terms of reading sub-skills analysis, the students and stakeholders agree that the materials needed are the materials related to nursing activities, job (reading medical charts and drug prescriptions) general publication, and academic journals. the finding of this research is different from the study of chetsadanuwat (2018) who revealed that the reading sub-skill in terms of reading physician’s orders is the most needed by nursing students in thailand. the findings mean that the nursing students of the dehasen university of bengkulu do not only need reading materials related to reading medical charts and drug prescriptions, but also general publication, and academic journals in esp course. they tended to have more or wide reading skills to improve their knowledge from various materials related to their study. in terms of writing sub-skills analysis, students and stakeholders agreed that the sub-skill in terms of writing medical histories are highly very needed for nursing students. meanwhile, students categorized other writing sub-skills as a needed category. the stakeholders categorized three writing sub-skills as needed category (e.g., writing a resume, a memo, an email), while the other writing sub-skills are as a very needed category. the findings of this research are different from study of chamnankit (2015) who reported that taking telephone message, writing e-mails, writing memos, writing messages for customers were the top ranked. it indicates that the nursing students only need writing skills related to medical history and condition of the patients. ami pradana, wisma yunita, irma diani 338 joall (journal of applied linguistics and literature), 7(2), 2022 this skill is an indicator of students’ achievement in learning a foreign language (jasrial, 2019). the writing skills in terms of writing a resume, a memo, and an email are seldom done by them as a nurse. in terms of grammar, students agreed that the tenses skills (except present progressive), modal, preposition, and verb form tended to categorize as a very needed category. in contrast, the stakeholders agreed that the nontenses skills (except simple past tense) such as time, articles, modal, and preposition are five the highly very needed (the same mean score) for the nursing students. both students and stakeholders agreed that the present progressive is the lowest one rate in which categorized as needed category. as stated by chen (2016), the functions of mastering english grammar in esp course are to increase the comprehensive input and to monitor the effective output. the comprehensive input means that grammar knowledge is used to face some the difficulties in reading comprehension, while the effective input means the language learners can monitor the spoken or written expression correctly without ambiguity sentences or phrases. based on the findings, nursing students need to master tenses form, preposition, articles, modal, telling the times correctly since they use it in speaking and writing. then, present progressive is used to ask and tell of what the patient’s feeling and condition. in terms of vocabulary sub-skills, both students and stakeholders agreed that the most very needed vocabulary sub-skills are a noun in the nursing context. however, based on the analysis results, the nursing students still need general vocabulary. it is because the nursing students need it to communicate in around and outside of their workplace. (hanifia, 2013) stated that language learners would have difficulties in mastering a language without mastering or understanding a certain number of vocabularies. as affirmed by nation (2006), language learners need to have 6.000 to 7.000 word-family vocabularies for spoken texts and around 8.000-to-9.000-word family vocabulary for written texts in order to perform the language effectively without using any comprehension tools. in other words, in learning a second language, students or language or nursing students should master any kind of vocabulary with large number including general vocabulary. the topics needed by nursing students the results show that almost all of the topics provided in the questionnaire were rated as very needed category by students and stakeholders. the topics needed are hospital teams and parts of the body and illness. the different perception on the needs of topics between students and stakeholders due to the students focus on the topics they are interested in, while stakeholders have had experiences in the real work situation. the findings imply that the what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 339 topics that categorized as a very needed and a needed category have been matched with the nursing students’ needs and wants when learning english. the results of this study are the same as the research results of chamnankit (2015), gultom (2016), pongsapan (2015) and susandi and krishnawati (2016) who found that the nursing students needs the topics that related to the nurses’ real job activities such as in the hospitals or health clinics. the findings of the analysis indicate that teaching english with the topics suitable with students’ needs are important. it will help improve students’ english skills significantly. nurhamsih and syahrial (2018) stated that materials are everything used to support the language learning. thus, the topics provided in the questionnaire of this research can be used as materials of english learning to support the esp course at the nursing department of the dehasen university of bengkulu. the english lecturers design and develop the topics to be more authentic. it aims at making the learning process will be more beneficial and interesting for the learners since it directly applies their daily life (agustina et al., 2018). also, the goal of esp course can be achieved maximally and the students will be motivated to learn better in esp course so that they can learn english easily without having difficulty. as emphasized by mitsalina (2015), some factors that influence the students’ motivation toward teaching materials are enthusiasm for the topic, level of difficulty, importance to existing learning, and impression of helpfulness. thus, providing appropriate and interesting materials for students and they have high motivation in learning english will get satisfying achievement on esp course. the activities needed by nursing students of the dehasen university of bengkulu in learning english the results of the analysis revealed that nursing students and stakeholders prefer to study english in a group (small group, large group, and pairs) and in discussions. this finding is line with the study of pongasapan (2015) who reported that learning english in small group and pairs are more suitable for nursing students of stikes toraja, south sulawesi. also, this study reported that demonstration or debate, large group work, and discussion are difficult activities performed by the nursing students in learning english. likewise, saragih (2014) reported that the most needed activities performed by nursing students in learning esp for nursing are group work, pair work and whole class activities. these findings imply that group work activities are the most needed by nursing students. learning-based group (small group, large groups, pairs) promotes the students to learn collaboratively. in efl classrooms, a workgroup is an effective method of teaching for adult students. it will make students to be more independent because they can teach their friends and also learn from ami pradana, wisma yunita, irma diani 340 joall (journal of applied linguistics and literature), 7(2), 2022 their friends (alfares, 2017)). several researchers (brown, 2001; foster, 1998; harmer, 1991) have claimed that group work is efficient in language classrooms because the students can have many opportunities to practice english with their group members. they will feel free to speak with their friends without feeling anxious. this activity, automatically, will improve the students’ english skills. the findings of this study have informed the needs of the nursing students in learning english. according to hariyadi and yanti (2019), there are three focuses of needs for students’ needs in need analysis, namely, learning needs, and future professional needs. the personal needs related to students’ age, sex, and cultural background interest. the learning needs related to education background learning styles previous language learning experiences, and the gaps between the target level and the present level of proficiency in various competence areas such as skills. the future professional needs related to learning goals and expectations for course requirements for the future undertakings in terms of knowledge of language and knowledge of language use l2 competencies. thus, the results of the need analysis in this study have fulfilled and covered the students’ needs in learning english in terms of personal needs, learning needs, and future professional needs. the strengths of this study are; 1) it analyzed the existing materials used by the lecturers from two sources (e.g., english module and semester lesson plan). 2) there are many sub-materials in each language skill and knowledge and the topics provided in the questionnaires so that the students and the stakeholders could have many options to respond which submaterials are relevant to the nursing students. 3) it investigated the purpose of the nursing students in learning english so that the results of the needed materials analysis have strong relationship with the results of the purpose of the nursing students in learning english. the weaknesses of this study are; 1) the analysis of the learning situation is only limited to learning activities. 2) the purpose of the nursing students learning english are still limited to the students’ response. 3) some items did not include in the questionnaire such as individual work in the learning activities. 4) this study did not involve the esp experts as the participants of this research. also, the numbers of the alumni or ex-students who have worked as the nurses in the international hospital in indonesia and outside of indonesia are still limited. the strengths and the weakness of this research can be consideration for the further researcher to continue this research. conclusion as presented in the results section, it can be concluded that; 1) the purpose of the nursing students learning english is to find a job. 2) they need to master what do nursing students need in learning english? joall (journal of applied linguistics and literature), 7(2), 2022 341 all language skills and language in esp course. the materials needed in each language skill and each language knowledge is the materials that related to the nursing activity. 3) the most needed learning activity for nursing students is in terms of workgroup. the results of this research can be useful information for the english lecturers and head of the nursing department of the dehasen university of bengkulu. they can evaluate the existing english materials that have been used by them in the teaching english for the nursing students. the materials that they used are not relevant to the nursing students’ needs and wants. they can use the materials that have been categorized as very needed category in the findings of this research. they should create the learning activities based on the findings of this study and they should create the suitable materials with the materials given. also, the curriculum designers can design the english materials for the nursing students based on the findings of this research and create a new textbook for them. it aims to make the nursing students have better english skills and they can use them in their workplace in the future. references agustina, l., harahap, a., & syahrial. 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(2016). needs analysis : esp syllabus https://doi.org/10.32663/edu-ling.v2i2.713 ami pradana, wisma yunita, irma diani 344 joall (journal of applied linguistics and literature), 7(2), 2022 design for indonesian efl. the fourth international seminar on english language and teaching (iselt-4), 130–140. http://ejournal.unp.ac.id/index.php/selt/issue/view/753 tomlinson, b. (2013). materials development for language learning and teaching. cambridge university press. veranita, d., syahrial, s., & koto, i. (2017). english for agriculture vocational school students: a need analysis study at smk negeri 2 south bengkulu. joall (journal of applied linguistics & literature), 2(2), 76–87. https://doi.org/10.33369/joall.v2i2.5956 wiersma, e. w., & stephen g. jurs, e. (2009). research methods in education an introduction. pearson international edition. yunita, w. (2016). best practice in teaching english grammar to university students: deductive, inductive, or combination of both ? proceedings of the fourth international seminar onenglish language and teaching (iselt4), 435–443. http://ejournal.unp.ac.id/index.php/selt/article/view/7006/5540 yunita, w., emzir, e., & mayuni, i. (2018). needs analysis for english grammar learning model from students perspectives. english review: journal of english education, 6(2), 85–94. https://doi.org/10.25134/erjee.v6i2.1258 the author ami pradana is a lecturer at the english literature study program of university of dehasen bengkulu, indonesia. he received his master’s degree in english education from universitas bengkulu in 2021. his research interests are in the field of english language teaching, esp, and need analysis. he can be contacted via ami.pradana@unived.ac.id wisma yunita is a senior english lecturer at the postgraduate program of english education, universitas bengkulu, indonesia. she earned her doctoral degree in language education from universitas negeri jakarta in 2018. her research interests are english grammar, academic writing, elt methodology and innovation, and elt research. she can be contacted via wismayunita@unib.ac.id. irma diani is a senior lecturer at the indonesian education study program of university of bengkulu. she earned her master’s and doctoral degree in linguistics from universitas gadjah mada. her research interests are linguistics, literature, and phonology. mailto:wismayunita@unib.ac.id journal of applied linguistics and literature, vol 6(1), 2021 46 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.11800 rhetorical moves and linguistic realizations of research article abstracts by indonesian authors in applied linguistics published in international journals 1husnul hakim; 2safnil arsyad; 3syahrial universitas bengkulu1,2,3 corresponding email: husnulhakim527@gmail.com abstract the existence of abstract is compulsory within a research article (ra). abstract is a summary or brief overview that describes entire content of ra. at a glimpse, abstract tells readers what the ra is all about and at the same time, it acknowledges readers and allows them indirectly to give preassessment about quality of the ra. this study aims to find rhetorical moves and linguistic features; tenses and voice forms of ra abstracts by indonesian authors in applied linguistics published in international journals. using content analysis method, sixty ra abstracts were extracted from two international journals; indonesian journal of applied linguistics (ijal) and teflin journal, and examined based on their rhetorical move following five-move model by hyland (2005) and arsyad (2014) for fact-finding. the results reveal; 1) move 2 (aim/ purpose), move 3 (method) and move 4 (finding/ result) exist in total sixty ra abstracts, unlike move 1 (introduction) and move 5 (conclusion and suggestion), 2) the simple present tense is major tense to apply in all rhetorical moves except in move 3 (method) in which past tense is mostly used. 3) active voice dominates rhetorical moves except in move 3 (method) in which passive voice is precisely more applied. this study concludes that the use of rhetorical move models and linguistic features in ra abstracts implies the quality of ra abstracts. indonesian authors are suggested to follow international standards and trends to achieve outstanding ra abstract. keywords: rhetorical move, abstract, linguistic feature, grammar, voice form http://dx.doi.org/10.33369/joall.v6i1.11800 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.11800&domain=pdf mailto:husnulhakim527@gmail.com husnul hakim, safnil arsyad, syahrial 47 journal of applied linguistics and literature, vol 6(1), 2021 introduction the existence of abstract is compulsory within a research article (ra). abstract is a summary or brief overview that describes entire content of research article. at a glimpse, abstract tells readers what the research article is all about and at the same time, it acknowledges readers and allows them indirectly to give preassessment about quality of the research article. in other words, it is the quality of abstract that readers grasp in the first place before reading the whole article (arsyad, 2018). likewise, lores (2004) expressed that abstract is like a gate to get to know article whether the article is good or the opposite. furthermore, the abstract considerably fails or having lower quality unless it is convincingly interesting (belcher, 2009). to write an abstract is not easy and it is challenge for many university students, especially for current post-graduate students in the university of bengkulu, unib. to write means to create an abstract, to compose some words to become an appropriate sentence and paragraph in which the entire content is integrated, understandable, logic, precise and reasonable. besides, lexical choices, linking words, composition of entire texts, cohesion and coherence are needed to form a good writing. this difficulty has been faced by not only local university students, but also major indonesian university students including foreign university students whose first language is not english such as vietnamese (zhang et al., 2012) and thailand. in indonesia, a reason why university students are obligated to write research article, in which abstract must be attached to it, is because there was a mandate stating that to write research article (ra) is compulsory for postgraduate students before graduation. ever since it has been instructed by menristekdikti (ministery of research, technology and higher education of indonesia) through its official letter in 2012, this ratification (official regulation) has become valid up to present time. since then, although many students tried to produce high quality abstracts, the result was still below expectations (arsyad, 2018). besides, low writing skills competency is another issue that not only undergraduate student of university of bengkulu, unib, have been dealing (pratiwi et al., 2012), but also postgraduate students. it includes such as; lack of grammatical understanding (hidayatullah et al., 2017), as little as theories, concepts, structure, the usage of various linguistic features and rhetorical moves. even though few students are proven to have adequate understanding, to transform their knowledge and idea into a written text is another level of difficulty. rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 48 before this study is taken, there were several studies about abstract conducted by international academics such as; the studies which were done by arsyad (2014, 2018) that analyzed the discourse structure and linguistic features of research article abstracts in english language written by indonesian academics with the findings about the top three moves used most by indonesian writers which are; move two (aim), move three (method) and move four (finding part). likewise, fartausi and perlasdumanig (2012) addressing “a rhetorical analysis and contrastive rhetoric of selected conference abstracts” with the result stating that articulating objective (ao), articulating method (am) and articulating result (ar) are three obligated moves in abstract. foerster (2018) with the title of her online article “5 rhetorical moves for writing abstracts” elaborated on each rhetorical move and highlighted the statement from pedretti (2018) saying that rhetorical move provides a scope or leeway to achieve the goal. another study was also done by wang and tu (2014) with the title “tense use and move analysis in journal article abstracts”. the finding mentioned that there was a systematic pattern in writing journal article (ja) abstracts and suggested enlightenment for further pedagogic writing instruction. zhang et al. (2012) with the title “moves and linguistic realizations: english research article abstracts by vietnamese agricultural researchers” highlighting the need of formbased instruction for novice writers who are willing to write abstract in the finding. pedretti (2018) in his webinar session mentioned five rhetorical moves on how to structure and write article abstracts to ease writing process and provide flexibility. although those previous studies analyzed abstracts, there were not many studies that compared the linguistic features of abstracts from published research articles. moreover, the study that compares abstract between two journals (indonesian journal of applied linguistics, ijal and teflin) has not been done before nor the study that combines analysis of each move of ra abstracts from different journals. research questions there are three research questions for this study, which are: 1. what rhetorical moves are found in ra abstracts by indonesian authors in applied linguistics published in international journals? 2. what tenses are used in each move of those ra abstracts by indonesian authors in applied linguistics published in international journals? 3. what voice forms are used in each move of ra abstracts by indonesian authors in applied linguistics published in international journals? husnul hakim, safnil arsyad, syahrial 49 journal of applied linguistics and literature, vol 6(1), 2021 methods this study focused on content analysis which combined qualitative and quantitative approaches which were integrated with one design, namely mixed methods, abbreviated as mm research (creswell and plano, 2007) following the previous study by wang and tu (2014) as it was suggested by mccarthy et al. (2002). the idea behind this mm emerged from a perception that a single quantitative approach had its limitation and so did a qualitative one. the limitation example of quantitative approach was when a researcher analyzed and examined many samples, yet the result could not guarantee that it could be applied into an individual due to lack of understanding of single object individually. similarly, when qualitative approach was used to examine few samples, the result could not be applied to many. for this reason, it is why this mm method was chosen which is to provide a complete understanding of a research problem rather than taking single approach, either qualitative or quantitative alone. in other words, this mm provided both quantitative and qualitative perspectives. the corpus of the study a total of sixty research article (ra) abstracts were extracted from published research articles from two international journals; 1) indonesian journal of applied sciences (ijal) and 2) teaching of english as a foreign language in indonesia (teflin). each journal represented thirty samples of ra abstracts in which totally, the sixty ra abstracts were considerably adequate (enough) as samples for this study according to the author. the ra abstracts were selected based on: 1) current issues as priority. it means that ra abstracts that had latest year of publishing in 2020 were picked up in the first place. if sixty ra abstracts, which were expected to be available from year publishing of 2020, were not all collected yet, then the previous year archive, 2019 might be seen. if 2019 volume did not provide enough ra abstracts, the process of searching continued down to years 2018 and 2017 until sixty ra abstracts were collected; 2) ra abstracts were from indonesian author(s). ra abstracts must be written by indonesian nationality’s author either individually or collectively (more than single author) and either author recent status represented domestic university or overseas university (for example, it was due to an exchange study program). this identity notification was recognizable through author identification data which was written in their published research article (ra); 3) topics and titles of ra abstracts were selected based on most rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 50 relatable topics and titles to english language learning and teaching context and must be in the field of applied linguistics. the idea of choosing these two journals; ijal and teflin was due to their recognition as international journals as well as having good reputation (indexed by scopus). even though both journals were initiated and derived from indonesian origin, their international qualification did not make them less good compared to other indexed international journals. other specific qualifications of both journals are mentioned in table 1 as follows: table 1. journals information (ijal, 2020) and (teflin, 2020) journal description frequency (given sample) average length of ra abstract word account ijal ijal stands for indonesian journal of applied linguistics (p-issn: 23019468 and e-issn: 2502-6747). 30 220 ijal is indexed by doaj with green tick, ebsco, google scholar, scopus (q2), and science and technology index (sinta 1). three times publishing within a year; in january, may and september. teflin teflin (the association for the teaching of english as a foreign language in indonesia) p-issn 0215773x and e-issn 2356-2641 30 170 teflin is indexed in; doaj, ebsco, proquest, indonesian publication index (ipi), google scholar metrics, worldcat, science and citation index (sinta), eric, and scopus teflin journal is published twice a year in january and july authors also nominated other international journals before ijal and teflin had been decided as resource journals. those nominated journals were; the journal of asia tefl and international journal of instruction (iji) which were also familiar amongst indonesian authors due to their reputation (both journals husnul hakim, safnil arsyad, syahrial 51 journal of applied linguistics and literature, vol 6(1), 2021 were also indexed by scopus and so did they publish research articles from indonesian authors). however, the fact that asia tefl had less than twenty published research articles coming from indonesian authors for five years period (from 2015 to 2020) and had only few research articles that provided access to ra abstracts, therefore, consideration to take this journal was cancelled. likewise, although iji provided adequate amount of ra abstracts, its qualification, if it is compared to ijal and teflin, had made it considerably disqualified. the information about asia tefl and iji as a comparison can be seen at table 2. table 2. information of journals; asia tefl and iji (asia tefl & iji, 2020) journal description frequency (given sample) average length of ra abstract word account asia tefl asia tefl covers technologies/ fields related to linguistics and language (q2); education (q3). scimago journal rank (sjr) is 0.274. the issn: 17383102. 0 0 the journal is indexed by scopus and has been accepted for coverage in the emerging sources citation index (esci). it publishes electronically only. this journal has an h-index of 7. the best quartile for this journal is q2. asia tefl has four times publishing a year; summer, autumn, winter and spring time iji international journal of instruction (iji) is an international journal in the field of education. e-issn: 1308-1470 0 0 ijitee is indexed in scopus database recently. papers published in ijitee are indexed in scopus. iji publishes four times a year (in january, april, july & october). http://wokinfo.com/products_tools/multidisciplinary/esci http://wokinfo.com/products_tools/multidisciplinary/esci http://wokinfo.com/products_tools/multidisciplinary/esci http://wokinfo.com/products_tools/multidisciplinary/esci http://wokinfo.com/products_tools/multidisciplinary/esci http://wokinfo.com/products_tools/multidisciplinary/esci http://wokinfo.com/products_tools/multidisciplinary/esci rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 52 research instrument this study used a checklist instrument to obtain information about rhetorical moves and linguistic features. each ra abstract had its own checklist instrument. theories used for identification referred to the rhetorical move model by hyland (2005) and safnil (2014), and hopkins and cullen (2007) for linguistic features; tenses and voice forms. a lecturer validated/ verified instrument data after the process of data analysis using kappa validation had been conducted. data analysis procedure data analysis procedure consisted of: 1) quantitative data collection (screening and selecting research article (ra) abstracts from ijal and teflin), 2) quantitative data analysis (factor identification of rhetorical moves and linguistic features; tenses and voices forms, coding; frequencies, function, calculation and summary), 3) qualitative data collection (providing explanation and literatures), 4) data consolidation, 5) qualitative data analysis (explanation, meaning and interpretation) and 6) integration of quantitative and qualitative results. to simplify procedure, four stages were taken as follows: firstly, rhetorical moves identification. it identified every move which existed in an abstract. this identification process applied to all sixty abstracts. to do so, ‘five rhetorical move model’ by hyland (2005) and or arsyad (2014) were applied. this step covered identifying process whether an abstract applied three move model by swales (1990), four move model imrd (introduction, method, results and discussion) referred to lores (2004) and five move model which is ipmprc, stands for introduction, purpose, method, product and conclusion which referred to hyland (2005) and arsyad (2014). all these identified data were transferred on to checklist instrument soon when marking process had been done. secondly, tenses usage identification. the usage of grammatical tenses in each move was identified. to do this process, the theory of grammatical tenses from hopkins and cullen (2007) was applied. it identified whether a sentence in each move used the simple present tense, past tense, present perfect tense or future tense. if there were more than two sentences in one move and they used different tenses, the dominant tense usage was be marked. the sentence with simple present tense was marked before past sentence in case if there are two sentences in one move. if a move consisted of one sentence with two clauses, tense usage of main clause was marked. this coding system was applied to all rhetorical moves. all identified data were transferred to checklist instrument after marking process had been done. thirdly, voice forms identification. a voice husnul hakim, safnil arsyad, syahrial 53 journal of applied linguistics and literature, vol 6(1), 2021 form (either it used passive voice or active voice) was also marked in each move. theory from hopkins and cullen (2007) was applied for this process. marking systems are; 1) if there were more than two sentences in one move and they all used different voice forms, the dominant voice usage was picked up, 2) the sentence with active voice was marked before passive voice sentence if there were two voice forms in one move, 3) if a move consisted of one sentence with two clauses, voice usage of main clause was marked. this coding system was applied to all rhetorical moves. all identified data were transferred to checklist instrument soon when the coding process had been done. fourthly, interpretation. the interpretation means a process of giving explanation and meaning on findings of quantitative data which have been collected (rhetorical moves, tenses usage, and voice forms findings). in other words, it is the process of transforming quantitative data into qualitative one. two types of interpretations were done, which were; quantitative and qualitative interpretations (creswell and plano, 2007). quantitative interpretation was summarized by giving explanations that engaged only with theories and literatures. unlike quantitative one, qualitative interpretation was a process of interpreting findings which might include personal interpretations of author. in addition, the interpretation might include the act of comparing of quantitative findings between these journals (ijal and teflin) and or comparing with findings from other studies. the act of comparison was relatable to what onwuegbuzie and teddlie (2003) mentioned about interpretation, which included: 1) data transformation; converting quantitative data into qualitative data or vice versa 2) data correlation; correlating both data 3) data consolidation; combining both types to create new or consolidated variables or data 4) data comparison; comparing data to see the similarities and differences and 5) data integration; integrating all data into a coherent whole. furthermore, to interpret data also meant to identify and to explain the limitation of this study which could give indication for future research. data analysis validation a lecturer validated/ verified instrument data after data process analysis using kappa validation had been conducted. in order to do data process analysis, co rater was assigned to analyze twelve samples of ra abstract. besides, co rater functioned to observe and to ensure accountability of data and this task was entitled to mega fitri wulandari. she is currently a post graduate student of english language teaching training and education at university of bengkulu, unib. the reason why author selected her was because she acknowledges the topic of this study and having adequate understanding about; research article rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 54 (ra), ra abstracts and grammatical tenses. in addition, the author also provided her and taught her with knowledge of research article (ra), ra abstracts and grammatical tenses in order to get better comprehension. results of cohen’s kappa statistics (k) showed high agreement with little difference in which k equals 100 by researcher and 0.94 by co rater as seen in the table 3 below: table 3. kappa statistics result total samples ra abstracts frequency of move agreement frequency of move disagreement k % researcher 12 156 0 1.00 100% co rater 12 147 9 0.94 94% based on table 3, divergence of k between researcher (1.00) and co rater (0.94) is 0.06. this outcome means that 94% of data evaluation between researcher and co rater is matched. in other words, reliability and accuracy of data from both researcher and co rater is reached shown by the kappa value is above 0.90 or above 90%, in which this value confirmed ‘perfect’ level of agreement. all variables of twelve ra abstracts were evaluated and cross-checked. those variables are in term of all rhetorical moves (move 1, move 2, move 3, move 4 and move 5), tenses (the simple present tense, past tense, present perfect tense and future tense) and voice forms (passive and active voices). findings rhetorical moves in the ra abstracts rhetorical moves usage showed varied frequencies. the frequencies of rhetorical move usage in sixty ra abstracts are seen in table 4 below: table 4. rhetorical moves frequencies in the ra abstracts rhetorical move ijal teflin sum average move category move description freq. % freq. % freq. freq. move 1 introduction 21 70% 17 57% 38 0.63 conventional husnul hakim, safnil arsyad, syahrial 55 journal of applied linguistics and literature, vol 6(1), 2021 rhetorical move ijal teflin sum average move category move description freq. % freq. % freq. freq. move 2 aim/ purpose 30 100% 30 100% 60 1 obligatory move 3 method 30 100% 30 100% 60 1 obligatory move 4 result/ finding 30 100% 30 100% 60 1 obligatory move 5 conclusion/ suggestion 29 97% 19 63% 48 0.80 conventional based on table 4, move 2, move 3 and move 4 exist in all sixty ra abstracts because these moves are recognized as obligatory moves that must be included in ra abstract. unlike these moves (move 2, move 3 and move 4), move 1 (introduction) was used by only thirty-eight frequencies out of total sixty ra abstracts, with average use is 0.63 frequency. likewise, not all ra abstracts used move 5 (conclusion/ suggestion) shown by the use of it is forty-eight frequencies; with average use is 0.80 frequency. why moves 1 and move 5 are not found in all ra abstracts is because these two moves are not categorized as obligatory moves to be included in ra abstract. however, they are categorized as conventional moves. in other words, they are considered as supplementary moves. the following examples showed three different ra abstracts that used three different rhetorical move models. firstly, the example of ra abstract with three-move model is shown below with the title “using a facebook closed group to improve efl students’ writing”, attained from teflin journal, vol.27, no.1. example ra abstract with three-move model: abstract: “this study investigates how social media, in this case facebook, can be incorporated in elt through e-dialogue journal writing shared in a facebook closed group. fifteen efl students participated in this case study. they were second, third-, and fourth-year students of english education department of a university in bandung, who voluntarily joined rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 56 a facebook closed group for about four months and contributed their journal entries. the content of the students’ journals and responses in this closed group were analyzed to identify the nature of the students’ journals, the patterns of interaction, and their responses to e-journaling through facebook. the findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. the power of learning and sharing from others is also emphasized”. (teflin list, 26) based on the ra abstract above, the part which showed purpose of study or move 2 (aim/ purpose) is stated in sentence: ‘this study investigates how social media, in this case facebook, can be incorporated in elt through edialogue journal writing shared in a facebook closed group’. in addition, the use of key word ‘investigates’ indicated an action that this study is going to do and at the same time is explaining what the study was aimed. therefore, this statement is highlighted as move 2 (aim/ purpose). unlike move 2, another part that indicated move 3 (method) based on ra abstract above is also highlighted. it is the part which explained process and technique of the study. example of move 3 (method) in ra abstract: “fifteen efl students participated in this case study. they were second, third-, and fourth-year students of english education department of a university in bandung, who voluntarily joined a facebook closed group for about four months and contributed their journal entries. the content of the students’ journals and responses in this closed group were analyzed to identify the nature of the students’ journals, the patterns of interaction, and their responses to e-journaling through facebook” (teflin list, 26) base on texts above, key point that highlighted definition of move 3 (method) was expressed on how data were gathered and analyzed. therefore, this statement is categorized as move 3 (method) or the rhetorical move that mentions process, method, design and technique of study. context that indicated move 4 or move that tells findings/ results was also found on ra abstract above. it was expressed through lexical items or chain words “the findings indicate”. example of the whole part of move 4 (finding) is seen below: “the findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. the power of learning and sharing from others is also emphasized”. (teflin list, 26) husnul hakim, safnil arsyad, syahrial 57 journal of applied linguistics and literature, vol 6(1), 2021 secondly, the example of ra abstract that uses ‘four move model’ is seen below. it is ra abstract with the title “levels of reflection in efl pre-service teachers’ teaching journal” from indonesian journal of applied linguistics (ijal), vol.7(1), pp.80-92. example ra abstract with ‘four move model’: abstract “this article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four indonesian efl pre-service teachers during their field teaching. data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. the findings indicated that regarding framework of level of reflection, the efl pre-service teachers’ level of reflectivity is mostly in the range of dialogic reflection level 3 and dialogic reflection level 4. within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. no one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure”. (ijal list, 2) based on the ra abstract above, part that indicated move 1 (introduction) is highlighted at the first line of sentence. the complete overview of move 1 is mentioned as follows: example of move 1 (introduction) in ra abstract: “this article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four indonesian efl pre-service teachers during their field teaching”. (ijal list, 2) keywords: delineates and investigating indicated meaning of introduction and purpose of the study because they explained and emphasized aim or purpose of the study which is to investigate “the development of levels of reflection encapsulated in reflective teaching practice of four indonesian efl preservice teachers during their field teaching”. in four-move model (imrd), introduction part can cover purpose and objective of the study at the same time. therefore, the above phrases are namely move 1 and move 2. context that indicated move 3 (method) based on ra abstract above is highlighted below. it is the part which explained process and technique of the study. rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 58 example of move 3 (method) in ra abstract: “data were garnered mainly through their reflective teaching journals and were analyzed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience”. (ijal list, 2) the phrases; “data were garnered” and “using thematic analysis technique” explicitly explained process and technique used for this study. therefore, this statement is categorized as move 3, the rhetorical move that mentions process, method, design and technique of study. context that indicated move 4 or move that tells findings/ results was also found on ra abstract above. it was expressed through lexical items or chain words “the findings indicated” as the entire part of move 4. example of move 4 (finding) in ra abstract: “the findings indicated that regarding framework of level of reflection, the efl pre-service teachers’ level of reflectivity is mostly in the range of dialogic reflection level 3 and dialogic reflection level 4. within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyze and evaluate their instructional practices”. (ijal list, 2) the phrase “the findings indicated” mentions results of the study. in other words, it expresses that something has been discovered. next move is called move 5 which draws conclusion and or suggestion in ra abstract. this move 5 was identified in ra abstract. example of move 5 (conclusion/ suggestion) in ra abstract: “no one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure”. (ijal list, 2) the statement above expresses a conclusion of research because it drew conclusion of findings. therefore, it is defined as move 5, which is the rhetorical move which mentions conclusion and or suggestion. thirdly, the example of ra abstract that uses ‘five move model’ is given below. it is ra abstract with the title “emi in indonesian higher education: stakeholders’ perspective” from teflin journal, vol.29, no.1. example ra abstract with ‘five move model’: abstract “many universities in indonesia are striving towards becoming internationally renowned universities. partly, they do so by making husnul hakim, safnil arsyad, syahrial 59 journal of applied linguistics and literature, vol 6(1), 2021 english as medium of instruction (emi). the university where the study was conducted commenced emi through its voluntary emi programs, which lasted for four years. the discontinuation of the emi programs was the trigger of this study. this article seeks to understand the stakeholders’ perspectives of emi. data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises emi approach in their course delivery, and then analysed using thematic and content analysis methods. the findings demonstrate that while the stakeholders agree that mastery of english is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of english proficiency in the department’s curriculum. yet, the stakeholders admit that there is possibility that emi can be implemented in several relevant departments in the university. the interviews also reveal that stakeholders consider content-based language teaching (cblt), practised by language specialists, as the most suitable approach should emi be implemented throughout their university. finally, this article concludes with further emi implications for university planning of its english language teaching”. (teflin list, 13) based on ra abstract above, part that indicated move 1 (introduction) is highlighted at the first line of sentence. the complete overview of that part (move 1) is mentioned in the following example. example of move 1 (introduction) in ra abstract: “many universities in indonesia are striving towards becoming internationally renowned universities. partly, they do so by making english as medium of instruction (emi). the university where the study was conducted commenced emi through its voluntary emi programs, which lasted for four years. the discontinuation of the emi programs was the trigger of this study”. (teflin list, 13) context of the texts above tried to introduce topic of study and elaborated the topic by giving some explanations. besides, the last sentence “the discontinuation of the emi programs was the trigger of this study” explicitly highlighted the introduction topic of the study. therefore, this part is called introduction part or move 1. next part is called move 2. it is part which states purpose of study. based on the given ra abstract, context which showed purpose of the study or move 2 (aim/ purpose) is stated. example of move 2 (aim/ purpose): rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 60 “this article seeks to understand the stakeholders’ perspectives of emi”. (teflin list, 13) verb use of “seeks” is keyword that emphasized purpose of study or what this study has wanted to do and to achieve. therefore, this statement part is called move 2 (aim/ purpose move). following context is called move 3. it indicates method and design used in the study. besides, move 3 covers process and technique of the study. example of move 3 (method) in ra abstract: “data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilizes emi approach in their course delivery, and then analyzed using thematic and content analysis methods”. (teflin list, 13) the phrases; “data were gathered” and “using thematic and content analysis methods” explained process and technique used for this study. therefore, this part was categorized as move 3 or rhetorical move that mentions process, method, design and technique of the study. context that indicated move 4 or move that tells findings/ results was also found on ra abstract above. it was expressed through phrases “the findings demonstrate” as the entire part of context (move 4) is seen in the following example. example of move 4 (finding) in ra abstract: “the findings demonstrate that while the stakeholders agree that mastery of english is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of english proficiency in the department’s curriculum. yet, the stakeholders admit that there is possibility that emi can be implemented in several relevant departments in the university. the interviews also reveal that stakeholders consider content-based language teaching (cblt), practiced by language specialists, as the most suitable approach should emi be implemented throughout their university”. (teflin list, 13) the phrase “the findings demonstrate” mentioned results of the study. in other words, it expressed something has been found or discovered. therefore, this move is called move 4 or move of findings/ results. next move is called move 5 which draws conclusion and or suggestion in ra abstract. this move 5 was identified in ra abstract with the title “emi in indonesian higher education: stakeholders’ perspective” from teflin journal, vol.29, no.1. husnul hakim, safnil arsyad, syahrial 61 journal of applied linguistics and literature, vol 6(1), 2021 example of move 5 (conclusion/ suggestion) in ra abstract: “finally, this article concludes with further emi implications for university planning of its english language teaching”. (teflin list, 13) word use of “concludes” expressed that summary or conclusion is taken. therefore, the context above is called move 5 or move which drew conclusion/ suggestion. grammatical tenses in the ra abstracts findings showed varied tendencies of tenses usage in every move. detail findings were depicted in table 5 as follow: table 5. frequency of tenses in the ra abstracts. tenses average frequency m1 m2 m3 m4 m5 present tense 0.43 0.77 0.37 0.52 0.62 past tense 0.03 0.22 0.62 0.45 0.15 present perfect 0.17 0 0.03 0.03 future 0 0.02 0 0 0 note: m 1 = move 1, introduction m 2 = move 2, purpose, aim m 3 = move 3, method m 4 = move 4, result, finding m 5 = move 5, conclusion, suggestion based on table 5, findings showed that average use of the simple present tense dominated almost all rhetorical moves except in move 3 (method) in which past tense is used more often than the simple present tense with frequency comparison 0.62 and 0.37. unlike the simple present tense and past tense, the average use of two tenses; present perfect tense and future tense showed least frequencies in which this finding indicated that they were hardy used. two most used tenses; which were identified in sentences, are depicted here. firstly, finding of the simple present tense usage, indicated from ra abstract with the title “using a facebook closed group to improve efl students’ writing”, attained from teflin journal, vol.27, no.1, as it is seen below: rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 62 example of the simple present tense: “the findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar. the power of learning and sharing from others is also emphasized”. (teflin list, 26) word “indicate “which is used in sentence above is verb 1. it is verb which is used in the simple present context. therefore, this sentence was defined using simple present tense. secondly, the past tense usage, found from ra abstract with the title “levels of reflection in efl pre-service teachers’ teaching journal” from indonesian journal of applied linguistics (ijal), vol.7(1), pp.80-92: example of the past tense: “the findings indicated that regarding framework of level of reflection, the efl pre-service teachers’ level of reflectivity is mostly in the range of dialogic reflection level 3 and dialogic reflection level 4. within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyze and evaluate their instructional practices”. (ijal list, 2) words “indicated “and “revealed “are verb 2. they are past verbs that are used to express past event. therefore, both sentences in example 2 are defined using past tense. voice forms of the sentences in the ra abstracts findings showed different frequencies of voice forms use in each move of total sixty ra abstracts. table 6 below depicted the findings: table 6. frequency of voice forms of simple sentences voice form m1 m2 m3 m4 m5 sum average active 25 52 24 53 31 185 3.08 passive 13 8 36 7 17 81 1.35 note: m 1 = move 1, introduction m 2 = move 2, purpose, aim m 3 = move 3, method m 4 = move 4, result, finding m 5 = move 5, conclusion, suggestion based on table 6, active voice dominated usage almost in all rhetorical moves except in move 3 (method) in which passive voice was used more often. two most used active voices were indicated by move 4 with fifty-three husnul hakim, safnil arsyad, syahrial 63 journal of applied linguistics and literature, vol 6(1), 2021 frequencies and followed by move 2 with fifty-two frequencies. the least move to use active voice was in move 3 with twenty-four frequencies. in contrast, divergence between the use of active voice and passive voice was seen in average frequency. it showed that active voice was used by two times more often if compared to the use of passive voice with comparison 3.08 and 1.35. the reason why passive voice was used in move 3 more often is to show objectivity of method/ design/ process/ procedure/ technique and depersonalization. two following findings showed two voice forms (active and passive voices) indicated in move 3 from two different ra abstracts. firstly, passive voice finding, indicated from ra abstract with the title “levels of reflection in efl pre-service teachers’ teaching journal” from indonesian journal of applied linguistics (ijal), vol.7(1), pp.80-92. example of passive voice usage in past tense in move 3 (method): “data were garnered mainly through their reflective teaching journals and were analyzed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience”. (ijal list, 2) secondly, active voice finding, indicated from ra abstract title “using a facebook closed group to improve efl students’ writing”, attained from teflin journal, vol.27, no.1: example of active voice usage in past tense in move 3 (method): “fifteen efl students participated in this case study. they were second, third-, and fourth-year students of english education department of a university in bandung, who voluntarily joined a facebook closed group for about four months and contributed their journal entries”. (teflin list, 26) discussion tendency of rhetorical move usage thirty-eight ra abstracts, out of total sixty ra abstracts, had move 1 (introduction), with average use is 0.63 frequency (see table 4). likewise, not all ra abstracts had move 5 (conclusion/ suggestion) shown by the use of it is forty-eight frequencies; with average use is 0.80 frequency. unlike move 1 and move 5, three moves (move 2, move 3 and move 4) exist in all sixty ra abstracts. it is because these three moves are categorized as obligatory moves to be included in ra abstract, different from moves 1 and move 5 which are seen as supplementary moves. a reason behind tendency to use different rhetorical move models by indonesian authors in ra abstract might be caused by different requirement and or standard that each journal has imposed implicitly. however, not any single rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 64 journal is found having established requirement and or standard. what was required explicitly is word count with maximum three hundred words (ijal, 2020) and two hundred words (teflin, 2020). apparently, this word limit seems to be obeyed by all authors as shown by none of total sixty ra abstracts had words count beyond limit. another possible reason of different tendencies in rhetorical move models is caused by mirroring. it means that previous published ra abstracts were taken as an example or guidance by potential authors or they are so called followers who followed previous version of ra abstract patterns. this practice (wenger, 1998) occurred from time to time up to this moment. as meihami and rashidi (2018) who did research across disciplines within different time intervals, addressed some reasons which affected choices such as dynamic situational options, community of practice (wenger, 1998) and the extent of clarity of information. regardless of different reasons behind applying rhetorical move models, pho (2009) indicated that variation in rhetorical move models usages existed in applied linguistics and educational technology. likewise, zang-moghadam and meihami (2016) found out that ra abstracts possessed different move patterns. ‘four move model’ which turned to be the most dominant model used by indonesian authors in this study finding is unlike finding from previous study by zand-moghadam and meihami (2016) which indicated that there is the increase of implementing five move model. they analyzed three hundred ra abstracts during two different time intervals; 1998 – 2007 and 2008 – 2015, mentioned inclination to use ‘five move model’ (introduction, purpose, method, product, conclusion). likewise, meihami and rashidi (2018) who analyzed four thousand two hundred and fourteen ra abstracts in four different time intervals; 1978 – 1987, 1988 – 1997, 1998 – 2007 and 2008 2017, also indicated the increase of implementing ‘five move model’ in ra abstract. there were other previous studies, whose findings were in accordance with this study finding which showed inclination of use ‘four-move model’. those findings are such as the study of ra abstracts conducted by tseng (2011) which analyzed ninety samples ra abstracts from three international journals, wang and tu (2014) whose corpus was thousand ra abstracts from four journals showing dominant use of ‘four move model’ among others, and khansari, d. et al. (2016) mentioning that ‘four move model’ (imrd) followed international conventions which referred to (swales, 1990), iso 214 and suggested by american psychological association (2001). husnul hakim, safnil arsyad, syahrial 65 journal of applied linguistics and literature, vol 6(1), 2021 grammatical tenses usage in rhetorical moves there are four tenses that this study analyzed which are: the simple present tense, past tense, present perfect tense and future tense. amongst these four tenses, findings showed that average use of the simple present tense dominated tenses usage in almost all rhetorical moves except in move 3, in which past tense was dominantly used (see table 5). the highest use of the simple present tense is indicated in move 2 with average frequency is 0.77, followed by move 5 with average frequency is 0.62, and move 4 with 0.52 frequency, then move 1 with 0.43 frequency and at last is move 3 with 0.37 frequency. unlike the simple present tense, the highest use of past tense is shown in move 3 with the average use is 0.62 and the least use of past tenses was seen in move 1 with 0.03 frequency. apart from the simple present tense and past tense, the average use of two tenses; present perfect tense and future tense showed least frequencies in which these findings indicated that they were hardy used. reasons to use most likely two tenses, either the simple present tense or past tense in each rhetorical move by indonesian authors, might be affected by such as; limited grammatical understanding (hidayatullah et al., 2017), as little as theories, lack of knowledge background and average english proficiency. besides, the fact that indonesian language does not have grammatical tenses (arsyad and arono, 2018) therefore, indonesian authors tend to use both tenses interchangeably. moreover, simplicity might be another rationale due to absence of standard or rule that requires and or forbids them using particular tenses. as a result, option to use either present tense or past tense is considerably seen as a matter of preference. despite of all different tendencies in tenses usage, this study indicated that there are neither grammatical tenses criteria required by journals nor indonesian literatures which provide explicit information about which tenses are supposed to be applied in each rhetorical move (move 1, move 2, move 3, move 4 and move 5). besides, there is neither archives of lembaga ilmu pengetahuan indonesia (lipi, 2020) nor assemblages provide explicit application of grammatical tenses usage within each rhetorical move of ra abstract. in comparison, finding of the study which indicated the simple present tense dominated tenses usage in almost all rhetorical moves except in move 3 seems to disagree with finding of previous study conducted by wang and tu (2014) mentioning that the simple present tense is often applied in move 1 (introduction) and move 5 (conclusion/ suggestion), whilst past tense is often applied in move 2 (aim/purpose), move 3 (method) and move 4 (findings/ results). although the study of wang and tu (2014) was not indonesian authors rhetorical moves and linguistic realizations of research article abstracts by indonesian… journal of applied linguistics and literature, vol 6(1), 2021 66 based research, nevertheless, its finding which stated that the use of tenses in ra abstracts generally have different tendencies is the same finding as this study. other similar findings as finding of this study, which indicated the simple present tense dominated almost all rhetorical moves, came from previous studies such as; arsyad, 2014; pho, 2008; tseng, 2011; tankó, 2017; khany & malmir, 2019. apart from domination of the simple present tense, tseng (2011) found out that past tense is used more frequently in move 4 (finding/ result) in which this finding is different from the finding of this study. however, it is accordance with finding of the study conducted by malmir et al. (2019). voice forms usage in rhetorical moves domination of active voice is depicted through the use of it in almost all rhetorical moves except in move 3 (method), in which passive voice was used more often (see table 6). two most used active voices were indicated by move 4 with fifty-three frequencies and followed by move 2 with fifty-two frequencies. the least move to use active voice was seen in move 3 with twenty-four frequencies. reason why passive voice to some extent is still used, instead of active voice, was mentioned in previous studies such as by emeksiz (2015) indicated that it is used to avoid personal judgment and unfairness. likewise, malmir, et al. (2019) argued that passive voice is used to objectify information and to sound more academic and professional. both reasons are mostly likely the same reason as this study. although the finding of this current study is similar to findings of previous studies conducted by pho (2009) and malmir, et al. (2019), it is unlike the finding of study done by (arsyad, 2014) which stated that only move 5 (conclusion/ suggestion) used passive voice more often than other moves. nevertheless, findings that stated predominant use of active voice exists in rhetorical moves (zhang, 2012; arsyad, 2014; and malmir, et al., 2019), are in accordance with this current study. conclusion and suggestion 1) move 2 (aim/ purpose), move 3 (method) and move 4 (finding/ result) exist in total sixty ra abstracts because these moves are categorized as obligatory moves that must be included in ra abstract. unlike those three moves, move 1 (introduction) and move 5 (conclusion/ suggestion) were not all found in total sixty ra abstracts because these two moves are not categorized as obligatory husnul hakim, safnil arsyad, syahrial 67 journal of applied linguistics and literature, vol 6(1), 2021 moves in ra abstract. however, they are categorized as conventional moves or moves which are considered as supplementary moves. 2) tendency to use the simple present tense dominates almost all rhetorical moves except in move 3 (method), in which past tense is most often used instead of the simple present tense. unlike the simple present tense and past tense, grammatical present perfect tense is hardly used nor the future tense. predominant certain grammatical tenses usage in rhetorical moves are affected by english proficiency, community practice and all reasons which are somewhat similar to reasons that affected the use of rhetorical move model. 3) active voice is more often used than passive voice in almost all rhetorical moves except in move 3 (method) in both journals (ijal and teflin). due to this finding, therefore, active voice is properly ideal in almost all rhetorical moves except in move 3 (method) in which passive voice suits better. 4) indonesian authors are suggested to follow international standard and trends in rhetorical move usage as well as linguistic feature usage in order to equally be in line with international authors and hopefully to get their research article qualified for reputable international journals. 5) it could be good for indonesian journal of applied linguistics (ijal) and teflin journal to have such explicit requirements and limitations of rhetorical moves and linguistic features used within abstract including examples of highquality ra abstracts within certain levels and genres. the idea is merely to visualize outstanding ra abstracts which are ideal for author to follow. hopefully, this initiative can benefit to boost journal rating of ijal and teflin themselves in return. 6) this study can be used for further research for potential authors or anyone who wants to read or write relevant topics because it is intriguing to see the rhetorical language development as whole, especially the tendency of ra abstract pattern used in term of rhetorical moves and linguistic features; tenses and voice forms written by indonesian authors in international journals in different time intervals. references american psychological association. 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(2012). moves and linguistic realizations: english research article abstracts by vietnamese agricultural researchers. the asian esp journal, 8(3), 126-149. http://asian-esp-journal.com/wp-content/uploads/2016/01/aespvolume-8-issue-3-october-2012.pdf https://doi:10.5539/ijel.v1n2p27 https://files.eric.ed.gov/fulltext/ej1078991.pdf https://doi:10.22054/ilt.2016.7714 http://asian-esp-journal.com/wp-content/uploads/2016/01/aesp-volume-8-issue-3-october-2012.pdf http://asian-esp-journal.com/wp-content/uploads/2016/01/aesp-volume-8-issue-3-october-2012.pdf journal of applied linguistics and literature, vol 5(2), 2020 137 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.10565 analysing higher order thinking skills on the compulsory english textbook for tenth graders of indonesian senior high schools andi sukmawijaya1; wisma yunita2; dedi sofyan3 universitas bengkulu1,2,3 corresponding email: andi.sukmawi@gmail.com abstract this study aimed to ascertain proportion of higher order thinking skills (hots) based on the revised edition of bloom’s taxonomy in the language skills and language knowledge of tasks in the textbook of “bahasa inggris of class ten employed in senior, vocational and islamic senior high schools published by the ministry of education of the republic of indonesia and its relevancy to the 2013 curriculum. by employing a content analysis research design, this study employed content cards as the instrument for analysing the textbook, in which two techniques were used to administer the data, namely content analysis and documentation. the data were analysed qualitatively using brookhart including compiling, disassembling, reassembling, interpreting and concluding. results turned out that the proportion of hots in language skills is integrated well. in addition, the content of higher-order thinking skills in tasks of the compulsory english textbook of “bahasa inggris of class ten employed in senior, vocational and islamic senior high schools” is relevant to the 2013 curriculum. it has fulfilled the standard suggested by the decrees of the ministry of education. it is recommended that the teachers need to train students extensively on the implementation of the hots to achieve the goals targeted in the 2013 curriculum well. keywords: compulsory english textbook, higher order thinking skills (hots) introduction the textbook has a significant role in the teaching learning process. it can decide what a teacher must instruct and what a student has to learn. based on the 2013 curriculum, standardized process as listed in the decree of the ministry of education number 22 of 2016 consists of planning, implementation and, assessment. learning planning includes preparation of mailto:andi.sukmawi@gmail.com andi sukmawijaya, wisma yunita, dedi sofyan 138 journal of applied linguistics and literature, vol 5(2), 2020 learning implementation plan, learning resource, relevancy, learning assessment tool and learning scenario. the learning implementation includes pre, while and post-teaching that is adapted to the learning principles of the 2013 curriculum. at that point, the textbook serves the students accomplishment in certain subjects such as the english textbook provides specific methods such as proper instructional materials (whitehurst et al., 2014), collaborative learning and a process of engagement, exploration, explanation, elaboration and, evaluation (mutrofin et al., 2017). tomlinson (2009) point out that everything that is used to help teaching language for learners is classified as material in language learning. furthermore, rahmawati (2013) reveals in her research that a textbook contains ready-made materials and becomes the easiest and the cheapest way to help teachers run the learning process. there are some characteristics of textbooks, such as: it has needs, interest and abilities of the students, suit the teacher, and meet the need of official public teaching syllabus or examination. more importantly, textbooks are should be used by the schools relevant with the implementation of the 2013 curriculum. english textbooks designed for students of svhss should be oriented to develop the students’ thinking skills. this is supported by the empirical evidence which strongly claims that it is important to promote higher order thinking skills in the process of english language teaching and learning (brookhart, 2010). in the level of secondary schools, svhs (senior and vocational high schools), higher order thinking skills (hots) is crucial parts in teaching and learning. thinking skills are fundamental in educational process. a student thought can affect the ability of learning, speed and effectiveness of learning (kiong et al., 2012). therefore, thinking skills is associated with learning process in indonesian senior high schools. the students who are trained to think demonstrate a positive impact on the development of their education to university. hence, the implementation of learning higher order thinking skills (hots) in senior high schools based on bloom’s taxonomy is additionally related to other criteria such as multiple intelligences, critical thinking, problem solving skills and more recently language integration skills. the characteristic of the textbook should be designed from lower to higher-order thinking skills. this process begins with the knowledge to the comprehension level that recently coming to the highest level known as evaluation. the arrangement of questions ought to be made according to their level of difficulty. most critically, great exam questions are planned to test and measure students’ multiple skills and levels of understanding (hiu et al, 2006). analyzing higher order thinking skills on the… journal of applied linguistics and literature, vol 5(2), 2020 139 the results of study appeared that there was a positive correlation between higher order thinking skills and learning achievement. tomlinson et al (2009) responds that high order thinking skill is thinking at higher level than simply remembering fact or retelling something heard to other. hots in senior high schools also has gotten to be a major objective of education and is one of the beat five variables that can make strides student’s achievement. despite many studies that have detailed on the utilize of hots in instructing and learning, not much have been done on the four skills in english. most of the previous studies stated above are related to the textbook evaluation which are tend to know the quality of the english textbook by evaluating the content of the textbook with a theory proposed by an expert. the difference between this research and those studies mentioned is this study tries to analyze the hots of an english textbook especially of four skills (reading, listening, writing and speaking) in senior high schools. this research also discusses on the relevance of the english textbook for senior high school used to the 2013 curriculum. it is the integration of four skills in learning english (reading, listening, speaking and writing) and as is recommended in 2013 english curriculum. in the state document of 2013 curriculum document. it is stated that the integration of required skills in learning a subject is of great important for the students. based on the background, the researcher aims to analyze the hots on the english textbook class x for senior and vocational high school published by ministry of education entitled “bahasa inggris” this book is designed based on the 2013 curriculum and used by english teachers and learners in the classroom activities. the researcher decides to conduct a research paper entitled an analysis of higher order thinking skills (hots) on english textbooks (compulsory) for the tenth grade of indonesian senior high schools. therefore, this current study was guided by two research questions: 1. how is the composition of the higher order thinking skills in the four skills tasks in the textbook of bahasa inggris kelas x sma/smk/ma? 2. are the materials in the textbook “bahasa inggris kelas x sma/smk/ma” for senior high school grade x relevant to the 2013 curriculum? methods this study adopted the descriptive qualitative of research. the descriptive method means "any research that describes a setting or events in terms" (whitehurst et al., 2014). hence, the researchers adopted this type of research as the study seeks to evaluate to what extent the hots are available in „bahasa inggris sma/smk/ma kelas x” textbook. andi sukmawijaya, wisma yunita, dedi sofyan 140 journal of applied linguistics and literature, vol 5(2), 2020 instruments the content analysis card was used to collect, describe and analyze data regarding the availability of hots in language skills tasks of english for senior high school and vocational senior high school grade x in the light of the suggested checklist in the analysis of content. the items of the content analysis card were divided into three main domains (analysis, synthesis and evaluation). besides, the content analysis card will show to advisors so that the researchers could benefit from their comments and suggestions for further modifications. source of data the english textbook entitled “bahasa inggris sma/smk/ma kelas x” is the title of english course book that was analyzed by the researcher. the authors of the textbook are utami widiati, zuliati rohmah and furaidah. the textbook was published by pusat kurikulum dan perbukuan balitbang kemendikbud in 2017. this course book was created for senior high school (sma, smk, ma and mak) grade x. data analysis procedures the data of this research was the suitability of the materials in the english textbook with the criteria of a good english textbook. the course book utilizes the most update the 2013 curriculum of english subject. in analyzing the data the researcher used some phases of qualitative data proposed by whitehurst (2014), which include: 1. compiling: the researcher sorts the data from administered tasks of english textbook. 2. disassembling: in this case, the researcher tries to classify the data into hots and lots level skills. 3. reassembling: the researcher depicts the data and serves it into content analysis card. 4. interpreting: the researcher describes the collected data and analyzed it by using interpretation and supported by theories and advisors. 5. concluding: the research concludes the result of the research which is proven by the data and theories. data collection technique in this research, two techniques were used to administer the data of the english textbook. they were data analysis, and documentation. the list of document evaluation was used to take data. the collected data was analyzed with the use of descriptive qualitative method. this research was categorized as content analysis. there were 15 chapters in collecting the data. analyzing higher order thinking skills on the… journal of applied linguistics and literature, vol 5(2), 2020 141 findings the composition of higher order thinking kills in language skills tasks in english textbook “buku bahasa inggris sma/smk/ma kelas x”. based on the data analysis, it was found that the composition of hots in language skills tasks in english textbook bahasa inggris sma/smk/ma grade x is different. the dominant composition of hots was in writing skill, which was 51 out of 142 tasks, followed by speaking skill which was 45 tasks reading skill 20 tasks and listening skill as the lowest composition of hots (2 tasks). the description of the task of each language skills will be given in respective order, for example of high order thinking skills in reading tasks can be seen in the table below: table 1. content card analysis of hots and lots in reading skill no task skill hots lots basic keyword 1 reading x create based on the data above, reading skill provides 20 tasks of hots. it is obvious that students are driven to create as many questions. this task arrangement for the synthesis the questions from reading text with the use questions words such as what, where, why, how then the students should exchange questions with a classmate and discuss them together. this task applies hots development, in particular, creating also discussing the tasks in english. in reference to the data above, there are 17 tasks discovered as lots such information about knowledge and comprehension, additionally reading text as indicated in questions for students in the english textbook “buku bahasa inggris sma/smk/ma grade x”. whereas tasks are made for students only to identify contents of reading text. similarly, the data of listening skill as the lowest task provided in the textbook. in reference data below, listening skill only took 2 tasks of hots perform that students are driven to fill the gap in song’s lyric and follow how should pronounce the lexical things by using a drilling technique. this is also categorized as hots development as students only manage with repeating their english in andi sukmawijaya, wisma yunita, dedi sofyan 142 journal of applied linguistics and literature, vol 5(2), 2020 pronouncing words or sentences. those same cases also happen the discussion. table 2. content card analysis of hots and lots in listening skill the questions of listening skills above are oriented to the lots as questions are dominated by discussing. for example, tasks only deal with factual questions that require understanding and memorizing the text. in other words, those questions do not instruct students to analyze and evaluate the questions. on the other hand, the information below performs that writing skills provided 51 tasks of hots which students are determined best to apply hots with writing recount text about chronology of the battle of surabaya. the students are engaged to create events in battle of surabaya using their word or sentences. table 3. content card analysis of hots and lots in writing skill no task skill hots lots basic keyword no task skill hots lots basic keyword 1 listening x fill = discover analyzing higher order thinking skills on the… journal of applied linguistics and literature, vol 5(2), 2020 143 no task skill hots lots basic keyword 1 writing x write (synthesis) the data above shows that writing is a part of hots development as students for creating a text. the presentation of grammar/structure and vocabulary in the task could be done inductively. the students are then asked to deconstruct the text with the use of real or imaginary one which language forms such as grammar/structure, vocabulary, and pronunciation in their own words. in this case, students could apply higher-order thinking skills in synthesis the texts depending on the language focus which is rewrite. toward the application of the hots, students could produce the rule of grammar or structure based on the text. this leads them to create the strategy of deconstructing the texts which drive them among the higher order questions. in this analysis, the researcher also found 19 tasks of lots in writing skills which some questions that require students only to discuss information about the main idea of the paragraph. these parts were tested in all lots of writing skill. the following area discusses the classification of main idea under the knowledge levels. the synthesis level of speaking skill is oriented to the development of hots as most of questions are dominated by factual questions with 45 tasks of hots. table 4. content card analysis of hots and lots in speaking skill no task skill hots lots basic keyword 1 speaking x make andi sukmawijaya, wisma yunita, dedi sofyan 144 journal of applied linguistics and literature, vol 5(2), 2020 the tasks in table above describe factual questions which require creating a short dialog for following situations. in other words, those questions do not drive students to analyze and evaluate the text. only one question, namely c5 (create) is categorized as a hots question, which make the dialog for being situation. the tasks in content card analysis are samples of speaking skills categorized under certain subskills of lots. there are 19 tasks in the content card analysis. the question seeks a repetition of vocabularies. for instance, it requires students to use their existing knowledge and understand english vocabulary based on certain contexts. the questions under this category (knowledge), only appeared nine times in the entire data involved in this study. relevancy of tasks in english textbook “buku bahasa inggris sma/ smk/ ma” grade x to the 2013 curriculum. based on the data analysis of hots and lots composition in english textbook “buku bahasa inggris sma/smk/ma/mak kelas x” it is found that the book is relevant to the 2013 curriculum. this book is intended to help teacher in assessing the kind of complex thinking. the detail composition can be seen in the following table. table 5. number of tasks that are relevant to the 2013 curriculum based on hots level level of hots categories analysis 87 tasks synthesis 59 tasks evaluation 2 tasks the information above describes that from total of 252 tasks in the textbook, the analyzing skill obtain 87 tasks while the synthesizing skill obtains 68 tasks and evaluating skills obtains 2 items task the majority tasks in the textbook are mostly relevant (chapters 2, 3,4, 5, 6, 7, 8, 9, 10, 13, 14, 15) of hots and of what they are stated in the syllabus of english curriculum 2013. next, only 3 (two) chapters were irrelevant (chapter 1,11,12) with hots. it is caused by most of tasks provide lots basic key words. this part is explaining the example of tasks in textbook analyses in which it is described in words to be more specifically explained. the relevancy of the english textbook “buku bahasa inggris sma/smk/ma/mak kelas x” is accelerated to brookhart theory (2010) in her book entitled “how to assess hots”. he said that “ a blue print for high school to assess of an accountable book for higher-order thinking. based on the criteria of this theory, hots in a textbook should be consisted of: analyze, create and evaluate. analyzing higher order thinking skills on the… journal of applied linguistics and literature, vol 5(2), 2020 145 discussion the composition of hots in language skills tasks in english textbook of “buku bahasa inggris sma/smk/ma kelas x” the findings of the research show the number of hots tasks in the english textbook entitled “buku bahasa inggris sma/smk/ma kelas x” is sufficient to fulfill the demand of the ministry of education decree number 22 of 2016. the four language skills (reading, listening, writing and speaking) are significant in the implementation of the 2013 curriculum. based on the minister of education (2013) states that the implementation of english skills in learning is very essential for the learners for their upcoming critical thinking. in writing as productive skill, we can see as the highest skill appears of hots task (51 tasks). they were asked to write sentences and paragraph, filling in form, diary writing dialog writing and letter. in speaking as second highest skill of hots, there was several tasks instructed to students, such as discussion, reporting, role play, picture describing. next, for the receptive skill reading provided 20 tasks of hots. students were asked to do multiple choice, completion item, true/false and matching item. last listening as the lowest skill (2 tasks) were demanded the students to listen the teacher repetition and listen the song. these claims are in line with wu & pei (2018) who claim that in order to know well the relevancy of the hots of the english textbook itself with the 2013 curriculum, then it is crucial to conduct research on analyzing the english textbook materials. the finding above is different from by margana (2015) that the english textbooks used for svhs students in indonesia are developed under the basic keywords of lots. the tasks of the english textbooks are concerned about knowing and memorizing the language competences for instance structure or grammar, pronunciation vocabulary. in addition, the tasks for the development of receptive macro-language skills such as listening and reading are only oriented to testing practices that articulate the factual questions instead of analytical questions. furthermore, this information determines the failure of the achievement of english. the teachers and students are unable in preparing any level of high order thinking skills. the above claims are in line with those of implementation of hots. the pupils are only driven to deal with systemic knowledge which is oriented to understanding the outer layer of the language system as stated by kiong et al,. (2012). the implementation of the productive language skills (writing and speaking) shows as performed in the english textbooks focuses on the application of the practice with the factual of memorize methods which mostly apply the use of drilling ways. this also happens in the implementation of writing which is implemented to the scoring approach andi sukmawijaya, wisma yunita, dedi sofyan 146 journal of applied linguistics and literature, vol 5(2), 2020 putting stress of recognizing sentences. this proof shows that the lack of learning the target language (english) on the grounds that learners are only suggested to deal with a systemic application which is oriented to the practice of the language composition as conducted by azian et al (2017) the result of the analysis concerns the hots in english language skills were relevant significantly. the english textbook shows that the majority of all materials in four skills of each chapter contains of high level thinking (148 tasks) and these skills were integrated well. the relevancy of tasks in english textbook “buku bahasa inggris sma/smk/ ma grade x” to the 2013 curriculum the compulsory english textbook needs a consideration in preparing task for every textbook in order to have a comprehension and balance of the assessment system. it can give a contribution for schools to have a teaching and learning model that facilitates students’ higher order -thinking skills in order to make them understand their own cognitive, affective and psychomotor ability in making analysis, create and evaluation judgments and with tasks in textbook being part of the model. this is a crucial point in increasing individuals’ learning performance and cognitive development. the right structures and components of every task are also important in identifying the effectiveness of a teaching and learning process. furthermore, as one of the stakeholders in the educational system who have access to students directly and organize students learning activities, teachers have to understand, practice and utilize hots in order to deliver learning skills effectively. azlian et al (2017) stated that teachers need to fill their comfort zone and change from conventional to a modern method of developing knowledge in order to promote and enhance critical thinking skills among students. it is in line the decree of the ministry of education number 11 of 2005 article 8, that teachers can recommend students who are able to have textbook that focus on hots. azlian et al (2017) stated that the lack of teaching and learning preparation might contribute to the failure of hots implementation in the classroom. the findings also indicate that the important point for the english textbook to integrate hots in their teaching and learning activity in order to facilitate the critical thinking process in the classroom. the students will be able to comprehend and use language across variety of contexts and learning with their experience and this makes the learning more effective and efficient. tarescavage & ben-porath (2014) concluded that discussions of reading texts will be more effective when the textbook “involve the student in creating a shared and dynamic comprehension of the student’s reading interests and processes” critical thinking involve out of students to improve cognitive ability and enhance their performance on high level tasks. analyzing higher order thinking skills on the… journal of applied linguistics and literature, vol 5(2), 2020 147 the textbook is one of media to develop the strategies and skills necessary in 2013 curriculum. high level tasks are important parts of students’ language learning assessment. it is vital for teachers to also understand the types of questions that should be given to facilitate students’ capacity in learning english with various types of texts and materials. in this activity, teachers will be able to produce high reasoning abilities for students that will assist them learn with tasks that require hots. the implementation of hots in indonesian education system is relevant to current educational demands. in fact, the majority of high schools’ student faced difficulties in solving tasks of hots (margana,. 2015). in this case the students’ difficulties can be identified by analyzing students’ errors in solving tasks. it is accelerated with piaget’s theory cited in philip (2014) “the learners from twelve years upwards only able to concentrate their thoughts on things and they can perform the variety of task involving use of hypothesis. conclusion and suggestion from the findings above, it can be concluded that first, the content of higherorder thinking skills in tasks of the compulsory english textbook for the tenth grade used at senior high schools is relevant to the 2013 english curriculum. it has fulfilled the standard that is suggested by decrees of the ministry of education. second, the composition of hots in language skills task shows that the majority of all materials in four skills were integrated well. therefore, the result of the analysis of hots is positively relevant. based on the finding and discussion, there are some suggestions in the following. a. the teachers to train students extensively on the implementation of the hots to achieve the goals targeted in the 2013 curriculum well. b. the textbook should not only be compatible with the current curriculum, but also possess a characteristic of students. c. the further researchers are advised to take more representative english textbooks, especially those published recently, as research materials for a more thoughtful conclusion. references abdul aziz ahmad, a., ismail, f., ibrahim, n. m., & samat, n. a. 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(2018). an investigation of critical thinking manifested in the questions of efl textbooks for tertiary-level english majors of china. american journal of education and learning. https://doi.org/10.20448/804.3.2.72.84 journal of applied linguistics and literature, vol 5(1), 2020 60 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/v5i1.10151 students’ perception on employing selfdirected feedback in writing rizky amelia1 universitas lambung mangkurat1 corresponding email: rizky.amelia@ulm.ac.id abstract the gaps in feedback implementation bring this study to unravel students’ perception on employing self-directed feedback in writing. as the results of the previous studies on this concern are non-comparable, this study aims is to unravel students’ perception on employing selfdirected feedback in writing. employing a descriptive qualitative design, this study involved 23 english department students of fkip universitas lambung mangkurat. the results show that students perceive self-directed feedback positively. it is seen from the correction that they make after the implementation of the self-directed feedback. however, students’ reflection on the use of self-directed feedback shows various perceptions. therefore, teacher can wisely design which feedback given to whom. the students who are able to provide selfdirected feedback can achieve maximum result of learning, and teacher can focus to assist the other students who need teacher feedback during the writing process. it is suggested to further researchers to investigate students’ emotional responses during the feedback in writing process or to investigate other factors that influence feedback. keywords: self-directed feedback, writing, student introduction feedback is used as a way of responding to students’ writing. it is claimed to be an important aspect of any classroom and part of the language learning process (buckey, 2012; ellis, 2009; hyland & hyland, 2006; siewert, 2011). more importantly, in a class where process writing approach is employed, feedback functions to assist students on the stages of writing (eksi, 2010; ghani, m. & asgher, 2012; harran, 2011). it impacts on the students’ writing ability. hyland (2003) mentions that providing feedback to students allows them to see how others respond to their work, how they learn from responses, and finally get a range of messages. in short, the given feedback eventually leads students to improve their writing ability. students’ perception on employing self-directed… 61 journal of applied linguistics and literature, vol 5(1), 2020 in term of responding to students’ writing, ellis (2009) hyland (2003) and lewis (2002) address that the practical issues in feedback are generally the teacher, peer, and self-directed feedback. teacher feedback is a very common feedback given in a writing class. one of the examples is hidayat (2018) showing that the students could correct their writing based on the teacher’s feedback. in addition, teacher feedback is also worth to do to showing that a teacher reads and appreciates students’ work (jannah, 2017). wahyu & amelia (2019) state that teacher existence is one of very significant factors. however, teachers are mostly more focus on giving feedback to grammar and mechanics aspects than to content and organization aspects because they have burden and time limitation. as a result, experts continue to question the effectiveness of teacher feedback long & doughty (2002) in amelia & rusmanayanti (2017). considering students’ intellectual and capacity as well as giving them responsibility and initiative as the gaps, the self-directed feedback is offered in this study. it is understood that the obtained feedback given by the students themselves will be more effective for them brinko (1993) in hyland & hyland (2006). ellis (2009) also suggests teachers to give students opportunity to do this feedback. also, students are responsible for their own success in learning (sutiono, saukah, suharmanto, & oka 2017). the selfdirected feedback is a way of appreciating students’ intellectual and capacity as well as giving them responsibility and initiative (eksi, 2010). moreover, students preferred to revise independently (harran, 2011). self-directed feedback is the feedback that the students discovered with the guidance from the teacher. students have high awareness ability to spot the mistakes. soon, as they find their own mistakes, they can correct those mistakes. research on the use of self-directed feedback has been done in the educational field. cahyono & amrina (2016) conducted a study on writing ability to investigate peer and self-correction based on guideline sheets. the results showed that the students who had selfcorrection had better writing ability as well than those who got the conventional editing process of writing. the other study was conducted by hajimohammadi & mukundan (2011) intended to investigate the impact of self-directed feedback method as an alternative to the traditional teacher-correction method and evaluating the impact of personality traits (extrovert and introvert). it was found that self-directed feedback method showed to be significantly more effective than teacher-correction method and personality type had no significant effect on learners’ progress in writing. the next previous study was conducted by suzuki (2008) who examined l2 learners’ assessment of self-and-peer revisions of writing focusing on linguistic features. it was held in two weeks with 24 participants. they were asked to write an essay for toefl test of rizky amelia journal of applied linguistics and literature, vol 5(1), 2020 62 written english for 30 minutes. despite small number of the participants and time allocation, this study gave a pedagogical contribution in which the results showed that the peer and self-revision in writing is different in quality. it was found that peer revision could be implemented for the improvement on content aspect while self-revision is for language form. it is suggested that peer revision is employed before the self-revision. however, research on students’ perception on the use of this feedback needs to be uncovered to see how they feel and point of view toward its implementation. therefore, this study aims to unravel students’ perception on the use of self-directed feedback in writing. this study focuses on students’ perception on the use of self-directed feedback in writing; therefore, the research question to be answered in this study is how is the english department students’ perceptions on the use of self-directed feedback in writing. method this study delves closely into the students’ perceptions on employing selfdirected feedback in writing. this study employed a descriptive qualitative design by gathering information from a sample by using a questionnaire and an interview that illustrate various aspects of the population. this study uncovered the foci of english department students’ view of using selfdirected feedback in writing. the trustworthiness was established by being clear about the perspective, providing adequate information, and using examples to support the results. each of these techniques has been attempted to be done in this study. participants and setting this current study focuses on the english department students’ perception on employing self-directed feedback in writing. the english department of universitas lambung mangkurat, which has an a accreditation, is chosen as the setting of the study. the participants of this study are 23 english department students of faculty of teacher training and education, universitas lambung mangkurat, banjarmasin, indonesia. these students have taken guided writing course and are believed to have intermediate skill level. the length of this study is one semester. instrument the instruments used in this study are a questionnaire and an interview guide of the use of self-directed feedback in writing. all of these instruments function to gather information on the english department students perception on employing self-directed feedback in writing. the instruments students’ perception on employing self-directed… 63 journal of applied linguistics and literature, vol 5(1), 2020 were adapted from montgomery & baker (2007) and dowden, pittaway, yost, & mccarthy (2013). data collection procedure data were collected using a written questionnaire and interview. participants would be given a copy of the written questionnaire. the questionnaire was completed and collected by the students during the meetings. the questionnaire used in this study is adjusted to the need of this study. then, it was distributed to the participants of this study. there were 23 students involved voluntarily to fill in the questionnaire, and there are some students who were willing to give further information during the interview. data analysis as the data of this study was collected, they were processed to the data reduction. in this step, the data was edited, coded, and tabulated (bungin, 2003). all of the participants’ responses given on the questionnaires were recorded. the responses were coded and tabulated. these steps were also applied to the focus group discussion and interview responses. then, all of the data was displayed and verified, and finally, conclusions were drawn based on the available data and supporting data of this study. findings students’ understanding about feedback the first question given on the questionnaire aims to obtain students’ understanding on the definition of feedback. students responses are satisfying. all of the students got the main point of the feedback definition even though the researcher never told the students the definition of feedback directly during the implementation of the self-directed feedback in writing class. some of the students reflected: feedback is when you get new input, either from yourself or others about something you are writing or making in order to revise your work so you can do better in the future. feedback is a piece of paper containing questions about paragraph. its benefit to remind writers to check about the paragraph and revise it. it is seen that the students broadly see feedback as a positive thing in the process of their writing. the rest of this section unravels the findings related to the two major foci namely the correction and the reflection based on the self-directed feedback in their writing. rizky amelia journal of applied linguistics and literature, vol 5(1), 2020 64 students’ perceptions on the correction based on self-directed feedback most of the students finished their own paragraph in one sitting. they understand that writing has a cycle to follow as it is a process. however, most of them admitted that they merely jotted down the ideas in the sentences and submitted the work to the lecturer. after they are given the self-directed feedback sheet, they follow the process of writing. as many as 48% of the students read over again when they have finished writing, and 52% of the students think about or revise their paragraph carefully based on their own comments and corrections. table 1 shows complete results for correction based on the self-directed feedback. table 1: students’ perception on correction based on the self-directed feedback n = 23 no question all of it most of it some of it none of it 1. how much of each paragraph do you read over again after you have finished working on the self-directed feedback? 13% 48% 35% 4% 2. how many of your own comments and corrections do you think about/ revise carefully? 4% 52% 43% 0% 3. how many of your own comments on your paragraph are about organization content grammar vocabulary mechanics 26% 17% 26% 4% 22% 48% 70% 35% 48% 61% 22% 13% 39% 48% 17% 4% 0% 0% 0% 0% students’ perceptions on the reflection of self-directed feedback the second focus of this study is related to students’ reflection. table 2 summarizes students’ reflection on the self-directed feedback. table 2. students’ reflection on the self-directed feedback n = 23 no. statement strongly agree agree disagree strongly disagree 4. i am generally satisfied with the quality of written feedback on my assignments 9% 78% 13% 0% 5. i reflect on the self-directed feedback 17% 78% 4% 0% 6. i generally have an emotional response to the feedback i receive 22% 43% 35% 0% students’ perception on employing self-directed… 65 journal of applied linguistics and literature, vol 5(1), 2020 no. statement strongly agree agree disagree strongly disagree 7. the quantity of the written feedback is generally adequate 13% 85% 4% 0% 8. the written feedback is generally helpful 48% 52% 0% 0% 9. the written feedback enhances my learning 30% 70% 0% 0% 10. overall, i am confident in my ability to interpret criteria for each task 17% 52% 30% 0% all in all, the findings of self-directed feedback bring us to the point that students’ preferences toward the feedback given to them are varied. the students were asked to rank the feedback they prefer from the most to the least, and the results can be seen in table 3. table 3. students’ preference on the types of feedback (n= 23) statement teacher feedback peer feedback self directed feedback total preference on the types of feedback 57% 13% 30% 100% discussion this finding shows a promising result. overall, all responses on the correction are in “the most of it” response. it indicates that neither the students completely choose self-directed feedback nor they ignore its use. this finding infer the self-directed feedback is beneficial for the students as they revise their writing based on their feedback reflected on the feedback sheet. in regard to the components of writing, the students received the benefit of self-directed feedback on organization as many as 48%, content 70%, grammar 35%, vocabulary 48%, and mechanics 22%. the finding of this study supports cahyono & amrina's (2016) study that the students conducting self-correction based on a guideline sheet have better ability in writing than those who did not conduct self-correction. it is also in line with hajimohammadi & mukundan's (2011) that self-directed feedback helps students improve their writing quality. one important thing that should be noted is that feedback sheet plays a prominent role. its presence guides students to give feedback for their own writing. in other words, the students are directed to follow every point that should be checked and to locate where the revisions should be done. brookhart (2008) states that rubric cover sheets is one of the ways to deliver written feedback rizky amelia journal of applied linguistics and literature, vol 5(1), 2020 66 besides comments directly on the work or combination of both direct comment and feedback sheets. based on the findings of this study, the students for the most part perceived self-directed feedback positively. most of them, the least 43% and the most 85%, responded agree to the following statements: generally satisfied with the quality of written feedback on my assignments, reflect on the self-directed feedback, generally have an emotional response to the feedback they receive, adequate quantity of the written feedback, the written feedback generally helpful, the written feedback enhances their learning, and confident in their ability to interpret criteria for each task. as much as 78% of the students think that their own feedback is good. most of them stated that the feedback sheet is complete and helps them a lot during the writing. they can use this sheet both before and after finished writing the paragraph. according to brookhart (2008), having criteria for good work (criterion-referenced) for giving information about the work itself is one of the recommendations for good feedback. the feedback sheet gives students the picture for good work. it helps them crosscheck their writing. more importantly, the students know what to do with the feedback sheets. when they follow the feedback sheet as the guideline, they automatically can reflect their work by checking each point. therefore, the next point of the questionnaire that is “i reflect on the self-directed feedback” also obtained 78%. this result shows the proof that the students responses are consistent. the next one is related to emotional response to the feedback the students receive. fourty three students admitted that they generally have an emotional response to the feedback i receive. dowden, t., pittaway, s., yost, h., & mccarthy (2013) believe that emotions interplay with decision making. therefore, it influences whether they will revise the writing based on the given feedback or not. when students construe feedback as positive to their sense, the students will perceive it positively. hence, it helps students to improve. brookhart (2008) states that feedback should use positive comments that what is well done. in reality, so far, most of the feedback given focusing on students’ weaknesses. the aim is tell the students what they need to revise. however, the involvement of valence, positive and negative ways, is more recommended. the positive emotion on the self-directed feedback is also seen on the next statement of the questionnaire that they are confident in their ability to interpret criteria for each task (52%). the next two statements are also related to emotions that overall 85% of the students responded that the quantity of the written feedback is generally adequate, 70% of them stated that the written feedback enhances their learning. students’ perception on employing self-directed… 67 journal of applied linguistics and literature, vol 5(1), 2020 students also responded that the written feedback is generally helpful (52%). since they are given the self-directed feedback sheet, they know how to write a good paragraph for each task because the feedback sheet is different one another depending on the types of the paragraph. one of the students affirms that he/she likes the last part of the feedback sheet because he/she can write all his/her feeling about the writing in that column. principally, it activates students metacognitive competence to evaluate their work. it also motivates them to be more autonomous in writing as they know on which part that they should revise. the students conveyed their positive attitude. i like the last part of the feedback sheet, providing me a space to write good point about my paragraphs. i can reflect my paragraph writing strengths and weaknesses. i am accustomed with it. but, i still need someone who is better than me to give me constructive feedback. meanwhile, some of the established problems are sometimes the students do not know how to give comments to their paragraph. they states that they need teacher guidance. few of them know that their problem is still on mechanics and grammar during the writing. then, some of the students admit that they like the self-directed feedback and the availability of feedback sheet. however, they sometimes have a hard time to write comments on the feedback. so, they just wrote a check and leave the comment column blank. the findings of this study show that self-directed feedback can be the alternative to teacher feedback. this finding is in line with some previous studies, for instance, cahyono & amrina's (2016) study that found peer feedback and self-directed feedback or in their study it was called selfcorrection are beneficial for students. similarities in this study and theirs were found in terms of the approach that we used which was the process writing approach, involvement of all aspects of writing in the feedback, and the employment of guideline sheets or peer and self-directed feedback sheets. as it was mentioned that self-directed feedback was given on the writing stages, it was concluded that self-directed feedback successfully worked on the process writing approach. this finding supported seow (2002) and sokolik (2003) statement on the employment of process writing approach. in the planning stage, the self-directed feedback concerned to topic selection and gathered related ideas. then, the ideas organization was rizky amelia journal of applied linguistics and literature, vol 5(1), 2020 68 also provided to get the feedback. in the editing stage, more specific concern on topic sentence, and clearance of the topic sentence. since writing mostly does not enough for 1 draft only, the students were asked to continue writing draft 2 of their essay. the next, involving feedback is beneficial for students (ellis, 2009; hyland, 2003; hyland & hyland, 2006; lewis, 2002), but teachers should understand what types of feedback works on which group and how to design the feedback (guenette, 2007). in designing the feedback, for instance, this study used the self-directed feedback. even though the use of peer feedback was also possible, the notion of creating autonomous student was taken into account by involving the self-directed feedback after the peer feedback. then, a specific set of self-directed feedback sheets focusing on every type of paragraph was designed in order to ensure that the feedback was appropriate and clear. this result suggests a good alternative since providing teacher feedback only to all students is burdensome for teachers (lewis, 2002). in addition, giving teacher feedback only to all students in a class makes the feedback is not throughout (ghani & asgher, 2012) because the students get very little opportunity to produce language in class (lightbown & spada, 2013). as a result, employing appropriate feedback to appropriate students should be considered by teachers. one important point that should be noted is the presence of feedback sheets. the self-directed feedback is possible to implement because the students can easily follow it, and they realize that the feedback sheet successfully reminds them to check and double-check their writing. it is impossible that a study is perfect. as the nature of a descriptive study is to get saturated data, information obtained from this study is tried to be elaborated. however, there might appear be a weakness of this study that is the number of limited participants. regardless this weakness, it is expected that the obtained data and discussion is rich. conclusion and suggestion the findings of this study lead to the following conclusions. first, students’ perception on the use of self-directed feedback in writing class is positive. after the students did the self-directed feedback, they made correction based on the provided feedback sheet on each paragraph. second, students’ reflection on the use of self-directed feedback shows various perceptions. some students perceived self-directed feedback as the ideal tool to assist them during the writing process. however, most of the students view teacher feedback is still the best feedback for them because of their inability to provide feedback for themselves. therefore, teacher can wisely design which feedback given to whom. the more appropriate the students’ perception on employing self-directed… 69 journal of applied linguistics and literature, vol 5(1), 2020 feedback given, the better result that the students and teacher get. those students who are able to provide self-directed feedback can achieve maximum result of learning, and teacher can focus to assist the other students who need teacher feedback during the writing process. the established conclusion above is along with the suggestion for teachers and further researchers. teachers are suggested to treat certain students with appropriate feedback. the high proficient students are given the self-directed feedback while the low proficient students are given teacher feedback in writing class. then, research studies particularly on the 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(2019). teacher professionalism. jurnal pendidikan universiti teknologi malaysia. edisi khas, 1, 79–87. joall (journal of applied linguistics and literature), 7(1), 2022 291 author guidelines summary of preliminary acceptance for review 1. the article should be within the scope and focus of this journal. 2. the article is sent in ms. word format with the following conditions: i. a4 paper (21 cm x 21,7cm) with the page margin; left (3.3 cm), top (4 cm), right (3.3 cm), and bottom (3.4 cm); ii. articles may be up to 7,000 words in length excluding indexing. iii. the paper is written in one column with book antiqua font 12, except for the title; book antiqua font 16. iv. conjunctions in the title (and, in, or with, as well, about, that, against, so, because, then, for the sake,) and prepositions (in, to, from, into, within, by, through) are written in uppercase. v. authors shall make reference to at least two (2) references from the journal of applied linguistics and literature (joall). 3. cite all relevant references. 4. do not include plagiarized obscene, libellous or defamatory material. 5. please do not insert page numbers. 6. give credit to other people who have helped or influenced your work. 7. articles are written with the following regulations. title (book antiqua 16; contains uppercase on the whole and bold; 1 space). 292 joall (journal of applied linguistics and literature), 7(1), 2022 • author(s) name (book antiqua 12 and bold; 1 space). • author(s) affiliation (book antiqua 12; italic; 1 space), contains the name of the institution/organization/workplace/author’s works/study place. • correspondence (book antiqua 12; italic; 1 space), contains the first author’s email address only. • abstract (book antiqua 12; contains uppercase in the first letter and bold; 1 space). the manuscript abstract is written in english only. • keywords (book antiqua 12; bold) and their contents (book antiqua 12), keywords are written in english; with a number of 3-5 keywords. introduction (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). methods (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). findings (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). discussion (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). descriptions of the findings and discussion should be made separately. conclusion (book antiqua 12 and bold) and its contents (book antiqua 12; 1 space). joall (journal of applied linguistics and literature), 7(1), 2022 293 acknowledgments: give credits to funding bodies and/or departments that have been of help during the project, for instance by supporting it financially. references (book antiqua 12 and bold) and reading sources (book antiqua 12; 1 space). sources of citations and bibliography must be the same. the writing format of a bibliography refers to the american psychological association (apa). citation and bibliography writing are advised to use the mendeley application. 294 joall (journal of applied linguistics and literature), 7(1), 2022 232 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/18724 http://doi.org/10.33369/joall.v7i1.18724 improving efl ninth graders’ reading comprehension through thieves learning strategy 1yenny asmarni , 2wisma yunita , 3dedi sofyan 1smp negeri 13 bengkulu utara, indonesia 1jalan raya pasar ketahun, bengkulu utara 38361 2,3postgraduate program of english education, faculty of teacher training and education, university of bengkulu, indonesia 1jalan w.r. supratman, kandang limun, bengkulu 38371 article info abstract article history: received: oct 30, 2021 revised: feb 09, 2022 accepted: feb 21, 2022 reading as a fundamental language skill become an essential skill in academic and social life. especially at school, the teachers need to enrich the strategy in teaching and learning process. the objectives of this study were to find out 1) the improvement of students’ reading comprehension of the ninth grade (ixc) of smpn 13 north bengkulu, 2) some factors influence the change of students’ reading comprehension at the ninth grade (ix c) of smpn 13 north bengkulu. this classroom action research (car) involved 25 students of the ninth grade of smpn 13 north bengkulu. quantitative and qualitative data were employed to investigate the improvement of the students’ reading comprehension and the factors influence the changes of students’ reading comprehension. reading comprehension test, observation checklists and field notes, and interview were the instruments of this research. based on the test results, the percentage of students who had achieved the success criteria increased from 8% at the baseline to 80% at the end of the study. it can be concluded that applying thieves strategy improved students’ reading comprehension and it was influenced by the student’s factors (attention, interest and participation) and the teacher’s factors (enriching the material and classroom management). keywords: thieves strategy efl students’ reading comprehension skills classroom action research conflict of interest: none funding information: none correspondence yenny asmarni, smp negeri 13 bengkulu utara, indonesia. yennydaman1@gmail.com ©yenny asmarni, wisma yunita, dedi sofyan this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): asmarni, y., yunita, w., sofyan, d. (2022). improving efl ninth graders’ reading comprehension through thieves learning strategy joall (journal of applied linguistics and literature), 7(1), 232-258. https://doi.org/10.33369/joall.v7i1.18724 doubtlessly, reading as a fundamental language skill become an essential skill in academic and social life. by reading, someone can reach some good things in his/her social life and academic. nunan (2015) defines reading https://ejournal.unib.ac.id/index.php/joall/article/view/1 http://doi.org/10.33369/joall.v7i1.18724 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.18724%26domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.18724 https://orcid.org/0000-0003-3344-8082 https://orcid.org/0000-0002-6039-0448 yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 233 as a process of making some symbols to be pronounced as a sound. while, anderson (2012) states that an enthusiastic and productive reader in the twenty first century can be an academically successful individual. indeed, reading and listening are characterized as receptive skills. the absolute differences between them are when someone listened to the words it will immediately lose to the air after it has been spoken. however, reading exists as permanent words that can be revisited to be read. furthermore, the main purpose of reading is comprehension. ediger, (2001) argues that the purpose of reading comprehends the text. özdemir & akyol (2019) assert its matter in lifelong learning, reading comprehension has an important place and there is an interactive process between the reader and the text. it means that reading comprehension is needed to be mastered by the students at all educational levels and the entire school subjects. in indonesia, reading is examined at the national level in the national-based school exam (usbn) and computer based national examination (unbk). in the exam, there are some questions provided to assess the students’ reading comprehension. moreover, students’ reading comprehension is still problematic. in 2018/2019 academic year, in computer based national examination, the average of english subject reached 49,56 in national level while in north bengkulu it was 43,45. it revealed that the result of computer based national examination in north bengkulu was lower than the result of national level. considering to the condition at smpn 13 north bengkulu, the students’ reading comprehension proficiency especially for grade nine is still low. grade nine is divided into three classrooms, class ix a, ix b, and ix c. in the last semester, there were 8 out of 20 students (40%) obtained d in class ix a, and there were 9 out of 23 students (39%) obtained d in class ix b, while 14 out of 25 students (56%) obtained d in class ix c. it is proven by the baseline data that class ix c obtained the highest percentage of d category. the specific data will be described as follow; 14 out of 25 students (56 %) obtained under 70 or d category, 9 out of 25 students (36%) obtained 70 – 80 or c category, and 2 out of 25 students (8%) obtained 83 and 87 or b category. none of them obtain more than 90 or a category. the minimum standard score (kkm) at the school is 70 or c. in addition, by a little observation done by i, the students’ attitude and motivation in learning reading was still low. in learning process, learning strategy become an educational activity carried out by teachers and students so that learning objectives can be achieved effectively and efficiently. as sofyan (2016) revealed students’ reading comprehension can be affected by learning strategy, thus, the teacher should adjust the students’ learning style in determining the learning strategy for the students. improving efl ninth graders’ reading comprehension through thieves learning strategy 234 joall (journal of applied linguistics and literature), 7(1), 2022 based on the data above, the students are not proficient in reading comprehension. consequently, some strategies should be found to overcome the issue. there are various strategies, such as scratch, pbl, insert and sq3r which can be used to enhance the students’ reading comprehension abilities. papatga & ersoy (2016) found that the reading level of the participants of the research who had problems in reading comprehension arose from the apprehension level to the educational level in some forms and even to the independent reading level in other forms. in other words, there was an enhancement in the reading comprehension skills of all the participants by using the scratch program. next, lin (2017) concluded that the participants of reading comprehension in english classes of taiwanese university improved significantly by using the problem based learning (pbl) approach. the pbl participants used the strategy to identify the subject matter and supportive details which better than their counterparts. additionally, gurning & siregar (2017) showed that after applying the insert strategy, the students' reading comprehension achievement was higher than using the sq3r strategy. among all those strategies, thieves strategy becomes one of the interesting strategies to be applied. manz (2002) claims that the steps of thieves strategy are arranged to urge the metacognitive processing. there are some researchers who have examined thieves strategy. the first researcher khataee (2019) who claimed that applying the thieves strategy can enhance the comprehension of expository texts. meanwhile, the second researcher novia (2013) who revealed that the reading skill of eight – grade students of smp negeri 2 teluk gelam can be improved significantly by using thieves strategy. the third researcher, sarifuddin and nunggrasari (2019) concluded that the use of thieves strategy discovering a significant effectiveness toward students’ motivation in reading comprehension. based on the description above, through some steps of the strategy which are arranged to urge the metacognitive processing, thieves strategy become the most appropriate strategy to be applied in order to improve students’ reading comprehension. the students’ low proficient in reading comprehension test and their low motivation in reading comprehension become hardest problem to be solved. therefore, the objective of this research is to find out the students’ reading comprehension improvement and some factors influence the change of students reading comprehension by applying thieves strategy. one of the four english skills that should be mastered by the students is reading. it is the process of making some symbols to be pronounced as a sound, and have meaning (nunan, 2015). while sheng (2000) explains that reading is the process of recognizing, interpreting, and perceiving written or printed materials. it can be concluded that reading is a process of making yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 235 several symbols to be pronounced as a sound, recognition, interpretation, and perception of written or printed material. in addition, grabe and stoller (2013) conclude that reading is the ability to describe the meaning and clarify the information in the text correctly. on the other hand, moreillon (2007) assumes that drawing the meaning of the printed and unprinted text is not simple, but need a high practice and ability in an active process. it can be said that reading is complex and not easy to do. by reading, there will be a process of acquiring. they will be easier to get their need by reading. thus, the students may need to read. mcdonough, j., shaw, (2013) explain the reasons as follow: 1. to get information to reach the goal or aim or the topic are interesting for the students. 2. to get some pointers on how to do some tasks for our work and daily life. 3. to stay close with friends by sending some messages or business letters. 4. to recognize whether something will take place and available. 5. to recognize the hot issues happening in newspaper, magazines, and reports. 6. to have entertainment and eagerness. while grabe and stoller (2013) explain the purposes of reading as the following sentences: 1. searching for the simple information by reading and reading to skim. 2. learning from text by reading that occurring in academic and social context. 3. integrating information by reading sometimes need the critical evaluation of the information in order to integrate the purpose of the readers. 4. searching for the information which needed for someone’s writing by reading. 5. giving some critique texts by reading. 6. getting general comprehension by reading based on the explanations above i concludes that beside as an important thing for a human being, reading is a process of not only pronouncing some written or printed but also the way how to get the meaning of the written and printed symbols. there are some definitions of reading comprehension. snow (2002) states that reading comprehension is the process of extracting and constructing meaning at the same time through interaction and engagement with written language. this process will not occur unless the teacher can identify and address the problems that cause students' reading comprehension difficulties. while, tindall, e., and nisbet, (2010) call reading improving efl ninth graders’ reading comprehension through thieves learning strategy 236 joall (journal of applied linguistics and literature), 7(1), 2022 comprehension as “the focus of all reading engagements” because readers must be able to read texts fluently, have adequate knowledge and vocabulary, and be able to put in strategies while reading. ediger (2001) argues the objective of reading is to comprehend the text. özdemir and akyol (2019) conclude that in lifelong learning, reading comprehension has an important position and there is an interactive process between the reader and the text. it means that reading comprehension is needed to be mastered by the students at all educational levels and for all school subjects. however, klingner, j.k., sharon, v. & alison, (2007) state that reading comprehension is a very complicated process that contains many components and involves a lot of interaction between the reader and the text he is reading. there are five basic comprehension processes which work and complement one another simultaneously as mentioned by irwin in klinger, vaughn, and boardman (2007) below: 1. micro processes, it means the readers begin by grouping words into phrases or groups that have meaning and require understanding of syntax and vocabulary. 2. integrative processes refer to the process of understanding and concluding the relationships among clauses. 3. macro processes is the process of summarizing the main ideas from the text that has been read or in other words selecting the most important information and eliminating the less important information. 4. elaborative processes refer to making use of prior knowledge and, drawing conclusions beyond the points described explicitly in the text. 5. metacognitive processes refer to those involved in controlling understanding, choosing what to remember, and adjusting the strategies used when reading. in conclusion, the basic comprehension processes are related all together. the process is begun by micro processes, integrative process, macro process, elaborative processes and metacognitive processes. thus, i arranged the grid of reading comprehension test which consisted of basic competence, indicators of competence achievement, subject matter, indicator of the items, form of the items, and number of the items. meanwhile, thieves was suggested by suzanne manz. in this strategy, manz (2002) defines that thieves is an activating strategy that has seven steps and aims to provide students with the necessary knowledge before going through the text. the strategy helps students to activate their previous knowledge (schemata are broad concepts which are store in our memory, (kibui, 2017). thieves is an early reading strategy that students can use to "steal" information from titles, headings, introductions, first sentences, yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 237 visuals/vocabulary, endings and summaries. thieves strategy approaches to previewing text in depth and develops to help the students activate their background knowledge and predicting the content that they will be encountering while reading. compared to the other strategies, thieves strategy can be used in every kind of text (text type). manz (2002) proposes the steps of thieves and can be described as follow: 1. title: in this step the students have to find information about this topic, the relationship between this topic and the chapter, the title present point of view, and the text’s message. 2. headings: in this step the students have to find out the paragraph beneath this heading about, information this heading tells the students, change this heading into a question to be answered in the text, and the students can understand from this heading. 3. introduction: in this step the students have to find out information in the first paragraph provide about the whole chapter, knowing whether the first paragraph introduce the chapter well, whether this introduction provides the reader about what she/he will read, and whether the readers have any knowledge about this topic. 4. every first sentence in a paragraph: in this step the students have to find out whether the whole chapter provide something according to the first sentence in each paragraph. 6. visuals and vocabulary: in this step the students have to find out the way to interpret information through the photographs, drawings, maps, charts, or graphs in the chapter, a complete list of key vocabularies and definitions of the chapter, the important words of the chapter in boldface type throughout the chapter, and the students can understand the meaning in the boldface. 7. end-of-chapter questions: in this step the students have to find out the questions want, information the students need to answer the questions, information the students can learn from the questions, the students should keep in mind the questions at the end of the chapter, so the students can find where the information is located. 8. summary: in this step the students have to find out the summary about the topic. based on the explanation above, it can be concluded that thieves help reader to identify important concept, and establish a context for reading. so, after introducing the strategy, the students can read the text at the same time frame, or they can do thieves ahead of time to prepare to read for homework or the next day. after reading, the students refer back to their thieves graphic organizer to consider what they accurately predicted, what they missed, and what questions they can now answer. improving efl ninth graders’ reading comprehension through thieves learning strategy 238 joall (journal of applied linguistics and literature), 7(1), 2022 method design this research is a classroom action research (car). hopkins (2004) states that action research is a type of research in which teachers look critically at their own classrooms and use the research for developing their teaching skills and qualities in their schools. some actions are combined to collect the data. in addition, phillips, d.a. & carr (2010) define that classroom action research (car) is part of various types of classroom action research from several other themes such as participatory research, critical action research, and action learning. additionally, gay, l. r. and peter (2000) explain action research as a type of professional research that is used to advance the professional practice which the action implies doing or changing something. then, it can be concluded that action research is focused in developing the classroom teaching and learning to be better. i did the study with the other english teacher as a collaborator. then, the research conducted for cycles. optimistically, it can enhance the students’ ability especially in reading comprehension. instruments some instruments were needed to bring out different kinds of data. i was the key of the instrument. i engaged reading comprehension test, observation checklist, field notes, and interview which were important to diagnose problems in the classroom in detail and also to advance the students’ reading comprehension skill. reading comprehension test at the end of each cycle, the test was allocated individually. i gave a narrative and a report reading comprehension test to the students based on the indicators of this research. there were 20 items of multiple choices. this test was guided by a worksheet which contained a table of some indicators. the distractors consist of four choices, because of the students are in the junior high school level. observation checklists and field notes the observation checklist and field notes accommodated the indicators and sub indicators which were made based on the activities of the strategy. they were utilized during the teaching and learning process. the collaborator assisted me to observe and collect the information during the teaching and learning process by filling the observation checklist and the field notes. the guttman scale was adopted as the scale type, likely “yes and no” form. yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 239 interview guided questions this instrument was utilized as a way to gain data related to the students’ activities in learning and practicing reading comprehension by using thieves strategy. an interview was used in order to know the students’ feelings and attitude towards the teaching learning process. the guided of the interview was taken from the indicators. the interview section was done after the class is over. data collection procedure the data collection procedure adapted the theory proposed by kemmis. the data was taken from the students’ reading comprehension test result, observation checklist and fieldnotes, and interview. those procedures were conducted as long as the cycles and after the cycles be done. firstly, reading comprehension test was done after each cycle. while, the observation checklist and field notes were taken when the cycle was occurring. finally, the interview was done after conducting cycle i and cycle ii. data analysis technique the data of this study can be divided into two forms, as for quantitative data and qualitative data. quantitative data was obtained from the students’ reading comprehension test. qualitative data was gathered from observation checklist, field notes, and interview. quantitative data there were various techniques to analyze the quantitative data of reading comprehension test. after applying the strategy, i gave the test at the end of the cycle to get the result. the score of students’ reading comprehension test was calculated by using the formula below. 𝑆 = 𝑋 𝑌 × 100 note: s = the students’ score x = the total number of the correct items y = the total number of the reading test items (sudijono, 2006) after the students’ score were obtained, the students’ score needs to be classified by using the percentage in order to find the criteria of success. the formula to count the percentage could be seen as follows. 𝑃 = 𝑓 𝑛 × 100 note: p = percentage number f = number of students (pass the standard score) n = total number of the students (sudijono, 2006) improving efl ninth graders’ reading comprehension through thieves learning strategy 240 joall (journal of applied linguistics and literature), 7(1), 2022 the score of students’ reading comprehension score above were used to grade students’ reading comprehension in each cycle. research was considered to be successful if 70% of the total number of students reaches >80. table 1. the predicate and category of the students achievement value interval predicate category 91 100 a very good 81 90 b good ➢ 70 80 c fair < 70 d poor (adapted from panduan penilai pendidik smp 2016) qualitative data after the process of classifying, the data were displayed in the chart form. the data represented the classification of its level in each cycle. next, it was chance to make the qualitative analysis. in the process of qualitative analysis, i adopted the technique proposed by gay, l. r. and peter (2000). after the observation checklist and field notes data had gathered, the data should be listed according to its type. in this first step of data analysis, i resumed the observation and analyzed the result. then, i made some notes. in the next step, i described the data that have been collected and read. last step, the data should be interpreted. i interpreted the research findings in written or description form. thus, these findings were explained more detail in qualitative data. criteria of success the following are the criteria for the success of a classroom action research. they are: 1. the thieves strategy could improve students' reading comprehension with 70% of all total students achieving b grades (81 90) based on the minimum standard value. 2. the students' motivation increased as indicated by their interest, actively involved in class activities, in pairs and individually during the implementation of the thieves strategy as evidenced by observation checklists, field notes, and student interviews. findings at the cycle i, based on the result of the students’ reading comprehension test, observation checklist and field notes, i found that some students were still confused on how to use the steps of the strategy. they sat in their groups and asked the teacher about this step. when the teacher found more than two students asked the same question in this step, the teacher gave them the explanation in detail. thus, the students knew what they needed to do. on yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 241 the other side, some students just talked to each other without paying attention to the teacher’s explanation. lastly, the teacher could manage it well. in cycle ii, i did some revisions so that those could build the students’ enthusiasm in the teaching and learning process than in cycle i. i provided more attention and responded to the students in building their enthusiasm during the teaching and learning process. the entire action research process, the quantitative and qualitative data, which discovered the students' reading comprehension scores and developmental level before and also after the implementation, was collected altogether. the findings were displayed in this section. it can be seen that the students' reading comprehension skills improve after applying the thieves strategy. it can be proven by the result of students’ reading comprehension test in cycle i and ii. the improvement could be identified as significant improvement. the data was displayed within chart which can be uncovered as follow chart 1. the improvement of students’ reading comprehension test in baseline data and cycle i to cycle ii. from the chart above, it can be clarified that there was an improvement in each cycle. from the beginning (baseline) data to the cycle i, there was an improvement score. the students in the a category had improved from 0 out of 25 students in baseline data to 1 of 25 students (4%) in cycle i. meanwhile, the students in b category improved from 2 out of 25 students (8%) in baseline data to 9 out of 25 students (36 %) in cycle i. thus, the students who had reached the criteria of success increased from only 2 out of 25 students (8%) in baseline data became 10 out of 25 students (40%) in cycle i. in addition, there was also an improvement from cycle i to cycle ii. the percentage of the students in a category improved from 1 out of 25 students (4%) in cycle i to 4 out of 25 students (16%) in cycle ii. the percentage of the 0 8 36 56 4 36 52 8 16 64 20 0 0 10 20 30 40 50 60 70 a 91 100 b 81 -90 c >= 70 -80 d <70 p e r c e n ta g e category baseline data cycle i cycle ii improving efl ninth graders’ reading comprehension through thieves learning strategy 242 joall (journal of applied linguistics and literature), 7(1), 2022 students in b category improved from 9 out of 25 students (36%) in cycle i to 16 out of 25 students (64 %) in cycle ii. hence, the students who had achieved the success criteria improved from 10 of 25 students (40%) in cycle i became 20 of 25 students (80%) in cycle ii. as the consequences, the result of the reading comprehension test was improved from cycle i to cycle ii after the process of applying the thieves strategy to the ninth-grade students in smpn 13 north bengkulu. moreover, i also perceived there was the improvement of the students’ reading comprehension from the result of the students’ observation checklist and field notes in cycle i and cycle ii. there was a significant improvement of students’ understanding in applying thieves strategy. the improvement of students’ understanding in applying thieves strategy will be described by the chart below; chart 2. recapitulation of the observation checklist of cycle i and cycle ii table 2. field notes for teacher and students no cycle field notes 1 i in the first meeting, the teacher began the learning process and managed the classroom well. she just told about main idea without asking the information the students had got from the text. she had given the explanation about each step but the students were still very confusing about the steps of the strategy. there still some students who did chatting among the students which were in the different group. at the end of the meeting she tried to summarize what the students got at this meeting then closed the meeting well. at the second meeting, the teacher began the meeting well. she managed the classroom well and effective. she gave the explanation about the strategy, step by step, little by little. so that the students were not so confused about the strategy and start to be more enthusiasm in doing their task. finally, the teacher closed the meeting very well. in 100 44 44 56 11 22 17 33 50 100 89 78 78 67 89 67 78 83 0 20 40 60 80 100 120 p e rc e n ta g e aspects cycle i cycle ii yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 243 no cycle field notes the third meeting, the teacher had given the explanation clearly. almost all steps were done well by the teacher 2 ii in the first meeting of cycle ii, the teacher began the learning process very well. she gave the explanation about thieves strategy and what the students should do in this meeting clearly. the students had understood enough about the steps of thieves strategy. only two or three students who asked about the steps. they still found some difficulties in step every first paragraph. then, in the second meeting after opening the class and giving the explanation about what should the students do, the teacher come to each group to ask whether they found some difficulties in applying thieves strategy to comprehend the text they had. the students showed a very good respond. they looked very happy and enthusiasm to do their task by applying the strategy. based on chart 2, it can be seen that students' understanding in implementing each step of thieves strategy increased significantly from cycle i to cycle ii. the chart shows that step 1 (title) (44%), step 2 (title) (44%), and step 3 (introduction) have a higher percentage compared to step 4 (each first paragraph) (11%), step 5 (visual and vocabulary) (22%), step 6 (chapter end questions) (17%), and step 7 (summary) (33%) in cycle i. however, the three initial steps were factors that improved students' reading comprehension. in the second cycle, each steps showed an improvement. the chart above exhibited that the fourth, fifth, sixth, and seventh steps illustrate that the students became more active. the percentage increased from 11% to 67% for the fourth step, 22% to 89% for the fifth step, 17% to 67% for the sixth step, and 33% to 78% for the seventh step. in the second cycle, each step shows its improvement. the chart above shows that the fourth, fifth, sixth, and seventh step described the better improvement of the activeness of the students. the percentage improved from 11% to 67% for the fourth step, 22% to 89% for the fifth step, 17% to 67% for the sixth step, and 33% to 78% for the seventh step. doubtlessly, the students’ observation checklist and field notes indicated the better improvement of students’ activeness in every cycle during the teaching and learning process. in the first cycle, step one (predicting what the chapter will be discussed from the title), step two (predicting the information based on the heading), and step three (predicting the introduction) tend to be easier to be applied. it was proven by the chart (see chart 2) and field notes (see table 2). it was not only the students’ activeness but also teacher’s participation became the most important factors in improving the students’ reading comprehension. improving efl ninth graders’ reading comprehension through thieves learning strategy 244 joall (journal of applied linguistics and literature), 7(1), 2022 there were also some interviews that have been done by i after doing the cycle i and cycle ii. the result of the interviews revealed that applying the thieves strategy could stimulate the students to be more active in the teaching and learning process. a part of the answer conducted with respondent at the middle of the implementation process is given below. “kalo sebelumnya, waktu liat teks, apalagi kalo teksnya panjang. saya langsung putus asa aja, mam. dan kurang semangat mau tau tentang teksnya. tapi, pas dikenalin strategy ini jadi penasaran pengen tau dan semangat buat tau dengan menerapkan urutan dalam strategynya. mulai dari judulny sampai menyimpulkan isi teksnya. dari strategy ini saya dapat mempredeksi pertanyaan apa yang akan muncul dari teks dan jawabannya.” (previously, when i saw the text, especially if the text was long. i just gave up, mam. and not excited to know about the text. however, when i was introduced to this strategy, i was curious to know and excited to know by applying the order in the strategy. starting from the title to concluding the content of the text. from this strategy i can predict what questions will arise from the text and the answers) from the data above, it can be assumed that the students were confused with the english text. moreover, concerned to the complex text, the student was not eager to know more about the text. however, when the student was introduced to the thieves strategy, the students were curious and enthusiasm to know and apply the strategy. it was started from the title to summarization section. by applying this strategy, the student could predict what kind of questions that will be appeared from the text. discussion considering to the result of students’ reading comprehension test, it showed that there was a significant improvement of the students’ reading comprehension in each cycle. in cycle i, there was an improvement compared to the baseline data. unfortunately, students’ achievement did not reach the criteria of success. in cycle i, the thieves strategy was just introduced to them. at the first and second meeting, the students were still confused about the strategy, especially at the step 4 (every first paragraph sentence), step 5 (visuals and vocabulary), step 6 (end of chapter question), and step 7 (summary). while, in step 1 (title), step 2 (heading) and step 3 (introduction) they tend to be easier in understanding the steps. they could immediately predict what they have seen from the title, heading and introduction. because of the reading comprehension test result did not reach the criteria of success, i needed to implement the second cycle, there was also an improvement compared to reading comprehension test result in cycle i. then, at the end of cycle ii, i found that the improvement of students’ reading comprehension yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 245 result has reached the criteria of success. finally, i stopped in cycle ii. the percentage of students who got b and a category has reached the criteria of success. this finding showed that after applying the thieves strategy, the students’ reading comprehension were improved and reached the criteria of success. furthermore, according to the teacher’s observation checklists and the teacher’s effort, those also affected the teaching and learning process. the teacher’s participation has a crucial role in introducing the materials. there was not only their attendance among the students but also the preparation, explanation, instruction, feedback and also rewards for the students. then, i concluded that the appropriate strategy for the suitable learning objective, media, and the teacher’s action become the factors of the improvement of students’ reading comprehension skills. the findings of this study were similar to some previous studies established by the other researchers. khataee (2019) claims that applying the thieves strategy can enhance the comprehension of expository text. furthermore, a study by novia (2013) proved that the reading comprehension of students who were taught using the thieves strategy was better than students who were. however, the thieves strategy can improve the reading ability of eighth grade students of smp negeri 2 teluk gelam. in addition, the research of sarifuddin and nunggrasari (2019) also found that thieves' strategy was more effective in increasing students' motivation in reading comprehension. the thieves strategy activated the students through some steps that were applied to improve the students’ reading comprehension skills. similar to the theory by manz (2002) who defines that thieves is an activation strategy involving seven steps which aims to provide the necessary knowledge for students before studying the text deeper. each step of the strategy enabled the students to get every single information in the text. based on the reflection of the first cycle, i did some improvements to overcome students’ confusion through first cycle. the good respond was given by the students in the teaching and learning process because the new strategy was combined by enriching the lesson of the material. the distribution of materials to the students in cycle ii was more various than cycle i. in sequence, in order to improve students' enthusiasm and attraction in cycle 2, i combined and enriched the several text which were taken from some resources. by combining and enriching the various kind of texts, the students became more active and paid more attention to the teaching and learning process. it showed that the participation of the teacher also become a factor which affects the students’ enthusiasm in the teaching and learning process. as sari et al. (2018) revealed that teacher’s participation in combining and improving efl ninth graders’ reading comprehension through thieves learning strategy 246 joall (journal of applied linguistics and literature), 7(1), 2022 enriching the various kinds of texts reinforced the teaching and learning process. hence, it made the students to be more attracted and attentive into materials. finally, from the discussion above, it can be concluded that the application of the thieves strategy through several cycles is effective in improving students' reading comprehension and strengthening the teaching and learning process. the students became more active and interested when the teacher applying this strategy to teach reading. in addition, the thieves strategy was an appropriate strategy to be applied for various types of texts. conclusion based on the discussion above, some conclusions can be drawn. first of all, students’ reading comprehension test has reached the criteria of success. it was proven by the students’ reading comprehension test result in cycle i and cycle ii. the students who have reached the criteria of success upgraded from 2 students in baseline data became 20 students in the end of the study. second, the observation checklist and field notes confessed the students’ activeness during the process of teaching and learning. the teacher’s creativity in elaborating several kinds of text has assisted the students to be more curious to the materials. in addition, the students became more active and concentrated. they also could expose their ideas and scheme on their mind during the discussion section was implemented. in brief, it was uncovered that all of the students’ reading comprehension strategies called the thieves strategy. based on this discussion, it can be declared that this strategy can be used in reading comprehension activities at junior high school level. acknowledgments this research was supported by the faculty of teacher training and education, the department of language and art, english education postgraduate program. we thank mr. azhar aziz lubis as the editor of joall and anonymous reviewers for their helpful comments and suggestions. we would also like to show our gratitude to the school principles of smpn 13 north bengkulu syuraiani, s.pd., m.pd. for sharing her pearls of wisdom with us during the course of this research. references anderson, n. j. (2012). reading instructions.pdf. cambridge university press. ediger, a. (2001). eaching children literacy skills in a second language. thomson learning, inc. https://scholar.google.com/scholar?hl=en&as_sdt=0%2c5&q=+iedige r%2c+a.+%282001%29.+teaching+children+literacy+skills+in+a+secon d+language&btng= yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 247 gay, l. r. and peter, a. (2000). educational research: competencies for analysis and application (6th ed). prentice hall, inc. grabe, w., & stoller, f. l. (2013). teaching and researching reading, second edition. in teaching and researching reading, second edition. https://doi.org/10.4324/9781315833743 gurning, b., & siregar, a. (2017). the effect of teaching strategies and curiosity on students’ achievement in reading comprehension. english language teaching, 10(11), 191. https://doi.org/10.5539/elt.v10n11p191 hopkins, d. (2004). action research and classroom research by teachers. a teacher’s guide to classroom research, 47–58. khataee, e. (2019). the effect of thieves strategy on efl learners’ reading comprehension. international journal of instruction, 12(2), 667–682. https://doi.org/10.29333/iji.2019.12242a kibui, a. w. (2017). pedagogical implication of schemata in reading comprehension in the english language. 5(4), 89–94. klingner, j.k., sharon, v. & alison, b. (2007). eaching reading comprehension to students with learning difficulties. the guilford press. lin, l.-f. (2017). impacts of the problem-based learning pedagogy on english learners’ reading comprehension, strategy use, and active learning attitudes. journal of education and training studies, 5(6), 109. https://doi.org/10.11114/jets.v5i6.2320 manz, s. . (2002). a strategy for previewing textbooks : teaching readers to become thieves author ( s ): suzanne liff manz source : the reading teacher , vol . 55 , no . 5 ( feb ., 2002 ), pp . 434-435 published by : wiley on behalf of the international reading association. 55(5), 434–435. mcdonough, j., shaw, c. & m. h. (2013). materials and methods in elt_a teacher’s guide (3rded). west sussex wiley-blackwell, march. moreillon, j. (2007). collaborative strategies for teaching reading comprehension : maximizing your impact. novia, n. (2013). teaching reading narrative text by using thieve strategy. 21– 29. nunan, d. (2015). teaching english to speakers. teaching english to speakers of other languages -an introduction, 210. özdemir, e. ç., & akyol, h. (2019). the development of a reading comprehension test. universal journal of educational research, 7(2), 563– 570. https://doi.org/10.13189/ujer.2019.070229 papatga, e., & ersoy, a. (2016). improving reading comprehension skills through the scratch program. international electronic journal of elementary education, 9(1), 124–150. phillips, d.a. & carr, k. (2010). becoming a teacher through action research. taylor & francis group. improving efl ninth graders’ reading comprehension through thieves learning strategy 248 joall (journal of applied linguistics and literature), 7(1), 2022 sari, r. m., yunita, w., & . a. (2018). improving students’ ability to write narrative text by using graphic organizer. joall (journal of applied linguistics & literature), 1(2), 40–45. https://doi.org/10.33369/joall.v1i2.4179 sarifuddin and nunggrasari. (2019). the effectiveness of thieves strategy towards students’ motivation in reading comprehension muhammad. foresight, 8(5), 55. http://ejournal.mandalanursa.org/index.php/jupe/index%0avol. sheng, h. j. (2000). a cognitive model for teaching reading comprehension. forum, 38, 12–15. https://eric.ed.gov/?id=ej648963 snow, c. e. (2002). reading for understanding: toward a research and development program in reading comprehension. rand’s publication. sudijono. (2006). pengantar statistik pendidikan. pt. raja grafindo persada. tindall, e., & nisbet, d. (2010). exploring the essential components of reading. jour¬nal of adult education, 39, 1–9. the authors yenny asmarni is an english teacher at smp negeri 13 bengkulu utara, bengkulu, indonesia. she earned her master degree in postgraduate program of english education, universitas bengkulu in 2020. her research interest is elt methodology and innovation. she can be contacted via yennydaman1@gmail.com. wisma yunita is a senior english lecturer at the postgraduate program of english education, universitas bengkulu, indonesia. she earned her doctoral degree in language education from universitas negeri jakarta in 2018. her research interests are english grammar, academic writing, elt methodology and innovation, and elt research. she can be contacted via wismayunita@unib.ac.id. dedi sofyan is a lecturer at the english department, university of bengkulu, focusing on linguistics and education. he has an interest on students’ internal factors influencing the successfulness in study. he mostly studied several aspects such as anxiety, motivation, communication strategies, learning strategies and learning style. he also wrote several works on evaluation, test item construction and textbook analysis. mailto:yennydaman1@gmail.com mailto:wismayunita@unib.ac.id yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 249 appendix 1 figure 1. conceptual framework title students’ low reading comprehension at the ninth grade (ix c) of smpn 13 north bengkulu. thieves strategy problem solving problem heading introduction every first sentence in a paragraph visual and vocabulary summary end of chapter question expected result improvement of students’ reading comprehension improving efl ninth graders’ reading comprehension through thieves learning strategy 250 joall (journal of applied linguistics and literature), 7(1), 2022 appendix 2 reading comprehension test i the text is for questions number 1 7 putri gading cempaka once, in bengkulu tinggi area which is included in bengkulu province. there was a kingdom called the kingdom of sungai serut. the king named was ratu agung. ratu agung had six sons and a daughter. they were named kelamba api or raden cili, manuk mincur, lemang batu, taj rompong, rindang papan, anak dalam, and putri gading cempaka. suddenly, the king was seriously ill. he asked anak dalam to be a king. he hoped that this kingdom would remain united both in joy and sorrow. when sungai serut kingdom was hit by a big disaster and no longer be maintained, the kingdom had to move to gunung bungkuk, then there would come a king who asked putri gading cempaka to be his wife. after the king had sentence the message, he passed away and anak dalam crowned to be a king. however, the name of the kingdom changed to bangkahulu kingdom by anak dalam. one day, the young prince of aceh came to propose the putri gading cempaka, but proposal was refused by all members of king’s family. the pangeran muda aceh became angry and declared the kingdom to fight. war continued to rage and many troops died. at that moment, the king remembered the message of his father. finally, king anak dalam and his six siblings immediately run away and moved to gunung bungkuk. after king and his family left, the bangkahulu kingdom became chaotic. the news of the war heard by four pasirah (knights) of lebong balik bukit and they willing to owned the bangkahulu kingdom. however, after they had the entire kingdom they started to fight each other to be the king. all the knights then asked to baginda maharaja sakti to settle off the fight among them. after the fight settled baginda maharaja crowned as the new king. however, suddenly the sky went dark, heavy rains and heavy winds fell, the ceremony was finally postponed. however, until evening, rain and storms never stopped. baginda maharaja sakti dreamed of seeing an angel dancing in a rainstorm, but not even a little of the angel's body was wet with rain. the angel then heads to gunung bungkuk. the next day, he asked a fortune teller to interpret the dream. the fortune teller said that the beautiful angel was putri gading cempaka, who lived on gunung bungkuk with her six siblings. the fortune teller said if the baginda maharaja able to marry the princess, the kingdom would be better. then baginda maharaja went to gunung bungkuk propose putri gading cempaka. finally, raja anak dalam and his brothers accepted the maharaja sakti's proposal in based on their father's will. they built a new kingdom called lemau river kingdom. his majesty sakti led the kingdom wisely. he and his queen also live happily. (adapted from https://www.bigbanktheories.com/contoh-narrative-text-panjangtentang-putri-gading-cempaka/) 1. how many children did ratu agung have? a. four c. five b. six d. seven (line 25) (line 30) (line 5) (line 15) https://www.bigbanktheories.com/contoh-narrative-text-panjang-tentang-putri-gading-cempaka/ https://www.bigbanktheories.com/contoh-narrative-text-panjang-tentang-putri-gading-cempaka/ yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 251 2. “he hoped that this kingdom would...” the word ‘he’ paragraph 2 line 1 refers to... a. the king c. anak dalam b. the prince d. baginda maharaja sakti 3. raja anak dalam and his brothers accepted the maharaja sakti's proposal... the underlined word of the last paragraph has the same meaning as... a. refused c. received b. remarked d. read 4. what is the moral value of the text above? a. do anything to get what you want b. always remember advice from our parents c. everyone have to be a king d. every people in the world must live happily. 5. what did anak dalam do after all troops died? a. he accepted baginda maharaja sakti porposal. b. he and his people fight until died. c. he and his family moved away to gunung bungkuk. d. anak dalam refused pangeran muda aceh’s proposal. 6. what does the text tell us about? a. bengkulu province b. putri gading cempaka c. sungai serut kingdom d. gunung bungkuk 7. what is the main idea of paragraph 4? a. baginda maharaja asked fortune teller to inteprete the dream. b. baginda maharaja crowned as the new king. c. the fortune teller said baginda maharaja to marry the princess. d. bangkahulu kingdom became chaotic after the king left. the following text is for number 8 – 14 pasar bawah (down market) is a must visit location when exploring riau. it is the market in pekanbaru located on the riverside of siak river and the port. the market itself is unique because instead of selling fruit and vegetables, this place sells antique goods and knick-knacks from local areas and overseas. this market also sells products from malaysia, singapore and italia as well as second-hand electronics in affordable price. in this market, it can be found local products from riau such as riau batik, riau tenun ( riaustyle woven fabrics), and malay traditional clothing. local food are also avalaible such as lempuk durian (sticky sweet cake made by durian fruit), dodol kedondong ( kedondong glutinous sweet), ikan salai (smoked fish) and ikan asin (salted fish). (taken from https://www.thejakartapost.com/travel/2017/07/08/findantique-goods-at-pekanbarus-oldest-market-pasar-bawah.html 8. what is the text about? https://www.thejakartapost.com/travel/2017/07/08/find-antique-goods-at-pekanbarus-oldest-market-pasar-bawah.html https://www.thejakartapost.com/travel/2017/07/08/find-antique-goods-at-pekanbarus-oldest-market-pasar-bawah.html improving efl ninth graders’ reading comprehension through thieves learning strategy 252 joall (journal of applied linguistics and literature), 7(1), 2022 a. the beauty of siak river in riau b. batik riau cloth avalaible at the market c. a market named pasar bawah d. history of siak port near pasar bawah 9. “it is the market...” paragraph 1 line 1. the word it refers to... a. pekan baru c. malaysia b. pasar bawah d. riau tenun 10. where is pasar bawah located? a. on the riverside of siak river and the port. b. on the riverside of musi river and the port. c. in malysia d. in italy 11. which statement is incorrect based on the text? a. the market sells fruits and vegetables. b. the market sells antique goods and knick – knacks. c. malay traditional clothing is available in the market. d. location of siak river is near the market. 12. what is the main idea of third paragraph? a. the history of pasar bawah. b. local products and food sold in pasar bawah. c. special sticky sweet cake pasar bawah. d. smoked fish and salted fish in pasar bawah. 13. “...... this place sells antique goods and knick-knacks...” (paragraph 1) the underlined word can be replaced by.... a. vintage c. modern b. new d. sophisticated 14. where does the second-hand electronics come from? a. tiongkok, italy, and malaysia b. malaysia, italy, and philipines c. malaysia, italy, and singapore d. singapore, italy, and philipines the text is for number 15 – 20 snakes are reptiles (cold-blooded creatures). they belong to the same group as lizards (the scaled group, squamata) but from a sub-group of their own (serpentes). snakes have two legs but a long time ago they had claws to help them slither along. snakes are not slimy. they are covered in scales which are just bumps on the skin. their skin is hard and glossy to reduce friction as the snake slithers along the ground. snakes often sun bathe on rocks in the warm weather. this is because snakes are cold-blooded; they need the sun’s warmth to heat their bodies up. yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 253 most snakes live in the country. some types of snakes live in tress, some live in water, but most live on the ground in deserted rabbit burrows, in thick, long grass and in old logs. a snake’s diet usually consists of frogs, lizard, and mice and other snakes. the anaconda can eat small crocodiles and even bears. many snakes protect themselves with their fangs. some snakes are protected by scaring their enemies away like the cobra. the flying snakes glide away from danger. their ribs spread apart and the skin stretches out. its technique is just like the sugar gliders. 15. based on the information of the text, we know that snakes... a. do not have claws. b. do not like sunlight. c. have two legs and claws d. use their claws to slither along the ground 16. since the snakes are cold-blooded, they ... a. require the sun’s warmth to heat their body. b. like sucking the cool blood. c. never sun bathe in the warm weather. d. live on the ground in deserted burrows. 17. some types of snakes live in tress, some live in water, but most live on the ground in deserted rabbit burrows,…(paragraph 4).the word “burrows “ has the similar meaning with… a. foster c. dig b. plough d. nurture 18. how do flying snakes protect themselves? a. they fly away. b. they use their fanngs they scare their enemies. c. they stretch out their skin. d. they eat the other animals. 19. “they belong to...” the word ‘they’ in paragraph 1 line 1 refers to... a. anacondas c. claws b. snakes d. rabbits 20. what is the purpose of the text? a. to amuse the reader about snakes b. presenting information about snakes. c. telling the procedure of keeping the snakes d. telling about past event. improving efl ninth graders’ reading comprehension through thieves learning strategy 254 joall (journal of applied linguistics and literature), 7(1), 2022 appendix 3 table 1. the observation list for teacher cycle i meeting i aspect indicator yes no preactivity • teacher asks the leader to lead the pray. • teacher asks questions about the material. • teacher tells the students about the aim of the lesson. • teacher tells the student about some assessments while the learning process. ✓ ✓ ✓ ✓ title • teacher asks the students whether they have already known about the title. • teacher asks how this chapter will relate to chapters students have already read. • teacher asks the students what they predict will be in this chapter. ✓ ✓ ✓ headings • teacher asks the students based on the headings, what information will each section contain? • teacher asks the students which sections look most important? • teacher asks the students how can you turn these headings into guiding questions? ✓ ✓ ✓ introduction • teacher asks the students where is the introduction? how can you tell? • teacher asks the students what are the main ideas of the introduction? • teacher asks the students what information do you already know about this topic? ✓ ✓ ✓ every first paragraph sentence • teacher asks the students what are some of the topics that will be included? • teacher asks the students which topics, and which paragraphs, are most important? • teacher asks the students what do you think you will learn about? ✓ ✓ ✓ visuals and vocabulary • teacher asks the students what can each visual tell you? what’s its main message? • teacher asks the students based on the visuals, what do you predict you will read about? • teacher asks the students based on the words, what do you think you will learn? ✓ ✓ ✓ end of chapter questions • teacher asks the students based on these questions, what do you think will be some of the main ideas of this chapter? ✓ ✓ yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 255 aspect indicator yes no • teacher asks the students based on these questions, what predictions can you make about the chapter? summary • teacher asks the students what does it seem like the main ideas of this chapter are? • teacher asks the students what material is going to be covered? • teacher asks the students what do you already understand from this summary? ✓ ✓ ✓ post activity • teacher and the students make a summary about the topic that have been learnt together. • teacher do some reflection to activities that have been done. • teacher asks whether the students still have some questions • teacher close the activity by thanking and greeting ✓ ✓ ✓ ✓ table 2. the observation list for students cycle i meeting i aspect indicator yes no preactivity • the leader of the students leads the pray. • students answer questions about the material. • the students listen to the aim of the lesson. • teacher tells the student about some assessments while the learning process. ✓ ✓ ✓ ✓ title • the students answer whether they have already known about the title. • the students answer how this chapter will relate to chapters students have already read. • the students answer what they predict will be in this chapter. ✓ ✓ ✓ headings • based on the headings the students answer, what information will each section contain? • the students answer which sections look most important? • the students answer how can they turn these headings into guiding questions? ✓ ✓ ✓ improving efl ninth graders’ reading comprehension through thieves learning strategy 256 joall (journal of applied linguistics and literature), 7(1), 2022 aspect indicator yes no introduction • the students answer where is the introduction? how can they tell? • the students answer what are the main ideas of the introduction? • the students answer what information do they already know about this topic? ✓ ✓ ✓ every first paragraph sentence • the students answer what are some of the topics that will be included? • the students answer which topics, and which paragraphs, are most important? • the students answer what do they think they will learn about? ✓ ✓ ✓ visuals and vocabulary • the students answer what can each visual tell they? what’s its main message? • the students answer based on the visuals, what do they predict you will read about? • the students answer based on the words, what do they think they will learn? ✓ ✓ ✓ end of chapter questions • the students answer based on these questions, what do they think will be some of the main ideas of this chapter? • the students answer based on these questions, what predictions can they make about the chapter? ✓ ✓ summary • the students answer what does it seem like the main ideas of this chapter are? • the students answer what material is going to be covered? • the students answer what do you already understand from this summary? ✓ ✓ ✓ post activity • the students make a summary about the topic that have been learnt together. • teacher do some reflection to activities that have been done. • teacher asks whether the students still have some questions • teacher close the activity by thanking and greeting ✓ ✓ ✓ ✓ yenny asmarni, wisma yunita, dedi sofyan joall (journal of applied linguistics and literature), 7(1), 2022 257 appendix 4 table 3. field notes for teacher and students no cycle field notes 1 i in the first meeting, the teacher began the learning process and managed the classroom well. she just told about main idea without asking the information the students had got from the text. she had given the explanation about each step but the students were still very confusing about the steps of the strategy. there still some students who did chatting among the students which were in the different group. at the end of the meeting she tried to summarize what the students got at this meeting then closed the meeting well. at the second meeting, the teacher began the meeting well. she managed the classroom well and effective. she gave the explanation about the strategy, step by step, little by little. so that the students were not so confused about the strategy and start to be more enthusiasm in doing their task. finally, the teacher closed the meeting very well. in the third meeting, the teacher had given the explanation clearly. almost all steps were done well by the teacher. 2 ii in the first meeting of cycle ii, the teacher began the learning process very well. she gave the explanation about thieves strategy and what the students should do in this meeting clearly. the students had understood enough about the steps of thieves strategy. only two or three students who asked about the steps. they still found some difficulties in step every first paragraph. then, in the second meeting after opening the class and giving the explanation about what should the students do, the teacher come to each group to ask whether they found some difficulties in applying thieves strategy to comprehend the text they had. the students showed a very good respond. they looked very happy and enthusiasm to do their task by applying the strategy. improving efl ninth graders’ reading comprehension through thieves learning strategy 258 joall (journal of applied linguistics and literature), 7(1), 2022 appendix 5 transcript of the interview day/date : monday/march, 16th 2020 place : teacher’s room time : 09.30 – 10.00 interviewees : student 17, student 19, student 25 1. researcher : ee... oke.. kira – kira dalam...apa,.. memahami teks itu yang jadi problemnya apa ..yang jadi..yang jadi kendala selama ini apa ? student 19 : kadang ... saya bingung, mam. mau mulai darimana, apalagi kalau banyak kata – kata barunya, mam... 2. researcher : oke... aa..kita kan udah nerapkan, sekarang ada strategi baru, kira – kira ee...perbandingannya gimana itu? perbedaannya gimana? antara dulu sebelum ada strategi yang kita pake dalam pembelajaran kemudian sekarang ada strategi yang kita pake thieves strategi ee... gimana .. gimana..ee pendapatnya gimana? student 25 : kalau sebelum ada strateginya tu kan, mam. kalau belajar yang ada teks kurang menarik, tapi sekarang karena ada strategi yang menuntun kita.. mmm dengan langkah – langkah yang jelas jadi lebih mudah ngerjainya. 3. researcher : oke..ee...kemaren kan kita udah nerapkan strategi itu kan. strategi tentang memahami teks, thieves strategy. eee.. kira – kira bagaimana perasaan kamu setelah eee.. menerapkan strategi ini dalam, apa.. mem..ee.. mempelajari teks... dalam memahami teks gitu... gimana perasaannya? student 17 : kalau sebelumnya kan mam, kalau lihat teks, apalagi kalau teksnya panjang. saya langsung putus asa aja mam, dan kurang semangat mau tau tentang teksnya. tapi pas dikenalin strategi ini, jadi penasaran pengen tau dan semangat buat tau, dengan menerapkan urutan dalam strateginya, mam. mmm mulai dari judulnya...sampai menyimpulkan isi teksnya. dari strategi ini, saya akan memprediksikan pertanyaan apa yang akan muncul dari teks dan jawabannya. researcher : oke...thank you. removed: the argument style of research article discussions by non-native authors of english published in international journals safnil arsyad1; muhammad zaim2; syahrul ramadhan3; azhar aziz lubis4 universitas bengkulu1,4; universitas negeri padang2,3 this article has been removed at the request of professor safnil arsyad because the criteria for research output required by the research funder have yet to fulfil. https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v5i2.11268&domain=pdf removed removed removed removed removed removed removed removed removed removed removed removed removed removed removed removed removed removed songs and motions as a method to introduce english vocabularies at early childhood education ratna purwanti universitas lambung mangkurat, indonesia corresponding email: ratna.purwanti@ulm.ac.id abstract this study aims to explore the description of song and motion as a method in introducing vocabularies (number and colour) in english at one of the kindergartens in banjarbaru. this study used a qualitative approach to collect, analyse, and interpret several data which were related to one particular phenomenon, that is the description about song and motion as method in introducing vocabularies in english at early childhood. the participants of this study are 15 children of group b bilingual matahariku kindergarten. the data were collected using interview, observation and documentation. first, interview with the teacher and the headmaster. the interview is used to know information about learning english by using the song and motion method. second, the observation is done to collect information about description about song and motion as method in introducing vocabularies (number and colour) in english. then, to support the data taken from the interview and observation of this research, this study used documentation to get children’s english skill in introducing vocabularies (number and colour) in the form of anecdotal notes assessment and also children in singing and doing movements or children’s motoric in english learning activities. the finding from this study revealed that the song and motion method is very beneficial for the children’s english vocabularies, children can remember the vocabularies about number and colour in english and also the learning is fun, children feel happy. this study might be used as an input for a teacher to create learning english in the classroom. keywords: song and motion method, vocabularies, number, colour, early childhood education journal of applied linguistics and literature, vol 6(1), 2020 1 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.11130 mailto:ratna.purwanti@ulm.ac.id http://dx.doi.org/10.33369/joall.v6i1.11130 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.11130&domain=pdf ratna purwanti 2 journal of applied linguistics and literature, vol 6(1), 2020 introduction early age is a period of development and growth that greatly determines the development of children in the future or adulthood (old age) (fadlillah muhammad, 2012). early childhood until the age of six years is a very decisive age in the formation of development that is unique and rapid, for example in kindergarten (novan a wiyani, 2014). then according to (yus, 2014) environment is one of the factors that influence children's development. it can be concluded that early childhood is a sensitive period which is very important for children because golden age is very important to develop cognitive, affective, psychomotor, language, socio-emotional and spiritual development. children's language skills can identify themselves, and interact and work together with others (novan ardy wiyani, 2014). person's life from birth to six years is sensitive period for language and has better language development (sujiyono yn, 2012) (susanto, 2017). it can be concluded that language development is one of the basic abilities that must be possessed by every child because language is needed in communicating with the environment in a society. language has a very important role in human life, namely as a means of social communication. english is an international language which is also a language that is widely taught and controlled by many developed countries in the world english introduces to children at early stage, to introduce simple english but also taught as one of the local need subjects. it can be concluded that a country that masters english can be said to have entered the era of globalization and can establish various kinds of international relations with other countries. this is the reason more and more people are trying to learn english well to be able to compete globally and introduce english early on to children. children have certain periods of development with age, every child experiences language and concept development quickly especially if it is supported by the introduction of english from an early age to be useful for them as they grow older in competing with the world. teachers must to try to concretize abstract language (gusrayani, 2014). in line with the opinion of (susanto, 2017) teachers are needed to provide an understanding of the development of children's language. it can be concluded that in teaching english to early childhood children must be done with concrete activities. the result of the study found that it is very important to make children learn english in various activities to avoid boring, uncomfortable, afraid (monarisa, 2016). learning strategy has been widely acknowledged to play an important role in foreign language learning to help the learners in improving language competence (sakinah et al., 2020). song and motion as method in introducing vocabulary in english… journal of applied linguistics and literature, vol 6(1), 2020 3 but in reality, the problem that occurs is that english is rarely taught as an introduction to children's language skills, whereas given the importance of rapid language development is at the golden age of children, besides that english is an international language. therefore, english must be taught to young children. this happens, due to lack of knowledge of suitable english learning methods in the ability to speak in english that is right for children. there is one kindergarten that inserts english as their language of instruction. the method used by the school is the song and motion method in learning english for speaking skills so that children feel easy with english. movement and song have proven to be an ideal tool for young children to learn in a fun way, and as the best teaching aids to teach language to young children (rachmi, yusrafiddin, purnomo, sopandi, agus, 2009). through movements and songs performed while playing can help children to further develop their intelligence not only in aspects of the development of art, language and physical but also in the emotional and cognitive development of children (suyadi, 2015). the song at the end of the class activity can help teachers and children reflect and summarize the day's activities (seefelt, 2008). according to (muti’ah, 2010) motion is a means of expression and diverts fear, sadness, anger, pleasure. motion becomes a very creative thing when combined with music interpreted by children in their respective ways. motion is part of the natural existence of children aged three, four, and five years. instead of telling them to move to the music, the teacher should start by forming the children's natural movements (seefelt, 2008). songs are assumed can motivate students in learning language. children are enjoy listening songs, and singing and learning with it. that is why music is an essential part of the teaching-learning process for young learners (zarwin, 2018). the strengths of the motion and song method are easy, inexpensive, simple and fun; the knowledge or moral messages conveyed can be inherent in the child's memory for a long period; for certain types of songs can foster enthusiasm and passion for life, the soul of patriotism and the desire for great sacrifice (shoimin aris, 2014). it can be concluded that through the method of motion and song children can learn while playing. english learning activities become enthusiastic activities because learning is fun, children can learn vocabularies speaking skills in english with enthusiasm. this study then focuses on the description about song and motion as method in introducing vocabularies (number and color) in english at early childhood. ratna purwanti 4 journal of applied linguistics and literature, vol 6(1), 2020 methods qualitative research is the focus of attention with a variety of methods, which include interpretive approaches which mean to find meaning and naturalistic to the subject of the study, or in other words focus on humans and their interactions in social contexts (putra, n & dwilestari, 2013). qualitative research is used to examine the condition of natural object (sugiyono, 2016). this study used a qualitative approach. this study was intended to collect, analyze, and interpret several data which were related to one particular phenomenon, that is the description about song and motion as method in introducing vocabularies (number and colour) in english at early childhood. participants and setting this current study focuses on description about song and motion as a method in introducing vocabularies (number and colour) in english at early childhood. the bilingual matahariku kindergarten, banjarbaru kalimantan selatan, indonesia is at tk bilingual matahariku which is located at jl. peramuan citra bangun persada complex blok m no. 6, landasan ulin tengah, liang anggang, banjarbaru, south kalimantan, the status of the land is self-owned, the school building is a permanent building made of cement. tk bilingual matahariku was founded in 2011 by lpp ar-rahman. the vision of tk matahariku is to foster intelligence, health, joy, creativity, skills, independence, self-confidence and the character of bright students. while the mission is “setting up an atmosphere of play while learning is fun” and which introduces english in learning by using song and motion method. the participants of this study are 15 children of goup b. the bilingual matahariku kindergarten has facilities for 5 (five) classrooms (kb, a1, a2, b1, b2). the number of children in group b for 2019/2020 is 15 (ten) with 9 (three) girls and 6 (six) boys. they are alfatih bima, fadil, reza, azzim, arkan, pita, shella, zakiah, syita, norlin, nadya, qilah, arasita and syeikara. the background of the 15 (ten) children, most of them are having parents who work as traders, teacher, butcher, polri and tni-ad. instrument the researcher uses instruments interview to know information about learning english by using the song and motion method. then observation, it is to know about english learning by using motion and song method. the researcher made observation in english learning activities with theme “my favorite”, so that the researcher directly saw how the children's abilities were in the vocabularies of number and color (english) by motion and song method. then, the documentation (the form of anecdotal notes assessment). song and motion as method in introducing vocabulary in english… journal of applied linguistics and literature, vol 6(1), 2020 5 all of these instruments function to gather information on description about song and motion as method in introducing vocabularies (number and colour) in english at early childhood. data collection procedure the data were collected using interview, observation and documentation. first, interview with the teacher and the headmaster. the interview is used to know information about learning english by using the song and motion method. second, the observation is done to collect information about description about song and motion as method in introducing vocabularies (number and colour) in english. then, to support the data taken from the interview and observation of this research, this study used documentation to get children’s english skill in introducing vocabularies (number and colour) in the form of anecdotal notes assessment and also children in singing and doing movements/children’s motoric in english learning activities. data analysis as the data of this study was collected, the analysis can be done by collecting data to drawing conclusions. according to putra (2013) field notes are the main database in qualitative research. after returning from each observation, interview, or other research session, the researcher typically writes out, preferably on a word processor or computer, what happened. the researcher renders a description of people, objects, places, events, activities, and conversations. in addition, as part of such notes, the researcher will record ideas, strategies, reflections, and fieldnotes: the written account of what the researcher hear, sees, experiences, and think in the course of collecting and reflecting on the data in a qualitative study. it is concluded that field notes are written notes about what is heard, seen, experienced, and thought in the context of data collection and reflection on data in qualitative research. findings based on the data through observation in class with theme “my favourite” sub-themes (colours) such as the colour number 1 (red), number 2 (yellow), number 3 (green), number 4 (purple) and number 5 (blue). the activities found are, the teacher explained the name of the colour in english, number 1 (red, red), number 2 (yellow, yellow), number 3 (green, green), number 4 (purple, violet), and number 5 (blue) i.e., blue). then the teacher shows the pictures one by one and gives a question from picture number 1 (red) who knows what number this is? almost all children eagerly answer one "one" ma'am in a loud voice and while pointing the index finger (one). ratna purwanti 6 journal of applied linguistics and literature, vol 6(1), 2020 and the number one colour that is drawn here is the red colour in english is "red". next, this picture, what colour is the number? the child answers 2 (yellow), then the teacher says that yellow is "yellow", meaning "two" (showing index and middle fingers) coloured "yellow". the teacher shows the next picture, the number 3 (green), the children answer three colours in green, yes the number 4 four and the green is green. now picture number 4, what colour is it? the children answered quickly and loudly purple mom. yes, purple is true "violet". well then number 5, the colour blue is "blue", all the children also say "blue". the teacher started from the concept by giving examples by singing the song (numbers 1-5 in english), namely "one is one, two is two, three is three, four is four, five is five, those are the names of numbers" and the colour song red is red, red is red, yellow is yellow, green is green, violet is purple, blue is blue ". all children were enthusiastic about singing the song in a loud and rather loud voice. while moving lift the colour and number flashcards. at each meeting the children experienced an increase in the pronunciation of each color and number vocabularies in english. in every meeting child can pronounce themselves correctly without being guided by the teacher. this indicates that the repeated concrete activities in learning english through motion and song have succeeded in optimally improving children's english vocabularies skills in number and colour. then, based on the data got through from documentation of the instruments used in collecting the information about in the form of anecdotal notes assessment and also children in singing and doing movements/children ‘s motoric in english learning activities. based on the teacher's assessment notes that the children sing accompanied by movements, 1 child is developing as expected (bsh) namely bima because singing only with a loud voice without clarity, confidence and finger movements. there are 14 very good development (bsb) children namely fadil, reza, azzim, pita, shella, zakiah, arkan, syita, norlin, alfatih, nadya, qilah, arasita and syeikara because of very confident singing, finger movements. discussion children have various ways to learn and find out and have various ways to show what they know, children will learn more easily if children feel safe and comfortable, children's learning motivation appears when activities are carried out according to children's interests and encourage children's curiosity (sujiyono yn, 2012). therefore, knowing children closely to make them feel safe and comfortable is important. the characteristics of a song and motion as method in introducing vocabulary in english… journal of applied linguistics and literature, vol 6(1), 2020 7 comfortable environment must be created for children to feel comfortable in learning. the task of teachers is to help children understand what they have learned creatively (suyadi, 2015). the implementation of a good classroom activity process should be accompanied by a form of attention given by the teacher such as encouragement and motivation, with motivation to generate activity (rusman, 2011). then (sujiyono yn, 2012) states that a child can learn as well as possible if their needs are met and they feel safe and comfortable psychologically. therefore, knowing children closely in order to make them feel safe and comfortable is important. research findings that quality learning outcomes can be obtained from quality learning processes (suriansyah &., 2015). the child have a variety of ways to learn and find out and have various ways to show what they know, children will be easier to learn if children feel safe and comfortable, characteristics of early childhood are (1) unique (2) egocentric, (3) active and energetic, that is, children are happy or happy to do various activities (4) strong curiosity and enthusiasm for many things, (5) exploratory and adventurous (6) spontaneous (7) happy and rich with fantasy (8) still easily frustrated (9) still lacking consideration in doing something (9) short attention span (10) passionate about learning and learning a lot from experience (11) increasingly shows interest in friends (fadlillah muhammad, 2012) (yus, 2011). according to (suriansyah & aslamiah, 2011) for kindergartens, cooperative learning makes children freer to be creative. then (lubis et al., 2019) students would be more highly motivated to learn english. therefore, active, creative and innovative learning such as learning while playing is one of the most effective ways for children in learning specially to improve children's development, one of them is english. then lisa (2019) stated that the teacher should choose an appropriate teaching method for students. according to (gusrayani, 2014) show with something concrete in the english learning. the result of (ngadimun et al., 2019; aslamiah, et al., 2020; noorhapizah, 2020) english is fun learning by concrete activity, children learn and play. the activities carried out through children's experiences by playing such as (singing with movements). this method creates the joy that is felt by children can also be poured in songs and in general, all children love to sing even though children are shy to sing. singing a song with movement can provide satisfaction, joy and happiness for the child to encourage the child to study harder (joyful learning). because children love to play with singing it will involve methods of movement and songs to achieve aspects of child development, especially aspects of the language (english). in addition to the theories explained above, this research is also supported by research that has been carried out by several related people through song and motion ratna purwanti 8 journal of applied linguistics and literature, vol 6(1), 2020 methods, that music and a pleasant situation make all students seemed enthusiastic (suprapto & kurniawan, 2020). then result found that when a student is highly confident then she or he is able to perform the oral participation efficiently (moneva & cuizon, 2020). then result found that through songs and movements and songs can improve the children ability of english aspect. children in early childhood education (paquette & rieg, 2008) (albaladejo albaladejo et al., 2018). so, it can be concluded that from the explanation above shows that the use of song and motion method in group b the bilingual matahariku kindergarten, that the song and motion method is very beneficial for children english vocabularies, children can remember vocabularies about number and colour in english and also children happily singing while moving. conclusion and suggestion it can be concluded that the song and motion method is very beneficial for children english vocabularies, children can remember vocabularies about number and colour in english through song that are repeated, to increase children's motor activities with joyful singing while moving and children happily singing while moving because these activities create joy for children. the established conclusion above is along with the suggestion for teachers, significantly to the process of english learning especially for early childhood, namely meaningful and cheerful learning for children by using song and motion method. references albaladejo albaladejo, s., coyle, y., & de larios, j. r. 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(2014). perkembangan anak usia dini: panduan orang tua ratna purwanti 10 journal of applied linguistics and literature, vol 6(1), 2020 dan pendidik paud dalam memahami serta mendidik anak usia dini. gava media. wiyani, novan ardy. (2014). perkembangan anak usia dini: panduan orang tua dan pendidik paud dalam memahami serta mendidik anak usia dini. yogyakarta: gava media. yus, a. (2011). penilaian perkembangan belajar anak taman kanak-kanak. jakarta: kencana media group. yus, a. (2014). model pendidikan anak usia dini. jakarta: kencana media group. zarwin. (2018). improving students ‘ability in listening to a recount genre through song analysis technique. joall (journal of applied linguistics & literature), 1(1), 103–113. https://doi.org/10.33369/joall.v1i1.3941 joall (journal of applied linguistics and literature), 7(1), 2022 51 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/12540 http://doi.org/10.33369/joall.v7i1.12540 continuous professional development: an overview from english language teachers in east kalimantan 1,2abdul halim , 2yih-sheue lin, 3mustofa , 4khusnul khatimah 1,4english education department, universitas muhammadiyah kalimantan timur, indonesia 1jalan ir. h juanda 15, samarinda 2department of education and human potentials development, national dong hwa university, taiwan (roc) 2no. 1號, section 2, daxue rd, shoufeng township, hualien county, 974 3primary teacher education department, universitas nahdlatul ulama surabaya, indonesia 3jalan smea no. 57, surabaya article info abstract article history: received: sept 16, 2020 revised: aug 04, 2021 accepted: dec 06, 2021 the purpose of the study was to explore how continuous professional development is conducted, who conducts it, and the factors that influence it. according to the laws of the republic of indonesia, teaching is a professional job that requires certain educational and training qualifications so that teachers can become professional personnel. by seeing the importance of professionalism in this work and in order to see the picture of the cpd of teachers in east kalimantan, this research is important to carry out. this research uses a qualitative case study method. the subjects of this study were teachers (n=10) from ten schools in samarinda, kutai kartanegara, and balikpapan. data were collected using a cpd questionnaire and interviews. the data obtained were analysed and presented with descriptions and tables or charts. the data indicated that most of the teachers participated in the study are aware of the components of professional teacher indicated from the government laws. the study also reveals how the cpd is conducted by different stakeholders. some suggestions are proposed based on the results of the study. keywords: professional development education teacher training conflict of interest: none funding information: directorate of research and community service of the republic of indonesia 2019 correspondence: abdul halim, department of education and human potentials development, national dong hwa university, taiwan. ah918@umkt.ac.id ©abdul halim, yih-sheue lin, mustofa, khusnul khatimah this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): halim, a., lin, y., mustofa, khatimah, k. (2022). continuous professional development: an overview from english language teachers in east kalimantan. joall (journal of applied linguistics and literature), vol (issue), page-page. https://doi.org/10.33369/joall.v7i1.12540 https://ejournal.unib.ac.id/index.php/joall/article/view/12540 http://doi.org/10.33369/joall.v7i1.12540 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.12540&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.12540 https://orcid.org/0000-0002-9821-2655 https://orcid.org/0000-0003-4191-1241 abdul halim, yih-sheue lin, mustofa, khusnul khatimah 52 joall (journal of applied linguistics and literature), 7(1), 2022 professionalism in education has been an issue that brought up a dispute among the society for more than three decades ago. a question was arisen whether or not a teaching is a professional job such as doctors or lawyers. in order to answer the question, professional jobs are characterized by some attributes making it different from the common labors. teachers, in this sense, should possess these attributes such as structured skills and knowledge, commitments, and act on behalf of their clients/stakeholders so that it can be included as a professional job (carr & kemmis, 1986). in 2005 the indonesian government have acknowledged the teachers’ profession as a part of professional occupation with indonesian laws number 14 year 2005 (undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen, 2005). it guaranteed the profession with the attributes of four competences namely the competency of pedagogy, social, personal, and professional. therefore, it is important to picture how these competencies are maintained by all the stakeholders in education: education authorities, teachers’ association, school leaders, and the teachers. there are several studies that have been conducted related to teacher professionalism in indonesia. the first is the research conducted by anugerahwati & saukah (2010). this study explored how teachers developed teacher professionalism by exemplary teachers in malang, sidoarjo, lawang, and solok. in their study, the researchers focused on exemplary teachers as research subjects. the results of this study, it can be predicted that these teachers have a very good understanding and implementation of cpd. these teachers have high competence in almost all aspects of professionalism. however, there is a gap that remains in question, that is what and how can they see and consistently implement cpd? do all teachers in their home base schools have equal opportunities in professional development? the next research is research conducted by mustafa (2013). he examined the quality of teachers' professional perceptions and differences in gender perspectives and work experience. by using the competency test instrument, 327 assessment teachers were in their research in pekanbaru. the results show that the teachers have equal competence. his research also reports that there is difference in the results of competency tests between men and women. the difference is also based on work experience. however, research bias can occur in relation to different contexts, the opportunities each teacher has in different subject areas based on government policies and the creativity of kkg, mgmp, or mkks in the local location. it is also interesting to note; namely if the differences occur in the narrower field, for instance in the same field of study? the third research was conducted by tanang & abu (2014). in their study, they tried to determine the profile of teacher professionalism in continuous professional development: an overview from english language teachers… joall (journal of applied linguistics and literature), 7(1), 2022 53 indonesia by choosing south sulawesi as the research location. in this study, behavior, pedagogical abilities, and diversity of learning activities became a central part of the study. in addition, it also identifies obstacles in developing cpd. similar to previous research, it was found that gender can influence perspectives on cpd. in addition, in this study they found that academic qualification also influenced learning activities and pedagogical abilities. is this the only factor? the purpose of the study was to explore who conducts continuous professional development for english language teacher and how it is conducted, and the factors that influence it. therefore, the significance of the study can be accurate to fill in the gap of previous research and to contribute more specifically on the localized applicable contexts. method participants the participants of this study were ten teachers from different schools across east kalimantan province in three cities: samarinda, balikpapan, kutai kartanegara. they have been teachers for at least 5 years. six out of 10 have been in their teaching career for 10 years. the schools were chosen randomly and checked for accessibility. in the beginning curtained schools were already selected for study inclusion. however, due to covid-19 some refused the request but the researchers kept the effort to make ten different schools available. there were two schools from balikpapan, five schools from samarinda, and three schools from kutai kartanegara. out of ten, two schools are private, and the rests are state schools. it is also imperative to note that the private schools are privileged. so that it may affect data deduction. at the same time, two schools from kutai kartanegara are state schools in the suburban area. instruments the study utilized two instruments for data collection: interview and equestionnaire. the interview protocol was developed to collect the data regarding the teachers’ awareness of the cpd, stakeholders for cpd, which of the competencies they have obtained through cpd programs, and factors influencing the cpd. the questions were semi structured for interview consisting ten questions for all aspects mentioned above. the e-questionnaire was used to identify the 12 components of cpd based on british council courtesy. the questionnaire was in the form of google form which asks the participants types of cpd according to british council framework (closeended) and added with one options that the teachers were free to write any other type of the cpd they ever had. both interview questions and abdul halim, yih-sheue lin, mustofa, khusnul khatimah 54 joall (journal of applied linguistics and literature), 7(1), 2022 questionnaire were in indonesian language. later, the obtained data were confirmed to the participants before they were translated into english. data analysis procedures after the data from the interview was collected, the interview note was used to identify the theme of the problem according to the research problem. the researchers sorted the data based on the similarities and differences of data and labelled them according to the data groups which later was used to see the finding and discussed it with the related literature. some of the data which contained numeric results were analyzed by using ms. excel program and the data were exported in the form of charts and graphs. regarding the data from the e-questionnaire, the raw data were downloaded from the google from. these data were, then, extracted to microsoft excel descriptive statistics application. the teachers’ types of cpd were then successfully collected to describe their current cpd experience. findings situation the participants of this study were teachers (n = 10) who served in east kalimantan with a distribution of 3 district and cities, namely samarinda, balikpapan, and kutai kartanegara. the data were collected from may-july 2020 from ten teachers from various public and private schools in urban and rural areas. however, the data we took was limited due to the covid-19 situation which is currently becoming a pandemic with an epicenter in samarinda and balikpapan. awareness of continuous professional development based on the results of the interview, in general, nine out of ten participants in this study said that they were aware and knew the competence of teachers that they must master as a professional teacher. however, one of them did not know the four components mandated by the laws about teachers and lecturers number 14 year 2005. the results of the interviews showed that the participants understood this competency from various sources, including lectures during their studies in college, materials for teacher competency test (ukg), and school development programs. stakeholders conducting continuous professional development most of the cpd programs, which were implemented to improve the professionalism of school teachers, were carried out by the school itself, then followed by teacher associations such as mgmp for each subject. meanwhile, the third place is by the education authority. among the three districts and cities, kutai kartanegara regency is the one that holds the most frequent cpd continuous professional development: an overview from english language teachers… joall (journal of applied linguistics and literature), 7(1), 2022 55 for teachers in its area and even one of the participants has participated in the cpd program held by the district government to england for cambridge teacher knowledge test (tkt). then there were three participants who had their own initiative to take part in various kinds of training in order to improve their individual professionalism. chart 1. the stakeholders programs to improve competencies the findings in this section are interesting to note. first, the law about teachers and lecturers number 14 of 2005 explicitly states that there are four main competencies that must be possessed by teachers. however, the reality in the field, many interested parties such as the education authority under the ministry of education, schools, teacher associations, or individuals placed the four competencies differently in their priority. most of the stakeholders were focusing on pedagogical competence and professional competence so that all participants disclose that they have never received special training from the stakeholders that can develop their social competences and personal competences. these competences were acquired personally with individual development by the school teachers. 0 1 2 3 4 5 6 7 education authority association school individual stakeholders conducting continuous professional development abdul halim, yih-sheue lin, mustofa, khusnul khatimah 56 joall (journal of applied linguistics and literature), 7(1), 2022 chart 2. cpd programs joined by the teachers british council’s components in cpd after the interview, the participants were asked to fill out a questionnaire about which development activities they had received during their career as teachers. this questionnaire was developed based on the 12-cpd components developed by the british council. the results obtained from this questionnaire are sufficient to confirm the findings of the interviews where the components related to the development of pedagogical competences and professional competences still rank at the top. meanwhile, the components included in the social and personal competencies lack attention from interested parties. chart 3. british council’s components in cpd 0% 20% 40% 60% 80% 100% pegagogy comptence social competence personal competence profesional competence cpd programs joined by the teachers 0 2 4 6 8 10 12 ever never continuous professional development: an overview from english language teachers… joall (journal of applied linguistics and literature), 7(1), 2022 57 factors in continuous professional development in the interview, the participants explained that there are several important factors that determine whether teachers in these schools will have the opportunity to participate in teacher development programs or not. these factors are school leadership, teachers age, employment status, and education qualification. the first factor is the school leadership. this factor becomes an important determinant of where the school principals act as the policy authority to make the program. as a leader, the principal can make programs to develop the professionalism of the teachers who are structurally under the principal. in the interview, three types of school principals were found, whose types had an effect on opportunities for professional development for the teachers. the first type is the innovative principal. this type of principal is the school leader who has high concern and visionary for the development of the quality of human resources in the school he/she leads and has many ideas for development programs so that the people under him/her are motivated to follow the program that has been planned. the second type is the accommodating principal. the leader who accommodate the needs of teaching staff opens opportunities for teachers in their schools to make suggestions for self-development. this gives teachers a good chance of cpd. while the third type is the passive one. working as usual and running a program like the previous year makes innovation less visible and there is a lack of opportunities for teachers and staff to gain professional development. among the three types of leaders, innovative leaders can be found in private schools located in urban areas. then accommodating leadership can be found in urban and rural public schools. meanwhile, the passive type is found in rural public schools. the second factor is age. this factor turned out to influence the attitudes of the participants in this study. among the ten participants, some were over 50 years old. the response was given by the participants where young people tend to participate more in self-development activities than older ages. especially, in terms of developing pedagogical competencies that apply learning technology in the classroom. this is because many new technologies are no longer familiar to older teachers so they have difficulty operating some of these new technologies. the third factor is employment status. some of the senior teacher who have status as civil servants from rural areas tend to be absent from selfdevelopment programs designed and planned by stakeholders such as the education authority, associations, or schools. indeed, these findings cannot be generalized because in urban schools, this status does not really have an influence on teacher motivation to participate in self-development programs. abdul halim, yih-sheue lin, mustofa, khusnul khatimah 58 joall (journal of applied linguistics and literature), 7(1), 2022 the last factor is the factor of education qualification. all participants stated that they had serious views regarding educational qualifications. the first thing that concerns them is the suitability of the educational background with the subjects being taught by the teacher. in some schools in rural areas, there are still teachers who have academic qualifications that do not match the subjects being taught. this, of course, can be one of the findings from the perspective of teacher professional development. then the second concern that was found was the level of education (whether s1 or s2) also had an impact on understanding and actions in their professional development. discussion continuous professional development (cpd) is a necessity to get good quality education (lessing & witt, 2007; manutede et al., 2015). the government plays a role in this because it is the jurisdiction of the government to regulate (vodenko, 2019). as part of the government's efforts to maintain this quality, the law on teachers and lecturers number 13 year 2005 was passed. in the law, teachers are required to have all specified competencies. the participants in this study were aware of this competency so that they reflect as a teacher, they had an obligation to develop their quality in a professional manner. thus, quality assurance will be achieved. this is in line with previous findings, although different in terms of sampling where this study was taken randomly and in the previous study, the sample were taken purposively on exemplary teachers (anugerahwati & saukah, 2010). this research shows how teachers in east kalimantan have an awareness that they have an obligation to develop themselves so that they can become professional teachers. with the support of various parties, cpd is implemented by various stakeholders such as the education authority, associations, and schools using their respective budget ceilings. even some teachers who are dedicated to professional development participate in various training programs using their personal individual funds. according to a study (appova & arbaugh, 2018), some factors that drive the teachers to invest their time and effort as well as money to cpd were, first, their personal dissatisfactions towards their current performance and the image of optimum teaching instruction. second, too much focus on quantity such as pursuing numbers of hours of training as the paperwork requirement may discourage teacher from getting quality cpd. there has to be balance between quality and quantity. third, the stakeholders’ funds investment is essential for supporting them so that the teacher will not feel skeptical about the commitment to quality cpd. so, each party has the correlation in implementing cpd (supriatna, 2005). every party must have planning and implementation of teacher professional development (bolitho & padwad, 2013). continuous professional development: an overview from english language teachers… joall (journal of applied linguistics and literature), 7(1), 2022 59 however, it needs to be the concern of all parties that most professional development programs created by stakeholders are too focused on only some parts of the aspects required by law (appova & arbaugh, 2018). these findings were also confirmed by data obtained from the british council's cpd development instrument. so far, many training programs have focused on pedagogical competences and professional competences, such as class and curriculum planning, class management, learning evaluation, information technology integration, responsibility for professional development, and understanding of education policies and their implementation. previous studies also focused on professional competence only (mustafa, 2013). a comprehensive training and development program will provide maximum results for the output of the program (bolitho & padwad, 2013). apart from the type of program being made, another thing that concerns this study is that there are other factors that have an impact on the cpd of teachers in schools, both individually and collectively. these factors include school leadership, teacher age, employment status, and education. the innovation from the leadership will ensure the sustainability of the quality of teachers. this research provides additional factors apart from the policy, moral and financial aspects (tanang & abu, 2014). the age and employment status must also be a concern of policy makers and the findings should be used as material for policy discussion so that this situation can be shifted. theoretically, teachers who are more senior and have civil servant status should have a higher cpd awareness and become more skilled due to decades of experience in teaching (saputra et al., 2020). so that seniority can be a positive thing where these teachers can be a reference from their colleagues at the institution to become role models. education qualifications also have an influence on the professional development of teachers in both private and public schools. the findings in this study are interesting because of previous studies where private schools have lower awareness than public schools (qoyyimah, 2018). in fact, the private schools in balikpapan and samarinda are well resourced in terms of cpd. teachers in private schools have the opportunity to regularly develop their professionalism. the school has full support for this. if we look deeper, one of the reasons is that these private schools are well-managed schools with healthy cash flow so that quality is an important concern of the school foundation and management. thus, the argument that the status of honorary employees will reduce professionalism and private schools do not provide opportunities for teachers to develop competencies, can be refuted by this finding. abdul halim, yih-sheue lin, mustofa, khusnul khatimah 60 joall (journal of applied linguistics and literature), 7(1), 2022 conclusion as the main indication of teacher professionalism, the four professional teacher competencies were generally well recognized by the participants who are from various schools from three districts / cities in east kalimantan. this is a good starting point for teachers in each school. the thing that still has to be a concern is how the stakeholders can maintain the sustainability of the programs that have been made. on the other hand, the disconnection between each stakeholder makes cpd, which should be programmed in a structured and measured manner, less effective. moreover, based on the findings, the training and development programs carried out were more focused on pedagogical competence and professional competence, which made two other competencies such as social and personal competence neglected. the factors associated with achieving cpd for individual teachers are leadership, age, employment status, and educational level or qualifications of the teacher. these factors are related, where the leader will open opportunities for cpd, and others can also support. employment status where civil servants usually feel safer, prompting some senior teachers to limit themselves to getting cpd. this can be used as evaluation for stakeholders. last, the factor that is not less important is the education qualification factor in which education to a higher level is part of the cpd itself. based on the above conclusions, the researcher provides several suggestions: for stakeholders, cpd is a crucial part of maintaining the quality of education. cpd that is well-programmed and measured will be the guarantee of the quality of the education itself. so, it is imperative for each party to work together to provide a sustainable teacher professional development program with good cooperation between all stakeholders. it should also be noted that the cpd given to teachers is in accordance with the mandate of the law so that expectations of professional and competent teachers will be achieved. teachers and schools need to be aware that cpd is the obligation of each individual and institution. so that the factors of leadership, age, employment status, and education can be used as part of the consideration for making a cpd program. thus, a good cpd will be open to all individuals. this research still has limited funds and time so that the sampling is still limited. so that the characteristics of the results of this study are attached to cases with situations that occurred. follow-up research with larger participants with a wider variety of school status and geo-social conditions will provide a more comprehensive picture. this research also opens the door for other researchers to take a deeper look at how cpd activities and programs will impact teaching practices in the classroom; how far the cpd process is part of the internalization of each stakeholder, how the cpd affect the academic culture of the entire school academic community. continuous professional development: an overview from english language teachers… joall (journal of applied linguistics and literature), 7(1), 2022 61 acknowledgments we would like to express gratitude to the directorate of research and community service of the ministry of higher education of republic of indonesia year 2019 for the funding of this research. we also thank the editor as well as the anonymous reviewers for valuable feedback on this paper. references anugerahwati, m., & saukah, a. (2010). professional competence of english teachers in indonesia: a profile of exemplary teachers. indonesian journal of english language teaching, 6(6), 47-59. appova, a., & arbaugh, f. (2018). teachers’ motivation to learn: implications for supporting professional growth. professional development in education, 44(1), 5-21. bolitho, r., & padwad, a. (2013). continuing professional development, lesson from india. british council. carr, w., & kemmis, s. (1986). becoming critical: education, knowledge, and action research. in canadian journal of education / revue canadienne de l’éducation (vol. 13, issue 1). routledgefarmer, taylor & francis inc. https://doi.org/10.2307/1495177 undang-undang republik indonesia nomor 14 tahun 2005 tentang guru dan dosen, pub. l. no. 14 (2005). lessing, a., & witt, m. de. (2007). the value of continuous professional development : teachers ’ perceptions. south african journal of education, 27(1), 53–67. manutede, y. z., susiloningsih, e., & ridlo, s. (2015). pengembangan instrumen kompetensi pedagogis guru smp dalam kurikulum 2013 menurut persepsi guru di kota salatiga. journal of educational research and evaluation, 4(2), 116–123. https://doi.org/10.15294/jrer.v4i2.9917 mustafa, m. n. (2013). professional competency differences among high school teachers in indonesia. international education studies, 6(9), 83–92. https://doi.org/10.5539/ies.v6n9p83 qoyyimah, u. (2018). policy implementation within the frame of schoolbased curriculum: a comparison of public school and islamic private school teachers in east java, indonesia. compare, 48(4), 571–589. https://doi.org/10.1080/03057925.2017.1334536 saputra, d. b., suherdi, d., & rodliyah, r. s. (2020). reflective practice as tools to explore in-service teachers’ beliefs and classroom practices: indonesian efl teachers’ voices. journal of applied linguistics and literature, 5(2). https://doi.org/https://doi.org/10.33369/joall.v5i2.11260 supriatna, a. (2005). indonesia’s issues and challenges on teacher professional development. cice series, 2(2), 29–42. abdul halim, yih-sheue lin, mustofa, khusnul khatimah 62 joall (journal of applied linguistics and literature), 7(1), 2022 tanang, h., & abu, b. (2014). teacher professionalism and professional development practices in south sulawesi , indonesia. journal of curriculum and teaching, 3(2), 25–42. https://doi.org/10.5430/jct.v3n2p25 vodenko, k. v. (2019). problems and perspectives of state regulation of system of education in the context of provision of russia’s national security. international journal of educational management, 33 (3). the author abdul halim is a lecturer at universitas muhammadiyah kalimantan timur. his research interests are in language education, multicultural education, curriculum research, and instructions. yih-sheue lin is a professor at national dong hwa university, department of education and human potentials development. her research interests include multicultural teaching strategies and culturally responsive teaching, vygotsky and sociocultural theory, reading instruction, college teaching, playful parenting, and academic language mustofa is a lecturer at universitas nahdlatul ulama surabaya. his research interests are in the field of social education, civic education, gender roles, and history education. khusnul khatimah is a lecturer at universitas muhammadiyah kalimantan timur. her research interests are in language education, teaching english as a second language, curriculum research, and instructions. journal of applied linguistics and literature, vol 5(2), 2020 123 joall (journal of applied linguistics and literature) vol. 5 no. 2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.10269 the phenomenon of language games as college students responses to the revised criminal code draft 2019: a sociolinguistics study nurul nisfu syahriy1; ridwan hanafiah2; rudy sofyan3 universitas sumatera utara1,2,3 corresponding email: nurulnisfusyahriy@students.usu.ac.id abstract a language game is a form of utterance that obtains various deviations, which is intended for various purposes and contains of more than one meaning that depends on how it used and to whom it is intended. in connection with this topic, this paper was made to analyze the phenomenon of language game originating from among students in some demonstrations aimed at the government especially the house of parliament (dpr) regarding the revised criminal code draft (ruu kuhp) 2019 that was launched to be ratified. for this reason, the data used are portraits of posters and banners sourced from various cities in indonesia with various forms of utterance. accordingly, this study will analyze the data based on sociolinguistic studies to understand language problems related to the elements and functions of language. data were analyzed using a descriptive qualitative method. eventually, there were various forms of language games that were found such as, sound substitution, sound addition, abbreviations, metaphor, polysemic, idiom, entailment and rhyme. the language game mentioned was created with various objectives such as criticizing related policies, making fun of the related performance and just creating humor. keywords: language game, draft revised criminal code 2019, sociolinguistics introduction language along with the development of technology has developed rapidly and undergone many changes in its use. in line with one of the characteristics of dynamic language, many new terms emerge and circulate in society. these terms sometimes come from adaptations of foreign languages or even regional languages. the phenomenon of the emergence of http://dx.doi.org/10.33369/joall.v5i2.10269 nurul nisfu syahriy; ridwan hanafiah; rudy sofyan 124 journal of applied linguistics and literature, vol 5(2), 2020 new terms, one of which is caused by language that balances knowledge by being a means of conveying and delivering knowledge from one side to another. this is in line with the thought of foucault (2018) a french poststructuralist philosopher who claims that language is the absolute intermediary for every knowledge. therefore, the existence of knowledge such as the emergence of things, conditions or thoughts that never existed before will be the driving force for the emergence of new terms in a language. based on the explanation above, it is natural that new terms are coined to name something new. however, oddities will arise when the existing terms are interpreted and used differently. this phenomenon is known as a language game introduced by wittgenstein. the language game according to wittgenstein is that language always depends on how words are used (wittgenstein, l., & brown, 2017). thus, this allows the occurrence of plurality or the existence of more than one truth, so language will be difficult to ascertain (wibowo, 2006, p. 61). for example, the word “tikus kantor” (office rat) has several meanings such as (1) people who spend most of their time in the office, (2) people who commit dirty acts in the government or in literal (3) a rodent mammals with various medium-sized and long tails that live in the office. based on the three meanings before, every meaning is correct according to the situation attached to it. if it is related to the act of corruption, then correct meaning will be number (2). one of the phenomena of language game is found on posters and banners owned by college students during demonstrations. the posters and banners contained protests and criticism from students in rejecting the ruu kuhp 2019 (the revised criminal code draft 2019). during the demonstration, it is common that the writing appearing on the posters and banners contains words of sarcasm, but the matter of concern in this study was a form of language game in it. it is because the words could not be interpreted literally, but depending on the situation, conditions and what happened behind the writing. fuady (2005, p. 114) states that language is something uncertain, which requires interpretations, so that language is also one of the causes of the emergence of elements of subjectivity and non-neutrality in the making and application of the law. it can be said that the language contained in the ruu kuhp 2019 is also included in the uncertainty expressed by wittgenstein, where the law may cause non-neutrality and imbalance that might benefit one side only as feared by the demonstrators. research on language games in society has been done by many previous researchers. saputri (2015) in her article examined the language game on a motorized license plate and found that the creation of the license plate aimed to convey what was the thought and feeling in communicating. the phenomena f language games as college students responses… journal of applied linguistics and literature, vol 5(2), 2020 125 the weakness found in this study is that there is no explanation of the social factors that are linked to the data. fatonah (2017) also explained about language games. in her thesis, she discusses language games in phonology, morphology, and semantics in the humorous discourse on "meme comic indonesia" on instagram. in the research results, it is known that there is a use of language games in the field of phonology in the form of substitution; in the field of morphology in the form of abbreviated languages; and semantic fields in the form of homonyms. the strength of this research is the finding that language games can be implicated in indonesian language learning in anecdotal text material, so that they can become a reference for teachers in providing variations of learning. kinantia & nurdahliah (2018) in their journal discussed language games as an experiment in improving student achievement in morphology courses. this research is a type of quantitative research that discusses the influence of the use of language games. in the analysis, it was found that the provision of text in the form of language games proved to be able to provide an increase in exam scores in the morphology course of students. there is a weakness in this research in the form of an absence of explanation regarding the form and type of language games used in improving student achievement in the course. then, hartini (2019) explains the use of the rules of legal terms in a different context, but has a family resemblance. it was found that the meaning of the language game in uud 1945 has rules that syntactically coincide with the logic of language and pragmatically by the facts that occur in the field. based on some of the previous research above, this research will be made to continue the previous research that has been done using different data to find out how language games use. simply put, the purpose of this writing is an analysis of language games written on posters and banners of college students who reject the existence of the ruu kuhp 2019. this is done to find out the meaning of the text listed on posters and banners and the possibility of language distortion which led to the creation of language games. the study was conducted based on an analysis of sociolinguistic studies that examined the relationship between language and social society. this is done to find out why people communicate differently, as well as to study the elements and functions of language in conveying social messages. in other words, this analysis is carried out with the primarily aim of knowing how the public expressed their criticism of the government and how language is used briefly but contains profound meanings about what is in their minds towards related policies. furthermore, the analysis will be nurul nisfu syahriy; ridwan hanafiah; rudy sofyan 126 journal of applied linguistics and literature, vol 5(2), 2020 explained based on a qualitative-descriptive method supported by library research. the structure of this writing is preceded by an introduction that contains the background of this research. the writing is followed by a brief description of the theories and concepts that underlie research analysis, followed by a description of the research methods used. the findings and discussion will be the next part, followed by the conclusions of this paper. methods stages in language-related research start from the search or discovery of problems, which are then continued by several subsequent stages. sudaryanto (2015a, p. 6) explained the stages as an effort to solve the problem in sequence, namely, (1) the stage of providing data, where several portrait posters and banners were provided until the data was reliable as an analysis material; (2) data analysis stage, in which the analysis is carried out until the discovery or expiration of the rules used in the analysis; and (3) stage of presenting the results of data analysis, namely the presentation of findings that have been made after going through the analysis phase. the first thing in providing data as mentioned in (1) is to look for words, phrases or sentences that have deviations both in terms of phonology, morphology, grammar, or semantics. the next thing is to show deviations that occur in words, which are then followed by directing the meaning literally and the actual meaning that the language games maker wants to show. finally, as mentioned in point (3), which shows the result of data that have been analyzed regarding the language deviations. then through this part, a red thread will be drawn related to language games made by the public against the government, namely how opinions are expressed in ways that makes it a joke on one side but also makes it harsh criticism on the other side. the method used in finding the rules in this analysis is the padan (equivalent) method in which the determinant in the analysis is outside the language concerned. as for the decisive tool in this analysis is the fact that is appointed or language referents (sudaryanto, 2015b, p. 15). findings there are two main findings that will be displayed in this section. the first finding is the forms of language games found on posters and banners carried by the demonstrators who were involved in voicing their opinions on the policy that will be launched. thus, the language games that has been found are divided into several points namely, sound substitution and addition, abbreviation, polysemy, metaphor, idiom, entailment, and rhyme. the phenomena f language games as college students responses… journal of applied linguistics and literature, vol 5(2), 2020 127 the other finding that will be displayed in this section is language elements and functions. language elements or also known as social factors in a language, are parts outside the language that determine the direction of the language creation. in this section, the language elements are based on the concept by hymes (1989) namely speaking. one other sub-finding that will be elaborated is the language function based on the concept by jakobson (1960) that is divided into six language functions. according to jakobson, even though language may contains a variety of functions, there will always be a function that dominates and that function is in one of six language functions such as emotive, conative or directive, referential, poetic, phatic, and metalingual functions. forms of language games in september 2019 there had been a demonstration by college students who were members of various universities in several cities in indonesia. in addition to calling for a rejection of the ruu kuhp 2019, the college students also displayed various writings in the form of posters and banners with various interesting words to be listened to. furthermore, from the various writings, it is known that many of them contain various language games, as follows: sound substitution several language games have been found in the form of phrases or sentences with words that have sound substitution, thus giving different meanings, such as the following data: table 1. form of language game in poster/banner of the ruu kuhp 2019 no form of language games data 1. sound(s) substitution i‟ve seen smarter cabinets at ikea language games are found in the word "cabinet" /kabənit/ which means "small cupboard" which actually refers to the word "kabinet" /kabinèt/ in indonesian, meaning "institution or government council". speakers create language games by substituting the letter "k" to "c" which has the same sound, the sound /k/ at the beginning of the word, thus creating a satirical sentence. sound addition not much different from the previous data, speakers create language games through the play of sounds in words like the following data: table 2. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 2. sound(s) addition we are living in republic not rapepublic nurul nisfu syahriy; ridwan hanafiah; rudy sofyan 128 journal of applied linguistics and literature, vol 5(2), 2020 the addition of sound as seen in the data, is located in the word "republic" /ri'pəblik/ which means 'a form of government sovereignty of the people' which experiences the addition of the letters "a" and "e" to the word "rape-public" /rāp-pəblik/ means 'rape in public'. the word "rape-public" by the speaker refers to public rights or the rights of the people whom the speaker thinks has been forcibly taken away. abbreviation there are several abbreviations created by speakers by giving puns on the dpr abbreviation which is supposed to be an abbreviation of the "dewan perwakilan rakyat” (house of parliament). some abbreviations used as writing include: table 3. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 3. 4. 5. abbreviation dewan perselangkangan rakyat ngurusin selangkangan mulu! dewan penindas rakyat (house of oppressor) dewan paling ruwet (house of most complicated) the abbreviations follow the original shortened form, but with different content to create a satire on the body or institution of which the language is called. as shown in table 3, the word “perwakilan” (representative) is replaced by the word “perselangkangan” (crotch) while maintaining the initial letter “p” at the beginning of the word, so that it can still be abbreviated as “dpr”. the same thing happens with other data where the word experiences change in the abbreviation of the letter “p” to “penindas” (oppressor). then the letter “p” also experiences change of abbreviation from the word “perwakilan” (representative) to the word “paling” (most) and the letter “r” which changes from the word “rakyat” (people) to “ruwet” (complicated) polysemy other data are language games in the form of using words with many meanings such as the following data: table 4. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 6. 7. polysemy kami yang minum pemerintah yang mabuk aksi kami bukan kuda kami tidak ditunggangi!!! in the sentence above, a double meaning is created in the word "mabuk” (drunk) which first meaning is „loss of consciousness due to drinks‟ and the second is meaning in the form of 'acting out of consciousness‟s. in the phenomena f language games as college students responses… journal of applied linguistics and literature, vol 5(2), 2020 129 general the use of the word "drunk" will refer to the first meaning, but the meaning of the speaker actually refers to the second meaning. in the next data above, the word "ditunggangi” (ridden) also has double meaning consisting of 'ridden' and the second meaning consisting of 'increasing'. in line with the previous data, where the speaker is referring to the second meaning which is marked with the emphasis of the word "bukan kuda” (not horse), so the reader can understand the true meaning that the speaker wants to convey. metaphor language games can also be formed through the use of figurative words or words that contain metaphors like in the following data: table 5. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 8. metaphor i don‟t need sex the government is fucking me right now #janganmaudiperkosanegara speakers in the data above use the word abstract metaphor in the words "fucking" and "diperkosa” (raped). these two words are referred to by the speaker as deprivation of rights, not a form of physical rape. idiom the next use of language style is the use of animal idioms as exposed in the following data: table 6. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 9. idiom hewan ternak masuk rumah tetangga didenda, tikus bobol anggaran negara dibiarkan the animal livestock mentioned in the first phrase “hewan ternak” do refer to the animal livestock in literal, but the animal "tikus” (rat) in the second phrase refers to an idiom meaning "corruptor". entailment the concept of entailment lies in the realm of discourse, which is a statement that follows what was stated in the previous speech. in this case, the language game is found in the form of an entailment as follows: table 7. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 10. entailment itu gedung dpr atau hotel del luna kok isinya setan semua? nurul nisfu syahriy; ridwan hanafiah; rudy sofyan 130 journal of applied linguistics and literature, vol 5(2), 2020 the phrase "hotel del luna" is a form of language game derived from the parody of a korean drama of the same name. the phrase is associated with the word "setan” (devil), because the drama mentioned earlier is a drama with the actors and actresses playing the role of the spirit or "devil". rhymes the language game found in the next data is the writing on the poster in the form of rhymes as seen in the following data: table 8. form of language game in poster/banner of the ruu kuhp 2019 no. form of language games data 11. rhyme bibir dikulum pantat digrepe assalamualaikum tolak ruu kuhp the speaker creates writing in the form of rhymes with the rhythm of a-b-a-b based on the similarity of sounds at the end of words in each line. in the data, the content of rhymes is a form of exclamation to reject the ruu kuhp 2019. language elements and functions before entering into the explanation of the language functions contained in the writing of college students which contain language games, the language elements are first presented in the data. these elements are explained based on the speaking analysis by hymes (1974). the first element in the form of setting and scene is writing displayed by demonstrators in several cities in indonesia such as several cities in aceh, padang, palembang, jakarta, ciamis, bandung, serang, banyumas, jember, yogyakarta, kendari, semarang, surabaya, malang, makassar, samarinda, bali and several other cities. the majority of the demonstration sites are located around the house of parliament (dpr) building which began in the afternoon. the time of the demonstration where the writing on the posters and banners are displayed starts on thursday, september 26, 2019, continues on friday, and resumed the following week on monday, tuesday and thursday, until the last day of the following week on monday, september 30, 2019. as it is known, the participants who displayed the writings were students from several universities from each city who carried out the demonstration. the ends element is the students who have the aim of protesting and rejecting the ruu kuhp 2019, so that many of the writings found were used as satire, criticism, or to create humor. furthermore, the form of writing on posters and banners are phrases, sentences, rhymes and abbreviations where the act sequence contained in the writing is in the form of rejection and satire. the demonstration itself began calmly and casually so that the key element in the majority‟s writing the phenomena f language games as college students responses… journal of applied linguistics and literature, vol 5(2), 2020 131 was delivered in light language, but some of them were filled with abusive and sarcastic language. although in the demonstration, the instrumentalities used are in the form of oral and written, the analysis of this paper is only in the form of writing. on the other hand, the norms of language behavior in data tend to be one-way, that is, from students to the dpr and the government. there are also other interactions, namely interactions by the demonstrators themselves where students from various universities join into a mass gathering. finally, the genre found in demonstrations is the writing in the form of posters and banners in the form of satire words, words of criticism, words of humor, and other words that are formed into language games. based on the forms of language games and language elements that have been delivered previously, the writings of the students that were found contain language functions that were divided based on what was emphasized in their speech. the language functions found in the data are as follows: contextual function contextual functions are language functions that emphasize place or time (settings). some of the data found seem to emphasize the context of place and time as seen in the following data: table 9. language function in poster/banner of the ruu kuhp 2019 no language function data 1 2 3 contextual function maaf perjalanan anda terganggu sedang ada perbaikan reformasi aliansi masyarakat sipil untuk keadilan dan demokrasi cuti nonton drakor karna di dpr lebih banyak drama rezim ini lebih kotor dari kosan kami data no. 1 and no. 2 are forms of language game that has a contextual function that emphasizes the context of place. the emphasis on data no.1 which is a metaphorical language game is found in the second phrase which explains that there is a situation in that place which they called “perbaikan reformasi” (reformation restoration). emphasis in detail is given on data no. 2 which is a form of polysemic language game, in which the speaker emphasizes the phrase "di dpr” (in the dpr). another data has a contextual function that provides emphasis on time as seen in data no. 3: the word "rezim” (regime) means 'ruling government'. speakers emphasize by creating the phrase "rezim ini”(this regime) which means the nurul nisfu syahriy; ridwan hanafiah; rudy sofyan 132 journal of applied linguistics and literature, vol 5(2), 2020 time of government in power when the writing was made that refers to the governance period 2014-2019. emotive function the emphasis on this function is the speaker himself so that the language function can be seen through the feelings conveyed through the speakers' writing such as the following data: table 10. language function in poster/banner of the ruu kuhp 2019 no language function data 4. emotive function cukup perasaanku ke kamu yang mati, demokrasi jangan #sahkanruupks #tundarkuhp #mositidakpercaya in data above the speaker creates a metaphorical language game through the word "mati” (dead), but at the same time the speaker conveys an emotion of disappointment by comparing what he feels with her lover with the conditions of democracy. conative or directive function in addition to the two functions mentioned earlier, the writing on posters and banners also contains conative or directive functions that are manifested in the form of an appeal or order. one of the data appears to contain this function, namely: table 11. language function in poster/banner of the ruu kuhp 2019 no language function data 5 directive function pak polisi jangan tembak saya!! karna ♥ ini hanya utk dia the data above is a form of polysemic language game with a double meaning on the word "tembak” (shoot). the conative or directive function is manifested in the form of sentences or commands as evidenced by the word "jangan” (don't) in the data. referential function this function prioritizes the content or topic of conversation to convey the message desired by the speaker. one form of writing that contains a referential function is seen in data no. 7 in table 4 where the speaker expresses his rejection of the alleged demonstration of being "ridden" (ditunggangi). poetic function in this function, the speaker emphasizes the form of the message or writing to be conveyed. one of the data shows that the speaker creates a message or writing in the form of rhythm as seen in data no. 11 in table 8. the phenomena f language games as college students responses… journal of applied linguistics and literature, vol 5(2), 2020 133 phatic function the phatic function is the function of language when the center of attention is the connection of speech, so that the line of speech such as at the beginning or end of a conversation is not interrupted. the phatic function can be seen in the following data: table 12. language function in poster/banner of the ruu kuhp 2019 no. language function data 6. phatic function ini indonesia apa isekai? kok saya wibu ikut demo speakers in the data above make a question in the first sentence which is then followed by a statement in the second sentence, so that the speech is connected without interruption. this function often arises in writing containing language games aspects of the discourse of entailment, because the phrases or sentences included in the entailment will follow what is emphasized in the previous phrase or sentence. metalinguistic function the last language function found in the data is a metalinguistic function that is manifested in a language that focuses on certain meanings or terms as contained in definitions or formulas. in the following data, it is seen that the speaker creates insinuating writing using terms that are limited to certain diseases, namely: table 13. language function in poster/banner of the ruu kuhp 2019 no. language function data 7. metalinguistic function dibutuhkan dokter tht dpr kami tuli!!! tidak bisa mendengar rakyat the abbreviation for "tht” (ent) is "telinga, hidung dan tenggorokan” (ear, nose and throat), so the phrase "dokter tht” (ent doctor) is defined as a doctor whose specialty is a disease related to the ear, nose and throat. the term tht has so far been limited to this disease, but speakers have created language games that contain insinuations that when the "dpr" mentioned in writing does not listen to the people, the ear of them must be healed so that they can hear the opinions or aspirations of the people. discussion based on the results of the analysis, it is known that language games are found in every region that conducts demonstrations in indonesia. there was no agreement among the students in making posters and banners, but unexpectedly they created similar language games. this indicates that the students' thoughts in creating language games are in the same mindset. possibilities that cause similarities in creating language games are age factor which is in the adjacent age range, the same social status which is college nurul nisfu syahriy; ridwan hanafiah; rudy sofyan 134 journal of applied linguistics and literature, vol 5(2), 2020 student, and the context of a demonstration that is the rejection of the ruu kuhp 2019. this is in line with what is said by nasution & ayuningtyas (2020) that language choice used by the speaker is indeed influenced by the situation of the speaker‟s social community. it was also stated that age and level of education can influence language choice when communicating with others. another reason that might be the cause of the similarity of language games is social media because students who have not yet held a demonstration can mimic the style of language games that have been carried out by students who have uploaded them to their social media. furthermore, if we glance from the previous research, then this research has a little more in common with the research related to language style. this is because language games basically originate from the use of language styles by its users. in one study by rullyanti & nurdianto (2019) of a stand-up comedian for example, which stated that they believed that language styles such as figurative language were used by speakers with the aim of attracting the audience while giving deep feeling to his comedy. this further emphasizes that to attract attention requires the addition of language games or figurative language, because even if the language is not delivered to the target, at least the language created has produced a sensation and discussion around it. conclusion and suggestion based on the analysis, it can be concluded several points namely, students who take part in demonstrations deliberately make language games with various forms; language games are made as a form of harsh critic but are wrapped in humor in order to attract the attention of the intended target and the readers who read it; and language is not just formed, but is influenced socially, so it can be said that language product is created due to various aspects both intentionally or not. then, as mentioned before about the form of language games, it is known that there are several forms of language games found such as, sound substitution, sound addition, abbreviations, metaphor, polysemy, idiom, entailment, and rhymes and can occur in words, phrases, or sentences. the language game contains several language functions such as, contextual functions, which emphasizes place and time, emotive that describe the feelings of the speaker, directives that contain instructions or requests, referential that prioritize the contents of the conversation, poetic that prioritizes the form of speech, phatic that prioritizes the connection of speech and meta-linguistics that uses certain terms. simply stated, these writings were created with various objectives such as satire and criticize related policies, make fun of the performance of related parties, and just to create humor. the phenomena f language games as college students responses… journal of applied linguistics and literature, vol 5(2), 2020 135 eventually, it was discovered that the range of languages used by speakers was a mixture of formal and casual languages. formal languages are characterized by complete forms of words and sentences, while casual languages are characterized by non-standard language use. the mixture of the two languages is due to the act of the speaker who creates writing using complete and inaccurate words and sentences. the inaccuracy is a form of intent to create deviations of linguistic aspects of language games. the existence of two languages reflects the distance between the speaker and the speech partner but is in an unofficial situation so there are no rules that bind the speaker to create an accurate language. references fatonah, n. 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(2015). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. sanata dharma university press. turnbull, n. (2005). bengkel ilmu: filsafat. erlangga. wibowo, w. (2006). berani menulis artikel: babakan baru kiat menulis artikel untuk media massa cetak. gramedia pustaka utama. wijana, i. d. p. (2003). kartun: studi tentang permainan bahasa. ombak. wittgenstein, l., & brown, d. a. (2017). the routledge handbook of philosophy of memory (s. bernecker & k. michaelian (eds.)). routledge. https://doi.org/10.4324/9781315687315 yuwono, u. & lauder, m. r. m. t. (2007). pesona bahasa: langkah awal memahami linguistik. gramedia pustaka utama. journal of applied linguistics and literature, vol 6(1), 2021 11 listening and speaking skills as learning and target needs in business english program for tour guide students in kenya douglas ondara orang’i université de djibouti corresponding email: orangidouglas@yahoo.com abstract any esp course design should be informed by learners’ needs in order to come up with an inclusive course. this can only be achieved after conducting a needs analysis that takes into consideration the views of all relevant stakeholders. the purpose of this article is to investigate listening and speaking skills, as learning and target needs, of tour guide diploma students pursuing an esp course in kenya. this article based its theoretical framework on munbian (1978) approach and learning centered approach by hutchinson and waters (1987). a descriptive research design is adopted in the study. the colleges were sampled using stratified purposive sampling technique whereby all the whole student population and teachers formed part of the study. data collection instruments were questionnaires and interview and data was statistically analysed using spss version 17.0. the data in this article is extracted from orang’i (2013). the results indicate that the speaking skills of asking questions, answering questions, expressing yourself, and reacting to speech and lecture are considered the most important learning needs whereas obtaining gist and listening for taking notes are crucial for listening needs. on the other hand, the target needs ranked highly are speaking: with native speakers, non-native speakers, with joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.11437 mailto:orangidouglas@yahoo.com http://dx.doi.org/10.33369/joall.v6i1.11437 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.11437&domain=pdf douglas ondara orang’i 12 journal of applied linguistics and literature, vol 6(1), 2021 customers, in the office, in hotels, at the airport, in travel agencies, in tour operations, in transportation contexts, and in social settings for speaking skills and understanding native speakers, non-native speakers, meetings, presentations, conferences, seminars, discussions, conversations on phone, and face to face conversations for listening needs. these findings have an implication on the training of tour guide students and the appreciation of involving all stakeholders in syllabus design. keywords: needs analysis, target needs, learning needs, speaking skills, listening skills introduction tour guides usually take a course in business english in order to get the necessary proficiency that will enable them to communicate with ease in their prospective job markets. for a course to address all that is required to give learners the pre-requisite skills, it should take into consideration the learners’ needs. this can only be ascertained after conducting needs analysis: the process of determining the needs for which a learner or group of learners require(s) a language and arranging the needs according to priorities (richards et al, 1992). ritcherich and chancerell (1987) argued that the aim of needs analysis is not only to identify elements which will lend themselves in training but to establish relative importance, to find out what is indispensable, necessary or merely desirable. on the other hand, west (1994) goes further to state that needs analysis is essentially a pragmatic activity focused on specific situations, although grounded on general theories, such as the nature of language and curriculum. tourism, being one of the highest earners of foreign exchange in kenya, should have highly trained personnel particularly in communicative competence in order to maintain and even attract tourists visiting the country. it is against this backdrop that the trainee tour guides are taken through an esp course that is geared towards empowering them on how to communicative effectively. more often than not, this is not achieved because syllabus designers do not conduct needs analysis to establish the learners’ needs and even if they do, they do not extensively seek the perceptions of different stakeholders. this article presents data collected from learners, teachers and employers. the objectives of this paper included to: find out the target and language learning needs of tour guide students from the learners’ perspective, establish the perceptions of esp teachers on the target and language learning needs of tour guide students and find out the perceptions of tour guide firms’ employers on the esp course offered to students. listening and speaking skills are given focus in this article. listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 13 research on learners’ needs has shown that students seem to be obvious choice of informants in needs analysis and they are often the primary, sometimes the only respondents (long, 2005). this shows that any study on learners’ needs that does not incorporate the learners’ views will not be considered comprehensive since the current crop of learners seem to be aware of what they want to be included in the prospective syllabus. by the same token, teachers were suited for the study because they gave data based on their vast experience on the teaching of esp. they were, in fact, better placed to give their perceptions of the needs since with their experience; they had known which areas learners found problematic and which areas were to be included in the prospective syllabus. being the ultimate employers of these tour guides once they join the job market, the employers’ perception on the esp course offered to tour guides was sought. this was informed by the fact that the time they spend with them was enough for them to give the feedback on how they communicated. their feedback was to gauge the success of the esp course. they were further expected to give suggestions that could be used to improve the quality of esp course offered to tour guides. although this article is concerned with the needs of tour guide students pursuing an esp course in kenya, it should not, indeed cannot, be seen outside the international framework in which it is strongly tangled. the article seeks to establish these needs conscious of the fact that learners need to understand how and why language is used in the specific discourse of tourists. this understanding will eventually bring benefits to the tourism sector that deals with people from different cultures. in this article, i draw on the context of kenya and specifically nairobi county. in my view, nairobi provides an illustrative case owing to its cosmopolitan nature and it is also significant due to its growing number of colleges that offer tour guiding course. accordingly, the county brings together learners from diverse cultures and backgrounds whose perceptions the researcher found very useful in the study. the rationale behind carrying out a needs-analysis on the esp for learners in the tour guide course in kenya was to establish what they need to enable them communicate effectively in the job market. this is informed by babu (2011) who observed that many human resource managers complained that a large number of fresh recruits in the tourism sector considerably lacked in critical communication skills. in addition, kenya is one of the leading destinations of tourists globally as indicated in the ‘the world economic forum’s travel and tourism competitiveness report 2019’ where the sector recorded the highest growth in score compared to other east african countries. kenya had a score of 3.6, tanzania a score of 3.4, and uganda a score of 3.2 with a difference from the year 2017 being 1.0, -0.5, and -0.3 respectively. this performance of kenya douglas ondara orang’i 14 journal of applied linguistics and literature, vol 6(1), 2021 compared to its neighbours places a tall order on the country to have competent staff who can attend to tourists. there is likely to be customer satisfaction if the needs of learners are identified in a consultative way and structures put in place to ensure learners come out of the training ready to join the job market. on-going needs analysis allows the revision of objectives and modification of teaching techniques and materials which in turn lead to the design of a more comprehensive and inclusive course. this is done bearing in mind that initially obtained data on needs analysis allows researchers to set out course objectives and determine scientific approach to teaching. equally, brown (1995) pointed out that needs are not absolute and once they are identified, they continually need to be examined for validity to ensure that they remain real needs for the students involved. it can be seen that english language programmers need to conduct needs analysis as part of routine review of their curriculum. the curriculum initially developed for a program may not be adequately addressing the changes that have occurred over time and hence the need for review of any syllabus that is in use. needs analysis plays an important role in developing materials that meet the learners’ needs. richards (2001) strongly stated that an important concern in esp is needs analysis. he further said that rather than developing a course around analysis of a language, esp started instead with an analysis of the learners’ needs. he goes further to state that needs analysis is the most notable characteristic of esp. without needs analysis, an esp programme would only offer general english with the indeterminate flag of esp. it is relatively easy to adapt materials for a programme that was defined in terms of needs analysis. indeed, materials are integral to any given course and failure to carry out needs analysis means the selection of materials that may not fully meet the learners’ expectations. this article narrows to the skills of listening and speaking both as target and learning needs. the importance of the two skills cannot be overemphasized. the learning needs are those that the learners require in the course of taking their studies whereas target needs are those the learners require in order to competently carry out their duties in the job market. this article was necessitated by the importance of the tourism sector and hence the need to have competent staff that can communicate effectively. similarly, the desire to use the results to recommend changes to the existing esp knowledge with an aim of improving the quality of the tour guide esp course offered in the kenyan context and the competence of those who work in the hotel industry also motivated this study. accordingly, this article is an attempt to answer the following questions: 1) what are the perceptions of tour guide students on listening and speaking skills as target and learning needs? listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 15 2) what are the perceptions of esp teachers on listening and speaking skills as target and learning needs for tour guide students? 3) what are the perceptions of prospective employers on the esp course offered to tour guide students? in order to find answers to the aforementioned questions, this study collected data from students, teachers, and prospective employers. methods sampling and sample size colleges were selected for the study using stratified purposive sampling technique which illustrates characteristics of particular sub-groups of interest and facilitates comparisons between the different groups. the technique allowed the researcher to select colleges that had the information for in-depth study as per the objectives and also guaranteed the desired distribution among the sub-groups. these colleges were stratified into government, institutional and private. table 1 shows the number of students and teachers selected for the study. table: 1 number of students and teachers selected for the study institution no. of students no. of teachers utalii college 36 02 railway training institute 25 02 dima college 11 01 total 72 05 three tour guide firms’ managers were selected using purposive sampling technique. data collection instruments questionnaire and interview were the only data collection instruments used. a questionnaire was used to collect data from students and teachers. the questionnaires were of the likert-type scale (unimportant, of little importance, moderately important and very important). equally, interview was used to collect data from tour guide firms’ employers. data analysis and presentation the statistical analysis of the data was done using spss version 17.0 and then the percentages and frequencies of the target and language learning needs of learners were calculated. the presentation of data was done using tables. douglas ondara orang’i 16 journal of applied linguistics and literature, vol 6(1), 2021 findings learning and target needs by students the study found out that all the students who were respondents in this study had studied english in kenya and done the subject in kcse examination. this is an answer to hutchinson and waters (1987) framework which asks the question: who are the learners? 6.9% of the respondents scored grade b, 16.7% scored c+, 31.9% scored c, 26.4% scored cand 18.1% scored d+. table 2 shows the kcse performance of the students that were selected for the study. table: 2 kcse performance frequency grade scored in kcse 5 b 12 c+ 23 c 19 c 13 d+ n= 72 all the respondents were in agreement that it was necessary to learn the english language at that level though their reasons for doing so were varied. 56 out of 72 students felt that they were learning english to work as tour guides and 49 students selected the reason of being able to speak with english speaking colleagues. the reason that most/some/all of the written/printed materials connected to the job were in english was selected by 41 students and 38 students stated that they were learning english to be able to pursue their course successfully since all materials were in english. the students were asked to say whether they would choose the english course if it was optional and 89% of them felt that they would choose the course regardless of whether it was optional or not. they were required to give a reason as to why they were for either of the options. the students gave the reasons that they stood a better chance of enhancing their language skills and the importance of the english language globally. 11% of the students felt that they would not choose the english course because according to them the language skills that they learnt in secondary had empowered them quite well to do any job that required the use of english. this also conforms to hutchinson and waters (1987) framework which asks: why are the learners taking the course? is it compulsory or optional? this framework expects any needs analyst to establish, as unambiguously as possible, the reasons that motivated learners to take an esp course. the students had the perception that it was useful to learn english so that they could become well qualified professionals in the tourism sector. listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 17 61.1% of the total number of students who were respondents believed that it was necessary to learn english, 30.6% felt that it was convenient for them whereas a paltry 6.9% considered the usefulness of the english language unnecessary. speaking tasks as learning needs the means of the tasks ranges between 4.12 – 2.92 and the tasks with the highest importance were asking questions 76.4%, expressing yourself 76.2%, answering questions 70.8% and making presentations 69.4%. the tasks with the lowest importance were solving problems 34.7%, comparing and contrasting 33.4% and describing 29.2%. the students rated themselves as average and above average in most tasks except making presentations which was rated as below average. table 3 shows the means of speaking tasks as learning needs. table: 3 means of speaking tasks as learning needs speaking task importance mean self rating mean asking questions 4.12 3.13 answering questions 4.03 3.08 expressing yourself 4.10 3.19 summarizing 3.36 3.86 describing 3.01 3.75 comparing and contrasting 3.04 3.90 solving problems 2.94 3.78 reasoning 3.25 3.79 making presentations 3.87 2.97 criticizing 3.28 3.69 reacting to speech and lecture 3.61 3.39 providing correct pronunciation 3.13 3.63 wording quickly 2.92 3.86 using appropriate intonation and stress 2.99 3.94 the students showed need for the tasks of asking questions, answering questions, expressing yourself and reacting to speech and lecture. on the contrary, the respondents did not show any need for all the other tasks because the mean of the importance attached to the tasks was low compared to their self-rating. douglas ondara orang’i 18 journal of applied linguistics and literature, vol 6(1), 2021 listening tasks as learning needs the means of the tasks categorized as listening learning needs ranges between the mean of 4.12 – 2.92 and the tasks with the highest importance were listening for taking notes 79.4%, obtaining gist 72.2% and obtaining specific information 51.3%. the tasks with the lowest importance were recognizing the speaker’s attitude 18.1%, listening for discriminating intonation and stress patterns 16.7% and listening for translating 15.3%. the students rated themselves as average in all the tasks of listening though their ratings were low in some tasks compared to the importance, they attached to them. table 4 shows the means of importance given to listening tasks as learning needs by the students. table: 4 means of listening tasks as learning needs listening tasks importance mean self rating mean obtaining gist 4.07 3.47 obtaining specific information 3.50 3.85 listening for summarizing 3.10 3.83 listening for taking notes 4.01 3.61 listening for translating 2.24 3.65 recognizing language structure 3.11 3.38 understanding complex sentences 2.97 3.69 deducing the meaning of unfamiliar words 2.77 3.74 evaluating the importance of information 3.22 3.64 extracting information not explicitly stated 2.96 3.86 recognizing the speaker’s attitude 2.39 3.38 listening for discriminating intonation and stress patterns 2.42 3.79 recognizing speech organization patterns 2.57 3.76 listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 19 the learners exhibited need for the listening tasks of obtaining gist, listening for taking notes and recognizing the speaker’s attitude. this is based on the importance attached to the tasks of listening and self-ratings on the same. the other tasks did not reveal any need as the learners rated themselves highly as opposed to the importance attached to the tasks. students felt that listening to obtain gist and take notes were important tasks that had to be internalized if at all they were to attain the target needs that needed this skill. speaking tasks as target needs the means of the target needs categorized as speaking tasks ranged between 4.68-1.75 and the tasks with the highest importance were speaking with customers 95.8%, speaking in tour operations 91.7%, speaking in hotels 84.7%, speaking abroad 77.8% and speaking in travel agencies 76.4%. the tasks with the lowest importance were speaking in social settings 30.6%, speaking in the office 30.5%, speaking with colleagues 12.7%, speaking in banks for money matters 9.7% and speaking in my own country 8.3%. table 5 shows means of speaking tasks as target needs. table: 5 means of speaking tasks as target needs speaking task n importance mean self rating mean with native speakers 72 3.69 2.69 with non-native speakers 72 2.67 2.56 with colleagues 72 2.61 3.10 with customers 72 4.68 2.65 in the office 72 3.18 2.67 in hotels 72 4.10 2.74 at the airport 72 3.63 2.78 in banks for money matters 72 1.75 3.48 in travel agencies 72 4.06 2.49 in tour operations 72 4.44 2.51 in transportation contexts 72 3.58 3.28 in social settings 72 3.15 2.90 in my own country 72 3.54 2.94 abroad 72 4.18 2.44 douglas ondara orang’i 20 journal of applied linguistics and literature, vol 6(1), 2021 the learners rated their competence on ‘speaking in banks for money matters’, ‘speaking in transportation contexts’ and ‘speaking with colleagues’ as average whereas all the other tasks were rated as below average. the speaking tasks categorized as target needs revealed needs for all except ‘speaking with colleagues’ and ‘in banks for money matters. the students revealed needs for the speaking tasks since most of their work will involve speaking with tourists and also engaging other parties as they carry out their duties. listening tasks as target needs the means of the listening tasks categorized as target needs ranged between 4.46-3.04 and the tasks with the highest importance included understanding face to face conversations 93.1%, understanding native speakers 90.3% and conversations on phone 86.1%. those with the lowest importance included understanding: tv programmes 32%, films 33.4%, the radio 33. 6% and seminars at 45.9%. table 6 shows the means of importance given to listening tasks as target needs by students. table: 6 means of listening tasks as target needs listening task n importance mean self rating mean understanding native speakers 72 4.36 2.99 non-native speakers 72 3.47 3.17 the radio 72 3.21 3.71 tv programmes 72 3.19 4.06 announcements at different places 72 3.63 3.31 films 72 3.04 3.83 presentations 72 3.60 2.99 meetings 72 3.68 3.07 conferences 72 3.92 2.94 seminars 72 3.43 2.90 discussions 72 3.57 3.21 conversations on phone 72 4.21 3.42 face to face conversations 72 4.46 3.54 the learners rated their competence on ‘listening to the radio’ as above average whereas most of the tasks were rated as average except ‘listening to listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 21 the native speakers’, ‘listening to presentations’, ‘listening to conferences’ and ‘listening to seminars’ which were ranked to be slightly below average. all the listening tasks categorized as target needs revealed needs save for listening to radio and tv programmes. this can be interpreted to mean that the other listening tasks were considered important by the students to their target situation. the respondents felt that the listening tasks were vital to them because they will be expected to understand spoken discourse. it is worth noting that the listening tasks that involve the client and the tour guides have been attached higher importance and the students have rated themselves poorly on them. tasks such as understanding face to face conversations, conversations on phone and understanding native speakers were considered to be inevitable in the target situation. this is because more often than not the tour guides will be engaging the tourists using the tasks as they visit the tourist attraction sites. learning and target needs by teachers the teachers’ questionnaire was aimed at answering question two of the study. the questionnaire was divided into three parts whereby the first part which had 54 tasks of four language skills that sought to know the teachers’ perceptions regarding the learners’ learning needs. the second part of the questionnaire had 68 tasks of the language skills and it sought to establish the target needs of the learners from the teachers’ perspective. the teachers were expected to rate the importance of the learning skills using a likert-type scale (unimportant, of little importance, moderately important and very important). speaking tasks as learning needs the tasks with the highest importance were making presentations 100% and producing correct pronunciation, reacting to speech and lecture, summarizing and answering questions at 80%. the tasks with the lowest importance were comparing and contrasting and using appropriate intonation both at 40%. the means ranged between 4.60-2.60. table 7 shows the means of importance given to speaking tasks as learning needs by esp teachers. table: 7 means of speaking tasks as learning needs speaking task n importance mean asking questions 05 4.60 answering questions 05 4.00 expressing themselves 05 3.80 summarizing 05 3.80 douglas ondara orang’i 22 journal of applied linguistics and literature, vol 6(1), 2021 describing 05 3.60 comparing/contrasting 05 3.00 solving problems 05 2.80 reasoning 05 4.00 making presentations 05 4.20 criticizing 05 2.60 reacting to speech and lecture 05 3.00 producing correct pronunciation 05 4.20 using appropriate intonation and stress 05 2.60 the speaking tasks of asking questions, answering questions, expressing themselves, summarizing, reasoning, making presentations and producing correct pronunciation were considered by the teachers to be fundamental for the students as they pursue their esp course. the tasks of using appropriate intonation, criticizing and solving problems were not considered vital for the learners as they strove to be competent in the work domain. the teachers considered the basic speaking tasks such as producing correct pronunciation, making presentations, asking questions and answering questions to be very important to the learners as they learnt the speaking tasks used in the target situation. as they pursue the course, the students are expected to speak fluently with their colleagues and teachers just as it will be expected of them when they join the profession. listening tasks as learning needs the listening tasks regarded as learning needs had 13 tasks. the tasks with the highest importance were obtaining gist 100%, obtaining specific information, listening for taking notes and evaluating the importance of information all at 80%. the tasks with the lowest importance were listening for translating, understanding complex sentences, deducing the meaning of unfamiliar words, listening for discriminating intonation and stress patterns and recognizing speech organization patterns at 20%. the mean ranged between 4.60-3.00. table 8 shows the means of importance given to listening tasks as learning needs by esp teachers. listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 23 table: 8 means of listening tasks as learning needs listening task n importance mean obtaining gist 05 4.60 obtaining specific information 05 4.20 listening for summarizing 05 3.40 listening for taking notes 05 4.20 listening for translating 05 3.20 recognizing language structure 05 3.60 understanding complex sentences 05 3.00 deducing the meaning of unfamiliar words/word groups 05 3.00 evaluating the importance of information 05 4.00 extracting the information not explicitly stated 05 3.40 recognizing the speakers’ attitude 05 3.60 discriminating intonation and stress patterns 05 3.00 recognizing speech organization patterns 05 3.20 the tasks with the highest importance were seen by the esp teachers to be very handy for the students in their endeavour to be tour guides. listening is an important skill since it enables learners to follow what they are being taught. for instance, obtaining gist, obtaining specific information, listening for taking notes and evaluating the importance of information have been rated highly because they indicate to some extent what the learners need to do in order to be competent in the target situation as far as listening is concerned. douglas ondara orang’i 24 journal of applied linguistics and literature, vol 6(1), 2021 speaking tasks as target needs there were 19 speaking tasks regarded as target needs. five tasks were rated 100% in importance by the teachers. they include speaking: with native speakers, with customers, in travel agencies, in tour operations and in describing tourist attractions. the tasks with the lowest importance were speaking: with colleagues, in banks for money matters and in social settings. table 9 shows the means of importance attached to speaking tasks as target needs by esp teachers. table: 9 means of speaking tasks as target needs speaking task n importance mean with native speakers 05 4.80 with non-native speakers 05 3.20 with colleagues 05 2.60 in the office 05 3.20 in hotels 05 3.80 in restaurants 05 3.80 at the airports 05 4.40 in banks for money matters 05 2.40 in travel agencies 05 4.80 in tour operations 05 5.00 in transportation contexts 05 3.40 in social settings 05 2.20 in their own country 05 3.00 abroad 05 4.00 in giving directions 05 3.60 in explaining procedures 05 3.20 in describing tourist attractions 05 4.80 to paraphrase 05 3.00 with customers 05 4.40 the teachers considered the tasks of speaking with: native speakers, customers, describing tourist attractions, abroad, tour operations, travel agencies and airports to be of higher importance to the students. this can be interpreted to mean that these tasks will be carried out more often by the listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 25 students when they graduate as tour guides and subsequently employed as tour guides. the results show that the setting and interaction parameters as established by munby (1978) approach in that the learner’s interlocutors are identified and the physical setting specifying the situation where english will be used. listening tasks as target needs there were 14 listening tasks regarded as target needs by english teachers. the tasks with the highest importance rating included understanding: native speakers 100%, discussions 80%, conversations on phone 80% and face to face conversations. the tasks with the lowest importance rating included understanding: the radio, tv programmes, films and varying accents. table 10 shows the means of importance given to listening tasks as target needs by esp teachers. table: 10 means of listening tasks as target needs listening task n importance mean native speakers 05 4.60 non-native speakers 05 3.40 the radio 05 2.80 tv programmes 05 2.80 announcements at different places 05 3.40 films 05 2.20 presentations 05 3.60 meetings 05 3.60 conferences 05 3.80 seminars 05 3.60 discussions 05 4.00 conversations on phone 05 4.40 face to face conversations 05 4.20 varying accents 05 2.80 the listening tasks above indicate what the students will do receptively in their target situation and this conforms to tsa’s communicative event as proposed by chambers (1980). douglas ondara orang’i 26 journal of applied linguistics and literature, vol 6(1), 2021 perceptions of tour guide firms’ managers on the esp course. all the three managers interviewed indicated that they employed only trained tour guides in their firms but one of the managers admitted that they had there before employed experienced but untrained guides. the manager said that they gradually phased out untrained guides because their firm was drastically losing customers and they partly attributed this to the incompetence of tour guides. on the competence of the tour guides in their use of the english language, the managers had varied answers. two of the managers felt that their use of the english language was wanting. one of them apportioned the blame to the foundation that the tour guides had in the primary and secondary schools while the other felt that the tertiary colleges offering the tour guide course were responsible for their inefficiency. the other manager was of the idea that the tour guides were competent in their use of the language but had reservations that there were some areas which were important to the profession that were either neglected or poorly taught. the managers were unanimous that tour guides should learn english in college for it goes a long way in empowering them on how to communicate in the work domain. they were specific that the english taught in colleges should be tailored to suit the requirements of a given profession. they also felt that the esp course offered in colleges should be improved and if possible harmonised because the competence of tour guides from different colleges was not the same as far as the use of the english language is concerned. the important place of english in the tour guiding field was indisputable according to the managers. one manager went further to argue that english has, is and shall remain the most often used language in the profession. this was due to the fact that most tourists who come from other countries are able to communicate in the language. on the same note, the other managers did not downplay other languages but admitted that the usage of english was higher compared to others. discussion target and language learning needs by students on the background information, the results obtained show that all the respondents in this study had studied english in kenya and their performance could generally be described as average. there was unanimity on the necessity of learning english at the college level in that the majority of the students felt that it was very necessary. the students chose more than one reason on why they were learning english but majority of them settled on being able to work as tour guides and speak with english speaking colleagues as the main reasons. the students had no problem whatsoever with learning the english course at that level since they were willing to choose it even if it listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 27 was optional. the usefulness of the english course for graduating as a well qualified professional could not be overemphasised because the respondents described it as necessary. the speaking tasks categorised as learning needs which were regarded as most important and exhibited a need through self-rating were asking questions, answering questions, expressing yourself and reacting to speech and lecture. these tasks exhibited a need possibly because of the role that they play towards helping the learner to internalise the target needs. those that were considered to be the least important included solving problems, comparing and contrasting and describing. speaking is an important skill to tour guides because they will need to speak english in order to communicate with foreign clients in their routine jobs. this clearly demonstrates why students’ learning needs should be unambiguously identified so that the attainment of the target needs is not compromised. this is closely related to mcdonough and shaw (1993) who stated that speaking skills materials should start from the premise that a communicative purpose can be established in the classroom by means of the information gap. the information gap in this case was established by comparing the importance attached to the learning tasks and the learners’ self-ratings. the listening tasks categorized as learning needs that were regarded as important and exhibited a need through the self-rating include obtaining gist and listening for taking notes. these tasks play an integral role in learning particularly in understanding the content as put forth by the teachers. the learners have to understand the content and take notes. this is in line with ekici (2003) who found out that the subskills of listening are so integral to tour guides and learners considered them fundamental as they pursued their studies. on the other hand, the tasks considered less important and did not reveal any need included: recognizing the speaker’s attitude, listening for discriminating intonation and stress patterns and listening for translating. the speaking tasks categorized as target needs regarded as important and exhibited a need through self-rating included speaking: with native speakers, with customers, in the office, in hotels, at the airport, in travel agencies, in tour operations, in transportation contexts, in social settings, in my own country and abroad. the other tasks of speaking with colleagues and in banks for money matters were not regarded as important and did not reveal any need. the speaking tasks cannot be ignored in the tourism sector because they play a vital role in enhancing business just as sucompa (1998) found out that the owners of travel agencies, managers and the administrators needed their staff to use speaking skills most. from this study, the most frequent situations in which the tour guides use speaking skills include speaking: with customers, in hotels, at the airport, in travel agencies and in tour operations. douglas ondara orang’i 28 journal of applied linguistics and literature, vol 6(1), 2021 it is interesting to note that all these tasks revolve around the customers and hence the need to tailor an esp course to fit in the expectations of the prospective work domain or purposive domain as put forward by munby (1978). the listening tasks categorized as target needs that were regarded as important and exhibited a need through self-rating included understanding: native speakers, non-native speakers, announcements at different places, presentations, meetings, conferences, seminars, discussions, conversation on phone and face to face conversations. listening to radio and television were not considered important. learning and target needs by teachers the speaking tasks categorized as learning needs which were considered important included: asking questions, answering questions, expressing themselves, summarizing, describing, reasoning, making presentations and producing correct pronunciation. the teachers also considered the following tasks to be less important: using appropriate intonation, criticizing and solving problems. the listening tasks categorized as learning needs which were considered important included: obtaining gist, obtaining specific information, taking notes, evaluating importance of information and recognizing speaker’s attitude. the tasks of: listening for translating, understanding complex sentences, deducing the meaning of unfamiliar words, listening for discriminating intonation and stress patterns and recognizing speech organization patterns were considered less important. the speaking tasks categorized as target needs which were considered important included speaking: with native speakers, in hotels, in restaurants, at the airport, in travel agencies, in tour operations, abroad, in giving directions, in describing tourist attractions and with customers. on the contrary, the tasks of speaking: with colleagues, in banks for money matters and social settings did not emerge as important to the teachers. the listening tasks categorized as target needs which were considered important included understanding: native speakers, presentations, meetings, conferences, seminars, discussions, conversations and face to face conversations. the teachers also considered the tasks of understanding: television, radio programmes, films and varying accents to be of less importance. table 11 shows needs that revealed needs to both teachers and students. listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 29 table: 11 tasks that revealed needs to teachers and students type of need language skill need learning needs speaking tasks asking questions answering questions expressing themselves listening tasks obtaining gist listening for notes target needs speaking tasks with native speakers in hotels at the airport in travel agencies in tour operations with customers listening tasks native speakers presentations meetings conferences seminar conversations on phone face to face conversations perceptions of tour guiding firms’ managers on esp courses the tour guiding firms’ managers were in agreement that esp was necessary for prospective tour guides. they stressed the importance of acquiring proficiency in the language skills that will enable them to competently carry out their duties at their prospective work stations. they also insisted that the esp courses offered to the students should be tailored to suit the requirements of the target situation and of course this can only be possible if needs analysis is carried out. this finding is line with keyoonwong (1998) who pointed out the dissatisfaction of employers in the tourism sector with the quality of their staff in terms of english proficiency. the same is corroborated by babu’s (2011) observation that a large number of fresh recruits in the tourism sector lacked in critical communication skills. the managers suggested that the esp courses offered in colleges should be designed by a central body so as to harmonise what is taught. the place of the english language in the tourism industry was also emphasised by the managers whereby they stated that it is the most commonly used language. english acted as a bridge between the tour guides and the tourists. the central importance of needs analysis in esp came to the fore in the interviews with the managers in that the tour guiding companies do not take their employees for in-service courses. consequently, the esp courses offered douglas ondara orang’i 30 journal of applied linguistics and literature, vol 6(1), 2021 to students in colleges should adequately prepare the students to enter the job market. conclusion and suggestion this article set out to analyse the listening and speaking skills as learning and target needs for tour guide students pursuing an esp course in kenya. this was to establish what they really required in order to not only pursue their course but also communicate effectively with clients from diverse cultures in their prospective work stations. the results presented above indicate that learners have needs that ought to be taken into account when designing a course. the fact that the respondents in this study were the learners themselves, esp teachers and employers, these results can to a greater extent be said to be inclusive. it was established, in this article, that learners can ably articulate their needs and hence they should not at all be side-lined in any needs analysis. on the other hand, esp teachers also based on their experience are privy to what the students need in order to learn the course (learning needs) and be competent in their prospective work stations (target needs). equally, the employers in the tour guiding firms as major stakeholders in the tourism industry had their perceptions that cannot be overlooked in the design of the esp course. lastly, it has emerged from this study that needs analysis is a fundamental stage in syllabus design particularly in the tourism related courses. needs analysis is not just a cliché. esp practitioners should believe in it, in both form and substance. needs analysis is the means that justify the end and if it is not conducted then the end product (syllabus) cannot be justified from the current researchers’ perspective. the tourism industry demands competencies, attitudes and knowledge. consequently, esp practitioners in tourism have to face the challenges from the rapidly developing and changing society. this can only be done successfully by envisioning the change, engaging the changing process, updating their knowledge and having an open mind to the challenges that may emerge thereof. last but not least, there is need for a further research that focuses on the language skills of reading and writing both as learning and target needs. such a study will give a glimpse on the kind of subskills that ought to be given priority in an esp course designed for tour guides. references babu, g. (2011). communication skills for success: tourism industry specific guidelines anglohigher magazine, vol. 3, issue 1. brown, j. d. (1995). the elements of language curriculum. boston: heinle and listening and speaking skills as learning and target needs in business english program for… journal of applied linguistics and literature, vol 6(1), 2021 31 heinle. ekici, n. (2003). a needs assessment study on english language needs of the tour guidance students of faculty of applied sciences at baskent university. unpublished master’s thesis, baskent university. hutchinson, t. & waters, a. (1987). english for specific purposes: a learning centred approach. cambridge: cambridge university press. keyoonwong, s. (1998). a survey of needs and wants of english in tourism career in chiang mai.chiang mai: chiang mai university. long, m. (2005). methodological issues in learner needs analysis. in m. h. long (ed.), second language needs analysis (pp. 19-76). cambridge: cambridge university press. mcdonough, j. & shaw, c. (1993). materials and methods in elt: a teacher’s guide. oxford: blackwell publishers. munby, john. (1978). communicative syllabus design. cambridge: cambridge university press. orang’i, d. o. (2013). a needs analysis of business english programme for tour guide diploma students in kenya. unpublished ma thesis, kenyatta university. nunan, d. (1988). the learner centred curriculum. cambridge: cambridge university press. richards, j. (2001). curriculum development in language teaching. cambridge: cambridge university press. richards, j., platt, j. & platt, h. (1992). dictionary of language teaching and applied linguistics. malaysia: longman. ritcherich, r. & chancerel, j. l. (1980). identifying the needs of adults learning a foreign language. oxford: pergamon press. sucompa, s. (1998). a survey study of current needs and problems in using technical english for tourism for the higher certificate level students of rayamangala institute of technology (rit). ma thesis in applied linguistics, mahidol university. west, r. (1994). needs analysis in language teaching. language teaching, 27, 1-9. journal of applied linguistics and literature, vol 6(2), 2021 307 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.13879 phonological system of bangka malay language, toboali dialect, in south bangka regency 1herland franley manalu , 2bob morison sigalingging , 3dini wulansari 1,2,3universitas bangka belitung, indonesia corresponding email: herland.franley@gmail.com abstract the factors that led to the extinction of a regional language dialect are the absence of inputting the vocabulary into a dictionary, recording the phonological system to academic articles, and the absence of language enthusiasts or linguists who want to maintain the existence of a dialect in a community. therefore, this study aims to analyze the phonological system in the toboali dialect as the variant of the malay language in the south bangka regency. the research is triggered by the decreasing use of regional languages in society and it purports to identify and describe the phonological system of the toboali dialect. to do that, this study uses a qualitative method in which the researchers firstly collected data, then analyzed and classified the data, and finally drew a conclusion. the swadesh list which consists of 250 vocabularies was utilized during the interview. the researchers obtained the toboali dialect words by gesturing or pointing to objects and images so the informants were able to pronounce the words and then the phonetic transcription could be written. thus, the data obtained are accurate because the language obtained was not delivered in indonesian but is purely pronounced in the toboali dialect. the results of this study indicate that there are 7 vowels: [ə], [e], [o], [i], [ɔ], [ʊ], [a] and 19 consonants are found in the toboali dialect: [b], [c], [d], [f], [g], [h], [j], [k], [l], [m], [n], [p], [r], [s], [t], [w], [y], [z], and [ŋ]. keywords: phonological system, bangka malay language, toboali dialect. introduction since the last decade, linguists’ interest in phonology as one of the linguistic branches of study has been increasing because of the need to preserve local languages. linguists have to improve their ability to analyze the phonetic and phonological features of a language being studied to conduct research and preserve the local language. to realize the local language preservation, this https://doi.org/10.33369/joall.v6i2.13879 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.13879&domain=pdf https://orcid.org/0000-0001-5298-2382 https://orcid.org/0000-0001-7831-1480 https://orcid.org/0000-0002-6994-6545 herland franley manalu, bob morison sigalingging, dini wulansari 308 journal of applied linguistics and literature, vol 6(2), 2021 study seeks out to analyze the phonological system in the toboali dialect which is used in the southern part of bangka island, indonesia. gussenhoven (2004) explains that phonology deals with sounds produced in certain languages that are applied in the form of certain symphonies which are the structure of sounds in a language. each language has a different phonological pattern from one another. for example, the word car is pronounced /kɑ:r/ in american english, but there is a final consonant deletion in british english /kɑ:/. based on the phonological pattern example, this study focuses on the different phonological patterns contained in the toboali dialect spoken in the different parts of the south bangka areas. this research was conducted due to the decreasing use of local languages in the community. most people forget that language shows the identity of a nation. kridalaksana (2008) states that language represents a nation, without a language the nation loses its identity. scientific work shows the scientific community; without scientific work, the scientific community has no identity. cultural identity is related to a language and to save the identity of a culture, the people must endeavor to preserve their language (ulfa et al., 2018). therefore, it is with the linguistic scientific community, including its citizens. without scientific work citizens of the linguistic community do not have an identity. as a citizen of the linguistic scientific community at the university of bangka belitung, the researcher sought to make scientific work through this study in analyzing the toboali dialect phonological system, which is also expected to arouse the enthusiasm of other linguistic scientific citizens in preserving their regional languages. this study, focusing on the toboali dialect phonology system, was conducted based on indonesian language phonetic transcription rules to meet the established quality criteria. the transcription of the human language sound is conducted in two branches of study: phonetics, and phonology. the former aims to study how the sounds of language are produced by humans, while the latter focuses on studying the sound systems and patterns that exist in a particular language (cohn et al., 1992). in phonology, a set of sounds that are considered equal and can distinguish meaning in a language system is called a phoneme (diani & azwandi, 2021). this small set of speech sounds is abstracted by the speakers of a particular language. phonemes are usually denoted by letters between slashes and they consist of allophones which are variations of the real form of the phonemes. while the allophone itself is derived from the phones, which are sounds that are grouped as members of the sounds (allophone) of the phoneme (carr, 2013). in addition, phonemes can also be defined as the smallest language unit in the form of sound or aspects of language that distinguish the form and meaning of language. then, if there are two phonological system of bangka malay language, toboali dialect, in south bangka… journal of applied linguistics and literature, vol 6(2), 2021 309 phonetically similar sounds of a language that do not distinguish words, the two sounds are referred to as allophones of the same phoneme (hasan, 2007). phonemes form a language system that can be obtained by searching for minimal pairs. minimum pairs are two words that are almost the same because they only have one different segment. by conducting the minimal pairing test, we will get sound units that differentiate meaning or phonemes (carr, 2013). language sounds can be divided into two types: vowels and consonants. the distinction is based on the presence or absence of obstacles to air currents in the sound channel. vowels are the sounds where the airflow is free of obstacles and the quality is determined by three factors: the high and low position of the tongue, the tongue is raised and the shape of the lips during the pronunciation of the vowel sounds. whereas consonants are produced in different ways so that there are three factors involved in consonant pronunciation, namely: the state of the vocal cords, the touching or approach of various utterances, and the way the utensils touch or are close together (carr, 2013). a combination of vowels is called a diphthong when it produces only one sound. for example, diphthong /au/ in the word kerbau; diphthong /ai/ on the word santai. meanwhile, the combination of the vowel /au/ in the word bau is not a diphthong because it produces two sounds. several previous studies have been carried out on the phonological systems of regional dialects in some different regions. terigan (2019) conducted a study on the development of phonological system made by young learners. the object of this research is to investigate and identify the phonological system made by children 3 years to 5 years old. this study uses descriptive qualitative analysis in order to figure out and identify the form of phonological and semantic system made by children at the age 3-5 years old. observation and interview were used to collect the data. the research findings reveal that there are omissions in phonological system on children at the age 3-4 years, the consonant sounds of /k/, /t/, /r/, and /s/ and there is also sound replacement occurs in pronunciation made by the age 3-4 years like pronouncing sound /c/ with /s/ and consonant sound /r/ with /l/. at the age of 5 years, the sound of consonant has been seen more clearly in the pronunciation of words. they have been able to recognize the sounds of consonant /k/, /t/, /r/, and /s/. in conclusion, the phonological system made by children 3 years to 5 years old can be seen from the difficulties of pronouncing sounds /t/, /d/, /r/, /l/, and the replacing of position of sounds/s/ with /c/ and also the latter /r/ with /l/. sari & syaputri (2019) conducted a study on the phonological system of mentok dialect used in pusuk, west bangka regency. this research was conducted to describe the phonological system in mentok dialect used in pusuk region, west bangka, based on (1) vowels, (2) consonant system, (3) diphthong, (4) distributions of vowels, consonants, and diphthongs, and (5) herland franley manalu, bob morison sigalingging, dini wulansari 310 journal of applied linguistics and literature, vol 6(2), 2021 phonemic principle. the method used in the study was qualitative method and utilized 248 basic vocabularies of swadesh-based uncen-sil wordlist. the data was collected with basic technique “conversation technique”, followed by “noting and recording technique”. the findings show that the phonological system in mentok dialect used in pusuk provides 9 vowels, 19 consonants, and 4 diphthongs. the distributions of vowel and consonant were incomplete and there was an allophone found in the study. siahaan et al. (2021) conducted a study on the management of phonotactic structure in the toba batak language. the management of vowel sequences and consonant sequences studied the sounds of language by imitating the speech of the speakers who used their language, studied the sounds of language guided by sound symbols, and how speech organs can produce sounds perfectly, and finally analyzed the sounds. the method used in this research is a qualitative method with interactive model that can reflect reality based on facts. vowel sequences in this research consist of 44 pieces, that are: /ai-/, /-ai-/,/-ai/, /-ao-/, /-ao/, /au-/, /-au-/, /-au/, /ae-/, /-ae/,/-ae/, /ia-/, /ia-/, /-ia/,/iu-/, /-iu-/, /-iu/, /io-/, /-io-/, /-io/, /ua-/, /-ua-/, /-ua/, /-ui-/, /-ue-/, /-ue/,/ea-/, /-ea-/, /ea/,/-eu-/, /-eu/, /eo-/, /-eo/, /-oa-/, /-oa/, /-oi-/, /-oi/,/-io-/, /-ou/, /-uo/, /-aoa-/, /-uae/, /-aio-/, and /-aua-/. consonant sequences in this research consist of 32 pieces, that are: a) consonant sequences started with /k/ sound, are: /-kl-/, /-kb-/, /-kp-/, and /-kt-/. b) consonant sequences started with /l/ sound, are: /-lt-/. /-ls-/, /-lp-/, /-lg-/, and/-lb-/. c) consonant sequences started with /m/ sound, are: /-mb-/, /-mp-/, and /-ml-/. d) consonant sequences started with /n/ sound, are: /nd-/, /-nj-/, /-nt-/, /-ns-/, /-ng-/, /-ngj-/, /-ngp-, /-ngt-/. e) consonant sequences started with /p/ sound, are: /-pr-/, /-ph-/, /-ps-/, and/-pg-/. f) consonant sequences started with /r/ sound, are: /rg-/, /-rs-/, /-rj-/, /-rt-/, /-rh-/, and /-rn-/. g) consonant sequences started with /s/ sound, are: /-sr-/, /-sd-/, and /-st-/. h) consonant sequences started with /t/ sound, are: /-tm-/ and /-ts-/ the present research describes the phonological system in the toboali dialect and the sequence of phonemes that are possible in a language (fata, 2014; kridalaksana, 2008; siahaan et al., 2021). the research problems are formulated to compare how people from different villages in the south bangka regency pronounce words using the toboali dialect and to describe the phonological system of the toboali dialect used by the local people. the researchers managed to collect 203 words by using swadesh's basic vocabulary. methods participants phonological system of bangka malay language, toboali dialect, in south bangka… journal of applied linguistics and literature, vol 6(2), 2021 311 this study uses a qualitative descriptive method to identify and describe the phonological system of the toboali dialect. the object of the study is the phonological process of the dialect spoken by the people who live in the south bangka regency. this research aims to describe the phonological system of the toboali dialect qualitatively. therefore, this study described the acquisition of field data, classified the data, and finally drew a conclusion qualitatively. the selection of informants refers to the criteria proposed by mahsun (2014) who states that the informants should be native speakers, do not have speech or hearing impairment, and can provide a corpus of data that is abundant, careful, and truly representative. the informants should be at least thirty (30) years old so that they have sufficient knowledge of language and culture to understand the instructions from the researchers. 10 informants who are native speakers of the toboali dialect from five different regencies in south bangka (air gegas district, pongok islands, payung, tukak sadai, and toboali kota) were interviewed. the informants were chosen because they fulfilled the criteria as stated by mahsun regarding the selection criteria of the informants. the criteria for becoming informants are possessed by them because they are very active in speaking the toboali dialect in their daily lives. the percentage of speaking the toboali dialect is 60% and the use of indonesian language (only used when they work) is 40%; the activeness of the toboali dialect’s language is also supported by the existence of the toboali dialect speaking community in the area where they live in south bangka. instruments in collecting the data, the swadesh list which consists of 250 vocabularies was utilized by asking the informants to pronounce the words. the researchers obtained the toboali dialect words by gesturing or pointing to objects and images to the informants so they were able to pronounce the words and then the phonetic transcription could be written. thus, the data obtained is accurate because the language obtained was not delivered in indonesian but was purely pronounced in the toboali dialect. several media were also used to collect the data. the recording device used was in the form of an infinix x650c mobile phone to record the voice of the informant. besides, the object is visualized with the acer sw1-011 laptop with a resolution of 1280x800 pixels while recording and typing through microsoft word 2013. data analysis procedures the data was collected by conducting interviews, recording the conversations, and taking notes. the note-taking technique was used by herland franley manalu, bob morison sigalingging, dini wulansari 312 journal of applied linguistics and literature, vol 6(2), 2021 researchers to record data that is related to the research problem. the data was carefully selected and arranged from the swadesh list. therefore, the phonetic transcriptions could be written. data that are difficult to understand by the researcher is then confirmed back to the informant by re-pronouncing the difficult word until the informant nods in agreement for checking the correct utterance. in addition, the researchers re-checked the sound of words using sephonics software version 1.01 to synchronize the recording sound with phonetic sound on sephonics. this software was downloaded from http://ipa.typeit.org/ on august 21, 2020, at 21.48 wib. findings phonological system this study analyzed the phonological system of the toboali dialect used by the people from 5 different districts in the south bangka regency through lexical and phonetic perspectives. the interesting finding in this study is that there are some differences in the dialects from the 5 different regions, even though the toboali dialects derive from the same family, the bangka malay language family. the differences in the phonological system or how the people from the 5 different areas in south bangka pronounce words can be seen in table 1. table 1. the comparison of toboali dialects from 5 different sub-districts in south bangka regency toboali kota air gegas payung lepar pongok meanings /demʊn/ /dəmʊn/ /dəmɔn/ /dəmʊn/ /dəmɔn/ cold /jiat/ /jaet/ /jiət/ /jiat/ /jaet/ bad /lʊrʊh/ /lʊroh/ /lʊrʊs/ /lʊrʊh/ /lʊroh/ straight /bʊsʊʔ/ /bʊsɔʔ/ /hʊsʊʔ/ /bʊsɔʔ/ /bʊsʊʔ/ rotten /kʊrʊɔh/ /kʊrɔh/ /kʊrɔs/ /kʊrʊɔh/ /kʊrɔh/ thin /pənʊɔh/ /pənaɔ/ /pənɔh/ /pənʊɔh/ /pənɔh/ full /tʊmpʊol/ /tʊmpʊl/ /tʊmpol/ /tʊmpol/ /tʊmpol/ dull /aluh/ /alɔh/ /alus/ /alɔh/ /aluh/ smooth /basah/ /basah/ /bəsah/ /basah/ /basah/ wet from the table, we can see that there is a sound change for vowels in toboali dialects. the word demun (cold) is differently pronounced in 5 different villages because the speakers from the villages using a different form of the phoneme. vowel [e] undergoes a change into allophone [ə] and vowel [ʊ] is varied into allophone [ɔ]. the variant of sounds in different villages is unique. the word with suffix –s is pronounced [h] in toboali kota and air phonological system of bangka malay language, toboali dialect, in south bangka… journal of applied linguistics and literature, vol 6(2), 2021 313 gegas area. however, the suffix –s is pronounced [s] in the payung subdistrict. discussion based on the findings, the discussion about the vowels, consonants, and diphtongs found on the toboali dialect can be made. there is a process of phonological change in every language and this is the reason why toboali dialect undergoes the change in phonology (diani & azwandi, 2021). the phonological change occurs when a speaker pronounces a word in a certain language by changing, adding, inserting, and a sound at the beginning, middle, and end of a word. the results of this study indicate that there are 7 vowels: [ə], [e], [o], [i], [ɔ], [ʊ], [a] and 19 consonants are found in the toboali dialect: [b], [c], [d], [f], [g], [h], [j], [k], [l], [m], [n], [p], [r], [s], [t], [w], [y], [z], and [ŋ]. the discussion about the phonological system of the toboali dialect can be seen below. vowels all vowels are articulated with a stricture of open approximation and they are made by pushing air up from the lungs and allowing it to pass through the vocal tract without obstruction. although usually produced with vibrating vocal cords, vowels may be pronounced without such vibration, resulting in a voiceless, or whispered, sound (fata, 2014). from the viewpoint of articulatory phonetics, vowels are classified according to the position of the tongue and lips and, sometimes, according to whether or not the air is released through the nose. the vowel sound can be determined based on the shape of the tongue and the position of the mouth. the shape of the tongue can be both vertical and horizontal. two extreme-vowel heights may be distinguished: close (or high), where the tongue body is as near the hard or soft palate as it can be without causing audible friction, and open (low) where the jaw is lowered and the tongue body is as far as possible from the roof of the mouth (todd et al., 2019). there are three kinds of vowels based on the area of the tongue, the front, the central, and the back vowels. the front vowels are [i], [e] and [ԑ]. the central vowel is [a]. the back vowels are [u] and [o]. based on the data obtained, the vowels found in the toboali dialect language can be seen in table 2 and table 3. herland franley manalu, bob morison sigalingging, dini wulansari 314 journal of applied linguistics and literature, vol 6(2), 2021 table 2. vowels description in the toboali dialect table 3. vowels in the toboali dialect vowels transcriptions [ə] /ləmaʔ/ [e] /tue/ [i] /itəm/ [o] /huŋot/ [ɔ] /pənɔh/ [ʊ] /lʊbei/ [a] /agiʔ/ from the tables above, we can see that the toboali dialect has 7 vowel sounds. the following is the description of these vowel sounds: a. [ə] sound this is the mid-central vowel which is often called the schwa sound but that refers to the symbol that is used it is nothing to do with the phonetics of the sound. in this case, the speaker’s tongue is in the middle and the center of the mouth. all vowels are made through the mouth and are voiced so the speaker vibrates his/her vocal cords to make the sound. the example of [ə] sound in the toboali dialect is /bərasuʔ/ berburu (hunting). b. [e] sound this sound is t h e close-mid front unrounded vowel. in this case, the speaker’s tongue is high, but not at the top of t h e mouth, and at the front. unrounded refers to the speaker’s lips because they are stretched out and not rounded. for instance: /tue/tua (old). c. [i] sound i ii iii front center back high nr i r ʊ middle nr e ə r o, ɔ low nr a r phonological system of bangka malay language, toboali dialect, in south bangka… journal of applied linguistics and literature, vol 6(2), 2021 315 the [i] sound is high and not rounded vowel. this vowel is formed when two lips are opened to the right and left sides of the face. for instance: /itəm/ hitam (black). d. [o] sound it is the close-mid back rounded vowel. this is formed when both lips are moved forward and a little bit rounded and the back of the tongue is raised. for instance: /huŋot/ mulut (mouth) /gusoʔ/ gosok (rub) e. [ɔ] sound this sound is the open-mid back rounded vowel. in this case, the speaker’s tongue is low and at the back of the mouth. rounded refers to the lips because they are pushed together like one is going to kiss somebody. for instance: /pənɔh/penuh (full) f. [ʊ] sound it is high and back rounded vowel. this vowel is formed by raising the tongue and both lips are moved forward and a little bit rounded. for instance: /lʊbei/besar (big) g. [a] sound this sound is an open central unrounded vowel. the vowel is formed when the middle of t h e tongue spreads evenly and the mouth is widely opened. for instance: /agiʔ/ lagi (again). consonants consonant is the sound of a language in which its formation the airflow that flows from lungs inhibited. a consonant is usually described, taking into account whether it is voiceless or voiced its place of articulation and its manner of articulation (sari & syaputri, 2019). voiced consonants will create vocal cord vibration meanwhile voiceless consonants will not create any vocal cord vibration. the manner of articulation is the configuration and interaction of the articulators (speech organs such as the tongue, lips, and palate) when making a speech sound. manner of articulation is specified according to the degree of stricture that is how closely the speech organs approach one another. based on the data obtained, the consonants found in the toboali dialect language can be seen in tables 4 and 5. https://en.wikipedia.org/wiki/glottal_stop https://en.wikipedia.org/wiki/glottal_stop herland franley manalu, bob morison sigalingging, dini wulansari 316 journal of applied linguistics and literature, vol 6(2), 2021 table 4. consonants description in the toboali dialect place of articulation bilabial labio dental alveolar palatal velar glottal manner of articulation plosives /p/ /b/ /f/ /t/ /d/ / c / /k/ /g/ nasals /m/ /n/ /ŋ/ trills /r/ fricatives /s/ /z/ /h/ affricatives /j/ lateral / l / glide /w/ /y/ table 5. consonants in the toboali dialect consonants transcriptions [b] /bərasuʔ/ [c] /cʊret/ [d] /daʔ/ [f] /wakaf/ [g] /gəmurao/ [h] /hʊsʊʔ/ [j] /jəməʔ/ [k] /kʊrɔs/ [l] /ləmaʔ/ [m] /membulaʔ/ [n] /nikuŋ/ [p] /pəniŋ/ [r] /luruh/ [s] /bətis/ [t] /tidɔʔ/ [w] /awan/ [y] /hayaŋ/ [z] /azab/ [ŋ] /huŋot/ from the tables, it can be analyzed that some consonants in the toboali dialect are found in some positions. the realization or the pronunciation of the phonological system of bangka malay language, toboali dialect, in south bangka… journal of applied linguistics and literature, vol 6(2), 2021 317 consonant /t/ is considered common because it is found in all positions in the word, namely the initial, middle, and end positions in the word. for example: [tidɔʔ] – tidur (sleep), [bətis] – betis (calf), [huŋot] – mulut (mouth). the realization or the pronunciation of the consonant /c/ is only found at the initial position in the word. for example: [cʊret] – 'coret' (scribble). diphthongs the diphthong is a vowel in which there is a noticeable sound change within the same syllable. however, the tongue position when pronounce the sound is up and down. though they are single speech sounds, diphthongs are usually represented, in phonetic transcription of speech, utilizing a pair of characters indicating the initial and final configurations of the vocal tract (carr, 2013; cohn et al., 1992; voeten, 2020). many of the vowel sounds in most dialects of english are diphthongs: e.g., the vowels of “out” and “ice,” represented as [au] and [ai], respectively. there are two types of a diphthong, those are closing and opening diphthong. in closing diphthongs, the second element is closer than the first e.g. [ai]; in opening diphthongs, the second element is more open e.g. [ia]. closing diphthongs tend to be falling [ai], and opening diphthongs are generally rising [ia]. based on the analysis, diphthongs in the toboali dialect are mostly found in the middle and the end of a word can be seen in table 4. table 6. diphthongs in the toboali dialect diphthongs transcriptions [ʊo] / tʊmpʊol / [aɔ] /pənaɔ/ [əu] /kutəu/ [ai] /petai/ [əɪ] / ŋərapəiʔ/ [ɔi] /ambɔi/ [ia] /nian/ [au] /ijau/ [ua] /tuan/ the findings of this study reveal there is sound change (especially phonemic change) for phone [s] to [h] in the word sabun [habʊn] and sampo [hampɔ]. the variant of sounds in the word sama [hama] or [hame] in 5 different villages. the variant of sounds in different villages is unique. the word with suffix –s is pronounced [h] in toboali kota and air gegas area. however, the suffix –s is pronounced [s] in payung subdistrict. for example, the word lurus is pronounced differently in different districts. herland franley manalu, bob morison sigalingging, dini wulansari 318 journal of applied linguistics and literature, vol 6(2), 2021 toboali kota air gegas payung /lʊrʊh/ /lʊrɔh/ /lʊrʊs/ the phonemic changes in toboali dialects echo the neogrammarian hypothesis of sound change which postulated that sound change has no memory, ignores grammar, exceptionless, and inevitable (kiparsky, 2016). from the explanations above, it can be seen that the south bangka malay dialect in 5 different regions has similarities and differences in lexical terms. the difference found in this study is that there are striking differences in the dialects of the five regions, even though both dialects come from the same family, namely the bangka malay language family. conclusion and suggestion the results of the study on the toboali dialect of bangka malay language with a total of 250 vocabularies obtained from the informants can be elaborated as follows: 1. malay bangka language especially toboali dialect which is spoken in 5 different districts in south bangka has 7 vowels: [ə], [e], [o], [i], [ɔ], [ʊ], and [a]. 2. 19 consonants are found in the toboali dialect spoken in 5 different districts in south bangka: [b], [c], [d], [f], [g], [h], [j], [k], [l], [m], [n], [ŋ], [p], [r], [s], [t], [w], [y], and [z]. 3. 9 diphthongs are found in the toboali dialect spoken in 5 different districts in south bangka: [ʊo], [aɔ], [əu], [ai], [əi], [ɔi], [ia], [au], and [ua]. 4. the distribution of the toboali dialect which is spoken in 5 different districts in south bangka is not complete. the complete distribution is only [a], [e], [ʊ], [o], [ə] and [i]. the other vowel-like [ɔ] only occurs in the middle of the words. 5. the distribution of malay bangka language consonants especially toboali dialect which is spoken in 5 different districts in south bangka is not complete. the complete distribution is [b],[t], [m], [n], [ŋ], [h], [r], [l] and the others, [d], [j], [c], [g], [k], [s], [ɲ], and [ʔ] are not complete. 6. vowels, consonants, and diphthongs found in the toboali dialect of the bangka language are similar to vowels, consonants, and diphthongs found in other malay language variants. the difference is clearly found in sound change (especially phonemic change) for phone [s] to [h] in the word sabun [habʊn] and sampo [hampɔ]. considering the findings, the limitation of the present study focuses on analyzing the vowel, consonants, and diphthongs. therefore, this study recommends the future research on the toboali dialect can be conducted by using various theories and other approaches according to the expertise of the phonological system of bangka malay language, toboali dialect, in south bangka… journal of applied linguistics and literature, vol 6(2), 2021 319 researchers to improve the comprehension of the phonological system in the toboali dialect. further researchers are suggested to study the phonological changes in another bangka malay dialect with more samples to reveal more comprehensive findings. this research is expected to be used as input for language teaching for educational institutions at the elementary and junior high school levels in bangka belitung province. acknowledgments this research was funded by the institute for research and community service at universitas bangka belitung (lppm ubb) in 2020 with a research grant number 216/un50.11/pp/2020. the authors thank the district and sub-district heads from the following villages for permitting us to do the research at their areas: air gegas district, lepar island, pongok island, payung, and toboali kota. references carr, p. 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(2020). individual differences in the adoption of sound change. language and speech. https://doi.org/10.1177/0023830920959753 journal of applied linguistics and literature, vol 5(2), 2020 161 joall (journal of applied linguistics and literature) vol. 5 no.2, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i2.11207 written corrective feedback on efl students at an islamic junior high school eka mareta suharyanti1; endang fauziati2 master of english education, post graduate school of universitas muhammadiyah surakarta, indonesia1; department of english education, education faculty universitas muhammadiyah surakarta, indonesia2 corresponding email: s400190010@student.ums.ac.id abstract teachers provide students with corrective feedback for guiding them in the process of teaching a language. this study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at manbaul huda islamic junior high school central java indonesia. descriptive qualitative method was employed by interviewing both the teacher and the second-year students. the participants were three teachers and twenty students. there were three guided interview questions for teachers and two questions for students. the findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. most of the students are highly motivated to be able to write a status on facebook or other online media by using english. the most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. this study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing english. this also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn english more. keywords: efl learners, indirect corrective feedback, secondary school, writing. introduction the learner’s error writing composition production provide teacher corrective feedback as observed by akmal & mahrup (2019); chen, (2018); http://dx.doi.org/10.33369/joall.v5i2.11207 eka mareta suharyanti; endang fauziati 162 journal of applied linguistics and literature, vol 5(2), 2020 klimova, (2015); zheng & yu, (2018). most of indonesian learners’ study english writing subject in the school. writing english is not easy as the students think because they must use the correct types of phrases which indicate common error is on noun phrase (sitorus & sipayung, 2018), and the correct grammar (royani & sadiah, 2019). based on brown (2001) writing is a written product that focuses on generate concepts, organize them coherently, use discourse markers and rhetorical conventions to put them cohesively, revise the meaning, modify the grammatical and produce very last product. in the system of writing, editing or re-drafting, it turns into the subject of students’ technique because it is important step that determines the standard of writing product earlier than it comes to final result. the corrective feedback is the tool for students to get improvisation. corrective feedback is given by the teachers when the students get incorrect of the target language. in processing teaching-learning in the classroom, the teacher and students should be cooperated. then they can help each other. ferris (2002) there are two types of technique that the teacher use of teacher uses in giving corrective feedback. it consists of direct feedback and indirect feedback. there are two types of indirect feedback, such as; coded or symbolic feedback and un-coded feedback. corrective feedback supportive teaching environment which gives benefit for the student and teacher: based on feedback is the correct form which is given by the teachers to the students’ error production (dana ferris & roberts, 2001). (1) teachers can get the student progress and by assessing the student’s task, it is such as evaluation of teaching learning activities. for the learners, feedback has function to correct their error production. the students will not increase their score but they will increase the additional target on developing knowledge. by highlighting strengths and weakness, the comments offer data regarding individual progress, not like rank. then the comment will give the direction regarding the language, by telling rule or giving an example. (2) the teacher provides feedback by using language; even it is used oral or written. the use of language is important in giving comments on the student’s production by writing comments in the form of error production. the teacher can examine the vocabulary that the teacher uses and also the structures of grammar, and put the perfect of them based on the context. (3) feedback is the tool to motivate the students. it can inspire the students to study and to use english language for the better one to improve the students’ ability. the teacher discovers more about the student’s capability means like as encouragement can take personal conditions report. (4) feedback provides students with advice about learning. the teachers can give students the correct answer by using the simple language that is easy to understand in learning english process. (5) feedback is able to read students writing corrective feedback on efl students at an islamic junior high school journal of applied linguistics and literature, vol 5(2), 2020 163 toward autonomy. by having corrective feedback from the teacher, the students will be used to find their own error in learning english language process. the teachers help the students in finding the error written production. then the students can improve their writing ability. but the teacher should improve their skills in giving corrective feedback to the students. teacher should prepare good service to the students. they are being able to undertake explicit professional schooling on written corrective feedback provision. the teacher can join some courses or seminars to add their knowledge. shae & crosthwaite (2019) stated that students and teachers cooperate to acquire the ultimate goals of written feedback. mulati, nurkamto, & drajati (2020) assumed that teacher practical experience in teaching writing became additional factor. according to wicaksono, (2018) most of the teachers use direct un-coded written corrective feedback in providing feedback on the students’ writing production. the dynamic corrective feedbacks that occur proved that the teachers not only focus on the form of the students writing but also the content. the previous works related to this study had been conducted by many researchers, among other. the gaps on corrective feedback implementation which found that corrective feedback improved students 'abilities on writing english. the opposite previous study found that corrective feedback did not improve the students' ability on writing. seiffedin & el-sakka,(2017) found that corrective feedback used by the teacher for trying to detect the student’s errors production of writing, it improved the accuracy of the students writing production. han (2019) found that students have relation with written corrective feedback. he said that written corrective feedback is process of perceiving the learner’s ability by using written corrective feedback. the students who gets written corrective feedback will know their error’ and will memorize it in their brain. nagode, pižorn, & juriševič, (2014) discussed the variety of aspects that teacher provides written corrective feedback in the purpose of developing l2 writing and the function is young learners will be easy develop more effectively their l2 writing skills. on the other hand khanlarzadeh & taheri, (2017) studied for investigating the use of corrective feedback on the student’s error production of grammar. the finding is there is no difference in the effectiveness found between written corrective feedback and semi corrective feedback. both experimental groups exceeded the control groups in the immediate and delayed post-tests. based on zheng & yu (2018) students’ decreasing english proficiency may additionally negatively affect their cognitive and behavioural engagement with written corrective feedback and reason imbalances many of the three sub-dimensions of eka mareta suharyanti; endang fauziati 164 journal of applied linguistics and literature, vol 5(2), 2020 engagement. abuseileek, (2013); ghufron, (2019) found that teacher corrective feedback is better in terms of improving the student’s error of content, organization, and mechanics of writing than grammarly checker in the computer or computer-mediated corrective feedback, but teacher corrective feedback in the terms of language use and diction is less effective. the other researches showed that students derived two kinds of feedback, which were oral corrective feedback and written corrective feedback on writing class. the result after getting corrective feedback is the students improved their writings’ quality (rahmawati, 2017; royani & sadiah, 2019). on the other hand, çepni (2016) found oral corrective feedback in writing class . he stated that explicit feedback took less time and energy on the part of the teacher than the graduated feedback. there were 3 criteria of effective corrective feedback which are provided by the teacher. the teacher is consistent in treating the errors, giving correct form without breaking the flow of the communication, and do not ridicule the process of giving feedback to the students (astia, 2018). so, the students were happy, even got corrective feedback, the feedback motivated them to learn more knowledge. and the students also were not afraid about the teacher method of correcting their error tasks. mali, (2015) studied there was important of constructing the collaboration between teachers, students, and parents in determining the motivation of students in learning in efl writing classroom. most of the previous studies reviewed have been devoted to corrective feedback which the teacher used, the students preferred, and the improvisation of students after getting corrective feedback. such as, fithriani (2017) the result was students preferred direct than indirect form of feedback. and perceptions of students about written feedback have three benefits, they are the benefits: it improves the writing quality and skills productions, encourages critical thinking in giving reason, and promotes autonomy of the learner. students who derived more feedback from peers than the teacher but they incorporated more teacher feedback than peer feedback in their writings. hamidnia, ketabi, & amirian, (2020) studied to examine the differences of written corrective feedback sources or types which gave benefit to the participants. the findings revealed that working portfolio group participants were more responsive to the working portfolio model than those in showcase portfolio group who received delayed tutor evaluation in showcase portfolio approach. hapsari (2018) stated that teacher’s corrective feedback had the aim in improving ability on of the students on writing english. it helped the students to correct write form and give motivation to the students to get progress on writing. chen (2018) also had the same finding. the result showed that improving the students writing ability that chen found was writing corrective feedback on efl students at an islamic junior high school journal of applied linguistics and literature, vol 5(2), 2020 165 different types of the feedback used and that different types of errors form production in the writing done by the students show that the teacher used different various feedback strategies. it was different with in the direct corrective feedback that had the most effective in minimizing linguistic error production of students in vocabulary (ar, 2018). based on various studies described above, the researcher is interested in researching the teaching learning of english foreign language students, especially teaching english to junior high school, the researcher aims to investigate types of teacher corrective feedback of writing recount text, students’ motivation and its benefit to them at manbaul huda islamic junior high school, indonesia, with limited facility of internet connection. this is crucial since previous studies only conducted in university students settings (bitchener & knoch, 2010; chandler, 2003; dilâra & hakk, 2017). therefore, differences of this research from the previous one are object of the study and subject of the study. in the object study of we analyzed types of corrective feedback used by the teacher, the student’s motivation on studying writing, and the benefit of corrective feedback for the students, but on the previous research analyzed types corrective feedback, the dominant, and purpose of corrective feedback used by the teacher. this study aimed to investigate the types of corrective feedback that the teacher used in writing recount text on the students at manbaul huda islamic junior high school, indonesia, to reveal the learners’ motivation on writing recount text, and to explore the benefit of corrective feedback on the learners’ ability in writing recount text at manbaul huda islamic junior high school, indonesia methods this research used descriptive qualitative methods. the researcher investigated teacher’s corrective feedback in writing english text on english composition at manbaul huda islamic junior high school, indonesia. they were in the second semester of the academic year of 2020/2021. the research subjects were 3 teachers and 20 eight grade students at the school. the students learn to write and have learned english as a foreign language for at least 2 years through formal schooling. their average age was 14 to 15 years old. in this research, the methods of collecting the data were observation, interview the teacher and to the students. interview is a communication among people to share the information through question and answer in a meaning. sugiyono (2013), by doing an interview with the english teachers and students, the more explicit information the researcher gets. it is useful to complete the data about type of corrective feedback that the teacher used and the benefit of corrective feedback on the students’ ability of writing recount text during english classroom activities in 8th graders at manbaul huda islamic junior high school, indonesia. eka mareta suharyanti; endang fauziati 166 journal of applied linguistics and literature, vol 5(2), 2020 the collected data were also classified based on the theory bitchener & ferris, (2012) the most local error intermediate english learner writing resulted from misuse and omission of prepositions, lack of subject-verb agreement, and incorrect spelling and word choice. instruments the instrument in this research was guided question for interview to the teacher and the students. the questions were about writing recount text test given by the teacher to the students. the researcher also asked to the teacher about the student’s production of writing test to check about the teacher corrective feedback and student’s error productions. the following were the guided interview questions given to the teacher and students. guided interview questions for teacher 1. what are the types of corrective feedback that you give to your students in english writing classroom activities? 2. why do you give corrective feedback to your students writing assignment? 3. what are the types of students’ error in writing recount text in english classroom activities? guided interview questions for students: 1. what is the benefit of getting corrective feedback about your writing assignment in the classroom activities? 2. what is your motivation in studying english in the classroom activities? data analysis procedures analyzing the data from the result of interviewing the teacher is by concluding the teacher’s answer to the question. the researcher rewrote on the paper about the result of the recorded video, and then categorized the result data which were taken from interviewing twenty students. categorizing the students answer based on the outline if the answer is almost the same means that the students answer is the same. findings types of corrective feedback in this study, the researcher found a type of corrective feedback that the teacher used to their students in english writing classroom activities namely “indirect feedback”. in this kind of feedback, the teacher technique was that she gave feedback to students’ error task by giving symbols such as crossing circling or underlining. the symbol will help them to focus on their error production. then the teacher gives the right form (word, grammar, delete writing corrective feedback on efl students at an islamic junior high school journal of applied linguistics and literature, vol 5(2), 2020 167 word, rewritten sentence). there are examples which the teacher gave to the students by using indirect feedback. the correction bellow was that the teacher gave correction feedback by using circle, and underline incorrect words, such as; student wrote “my father goes”, then the teacher gave the structure of grammatical feedback by underlying and writing the correct one “my father gone”. the teacher technique was that she gave corrective feedback by using crossing sign to change “health”. she rewrote the correct word by writing in the top of the incorrect word which is the word “health” to become “healthy”. reason for corrective feedback employed in the class the teacher used indirect corrective feedback because the students would know the error by using code. if there was no code, the students would be confused. therefore, the teacher gave corrective feedback using any code. the code or symbol would help the students to read the special symbol and focus on the teacher feedback. she told that the reason of choosing indirect feedback because the teacher focused more on finding the error and gave code and symbol by using indirect feedback. the purpose of teacher’s corrective feedback there are four purposes of the teacher using corrective feedback for the students in writing assignments; they are to show the students’ error production, to show the correct production, to assess the students writing product, and to increase the teacher’s strategies in teaching. the types of students’ error the researcher found some errors in writing recount text in english classroom activities lexicogrammatically such as: to be (was, were), verb 1, 2 or 3, the use of pronoun, conjunction, plural or singular. the impact of teacher corrective feedback for both students and teacher there are two impacts for students: the student understood their error after getting corrective feedback. the students understood the correct form of writing. they got more understanding after getting direct corrective feedback. there are 3 impacts for the teacher, if the students had many errors; it means that teacher would have to repair their strategy to teach. if the students got good production, it means that the teacher is successful in teaching english. then the teacher took the students result score. result of students’ motivation in studying writing english table 1. result of interviewing the student (motivation in writing english) no type of motivation percentage eka mareta suharyanti; endang fauziati 168 journal of applied linguistics and literature, vol 5(2), 2020 no type of motivation percentage 1. fluent in singing english song 25% 2. become an english teacher 5% 3. having a job in abroad 10% 4. having communication with tourist 15% 5. make a status on facebook or social media use english language 40% 6. increase the status of style 15% table 2. result of interviewing the student (benefit of corrective feedback) no the benefit of getting corrective feedback percentage 1. to understand the error of putting plural or singular and the correct form 5% 2. to understand the use of v1, v2, v3 in the sentence the correct form 35% 3. to understand the use of to be in the sentence the correct form 45% 4. to understand the use of conjunction in the sentence the correct form 5% 5. to understand the use of pronoun in the sentence the correct form 10% discussion the result of this study shows that the type of corrective feedback that teachers used to their students in english writing classroom activities was indirect feedback. the same finding was found by fithriani (2017); wijayatiningsih (2018). the feedback is important to give to the students in writing text. the term of indirect feedback (ellis 2009) in sermsook, liamnimitr, & pochakorn (2017) states that the technique gave information to the students about the location and the correct forms of the errors production, while direct feedback according to ferrel (2006) in seiffedin & el-sakka, (2017) is strategy that provides feedback for the students about their task production to correct their errors by correcting structure or linguistic form of the target language. the teacher gave recount text material in teaching-learning process in the school. it is in line with the teaching english foreign language based on fauziati (2014) text types are text prototypes defined according to their primary social purpose. the six main text types are identified as a) narratives is telling story which entertains the reader, b) recount is telling what is happened in the past time, c) information reports provide factual or real information, d) instructions tell the reader or hearer what to do, e) explanations explanation is to show how or why something happened, and f) expository texts is giving argumentation about the viewpoints. the result is in the line with (chen, 2018) the teacher can be mainly used indirect feedback code and symbol feedback. by getting indirect feedback the students will understand the error by look at the code, if there writing corrective feedback on efl students at an islamic junior high school journal of applied linguistics and literature, vol 5(2), 2020 169 is no code the students will be confused. why the teacher gives corrective feedback without any code. there are 4 purposes of the teacher in using corrective feedback for the students in writing assignments: (1) to show the students error, to show correct production, (2) to assess the students writing product. (3) to increase the teacher strategies in teaching, which are in line with the findings of klimova (2015), show that students are quite aware not only of their shortcomings in the learning of english but also of the strategies which can help them to improve this process of learning. a look at the types of students’ errors that the researcher found in writing recount texts in english classroom activities lexicogrammatically such as: to be, verb 2 or 3, the use of pronoun, conjunction, plural or singular. a similar problem was found in the studies royani & sadiah (2019) and sitorus & sipayung (2018), in which the students’ english writings students had grammatical error content. there are two benefits for students: the students understand their error after getting corrective feedback. the students understand the correct form of writing, they more understand after getting indirect corrective feedback. there are 3 impacts for the teacher if the students have many errors production in writing. it means that teachers have to increase their strategies to teach the students. if the students get good production, it means that the teacher is successful in teaching english. then the teacher took the result score. the teacher is not only teaching but also assessing the students’ knowledge progress in the classroom activities. another function of the assessment is such as report of the students’ performance process and skill production in teaching-learning writing english especially. thus, the writer concludes that the function of corrective feedback is for detecting the student's error production. on the other hand sermsook, liamnimitr, & pochakorn, (2017) state that a good relationship was built between teachers and learners in the process of giving corrective feedback and also encouraging teacher corrective feedback can contribute to english foreign language learners’ in improving writing productions. the result for the student's interview there are six types of the motivation of the students in studying english especially in writing: they want to be able to fluent in singing english song (25%), become an english teacher (5%), having a job in abroad (10%), having communication with tourist (15%), make a status on facebook or social media use the english language (40%), increase the status of style (15%). this means that the students who were intermediate efl learners found that the most students have motivation to be able to make a status on facebook or social media use english language. they want to express their ideas in english. however, some of them did not have motivation on writing in the social media. it eka mareta suharyanti; endang fauziati 170 journal of applied linguistics and literature, vol 5(2), 2020 supported by (inayah, 2019) that as a teacher, they have duty to support and build motivation of students to love writing in english activity as a part of their daily lives. it means that by having motivations of writing english in social media improves it also increases the student’s motivation to learn english. the importance of getting corrective feedback for the students are: knows the error of putting plural or singular and the correct form (5%), knows the use of v1, v2, v3 in the sentence the correct form (35%),knows the use of “to be” in the sentence the correct form (45%), knows the use of conjunction in the sentence the correct form (5%), knows the use of pronoun in the sentence the correct form (10%). thus, from the data, it can be concluded that the most important of getting corrective feedback for the students on the use of “to be” in making a sentence. to be is pattern on the tenses of grammar. the researcher concludes that the teacher and students have the same answer that the benefit of corrective feedback is to make the students know the correct productions. the same study found by luan & ishak, (2018) students who get corrective feedback in their subsequent revision of their writing production improved the accuracy of tenses. conclusion and suggestion the finding of this study produced the following conclusion. first, the teacher of manbaul huda islamic junior high school employed indirect corrective feedback type on students writing production. they gave symbol to the student’s error production. second, most of the students were motivated to be able to write a status on facebook or social media by using english. lastly, the most important benefit of getting corrective feedback for the students was that to understand the use of grammar in making a sentence. by finding the result, the important of getting corrective feedback the students would be motivated to learn english more. in this study the teacher gave indirect corrective feedback type only. the writer suggests for the teacher to treat the students with others types of corrective feedback. then, the writer also suggests investigation of the research studies particularly on the involvement others corrective feedback such as direct feedback, semi corrective feedback, etc., for detecting the students' error production. the studies should do in longitudinal time, in some of the various contexts, with the different backgrounds of students’ knowledge and also different types of students' age. thus, the study will provide a more reliable instrument and valid data. references abuseileek, a. f. 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(2018). student engagement with teacher written corrective feedback in efl writing : a case study of chinese lower-pro fi ciency students. assessing writing, 37(march), 13–24. https://doi.org/10.1016/j.asw.2018.03.001 journal of applied linguistics and literature, vol. 6(1), 2021 133 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.13642 phonological change processes of english and indonesian language 1irma diani, 2azwandi universitas bengkulu, indonesia1,2 corresponding email: irmadiani@unib.ac.id abstract phonological change is a language phenomenon that occurs because language users change the distribution of phonemes in a language. the aims of this study are to explain the phonological processes that occur in english and indonesian language and to explain the differences in phonological forms between english and indonesian. the method used in this study is a contrasting-descriptive method by comparing two languages, namely english and indonesian. the data were taken from the speech of students taking indonesian and english courses at the university of bengkulu, totaling 40 students in the first semester. the results show that five types of phonological change processes occurred in english and indonesian, namely assimilation, metathesis, epenthesis, epithesis, and deletion. the phonological change in english often occurred when two vowel phonemes meet, such as/ea/ shift to /e/, or /i/, phoneme /y/ shift to /i/. phoneme /e/ was pronounced when two vowel phonemes meet, such as /s/ and /n/ becomes /sen/. phoneme/g/ is pronounced multiply when it meets the sound/ng/. phoneme /u/ is pronounced when it meets phoneme /o/ + a consonant. phoneme /h/ is unpronounced when it meets a vowel phoneme or more vowel phonemes in the words. meanwhile, phonological changes in indonesian often occurred from consonant phonemes to other consonant phonemes that have almost the same sound such as phoneme /z/ shift to /s/ and /j/. phoneme /k/was pronounced after phoneme /u/ and phoneme /h/ is pronounced after phoneme /a/at the end of words. phoneme /y/was pronounced between phonemes /i/ and /a/. phoneme /h/ was unpronounced when it meets phonemes /a/, /i/, and /u/ in words. in conclusion, the process of phonological change that occurs in english and indonesian is due to the influence of adjacent phoneme sounds that resemble nearby sounds. keywords: phonological change processes, english phonological, indonesian phonological, phonemes http://dx.doi.org/10.33369/joall.v6i1.13642 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.13642&domain=pdf irma diani; azwandi 134 journal of applied linguistics and literature, vol. 6(1), 2021 introduction in the phonology field, there is a process of phonological change. this phonological change occurs when a speaker pronounces a word in a certain language by changing, adding, inserting, and a sound at the beginning, middle, and end of a word. when two sounds that are close together resemble adjacent sounds in several words, it is called a phonetic process. for example, the word "news" in english /nuz/ or /nıuz/ add the word "paper", people pronounce sound /z/ become sound / s /→/nuspapәr/. the sound changes also occur in other ways, such as voicing into sound, for example, the word north /nᴐrθ/ ends with a sound /θ/ but when added with the ending –ern /әrn/ becomes /ẟ/ thus north /nәrẟәrn / (stageberg, 1981). thus process of phonological change may occur in indonesian, english, and other local languages such as bengkulu malay. phonological changes in pronouncing a word can occur in the form of phonetic changes sounds. josef (2013) stated that phonetic change is a phonetic implementation of shifting from surface phonological representations. this change will produce a new sound in words. the cases of the phonological change have been a language phenomenon and are often experienced by language learners who study a second language in indonesia including indonesian language and english. abrar et al. (2018) stated that the difficulties that happened by english learners in indonesia due difference between the phonetic alphabets used in english and indonesian. karlina (2020) also argued that the difficulties that happened in indonesian language are a phonetic language in which there is a direct relationship between spelling and pronunciation. however, students in indonesia have a variety of language background so that it influences transferring phonological words from their first language to the target language (zen, 2020). it is in line with the case that happened at the university of bengkulu in which the students have many regional languages background that affect them in learning and acquiring languages in terms of the phonological process. a number of researchers have studied phonological processes and phonological changes on several languages. bouavichit (2014) investigated the effect of segmental and prosodic on intervocalic voiceless stop reduction in connected speech that conditions the reduction in everyday speech as it affects silent stopping in american english. the study output showed a lack of a clear reduction among the voiceless. then, daana (2018) investigated phonological development and phonological process of speech of an englisharabic bilingual child in jordan. this study reported that phonological processes such as regressive and progressive assimilation, substitution, and metathesis happened in the child’s production of english and arabic sounds. in addition, in indonesian context, some scholars have conducted several studies on the phonological process. those studies are in terms of language phonological change processes of english and indonesian language journal of applied linguistics and literature, vol. 6(1), 2021 135 interference (diani, 2019), the phonological process in the prefix /me/ (hardiany, 2019), phonological variations of serawai and minangkabau language in the city of manna, south bengkulu (gustina, nadra, & marnita, 2018), and patterns of phonological change in a vowel and consonant phonemes in the absorption of foreign language words into indonesian (putriadi, 2016). the results show that there are some additional and deletion of some sounds in words of those languages. furthermore, other scholars also have done phonological process investigation in other languages. for example, behnam and rassekh-alqol (2012) investigated metathesis analysis in azeri language. the metathesis analysis was viewed from age, gender factors, and social class in 120 azeri speakers in different district of tabriz, iran. this study found that men, younger people and lower social class often made metathesis as phonological process in azeri language. then, zee (2015) investigated the phonological process in terms of assimilation process that occurred in yorkshire language. zee (2015) distinguished phonetics and phonology based on categorical and gradient. this study found that assimilation that occurred in yorkshire language involves incomplete sound neutralization that leads to a gradient process. this study also compared the consonant-vowel duration ratios of assimilated items to items assimilated with unvoiced items. the results of the assimilation items differed significantly between voiced and unvoiced. based on previous research, studies on phonological processes in both indonesian and english have not been investigated by scholars maximally. in english, the studies on the phonological process are still limited to assimilation, metathesis, and epenthesis. meanwhile, other studies only focused on analyzing error pronunciation (e.g. mulatsih, 2015; awan et al., 2016; ganie et al., 2019; ombat & kirigia, 2020), schwa (mao & chen, 2013), and english diphthongs (donal, 2016). in bahasa indonesi, thera are terms of additional prefix, language interferences, phonological variation, phonological change that form in phonemes and consonants. in other words, phonological process is in terms of metathesis and assimilation. there have been no studies focusing on analyzing phonological process and phonological change form between indonesian and english yet. therefore, to fill in the gaps in previous research, this present study examined the phonological processes that occur in english and indonesian. to address the issue, the research questions of this study are as follows: 1. what is the phonological process that occurs in english and indonesian? 2. how do the phonological change forms differ between english and indonesian? irma diani; azwandi 136 journal of applied linguistics and literature, vol. 6(1), 2021 methods the method used in this study was a contrasting-descriptive method. the descriptive-contrastive method is a method to compare two languages (yusri, 2018). the two languages mean that the native language of the students’ and the target language that the students are studying. likewise, misdawati (2019) pointed out that contrastive analysis is a method to find out and explain the language learners’ mistakes in learning a language. thus, this method was chosen to find out and explain the phonological change that occurred in english and indonesia. this study involved 40 first semester students who were taking the indonesian and english course at the university of bengkulu. it was assumed that first semester students who learned english and indonesian often changed the phonological of english and indonesian words. the source of data for this study was the speeches of the students. the speech was public speech, and the students were free to choose the topics based on their interests. the duration of a speech for each student was ten minutes that consisted of 125-150 words in one minute. thus, the total of words in a speech consisted of 1.250-1.500 words. the observation sheet was used in this study to note the students’ speeches during the english and indonesian teaching and learning process. then, the data of this study were analyzed with the following procedures; 1. the data (in terms of students’ speeches) were grouped into indonesian and english. 2. the data were identified based on their shape and patterns to see the possible words that had phonological change processes. 3. the possible words that had phonological change were compared to the correct words’ pronunciation to see differences. 4. the analysis results were put into the table based on the category of the phonological changes processes. 5. took the conclusion findings there were two research questions of this study. the questions are in terms of the phonological change process that occurs in english and indonesian, and the differences of phonological change forms between english and indonesian. the results of the analysis are explained in the sub-sections below; the phonological process that occurs in english and indonesian based on the results of the analysis data, it was found that the phonological process that occurred in english and indonesian consisted of five types of phonological change processes of english and indonesian language journal of applied linguistics and literature, vol. 6(1), 2021 137 phonological changes, namely assimilation, metathesis, epenthesis, epithesis, and deletion. they are presented in table 1. table: 1 assimilation in english and indonesian english indonesian basic form change form basic form change form immoral inmoral azaz asas love you lopyu assalam alsalam hearth hert ijazah ijasah sweat swit izin ijin bear beer sabtu saptu young yong island islend pizza pija mosque moskyu espresso esprosso cheap chip typo tipo table 1 shows that the phonological changes process that occurred in english and indonesia was assimilation. it occurred because there is a phoneme changed in a word that is pronounced by the students. the second type of phonological change process is metathesis. metathesis is the process of moving sound in a particular word (stageberg, 1981). the results of the data analysis are presented in table 2. table: 2 metathesis in english and indonesian english indonesian basic form change form basic form change form tragedy tradegy rela lera relevant revelant copot pocot ask aks harap arap pretty perty jilbab jiblab hundred hundered karpet kapret surrender sunderer serbet sebret mask maks peresotan pesorotan task taks tebing binteng bicycle bycicle lidah dilah karton kraton semerbak semerbak as shown in table 2, it shows that the changes in the phonological process occurred in terms of segments of words such as syllables. the students irma diani; azwandi 138 journal of applied linguistics and literature, vol. 6(1), 2021 pronounced the syllables of english and indonesian words reversely. in the metathesis case, the changes of sounds often occurred in the middle of words. the third type of phonological change process that occurred in english and indonesian is epenthesis. the addition of sounds that occurred in the metathesis is by adding a particular sound of phoneme or syllable in a word. the results are presented in table 3. table: 3 epenthesis in english and indonesian english indonesian basic form change form basic form change form something somepthing siang siyang sense sents sekalian sekaliyan snow senow biasa biyasa english engglis biawak biyawak busy bussiy piara piyara explain explaein jumlah jumblah jungle jenggel motor montor school sechool kapak kampak hoax hoks kripik keripik fried freied siskamling siskambling bensin bengsin as shown in table 3, the epenthesis occurred in english and indonesian. it occurred in english and indonesian by inserting a sound in a word or changing the sound of a phoneme that has almost the same sounds. the fourth type of phonological change process that occurred in english and indonesian was epithesis. this case occurred due to there is an additional sound at the end of the words that were pronounced by students. the results of the data analysis are presented in table 4. table: 4 epithesis in english and indonesian english indonesian basic form change form basic form change form drown draun mengapa mengapah across acrost ibu ibuk whist wish ayo ayok copy paste kopi paste kenapa kenapah suka sukak as shown in table 4, it shows that there is an additional phoneme in the english and indonesian words pronounced by the students. it occurred at the end of the words (indonesian), and at the beginning of words (english). phonological change processes of english and indonesian language journal of applied linguistics and literature, vol. 6(1), 2021 139 the fifth type of the phonological change process that occurred in english and indonesia was deletion. the results of the analysis are presented in table 5. table 5. deletion in english and indonesian english indonesian basic form change form basic form change form shape sape sudah suda house ouse tahu tau high aig harap arap think tink arah ara hujan ujan menghimbau mengimbau susah susa kasih kasi susah susa suruh suru letih leti as shown in table 5, it shows that there is a deletion phoneme in the words pronounced by the students. the deletion of the phoneme occurred in the beginning, middle, and end of the words. in english, the students tended to delete the phoneme at the beginning of the words, while in indonesian, the students tended to delete the phoneme at the end of the words. the differences of phonological change forms between english and indonesian based on the results of the analysis data, it found that different phonological changes form occurred in english and indonesian consisted of five types of phonological changes, namely assimilation. it can be seen from the changes of phonemes, and it is presented in table 6. table 6. the differences of phonological changes form between english and indonesian no types of phonological changes patterns of phonological changes phonological changes form english indonesia 1 assimilation n _m / #__ -/ea/ → -/e/-/z/→ -/s/ -/ea/→ -/i/-/z/→ -/j/ -/y/→ -/i/-/b/→ -/p/ 2 metathesis ab_ba -/sk/ → -/ks/ /cop/→ /poc/ /pre/→ /per//lid/→ /dil/ /sn/ → -s/e/n -/r/→ -/er/ irma diani; azwandi 140 journal of applied linguistics and literature, vol. 6(1), 2021 no types of phonological changes patterns of phonological changes phonological changes form english indonesia 3 epenthesis __#__ -ie → -/e/ie-/ia/→ -i/y/a -/ngle/→ -ng/g/le -/en/→ -/eng/ -/ml/→ -m/b/l 4 epithesis __# -/st/ → s/h/ -/a/ → -a/h/ -/ss/ → -ss/t/ -/u/ → -u/k/ -/own/ → -/au/n 5 deletion 0 #__#__# -/h/→ -/0//h/→ /0/ notes: n _m / and #__ : the change of sounds n shift to m, and addition of sound at the beginning of words ab_ba : the change of sounds in form of ab becomes ba in syllables __#__ : addition of sound in the middle of words ___# : addition of words at the end of words h – 0 #-#-# : deletion of sound /h/ in the beginning, middle, and end of words as presented in table 6, there are similarities in the changes of patterns in each type of phonological change in english and indonesian. however, there are differences in the phonological sound changes in each of the phonological patterns of the two languages in terms of phonemes. in assimilation, the phonological pattern is n _m / #__. it occured in english, namely when two vowel phonemes meet, so the sound of the pronunciation changes into one vowel sound, such as /ea/ shift to /e / (heart → hert), /ea/ shift to /i/ (sweat → swit), /y/ shift to /i/ (typo → ti:po). whereas in indonesian, the phonological sound change only occurs in the sound of a consonant phoneme if the consonant phoneme is flanked by the same two vowel phonemes. for example, phoneme /z/ shift to /s/ (ijazah → ijasah), /z/ shift to /j/ (izin → ijin), and is enclosed by a vowel phoneme and a consonant phoneme such as /b/ shift to /p/ (sabtu → saptu). in metathesis, the phonological pattern is ab_ba, the phonological changes that occurred in english are the pronunciation of syllable sounds containing vowel and consonant phonemes (/pre/ →/per /-), and only two consonants (/sk / → -/ks/). whereas in indonesian, the phonological changes occurred in syllables containing consonant and vowel phonemes only (/lid/ → / dil / -). in epenthesis, the phonological pattern is # -. it means that there is an insertion or addition of one sound between two specific phonemes. in english case, it occurred by adding phoneme of /e/ between two consonant lines of phonological change processes of english and indonesian language journal of applied linguistics and literature, vol. 6(1), 2021 141 / s+n/ (snow → senow), adding phoneme of/e/ at the beginning of two vowel phonemes such as /ie/ shift to /e/ (fried → freied), and the adding of a consonant phoneme /g/ after sound of /ng/ in the middle of a word such (jungle → juggle). whereas in indonesian, phonological sound changes occur by adding the vowel phoneme /e/ before consonant phoneme /r/ (pretty → pertty), adding /y/ in the middle of two vowel phonemes of /i/ and /a/ (biasa → biayasa), adding /g / in sound of /en / shift to /eng / (bensin → bengsin), and adding /b/ if the sounds / m / and /i/ meet (jumlah → jumblah). in epithesis, the phonological pattern is __ #. in indonesian, there is an additional phoneme of / h /after vowel /a/ (apa → apah) and consonant of /k/ after vowel /u/ (ibu → ibuk) in each word that is pronounced by students. this means that sound changes occur in words that end in vowel phonemes only. in english, there tends to be a sound change after the consonant sound at the end of a word by adding the sound /h/ and /t /. in deletion, the phonological pattern is 0 # __ # __ #. the phonological changes occurred in the phoneme /h/ by eliminating the sounds of the phoneme at the beginning, middle, and end of words in english (house → ouse, think → tink) and indonesian (harus → arus, susah → susa, menghimbau → mengimbau). discussion the phonological process that occurred in english and indonesian regarding the phonological process that occurred in english and indonesian, the results show that there were five types of phonological changes, namely assimilation, metathesis, epenthesis, epitasis, and deletion. it indicates that the first semester students of the university of bengkulu who take english and indonesian courses still have changes in the pronunciation of the sound of words in indonesian and in english. the results of this analysis were in line with bouchhioua’s study (2019) who found that the assimilation process that occurred in english words pronounced efl tunisian learners often in terms of the same words with this study. the same finding was also found by daana (2018), phonological process happened in terms of regressive and progressive assimilation, substitution, and metathesis in the child’s production of english and arabic sounds in jordan. in contrast, hadi et al. (2003) who reported the phonological process of loanwords from arabic into indonesian occurred in many types of process phonological that are categorized into two major groups. they are 1) lenition (e.g reduction of double consonants, aphaeresis, syncope, confession, reinforcement of sounds, loosening of sounds), 2) addition of sounds (e.g. epenthesis, epithesis, metathesis, monophthongization, assimilation, dissimilation, and vowel splitting). irma diani; azwandi 142 journal of applied linguistics and literature, vol. 6(1), 2021 phonological changes that occurred when students pronounced english and indonesian words were caused by the influence of the language background of the students. as emphasized by carter and nunan (2001), ehrlich and every (1997), and donal (2016), differences in language linguistic background, socio-culture, personality, and first language sound system of the language learners affect the production of sounds when they learn the second language or target language. phonological changes that occur in english and indonesian also due to the inability of language learners to place sounds according to the sound system of both english and indonesian appropriately. furthermore, the results of the study also show that the phonological changes in the types of metathesis, epenthesis, and deletion. meanwhile, in english, the students often changed the phonology in the types of assimilation and epithesis. it confirms to nugraha (2020), the students have difficulties in adapting the phonetic system of their first language into the target language. it is known that the students in this study are mostly bengkulu people who use various dialects/mother languages such as bengkulu malay, serawai, rejang, and lembak which have phonetic differences from indonesian so when they pronounce an indonesian word or english, they often change the sound. it confirms to the statement of karlina et al. (2020) who state that indonesia has about 700 dialects and not all of the speakers from those are able to speak bahasa indonesia fluently. indonesian speakers still often experience mispronounced the indonesian words. however, based on this study, the speakers' interlocutors sometimes still understood the meaning of indonesian words that have phonological change, while sometimes they did not. in english, most interlocutors do not understand the changed words. it is in line with statement of alteyp (2019) non-native or native speakers of english will not understand the words that have substitution sounds. the differences of phonological change forms between english and indonesian regarding the differences in phonological changes form between english and indonesian, the results of this study show that there are differences in the phonological changes of a phoneme and syllables between indonesian and english in each type of phonological change process patterns (assimilation, metathesis, epenthesis, epithesis, and deletion). the phonological change in english often occurred when two vowel phonemes meet and one vocal phoneme located between two consonant phonemes, while phonological changes in indonesian often occurred from consonant phonemes to other consonant phonemes that have almost the same sound. the sounds of words that changed have the uniqueness in both two languages (english and indonesian) itself when students pronounced them. phonological change processes of english and indonesian language journal of applied linguistics and literature, vol. 6(1), 2021 143 the results of the analysis were in line with lapoliwa’s (2006) study which reported that several phonological changes occurred in indonesian in terms of degemination of consonants, deletion of trill, deletion phoneme of /h/, reduction of syllables, naturalization phonemes of /z/, /x/, deletion of schwa, nasalization of vowels, insertion of sounds, and sliding of 'glide insertion'. indrawati (2015) reported that the addition and deletion of sounds at the end of words and the words adopted into ciacia language, in buton district, southeast sulawesi always have several open syllables. this is because the ciacia language does not have closed syllables. then, gustina (2018) found that there is a correspondence of the sound of a vowel with other vowels that almost have the same sounds (e.g. /e/ with /ә/, /a:/ with /a/, u / with /o/, and /i/ with /e/. also, the correspondence of sound between a consonant with other consonants (e.g. /w/ with /ø/, /b/ with [ø] and /ɤ/ with /r/, and /w/ with /ø/ in serawai and minangkabau in the city of manna, south bengkulu. the results of this study show that. the last, rosdiana (2019) investigated the phonological process in the prefix /mem/ in indonesian. the results of this study reveal that phonologically, there is the addition and assimilation of consonants in the morphophonemic process of indonesian. the phonological changes that occurred in english and indonesia are due to linguistics and non-linguistics factors. many english words are pronounced differently from the spelling of those words that make many indonesian language learners are not able to pronounce the english words correctly (fitriani & zulkarnain, 2019). further, diani (2016a) postulates that the phonological change occurred due to the occurrence of many language contacts between speakers. they gradually become bilingual or multilingual speakers. this also affects the changes in the phonological pronunciation of words in indonesian and english when the first semester students of the university of bengkulu pronounced the words. these changes can be distinguished by seeing and comparing the linguistic elements in one language, which includes differences in phonology, morphology, lexicon, syntax, and semantics (zulaeha, 2010; nadra, reniwati, and yades, 2006). when it is viewed from the phonetic system of the native language/first language of the students when pronouncing the target language being studied, of course there is also a difference in terms of the number of vowel phonemes and consonants. the most basic thing that affects the sound variation in a language is the vowel sound, which is owned by the language itself. english has twelve vowel sounds, namely /i/, /i/, / e/, /ε/, /æ/, /ә /, /λ/, /u/, /ʊ/, /o/, /ɔ/, and /ɑ / (dardjowidjojo, 2009), while indonesian has six vowels, namely /a /, /i/, /u/, /e /, /o/, and /ә/ (aminoedin et al., 1984; wijana, 2003). there are several similarities in the form of vowel symbols between english and indonesian (e.g. /i/, /u/, /e /, / o / and / ә irma diani; azwandi 144 journal of applied linguistics and literature, vol. 6(1), 2021 /), but both languages are pronounced with different sounds. it occurred in assimilation process (e.g. /ea/ shift to /e/ or /i/, and /y/ shift to /i:/), metathesis (e.g. /pre/ becomes /per/), epentesisis (e.g. /sn/ becomes /sen /, and /ei / becomes /eie /), epithesis (e.g. /ss / becomes / st/), and deletion (e.g. / h / was unpronounced at the beginning, middle, and end of a word if it meets a phoneme vocals). the first semester students of the university of bengkulu in this study have different backgrounds in the mother tongue. of course, the vowel sounds that exist in their mother tongues also contribute to the process of changing the phoneme sound when pronouncing a word in indonesian, especially the local language with the largest number of speakers in bengkulu. for example, bengkulu malay has over 41,974 speakers in the city of bengkulu (diani, 2016b). bengkulu malay language has five vowel phonemes (/i/, /e/ , /a/, /o/ and /u/), the vowel allophones e (e) (/ə/, /e/, /e/), and two semivowels (/w/ and /y/) (supadi, 2015). the semivowel /y/ has a lot of influence on the process of changing the type of epenthesis at the time of pronouncing indonesian (e.g. biasa becomes biayasa). rejang language has seven vowel phonemes, namely /i/, /u/, /e/, /ɛ/, /ə/, /o/, and /a/ (wibowo, 2016). those vowels influence the students in pronouncing the words that contain vowel sounds in english and indonesian (e.g. assimilation and epithesis). in addition, the sound of consonant phonemes, which are almost the same sounds in indonesian, also affects students in pronouncing a phoneme sound. this can be seen in the process of changing the type of assimilation, such as the sound of the phoneme /z/ shift to /j/ and /s/. it is in line with the statement of hadi et al. (2003) who argued that the sound change is caused by the influence of other sounds, namely if a sound causes another sound to change, the two sounds become almost the same or similar to one another. the findings of this study provide information and insight to lecturers or teachers who teach english and indonesian about the origin of the phonological changes of a word when speakers speak the words according to the findings of this study. they as language teachers can find the suitable teaching method when teaching how to pronounce the sound of a word in english and indonesian in phonetics and phonology courses at the university level or when teaching english and indonesian in the classroom at the junior and senior high schools. conclusion and suggestion as argued in the results section, it can be concluded that the phonological process that occurred in english and indonesia consisted of five types of changes, namely assimilation, metathesis, epenthesis, epithesis, and deletion. also, a different phonological change form occurred between english and phonological change processes of english and indonesian language journal of applied linguistics and literature, vol. 6(1), 2021 145 indonesian. it can be seen from the changes, addition, and deletion of phonemes sound in english and indonesian words. phonological changes in indonesian and english occur due to differences in students' language backgrounds. it is in terms of the phonetic differences in the mother tongue (in this case the regional language) and indonesian as the lingua franca of indonesia. this study also has limitations so that it needs to be studied further and comprehensively. the limitations are in terms of the number of research samples and research objects. therefore, further researchers are suggested to study the phonological changes in english and indonesian with more samples to reveal findings that are more comprehensive. then, further researchers are also suggested to examine errors in pronouncing vowels in english and indonesian and the linguistic and non-linguistic factors that influence them change. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, & marzulina, l. 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(2010). dialektologi: dialek geografi dan dialek sosial. yohyakarta: graha ilmu. 136 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/19873 http://doi.org/10.33369/joall.v7i1.19873 teacher-made tests on bahasa indonesia subject for school examinations in public vocational high school of bengkulu province 1gumono 1indonesian department, faculty of teacher training and education, the university of bengkulu, indonesia 1jalan w.r. supratman kandang limun, kota bengkulu, bengkulu, indonesia article info abstract article history: received: dec 31, 2021 revised: jan 21, 2022 accepted: feb 03, 2022 the purpose of this study was to identify and describe the use of operational verbs based on anderson’s taxonomic cognitive domain on test items of indonesian language exams in the public vocational high school in bengkulu, indonesia. this is qualitative in nature employing descriptive method as the research design. the data were obtained from test items of indonesian language school examinations in a public senior vocational school which delivered to twelve graders in the academic year of 2019 with 45 questions in total. the data were documented and analyzed qualitatively. this turned out that operational verbs of the cognitive realm based on anderson’s taxonomy are two items of remembering, two items of classifying, an item of summarizing, four items of inferring, an item of predicting, three items of interpreting, an item of executing, six items of analyzing, twenty items of selecting, two items of assessing, an item of checking, and two items of formulating which accounted for 24 verbs in total. however, the shows that only 12 verbs on the 12 test items are considered high-level thinking skills which resulted in suggestions to consider. keywords: anderson’s taxonomy teacher-made test, school exam, vocational high school (smk) bahasa indonesia conflict of interest: none funding information: none correspondence: gumono, indonesian department, faculty of teacher training and education, the university of bengkulu, indonesia. gumono@unib.ac.id ©gumono this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): gumono. (2022). teacher-made tests on bahasa indonesia subject for school examinations in public vocational high school of bengkulu province. joall (journal of applied linguistics and literature), 7(1), 136-149 https://doi.org/10.33369/joall.v7i1.19873 assessment is an integral part of the learning process. assessment is a tool that determines the success/failure of achieving learning goals. assessment must be done comprehensively to obtain accurate data on student learning outcomes (nurgiyantoro, 2013). given the urgency of assessing and evaluating learners' competence, every teacher must know the basic concepts https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.19873&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/19873 http://doi.org/10.33369/joall.v7i1.19873 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.19873 https://orcid.org/0000-0003-2208-8376 gumono joall (journal of applied linguistics and literature), 7(1), 2022 137 of assessment and the skills of applying them in learning. however, many teachers have not been able to master these abilities (sofyan, 2006, hlm. 1). the 2013 curriculum requires skilled teachers to create and develop tests that train students' thinking skills. high-level thinking skills is a thinking activity involving cognitive levels in bloom taxonomy's high hierarchy. in bloom's taxonomy, the cognitive hierarchy consists of six levels: remembering, understanding, applying, analysis, synthesis, and evaluation (suprapto et al., 2017). this hierarchy was revised by anderson and krathwohl (2001) to: remember, understand, apply, analyze, evaluate, and create. in its development, remembering, understanding, and applying are low-level thinking skills. while the ability to analyze, evaluate and create categorized high-level thinking skills. (pardede et al., 2020; putri, 2018; suhardjanto, 2021). teachers can specify cognitive operational verbs in anderson's taxonomy on each test item. students' cognitive competencies can be evaluated based on the type of knowledge anderson and krathwohl compiled the category of knowledge on two things, namely: 1) dimension of knowledge and 2) dimension of the process (wulandani et al., 2019)(anderson & krathwohl, 2001). research on teacher-made test instruments found that test instruments made by teachers of indonesian junior high schools in bandar lampung are not yet ideal, not yet complete containing affective, cognitive, and psychomotor aspects (riadi & hilal, 2017). assessment of tests made by high school teachers in palembang, south sumatra based on validity, reliability, difficulty level, discrimination index, and effectiveness of the distractors showed that most of the teacher-made tests (58%) was at "sufficient" quality and the rest (42%) was categorized as high quality (waty, 2018). analysis of the quality of teacher-made tests at smpn 4 gorontalo also reported the quality of teacher-made tests in state junior high school 4 gorontalo as many as 25 items with objective forms were categorized as less good (tiban et al., 2021). the tests for vocational school exams in the 2019/2020 school year are made by teachers appointed by the education and culture office of bengkulu province. all vocational schools in bengkulu province use the test developed by teachers. before developing the test, teachers are trained to develop good tests, including measurable operational verbs. previously, the tests used on school exams were made by teachers and did not focus on practicing highlevel thinking skills. the verbs are still more at the level of remembering (c1) and applying (c3) (ramadhanti, 2020). the choice of operational verbs in the test is the primary key in determining the cognitive realm from the school exam question. therefore, the objective of this study is to analyze operational verbs based on anderson's taxonomic cognitive realm on the indonesian teacher-made tests on bahasa indonesia subject for school examinations in public… 138 joall (journal of applied linguistics and literature), 7(1), 2022 school examination test item at public senior vocational school of bengkulu province in the 2019/2020 school year. method the design of this research was qualitatively descriptive. research location was in public senior vocational school of bengkulu province. research time was from may to june 2020. this research data was a point-of-school exam test item in bahasa indonesia subjects for students of vocational school class xii of the 2019/2020 school year, 40 items of multiple-choice tests and 5 essay tests. the data source in this study was the school exam test document of bahasa indonesia subject for public senior vocational school of bengkulu province class xii in the even semester of the 2019/2020 school year. the data collection technique was documentation, namely the examination document of bahasa indonesia subject for public senior vocational school in bengkulu province. the data was obtained from the headmaster's work conference (musyawarah kerja kepala sekolah/mkks) of vocational high school of bengkulu province, which agreed that school exams should use test items developed by teachers. the main instrument of the study was the author, with a rubric for identifying test documents that use operational verbs, as shown in the table 1. below: table 1. operational verbs based on anderson's taxonomy no anderson’s cognitive aspects operational verbs characteristic 1. remembering recognizing recognizing and retrieving knowledge from long-term memory recognize and search for long-term numbers of information that is identical or very similar to newly received information recall recalling and searching for long-term numbered information and bringing that information to working memory for processing 2. understand understand understanding and constructing the meaning of learning materials, including what is spoken, written, and drawn interpret can interpret and change information from one form to another exemplifies give examples of general concepts or principles classify classify and know that something falls into a particular category e.g., concept or principle gumono joall (journal of applied linguistics and literature), 7(1), 2022 139 no anderson’s cognitive aspects operational verbs characteristic summarize presents a sentence that represents the information received or abstracts a theme conclude be able to infer and abstract a concept or principle that explains these examples by observing the characteristics of each example compare compare similarities and differences between two or more objects, events, ideas, problems, or situations explain create, and use cause-and-effect models in a system 3. apply apply apply or use a procedure under certain circumstances execute applying procedures when facing familiar tasks such as exercise implement can choose and use a procedure to complete an unknown task 4. analyze analyze analyze and break down matter into its constituent parts and determine the relationships between those parts and the relationships between those parts and the overall structure or purpose. differentiate distinguishing and discriminate relevant and irrelevant information organize organizing and building systematic and coherent relationships between pieces of information attribution determine the point of view, opinion, value, or purpose behind communication 5. evaluate evaluate make and make decisions based on criteria and standards examine test and examine whether a conclusion is in accordance with its premises or not, whether a subject matter contains conflicting parts criticize take note and critique the positive and negative traits of a product and make decisions at least in part based on those traits. data analysis is carried out with qualitative descriptive analysis techniques, with the following steps: 1. observe and read each test to find operational verbs. 2. group operational verbs data found according to anderson's taxonomic cognitive realm 3. tabulate data according to aspects of anderson's taxonomic cognitive realm teacher-made tests on bahasa indonesia subject for school examinations in public… 140 joall (journal of applied linguistics and literature), 7(1), 2022 4. analyze data according to the operational verbs’ characteristics of anderson's taxonomic cognitive realm 5. draw conclusions on the pattern of operational verbs use contained in the indonesian subject school exam questions in public senior vocational school bengkulu province. findings the tests developed 45 items, consisting of 40 multiple-choice and 5 essay test items. the examples of operational verbs used in school exam tests based on anderson's cognitive aspects are as follows: remembering the cognitive aspect of recall was found in two test items: item number 5 and item number 6. test cognitive aspects, for example, in the following items. no. 5 bacalah teks berikut ! sebagai badan independen yang memiliki kewenangan mengembangkan standar nasional pendidikan, bnsp melakukan telaah draf standar nasional dengan melibatkan pakar dari akademisi, praktisi, dan birokrasi. definisikanlah makna istilah yang bercetak miring pada teks tersebut adalah .... a. ahli, pelaksana b. peneliti, pelaksana c. ahli, penulis d. peneliti, penulis e. penulis, pelaksanaan in test no. 5, the verb used is "definisikanlah/ define” to recall the cognitive aspect of remembering (c1). the characteristic of such tests is to call back from long-term memory. in this regard, students are instructed to recall the knowledge of the meaning of the words of experts and practitioners contained in the text. understand the cognitive aspect of understanding is found in two test items, on test number 8 and number 24. verbs used: classification, interpreting, summarizing, concluding, and predicting. examples of tests on the cognitive aspect of understanding are as follows: no. 8 pahami teks berikut! gumono joall (journal of applied linguistics and literature), 7(1), 2022 141 aksi maling tertangkap cctv pelapor : “pak, saya kehilangan.” polisi : “kemalingan apa?” pelapor : “mobil, pak. tapi saya beruntung, pak.” dialog tersebut merupakan bagian struktur teks anekdot, yaitu . . .. a. abstraksi b. orientasi c. krisis d. reaksi e. koda in test number 8 above, the verb found is "classifying" which belongs to the cognitive aspect of understanding (c2). operational verbs test includes cognitive aspects of understanding (2) because in the process of classifying students must understand the substance. the operational verb "interpreting" is found on test items numbers 3, 32, and 41. examples: item no 3. perhatikan prosedur registrasi kartu berikut! 1) pastikan anda terhubung dengan jaringan internet. 2) bila sudah terhubung, buka laman web dan pilih regitrasi. 3) setelah dipilih, masukkan nomor kartu prabayar anda. 4) cek nomor dengan betul dan pilih daerah kota tempat asal kartu prabayar anda. 5) lengkapi data diri anda dengan tepat. 6) pilih prabayar atau pasca bayar untuk jenis kartu anda. 7) tekan simpan, dan masukkan kode verifikai yang akan anda terima melalui sms. rincilah urutan prosedur registrasi kartu prabayar yang tepat adalah... a. 1,2,6,3,4,5,7 b. 1,2,3,5,4,6,7 c. 1,3,2,5,4,6,7 d. 1,3,2,4,5,6,7 e. 1,2,3,5,6,4,7 in test number 3, the operational verb found is "interpreting" which is categorized as a cognitive aspect of understanding (c2). the pattern of the problem corresponds to the characteristics of the interpreting element paraphrasing into words, numerical and others. paraphrasing is retelling the same idea in a different language form. the operational verb "summarizing" is found in the following test item: teacher-made tests on bahasa indonesia subject for school examinations in public… 142 joall (journal of applied linguistics and literature), 7(1), 2022 item no 34. pahami teks laporan observasi! pada tahun ini, petani tidak mengalami masa panen karena kemarau yang panjang. sumur kering sehingga tidak dapat dipakai untuk menyiram. tanahtanah juga retak karena kekurangan air. di samping itu petani tidak mendapat aliran air yang cukup karena sungai-sungai mendangkal. rangkuman informasi yang tersurat dalam teks tersebut adalah .... a. indonesia sendiri kini sudah menerapkan berbagai cara untuk menjadi bangsa berkarakter. b. indonesia kini sudah menerapkan berbagai cara demi untuk menjadi bangsa berkarakter. c. indonesia sudah menerapkan berbagai cara demi untuk menjadi bangsa berkarakter. d. indonesia kini sudah menerapkan berbagai cara untuk menjadi bangsa berkarakter. e. indonesia sendiri kini sudah menerapkan cara untuk menjadi bangsa berkarakter. the operational verb found in test item number 34 is "summary", including the cognitive aspect of understanding (c2). students develop a single sentence representing the information received or abstracting a theme. as in the matter, students are instructed to summarize the information expressed in the text of the matter. apply operational verbs of the cognitive aspect "apply" are used in question test item number 2: item no 2. pahami kutipan novel berikut! [....]sebatang pohon tua yang riang meneduhiku. ayahku duduk di sampingku, memeluk pundakku dengan kedua lengannya dan tersenyum mengangguk-angguk pada setiap orang tua dan anak-anaknya yang duduk berderet-deret di bangku panjang di depan kami. kalimat yang tepat untuk menunjukkan latar waktu pada kutipan teks novel tersebut adalah.... a. di mulut pintu berdiri dua orang guru seperti para penyambut tamu dalam perhelatan. b. aku juga merasa cemas. c. pagi itu, waktu aku masih kecil, aku duduk di bangku panjang di depan sebuah kelas. d. harun telah menyelamatkan kami dan kami pun bersorak. e. pak harfan menghampiri orang tua murid. gumono joall (journal of applied linguistics and literature), 7(1), 2022 143 in test item number 2, the operational verb used is "indicated" which categorizes the cognitive aspect of applying (c3), another variant of this verb is executing. the word "indicates" requires the cognitive process of applying a procedure to a familiar task. the task of recognizing the time setting in the novel is a daily task that students usually do. analyzing operational verb aspects of "analyzing" used in test items are "analyze" and "select". the verb "analyzing" is found in test items numbers 4, 15, 23, 27, 33, and 39. examples: item no 4. perhatikan penggalan teks berikut! harimau (panthera tigris) digolongkan ke dalam mamalia, meliputi hewan yang menyusui. “kucing besar” itu adalah hewan pemangsa dan pemakan daging. analisislah penggunaan konjungsi yang tidak tepat pada penggalan teks di atas adalah .... a. digolongkan b. meliputi c. yang d. adalah e. dan in test item no. 4, the operational verb found is "analyze" which includes the cognitive aspect of analyzing (c4). this word was chosen because the characteristics of the test item require students to analyze the problem by separating each part of the problem and looking for the interrelationships between those parts. evaluating operational verbs of cognitive aspects "evaluate" using the words "assess" and "examine". the word assesses are found in test items number 18, and 36. item no 18. cermati dan pahami teks berikut! untuk mengatasi dampak kenaikan bbm, pemerintah mengalokasikan dana rp 16 triliun untuk pemberdayaan rakyat miskin. dana ini antara lain untuk sumbangan langsung tunai dan jaminan kesehatan keluarga miskin. kalimat yang mengandung tanggapan positif terhadap isi teks di atas adalah .... a. kalau bukan pemerintah siapa lagi yang harus memikirkan dampak kenaikan bbm. teacher-made tests on bahasa indonesia subject for school examinations in public… 144 joall (journal of applied linguistics and literature), 7(1), 2022 b. apa betul dana itu akan benar-benar sampai kepada rakyat? c. paling-paling dana itu akan menguap sebelum sampai tujuan. d. dana untuk pemberdayaan rakyat miskin setidaknya rp 90 triliun baru layak. e. kita bersyukur memiliki pemerintah yang peduli kepada rakyat. in test item number 18, the operational verb found was "judging" which belonged to the cognitive aspect of evaluating (c5). this choice of operational verbs corresponds to the characteristics of the element "assessing" because students perform the process of assessing a product or process based on exact criteria and standards. creating in the cognitive aspect of "creating" the operational verb used in the test item is "formulating" used in test items numbers 16, 36, and 44. examples: item no 16. cermati penulisan judul karya ilmiah berikut! hubungan kebugaran jasmani dengan prestasi belajar siswa sekolah menengah atas 12 kota bengkulu. rumuskanlah perbaikan penulisan judul karya ilmiah tersebut adalah .... a. hubungan kebugaran jasmani dengan prestasi belajar siswa sekolah menengah atas 12 kota bengkulu b. hubungan kebugaran jasmani dengan prestasi belajar siswa sekolah menengah atas 12 kota bengkulu c. hubungan kebugaran jasmani dengan prestasi belajar siswa sekolah menengah atas dua belas kota bengkulu d. hubungan kebugaran jasmani dengan prestasi belajar siswa sekolah menengah atas dua belas kota bengkulu e. hubungan kebugaran jasmani dengan prestasi belajar siswa sekolah menengah atas dua belas kota bengkulu in test item number 16, the operational verb found is "formulate" which classifies the cognitive aspect of "creating" (c6). the word is categorized as "creating (c6)" because students reformulate or hypothesize from writing the scientific work's title. it can be concluded, the use of operational verbs based on the cognitive aspects of anderson's taxonomy on the examination item of bahasa indonesia in public senior vocational school of bengkulu province consists of six aspects, namely remembering, understanding, applying, analyzing, evaluating, and creating. 1. the operational verb of the cognitive aspect "remembering" is found in the verb "recall". gumono joall (journal of applied linguistics and literature), 7(1), 2022 145 2. the operational verb of the cognitive aspect "understanding" is found in the verb "classification, interpreting, summarizing, inferring, and predicting". 3. the operational verb aspects of "cognitive" are found in the verb "use". 4. the operational verb cognitive aspect "analyzing" is found in the verb "analyze and select". 5. the operational verbs on the cognitive aspect of "evaluating" are found in verbs "assess and check". 6. the operational verb of the cognitive aspect "creating" is found in the verb "formulate". discussion the results of this study which identified verbs based on anderson's taxonomy used on the public senior vocational school examination test item of bengkulu province, found six cognitive aspects: recalling, understanding, applying, analyzing, evaluating, and creating. the cognitive aspect of the cognitive verb "remembering" was "recall" in test items numbers 5 and 6. on the test item, students are expected to recall the knowledge of the meaning of the word in the text. they were remembering attempts to recall knowledge from both short-term and longterm (wulandani et al., 2019). test items with the operational verb "remembering" do not train students to think at a high level. in the area of the cognitive "understand" found operational verbs "classification" on test items no. 8 and 24, "interpret" on test items numbers 3, 32, and 41, "summarize" on test item number 34, "conclude" on test items number 11, 20, 30, and 42, "predict" on test item number 21, "show" on test item number 2, on the test item students are asked to show or apply background use on a short story quote such as the usual daily task (saputro et al., 2021). the cognitive area of "analyzing” found the use of operational verbs the words "analyze" and "choose". operational verbs "analyzing" are found on test items numbers 4, 15, 23, 27, 33, and 39, while operational verbs "select" are found on test items numbers 1, 7, 9, 10, 12, 13, 14, 15, 17, 19, 26, 28, 29, 31, 35, 37, 38, 40, 43, and 45. students engage in a high-level thinking ability on these test items to answer questions. students must analyze questions in order to answer them. such test items train students to think at a high level. test items that train students to perform analysis before answering will greatly affect the development of decision-making systems by future students (urgo et al., 2019). the cognitive area of "evaluating" found the word "judging and checking". the word assess is found on test items numbers 18 and 36, while teacher-made tests on bahasa indonesia subject for school examinations in public… 146 joall (journal of applied linguistics and literature), 7(1), 2022 the word check is found on test number 25. the ability to evaluate is defined as assessing an object/thing for a specific purpose based on clear criteria. the results of cognitive aspects of creating research found the use of operational verbs formulating words contained in test items number 16 and 44, and the problem students are asked to be able to form patterns or synthesize the formulation of problems contained in the problem precisely. according to munaf (2001) synthesis is the ability to connect elements to form patterns that are logically related or draw conclusions from events that have to do with each other (mubarok, 2019; tilaar et al., 2020). conclusion the results of research and discussion on the use of operational verbs based on anderson's taxonomic cognitive realm on school exam test items for bahasa indonesia subject in public senior vocational school bengkulu province show that the test items have mostly trained high-level thinking skills in students. however, there were still test items that only required lowlevel thinking skills to answer them. not all test items train students to think critically, creatively, analytically of information and data in solving problems involving the most basic mental activities. higher-order thinking skill (hots) is closely related to thinking skills by the cognitive, affective, and psychomotor realms that become one unit in the learning and teaching process. considering the study results, the authors conveyed some recommendations: teachers of bahasa indonesia subject need to be trained to develop appropriate question test items/based on anderson's taxonomic cognitive indicators, particularly those that train high-level thinking students. the choice of test form should also be the attention of the teacher. a type of multiple-choice test is less effective in teaching students to think critically. teachers should multiply the form of tests that require a critical thinking process to answer, for example, essays, looking for relationships between phenomenon or others. acknowledgments high thanks and appreciation to hanny ramadhanty who has helped provide the data that has been analyzed in this study. references anderson, l. w., & krathwohl, d. r. (ed.). (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives (complete ed). longman. gumono joall (journal of applied linguistics and literature), 7(1), 2022 147 mubarok, h. (2019). high order thinking skill dalam pembentukan karakter siswa sekolah dasar di era industry 4.0. jurnal elementary, 7(2), 215–230. nurgiyantoro, b. (2013). model penilaian otentik dalam pembelajaran bahasa. litera, 10(2). https://doi.org/10.21831/ltr.v10i2.1157 pardede, o. b., sinaga, e. a., depari, a. w. b., & gultom, r. j. b. (2020). analisis kemampuan berpikir kritis (critical thingking) siswa melalui penggunaan soal hots dalam pembelajaran bahasa indonesia. kode: jurnal bahasa, 9(4), 24–41. putri, i. (2018). analisis soal dalam buku mandiri bahasa indonesia kelas vii berdasarkan perspektif higher order thinking skills (hots) di smp negeri 18 medan [phd thesis]. unimed. ramadhanti, h. (2020). analisis penggunaan kata kerja operasional (kko) berdasarkan ranah kognitif taksonomi anderson pada butir soal bahasa indonesia ujian sekolah (us) di smkn provinsi bengkulu [skripsi]. universitas bengkulu. saputro, d., sabardila, a., prayitno, h. j., & markhamah, m. (2021). integrasi keterampilan berpikir kritis dalam buku teks bahasa indonesia kurikulum 2013 berperspektif hots: diglosia: jurnal kajian bahasa, sastra, dan pengajarannya, 4(3), 365–374. https://doi.org/10.30872/diglosia.v4i3.168 sofyan, a. (2006). evaluasi pembelajaran ipa berbasis kompetensi. uin jakarta press. suhardjanto, s. (2021). upaya peningkatan kemampuan guru bahasa indonesia dalam menyusun soal hots melalui workshop. jurnal ilmiah pro guru, 4(4), 506–514. suprapto, e., fahrizal, priyono, & basri, k. (2017). the application of problem-based learning strategy to increase high order thinking skills of senior vocational school students. international education studies, 10(6), 123–129. syambasri munaf. (2001). evaluasi pendidikan fisika. upi press. tilaar, a. l. f., sulangi, v. r., & pelealu, e. (2020). analisis kualitas butir soal tes buatan guru mata pelajaran matematika kelas x sma negeri 1 airmadidi tahun ajaran 2019/2020. jsme (jurnal sains, matematika & edukasi), 8(2), 190–196. urgo, k., arguello, j., & capra, r. (2019). anderson and krathwohl’s twodimensional taxonomy applied to task creation and learning assessment. proceedings of the 2019 acm sigir international conference on theory of information retrieval, 117–124. https://doi.org/10.1145/3341981.3344226 teacher-made tests on bahasa indonesia subject for school examinations in public… 148 joall (journal of applied linguistics and literature), 7(1), 2022 wulandani, t., kasih, a. c., & latifah, l. (2019). analisis butir soal hots (high order thinking skill) pada soal ujian sekolah kelas xii mata pelajaran bahasa indonesia di smk an-nahl. parole (jurnal pendidikan bahasa dan sastra indonesia), 2(4), 485–494. https://doi.org/10.22460/p.v2i4p%p.2895 the author gumono is a senior lecturer at the indonesian department, faculty of teacher training and education, the university of bengkulu, indonesia. he has been in the department for more than a decade conducting teaching and learning activities, research, and community services. 378 joall (journal of applied linguistics and literature), 7(2), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21035 https://doi.org/10.33369/joall.v7i2.21035 how indonesian sees the colors: natural semantic metalanguage theory 1muhammad kiki wardana , 2mulyadi 1english department, faculty of language and communication, universitas harapan medan, indonesia jalan imam bonjol no. 35 medan, sumatera utara 2linguistics department, faculty of cultural studies, universitas sumatera utara, indonesia jalan dr. t mansur no. 9, kampus padang bulan, medan 20155, sumatera utara article info abstract article history: received march 17, 2022 revised: may 10, 2022 accepted: july 20, 2022 this research explores basic and secondary colors in indonesia. this research attempts to explicate the meaning of colors by using the semantic theory of natural semantic metalanguage theory. this research applied qualitative method. the paradigm of qualitative research revolves around the observation from the surrounding. the data were collected from various sources such as indonesian dictionary, indonesian corpus, and the data created by the researcher as the native speaker. the researcher explicates primary or basic colors as well as the secondary. further, these indonesian colors were being explicated by applying the features of natural semantic metalanguage (nsm). the colors in indonesian were gathered and classified. the researcher then analyzed the colors based on the explication of nsm theory and the approach of basic color term initiated by berlin and kay. this research discovers that the basic or primary colors in indonesian are black, white, red, yellow, green and blue. the application of this research is apparently vivid in the advancement of colors study in the realm of semantics. this research also exposes the difference of explication in english and indonesian. this occurred due to the difference of the usage of semantic atom to explain the meaning of color. to explicate the color of black, indonesian uses charcoal. meanwhile english uses the night sky. in indonesian, colors that come after green and blue according to berlin and kay’s color terms are brown, purple, orange, pink, and grey are not basics but secondary colors. meanwhile, in english the aforementioned colors are basics. keywords: semantics basic colour terms nsm theory explication conflict of interest: none funding information: none correspondence: muhammad kiki wardana, english department, faculty of language and communication, universitas harapan medan, indonesia muhammadkikiwardana@gmail.com ©muhammad kiki wardana & mulyadi this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): wardana, m.k., & mulyadi. (2022). how indonesian sees the colors: natural semantic metalanguage theory. joall (journal of applied linguistics and literature), 7(2), 378-394. https://doi.org/10.33369/joall.v7i2.21035 https://ejournal.unib.ac.id/index.php/joall/article/view/21035 https://doi.org/10.33369/joall.v7i2.21035 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.21035%26domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.21035 https://orcid.org/0000-0002-0636-3772 https://orcid.org/0000-0001-8930-1325 how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 379 the discussion of colors in semantics is almost ignored and taken for granted despite the sheer usage of colors in the culture and language. this is in line with kennedy (2008) when they said that colors is very much overlooked in the context of semantic discussion. regarding to that, it is also believed that in some parts of indonesia, yellow is considered a sacred color in the societies of malay peninsula (rao, 2019), meanwhile black and grey is the most dominant culture for people in east nusa tenggara. these colors signify their cultural identities mostly seen in their traditional fabrics and attires. the questions arise whether the meaning of color is perceived universally or distinguishably? does the yellow color in malay culture signifies the same signifier in english? does bataknese and javanese society perceive black mutually? if colors are perceived differently in different languages and culture, what semantics construction can be applied to distinguish the differences? these questions eventually reflect the objectives of this research that is to investigate the meaning of color in bahasa indonesia through the perspective of semantics. this research applies the theory of natural semantics metalanguage (msa) to meticulously apprehend the meaning behind every color in bahasa indonesia. the diversity of indonesian culture has become the prime reason to say that color is distinguished in every culture and language. this is in line with wierzbicka's (2006) statement that there are some cultures and languages don’t recognize the concept of colors. bulmer (1968) in wierzbicka (2008) revealed in his in-dept research that some languages in australia, papua new guinea and africa have no concept of color. this finding is also strengthened by the further research of hargrave (1982) which concluded that there are five aboriginal languages in australia that denotes colors with the concept of light and dark only. therefore, the research questions are: 1). how are colors in indonesia explicated? and, 2) what are the semantic primes used to explicate colors in indonesian? colors have attracted some linguists and anthropologist to delve into the meaning and its function in the language. saphir and worf (1939) in kay & kempton (1984) conducted the research on color by using linguistics relativity theory. this research discovered that no countries in the world have the same construction of social reality and culture. when it is brought to the discussion of vocabulary of color in 1920 until 1960’s, saphir opinioned that if blue doesn’t exist in a certain language, it doesn’t mean that there is no concept of blue color in that language or they don’t have any cognition about the blue color. current researches about colors in the area of semantics revolve around the idiomatic and metaphor meaning. ayesa (2021) conducted a study about the basic meaning of basic color terms in indonesian and mandarin. muhammad kiki wardana & mulyadi 380 joall (journal of applied linguistics and literature), 7(2), 2022 this research excludes the explication of the color in order to figure out the common ground in meaning within the two languages even though in its premises it applies nsm theory. dewa & wijana (2015) revealed the metaphor meaning in indonesian and english and found the similarities between them. lapasau (2019) compared metaphorical meaning between indonesia and german language and found that metaphorical meaning is instilled in neutral and primary colors in both languages. xing (2009) figured out that even though the semantic process of colors in mandarin is aligned with the application of (berlin b. and kay p, 1969) theory but eventually basic color terms in mandarin have extended meaning. further, the research about color focuses on metaphor is conducted by (indra, 2018) that analyzed semantic metaphor in minangkabau and found that there are 6 colors that contain metaphorical expressions such as itam (black), putiah (white), kelabu, (grey), sirah (red), kunyiang, (yellow) and ijau (green). lai & chung (2018) revealed that taiwanese mandarin mostly uses color expression of black and white, followed by southern min’s mandarin and hakka’s mandarin. hamilton (2016) in his dissertation analyzed the metonymy and metaphor in english and discovered that the use of colors in figurative language is derived from metonymy and is eventually developed into the metaphor process. (al-rasheed, 2014) did research on colors in arabic based on the principles of berlin and kay’s basic color terms. he figured out that there are 11 basic colors in arabic and found out that light blue and dark blue are not listed as basic color terms in arabic. massive research on color ever conducted in america continent was initiated by maclaury (1997-2011) to map the category of color by interviewing 900 speakers from 116 mesoamerican languages. the respondents were asked to name the colors, select the color focus and map the color by using munshell color set. figure 1: world’s color survey, munshell color chart 1. in order to name the color, the respondents were asked to point a color card randomly and name the color. color range further was marked in no particular order. how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 381 2. next step, the respondents were asked to choose the focus (the best example) from every chosen or used color. 3. last step, respondents were exposed by the arranged set of colors without the range of naming and were asked to indicate every card of color they referred by using specific terminologies. the concept of colors is not universal. therefore, berlin b. and kay p (1969) initiated to find the common ground and concept of basic color terms in some languages by applying following principles: 1. monolexemic the color must be mono lexical and not derived from other entities. example: black or white. 2. exclusive the color must not include another color or term. example: merah jambu (pink) is not basic color in indonesian because it refers to another entity. 3. unrestricted the colocation of colors is not restricted. examples: pirang (blonde) can only be paired or collocated with hair. therefore, it is not basic color. 4. salient the color must be salient for the respondent. figure 2. berlin and kay’s hierarchy of basic color. based on the figure above, berlin and kay argue that every language in the world at least possesses black and white color shown in the left most of the figure. this means that if a language has basic color in the right most of the figure, it is assured that it possesses the basic colors in the left. for example, if a language has yellow as the basic color, then red, white, and black also belong to the basic colors of that language. wierzbicka (1996) once criticized (kay & mcdaniel, 1978) that argue color is the result of neurophysiological process that emphasizes on the light’s wavelength that touches the eyes and transforms it to as the response of visual neuro system. according to her, the concept of color has been instilled in universal human’s experiences like experiencing day and night, seeing fire, sun, vegetation, sky and the ground. this has become the empirical foundation of natural semantic metalanguage initiated by wierzbicka to prove that even though not muhammad kiki wardana & mulyadi 382 joall (journal of applied linguistics and literature), 7(2), 2022 every language has the term of color but every language has semantic prime for ‘seeing’. wierzbicka (2008) highlights the importance of writing the right explication of ‘color’ a. people can know many kinds of things about some things, this is one of these kinds b. when people see some things, they can know something of this kind about them if they can see them well c. if someone wants to say something because they want someone else to know something of this kind about something they have to say something like this about some places at some times: ‘people can see something like this when they see these places at these times’ wierzbicka (1990) explicated the concept of red which is not found in of the aboriginal languages in australia by using natural semantic metalanguage explication: x is red when one sees things like x one can think of the blood at sometimes people can see everything when one sees things like x one can think of times of this kind the assumption of the explication above is that the concept of red is based on blood or even fire. but, the explication above has no claim that red is equal to blood or fire is red. the above explication only claims that there is conceptual relationship between red and blood, or red and fire. this relationship is also related with people’s experience when they see blood and when they sometimes see fire. the synthesis from the explanation above is that the concept of color is very much juxtaposed with the culture and language. however, not every language has the word for color. eventually, the concept of color revolves around the area of light and dark. the language which has no color concept usually refers and relates colors with the things such as the sky, the vegetation and the ground. natural semantic metalanguage introduces some theoretical principles in order to comprehend the semantic prime. semantic prime is the set of meaning that can’t be paraphrased in simpler terms and doesn’t change because it is inherited to human since they were born (goddard, 2008). this meaning is the reflection of the basic most of human mind. semantic primitive can be explicated from the deep structure which is the only way to represent the meaning (wierzbicka, 1996). the explication in meaning is obliged to insert the meaning of words intuitively connected to the same focus of meaning and those meanings are being analyzed based on their components. a set of semantic primes is expected to explicate the complex meaning to be simpler. wierzbicka (1996) and goddard (1997) argue that it is impossible to define all words and if we want to define a definition, some words are how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 383 required. goddard (2010) found 61 semantic primes which are universal and applicable ever language in the world: substantives i, you, someone, something, people, body relation substantives kind of, part of determiners this, the same, other quantifiers one, two, all, many/much, some attributes big, small, good, bad intensifiers very mental predicates want, feel, think, know, see, hear speech say, words, true actions, events, movements do, happen, move existence and possessive there is, have life and death live, die logical concepts not, maybe, can, because, if time when, now, after, before, a long time, a short time, for some time, moment space where, here, above, below, near, far, inside, side, touching (contact) augmentor more similarity like (how, as) method this research applied qualitative method. the paradigm of qualitative research revolves around the observation from the surrounding. therefore, this research mainly came from the phenomena occurred in the society. the data were derived from various sources such as official indonesian dictionary, indonesian corpus, or data created by the researcher as the native speaker. the researcher conducted by applying library research in order to investigate the primary data. according to george (2008) library research needs no respondents or informants because the research itself that will identify and define the data. bogdan and taylor (1992) also mention that the researcher can mold descriptive data that eventually could be utilized as the complement muhammad kiki wardana & mulyadi 384 joall (journal of applied linguistics and literature), 7(2), 2022 of the information in order to explain the social phenomena. the data were obtained purposively (hadi, 2004), by selecting basic color terms and secondary colors in indonesian. the steps taken from various sources and classified into basic colors and secondary colors. after classifying the data, the data were being explicated or paraphrased to figure out the semantic atoms applied in this research. the researcher applied the theory of natural semantic metalanguage of wierzbicka (2008) that exemplifies that colors have never been universal concepts. the data are valid and reliable because they were derived from the indonesian corpus. findings indonesia is a culturally and linguistically diverse nation. based on the finding of this research, the researcher claims that indonesian has 6 basic colors that is: black, white, red, yellow, green and blue. this finding means that the concept of colors in indonesia is overlooked and taken for granted. we always believe that colors are what we are seeing. it turns out that colors have meaning just beyond what most people think. according to berlin and kay, basic color must be monolexemic, exclusive, unrestricted, and salient. based on these features, brown (cokelat) is not basic color in indonesian because it contains a specific thing which is chocolate. therefore, it is considered as non-exclusive because it refers to another entity. the color of purple (ungu) is also not a basic color in indonesian because it is the combination of red and blue. this means that this color is not exclusive. pink (merah jambu) is excluded from indonesian’s basic colors because it contains more than one lexeme as basic color term must be monolexemic. it also contains another entity. therefore, it is not an exclusive color. orange is not a basic color term in indonesian because it also refers to another entity which is the color of orange. grey (abu-abu) is also excluded from indonesia’s basic color term because it consists of more than one lexeme. therefore, according to berlin and key’s hierarchy of basic colors, indonesian basic colors are white, black, red, yellow, green and blue. meanwhile, basic colors in english are white, black, red, yellow, green, blue, brown, purple, pink, and grey. the rest of the colors in indonesia such as magenta (merah keunguan), maroon, (merah marun), ruby (merah delima), fuchsia (merah muda terang), crimson (merah tua terang), carmine (merah tua), burgundy (merah anggur), hot pink (merah muda terang), brick red (merah bata), coral (merah kekuning kuningan), aquamarine (biru laut), cyan (biru terang), sapphire (biru nilam), teal (biru hijau), ultramarine (lazuardi), red lead (sedelinggam), royal blue (nilakandi), navy blue (biru tua), indigo (nila), gold (emas), silver (perak), amber (kuning sawo), rosewood (kuning kemerahan), khaki (kuning kecoklatan), salmon (bang bang), verdigris (kerak terusi), violet (violet), orange chrome how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 385 (mambang kuning), orange red (dewangga), ochre (hartal), apricot (pinggala), orchid (ungu terang), dark purple (ijas), lavender (gandaria) mauve (lembayung muda), lilac (lila), cerise (jingga muda), dun (turangga), emerald (hijau zamrud), jade (hijau lumut), lime (hijau limau), greenish white (nusaindah), pistachio (hijau kekuningan), deep turquoise (indranila), dun (turangga), copper (warna tembaga), cinnamon (cokelat kemerah-merahan), amethyst (kecubung), indigo (nila), light brown (soga,), bay (kapisa), chesnut (kadru), beige (abu-abu kecoklatan), ebony (hitam gelap), iron grey (kelam baja), ivory (putih gading), swan white (kinantan), raven black (cemani), neutral grey (saliwah), taupe (kelabu tua) are all secondary colors. basic colors explication in indonesian and english x is black (indonesian) = when one sees things like x one can think of the charcoal x is black (english) = (a) at some times people can see the sky above them when one sees things like x one can think of the night sky at these times (b) in some places there are pupils in peoples’ eyes when people see these eyes, they can see these pupils when one sees things like x one can think of this x is white (indonesian) = (a) at some times people can see the cotton tree when one sees things like x one can think of the cotton at these times (b) in some places there are eggs when people see these eggs, they can see these eggs white when one sees things like x one can think of this x is white (english) = (a) at some times people can see something falling from the sky when one sees things like x one can think of the snow (b) in some places there are animals of one kind sometimes they have this, when people see this animal, they can see this milk when one sees things like x one can think of this x is red (indonesian and english) = when one sees things like x one can think of the blood. x is red (english) = (a)when one sees things like x one can think of fire (b) at sometimes people can see something grow from ground when people see this x from the ground, they can see tomatoes muhammad kiki wardana & mulyadi 386 joall (journal of applied linguistics and literature), 7(2), 2022 x is yellow (indonesian) = (a) at sometimes people can see something grow from ground when people see this x from the ground, they can see turmeric (b) when one sees things like x one can think of the gold. x is yellow (english) (a) at sometimes people can see the sky above them when people see this x from the sky, they can see sun (b) at the sometimes people can see something grow from the ground when people see this x from the ground, they can see olive (c) in some places there are eggs when people see these eggs, they can see these yolks when one sees things like x one can think of this. x is green (indonesian) (a)at sometimes people can see something grow from the ground when people see this x from the ground, they can see leaf x is green (english) (a) at sometimes people can see something grow from the ground when people see this x from the ground, they can see plants x is blue (indonesian and english) at sometimes people can see the sky above them when one sees things like x one can think of the blue sky at these times explication of secondary colors in indonesian secondary colors are basically the combination of red, yellow, green, and blue and in some occasions are the combination of white and black. the color of red, yellow, green and blue are also called as unitary hue. hurvich & jameson (1957) also argues that these colors are paramount in creating other colors. according to the sequence of berlin b. and kay p (1969), secondary colors are those that come after the blue color; brown, purple, pink, orange, and grey. brown is the combination of black and yellow or in some contexts is the combination of black and red. orange is the combination of yellow and red. pink is the combination of red and white. purple is the combination of blue and red, meanwhile grey is the combination of black and white. in english, these secondary colors are listed in level 6 and 7. meanwhile in indonesian, these colors are not basic colors. brown isn’t basic color because it contains another entity while being referred. if brown isn’t capable to fill the requirement of basic color in one language, either other color follow after it. the following explications are applied for secondary colors in both languages indonesian and english: x is orange: how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 387 (a). one can think something is like x (b). this x is like something which is yellow (c). at sometimes one can think: this is something like red x is pink: (a). one can think something is like x (b). this x is like something which is red (c). at sometimes one can think: this is something like white x is grey: (a). one can think something is like x (b). this x is like something which is black (c). at sometimes one can think: this is something like white x is purple: (a). one can think something is like x (b). this x is like something which is red (c). at sometimes one can think: this is something like blue x is brown: (a). one can think something is like x (b). this x is like something which is yellow (c). at sometimes one can think: this is something like red discussion indonesian refers to charcoal to explain the concept of black. this concept is very universal in indonesian society as charcoal is being used in household’s utilities. despite it is a common concept in indonesian, in other languages in the world charcoal might not be recognized. the previous researches might delve into the metaphor meanings of colors. therefore, it might be very different from one culture to another. this research is the one significant and important resource for linguists who are interested in investigating colors particularly in indonesia from the perspective of nsm theory pioneered by wierzbicka (2006). the signature of this research relies on the usage of nsm theory in order to give a comprehension concept of colors in semantic realms. previous researches about colors in indonesia don’t touch the area of semantic primes to explicate colors, instead use metaphor theories. therefore, the researcher is confident that this research could eventually rise to the discussion of colors by using nsm theory. based on the explications above, it can be concluded that indonesian and english use different concepts to explain the color of black. indonesian affirms that ‘charcoal’ is the best way to denote black. meanwhile english muhammad kiki wardana & mulyadi 388 joall (journal of applied linguistics and literature), 7(2), 2022 utilizes some concepts to give meaning to black. night sky and pupils are the chosen concepts. indonesian uses charcoal because it is a product of culture in the society passed on through generations. people in indonesia use charcoal mainly for the source of energy. meanwhile in english, black is associated with the natural phenomenon and human’s body part. this indicates that the experiences and observation from the speaker of both languages to explicate the color of black is very much different. in a local culture like mandailing, black is also a basic color, but what is lacking in the research conducted by amalia (2022) is that her explication about colors didn’t apply the semantic atom. she didn’t pursue more to explicate the possibility of how mandailing societies perceive black as one of the basic colors because a color needs to be contextualized. there is a staggering difference between the results of amalia (2022) and (budiono, 2018) and shows that (wierzbicka, 1999) opinion about the specific concept of color in many languages which must be different is valid. she believes that the sheer difficulty of naming the color because the difference of cultures translated to the process of seeing is very contextualized. therefore, in order to comprehend the color explication from the perspective of semantics, cultural and conceptual elements comprehension are required together with understanding the use of semantic primes. indonesian refers to the cotton and egg white to explicate the color of white. cotton in indonesia doesn’t represent white in another language. due to the cultural differences and conceptualized meaning, white is denoted differently in language like english. indonesian also uses egg white to explicate the color of white because it is the reference that indonesian familiar with in the daily life. white possesses many semiotic meanings in indonesia like clarity, purity even successfulness. this is also supported by the finding of fauzi et al. (2021) that sought the meaning of colors in sundanese by using semantics metaphor approach. even though they didn’t apply nsm theory instead elaborated color through metaphor theory, the result of the research has given more perspective on giving broader meaning on color. the concept of white in english is utterly different. the approach for english speaker to define white is connected with natural phenomenon that is observable to the british. snow is being coded to represent white. this can be explained by the fact that england and america as the two biggest englishspeaking nations have snowy weather in the winter. this has been a very pivotal natural phenomenon for the english speakers in these two countries. snow has an immense influence on these english speakers since snow has always been associated with christmas. meanwhile milk is provided in every british and american table for breakfast. how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 389 indonesian opts cotton to represent the color of white because indonesia is a tropical country that is the habitat for cotton trees and traditionally has a long history of weaving cotton into clothes. egg white is also used to decode white because indonesians are very familiar with this as the source to fulfil nutrition. speaking of this, the whiteness of milk and eggs, cotton and snow might have been in different spectrum in both languages. therefore, the associations of white in these two languages must also be different. indonesian and english denote red color with something which is familiar with human body. that is blood. but english varies the reference with fire and tomatoes. the interesting part is the cognitive role plays an important part to comprehend color in every language. the color of red containing in blood, fire or even tomatoes must be different. this is also in accordance with liebniz (1985) in wierzbicka (1990) which stipulates that the concept of color is something unexplainable except by seeing it. frumkina (1984) in (wierzbicka (1990) also mentions about linguistics conscience which emphasizes on defining the colors. based on the report of the research, to define the color of pink in russia, many informants state that pink is the color of red which shows a very bright red. meanwhile, some say that pink only shows a slightly bright color. therefore, the knowledge and the way humans express their cognitive and linguistic performance and abilities are different. benczes & tóth-czifra (2014) conducted research on two types of red in hungarian: piros and voros. they attempted to explicate the meaning of colors semantically by adding noun properties after the colors (piros + noun) and (voros + noun). the research discovered that piros is mostly paired with vegetation, fruits and body parts. voros in the other side is mostly used in figurative language. the research mentioned earlier has been a solid example that color and its meaning is very much related with association process. this situation also occurs in some languages in indonesia like in sundanese. the color of red sundanese is associated with the attributes from the nature such as merah ati (maroon) and merah cabe rawit (red chili) (yulianti, 2016). basic color like yellow, green, and blue are frequently used in the culture of indonesian societies. in minangkabau language, the color of red, yellow, and green are classified as basic colors (indra, 2018). meanwhile in madura language, red, yellow, and color are also categorized as basic colors, but with blue which is exceptionally used to represent blue and green (fadhilah et al., 2019). in balinese, besides black, white, red, yellow and green, purple is also classified as basic color due to its frequent usage in many connotation of the language (diputra, 2017). indonesian denotes the color of yellow with the semantic atom of turmeric. this is a solid statement as what hargrave in (roberson et al., 2000) has conducted to investigate one of the languages in papua that is dani muhammad kiki wardana & mulyadi 390 joall (journal of applied linguistics and literature), 7(2), 2022 language. this research reveals that dani tribe only recognizes 3 colors, one of them is yellow that functions to denote the harvest of the nature like turmeric. gold is also denoted to address yellow in indonesian as the semantic atom. even amongst indonesians acknowledge that difference of yellow in turmeric and gold is very vivid and unique to one and another but these associations are applied to describe yellow. therefore, it is highly possible for other languages to think about other attributes to denote yellow. meanwhile in english, yellow is explicated by using sun. sun is natural entity which frequently appears and is visible to everyone. this explanation is also strengthened by wierzbicka (1990) which emphasizes that sun is the visual key like fire in explaining and connecting colors with the nature and the surroundings in many languages. green is one of the colors that plays a very pivotal role in many languages. indonesian denotes the color of green by using leaf. english at same time also denotes green with plants. therefore, there is universalities to denote green in both languages. leaf and plants are something which grow from the ground and people can observe them vividly. harkness (1973) states that the colors of red, green, yellow, and blue are basics and function as the cognitive anchor. however, this point of view has been argued by wierzbicka (1990) which believes that the concept of sun, sky, vegetation, and fire are the cognitive anchor for color naming that represent yellow, blue, green and red. the concept of blue sky to denote the color of blue is the only one semantic atom used in both languages. in many languages in the world, the most frequent semantic atom used to describe blue either morphologically or etymologically has always been associated with the sky (wierzbicka, 1990). but in many languages, there is also semantic atom applied to describe the color of blue like water. this is due to the fact that there is a fundamental difference to describe light blue and dark blue. this argument has also been strengthened by paper et al's (2015) research in serbian language which reveals that blue has been a reference to explicate sky and water. conclusion this research attempts to elaborate and explicate colors in indonesian by using nsm theory. the researcher claims that according to berlin b. and kay p. (1969), indonesian has 6 basic colors that are: black, white, red, yellow, green and blue. meanwhile basic colors in english are black, white, red, yellow, green, blue, brown, purple, orange, pink, and grey. indonesian in order to explicate the concept of colors within semantics framework always applies attributes easily seen, observed, and experienced. for example, when explaining the color of black, indonesian uses charcoal to denote it or as the semantic atom in the explication because charcoal is an attribute that is pivotal in indonesians’ way of living. meanwhile english uses different attribute or how indonesian sees the colors: natural semantic metalanguage theory joall (journal of applied linguistics and literature), 7(2), 2022 391 semantic atom to explain black. english uses night sky to explain the color of black, and this is very much aligned with wierzbicka's (1990) explanation that believes if the concepts of dark, and light, sun, sky, vegetation, and fire are the cognitive anchors that represent the color of white, black, yellow, blue, green and red. this research has become a new reference for linguistics particularly semantics because it applies the theory of natural semantic meaning in order to explain the basic and secondary colors indonesian. previous researches only focus on researching colors in indonesian within the area of metaphors, metonymy, and relativity linguistics only. it turns out by using nsm theory, the colors can be explicated with smallest semantic atoms. of course the theory of nsm isn’t favored by anyone and there are critics about it. (kay, 2004) delivers his critique about nsm by arguing that nsm can’t provide and seek out the trail of diversity of the language and the spontaneity of human mind in regarding a concept. he argues that if being someone is being asked to explicate the color of green, he is sure the concept of green in everyone’s mind is diverse. it is possible for someone to think about green car and not vegetation or plant to describe green color. in order to better the further research on color by using semantic perspective, some improvements are needed such as examining and classifying what attributes are used in indonesian to describe colors. the most important thing is cross discourse research, and other related research from other area of disciplines. last but not least, the concept of colors is very much required to understand because it is a crucial part in using the language and culture. to conclude, semantic primes used to explicate colors in indonesians are primarily related to the nature, natural phenomena, vegetations, even body parts. references al-rasheed, a. s. 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(1990). the meaning of color terms: semantics, culture, and cognition. cognitive linguistics, 1(1), 99–150. https://doi.org/10.1515/cogl.1990.1.1.99 wierzbicka, a. (1999). emotions across languages and cultures. emotions across languages and cultures, september. https://doi.org/10.1017/cbo9780511521256 wierzbicka, a. (2006). the semantics of colour: a new paradigm. progress in colour studies, 1(january 2006), 1–24. https://doi.org/10.1075/z.pics1 wierzbicka, a. (2008). why there are no “colour universals” in language and thought. journal of the royal anthropological institute, 14(2), 407–425. https://doi.org/10.1111/j.1467-9655.2008.00509.x xing, j. z. (2009). semantics and pragmatics of color terms in chinese. studies of chinese linguistics: functional approaches, 87–102. yulianti, s. (2016). kosakata warna bahasa sunda (pendekatan metabahasa semantik alami). ranah: jurnal kajian bahasa, 5(1), 76. https://doi.org/10.26499/rnh.v5i1.39 the authors muhammad kiki wardana is a faculty member at english department, faculty of language and communication, universitas harapan medan. he completed his master degree from osmania university, india and is currently muhammad kiki wardana & mulyadi 394 joall (journal of applied linguistics and literature), 7(2), 2022 studying at doctoral program, universitas sumatera utara majoring linguistics. mulyadi is a faculty member at linguistics department, faculty of cultural sciences, universitas sumatera utara. he completed his doctoral degree in linguistics from universitas udayana. joall (journal of applied linguistics and literature), 8(1), 2023 1 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20968 https://doi.org/10.33369/joall.v8i1.20968 students’ understanding, attitude and experience on dishonesty and plagiarism: how undergraduate and postgraduate students of english education resemble and/or differ 1safnil arsyad , 2azwandi, 3alamsyah harahap 1,2,3english education postgraduate program, bengkulu university, indonesia jalan wr supratman kandang limun kota bengkulu, 38371 article info abstract article history: received: march 10, 2022 revised: oct 27, 2022 accepted: nov 3, 2022 it is much easier to access literature now than before because of the existence of the internet where students can download soft files of articles or written works from journals or particular websites. however, postgraduate students especially those studying at a teacher education program should not plagiarize because they become role models for their students and should present noble behaviour for their students to be. this study investigated how much undergraduate and postgraduate students in english education are familiar with plagiarisms, how their attitudes toward plagiarism are and what may encourage them to plagiarize. the data for this study came from 151 students involved in this study by filling in the questionnaire and 6 of them were randomly selected for interview. the results show that in general there is no important difference between undergraduate and postgraduate students on their knowledge, attitude, and experiences of dishonesty and plagiarism although there are some differences in the percentage of the two groups of students on several items asked in the questionnaire. this implies that the level of education does not affect university students of their knowledge, attitude and experience on dishonesty and plagiarism. therefore, it is recommended that specific training programs on academic writing which include moral ethic, knowledge on dishonesty and plagiarism and their practical samples in written texts to combat dishonesty and plagiarism among university students at any level. keywords: dishonesty plagiarism undergraduate students postgraduate students english education academic writing conflict of interest: none funding information: english education postgraduate program research grant in 2022 correspondence: safnil arsyad, english education postgraduate program, bengkulu university, indonesia safnil@unib.ac.id ©safnil arsyad, azwandi, alamsyah harahap this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): arsyad, s., azwandi, harahap, a. (2023). students’ understanding, attitude and experience on dishonesty and plagiarism: how undergraduate and postgraduate students of english education resemble and/or differ. joall (journal of applied linguistics and literature), 8(1), 1-18. https://doi.org/10.33369/joall.v8i1.20968 https://ejournal.unib.ac.id/index.php/joall/article/view/20968 https://doi.org/10.33369/joall.v8i1.20968 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.20968&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.20968 https://orcid.org/0000-0003-4174-2556 https://orcid.org/0000-0003-4942-7104 safnil arsyad, azwandi, alamsyah harahap 2 joall (journal of applied linguistics and literature), 8(1), 2023 with the easy access for students to get reading materials or references in the form of soft copies from the internet to write essays, papers, theses, and dissertations, the opportunities for plagiarism are also increasingly open. for students who do not want to work hard to read references, write reference summaries and rewrite them using their own words and sentences, then they will likely copy-paste the reading materials or references and consider it as their work. some of them may not know that taking other people's opinions without acknowledging the source in the right way can be considered an act of plagiarism. using other people’s ideas in our writing without sufficient citation is referred to as plagiarism (liddel, 2003). according to nguyen (2021), using other authors’ work in one’s writing as acknowledged as his or her work is called plagiarism or piracy. therefore, it is forbidden in the academic context and considered as an act of intellectual theft of one’s property (fusch, et al. 2017). another type of piracy is to reuse one’s work in writing a new paper or article or which is often called self-plagiarism (burdine, et al., 2019 and horbach & halffman, 2019). other types of piracy in academic writing contexts are ‘using ghostwriting’ or buying an academic text from someone or service selling a paper or essay (curtis & tremayne, 2019; dougherty, 2020; lines, 2016; and singh & remenyi, 2016). thus, plagiarism or piracy in academic writing is multiple in forms and practices which may confuse university students or new authors and find it hard to distinguish which is plagiarism and which is not. the fact shows that many college students plagiarize when writing scientific papers to do assignments given by their lecturers (farah, 2021). there are various reasons why students plagiarize in writing essays, articles, theses and dissertations; these often relate to individual, cultural and contextual reasons (hughes & mccabe, 2006). other reasons are limited time used for writing, the desire to complete writing assignments as soon as possible, lack of ability to write scientific papers, unwilling to work hard in reading and process the contents of reading as material for writing and willing to get good grades from minimal effort (nguyen, 2021). these reasons are against scientific ethics which value the authenticity and originality of scientific work and therefore this has to be eliminated. the act of plagiarism is not only found in indonesia. in other countries, this topic has been investigated, such in croatia by basic, et al., (2019), in iran by zarfsaz & ahmadi, (2017), in turkey by uzun & kilis, (2020), in australia by jereb et al., (2018), and in germany and slovenia by jereb et al., (2018). according to nguyen (2021), the majority of these studies found an increase in plagiarism practices among university students. wager (2014) suggests that to overcome complete plagiarism, it is necessary to consider the factors that encourage students to do the act of plagiarism. students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 3 another study was conducted by razera et al. (2010) when they surveyed 47 university students in swedia and found that the main factors of plagiarism are lack of motivation to learn and time pressure. stress and time pressure are also the main reasons for plagiarism in several other studies, such as abbasi & yoosefi-lebni (2020) and fatima, et al. (2019). a study by tran (2012) revealed that international students from china, vietnam, thailand, japan, oman and saudi arabia, studying at la trobe university in australia, plagiarized due to their low english competence. other factors that encourage students to plagiarize include pressure to get good grades while they have poor writing and time management skills (selemani, et al., 2018), work pressure and unfair competition (santoso & cahaya, 2019), gender, benefits productivity, and easy internet access (elshafei & jahangir, 2020). tran, et al. (2018), for example, used the turnitin program to assess students’ assignments and the results showed that 61.7% of the 977 exam essays written by vietnamese university students were plagiarized. since plagiarism is a broad and important term for learning, teaching and research, it needs to be handled properly especially in a big country like indonesia where this issue is not seriously controlled. furthermore, students' perceptions of plagiarism have not been studied frequently in indonesia while in international universities, the need to understand the terms, as well as training skills, for students to avoid plagiarism and dishonest acts has been considered very critical. studies on plagiarism and dishonesty had been conducted in various countries, but research on knowledge, behavior and experiences of university students of plagiarism is still rarely done in indonesia. a recent study on university students’ plagiarism in indonesia was conducted by farah (2021). she investigated islamic university students’ attitudes on cheating and plagiarism and found that the majority of her respondents reported that they never paid someone for an exam, never changed answers after their exam papers were scored but about 50% of them often copied other students’ answers in the exam. according to farah, the majority of islamic university students in her study confirm academic integrity especially in exams although they often copied other students’ answers in exams. however, this study focused only on undergraduate students and did not compare the attitude of undergraduate and postgraduate students on academic dishonesty and plagiarism. a comparative study is necessary on a cheating and plagiarism topic to see if students' knowledge and attitudes on cheating and plagiarism get better as their education level increases from undergraduate to postgraduate level. undergraduate students may have conducted plagiarism because they are new to the situation and unaware which activities are considered plagiarism or dishonesty and which ones are not while post-graduate students should have been aware of these acts since they have graduated from an undergraduate safnil arsyad, azwandi, alamsyah harahap 4 joall (journal of applied linguistics and literature), 8(1), 2023 program and some of them have been teachers and have to be role models for their students. this is why this study is necessary; that is to see how undergraduate and postgraduate students resemble or differ on dishonesty and plagiarism. as a guideline, the following questions are addressed. 1) what are the differences in the understanding of undergraduate and postgraduate students of english education of bengkulu university regarding dishonesty and plagiarism? 2) how are their attitudes towards dishonesty and plagiarism similar or different? 3) how are their experiences of being dishonest and plagiarizing similar or different? and 4) what are the factors that may encourage them to be dishonest and plagiarize? method this study used a mix-method approach to obtain triangulated data to strengthen the validity of the study (schoonenboom & johnson, 2017). this study used a set of questionnaires to collect quantitative and qualitative data. following farah (2021), a simple statistical analysis of percentage calculation was carried out through a close-ended questionnaire. this is because this study focused more on the qualitative aspect rather than on the quantitative one of the student’s responses to the items in the questionnaire. the research was conducted on sixth-semester students at the undergraduate level and second and fourth-semester students at the postgraduate level in english education at the faculty of education, bengkulu university. there were approximately 151 students who took part in this research, both undergraduate and postgraduate students from the english education study program. some of the postgraduate students of english education at the education faculty university of bengkulu had become english teachers in secondary schools but there were no undergraduate students who have become english teachers. data collecting techniques this study used a set of questionnaires as a research instrument and 6 randomly selected students (four from undergraduate and two from postgraduate programs) were randomly selected to be interviewed to complete the data from the questionnaire. each interview lasted approximately 10 minutes conducted online using the zoom application and was recorded. after the data were collected, the data from the questionnaire were synthesized and categorized into tables to compare and contrast between the two groups of respondents (under and postgraduate students of english education at bengkulu students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 5 university). the questionnaire and interview question list are attached in the appendix. research instrument the questionnaire was developed by adapting the one used by nguyen (2021). in the first part were items to know students’ knowledge about dishonesty and plagiarism, in the second part were items to ask students’ attitude on dishonesty and plagiarism; in the third part were items related to students’ experiences in being dishonest and plagiarizing, and in the last part were items related to students views on the possible causes of them being dishonest and plagiarizing. to avoid misunderstanding or misinterpretation, the questionnaire and interview questions were written in bahasa indonesia. also, to collect valid and reliable data for this research, the questionnaire was tested on 5 students from the same study programs. feedback was collected and the questionnaire was revised based on the results of the trial. furthermore, the questionnaire was sent to 160 students (100 undergraduate students and 60 postgraduate students) in the form of a google form; however, only 98 undergraduate students and 53 postgraduate students filled out and returned the questionnaire. findings students’ awareness of plagiarism the first objective of this research is to investigate students’ knowledge of cheating and plagiarism. this section has five items with two options to answer: agree/not agree in the questionnaire. the students’ responses are displayed in table 1 below. table 1. students’ awareness of dishonesty and plagiarism no statement undergraduate students postgraduate students agree disagree agree disagree 1. using texts, information, data, and images in your work without proper citation is considered plagiarism 96% 4% 96% 4% 2. stealing others’ work is considered plagiarism 98% 2% 100% 3. copy-pasting part of others’ work is considered plagiarism 96% 4% 98% 2% 4. using one’s work without proper citation is considered plagiarism or self-plagiarism 45% 55% 49% 51% 5. direct quoting too many ideas from one reference is considered plagiarism 45% 55% 51% 49% safnil arsyad, azwandi, alamsyah harahap 6 joall (journal of applied linguistics and literature), 8(1), 2023 table 1 indicates that there is no important difference between the knowledge of plagiarism between undergraduate and postgraduate students of english education at bengkulu university on the five items stated in the questionnaire. the majority of them are already aware of what activities are considered plagiarism and which ones are not. however, both groups of students are not yet aware that self-plagiarism and citing too much from one source can be also considered plagiarism. according to the students in the interview, their lecturers never discuss dishonesty and plagiarism comprehensively in writing classes. they only know dishonest and plagiarism acts from their thesis supervisors when they write an undergraduate thesis. students’ attitudes towards plagiarism the second objective of this study is to know the students’ attitudes toward plagiarism. this section also has five items with 5 options in the questionnaire. the respondents were asked whether or not they consider the acts below acceptable by choosing: 1. absolutely acceptable (aa); 2: acceptable (a); 3: no idea (ni); 4: unacceptable (ua) and 5: completely unacceptable (cu). table 2. students’ attitudes towards dishonesty and plagiarism no statement undergraduate students postgraduate students aa&a ni ua&au aa&a ni ua&cu 1. copy-pasting 7% 5% 88% 2% 2% 96% 2. doing others’ work 11% 19% 70% 2% 11% 87% 3. asking others to do your work 9% 13% 78% 4% 96% 4. changing details of someone’s work and making it your own 2% 1% 97% 100% 5. buying others’ work 11% 28% 61% 1% 23% 76% as indicated in table 2, there is no important difference between undergraduate and postgraduate students in their attitude toward cheating and plagiarism in academic activities. however, some students reported that they do not know whether or not buying others’ work is unacceptable or completely unacceptable. in the interview, the students reported that although some of them are not aware that buying other students’ work is unacceptable or completely unacceptable, they never do it. the students also think that plagiarism is similar to stealing others’ work and therefore, it must be forbidden. students’ experiences with plagiarism students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 7 the third objective of this study is to know how much the students had devoted to cheating and plagiarism. this section also has five items with 4 options. respondents were asked whether they conducted any type of plagiarism acts: 1: never (n); 2: rarely (r); 3: sometimes (s); 4: often (o). table 3. students’ experiences with plagiarism no statement undergraduate students postgraduate students n r s o n r s o 1. copying other students’ work 31% 50% 18% 1% 66% 23% 11% 2. doing other students’ work 67% 17% 17% 13% 77% 14% 3% 1% 3. using ghost writers’ services 97% 3% 96% 4% 4. buying other’s work from the internet 96% 2% 98% 2% 5. copying internet sources and making it your work 79% 13% 8% 93% 5% 2% table 3 shows that both groups of students are different in copying other students’ work; 50% of undergraduate students copy other students’ work although they rarely did it while only 23% of postgraduate students did it. also, 13% of undergraduate students reported that they often do other students’ work while only 1% of postgraduate students often do it. thus, in these two experiences, postgraduate students are better than undergraduate students although the difference may not be crucial. however, the data from the interview reveal that all students ever conducted plagiarism because they were not aware that it was plagiarism. when they know more about what is allowed and what is not allowed in writing an academic text, the students reported that they never plagiarize. factors affecting students’ plagiarism the final section of the questionnaire is about aspects influencing students’ cheating and plagiarism. this section has 10 items with two options to answer: agree/disagree. table 4. factors affecting students’ plagiarism no statement undergraduate students postgraduate students agree disagree agree disagree 1. time pressure 99% 1% 79% 21% 2. weak possibility of sanction 60% 40% 57% 43% safnil arsyad, azwandi, alamsyah harahap 8 joall (journal of applied linguistics and literature), 8(1), 2023 3. weak possibility of being reported 71% 29% 60% 40% 4. to obtain good grades 74% 26% 59% 41% 5. a very common act today 88% 12% 64% 36% 6. lack of lesson comprehension 88% 12% 74% 26% 7. hard to do works without plagiarism 66 34 59 41 8. original texts are too good to paraphrase 70 30 74 26 9. lack of paraphrasing skills 84 16 93 7 10. lack of learning motivation 77 23 77 23 data in table 4 show that undergraduate and postgraduate students are different in viewing the possible causes of students’ plagiarism; 99% of undergraduate students believe that students plagiarize because of time pressure while only 79% of postgraduate students believe so. also, 88% of undergraduate students believe that they plagiarize because it is already a very common act today while only 64% of postgraduate students believe so and 74% of undergraduate students think that they plagiarize to get good grades and only 59% of postgraduate students think so. although the differences are not very important, postgraduate students are better in these aspects than undergraduate students. the data from the interviews echoed those obtained from the questionnaire. according to the students, they conducted plagiarism because they do not have good ideas about what to write in their essays, papers or thesis while they are willing to get good grades from the lecturers. the students also reported that when they met students who plagiarize, they would tell them not to because it is forbidden and there will be severe consequences for doing it. the students in the interview suggest that to reduce the act of plagiarism among the students, there should be a lecture on the topic at the beginning of the semester. the students should be introduced the do’s and dont’s in academic writing and the consequences of plagiarism they may receive from the lecturers. some students even suggest that there should be a contract assigned by the students that they will not plagiarize in their writing and if they do they will accept certain punishments from the lectures. discussion the first finding in this research is that the majority of the students in both groups already know which ones are considered plagiarism acts and which ones are not; however, they are not yet aware that self-plagiarism and citing too much from one source can be also considered plagiarism. this is probably because the use of the turnitin application in academic activities at universities in indonesia including bengkulu university is still recent; several students may students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 9 not be aware yet that self-plagiarism and citing too much from one source are considered plagiarism. according to mehic (2013), using our ideas or texts already published in a media in new work and accepting it as the original is classified as ‘self-plagiarism’ and it is considered as bad as plagiarism or ‘dishonesty’ although not as ‘intellectual theft’ (p.1). andreescu (2013:779) claims that ‘self-plagiarism is a serious offense because, after all, it is a species of plagiarism, which in most cases is perceived as a serious offense’. thus, selfplagiarism is considered one type of plagiarism and students (undergraduate and postgraduate) should avoid it when writing their academic texts, such as essays, papers, articles, thesis, or dissertations. a study conducted by nguyen (2021) on 120 university students in ho chi minh city in vietnam found similar results that students lacked the necessary knowledge about plagiarism and the techniques for avoiding plagiarism acts when writing academic texts. according to nguyen, her findings supported previous study results scrutinizing the same topic, such as by bamford & sergiou (2005), rets & ilya (2018) and sarlauskiene & stabingis (2014). rets & ilya (2018), for example, found that english education students in turkey were able to define plagiarism well but were unsuccessful in identifying examples of plagiarism acts in written texts. similarly, sarlauskiene & stabingis (2014) found that, although university students in lithuania could confidently define what plagiarism was, they failed to identify examples of plagiarism acts in written texts. according to sarlauskiene & stabingis, ‘[c]omprehensive and clear definition of plagiarism and various types of it with practical examples could help the academic community to develop plagiarism prevention’ (p.638). thus, university students need to be familiar with not only knowledge but also practical examples of plagiarism acts in written texts and know how to avoid them in their writing. the second finding in this study is that some students in both groups do not know that buying other students’ work is unacceptable or completely unacceptable. this is probably because they never read references about plagiarism although they are plenty available on the internet. according to sivasubramaniam et al. (2016), buying others’ work or using ghostwriter services is considered academic fraud, similar to ‘fabrication of data’, ‘falsifying references’, ‘multiple ‘submissions’, ‘collusion’, ‘sabotage’ and ‘contract cheating’ (p.1). sivasubramaniam et al., further suggest that plagiarism and ghostwriting are the two most frequent types of scholarly fraud which can poison academic practices. nguyen (2021) found that vietnamese university students never bought work from others or ghostwriting services. according to nguyen, this is because the majority of university students in vietnam came from lower earnings families. therefore, the students do not have enough money to do so. matheson (2016) suggests that a ghostwriter is ‘a person whose job it is to write safnil arsyad, azwandi, alamsyah harahap 10 joall (journal of applied linguistics and literature), 8(1), 2023 material for someone else who is the named author’ (p.1). students who have enough money may use this service to do their academic work, such as to write an essay, paper, article, thesis or dissertation. the third finding is that more undergraduate students than postgraduate students often copy other students’ work although they rarely do it. also, more undergraduate students often do other students’ work than postgraduate students. this implies among other things that, postgraduate students are more independent than undergraduate students in doing the academic work assigned by their lecturers. another possible reason is that postgraduate students are more confident in doing their academic work than undergraduate students since they have had experiences doing similar work when they studied in an undergraduate program. nguyen (2021) also found that all students in her research subjects admitted to a kind of academic dishonesty. according to nguyen, her findings are in line with those of other researchers, such as basic et al. (2019) and uzun and kilis (2020). basic et al. (2019) found that students' knowledge and attitude toward plagiarism were not related to their acts of plagiarism. according to basic et al., although students had positive attitudes toward plagiarism and academic integrity, they were not familiar with referencing rules and therefore, they may have conducted academic dishonesty or plagiarism. uzun & kilis (2020) found that essential indicators for plagiarism and dishonesty in academic writing practices are moral integrity, behavior, knowledge, and previous experiences. according to uzun & kilis, the most effective technique to fight against plagiarism is via education, such as writing courses for university students which include moral integrity and knowledge of plagiarism. the final finding in this study is that more undergraduate students view the time pressure to complete academic work, the view that plagiarism is already a very common act today and the willingness to get good grades are the main causes of students’ plagiarism acts. this is probably because since undergraduate students usually take more subjects each semester than postgraduate students do, they have less time to do their assignments. another possible reason is that grades are more important for undergraduate students than for postgraduate students because, with good grades, they can apply for higher-paid job vacancies than if they obtain lower grades after they graduate. some postgraduate students, on the other hand, have obtained permanent work before they start taking a postgraduate education. nguyen (2021) also found that time constraints are the common reason for university students to plagiarize or be dishonest. other main causes for plagiarism are poor motivation to study (fatima et al, 2019), poor english writing ability (tran, 2012), and willingness to obtain high marks (selemani et al., 2018). however, according to nguyen easy access to internet materials was not found to be the main factor that cause students to plagiarize. this is students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 11 probably because using materials from the internet can be detected by the turnitin computer evaluation program and this will cause the students’ work to get rejected or to get poor marks. conclusion in general, there is no important difference between undergraduate and postgraduate students in their knowledge, attitude, and experiences of dishonesty and plagiarism although there are some differences in the percentage of the two groups of students on several items asked in every part of the questionnaire. for example, more undergraduate students are not yet aware that self-plagiarism and citing too much from one source can be also considered plagiarism. also, more postgraduate students reported that they never do work for other students than undergraduate students did. this implies that the level of education does not affect university students of their knowledge, attitude and experience of dishonesty and plagiarism. this study is not without limitations. the university students involved in this study came only from two study programs of the education faculty of the university of bengkulu. therefore, the results may not show the real condition of students’ knowledge, attitude and experiences of being dishonest and plagiarizing in other study programs in the same or different faculties and universities. it also acknowledged that not all aspects of plagiarism were included in the questionnaire of this study, such as what kind of paraphrase of one’s work is acceptable in an academic text, what similarity score is acceptable in an academic text, and so on. therefore, it is necessary to carry out a similar study that includes a larger size of population and samples to obtain more comprehensive information on students’ knowledge, attitude and experiences on dishonesty and plagiarism with a more complete set of questionnaires. based on the findings of this study, it is recommended that study programs at undergraduate and postgraduate levels should offer special training to eradicate acts of dishonesty and plagiarism acts among the students. the training programs should include the teaching of moral ethics in academic practices, knowledge of dishonesty and plagiarism, samples of dishonesty and plagiarism acts in written texts, techniques of paraphrasing materials cited from references and appropriate citing techniques in academic writing. the outcomes of these training programs will help universities combat dishonesty and plagiarism acts among students at undergraduate and post-graduate levels of all study programs, faculties and universities. acknowledgments the authors would like to thank the english education postgraduate program of the education faculty of the university of bengkulu for funding the present safnil arsyad, azwandi, alamsyah harahap 12 joall (journal of applied linguistics and literature), 8(1), 2023 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(2013). plagiarism and self-plagiarism, bosnian journal of basic medical sciences. https://www.researchgate.net/publication/258053483 nguyen, d.t.t., (2021). university students’ understandings, attitudes and experiences on plagiarism. cypriot journal of educational sciences, 16(4), 1471-1478. https://orcid.org/0000-0002-9668-056x razera, d., verhagen, h., pargman, t. c. & ramberg, r. (2010). plagiarism awareness, perception, and attitudes among students and teachers in swedish higher education—a case study. in 4th international plagiarism conference-towards an authentic future. newcastle upon tyne, uk. retrieved from https://www.researchgate.net/profile/harkoverhagen/publication/24 2738794_plagiarism_awareness_perception_and_attitudes_among_stude nts_and_teachers_in_swedish_higher_education__a_case_study/links/0c96053193ee794bee000000/plagiarism-awarenessperception-and-attitudes-among-students-and-teachers-in-swedishhigher-education-a-case-study.pdf rets, i. & ilya, a. 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(2018). why do postgraduate students commit plagiarism? an empirical study. international journal for educational integrity, 14(1), 1–15. doi:10.1007/s40979-018-0029-6 singh, s. & remenyi, d. (2016). plagiarism and ghost-writing: the rise in academic misconduct. south african journal of science, 112(5–6), 1–7. doi:10.17159/sajs.2016/20150300 schoonenboom, j. & johnson, r. b. (2017). how to construct a mixed methods research design. kzfss kölner zeitschrift für soziologie und sozialpsychologie, 69(2), 107–131. doi:10.1007/s11577-017-0454-1 sarlauskiene, l. & stabingis, l. (2014). understanding of plagiarism by the students in heis of lithuania. procedia-social and behavioral sciences, 110, 638–646. doi:10.1016/j.sbspro.2013.12.908 sivasubramaniam, a., kostelidou, k. & ramachandran, s. (2016). a close encounter with ghost-writers: an initial exploration study on background, strategies and attitudes of independent essay providers. international journal for educational integrity, 12(1), 1-14. doi 10.1007/s40979-016-0007-9 tran, t. t. (2012). the perceptions and attitudes of international students towards plagiarism. the acpet journal for private higher education, 1(2), 13–21. http://hdl.handle.net/ulis_123456789/1093 uzun, a. m. & kilis, s. (2020). investigating antecedents of plagiarism using an extended theory of planned behaviour. computers& education, 144. doi:10.1016/j.compedu.2019.103700 wager, e. (2014). defining and responding to plagiarism. learned publishing, 27(1), 33–42. doi:10.1087/20140105 zarfsaz, e. & ahmadi, r. (2017). investigating some main causes and reasons of writing plagiarism in an efl context. international journal of applied linguistics and english literature, 6(5), 214–223. doi:10.7575/aiac.ijalel.v.6n.5p.21 students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 15 the authors safnil arsyad is a professor of english language education at the languages and arts department of the education faculty of the university of bengkulu in bengkulu indonesia. his research interests are in discourse analysis of academic texts and english teaching and learning materials. azwandi is an assistant professor at the english education postgraduate program of the education faculty of the university of bengkulu. his research interest is in sociolinguistics and english language teaching. alamsyah harahap is an associate professor at the english education postgraduate program of the education faculty of the university of bengkulu. his research interests are classroom discourse analysis and english teaching and learning materials. safnil arsyad, azwandi, alamsyah harahap 16 joall (journal of applied linguistics and literature), 8(1), 2023 appendix questionnaire angket tentang plagiat mahasiswa sarjana dan pascasarjana pendidikan bahasa inggris fkip universitas bengkulu (diataptasi dari nguyen, 2021) angket ini dimaksudkan untuk mengetahui pengetahuan, sikap, pengalaman dan factor-faktor yang mungkin menyebabkan mahasiswa sarjana dan pascasarjana melakukan tindakan plagiat dalam menulis karya ilmiah seperti: esai, skripsi, tesis, disertasi atau artikel dalam bahasa indonesia maupun bahasa inggris. kami akan menjamin kerahasiaan informasi yang anda sampaikan dalam angket ini. data dari angket hanya akan digunakan untuk penelitian ini saja dan tidak akan digunakan untuk keperluan lain. kami berterima kasih banyak atas partisipasi anda dalam mengisi angket ini dengan informasi yang sebenarnya dan mengirimkannya kembali pada kami. mahasiswa : sarjana/pascasarjana jenis kelamin : laki-laki/perempuan semester : vi (enam)/iv (empat) atau ii (dua) a. pengetahuan tentang tindakan plagiat no. pernyataan setuju tidak setuju 1. menggunakan teks, informasi, data, gambar dll. dari tulisan orang lain tampa mencantumkan sumbernya dengan benar dan mamadai merupakan tindakan plagiat 2. mengambil karya orang lain dan mengakuinya sebagai karya sendiri merupakan tindakan plagiat 3. menggunakan karya sendiri yang sudah terbit lebih dari 30% bagian untuk menulis karya yang baru merupakan tindakan plagiat 4. mengcopy sebagian karya orang lain tanpa mencantumkan sumbernya dengan benar dan memadai merupakan tindakan plagiat 5. terlalu banyak menggunakan kutipan langsung (direct quotation) dalam sebuah karya ilmiah merupakan tindakan plagiat students’ understandings, attitudes and experiences on dishonesty…. joall (journal of applied linguistics and literature), 8(1), 2023 17 b. sikap mahasiswa terhadap tindakan plagiat no. pernyataan sangat boleh plagiat tapi dibolehkan tidak tahu tidak boleh sangat tidak boleh 1. mengcopy tugas mahasiswa lain 2. mengerjakan tugas untuk mahasiswa lain 3. menyuruh mahasiswa lain mengerja tugas kuliah anda 4. merubah identitas karya orang lain dan meggantinya dengan identitas anda 5. membeli tulisan ilmiah melalui internet c. pengalaman mahasiswa dalam melakukan plagiat no. pernyataan tidak pernah jarang kadangkadang sering 1. mengcopy tugas orang/mahasiswa lain 2. mengerjakan tugas untuk orang/mahasiswa lain 3. menggunakan jasa ‘ghostwriter’ di internet 4. membeli karya ilmiah dari internet 5. mengcopypaste karya ilmiah orang lain di internet dan mengakuinya sebagai karya sendiri safnil arsyad, azwandi, alamsyah harahap 18 joall (journal of applied linguistics and literature), 8(1), 2023 d. faktor-faktor yang menyebabkan mahasiswa melakukan plagiat no. pernyataan setuju tidak setuju 1. tekanan waktu karena harus segera menyerahkan tugas kuliah 2. lemahnya sanksi yang diberikan oleh dosen atau program studi 3. kecilnya kemungkinan akan dilaporkan ke dosen atau pengelola program studi 4. agar mendapatkan nilai yang baik atau tinggi 5. mahasiswa lain juga melakukan tindakan plagiat 6. kurangnya pemahaman terhadap pelajaran yang diberikan oleh dosen 7. sulit menghindari tindakan plagiat 8. kata atau kalimat dari sumber bacaan terlalu bagus untuk disampaikan kembali dengan kata atau kalimat sendiri 9. lemahnya keterampilan mahasiswadalam memparafrase kutipan dari karya orang lain 10. lemahnya motivasi belajar mahasiswa interview questions 1. apa saja bentuk tindakan curang dan plagiat? 2. bagaimana menurut anda tindakan curang dan plagiat? 3. menurut anda mengapa mahasiswa melakukan tindakan kecurangan dan plagiat? 4. bagaimana sebaiknya agar mahasiswa tidak melakukan kecurangan dan plagiat? 5. pernahkan anda melihat mahasiswa melakukan keuarangan dan plagiat? 6. apa yang akan anda lakukan bila melihat atau mengetahui ada mahasiswa 7. penahkah anda melakukan tindakan kecurangan dan plagiat? 264 journal of applied linguistics and literature, vol 6(2), 2021 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.15418 self assessment for higher language learners’ autonomy 1gita mutiara hati ; 2wisma yunita ; 3anggun citra sari dewi 1,2,3universitas bengkulu corresponding email: gitamutiara@unib.ac.id abstract the objective of this research is to describe how the use of self-assessment could improve learners’ autonomy. this study employed an action research design involving freshmen of english education study program university of bengkulu as the subject of the research. this action research was conducted in the intensive english course. the cycle of research consisted of plan, action, observation, and reflection. the cycle consisted of fifteen meetings covering four themes of materials. during the meetings, students were instructed to do self-assessment guided by the instructor after they have finished learning each theme. the indicator of success for this research was at least 25% students were categorized as having very high level of autonomy, while the rest were at high level of autonomy. to measure the level of learners’ autonomy, a questionnaire was used. the questionnaire covers nine aspects of autonomy with the total fifty items. it was given to the subject at the end of the cycle. from the analyzed data, it was found that after only conducting one cycle of the action research, the indicator of success in this research was achieved. hence, there was no need to continue it to the second cycle. from the result, 30% of students were categorized as having very high learning autonomy. keywords: english language learners, learners’ autonomy, self-assessment introduction learning in a university will be very different from learning at the high school level. the main difference is in the learning system, where at the college level applies the semester credit system. in this system, besides face-to-face learning, students are also given structured and independent assignments. the face-to-face learning process in university at this time adopts a studentcentered learning approach, which is student-centered learning. it means that the learning that takes place is not only in the form of lectures by lecturers, but more to activities that involve students in learning. students must be more active in finding information related to the materials to be studied and be https://doi.org/10.33369/joall.v6i2.15418 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.15418&domain=pdf https://orcid.org/0000-0003-3727-6476 https://orcid.org/0000-0002-6039-0448 https://orcid.org/0000-0003-3796-0876 self assessment for higher language learners’ autonomy journal of applied linguistics and literature, vol 6(2), 2021 265 actively involved in every activity that has been designed by the lecturer. in addition to the face-to-face learning process, students are also required to be active in reading and seeking information related to the completion of structured and independent assignments given by the lecturer. discussions about active learning cannot be separated from discussions about autonomous learning. learners who are always active will tend to have good learning achievements (sanitchai & thomas, 2018), and will develop their independence in learning (learner autonomy) as well as have a good ability to learn (cambridge-community, 2017). the term learner autonomy was originally introduced by holec in 1981 as a person's ability to be responsible for their learning (holec, 1981). he also added that the ability to be responsible is not an innate ability, but needs to be acquired either through "natural" ways or through formal learning that is designed in such a way. in other words, learner autonomy is a person's ability to take responsibility for their own learning and this ability is not an innate ability but is acquired either through informal or formal means. according to the definition given by little (1991), learner autonomy is basically a learner's psychological relationship with the learning process and content in which there is the ability to reflect critically, make decisions, and act independently. thus, learners who have high autonomy learning have a high desire to realize the things they want and enjoy the freedom to determine their own goals to be achieved (begum, 2018). however, along with the times, the term learner autonomy has developed more broadly and is often associated with many practical terms such as individualized learning, self-instruction, self-access, computerassisted language learning, collaborative learning, project work, and selfdirected learning (gholami, 2016). these terms appear and are used by different experts according to the development of the learning approach. however, one thing in common is that these terms focus on forming active learners who can take control and be responsible for the success of their own learning. learner autonomy means that learners are fully responsible for what they learn and how they learn it. according to richards (n.d.), independent learners must be directly involved in deciding what they want to achieve in learning, determining ways and tools that help them learn, and reflecting and evaluating what they have learned. independence in learning makes the learning process more personal and focused because learning is based on what is needed and what makes learners interested, which in the end, independent learners will get better learning outcomes. learner autonomy has undoubtedly brought many benefits to learners. thus, it is very important to try to encourage learners to become people who have a high learning autonomy. the two main reasons why learner autonomy gita mutiara hati, wisma yunita, anggun citra sari dewi 266 journal of applied linguistics and literature, vol 6(2), 2021 needs to be developed are proposed by begum (2018), namely: first, if learners are actively involved in the learning process, they can become more effective and efficient learners because they will be more focused and more active in their learning. second, the success of learning activities cannot be separated from the learners' view of themselves and their desire to learn. if they are more proactive in participating in the learning process, then there is no doubt that they have good motivation. good motivation is believed to bring learners to success in achieving their goals. in relation to foreign language learning, learner autonomy gives a very big role. in learning foreign languages, both learners and teachers believe that it takes a long time to master the foreign language well. thus, it is not enough to learn language only in the class, but also need a learning process outside the classroom (najeeb, 2013). to be able to learn well outside the classroom context, it requires a high level of autonomous learning in order to get maximum learning outcomes in more effective ways. especially for students who take expertise in the field of language, autonomous learning is considered needed, because they are expected to have better target language skills than students who take other areas of expertise. this also applies to students of the english language education study program. as prospective english teachers, they are required not only to have professional competence related to mastery of their field of expertise, but also to have high learning autonomy. in the end, good learning autonomy will make them a teacher who can encourage their students to have good learning autonomy as well. not only that, teachers candidates who have good learning autonomy will tend to be life-long learners (yurdakul, 2017). but in fact, based on teaching experience more than ten years in the english education study program, fkip unib, there are still many students who are still not active in lectures and independent learning, moreover having autonomy learning. this is especially the case for first-year students. this tendency occurs probably due to their habit of studying in high school, which is still carried over to college. they are still waiting more for what the teacher will convey, rather than actively seeking information related to the material to be studied. if this is ignored, it will be difficult to improve students' learning autonomy which is feared that it will have an impact on the low achievement of learning outcomes and even mastery of english. for this reason, a way is needed to improve learner autonomy of english education study program students starting from first year students, especially in the intensive english course. this intensive english course was chosen because students learn four language skills (listening, reading, speaking writing) and language components (vocabulary and structure) in an integrative and more intensive manner. this course weighs 6 credits, which proves that students are required self assessment for higher language learners’ autonomy journal of applied linguistics and literature, vol 6(2), 2021 267 to have near-perfect command of the english language. the results of this course have a huge impact on the success of the advanced language skills course. for this reason, autonomy learning is very important to be developed through this course so that they get maximum learning outcomes and are able to master english very well and be able to follow advanced courses well. one way that is considered appropriate in increasing student learner autonomy taking intensive english courses is by implementing selfassessment. self assessment is an assessment technique that is actively carried out by learners themselves. it is a form of assessment in which learners independently make choices, choose learning activities, and plan how to use the time and learning resources they have (o’malley & pierce, 1996). in self assessment, learners reflect and self-evaluate the quality of their learning outcomes, determine the extent to which they have achieved their learning targets, and identify their own strengths and weaknesses in their learning outcomes (andrade & du, 2007). thus, self-assessment can be a major element in increasing learner autonomy (gholami, 2016). self assessment is closely related to the formation of learner autonomy because the definition of learner autonomy itself states that learners are able to reflect and evaluate what they have learned (richards, n.d.). in addition, self-assessment encourages students to be able to identify their learning progress so that it can motivate them to further develop themselves (spiller, 2012). in terms of language learning, self-assessment helps students monitor their level of success in achieving certain language tasks or skills (gardner, 2000). according to gardner, by implementing self-assessment, students will receive feedback on the effectiveness of the learning strategies they have used so far. thus, self assessment is very suitable to be applied in increasing learner autonomy. previous relevant research that has been done is mazloomi & khabiri (2016). the results of his research show that the writing ability of iranian students has improved after the experiment was conducted using selfassessment. second, research by mardiyah (2018) shows that autonomy in learning improves the reading ability of mochammad husni thamrin university students in jakarta. third, research by hafidz (2018) also proves that learning autonomy is effective at increasing accuracy in writing essays. the three studies link self-assessment and learning autonomy with increased proficiency in language skills. so far, no research has been found that aims to improve learner autonomy using self-assessment in bengkulu. a similar study was conducted by gholami (2016), who conducted experiments to find out the effects of self and peer assessment on learner autonomy and language proficiency of iranian students. the study proposed this time is more about action research, namely applying self-assessment to improve learners’ autonomy. gita mutiara hati, wisma yunita, anggun citra sari dewi 268 journal of applied linguistics and literature, vol 6(2), 2021 methods since the aim was to improve students’ learning and finding out what works best in the classroom, the design of the research was naturally an action research (mettetal, 2001). this research followed the cycle model consisted of planning, acting, observing, and reflecting. this cycle could be repeated if at the reflecting stage there is no improvement as seen from the achievement of the indicators of success. if the indicators of the success of this research are met, then there is no need for a further cycle, or in other words the research can be stopped. particularly for this this research, it was first planned for one cycle consisting of sixteen meetings in approximately five weeks. to determine whether or not the cycle be continued, the criteria of success were set. considering the nature of the students, the action cycle would be categorized successful, hence the cycle is stopped, if at least 25% of the subjects were in the level of highly autonomous level. subject the subjects involved in this study were the first-year students of english language education undergraduate study program in university of bengkulu with the total thirty-three students. the research was conducted in the intensive english course at odd semester academic year 2020/2021. since the course has six credits in a semester, and was scheduled three meetings a week. instruments the instruments used for this research were self-assessment forms, field-note sheets, and a learning autonomy questionnaire. self-assessment forms were given to students after they have completed each theme of learning. since there were four themes, the assessment forms also consist of four sets. the items in the self-assessment forms were statements showing the ability of particular competencies learned in each theme. students were asked to respond with the answer yes, need minor improvement, or no, need major improvement. field-note sheets were used to keep all the notes about what happened during the learning process and during the discussions after the students have filled in the self-assessment forms. meanwhile, the learning autonomy questionnaire used in this study was the adaptation from the one used by gholami (2016). his study used forty-four items questionnaire based on nine dimensions related to language learning, while there were six additional items for this study with similar dimensions. the other adaptation was the likert scale used in this study. different from gholami’s study which used five-scale options, this study used four-scale options (always true, mostly true, rarely true, never true) in order to avoid neutral responses. self assessment for higher language learners’ autonomy journal of applied linguistics and literature, vol 6(2), 2021 269 data analysis procedures the data gathered from the self-assessment form and the field note were analysed qualitatively. meanwhile, the data collected from the questionnaire were analysed quantitatively using simple descriptive statistics by calculating the average value of all answers from all question items in the questionnaire. since the instrument used four-point likert scale, an interval of 0.75 was used for the description of learning autonomy. hence, the data analysis divides the individual’s scores into four levels of autonomy (pimentel, 2019): highly autonomous (3.28-4.00), autonomous (2.52-3.27), barely autonomous (1.762.51) and dependent (1.00-1.75). the analysis result from the questionnaire were used to determine whether or not the cycle of the action research could be stopped. findings since this is an action research, the discussion will focus more on the process or the action during the research rather than the final result. as for the result, the indicator of success for this research was already achieved at the end of the first cycle. hence, it can be concluded that the research could be stopped; the cycle did not need to be continued to the next cycle. table: 1 learner autonomy level no score autonomy level number of students percentage (%) 1 1.00 – 1.75 dependent 0 0 2 1.76 – 2.5 barely autonomous 0 0 3 2.51 – 3.25 autonomous 23 70 4 3.26 – 4.00 highly autonomous 10 30 total 33 100 it could be seen from table 1 that 30% students are categorized as highly autonomous and the rest 70% students belong to autonomous learner. it actually exceeded the criteria of success which were set for 25%. from this result, the cycle of the research could be stopped. the actions taken during the research have shaped the student’s autonomy into autonomous and highly autonomous. the good news is that no students categorized into either barely autonomous or dependent. the data from the table was used to determine the success of the action. however, since action research is a kind of a quest in which the teachers examine their educational practice for knowledge about how to improve (ferrance, 2000), the findings will be presented in details of what happened during the research. gita mutiara hati, wisma yunita, anggun citra sari dewi 270 journal of applied linguistics and literature, vol 6(2), 2021 planning activities carried out in the planning stage include developing learning strategies, compiling lesson plans and preparing learning tools (such as media, materials and tools, observation instruments), preparing selfassessment forms, preparing learner autonomy questionnaire, field note sheets, and establishing a research schedule. for the first cycle, it was decided that the total number of meetings would be 16 meetings; with 12 meetings for the learning process and four meetings for self-assessment activities. each self-assessment activity was done upon completing each theme of the learning materials. the teaching and discussions were the role that the main author took since it was her class. the other team members helped a lot with providing ideas with the preparations as well as observing the lessons. acting at this stage, the learning processes were carried out as has been prepared in the planning step. since real face-to-face interactions were not allowed due to covid-19 situation, the lessons were conducted online both synchronously via zoom meeting or google meet and asynchronously through e-learning platform provided by the university. hence, all the instructions, materials, and media were all uploaded to the e-learning site. the lessons were theme-based learning materials with a total of four themes for this first cycle. each theme was resolved in three meetings. during the meetings, various types of activities available on the e-learning were employed. they are discussion forum, direct chat, assignment, and quiz. by the discussion forum, the students post comments as replies to the teacher’s questions or instructions. the students could give replies to their friends’ comments as well. at the end of the activity, the teacher could see how well the students responded to the instructions or the discussion topics. for direct chat, students and the teacher could interact synchronously in written form, just like a regular online chat application. assignment activity was used to give students individual activities. the responses to the assignments could be either directly written on the site or sent as attachments. meanwhile quiz was used to give exercises and test items with different types of question forms. when they have completed one theme, the next meeting was used for students to fill out the self-assessment form provided in the e-learning site. students immediately respond or provide answers to questions on the selfassessment form given directly to the e-learning. after filling out the form, a virtual meeting was conducted in order for the teacher and students discuss what they had learned from the materials. besides, the meeting was also used self assessment for higher language learners’ autonomy journal of applied linguistics and literature, vol 6(2), 2021 271 for the teacher to further confirm what the students have responded on the self-assessment form. the virtual meetings were conducted via either zoom meeting or gmeet. on each meeting, the teacher used the information gathered from the self-assessment form to be the issues to discuss. the advantage of using the e-learning when giving self-assessment form to the students is that the students’ responses could directly be analysed by the system. figure 1: sample response from self-assessment form figure 1 shows the sample response from the self-assessment form given to students after they have completed theme 1. the statement of the selfassessment is “i can use simple present tense very well.” it can be seen that 23 students (74.19%) assessed themselves that they can use simple present tense, while the other 8 students thought that they still need minor improvement on the use of simple present tense. based on this fact, during the virtual meeting the teacher gave slight review on the simple present tense to the students. the students were also asked to make simple present tense sentences. in doing so, the reliability of the data from the self-assessment form could be confirmed. in addition, without pointing out which students still needed minor improvement, the teacher asked in general what problems they countered when they practice using simple present tense. based on the problems, the students were then asked to brainstorms ideas how to solve those problems. after that the students were asked to make plans about what following gita mutiara hati, wisma yunita, anggun citra sari dewi 272 journal of applied linguistics and literature, vol 6(2), 2021 actions, they could do to improve their learning. this is only the sample of what was done during the virtual meeting which was held after each theme was completed and after students have responded to the selfassessment form. the discussions and cross-checking the data from the self-assessment form were done in order to make sure whether or not they could assess themselves well. there were four virtual meetings for this purpose in total. on each virtual meeting, the teacher and students had deep discussions talking about what learning problems they faced and always brainstorm ideas of what they could do to overcome them. when the data from the selfassessment item showed that all students responded ‘yes, i can”, the discussions were mostly instructions to ask the students do the competency shown in the item. it was for confirming whether they are really able to do that. this way, students might be more cautious and aware when they selfassess themselves. observing on every meeting, observations toward the learning processes were done. the observations on the learning activities were done by the researcher as the lecturer with the help from two co-researchers. checking out all the responses the students made towards every instruction given on the e-learning was done during the observations. all important things were written on the field note sheet. not only important things, all considered as peculiar during the learning processes was also recorded on the field note. in addition, observations were also conducted during the virtual meetings. all the responses and the interactions between the students and the teacher were recorded and were later assessed during the reflection step. reflecting this was the time when all the data gathered during the acting and observing step were analysed thoroughly. this is the most challenging step since it involved a very careful analysis and assessment toward various information collected during sixteen meetings. first, reflecting step focuses on the data from observing step during the teaching and learning processes. observations were made at each meeting and especially during virtual face-to-face meetings. the results of the analysis from the self-assessment forms are used as topics for discussions when holding virtual face-to-face meetings. the virtual face-to-face meeting was held after students had finished filling out the self-assessment forms so that they could discuss their weaknesses in mastering the materials studied during the previous three weeks. at the time of the first discussion, students still seemed to assess themselves not too deeply. this was found out when self assessment for higher language learners’ autonomy journal of applied linguistics and literature, vol 6(2), 2021 273 cross-checking between self-assessment answers and the actual students’ performance, there was still a discrepancy. students who have assessed themselves as capable of mastering certain materials turned out that they have not mastered the materials. thus, after this kind of discussion, students could be more careful in assessing themselves and filling out the selfassessment for the next unit of learning. second activity done in reflecting step was analysing the result of the learning autonomy questionnaire. as has been mentioned previously, the questionnaire was given to students at the end of the cycle through the elearning in which students could directly respond. table 1 shows the levels of students’ autonomy based on their responses to the questionnaire. meanwhile, when the result of each item of the questionnaire was observed, six items which stand out were picked: three items which have the score above 3.50 and also three items which have the score below 1.50. table 2 shows the three items with highest scores, meanwhile table 3 shows the three items with the lowest scores. table 2: the result of three highest scores item number statement score 3 when i hear someone talking in english, i listen very carefully. 3.70 16 i believe that i will reach a good level in the english language. 3.67 49 i like to listen and read in english outside the classroom. 3.67 table 3: the result of three lowest scores item number statement score 7 i like my teacher to correct my errors when i make a mistake 1.27 43 i feel happy when my teacher explains something on the board. 1.27 29 i’d like my teacher to identify my weaknesses in my english. 1.3 discussion the result from this learner autonomy questionnaire actually proves what gholami (2016) has found out. his study shows that self-assessment gives positive impact on learner autonomy, especially in terms of learners’ independency on teacher and classroom. he further argues that it may because learners have changed their attitude toward themselves as active subject in language learning process. in addition, lesmana & rokhyati (2020) also found that by involving students in self-assessment activities, they will be more confident and have a greater sense of responsibility. they further say that by doing self-assessment, students will learn how to take careful look at their weaknesses as well as strengths as a source for them to reflect and improve their learning. gita mutiara hati, wisma yunita, anggun citra sari dewi 274 journal of applied linguistics and literature, vol 6(2), 2021 when the result of each item of the questionnaire was observed, six items which stand out were picked: three items which have the score above 3.50 and also three items which have the score below 1.50 shown in table 2 and table 3. from table 2, three items with highest scores were item 3, 16, and 49. statement of item 3 is when i hear someone talking in english, i listen very carefully. score 3.7 means that mostly students answer with either very true or mostly true. this statement shows not only the students’ readiness in learning, but also students’ interest on learning english language. it seems trivial, but as the study by dangol & shrestha (2019)points out, students readiness plays very crucial part to the student’ learning achievement. item 16 deals with students’ intrinsic motivation dimension in the learning autonomy questionnaire. it shows very positive responses, meaning that students have a very high motivation to achieve the best for their learning. having high motivation is not only essential in self-assessment activity, but also undoubtedly is important for successful english learning (alizadeh, 2016). the third highest score is item 49 which shows that students like to listen and read in english outside the classroom. it is actually not a surprising finding, since students in this generation have much exposures to english on their everyday life. when they consciously deal with english exposures outside the classroom, it means that they independently both acquire and learn english by themselves without having any teacher to be dependent on. it is actually a good finding in today’s covid-19 condition in which students are not allowed to go to school; they are required to learn independently outside the classroom. it is even better that when the students are liking their subject of learning, it is more likely that they will get better achievement (hude & rohmah, 2017; kpolovie et al., 2014). meanwhile, table 3 shows the three items with the lowest scores. those three items are showing students dependency toward the role of the teacher. too much dependency the students have on their teacher may limit their chance to develop their sense of responsibility of their own learning and to do self-assessment. however, the condition shown on those three items may happen because the students are in their first year studying in a university. they have not been accustomed to the life of university where students are expected to be more active and independent (henri et al., 2018). conclusion and suggestion this study tries to describe the way of how to implement self-assessment activities in a classroom setting to improve students’ learning autonomy through a classroom action research. based on the reflection, the selfassessment activities that the students do should be discussed and confirmed by the teacher. students may sometimes not self-assess themselves appropriately, that is why the follow-up discussion is needed. in this kind of self assessment for higher language learners’ autonomy journal of applied linguistics and literature, vol 6(2), 2021 275 discussion, the teacher may guide the students to further see and reflect themselves carefully. by doing this kind of self-assessment combined with student-teacher discussion, the students’ level of autonomy becomes high. however, though the students’ autonomy level has been improved, the activities of self-assessment should not be stopped here. it should be continuously practiced in order to develop and maintain students’ autonomy in learning. in the long run, it is expected that the students may become lifelong learners. acknowledgments this work was financially supported by the faculty of teacher training and education, university of bengkulu under contract no. 9200/un30.7/hk/2020. references alizadeh, m. 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(2017). an investigation of the relationship between autonomous learning and lifelong learning. international journal of educational research review, 2(1), 15–20. joall (journal of applied linguistics and literature), 7(1), 2022 63 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/14247 http://doi.org/10.33369/joall.v7i1.14247 the implementation of tps (think pair share) cooperative learning model aided by google hangouts in literary expression course 1fina hiasa , 2supadi, 3nafri yanti 1,2indonesian education study program, faculty of teacher training and education, university of bengkulu, indonesia 1,2jalan w.r. supratman, kandang limun, bengkulu 38371, indonesia. 3indonesian education study program, universitas pendidikan indonesia, indonesia 3 jalan dr. setiabudhi no.229, cidadap, isola, sukasari, isola, kec. sukasari, bandung city article info abstract article history: received: jan 22, 2021 revised: nov 03, 2021 accepted: nov 11, 2021 this study aims to determine how the application of the tps (thinkpair-share) type of cooperative learning model assisted by google hangout can improve the quality of learning in seventh semester students of the indonesian language education study program, fkip unib, in the literary expression course. the data analysis technique used in this study was a descriptive method that produced an overview of the extent to which the quality of learning has improved by using the tps (think-pair-share) type of cooperative learning model assisted by google hangouts for students who were the research samples. this classroom action research was carried out in two cycles, and each cycle used the main digital learning room, namely the google hangout application. data collection techniques were carried out through non-test techniques at the beginning and end of cycles i and ii using questionnaires and observation sheets. in the first cycle, the results obtained had not reached the expected target. the target required was reached in the second cycle. the learning outcomes of the second cycle of students obtained an a score of 13 people (36%), a b value of 18 people (50%), a c value of 5 people (14%), and a d value of 0 people (0%). these results indicate that the target achievement of 30% had been successfully achieved by applying the tps learning model assisted by the google hangouts. keywords: google hangout literary expression tps (think-pair-share) conflict of interest: none funding information: none correspondence: fina hiasa, indonesian education study program, faculty of teacher training and education, university of bengkulu, indonesia. finahiasa@unib.ac.id ©fina hiasa, supadi & nafri yanti this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): hiasa, f., supadi, & yanti, n. (2022). the implementation of tps (think-pair-share) cooperative model aided by google hangouts in literary expression course. joall (journal of applied linguistics and literature), 7(1), 34-50. https://doi.org/10.33369/joall.v7i1.14247 https://ejournal.unib.ac.id/index.php/joall/article/view/14247 http://doi.org/10.33369/joall.v7i1.14247 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.14247&domain=pdf mailto:finahiasa@unib.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1. http://orcid.org/0000-0003-1007-1841 http://orcid.org/0000-0003-1007-1841 fina hiasa, supadi & nafri yanti 64 joall (journal of applied linguistics and literature), 7(1), 2022 the covid 19 pandemic, which is still threatening to an undetermined time limit, is a worry for many parties, including in the field of education. the impact is that all face-to-face educational activities are eliminated. lecturers, teachers, students, and students, including bengkulu university institutions, are asked to replace face-to-face learning with online learning. online learning activities where students learn from home will be further extended to an undetermined time limit. of course, a learning method is needed to deal with learning in the current pandemic era so that students remain active even though learning activities are carried out from home. one of the subjects affected by this pandemic is the literary expression course. in this course, students practice a lot to achieve learning objectives, namely to be able to express their literary potential. however, due to the covid 19 pandemic, literary expression activities could not be carried out, which should have been much practice. in addition, student learning outcomes during online learning showed a decrease compared to learning outcomes in the previous semester. where in the previous semester lecture activities were carried out in classrooms. learning outcomes that have decreased are also supported by the results of data analysis on questionnaires that researchers have distributed via google form to students. the purpose of distributing the questionnaire is to find out the interest and motivation of students towards online learning. the distributed questionnaire has first calculated its content validity, which is 0.83, which means that the non-test instrument in the form of a questionnaire compiled by the researcher is suitable to be used as a research data collection tool. this questionnaire consists of 5 questions related to student interest and motivation in learning activities. the average final score obtained is 3, which means that students' requests and motivation in the literary expression course fall into the sufficient category. based on the decrease in learning outcomes and descriptions of student motivation and interest in learning obtained from the distribution of questionnaires, a learning model is needed that can support learning activities in literary expression courses in the era of online learning. (suprijono, 2011) states that the selection of appropriate learning models and learning media is expected to create a conducive classroom atmosphere, students are active in learning, students can understand the material presented by the teacher so that learning objectives can be achieved. slavin & isjoni said, "in cooperative learning methods, students work together in four member teams to master material initially presented by the teacher" (isjoni, 2011; slavin & solihatin, 2011). in other words, the cooperative learning model can help students express themselves more in exploring science in small groups so as to optimize student participation. the implementation of tps (think-pair-share) cooperative learning model aided by… joall (journal of applied linguistics and literature), 7(1), 2022 65 basically, cooperative implies an attitude or behavior together in working or helping among others in an orderly structure of cooperation in groups, consisting of two or more people where the success of work is strongly influenced by the involvement of each member of the group itself (solihatin & suharjo, 2011). one of the cooperative learning models is the think pair share (tps) type. this learning model affects the interaction patterns of students. tps itself was first developed by frank lyman and his colleagues at the university of maryand. agus suprijono (2010) in an article written by hasibuan (2016), states that as the name suggests "thinking," this learning begins with the teacher asking questions or issues related to the lesson for students to think about. the teacher gives them the opportunity to think about the answer. furthermore, "pairing," at this stage, the teacher asks students to pair up and give the pairs the opportunity to discuss. it is hoped that this discussion can deepen the meaning of the answers student has thought through the intersubjective way with his/her partner. the results of the intersubjective discussion in each pair are discussed with the pairs of the whole class. this stage is known as "sharing" (teeuw, 1984) buchari alma et al. (2009) in an article written by armadi (1990) states that think-pair-share is a simple technique that has the advantage of being able to optimize students' participation in expressing opinions and increasing knowledge. usually, the think-pair-share learning model is applied to conventional classrooms, namely by face-to-face directly. however, with the covid 19 pandemic and the possibility of extension of social distancing, people are not allowed to be in a crowd, including the crowd of students in the classroom. thus, the tps learning model must be accompanied by learning media that allows teaching and learning activities from home(sayuti, 1994; surtati, 2017). learning media is a tool that functions and can be used to convey learning messages (musfiqon, 2012). with the development of technology, the world of education is required to change the paradigm of classroom learning. coupled with the situation and conditions in the world that are currently worsening due to the covid 19 pandemic, the tps learning model must be accompanied by technology-based learning media. to accompany the tps (think pair share) cooperative learning model, the researchers used the hangout application media as support in learning activities in literary expression subjects. it is hoped that by using the hangout application, students will better understand the material and practice expressing the potential of student literature even though learning activities are carried out from their respective homes. hangouts are one of the google apps that can be used as a formal forum for the online learning process. the reason for choosing hangouts is because this application is considered relatively easy to fina hiasa, supadi & nafri yanti 66 joall (journal of applied linguistics and literature), 7(1), 2022 use and maximally supports the appearance of students in expressing their literary potential. the google hangouts application itself can join hands with a recording application that can be connected to youtube. thus, during the video call process, students who are not currently practicing can still see their friends live through the shared youtube link. using this application tends to be easy. lecturers only need to invite students by sending a hangout link via whatsapp. after the student clicks on the link, they will automatically enter the google hangout chat room. hangout capacity is not like a zoom that can accommodate up to hundreds. however, the effectiveness, closeness, and convenience offered by google hangouts is a solution to overcoming literary expression learning from home. the online learning system in the pandemic era has minimized interactions, resulting in minimal student participation. with the implementation of learning in small groups, even though this is also done online, the passion and motivation of students to learn can be awakened. the hope is that when students are motivated in learning, learning outcomes will also increase. the latest research that is relevant to the research that the researcher is doing is the research by (lutfiyatun et al., 2012; novita, 2014) with the title application of think pair share (tps) learning model in chemistry learning to improve argumentation skills and learning motivation of high school students. the results showed that the application of the think pair share learning model could improve students' argumentation skills and student motivation. in addition, relevant research on the use of google hangouts was carried out by (purwaningsih, 2019) with the title application of blended learning through online learning initiation using websites and google hangouts by involving industry practitioners as an effort to improve the quality of learning in the business environment classroom. the results of the research published in the journal reflections on innovative learning (rpi) are the formation of 29 new mini start-ups in accordance with the interests of the study group, a class website and an increase in student insight regarding the development of the current industrial world, especially start-up. furthermore, there is a study conducted by (fara, 2013; joyce et al., 2009) entitled improving students' speaking ability through the use of think-pairshare method in class vii-a smp al-ittihad putri camplong-sampang. the results showed that the students' speaking ability had increased, namely the average result of the students in the first cycle of 62.62 and increased in the second cycle, the average value being 75.83 (trianto, 2009). the difference between the research that researchers would do and the previous research conducted by (lutfiyatun et al., 2012) and (fara, 2013) is that this study only used think pair share (tps) without google hangout and (purwaningsih, 2019) only used google hangout. the researchers in this study the implementation of tps (think-pair-share) cooperative learning model aided by… joall (journal of applied linguistics and literature), 7(1), 2022 67 used a combination of the think pair share (tps) model assisted by google hangout. in addition, the subjects that were used as research subjects were literary expression courses, different from those of previous researchers. the limited research on the tps model with the help of the google hangout application in the literary expression course is also the reason researchers wanted to do this research. the use of the google hangout application allows the effectiveness of learning in the literary expression course amid the covid19 pandemic (library of congress, 2020). method population and research samples this is a classroom action research which was conducted in two cycles. each cycle consists of four stages: planning, acting, observing, and reflecting, where each cycle used a digital learning space. the research subjects were researchers who worked as lecturers in the literary expression course and 36 students who took the subject. the population of this study was all students of the indonesian language education study program, fkip university of bengkulu. the sample in this study was students of semester vii class b taking the literary expression course. instruments a research instrument is a tool used to collect research data. the instrument used was the observation sheet of the students' appearance of poetry and prose literary expressions. data analysis procedures this study's data analysis techniques were descriptive statistics, calculating frequency, and percentages presented with tables and graphs. categories in the data were adjusted according to existing percentages. following is the formula that was used in the data processing. notes: x = the value sought in percent €x = total student grades €xmaks = total score table 1: scoring system (nurgiyantoro, 2001, p. 363) percentage category 80% 100% very good 70% 79% good 1. €x €xmaks x 100% x = fina hiasa, supadi & nafri yanti 68 joall (journal of applied linguistics and literature), 7(1), 2022 percentage category 60% 69% fair 45% 59% bad 0% 44% very bad findings based on research conducted at the end of july to december on 36 students by implementing the tps type cooperative learning model (think-pair-share) assisted by google hangout at bengkulu university, the following final results were obtained. table 2: of students’ score in cycle 1 and 2 score interval grade description the acquisition of score in cycle 1 the acquisition of score in cycle 2 achievement target 85-100 a very good 10 28% 13 36% 30% 65-79 b good 18 50% 18 50% 50% 55-64 c fair 8 22% 5 14% 20% 0-54 d bad 0 0% 0 0% 0% total 36 100% 36 100% 100% the table above shows the learning outcomes obtained by students in cycle i before implementing the cooperative learning model type tps (thinkpair-share) assisted by google hangout and in cycle ii after the cooperative learning model type tps (think-pair-share) assisted by google hangout was implemented. from the table above, it can be seen that the increase in learning outcomes occurred in cycle ii, with the achievement of learning completeness for the very good category reaching 36% or as many as 13 students. the learning outcomes in the second cycle showed an increase compared to the first cycle, where in the first cycle, the learning mastery achievement of 30% had not been fulfilled. next, in the following explanation, we describe the details of the learning process that occurs in cycles i and ii. this research was class action research (classroom action research) which was conducted in two cycles. each cycle consisted of four stages: planning, acting, observing, and reflecting, where each cycle used a digital learning space. cycle 1 after preparing learning materials, observation instruments, and questionnaires were ready, the learning process was carried out in cycle i. the purpose of learning carried out in cycle i is that students can express their literary interest in prose literary works by writing short stories with certain themes. in the first cycle, learning was carried out by lecturers delivering the implementation of tps (think-pair-share) cooperative learning model aided by… joall (journal of applied linguistics and literature), 7(1), 2022 69 material to students using digital spaces such as zoom and e-learning unib. in this case, the learning pattern was only in the same direction where more lecturers were active in providing knowledge about literary expression. the learning results from the implementation of learning in cycle i show that the achievement targets in the literary expression course have not been fulfilled with the following details. a total of 10 students (28%) got an a, 18 students (50%) got a b grade, 8 students (22%) got a c, and 0 students (0%) got a d. cycle i shows that the 30% achievement indicator in the literary expression course has not been achieved. in addition, the results of filling out the questionnaire by students on the learning responses that had been carried out in cycle i showed a lack of interest and motivation for students in learning that occurred in cycle i. the following is the distribution of student choices regarding the statements listed in the questionnaire, which are summarized in table form. table 3: the results of the questionnaire in cycle i statement items evaluation criteria st/sb t/b ct/cb kb/kt i understand the structure of the short story 3 22 6 5 i understand the application of short story structure in short story writing 3 15 15 3 i will be able to express short stories well 1 12 10 13 i can describe what kind of short story i will make 3 8 20 5 i know how to express literature in prose (short story) 8 8 20 0 st/sb = really know/really can t/b = know/can ct/cb = quite know/quite able to kb/kt = do not know/less able to based on the table above, it appears that the first statement shows student responses as many as 22 students (61%) answered know/can. the second statement shows a balanced result in which the number of st / sb-t / b and ct / cb kb / kt is 18 students (50%). furthermore, in the third statement, most students chose not knowing / not being able to do so, namely as many as 13 students (36%). finally, the fourth and fifth statements obtained the same number; namely, 20 students (55.5%) answered ct / cb. in general, it can be concluded that students did not really understand the material and how to apply it. it can be seen from the answer choices of students who chose to know enough or enough to be the statement with the largest total gain. fina hiasa, supadi & nafri yanti 70 joall (journal of applied linguistics and literature), 7(1), 2022 cycle 2 the planning of the material and the implementation of learning in the literary expression course that occurred in cycle ii was associated with the application of the tps (think-pair-share) assisted learning model with google hangout. the implementation of the tps learning steps (prita & krismiyati, 2015), which is made in tabular form, is as follows. table 4: stages and implementation of tps steps implementation think this learning began with the teacher asking questions or issues related to the lesson for students to think about. the teacher gave them a chance to think about the answer. at this stage, students were asked to remember the sentences in the most memorable poem for each of them. after that, students were randomly asked to explain why the poem's words were very memorable for students. this learning activity used the google hangouts application. pair at this stage, the teacher asked the students in pairs to discuss. it is hoped that this discussion could deepen the meaning of the answers that had been thought through intersubjectively with their partners. furthermore, the lecturer gave the task to the students to write a poem with a predetermined theme. the theme choices were as follows, 1) humans and covid 19, 2) garbage and humans, 3) forests and humans, and 4) land and humans. before writing individual poems, students were paired to discuss the themes they had obtained (2 students had one theme and were required to share knowledge about the themes that had been obtained). the discussion was conducted using the google hangouts application, which had advantages such as video calls on whatsapp, so the discussion felt more intense and relaxed. in addition, discussions were also carried out by utilizing the message feature of google hangouts. share the results of intersubjective discussions in each pair were discussed with the whole class pair. after the poetry script is ready, the students read the poem and record it in the form of a video to be uploaded to the class youtube channel. each pair would be asked to share their views on the theme raised in the poem that had been made in a digital classroom using the google hangouts application. the implementation of learning using tps (think-pair-share) assisted by google hangout in cycle ii obtained results that exceeded the predetermined targets. students had the opportunity to develop their knowledge of specific themes with their partners in pairing and sharing activities using the help of the google hangout application. it makes it easier for students to understand the assignment given because it was discussed the implementation of tps (think-pair-share) cooperative learning model aided by… joall (journal of applied linguistics and literature), 7(1), 2022 71 intensively and closely. also, there is comfort when the discussion took place because each group only consisted of 2 people with the same theme. the result is that students' literary expression in literary expression material in the form of poetry works results in line with expectations, even exceeds the target achievement (novita, 2014). thirty-six students read the poems they made with a particular theme; the results were based on the observation sheet with the following details. as many as 13 students (36%) got an a, 18 students (50%) got a b grade, 5 students (14%) got a c, and 0 students (0%) got a d. cycle ii shows that the achievement indicator in the literary expression course is 30% by implementing the tps (think-pair-share) cooperative learning model assisted by google hangout has been achieved and has even succeeded in exceeding the target. in addition, the results of filling out a questionnaire by students regarding the learning response that had been carried out in cycle ii by applying the tps (think-pair-share) cooperative learning model assisted by google hangout show that on average, students became more motivated in expressing their literature. the following is the distribution of student choices for the statements listed in the questionnaire, summarized in tabular form. table 5: the results of the questionnaire in cycle ii statement items evaluation criteria st/sb t/b ct/cb kb/kt i feel excited to express my interest in specific categories of literary works 26 6 4 0 i feel happy when i make literary expression assignments 25 5 6 0 i find it easier with the help of the google hangout application in learning literary expression 30 6 0 0 i feel able to express my interest in literature. 25 5 6 0 i find it easier to apply think-pair-share to the literary expression course 30 6 0 0 st/sb = really know/really can t/b = know/can ct/cb = quite know/quite able to kb/kt = do not know/less able to based on the table above, it appears that the first statement shows students' responses as many as 26 students (72%) answered yes. the second statement shows almost the same results; namely, 25 students (69%) agreed to the second statement. furthermore, in the third statement, students chose yes, the most, namely 30 students (83%). finally, for the fourth and fifth statements, respectively, 25 students (69%) agreed to the fourth statement, and as many as 30 students (83%) approved the fifth statement. fina hiasa, supadi & nafri yanti 72 joall (journal of applied linguistics and literature), 7(1), 2022 students responded to the questionnaire given after learning in cycle ii applied the tps (think-pair-share) cooperative learning model assisted by google hangout. on average, students became more motivated in expressing their literature. it can be seen from the responses of students who, on average, agreed to the statements in the questionnaire given in cycle ii. it means that learning was more fun, and the material obtained was easier to apply to express students' interest in literature than in learning that occurred in cycle i. discussion the implementation of tps (think-pair-share) assisted with google hangout in cycle ii shows satisfactory results because it reached and even exceeded the predetermined percentage of success indicators. students became more enthusiastic in implementing tps (think-pair-share) because there is a process where students are paired with one of their friends. then they will have a casual discussion about a particular topic and share their knowledge about that topic. this familiar but academic pattern makes it easier for students to understand the material and carry out the assignments given by the lecturer. the result is the literary expression carried out by students, which in this case occurred in cycle ii, namely with the task of writing poetry and reading it and recording it in video form, showing encouraging results, where many students demonstrated and also developed poetry writing skills and poetry reading skills. in addition, the digital space used is google hangout, where the application can be said to be very friendly to its users. this convenience is also very helpful for in-depth discussions carried out by small groups of only two people, further supporting students' understanding of the topics to be raised. the problem that occurs when learning distance is the internet connection. there are some students who remain in their hometowns because the university is not open as usual, while the covid 19 pandemic is still spreading, and the signals in their hometowns are not good. however, these obstacles could be overcome properly in cycle ii. this can be seen from the learning outcomes of students who have succeeded in achieving the target of learning outcomes. the application of the tps (think-pair-share) cooperative learning model with the help of google hangout for the literary expression course for pbi unib semester vii students of class b of the 2020/2021 academic year can improve student learning outcomes. the achievement of the percentage of completeness target occurred after the application of the tps (think-pairshare) type of cooperative learning model assisted by google hangout in cycle ii. apart from the main google hangouts application, the research team also used other applications such as e-learning unib, zoom, and youtube, which the implementation of tps (think-pair-share) cooperative learning model aided by… joall (journal of applied linguistics and literature), 7(1), 2022 73 helped the research run smoothly. the results in the first cycle show that 30% of the indicators of success in implementing tps were not achieved. of the 36 students who expressed literature by writing short stories, only 10 students (28%) got an a. while the rest were 18 students (50%) who got a b grade. value of c as many as 8 people (22%) and value of d as many as 0 people (0%). the learning outcomes obtained by students in the first cycle can be said to be quite good because they had obtained a b grade of 50%, but the target achievement was the highest learning outcomes, at least reaching 30%. based on student learning outcomes in cycle i that had not met the target, the highest achievement was at least, so research activities needed to be continued to cycle ii. the learning results in the second cycle, of 36 students who read the poems they made with a certain theme, the results of the assessment were based on the observation sheet with the assessment categories, namely 1) tempo (25), 2) appreciation (15), 3) tone (15), 4) facial expression (15), and 5) interpretation (30), the following data are obtained. as many as 13 students (36%) got an a, 18 students (50%) got a b grade, 5 students (14%) got a c, and 0 students (0%) got a d. the cycle ii shows that the achievement indicator in the literary expression course is 30% by implementing the tps (think-pairshare) cooperative learning model assisted by google hangout had been achieved and had even succeeded in exceeding the target. conclusion from the results of the research that has been done, it can be concluded as follows; 1) the application of the tps (think-pair-share) cooperative learning model assisted by google hangout for the literary expression course semester vii students of class b can improve student learning outcomes. completeness of learning can be obtained in cycle ii of the two planned cycles. 2) this increase in learning outcomes shows that the cooperative learning model type tps (think-pair-share) assisted by google hangout is a solution that can be applied in dealing with online learning. this is because the learning model used allows students to carry out discussions as if with peers like conventional learning before the covid 19 pandemic. the limited study group (2 people per group) makes the learning and sharing atmosphere more quality. hopefully, in applying the tps (thinkpair-share) cooperative learning model assisted by google hangout. the lecturer can develop more attractive strategies so that online learning becomes more attractive to students. also, increased student activity and learning outcomes. previous research that only applied the tps model or only applied the use of google hangouts showed an increase in learning outcomes. the researcher combines the tps learning model with the google hangout fina hiasa, supadi & nafri yanti 74 joall (journal of applied linguistics and literature), 7(1), 2022 application as a strategy in online learning activities. as a result, the set achievement targets were successfully exceeded. this indicates that the combination of technology, namely the google hangout application and also the tps learning model is a solution in increasing student motivation in learning activities. in addition, the increase in student motivation to learn also has implications for improving learning outcomes. in addition, lecturers can apply the tps type cooperative learning model (think-pair-share) assisted by google hangouts in other courses references armadi, m. (1990). strategi belajar mengajar keterampilan berbahasa dan apresiasi sastra. ya3. fara, s. (2013). peningkatan kemampuan berbicara siswa melalui penggunaan metode tps (think-pair-share) di kelas vii-a smp al-ittihad putri camplong-sampang. universitas muhammadiyah malang. hasibuan, a. y. (2016). pengaruh model pembelajaran think–pair–share (tps) terhadap kemampuan memahami unsur intrinsik cerpen pada siswa kelas x sma negeri 8 padang sidimpuan. jurnal bahasa dan sastra, vol.1 no.1. isjoni. (2011). cooperative learning efektifitas pembelajaran kelompok. alfabeta. joyce, weil, m., & e calhoun. (2009). models of teaching : model-model pengajaran. pustaka belajar. library of congress. (2020). indonesia: spread of covid-19 declared a national disaster. in library of congress, washington, d.c. 20540 usa. https://www.loc.gov/item/global-legal-monitor/2020-0417/indonesia-spread-of-covid-19-declared-a-national-disaster/ lutfiyatun, widodo, j., & martono. (2012). implementasi metode think pair share (tps) berbantuan media power point pada pembelajaran kewirausahaan pokok bahasan proposal usaha untuk meningkatkan keaktifan dan hasil belajar siswa kelas xi smk negeri 1 dukuhturi kabupaten tegal. economic education analysis journal, vol.1 no.2. musfiqon. (2012). pengembangan media dan sumber pembelajaran. prestasi pustaka. novita, r. (2014). efektivitas model pembelajaran kooperatif tipe think pair share (tps) pada materi trigonometri di kelas xi ia1 sma negeri 8 banda aceh. visipena, vo.5 no.1, 128–135. nurgiyantoro, b. (2001). penilaian dalam pengajaran bahasa dan sastra. bpfe. prita, o. n., & krismiyati. (2015). pengaruh metode pembelajaran cooperative tipe tps ( think-pair-share ) berbantuan video tutorial dalam mata pelajaran simulasi digital ( studi kasus smk n 2 salatiga ) kata kunci : keaktifan , cooperative tipe tps ( think-pair-share ), media pembelajaran. in core.ac.uk (p. 2). the implementation of tps (think-pair-share) cooperative learning model aided by… joall (journal of applied linguistics and literature), 7(1), 2022 75 https://core.ac.uk/download/pdf/288110821.pdf purwaningsih, t. (2019). penerapan blended learning melalui inisiasi pembelajaran online menggunakan website dan google hangout dengan melibatkan praktisi industri sebagai upaya peningkatan kualitas pembelajaran di kelas business environment. refleksi pembelajaran inovatif, 1(2), 123–135. https://doi.org/10.20885/rpi.vol1.iss2.art3 sayuti, a. s. (1994). apresiasi prosa fiksi. dekdikbud. slavin, & solihatin. (2011). psikologi pendidikan teori dan praktek jilid 2. indeks. solihatin, & suharjo. (2011). cooperative learning analisis model pembelajaran ips. bumi aksara. suprijono. (2011). cooperative learning : teori dan aplikasi paikem. pustaka belajar. surtati, t. (2017). kiat sukses meraih hibah penelitian pengembangan. deepublish. teeuw, a. (1984). sastra dan ilmu sastra, pengantar teori sastra. pustaka jaya. trianto. (2009). mendesain model pembelajaran inovatif-progresif. kencana prenada media group. the author fina hiasa, supadi, and nafri yanti are lecturers at the indonesian education study program, faculty of teacher training and education, university of bengkulu, indonesia who are actively teaching subjects in the fields of literature, language, and education at bengkulu university. journal of applied linguistics and literature, vol 6(1), 2021 162 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.11608 developing speaking section of business english materials to teach culture in integrated way 1yasmin farani; 2karlina karadila yustisia university of merdeka malang1,2 corresponding email: yasmin.farani@unmer.ac.id abstract teaching english business skills does not merely teach the students to have administration and communication skills needed at the workplace for they will probably encounter and experience working together with people from different cultures and backgrounds as well. to minimize misunderstanding on those intercultural differences, they are expected not only to learn business english skills but also gain basic knowledge of english culture through the course. this r&d research is a descriptive qualitative research which is intended to develop the speaking section of the existing teaching materials of business english skills. under the name of esp i subject, they are taught to the 4th-semester students of diploma three in english program of university of merdeka malang as a compulsory subject. in this study, the primary instruments are the researchers themselves and the preliminary questionnaires used serve as the secondary instrument. all the analyzed data are in the form of printed data (questionnaire’s results) and chosen videos taken from youtube. the expected final results are in the form of written handouts consist of texts and links of selected videos appropriately related to the given topics. it is hoped that they are useful for the students as an alternative method to learn culture in an integrated way. keywords: business english, culture, integrated teaching, qualitative research introduction the diploma three in english program is one of the diploma programs at university of merdeka malang (unmer malang) and since 2014 the program has been applying the kerangka kualifikasi nasional indonesia (kkni) curriculum, which consists of 48 subjects with the total credits of 117. in relation with this research on english for specific purposes, the following are the four subjects which correlate and support to each other in terms of contents: http://dx.doi.org/10.33369/joall.v6i1.11608 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.11608&domain=pdf developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 163 table 1. kkni curriculum no. code subject credit semester 1. 630106 english for specific purposes i: business english 2 4 2. 630322 cross culture understanding 2 5 3. 630325 business correspondence 2 5 4. 630408 office administration 2 5 english for specific purposes or esp is the compulsory subject taught in two different semesters in a row; esp i in the 4th semester and esp ii in the 5th semester. esp i, which business english becomes its concentration, is not a pre-requisite for the esp ii. this subject presents english skills, such as; reading, speaking and writing and is taught integratedly with american english culture. moreover, teaching those skills of english should not be through isolation or teaching them separately. it should be done integratedly since teaching integrated skills apparently gives students chances to show themselves better in more meaningful tasks rather than they struggle hard in one skill (farani, 2016). since this subject is a two-credit subject, the total number of the meetings in one semester is 16, including the mid-term and final tests. it is a short period with a lot of things to be given to the students. that is why the topics must be carefully chosen to sufficiently cover the needs. furthermore, in esp i course it is intended to help the students to acquire english skills (reading, listening, speaking, and writing) in the contexts of business english in the intermediate level. in this course, the activities cover: practicing business dialogs (speaking and listening sections), reading business texts (reading section) and writing business letters (writing section). besides, it equips the students with commonly used of business vocabulary (vocabulary section). as a vocational program, the program always improves itself to cope with the market demands. students must be prepared to be able to compete in the working world after they graduate. that is why its curriculum has to be continually restructured and the required skills subjects must become the priority. in order to reinforce the students to be ready to enter and accepted by the working world, especially which uses english instructions, the applicable subjects (required practices) must be taught more than theoretical ones with the percentage of 60:40. communicating in a foreign language is an essential requirement of the present job market and one can notice its constant pressure on the educational system that is expected to render professionals who can communicate effectively in a foreign language (mainly english) in their work settings. this means that knowledge of general english is implicit for undergraduates who further on need to be equipped with the esp language yasmin farani, karlina karadila yustisia 164 journal of applied linguistics and literature, vol 6(1), 2021 skills so as to be able to meet the selection criteria of the job market. companies are not so willing to invest in fresh graduates who, after completing their degrees, are expected to be ready to compete for jobs and enter the working life instantly. marcu (2019) stated that graduates of college or university are expected to be able to communicate in foreign language, mainly english, in order to meet the selection of the job market since communicating using it is one of essential requirements of the present job market. that is why the knowledge of general english equipped with the esp language skills is necessary to be given, even included in the curriculum. moreover, international business exchange is becoming increasingly frequent through globalization. the global activities are gradually being affected by the intercultural communication competence of today’s business world. in that case, the demand to broaden the inculcation of cultural fluency in an educational program is needed, such as business english. the main objective of business english subject, according to jingzi, wenzhong, & dimond, (2016) is building an intercultural communication bridge between foreign cultures and native cultures and develop students’ competence in cultural business english communication. therefore, intercultural communication competence is a critical thing. in the intercultural exchange, the foreign learners will encounter great challenges; their native culture’s communication practices and the way of thinking methods will always not be the same as the target culture, often lead to misunderstanding and disapproval. communication competence (general pragmatic competence) is lacking without additional intercultural communication knowledge (jingzi et al., 2016). as for the culture, it is considered essential to place cultural activities in esp. zaghar (2016) believes that an esp classroom is suitable room for initiating an interchange to promote the students to learn better by implementing useful tasks than by doing a monotonous activity and relying on the teacher as the main source of knowledge. he also set two principal aspects to develop an advanced level of cultural competence and awareness. first, in terms of cultural knowledge which implies the understanding of cultural distinction. second, in terms of cultural skills which signifies the ability to act and behave in appropriate way in various cultures. these capabilities which include common comprehension, acceptance, tolerance, and dealing with the contradictory situation regarding those above references, it is obvious that including cultural activities in the esp subject is an appropriate choice. first, they do not only imply the understanding of cultural distinction (cultural knowledge) but also signify the ability to act and behave in appropriate way in various cultures (cultural skills). second, using intercultural materials in learning english as a second language is very important, even essential. besides they would make developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 165 the students familiar with the native speakers’ culture and customs. this will definitely also help them increase their cultural awareness. according to crawford-lange and lange (1987), language and culture are like two peas in a pod; they are inseparable. culture must be included in language study. students of english must be taught culture as well for it is in the act of becoming that is why it should be taught as process of the learning. in the attempt of always improving the existing business english materials, this current research is done. verily, one of the authors previously had conducted a couple similar research in business english; esp business english: the proposed students’ workbook used for teaching bahasa inggris bisnis at d3 accounting of economics & business faculty at universitas merdeka malang (farani, 2017) and business english subject: developed worksheets for students of d3 banking and finance program universitas merdeka malang (farani, 2017). however, it has different focuses. while the other two focus on english skills and vocabulary, the latest one focuses on english skills, especially speaking and culture. the latest research on business english is intended to develop the speaking section of the existing teaching materials of business english skills. since the researchers considered students needed to be more exposure toward the culture of the target language. the disclosure in the classroom is not only through reading the cultural informative texts, but also watching and listening to the provided videos which are related to the discussed topics. egarding the use of technology for language learning, larsen-freeman and anderson (2011) stated there are two major ways to think about technology regarding language learning; that is technology as providing, first, teaching resources and second, enhanced learning experience. furthermore, they also introduced four terms that can be used as teaching resource and they are in the forms of a blog, a social networking site (e.g. facebook), youtube, wiki and electronic text corpus (a collection of authentic spoken and written texts). thus, it is apparent that technology, in this case they are internet and videos, is relevant to be used to support the language learning process. methods this research is a qualitative one. the major difference between quantitative and qualitative approaches is in the idea of quantity and quality. berg quoted dabbs (2001, 2-3): that the quality is essential to the nature of things and its research thus refers to the meanings, concepts, definitions, characteristics, metaphors, symbols, and description of things. meanwhile, the quantity is elementally an amount of something and its research refers to counts and measures of things. as it a qualitative, the researchers used questionnaires to obtain data. gall, gall and borg, (2003, 223) stated that although questionnaire and interviews are both can be used in either type of research (qualitative and yasmin farani, karlina karadila yustisia 166 journal of applied linguistics and literature, vol 6(1), 2021 quantitative), however they are more commonly used in qualitative one. they added that because its standardized, highly structured design, questionnaire is compatible with qualitative one. latief (2010, 101) stated that r&d research is a qualitative research and it is commonly conducted to produce a set of teaching learning apparatus, among others are syllabus, teaching materials, module, and students’ workbook. participants both of the researchers were lecturers of the esp i subject. they thought that existing business english materials; especially the speaking section, needed an improvement. in order to make the research more effective, they used their own classes. that is why the participants of this research are 4th-semester students who were currently studying the esp i subject and their total numbers are 39 people. instruments this research is aimed to develop the speaking section of the existing teaching materials; especially the culture focus section. that is why it has two kinds of instruments namely, primary and secondary instruments. in this research, the human investigators or the primary instruments are the researchers themselves who did library research, conduct an observation, distribute and recap the results of the preliminary questionnaires. according to bogdan and biklen (2007, 5), qualitative research is descriptive so that the collected data are in the form of words or pictures rather than numbers. those data among others are interview transcripts, field notes, photographs, and videotapes. in this research, the collected data are descriptive data (printed data) which was taken mostly from the results of the preliminary questionnaires. therefore, the secondary instrument used was those preliminary questionnaires themselves. they are subjective needs questionnaires which consist of 8 questions divided into two parts; four questions concerning esp i subject (a section) and four questions concerning with the culture focus section (b section). the list of the questions can be seen in table 2 below. they were distributed to the 4th-semester students who were currently studying the esp i subject. they were given at the end of the semester with the purpose of getting students’ personal responses after they took the subject for the whole semester (14 meetings). as for the data to be analyzed, all of them are in the form of printed data and selected videos taken from youtube. the reasons why the researchers chose videos and youtube as the main source are discussed in detail in findings and discussion. table 2. preliminary questionnaire developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 167 no. questions a esp 1: business english 1 how did you find learning esp 1 subject in general? 2 how did you find learning an integrated subject & skills, e.g., business english & reading/speaking/writing? 3 how did you find studying the content materials of business english subjects, e.g., writing business letters and planning a business trip? 4 how did you find the given assignments and tasks? b culture focus: 5 how did you find learning the integrated speaking skill and culture? 6 how did you find learning the culture focus section? 7 how did you find the content of the culture focus section? 8 how will you find it if there’s a video in relation to the cultural topic? data analysis procedures furthermore, as it is to develop the cultural focus of the speaking section of the existing materials, the researchers applied the framework components proposed by grave (1996, 13), as seen in table 3 below. there are other frameworks to develop teaching materials which proposed by brown (2007, 148-161), however the researchers considered that grave’s was the appropriate one. table 3. grave’s framework components components contents need assessments/analysis objective and subjective needs determining goals and objectives goals and objectives conceptualizing content language components language functions language skills genre/texts, etc. selecting and developing materials and activities selecting materials teaching-learning techniques material evaluation organizing content and activities lesson level and course level evaluation students’ assessment consideration of resource and constraints the researchers, however, did not apply all those components, only some of them, and they did not thoroughly discuss grave’s contents. the culture focus is a part of the speaking section of each unit (see table 4) that is why it does not require all the components of grave’s framework. the three mostly used components are as follows: need assessment/analysis to yasmin farani, karlina karadila yustisia 168 journal of applied linguistics and literature, vol 6(1), 2021 develop the preliminary questionnaires, selecting and developing materials and activities, and determining goals and objectives. findings the existing teaching materials of business english cover four skills and a language component. they are reading, speaking, writing, and listening– which is not done separately, but integrated along with reading and speaking–and, vocabulary. each skill presents exercises and assignments at the intermediate level, which can be done individually or in groups/pairs. in the reading section, apart from the given texts, students are required to do comprehension exercises. the given texts cover topics that are related to business. in the speaking section, they are required to practice the dialogs which are related to the discussed topics in each unit. apart from this, they learn english culture as well. in the writing section, they are required to study kinds, styles, and components of formal letters. besides, they are also required to practice writing business letters such as inquiry letter, order letter and application letters. regarding the listening skill, there are no separate exercises for this skill; it is done in integrated way with reading and speaking skills (listening while reading the texts and practicing the dialogs). the last, in the vocabulary section, they learn words and phrases in business english by doing the given exercises. as international business courses, designing this business english course needed multidisciplinary tasks although it is not that complex as ones. however, it has to deal with issues and functions; such as management and marketing, and in this business english course are in the forms of reading passages and vocabulary. furthermore, as for the teaching materials, according to aggarwal and zhan (2018), they should challenge and motivate the students to learn and the course, among others, would include class and take-home project. as for the take-home project, the author included planning a business trip project in the lesson plan of the course. for this study, however, the researchers focus on the speaking section which apparently is not discussed in all units. it appears only in the following units: 2, 4, 7, 9, 11 and 13 with the following topics: business introduction (2), around the office (4), on the phone (7), making reservation (9), getting around (11) and making order (13). in each unit, the speaking section consists of dialogues, practices, and culture focus. by adding a video or two in each of those units, the researchers expected that students do not only get more understanding of the discussed topics but improve their listening skills as well. from the short texts, the students get a brief and useful explanation about culture related to the discussed topics while the videos clearly visualize what the texts talk about and complete the information that the students have learned. the following table 4 describes the details of each unit of the developed materials. developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 169 table: 4 the developed materials unit topic speaking skill cultural focus 2 business introduction dialog: business introduction business cards, shaking hands, and business clothing videos: exchanging business cards & shaking hands 4 around the office dialog: around the office informality t the office, employee break rooms & cafeterias, and after work video: conversation at the employee break room 7 on the phone dialog: on the phone how to use the telephone video: etiquette on the telephone 9 making reservation dialog: making reservation (via telephone) advice for using hotels and credit card transaction by telephone video: making hotel reservation by phone 11 getting around dialog: getting around asking the way video: how to politely ask the way 13 making order dialog: making order (via telephone) saying thank you, sales tax, credit cards and personal checks video: making order by phone the following are two examples of the proposed materials; the culture focus section taken from unit 2 business introduction and unit 7 on the phone. both have been added with the selected videos related to the discussed yasmin farani, karlina karadila yustisia 170 journal of applied linguistics and literature, vol 6(1), 2021 topic. below is taken from unit 2; that is exchanging business cards, shaking hands (formal business introduction) and business clothing. unit 2: business introduction activity 3: culture focus business cards among americans, exchanging business cards is not a formality. american business people generally do not exchange business cards with each other during an introduction. they may exchange business cards at the end of a meeting if they want to keep in contact. assignment: while watching the video, jot important information down. later discuss them with the class. business clothing business clothing in america is often more casual than in other countries. however, american businessmen usually wear suits: a. when they are interviewing for a new job. b. when they meet other business people for the first time. c. when they meet with important clients. d. when they attend an important event (e.g. a reception, a conference, a speech, etc.) professional businesswomen in the us usually wear: a. skirts and blouses (often with a jacket). b. dresses (sometimes with jacket). c. suits. both men and women usually dress more formally as their job levels increase. the second example, taken from unit 7, gives students not only the tips on how to use the telephone but it gives vivid etiquette (do’s and don’ts) on using the phone as well, as seen in the video. check out this video! figure of exchanging business cards developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 171 unit 7: on the phone activity 3: culture focus how to use the telephone 1. mute or turn off the television or radio or music (background noise) before attempting to use the phone. 2. use an approved company greeting when answering a business call. do not just say “hello” as some callers will consider this unprofessional. 3. be sure to state the purpose of the call early in the conversation, and thank the other person before you complete the call. 4. have a pen and paper handy, or be ready at the keyboard to write down or type any addresses, phone numbers, dates, or other important facts that might be discussed during the call. 5. if the person does not answer by five rings, assume that they are talking on the phone to another caller via call waiting. excess ringing is annoying while attempting to talk to another person. 6. do not throw the telephone, drop it, or allow it to become dislodged and fall to the floor – the noise can be very rude to the person on the other end. 7. do not chew gum, eat food, drink, or go to the bathroom while on the phone. 8. make sure that background noise is kept to a minimum during the call. assignment: while watching the video, jot important information down. later discuss them with the class. discussion as mentioned in the previous sections, the method and the findings, to develop teaching materials, the researchers used three grave’s framework components; need assessment/analysis, selecting and developing materials and activities, and determining goals and objectives. the discussions of each of them are as follows. need assessment/analysis. to complete the development of the teaching materials, esp (english for specific purposes) is the right choice rather than eap (english for academic purposes) for its purposes are concerned with the learner’s needs (richards, 2001). thus, before developing the teaching materials, the researchers had to know learners’ or students’ needs first by developing the preliminary questionnaires. after they were do’s and don’ts on the phone etiquette check out this video! yasmin farani, karlina karadila yustisia 172 journal of applied linguistics and literature, vol 6(1), 2021 ready, the researchers distributed and recapped the results of the preliminary questionnaires given to the 4th semester who were currently taking esp i subject and there were 38 students participated in the survey of the study. those secondary instruments or preliminary questionnaires are subjective needs questionnaires which consist of 8 questions and are divided into two parts; four questions in the a section and the other four in the b sections. the reason why the researchers used subjective needs questionnaire is that they are mainly focus on needs as seen through the eyes of the learners themselves. learners’ needs are primarily. these are maybe more difficult to gather, however, they are sought through, among others, interviews, questionnaires, and observations (brown, 2007). the a section aims to examine the students’ responses towards the overall content material of the esp i: business english subject. the b section shows students’ attitudes towards the culture focus taught integratedly in the related subject. the results show that 75.78% of the students stated that learning an integrated subjects and skills in business english class were useful, 77.36% students stated that the culture content of the subject was very useful and 78.42% students stated that it was very useful to add videos to support the understanding of the culture focus section. this means that they know and realize the importance of learning culture while learning language skills. language and culture are important to each other; they are part of each other. they are intricately interwoven to each other so that we cannot teach them separately without losing the significance of either language or culture (brown, 2007). determining goals and objectives. next step, after completing the need assessment/analysis step, the researchers determined the goals and objectives of developing the teaching materials. while the objectives are to explore varying communication styles within multicultural groups and to learn the way to deal with these varying styles, the outcome or goal is expected the learners to develop a more sensitive approach to the behavior of diverse people in multicultural environments. different obvious behaviors will be proposed. another principal outcome or goal is that students should grasp how these characteristics and behaviors can enhance good relationships, tolerance, and mutual understanding in intercultural situations. selecting and developing materials. as it is discussed in the method section, the researchers applied grave’s framework of components although they did not use all the 7 components proposed by grave; only took three compenents which are related to the process of developing the materials. in the third step, before developing the materials, the researchers did the selection step by browsing and choosing appropriate videos that are going to be used in the speaking section of the business english course. there are hundreds even thousands of videos provided by youtube, that is why the developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 173 researchers decided to set some criteria regarding to this matter. to be more precise, there are five considerations should be taken into account in choosing those videos on youtube, namely: reliable source, language consideration, length of the video, audiovisual quality and content. first, reliable sources are important since videos on youtube are possibly made and uploaded by certain institutions or organizations and even individuals. wherefore, we preferably chose the reliable ones. second, the language used by native speakers should not be too difficult for efl students to comprehend. the video sources should speak clearly with good pronunciation and are less rapid. third, the length of the video should not be either too short or too long. the researchers decided to download videos with approximately 3-4 minutes length of time. next, the audiovisual quality should be clear and in high quality. the last, the content presented has to be matched with the topics discussed in each of the units which include the speaking section. concerning with the use of videos in the language classroom, wang (2015) indicates there are three aims of teaching english using video materials; first, to facilitate the language skills development of the efl students which carries a lot of information, to get the attention focus on the material, and to improve the comprehensiveness of their linguistic competence. second, to cultivate students’ competence in intercultural information. by using video in the classroom, the students can also learn about the culture of the english used by native speakers. thus, their communicative competence develops. third, to promote students’ aesthetic values and ability through artistic principles of the english video. the students are expected to have aesthetic impressions of the video which can encourage them to have deep thinking and thus lead to critical thinking. the given video included in the culture content on the speaking section of the esp i subject is matched with the first and the second aims proposed by wang (2015) above. they are matched with the objective of the course as well, as it is intended to help the students to acquire english skills in the contexts of business english. furthermore, smaldino, lowther, and russel (2008, p. 411-413) referred to assure (analyze, state, select, utilize, require, evaluate) model regarding with the benefits and limitations of using video in learning process: 1) benefits; moving (bergerak), process (proses), free risk observation (pengamatan yang bebas resiko), being dramatized (dramatisasi), skills learning (pembelajaran keterampilan), affective learning (pembelajaran afektif), problem solving (penyelesaian masalah), cultural understanding (pemahaman budaya) and bonding (membentuk kebersamaan), and 2) limitations; steady speed (kecepatan yang tetap), talking people (orangorang yang berbicara), silent phenomenon (fenomena yang diam), misintrepreting (salah penafsiran) and abstract and nonvisual learning (pengajaran abstrak dan nonvisual). in summary, the use of the advanced technology does fully support the process of teaching learning, however, there are still limitations yasmin farani, karlina karadila yustisia 174 journal of applied linguistics and literature, vol 6(1), 2021 that should be considered. the use of technology, in this case is internet, is inseparable from teaching and learning process in the classrooms. still, the teacher should be wiser and give careful thought and consideration in using it. once the selection step is completed, the researchers directly continued to the developing materials step. they developed and improved the speaking section, especially its culture focus section. the old materials did not include videos there, so in the new ones, the researcher added selected videos related to the discussed topics (see table 4). it has positive responses from the students for the results of the preliminary questionnaire showed they agreed that videos were added in the teaching-learning materials by ticking the very useful option. the researchers assume that through integrating an intercultural approach, esp teachers can help their learners activate their intercultural awareness, improve their language abilities most importantly and acquire a proper management tool of their very own behaviors. one of the strategies to contributing intercultural awareness in the classroom is by providing a reallife situation or occasion that the learner might face in the real workplace. according to zaghar (2016), throughout many years and before including the new intercultural technique within the teaching of esp to students, classroom observation shows that esp teachers and practitioners do include nothing much or no cultural components of their courses. therefore, the classes generally tend to function in the limitations of a monotonous routine and are teacher-driven. as international business courses, designing this business english course needed multidisciplinary tasks although it is not that complex as ones. however, it has to deal with issues and functions; such as management and marketing, and in this business english course are in the forms of reading passages and vocabulary. furthermore, as for the teaching materials, according to aggarwal and zhan (2018), they should challenge and motivate the students to learn and the course, among others, would include class and take-home project. as for the take-home project, the author included planning a business trip project in the lesson plan of the course. conclusion and suggestion the results of this r&d research are proposed teaching materials for teaching esp i subject which concentrates on business english. the teaching materials include four language skills which are done integratedly; such as reading and listening, speaking and listening. according to brown (2007, 285), teaching integration skills provides the teacher with a great deal of flexibility in creating interesting, motivating lessons. this means, by teaching integrated skills, the teacher gains beneficial impact as well; he or she has flexibility in developing speaking section of business english materials to teach culture… journal of applied linguistics and literature, vol 6(1), 2021 175 creating interesting, motivating lessons. this has been proved by the researchers themselves by conducting this research. they developed and improved the speaking and cultural focus sections of the existing teaching materials. as for the cultural focus section, which is integrated with speaking section, it gives the students additional information about culture related to the discussed topic and it increases their awareness of the target culture and customs. as for the chosen videos downloaded from youtube, apart from giving cultural exposures, they obviously give the students the opportunity to practice more their listening skill as well. in conclusion, the objective to integratedly teach language skills, especially speaking skill, and culture is fulfilled. moreover, the researchers realized that there were time limitations (only 14 effective meetings required) and many things to cover. therefore, first, they do hope that the students can learn more in the next semester or the 5th semester on ccu subject (for culture understanding), business correspondence (for writing business letters) and office administration subject (for business administration). second, it is hoped that researchers, who are working on a similar topic, can use this study as a reference. third, they also hope that other researches will possibly be interested in developing materials for eop or english for occupational purposes, for example; english for secretary and english for administrator since it is still hardly conducted. references aggarwal, r. & zhan, f. (2018). course design considerations in international business education, journal of teaching in international business, 29:4, 267-271, doi: 10.1080/08975930.2018.1560676 ary, d. et.al. (2002). introduction to research in education., 6th ed.,. belmonth, ca: wadsworth group/thomson learning. berg, b.l. (2001). qualitative research methods for social sciences. needham heights, ma: pearson education company. bogdan, r.c. and biklen, s.k. (2007). qualitative research for education: an introduction to theories and methods. pearson education, inc. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy. new york: pearson education, inc. crawford‐lange, l.m. & lange, d.l. (1987). integrating language and culture: how to do it, theory into practice, 26:4, 258-266, doi: 10.1080/0040584870954328 gall, m.d., gall, j.p. and borg, w.r. (2003). educational research. seventh edition. boston: pearson education, inc. grave, k. (1996). a framework of course development process in grave, k. (ed.), teachers as course developers, new york, ny: cambridge university press. yasmin farani, karlina karadila yustisia 176 journal of applied linguistics and literature, vol 6(1), 2021 farani, y. (2016). the proposed culturally rich instructional materials of integrated oral course for the fifth semester students of d3 english program at university of merdeka malang. enjourme (english journal of merdeka) : culture, language, and teaching of english, 1(1), 1–16. https://doi.org/10.26905/enjourme.v1i1.277 farani, y. (2017). esp business english: the proposed students’ workbook used for teaching bahasa inggris bisnis at d3 accounting of economics & bussiness faculty at unmer malang. enjourme (english journal of merdeka) : culture, language, and teaching of english, 2(1), 61–71. https://doi.org/10.26905/enjourme.v2i1.631 jingzi, d., wenzhong, z., & dimond, e. e. (2016). the integration of intercultural business communication training and business english teaching. english language teaching, 9(2), 77–83. https://doi.org/10.5539/elt.v9n2p77 wang, z. (2015). an analysis on the use of video materials in college english teaching in china. international journal of english language teaching, 2(1), 23–28. https://doi.org/10.5430/ijelt.v2n1p23 joall (journal of applied linguistics and literature), 7(1), 2022 259 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/19735 http://doi.org/10.33369/joall.v7i1.19735 developing an intensive reading material for efl students: a final product 1pratnyawati nuridi suwarso , 2muhammad dzulfiqar praseno 1,2english language education study programme, department of language education, faculty of cultural studies, universitas brawijaya, indonesia 1,2jalan veteran, malang, east java 65145 article info abstract article history: received: dec 23, 2021 revised: feb 02, 2022 accepted: feb 08, 2022 this research aims at developing the intensive reading material for the second-semester students of english language education study programme. it is a research and development study that was done by using reeves’ (2000) design-based research model. tomlinson’s (1998) notion of learning material is also used as one of the considerations in developing the material since the material needed by the students should contribute to the students’ needs. the needs analysis showed that the intensive reading skills are still considered difficult for some students. additionally, the content of the product is based on the syllabus and the outcome based education (obe) curriculum. the researcher developed 11 units of intensive reading material based on the previous needs analysis data. it covers the descriptive, narrative, recount, and procedure text materials, as those types of text are supposed to be taught in the intensive reading class. moreover, materials related to the intensive reading skills such as scanning, skimming, previewing, predicting, building a powerful vocabulary, context clues, and understanding topic, main idea, and paragraph are also included in the final product. the intensive reading material were validated by two experts. in addition, it will be tried out to the secondsemester students and to the three english lecturers in the english language education study programme of universitas brawijaya malang. keywords: intensive reading material development efl students conflict of interest: none funding information: faculty of cultural studies universitas brawijaya, indonesia correspondence: pratnyawati nuridi suwarso, english language education study programme, department of language education, faculty of cultural studies, universitas brawijaya, indonesia. pratnyasuwarso@ub.ac.id ©pratnyawati nuridi suwarso, muhammad dzulfiqar praseno this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): suwarso, p.n., & praseno, m.d. (2022). developing an intensive reading material for efl students: a final product. joall (journal of applied linguistics and literature), 7(1), 259-275. https://doi.org/10.33369/joall.v7i1.19735 reading is an essential efl skill because it is considered as one of the easiest ways to transmit knowledge or information in a written form. several studies on the teaching reading have been developed to assist students in becoming proficient readers. alderson (2000) describes reading as an intense, https://ejournal.unib.ac.id/index.php/joall/article/view/19735 http://doi.org/10.33369/joall.v7i1.19735 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.19735&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.19735 https://orcid.org/0000-0001-6719-4223 https://orcid.org/0000-0003-2794-221x pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 260 joall (journal of applied linguistics and literature), 7(1), 2022 enjoyable, and private activity in which one can become totally absorbed. some researchers have already studied on how the reading ability affects the students' academic achievement. day & bamford (1998), krashen (1989), and anderson (1999) state that the more students gain the reading ability, the more they will achieve in all academic domains. based on the ideas, the students’ reading proficiency is essential because it will take them to better cognition not only linguistically, but also socially. reading is essential, especially for students. mikulecky & jeffries (2004) state that reading is very important since it can enhance students’ general language skills in english, assist students to think in english, expand students’ english vocabulary, improve their writing, and assist students to obtain new ideas, facts, and experiences. as a consequence of this perspective, reading comprehension is considered as a mechanism that can assist students in broadening their comprehension of the english language. according to harmer (2003), from all four language skills, reading is considered as one of the receptive skills of english. at the same time, all four language skills are closely related one another. the ability to read english-language texts is crucial for reading the textbook. krashen (2005) concludes that reading for pleasure is potent enough to facilitate the growth of one’s language development. therefore, it is recommended for students who pursue their education into senior high school and university to practice free voluntary reading or recreational reading. reading can be challenging for some efl students due to its aspects, such as comprehension, diction, and orthography. one of the approaches to assist students with their reading challenges is to include appropriate materials that are relevant for their level of proficiency. hirano (2015) says that efl students have some issues with their language use when reading. according to the preliminary studies, there is a mismatch between outcome based education (obe) curriculum in the english language education study programme and the content of the previous materials. they did not match the needs of the students, like the type of texts which are not supposed to be taught in the level of intensive reading. the existing material also covers very little exposure to the text types which are supposed to be learnt for the students' level, the descriptive, recount, and procedure texts. since the existing material is irrelevant, it can create confusion and comprehension difficulties for efl students. unless they are handled at the right stage, efl students will not be able to comprehend the material and will be disappointed when they must digest anything they are not ready for. because of the improper content in the current materials, students are less interested in reading, which can lead to problems in all learning fields, as previously discussed. thus, this current research aims at developing appropriate developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 261 material for intensive reading class which meets the criteria of the obe curriculum applied in the english language education study programme. outcome-based education (obe) is promoted worldwide to revive the educational system. many countries including united states of america, philippines, and south africa have implemented obe at their countries (malan, 2000). obe is a basic shift from ‘educentric paradigm’ to ‘empowerment paradigm’, a student-centered and future-oriented paradigm that empowers and supports students with future success (spady & marshall, 1991). additionally, spady and marshall (1991) also state that transformational obe equips each student with the skills, knowledge, attitude, and orientations required for the success in life. shaheen (2019) states that there are three educational objectives: cognitive domain (dealing with cognition and intellect), affective domain (dealing with emotions, feelings and beliefs) and psychomotor domain (dealing with skills). in order to fit the requirements of obe curriculum, the intensive reading materials developed in this study must include cognitive, affective, and psychomotor domains. reading is generally considered to be concerned with the language messages found in written or printed texts. reading is a valuable skill to master because it allows students to make sense of written and printed texts and derive meaning from them. to understand the purpose of literacy and to interpret a printed or written text, students must be able to comprehend the contents of the page and derive meanings from it. alvermann & montero (2003) state that reading is the process of drawing out meaning from texts, both written and printed. this complex process includes many components. what is meant by components here is something like phonemic awareness, phonics, etc. in addition, armbruster et al. (2001) mention that the five main areas of reading are phonemic awareness, phonics, vocabulary, fluency, and comprehension. the development of phonics is affected by phonetic awareness and required for word recognition. meanwhile, word recognition is necessary for fluency, which is important for reading comprehension (eldredge, 2005). therefore, before establishing good reading comprehension skill, students must acquire several essential skills, such as: decoding, fluency, background knowledge, vocabulary, motivation, and engagement. those notions are also supported by lems et al. (2009) who define reading as language process of understanding written texts. in such activity, there are two processes that they call as process of perception, or word cognition, and process of thought, or decoding. word cognition refers to letters seen in print and the speech sounds that these letters represent. by knowing the phonetic transcription, the reader is permitted to say, to pronounce, to recognize, to decode and to solve the pronunciation of words being read. meanwhile decoding means the process of drawing out meaning pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 262 joall (journal of applied linguistics and literature), 7(1), 2022 from words and sentences through connected grammatical knowledge to help the reader comprehend written texts. tomlinson (1998) defines learning materials as anything used by teachers or students to facilitate language learning. materials can take many forms, ranging from traditional resources to high-tech items like the internet, both of which contribute to the requirements and needs of both students and learning. the needs of the students must be determined before the material is designed, so that the produced material will later meet those needs. in attempts to do it, the course developers have to investigate what the students should do with the target situation (target needs) and what the students are required to do in order to learn (learning needs) (hutchinson & waters, 1987). in addition, a material should not only provide a sufficient input in authentic use of language, but should also cover the activities that help the students to notice the elements of the text being learnt. this is in line with richard (2001) viewed about the importance of authentic material in cbi classroom. he mentioned that the developed learning material should guide the students to be autonomous students by doing the task. moreover, the resources should be useful to teachers as an instruction rather than a script. it means that the teacher should be able to explore the material by considering the goal and learning needs of the students, rather than to follow the instruction. palmer (1931) defines intensive reading as a process where the readers read a text, analyze it line by line, and consult the grammar of the text with the dictionary. the intensive reading also focuses on how accurate the students' understanding of the text which can be done through reading in a long span of consistent reading activities to lead to total comprehension. intensive reading mostly focuses on the comprehension, sound-spelling, relations, vocabulary, cohesion, information structure, genre features, and strategies by emphasizing detailed study of vocabulary and grammar. the implementation of guided reading in the language classroom aids students in improving their achievement. a detailed analysis of the intensive reading materials allows students to master the language effectively. nation (2009) states that there are seven procedures in intensive reading such as overview, planning purposes, questions, reading, reflection, testing, and understanding. intensive reading is important for students to learn because it helps them understand grammatical forms and context of a text as a whole, both explicit and implicit meanings. this statement is in line with brown (1989) that explains intensive reading focuses on grammatical forms, discourse markers, and other details in order to understand literal meaning, implications, and rhetorical relationships. however, the current intensive reading materials are not in accordance with the needs and abilities of developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 263 students which cause problems. to overcome these problems, the development of intensive reading teaching materials that suit the needs of students is necessary. studies related to developing or experiences in developing reading materials have been conducted by several researchers. sari & atmanegara (2018) developed esp reading materials for accounting students. the product development process is similar to what is used in the present study. however, sari & atmanegara (2018) aimed to develop reading materials that focused on accounting topics, while the present study develops material for intensive reading class. next, kusrini et al. (2019) was able to produce english reading materials for efl learners. the material in their study was developed based on the needs analysis, while the material in the present study was developed based on the needs analysis and the obe curriculum. finally, aziz et al.’s (2020) discovered teachers’ experiences in developing reading materials for an efl classroom. the research method used in their study is different from the one used in the present study since both studies deal with different issues. however, the findings from aziz et al.’s (2020) can be used as an insight for the researcher in developing the intensive reading material. as stated previously, the content in the current intensive reading materials is considered irrelevant. the curriculum used in the english language education study programme is regularly modified to fit the students’ needs. these modifications require lecturers to compile and deliver appropriate material to their students. the appropriate material of intensive reading class which meets the criteria of the obe curriculum and the material development for intensive reading class is essentially needed to support the better teaching of reading. therefore, this research is conducted to produce appropriate reading materials for the intensive reading class. the reading materials will be able to answer students’ needs while catering to the obe curriculum. method participants this current study involves three english lecturers and the second-semester students of english language education study programme of universitas brawijaya who are taking the intensive reading class which is offered in the second semester. the second semester students belong to the last stage of a2 to beginning of b1 according to the cefr (british council, 2011). in this level, they are supposed to be able to understand the main idea and supporting details of authentic narrative and descriptive texts. the participants will participate in the stage of try-out of the final product as a critical thinking measurement. thus, the materials were designed with the consideration of participants’ needs. pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 264 joall (journal of applied linguistics and literature), 7(1), 2022 instruments in this study, the researcher developed expert validation rubrics. the developed intensive reading material were validated based on two main criteria: the content and the design. the items of the content validation rubric were adapted from dick & carey’s (2015), while the design validation rubric was adapted from violensia (2017). the data obtained in the expert validation were analyzed by using likert-scale measurement. there are four options in the rubrics: strongly disagree (sd), disagree (d), agree (a) and strongly agree (sa). the score of each scale is presented below: table 1: the score of each option categories score strongly disagree (sd) 1 disagree (d) 2 agree (a) 3 strongly agree (sa) 4 source: adopted from arikunto (2010) data analysis techniques in this development research are divided into two, namely qualitative data analysis and quantitative data analysis. the qualitative data were collected from the suggestions and assessments regarding intensive reading materials. these suggestions and assessments are used as guidelines for improving intensive reading materials. meanwhile, quantitative data analysis derived from questionnaires were based on the following formula. 𝑝 = ∑𝑥 ∑𝑥𝑖 𝑥 100 where: p: percentage ∑x: total responses value on all items ∑xi: total maximum responses value on all items the product validity criteria used to determine the validity of the teaching material products in this study was referred to akbar & sriwijaya (2010): table 2: product effectiveness criteria criteria predicate 85,01% 100% excellent 70,01% 85,00% valid 50,01% 70,00% less valid 01,00% 50,00% not valid source: adopted from akbar & sriwijaya (2010) developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 265 data analysis procedures this research is development research which is also well known as the design-based research. this model consists of four main essential steps such as a need analysis related to the problems occurred, development of solution, evaluation and testing, and documentation and reflection (reeves, 2000). figure 1. reeves’ model of design-based research source: adapted from reeves (2000) a need analysis was implemented to know the issues faced by the practitioners related to whether or not they have already had the sufficient reading material in the intensive reading class. richards (2001) states that need analysis can be used for different purposes. it can be performed to find out which language skills that students need to perform in a particular role and to identify the gap between the students, teachers, and institutions in deciding which competencies should be mastered by the students and what the students want to do (richards, 2001). further details regarding the instruments for needs analysis can be found in the next section. the next step was the material development, which was in the form of intensive-reading-material prototype. initially, the researcher mapped the reading material. the mapping covered the text samples. in order to maintain authenticity of the material, most of the texts were adapted from web-based resources. then, the researcher developed several exercises as post-reading activities, including whquestions, true/false questions, and arranging paragraphs. the questions were given in the form of direct reference, 1. a need analysis on the issue faced by the practitioners related to the intensive reading materials by interviewing and distributing questionnaire which focus on the material used 2. the development of the intensive reading materials in which a construct validity was done to see the trustworthiness of the material itself using the underlying theory which support it 4. the last step is the documentation and evaluation which will be in the form of a tryout. the try-out will be conducted anonymously to allow the participants to give their best answers 3. the expert validation phase in which the prototype went through a three-time expert validation to check the construct validity and the design pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 266 joall (journal of applied linguistics and literature), 7(1), 2022 inference, and evaluation. the post-reading activities encourage students to learn about the descriptive, procedure, and recount texts. in this study, the researcher designed the material according to the theory of developing good reading material. according to abdallaoui-maan (2005), in developing reading material the reader and the language learner are the central to their learning and have to participate in that learning. therefore, construct validity is needed to make sure these materials are correctly and properly developed. after finishing the development of the reading material, the researcher validated the tentative results to a respected expert whose expertise is in the field of material development, especially the contents. the validation phase was held for three times: before the field testing, after the first revision from the expert, and after the try-out phase. finally, the last step of the procedure is documentation and evaluation before the measure is field tested. findings the outcome of need analysis in intensive reading class, students need to read in detail. intensive reading learning is carried out with specific goals and tasks, in contrast to extensive reading which is only used as a form of entertainment. in the intensive reading class, students need to concentrate in order to fully understand the contents of the reading. intensive reading activities include skimming text to obtain certain information and answer questions correctly. in addition, the exercises given after intensive reading include sorting paragraphs so that they become coherent paragraphs. intensive reading also has a purpose to focus on content and grammatical structures. lecturers can also take part in the processes of learning by asking a question. so, students get opportunities to understand the meaning of the text specifically. the data for the need analysis were gathered from a questionnaire that was distributed to the third and fifth semester students. the questions in the need analysis questionnaire are related to the materials presented in the intensive reading class and the technology integration with the course material. developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 267 figure 2. responses to questions 3-7 of the need analysis questionnaire the responses for questions 3-7 show that the respondents have already learnt recount text, procedure text, descriptive text, narrative text, and expository text in the intensive reading class. this is in line with the cefr and the obe curriculum which require b1 level students to learn recount, procedure, and descriptive text. meanwhile, the narrative and expository text are supposed to be taught in the extensive reading class. however, only 41.3% of the students learnt expository text in the intensive reading class. this suggests that the existing materials should be adjusted to students’ need. since the existing materials already include recount text, procedure text, and descriptive text, the researcher included narrative text materials based on the need analysis result. figure 3. responses to questions 10-12 of the need analysis questionnaire pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 268 joall (journal of applied linguistics and literature), 7(1), 2022 questions 10 and 11 address the availability of teaching material for the intensive reading class. from the responses, it can be seen that the type of teaching material is mostly in the form of module (54%) and handout (35%). on the other hand, 68.9% of the respondents said that the teaching material was good enough, while 20% of them stated that the module or handout had already been appropriate for the intensive reading class. however, 11.1% of the respondents had different perception on how useful the module or the handout is, since they think that the module does not help them much while they took the course intensive reading class. from question 12, it is evident most of the respondents (56.7%) agree that the passages of the module should be more various to make the learning is more challenging and engaging. besides, a variety of materials means that students can learn more vocabularies of different topics. meanwhile, 30% of the respondents agree that the difficulty level of the intensive reading material is lower than their ability of reading. the book should present more sophisticated material to make, again, the learning is more engaging. the other aspect of the material which needs to be improved is the length of the passages. 13.3% of the participants found that the passages of the module are too short which make it less interesting. figure 4. responses to questions 13-14 of the need analysis questionnaire in response to question 13, more than half of the respondents (54.4%) stated that the lecturers sometimes integrate the intensive reading material with technology. it is crucial since most of them are millennials who are closely familiar with technology. on the other hand, 11.1% of the respondents stated that the lecturers did not integrate the teaching and learning of the course with the technology. the lecturer only gave them passages to read and discussed it during the class session. the respondents’ tendency toward the involvement of technology in intensive reading class is also shown in their response to question 14. the total of positive responses to the involvement of technology is 96.7%, which suggests that the involvement of technology in the intensive reading class to read better is crucially needed since they can browse for more information through the internet to find more reading material related to the topic at hand. they also said that more access to the developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 269 reading materials in the internet will make them more engaged when they learn through their preferred way of reading. the design of intensive reading material the final product of this materials is in the form of a book printed on paper with a total of 208 pages. each page is equipped with a layout that fits their needs. each unit has illustrations and pictures that match the topics discussed. the selection of texts is adjusted to the topic, type, needs analysis, and also the ability of students. the text used in the materials is an authentic text type and text adapted from several articles. after selecting the appropriate text, the researcher developed several types of exercises that matched the text. the exercises used in this reading materials whquestions, true/false questions, and arranging paragraphs. the questions given have difficulty levels from easy to difficult. this is done so that students can think critically. each unit of this teaching material contains (1) brainstorming, (2) text understanding, (3) text structure, (4) language features, (5) text examples, (6) structure examples, (7) exercises, and (8) exercise review. brainstorming serves to equalize students' perceptions of the material to be delivered. understanding, structure, and language features are written in detail so that students can understand thoroughly. in addition, the lecturer provides examples of texts accompanied by examples of text structures to strengthen students' understanding. finally, the provision of training is also adjusted to the loaded text. the types of exercise in the descriptive text unit are: (1) finding the main and supporting ideas in the text, (2) finding the storyline in the text, (3) analyzing the tone of the story, (4) analyzing the written and unwritten details in the text, and (5) answering practice questions based on the text that has been given. the intensive reading materials will be used for intensive reading class in the second semester. the materials can be used for one semester with details of one unit for one meeting. one mid-semester examination and one end-semester examination. in the first three meetings, it was used to introduce intensive reading class before entering the text material. the developed materials also have been assessed as feasible and can be used in intensive reading class. the development of the intensive reading material the intensive reading materials have been developed through the stages of planning, drafting, and expert validation test. this teaching material has gone through three stages of validation. the first validation was carried out in august 2021, the second validation was carried out in september 2021, and the last validation was carried out in october 2021. these three validations were carried out by involving two experts. the first expert is on the content pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 270 joall (journal of applied linguistics and literature), 7(1), 2022 of teaching materials and the second expert is on the design of teaching materials. the validation results are as follows: table 3. expert validation result first validation score second validation score third validation score content 80.3% 85.5% 96.2% design 82.7% 90.2% 94.5% based on the table above, the content validation in the first validation obtained a value of 80.3%. in the second validation obtained a value of 85.5%. meanwhile, the last validation obtained a value of 96.2%. in addition to validating the content of teaching materials, another validation carried out is the validation of the design of teaching materials products. the first design validation got a score of 82.7%. the second validation obtained a value of 90.2%. meanwhile, the third validation obtained a value of 94.5%. based on this value, it can be concluded that the final result of this teaching material product gets an excellent predicate. thus, this teaching material is feasible and can be tested after passing three validations. the validation results from the experts stated that this teaching material was considered feasible to be tested with several revisions. in general, the suggestions and inputs from experts based on the content of teaching material are (1) adding more detailed and complete explanations to the first three units, (2) sorting the explanations of reading strategies from the easiest to the most difficult, (3) providing more varied types of exercises, (4) adding the text contained in each unit, and (5) sorting the types of practice questions from the easiest to the most difficult. meanwhile, suggestions and input from design experts are (1) adding illustrations that are appropriate to the topic in each unit, (2) adjusting the layout of the text and images on each page, and (3) changing the font in the teaching material to be uniform. after the final revision, this product can be tried out. the final product the results of the revision based on input from experts have resulted in the final product of teaching material. 11 topics are formed, with concern to the students’ needs, syllabus, and obe curriculum that follow the topics listed in the cefr. alvermann & montero (2003) said that reading is the process of drawing out meaning from written or printed texts. based on this statement, the teaching materials developed in this study can help students derive knowledge from written texts. the intensive reading materials consists of 11 units with different topics according to the four types of text, namely: recount, narrative, descriptive, and procedure text. the selection of the type of text is based on the needs of the analysis that has been carried out. meanwhile, developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 271 reading strategy material is taught in the first three units in this teaching material. the description is as follows: table 4. topics in the intensive reading materials unit topic 1 scanning, skimming, previewing, predicting 2 building a powerful vocabulary, context clues 3 understanding topic, main idea, paragraph 4 descriptive text i – education (online learning) 5 descriptive text ii – work and jobs (dream job) 6 narrative text i – shopping (online shopping from abroad) 7 narrative text ii – leisure activities (improving your english by joining webinars) 8 recount text i – books and literature (book review) 9 recount text ii – film (film review) 10 procedure text i – lifestyle (how to recycle plastic waste) 11 procedure text ii – news and media (how to filter hoaxes from online news platforms) the topics chosen in the developed materials are tailored to the needs of students. topics are adapted to the previously designed syllabus. the developed materials have 11 units which are suitable for learning for one semester, one unit for each meeting. the first unit contains an explanation of scanning, skimming, previewing, and predicting. the second unit contains an explanation of building a powerful vocabulary and context clues. the third unit contains an explanation of the understanding topic, main idea, and paragraph. the fourth and fifth units discuss descriptive text. the sixth and seventh units discuss the narrative text. the eighth and ninth units discuss recount text. meanwhile, the tenth and eleventh units discuss the procedure text. discussion materials can take many forms, ranging from traditional resources to hightech items like the internet, both of which contribute to the requirements and needs of both students and learning. tomlinson (1998) defines learning materials as anything which is used by teachers or students to facilitate language learning. based on the definition, the developed material is designed according to the students’ needs to facilitate intensive reading learning. additionally, hutchinson & waters (1987) state that it is necessary to determine the needs of the students before beginning to design material, so that the produced material will later meet those needs. in attempts to do it, the course developers have to figure out what the students required to do with the target situation (target needs) and what the students required to do in order to learn (learning needs). the developed material is in accordance with the obe curriculum and cefr. the material is also adjusted to the results of need analysis that have been done so that it can be used optimally. moreover, pratnyawati nuridi suwarso & muhammad dzulfiqar praseno 272 joall (journal of applied linguistics and literature), 7(1), 2022 expert validation results show that the developed intensive reading material is valid and appropriate so that it is ready to be tried out to the students. intensive reading needs to be taught to the students because it can help students understand the overall reading context. according to brown (1989), intensive reading focuses on grammatical forms, discourse markers, and other details in order to understand literal meaning, implications, and rhetorical relationships. thus, the developed intensive reading material is important to be taught in the intensive reading class. this aims to answer the problems faced by students in academic writing courses. based on the need analysis, the student’s needs in the intensive reading class are related to the narrative text materials, the diversity of reading passages in the material, and the integration of the material with technology. one of the texts used in the intensive reading material is narrative text. narrative is a piece of text that tells a story and entertains or informs the reader or listener (anderson & anderson, 1997). meyers (2005) supports this by stating that narrative is one of the most powerful ways to communicating with others. based on these statements, narrative text materials need to be included in the developed intensive reading material. this is also in line with the students’ need analysis that has been done before. intensive reading is an activity that requires great mental effort and focuses. because of this, students who did not follow specific guidelines when engaging in intensive reading will experience boredom and burnout (lampariello, 2017). thus, it is important to bring up various types of reading passages in the intensive reading material so that students do not feel bored during the learning process. lastly, the developed intensive reading materials also needs to be integrated with technology. suryadi (2007) reveals that the use of technology has advantages in the learning process, namely helping and facilitating students, also making students feel the benefits of technology because students can capture various colors, choices of images, sounds, videos, and other aspects of the media. therefore, technology integration is necessary so that the intensive reading material is able to be used optimally. the developed intensive reading material has been assessed as valid by experts and is ready to be tried out to students. the try out process can be done in small to large classes. moreover, advanced research can be conducted to figure out the response and perception of students to the intensive reading material that have been developed in this study. conclusion the developed intensive reading materials has gone through the stages of planning, drafting, and expert validation assessment. based on the expert validation assessment, this teaching material has obtained an excellent developing an intensive reading material for efl students: a final product joall (journal of applied linguistics and literature), 7(1), 2022 273 predicate and suitable for teaching and learning process. the developed materials have 11 topics which are presented in 11 units. there are four types of text contained in the developed materials, namely recount text, narrative, descriptive, and procedure text. the developed materials are also equipped with practice questions that adapt to the text. the final product of this materials can be used in the intensive reading class for second-semester students. the limitation of this research lies in the development of intensive reading materials based on the obe curriculum. further research can be carried out by developing intensive reading materials by using other curricula that suit the needs of students. the stages of material development in this study can be used as a reference for further research. further research can be done by developing reading materials in the classroom that study other types of reading skills (such as the extensive reading class). in addition, development can also be done in the classroom with integrated skills (such as a combination of reading and speaking skills). acknowledgments the researcher thanked the faculty of cultural studies, universitas brawijaya that had provided financial support to this research activity based on the letter of agreement no. 1168/un10. f12/pn/2021, and the reviewers of joall who had delegated their time and effort in reviewing this article. references abdallaoui-maan, n. 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(2019). theoretical perspectives and current challenges of outcome-based education framework. international journal of engineering education, 1(2), 122–129. https://doi.org/10.14710/ijee.1.2.122-129 spady, w. g., & marshall, k. j. (1991). beyond traditional outcomes-based education. educational leadership, 49, 67–72. suryadi, a. (2007). pemanfaatan ict dalam pembelajaran. jurnal pendidikan terbuka dan jarak jauh, 8(2), 83–98. tomlinson, b. (1998). materials development in language teaching. cambridge university press. violensia, i. (2017). pengembangan media pembelajaran dadu bergambar untuk keterampilan berbicara mahasiswa bipa tingkat menengah program darmasiswa di upt bipa universitas muhammadiyah malang. the author pratnyawati nuridi suwarso is a lecturer in english language education study programme, department of language education, faculty of cultural studies, universitas brawijaya malang since 2011. she is also in charged as a development material and research manager in brawijaya language centre. muhammad dzulfiqar praseno is an english instructor in brawijaya language center since 2020. 228 journal of applied linguistics and literature, vol 6(2), 2021 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.13670 the effect of vocabulary towards writing skill with reading skill as moderating effect 1paskalina widiastuti ratnaningsih ; 2catharina clara 1universitas dinamika bangsa, indonesia; 2universitas katolik musi charitas, indonesia corresponding email: paskalina.widiastuti.r@gmail.com abstract vocabulary is one of the english components that need to be mastered for acquiring writing and reading. writing needs various vocabularies to build different sentences. reading needs understanding of different meaning of vocabularies based on the context in the sentence. hence, vocabulary is important in english language learning to support writing and reading. regarding the importance of vocabulary, writing, and reading, the aim of this research is to test the effect of vocabulary mastery towards writing ability in english. it is also to test moderating effect of reading ability in strengthening or weakening the relation. this study used moderated regression analysis (mra). then, this research used the test as research instrument. the instruments had been valid and also reliable. classical assumption tests were used before the research analysis. the samples were management students of semester four and six. descriptive analysis towards each variable is used to know students’ ability in english. to analyze the effect of independent variables towards dependent variable, it used linear regression analysis. to analyze moderating effect, it used moderating regression analysis. from this research result, it was proved that vocabulary had positive significant effect towards writing skill. reading skill moderated the relation of vocabulary towards writing skill. further research can focus on experimental research of vocabulary, writing, and reading. keywords: vocabulary, reading skill, writing skill, moderating effect introduction in industrial revolution 4.0., the students are expected not only able to speak well but also to write well. moreover, the students of university are also encouraged to read and write well for preparing their thesis. hence, vocabulary is chosen as the english component to write well with reading skill as writing enhancement. https://doi.org/10.33369/joall.v6i2.13670 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.13670&domain=pdf https://orcid.org/0000-0001-9172-0641 https://orcid.org/0000-0002-5445-2622 paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 229 vocabulary plays an important role in writing. nation in alqahtani (2015, p. 22) states that “in english as a second language (esl) and english as a foreign language (efl) learning vocabulary item plays a vital role in all language skills, i.e., listening, speaking, reading, and writing”. it means that vocabulary is needed to learn english skills. nation in solati-dehkordi and dehkardi (2016) also states that vocabulary relates to written form of a word. hence, writing which consists of a set of words in sentences and paragraphs needs good written form of words. raims in solati-dehkordi and dehkardi (2016) states that individuals that do not have good vocabulary mastery have problems in writing. it means that vocabulary as one of the keys in writing. vocabulary is also important for reading. smith in nurdini and marlina (2017) states that readers search in the dictionary for the words that they do not know the meaning while reading. cline in ariana (2018) also states that reading is part of understanding the meaning from the text. vocabulary is presented in six ways based on thornbury (2002). the first is by presenting vocabulary. teaching is the way to present vocabulary. the second is using translation. the translation is from first language into second language. the third is on how to illustrate meaning. the illustration can be in the form of picture, real object, or mime. the fourth is on how to explain meaning. it is by using non-visual or verbal means. the fifth is on how to highlight the form. the spoken form is highlighted. the sixth is on how to involve learners. the involvement of the student is with elicitation, nominating, personalization, and association network. according to thornbury (2002), there are several ways to test vocabulary. based on types of tests, there are three types. they are multiple choice, gap-fill, selective (or open) cloze type. further, based on measuring word knowledge, there are three types. they are lexical density, lexical variety, and lexical sophistication. then, based on assessing vocabulary size, there are five types. they are 700, 1200, 1500, 3200, and 8100 most frequent words. reading is also needed in the process of writing. krashen in khoirunissa and safitri (2018) states that continuous reading can enhance english skill performance including writing. hence, reading is important to be learned in relation with learning writing. reading skill is chosen since students need to be able to read well before writing. there are ten strategies to teach reading based on brown (2007). they are: 1) to identify the purpose in reading; 2) to use graphemic rules and patterns to aid in bottom-up decoding; 3) to use efficient silent reading techniques for improving fluency; 4) to skim the text for main ideas; 5) to scan the text for specific information; 6) to use semantic mapping or clustering; 7) to guess what it is not certain; 8) to analyze vocabulary; 9) to distinguish the effect of vocabulary towards writing skill with reading skill as moderating effect 230 journal of applied linguistics and literature, vol 6(2), 2021 between literal and implied meanings; and 10) to capitalize on discourse makers to process relationships. vocabulary and reading relate to writing. writing involves seven characteristics of written language as stated by brown (2007). permanence of the final writing form can still be clarified. production time of writing happens through process until final version. writing must consider distant audience for having interpretation. it needs orthography in which writing involves simple to complex ideas. writing also involves complexity skills in reducing redundancy, combining sentences, making inferences, and creating lexical types. then, writing involves vocabulary use. the last is writing involves formal type of writing. teaching writing has six principles according to brown (2007). writing needs practice to produce good writing. writing also needs process starting from making draft until it becomes product. since writing in second language needs literary background, the teacher needs to introduce it to the students. afterwards, reading connects to writing. hence, students need to have good reading before writing. authenticity in writing is needed to make the product become original. the last is synchronization of prewriting, drafting, and revising. there are four previous studies. aida and widiyati (2020) did a research on extensive reading to improve students’ writing of explanation text in which the result was extensive reading improved writing. related to khairunas, pratama, iswanto (2019), they did a research on the effect of learning motivation and vocabulary mastery towards students‟ writing skill in argumentative text in which the result was there was significant effect of learning motivation and motivation towards writing skill. dehkordi and salehi (2016) did a research on impact of explicit vocabulary instruction on writing achievement in which the result was more practice on vocabulary productivity was needed for writing. hastuti (2015) did a research on the effect of vocabulary and grammar mastery towards writing skill in which the result was vocabulary and grammar had positive influences towards writing skill. from the previous studies, there is no research yet that uses reading skill as moderating effect in the relation of vocabulary and writing skill. hence, this study would like to fill the gap to discover this part. this study was limited in four terms. firstly, this study was limited in the context of palembang. in palembang, this study was implemented in universitas katolik musi charitas. secondly, the english component used in this study was limited to vocabulary. thirdly, the english skills used in this study were limited to writing skill and reading skill. fourthly, the test could not be done in the classroom with supervision, but the test was conducted online by using google form since the data in this study were collected paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 231 during covid 19 pandemic period in which all students learned from home. hence, the test was conducted online and not in the classroom. considering the importance of vocabulary and reading skill for writing skill, the writers focus the study on the effects of vocabulary towards writing skill with reading skill as moderating effect. the research questions in this study are: 1) is there effect of vocabulary towards writing skill? 2) does reading skill have significant role as moderating effect on the effect of vocabulary towards writing skill? hence, after conducting this study, the effect of vocabulary towards writing skill with reading skill as moderating effect is discovered in the teaching-learning activities. research model based on the phenomena given, the research model is as follows: figure 1. research model from the figure above, it can be seen that vocabulary as the independent variable gives effects on writing skill. the reading skill in this study is as moderating effect that strengthens the influences. hypotheses based on the research model above, the hypotheses in this study can be seen below: h1: there is an effect of vocabulary towards writing skill h2: there is a significant role of reading skill as moderating effect on the effect of vocabulary towards writing skill methods participants / subject / population and sample the population in this study were all students of the management study program at the musi charitas catholic university. the total respondent in this h1 vocabulary writing skill h2 reading skill the effect of vocabulary towards writing skill with reading skill as moderating effect 232 journal of applied linguistics and literature, vol 6(2), 2021 study was 87 students of management study program. the respondents were chosen based on nonprobability sampling and purposive sampling. semester 4 students were considered capable enough in english since they had passed english in economics course. whereas, semester 6 students that were conducting seminar were expected to have frequent reading on literature and management field of studies in english. instruments the instrument in this research was test. the tests in this study were vocabulary test, reading test, and writing test. the vocabulary test and reading test used closed questions, while the writing test used open-ended questions, where respondents were asked to write in english as many as 8-10 sentences about a particular topic in the field of economics. the test was validated first and then it was continued with reliability test for the instrument. because of the situation and condition of covid 19 pandemic in which teaching-learning activity was conducted online from home, then the data collection was also conducted online. the test was given with google form and distributed the link of google through whatsapp group in each class in which the students were the samples in this study. the influence of independent variables and the strengthening of moderating effect were measured with test. the test was in the form of intelligence test. according to creswell (2012), intelligence test is “a test that measures an individual’s intellectual ability”. data analysis procedures technique for data analysis in this study were linear regression and moderated regression analysis (mra). ghozali (2016) states that regression is used to measure the relation strength between two or more variables. ghozali (2016) also states that moderating variable is independent variable that strengthens or weakens the relation of independent variables towards dependent variables. the independent variable in this study is vocabulary, while the dependent variable in this study is writing. moderating regression analysis is used since there is moderating effect which is reading skill. the study was started by making test questions. since the samples in this study were management students, then the test questions of vocabulary, reading, and writing were made in economics perspective. after that, the test was distributed to the students with online test by using google form. then, the test answers in google form responses were scored. there were three total scores, namely vocabulary total score, reading total score, and writing total score. the respondents’ data were also described. the classical assumption tests were conducted. they were normality test, heteroscedasticity test, and multicollinearity test (between independent paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 233 and moderating variable). validity and reliability of each test were also conducted. afterward, regression was conducted. firstly, linear regression was conducted to discover the effect of vocabulary towards writing skill. this answered research question 1 and hypothesis 1. secondly, moderating regression analysis was conducted to discover the effect of reading skill as moderator effect in the relation of vocabulary towards writing skill. this answered research question 2 and hypothesis 2. the data from test results were analyzed. the first was scoring the test. the score results were from vocabulary, reading, and writing tests. mean score was used as descriptive statistics. the second was to analyze the effect of independent variable to dependent variable (hypothesis 1) with linear regression. it used spss version 20. the third was to analyze moderating effect (hypothesis 2). validity, reliability, and classical assumptions test were conducted before having regression. moderated regression analysis (mra) used an analytical approach that maintained sample integrity and provided a basis for controlling the influence of moderator variables. to use mra with one predictor variable (x), three regression equations had to be compared to determine the type of moderator variable (ghozali, 2016; sekaran & bougie, 2017). the reading skill (rs) variable was a pure moderator variable on effect of vocabulary to writing skill if (1) and (2) were not different, but it had to be different from equation (3). the reading skill variable was a quasi-moderator variable if (1), (2) and (3) had to differ from one another. the reading skill variable was not a moderator variable if (2) and (3) were not significantly different. to test the effect of reading skill moderation on the effect vocabulary to writing skill, it used comparison of equation 1 with equations 2 and 3. ws= ∝+β1vocabulary+ε (1) ws=∝+β1vocabulary+β2rs+ε (2) ws= ∝+β1vocabulary+β2rs+β3 vocabulary×rs+ε (3) findings respondents’ characteristics there were 87 test results out of 120 students that were valid and filled in completely that could be used to do further testing and analysis. whereas 33 more test results could not be analyzed further because of several reasons, such as the test was not filled completely, written in indonesian, or the test result was not sent. respondents’ characteristics as seen in table 1, gender result was balanced, where female respondents were three people more than male respondents. for the age result, most respondents were 20 years old in the effect of vocabulary towards writing skill with reading skill as moderating effect 234 journal of applied linguistics and literature, vol 6(2), 2021 which the chosen respondents were students in semester 4 and 6 that had passed english and economics theory courses. for the class result, it could be seen that respondents in semester 4 were bigger than respondents in semester 6 in the amount of 54 respondents. morning class respondents were bigger that evening class respondents in the amount of 57 respondents. table 1. respondents’ characteristics no. characteristics options total percentage 1. gender female male 45 42 51,7 48,3 2. age a.18 b. 19 c. 20 d. 21 e. 22 f. 23 1 30 43 9 3 1 1,1 34,5 49,4 10,3 3,4 1,1 3. class pm 402 pm 403 pm 602 pm 603 sm 401 sm 601 sm 602 sm 603 21 21 5 10 12 6 8 4 24.1 24.1 5.7 11.5 13.8 6.9 9.2 4.6 source: the primary data were processed descriptive analyses of vocabulary, reading skill, and writing skill variables vocabulary vocabulary average score was the highest in which it was 89,42 (table 2). it was viewed that the vocabulary test results were rather different from reading and writing test results. the weakness of this online test is the possibility of respondents translating it so that the average vocabulary score is the highest. it is as stated by nation in solati-dehkordi and dehkardi (2016) that vocabulary relates to written form of a word. table 2. average score of score total of vocabulary, reading, and writing variables average score of vocabulary score total average score of reading score total average score of writing score total 89,42 66,89 67 source: the primary data were processed paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 235 reading skill the average score of reading score total was 66,89 (table 2). it showed medium understanding of english passages. reading skill was the ability that was needed by students to understand english passage. this matter had impact on students’ understanding in deepening management science, in which the recent literature sources were journal articles that were mostly in english. it is also stated by krashen in khoirunissa and safitri (2018) that continuous reading can enhance english skill performance including writing. writing skill in this writing test, there was weakness in which the test was conducted online during covid -19 pandemic period. during data collection, there were several mistakes, such as the respondents misread the instruction so they wrote in indonesian and the writing was less than 8-10 sentences. hence, some respondents were contacted via whatsapp group to revise their writing and submit again their writing in english and to write with adequate total sentences as written in the instruction. it is also stated by brown (2007) that writing needs process starting from making draft until it becomes product. there are several assessment criteria in giving writing score, such as content (66,79), grammar (65,57), generic structure (65,95), and originality (70,25). the average score results of 87 respondents was 67 (table 3). hence, if it was compared to reading scores (table 2), sub writing skill scores differences were not too high with other variables. table 3. average score of sub variables of writing skill total score content average grammar average generic structure average originality average total score average average 66,79 65,57 65,95 70,25 268,57 67 source: the primary data were processed normality test before conducting the statistics test, multivariate normality assumption was conducted. it means each variable and all linear combinations were distributed normally. if this assumption was accepted, then residual value of this analysis was also distributed normal and independent. screening towards normality data was the first step that needs to be done in each multivariate analysis, especially if the aim is inference. from the score of kolmogorov-smirnov and significance in table 4, it can be seen that the data that distribute normal was reading skill with the effect of vocabulary towards writing skill with reading skill as moderating effect 236 journal of applied linguistics and literature, vol 6(2), 2021 significance value of >0,01, while vocabulary and writing skills did not distribute normal because the significance value was <0,01 (ghozali, 2016). table 4. normality test one-sample kolmogorov-smirnov test vocabulary total score reading total score writing total score v*r n 87 87 87 87 normal parametersa mean 89.43 66.90 67.1437 6077.59 std. deviation 12.882 19.188 19.85509 2097.600 most extreme differences absolute .242 .155 .260 .118 positive .206 .092 .145 .059 negative -.242 -.155 -.260 -.118 kolmogorov-smirnov z 2.257 1.445 2.430 1.103 asymp. sig. (2-tailed) .000 .031 .000 .176 monte carlo sig. (2-tailed) sig. .000c .026c .000c .158c 99% confidenc e interval lower bound .000 .022 .000 .149 upper bound .000 .030 .000 .167 a. test distribution is normal. c. based on 10000 sampled tables with starting seed 926214481. v*r= vocabulary*reading;; source: the primary data were processed multicollinearity test multicollinearity test is aimed to test whether or not there is correlation among independent variables in regression model. there must be no correlation among independent variables in good regression model. if there is correlation among independent variables, then the variables are not orthogonal. orthogonal variables are independent variables that the correlation score among independent variables is equal with zero (ghozali, 2016). the way to detect multicollinearity is by analyzing correlation matrix among independent variables and counting tolerance and vif values as follows. in the correlation matrix (table 5), the correlation between the independent variables is 0.301. because this correlation is still below 95%, it can be said that there is no serious multicollinearity (ghozali, 2016). paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 237 table 5. multicollinearity test with correlation matrix coefficient correlationsa model reading total score vocabulary total score 1 correlations reading total score 1.000 -.301 vocabulary total score -.301 1.000 covariances reading total score .016 -.007 vocabulary total score -.007 .030 a. dependent variable: writing total score source: the primary data were processed table 6. multicollinearity test by counting tolerance dan vif model collinearity statistics tolerance vif 1 (constant) vocabulary total score .831 1.203 reading total score .717 1.395 a. dependent variable: writing total score source: the primary data were processed tolerance score counting shows that there is no independent variable that has tolerance value less than 0,1 which means that there is no correlation among independent variables. this counting result of variance inflation factor (vif) also shows the same matter in which there is no any single independent variable that has vif score more than 10. hence, it can be concluded that there is no multicollinearity among independent variables in regression model (table 6). heteroscedasticity test heteroscedasticity test is aimed to test whether or not there was variance dissimilarity from one residual observation to other residual observations. if variance from one observation to other observations is constant, then it is the effect of vocabulary towards writing skill with reading skill as moderating effect 238 journal of applied linguistics and literature, vol 6(2), 2021 homoscedasticity. if it is different, it means heteroscedasticity. good regression model is homoscedastiticy or there is no heteroscedasticity (ghozali, 2016). one of heteroscedasticity tests is park test that shows variants (s2i) is the function of independent variables (ghozali, 2016) that is stated in equation: σ^2 i= α xiβ this equation becomes linear with logarithmic equation, in which it becomes: ln σ^2 i= α+ β lnxi+vi since s^2 i is generally unknown, then it is predicted by using residual as proxy, then it becomes: ln res_1sq= ∝ + βlnxi+vi table 7. heteroscedasticity test coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 2.203 1.301 1.693 .094 vocabulary total score .031 .016 .226 1.973 .052 reading total score -.018 .011 -.202 -1.636 .106 a. dependent variable: lnres_1sq source: the primary data were processed hence, the result of ln res_1sq= ∝ + β1 tv+β2 tg+ β3 tr is in table 7. if beta parameter coefficient of that regression equation is significant statistically, this shows that empirical data model is estimated that there is heteroscedasticity. if beta parameter coefficient of that regression equation is not significant statistically, it means that there is no heteroscedasticity in regression model, or in other words homoscedasticity assumption cannot be rejected. in table 7 it can be seen that the parameter coefficients for the independent variables are not significant, it can be concluded that the regression model does not have heteroscedasticity. validity test validity in this research is to measure validity of vocabulary, reading, and writing tests. it is done by conducting bivariate correlation among each paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 239 test question score and variable total score. because the instrument that is used in this research is test and not questionnaire, then each question is still included in the analysis. from the results of the correlation between the score of the questions with the total score of the variable, the vocabulary test no. 17 and reading tests no. 2 and 8 were not significant or invalid so they were excluded from further analysis. table: 8 validity test question no. vocabulary reading writing 1 .333** .220* .989** 2 .638** .194 .989** 3 .611** .490** .989** 4 .363** .586** .921** 5 .458** .365** 1 6 .458** .498** 7 .664** .400** 8 .700** .164 9 .803** .614** 10 .458** .612** 1l .436** 1 12 .436** 13 .585** 14 .554** 15 .504** 16 .589** 17 .254 18 .333** 19 .319** 20 .396** 1 **correlation is significant at the 0.01 level (2-tailed) source: the primary data were processed reliability test reliability in this research is used to measure consistency of right or wrong answers in vocabulary and reading test variables. whereas, the consistency of writing variable is seen among assessment criteria. the result of reliability test can be seen in table 9 as follows. from cronbach's alpha, it can be seen that there is quite good reliability in the vocabulary and writing tests, but not good the effect of vocabulary towards writing skill with reading skill as moderating effect 240 journal of applied linguistics and literature, vol 6(2), 2021 in the reading test. a construct is said to be reliable if the cronbach alpha value is > 0.7 (nunnnally, 1994 in ghozali, 2016). table: 9 reliability statistics, cronbach alpha reliability statistics, cronbach alpha variabel cronbach's alpha cronbach's alpha based on standardized items n of items information vocabulary 0,784 0,847 19 test question of cost is omitted since the variance is zero. reading skill 0,619 0,600 10 2 passages, 10 questions writing skill 0,980 0,981 4 4 assessment criteria source: the primary data were processed the effect analysis of vocabulary towards writing skill with reading skill as moderator variable by using moderated regression analysis (mra) moderated regression analysis uses analytic approach to maintain sample integrity and give basis to control the influence of moderator variable. in order to use mra with one predictor variable (x), then it must be compared with three regression equations to determine the type of moderator variable (ghozali,2016; sekaran & bougie, 2017). moderator regression equation of reading skill uses moderated regression analysis (mra). to use mra with one predictor variable (x), then it is compared with three regression equations to determine the type of moderator variable. here are the three equations: x1: vocabulary towards y: writing skill, z: reading skill. the effect analysis of moderator variable reading skill towards the relation of vocabulary and writing skill (hypotheses 1 and 2 testing) in order to test moderating effect of reading skill in the relation of vocabulary and writing skill, it is compared among equation 1 towards equations 2 and 3. paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 241 table 10. equation 1, ws= ∝+β1vocabulary+ε coefficientsa unstandardized coefficients standardized coefficients correlations model b std. error beta t sig. zero order partial part 1 (constant) 28.813 14.507 1.986 .050 vocabulary total score .429 .161 .278 2.669 .009 .278 .278 .278 a. dependent variable:writing total score source: the primary data were processed from the result of regression equation 1, then the output of regression equation is: ws=28,813+0,429 vc. table 11. equation 2, ws=∝+β1vocabulary+β2rs+ε coefficientsa model unstandardized coefficients standardized coefficients t sig. correlations b std. error beta zeroorder partial part 1 (constant) 25.720 14.425 1.783 .078 vocabulary total score .308 .172 .200 1.790 .077 .278 .192 .184 reading total score .207 .116 .200 1.793 .077 .278 .192 .184 a. dependent variable: writing total score source: the primary data were processed from the regression result 2, then the output of regression result is: ws=25,720+0,308 vc+0,207 rs. the effect of vocabulary towards writing skill with reading skill as moderating effect 242 journal of applied linguistics and literature, vol 6(2), 2021 table 12. equation 3, ws= ∝+β1vocabulary+β2rs+β3 vocabulary×rs+ε coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -8.706 39.792 -.219 .027 vocabulary total score .694 .450 .450 1.542 .127 reading total score .899 .754 .868 1.192 .023 v*r -.008 .008 -.805 -.928 .006 a. dependent variable: writing total score source: the primary data were processed from the regression equation result, then the regression equation output is: ws=-8,706+0,694 vc+0,899 rs-0,008 v*r. discussion classical assumption tests in normality test, vocabulary and writing that did not distribute normal because of the weakness of the test in which it was conducted online. furthermore, for the need of moderating effect measurement, then data v*r also showed significance value >0,01 which means the data distributed normal. in multicollinearity test, it was based on the result of correlation among independent variables above (-0.301, which is below 95%), then it could be stated that there was no multicollinearity. in heteroscedasticity test, there was no parameter coefficient that was significant in independent variable. hence, it could be concluded that there was no heteroscedasticity in the regression model. validity and reliability from the test in table 8, it can be seen that all test questions have significant correlation with total score. there is only one question no.2 in reading variable that is not valid with significance 0,073>0,05. cronbach alpha is seen that vocabulary (0,847) has been good. whereas, reading skill is less good (0,6). for writing skill, it has been very good (0,981) for reliability. paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 243 regression from the result of regression equation 1, the equation is ws=28,813+0,429 vc. it can be seen that vocabulary has positive significant effect (sig 0,009<0,05) towards writing skill. it is as stated by smith in nurdini and marlina (2017) states that readers search in the dictionary for the words that they do not know the meaning while reading. this also supports hastuti’s research (2015) in which vocabulary can increase writing. this result also states that hypothesis 1 that is vocabulary has positive significant effect towards writing skill is accepted. this answers the first research question. from the regression result 2, the equation is ws=25,720+0,308 vc+0,207 rs. it can be seen that significance β2 is 0,077>0,05. hence, reading skill has positive impact but not significant (β2=0) towards writing skill. it almost supports aida and widiyati’ research (2020) in which reading improves writing. the regression equation output is: ws=-8,706+0,694 vc+0,899 rs-0,008 v*r. from equation 2 and 3 above, it can be seen that significance β3 is 0,006<0,05 (β2=0,β3≠0 ). hence, reading skill is pure moderator variable that moderates the influence of vocabulary towards writing skill. it is as stated by krashen in khoirunissa and safitri (2018) states that continuous reading can enhance english skill performance including writing. it is also stated by dehkordi and salehi (2016) who did a research on impact of explicit vocabulary instruction on writing achievement in which the result was more practice on vocabulary productivity was needed for writing. this supports the research done by dehkordi and salehi (2016). this result also states that hypothesis 2, that is reading skill has a role as moderator in the relation of vocabulary and writing skill is accepted. this answers the second research question. it means writing skill increases with the increase of vocabulary, and if reading skill is strengthened, the more frequent reading and training the ability to understand passage, then it increases positive effect of vocabulary towards writing skill. conclusion and suggestion from the analysis result, it can be concluded in two parts. hypothesis 1 that is vocabulary has positive significant effect towards writing skill is accepted. this matter is accepted since if a person has rich vocabularies, then he or she will be free in placing his or her ideas in the form of writing. hypothesis 2 that is reading skill moderates between vocabulary and writing skill can be accepted. it means reading skill can influence the relation of vocabulary and writing skill. this can be understood with the consideration that a person who masters vocabulary will increase his or her writing. the limitation of this research was the test was conducted online during pandemic era in which the the effect of vocabulary towards writing skill with reading skill as moderating effect 244 journal of applied linguistics and literature, vol 6(2), 2021 test results could not represent fully. further research can focus on the experimental research of vocabulary, reading, and writing. experimental research is conducted directly in the classroom by minimizing the possibility of bias so that weaknesses in research via online tests can be corrected. acknowledgments the writers would like to thank to institute for research and community service of universitas katolik musi charitas, palembang, south sumatera for the support and fund to conduct this study in the university. references aida, s.n. & widiyati, e. 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(2016). aplikasi analisis multivariate dengan program ibm spss 23. edisi 8. semarang: badan penerbit universitas diponegoro. hastuti, s.d.s. (2015). the influence of vocabulary and grammar mastery on the students‟ writing skill at yogyakarta state university. jurnal media wisata, 13(1), 179-18 khairunas, s, pratama, r.m.d., & iswanto, a. (2019). the effect of learning motivation and vocabulary mastery towards students‟ writing skill in argumentative text at private senior high school in kabupaten serang. jurnal wanastra, 11(1), 37-46 khoirunnisa & safitri, i.d. (2018). reading habits and its effect on academic writing skill: a study of master degree students. journal of english language and education, 4(1), 43-50. paskalina widiastuti ratnaningsih, catharina clara journal of applied linguistics and literature, vol 6(2), 2021 245 nurdini, h & marlina, m. (2017). vocabulary journal as a learning tool for students in learning vocabulary through reading at junior high school. journal of english language teaching, 6(1), 272-285 sekaran, u. & bougie, r. (2017). metode penelitian untuk bisnis. edisi 6, buku 2. jakarta: penerbit salemba 4 solati-dehkordil, s.a. &salehi, h. (2016). impact of explicit vocabulary instruction on writing achievement of upper-intermediate efl learners.international education studies, 9(4), 141 – 154. thornbury, s. (2002). how to teach vocabulary. essex: pearson education limited. 202 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20042 http://doi.org/10.33369/joall.v7i1.20042 the effect of the shaw english online channel on the efl students’ speaking ability 1riswanto , 2anita , 3kasmaini , 4anisa imelda 1,2,4english department, faculty of education, universitas islam negeri fatmawati sukarno bengkulu, indonesia 1,2,4raden fatah street, pagar dewa village, selebar district, bengkulu city, postal code 21352 3 english department, faculty of teacher training and education, universitas bengkulu, indonesia 3 jalan w.r. supratman, kandang limun, bengkulu 38371 article info abstract article history: received: jan 13, 2022 revised: feb 09, 2022 accepted: feb 16, 2022 this study aims to investigate whether or not the learning strategy using youtube videos from the shaw english online channel is effective on students' speaking skills in asking questions and giving opinions. this research was conducted at islamic senior high school 2 north bengkulu. the method applied in this research was quantitative with a quasi-experimental design. the total sample used for this study was 70 students consisting of 35 students from the eleventh grade of natural sciences class 1 (experimental class) and 35 students from the class eleventh grade of natural sciences class 2 (control class). the instrument in this study was an online oral test and the data was the students' pretest and post-test scores which were calculated and analyzed using spss 26 software. then, the results obtained were used to determine whether there was an effect given by variable x to variable v. in conclusion, the use of learning strategies using media from the shaw english online channel is effective to improve students' speaking skills in asking questions and giving opinions to eleventh-grade sciences students at islamic senior high school 2 north bengkulu, the academic year 2021. keywords: youtube videos speaking skills role play strategy asking and giving opinion conflict of interest: none funding information: none correspondence: riswanto, universitas islam negeri fatmawati sukarno bengkulu, indonesia riswancurup@gmail.com ©riswanto, anita, kasmaini, anisa imelda this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): riswanto, anita, kasmaini, imelda, a. (2022). the effect of the shaw english online channel on the efl students’ speaking ability. joall (journal of applied linguistics and literature), 7(1), 202-214. https://doi.org/10.33369/joall.v7i1.20042 english is a globally accepted language as the language of instruction, having an essential role in daily activities in the world. proficiency in speaking english is a key skill for students in facing global competition. in indonesia, the use of english is not commonplace where it is only spoken when learning at school and the requirements for taking tests. https://ejournal.unib.ac.id/index.php/joall/article/view/20042 http://doi.org/10.33369/joall.v7i1.20042 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.20042&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.20042 https://orcid.org/0000-0002-3438-9945 http://orcid.org/0000-0002-3473-485x https://orcid.org/0000-0001-6045-2656 https://orcid.org/0000-0002-8633-4495 the effect of the shaw english online channel on the efl students’ speaking ability joall (journal of applied linguistics and literature), 7(1), 2022 203 knowing the importance of speaking skills for the community, the indonesian government sets the regulations related to english language learning at schools in indonesia. according to government regulation of indonesia no. 32 the year 2013, the position of english in indonesia is a foreign language where english is very useful, especially in public relations. in fact, as a target language, english speaking skill is not easy to master because when someone speaks, they need more than knowing the grammatical and semantic rules of the english language. harmer (2001) added that there are some abilities that must be mastered to be able to speak fluently. those abilities are language features and social processing of the target language. social processing refers to the capability of the speakers to put language in a logical order and to process information given by other speakers and answer it appropriately. social processing is dependent on two features: processing language and information and communicating with other speakers. the languages feature elements that are important for spoken production consists of connected speech, expressive media, lexis and grammar, and negotiation languages. in addition, speaking, asking and giving an opinion is one of the phrases contained in the lexis and grammar. so, teacher needs to give a variety of phrases to the students to make their english-speaking skill more fluent. hence, some difficulties are found in the teaching and learning process of the english language in indonesia. first, according to nina, urai, and dewi (2013) in their research, it was found that students of senior high school in pontianak experienced issues at delivering opinions. learner’s experience some obstacles during word picking that are related to giving an opinion. second, according to padmadewi cited on widiati & cahyono (2006), it was found that during the speaking class, most of the students feel nervous due to the pressure from the tasks of speaking class. this is also almost the same as most of the senior high school in indonesia, especially in bengkulu. based on the observations made in several school, the researcher found that schools in north of bengkulu, especially in senior islamic high school 2, had more dominant problems such as the problem in this research. based on the preliminary survey result, the researchers concluded that english learners face speech impediments, which prevent them from speaking. to help learners improve their speaking skills, suitable teaching media can be employed. the media is very influential in the teaching and learning process. it is a powerful tool to brighten up the classroom atmosphere, arouse student motivation, and improve the accuracy and fluency of students (tafani, 2009). video is one of the media that is more effective than others to be utilized to learn new languages (woottipong, 2014). in addition, rahmah and adnan (2017) stated that to engage students to communicate actively during teaching speaking processes such as delivery riswanto, anita, kasmaini, anisa imelda 204 joall (journal of applied linguistics and literature), 7(1), 2022 opinions, language instructors should be able to determine and use effective teaching strategy and media. one of the media which english teachers use effectively is youtube. as the new happening media, youtube can be used by language learners as additional media on speaking training. by observing youtubebased videos, language learners can learn from the native speakers’ situation and then the learners can imitate and absorb the speaking scene from the videos such as new vocabularies and the correct pronunciation. the proficiency improvement can be supported by experiencing the native speaking schemes (wael abdulrahaman, 2016). by implementing these strategies by focusing on the language phases, previous tasks, and also the cycles of the tasks, the learners are expected to gain some improvement on problem solving and word pronunciation. based on the problems and the causes described above, the researchers are interested in using one of the most famous english teaching channels in youtube, the shaw english online channel to find out its effect on students' speaking ability. in conducting the research, it is necessary to formulate the meaning of the key term. this is intended to erase the wrong understanding of the concepts used in this research. the term needs to be defined are as follow 4 variables. first, youtube is an online site for sharing videos which is popular with the times where youtube users can upload, watch, and share videos for free (faiqah et al., 2016). youtube has now become a variety of the kinds of needs of its users, and the features offered are progressing. youtube technology today is very helpful to fulfill users’ various needs such as by providing educational videos needed by students (faiqah et al., 2016). second, speaking skill is one of the skills that give us the capability to communicate with others productively. it means that communication will be productive when someone has an objective or a desire to achieve something, for instance solving a problem, giving direction, and clarifying something (jeffrey d. ford et al., 2009). third, shaw english online is a youtube channel with 1.07 million subscribers, founded in 2013. the content in this channel contains a lot of english language learning such as conversation, pronunciation, vocabulary and listening. in current situation, the information-telecommunications has undergone extensive and significant developments that have made changes in daily activities. internet as the product of this developments is commonly used on every aspect of life including education. internet already transformed and became the main sources for learning and teaching schemes (almurashi, 2016). one of the worldwide known internet platforms is youtube (alexa, 2011 in almurashi, 2016), a platform to upload and accessing videos-based media from various fields and languages (terantino, 2011 in almurashi, 2016). watkins and wilkins (2011) stated that youtube-based learning can the effect of the shaw english online channel on the efl students’ speaking ability joall (journal of applied linguistics and literature), 7(1), 2022 205 improve the language skills and proficiency of language learners, since youtube provides videos about native vocabularies and pronunciation evolution from time to time. by using youtube as the educational tools, the student-centered learning schemes can be formed. in addition, several studies have shown that using youtube videos can help learners for their speaking improvement including pronouncing words, understanding grammars, enriching the vocabularies and becoming more fluent. youtube as information-technologies based media is suitable for educational media in improving the speaking proficiency of language learners. considering the importance of speaking skill, the researchers focus the research on the effect of the shaw english online channel on students’ speaking ability. the research question in this research is “is there any significance of using shaw english online channel to improve efl students’ speaking ability?” method to investigate the effect of youtube video of shaw english online channel on students’ speaking ability, a quasi-experimental research design was used. there were 4 classes of eleventh-grade students, totally 135 students. while, the number of respondents in this research were selected based on purposive sampling, because natural sciences class 1 and 2 had the most prominent problems than other classes and had the same level of ability. then, there were 70 participants as a sample in this current study. class 1 became an experimental class, then class 2 became a control class. instruments instrument testing was done in pre-test and post-test. pretest was conducted by using a speaking test which the topic of “introduce myself” one by one through the whatsapp class group at first. the second test was designed as speaking test too. in the sound recording on the pre-test, the students were asked to explain the topic which they like, such as describing their favorite place in this town. whereas, in the post-test, the participants were asked to speak about the topic of giving opinion about their idol. data analysis procedures in data collection, the researchers did some steps based on the conceptual framework mentioned in literature review. first, for pre-test section, the researchers used six online meetings. the researchers created a study group via whatsapp containing students from the two classes to be studied. the class that got treatment was just the experiment class, while the control class only used learning material derived from printed books delivered via whatsapp without any auxiliary media. in the control class, the researchers riswanto, anita, kasmaini, anisa imelda 206 joall (journal of applied linguistics and literature), 7(1), 2022 gave some explanations about asking-giving opinions and gave an example. then, students were asked to give their opinion on a free topic, and then submitted it to the researcher based on the chosen topic via video call on whatsapp with the researcher. in this class, the researchers used a conventional method. on the other hand, the experimental class watched the shaw english online channel as the treatment 6 times in the teaching-speaking process. the participants in the experimental class were shown the video from the shaw english online youtube channel by link: https://youtu.be/uskrbtvgy. both classes had a post-test after 6 meetings, the differences were the treatment in the teaching-speaking process. all of the participants were invited to finish the post-test by using the same instrument, the speaking test. preliminary data analysis normality of the test normality of the test is one of the requirements to measure the data of the study. in this study, the researchers implemented kolmogorov-smirnov methods in order to test the normality of the data and in order to know if the data were distributed normally. table 1. normality of the pre-test kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experiment class .139 35 .084 .960 35 .229 control class .146 35 .056 .952 35 .135 according to the significance level of 0.05, it can be presented that the significance value (sig.) of the normality test of the pretest in experimental class was 0.084 while the normality test of pre-test in control class was 0.056, meaning that in this study, the pretest data was distributed normally and also all of the items of pre-test were suitable and able to be done by the xi grade students. table 2. normality of post-test kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experiment class .138 35 .087 .945 35 .077 control class .142 35 .073 .942 35 .066 moreover, according to the table above, the normality test used above is kolmogorov-smirnov with the significance level is 0.05. based on table 2, 0.087 was the sig value of experiment class and 0,073 for control class, which were beyond the 0.05, then it can be concluded that the instrument data were distributed normally. the effect of the shaw english online channel on the efl students’ speaking ability joall (journal of applied linguistics and literature), 7(1), 2022 207 homogeneity of the test after doing a normality test in order to know whether the data were normally distributed or not, the researchers did the homogeneity of the test. the purpose of doing homogeneity of the test was to test the similarity of the sample from experimental class and control class. the researcher used the levene statistic test in ibm spss statistic 26 to calculate the data. table 3. homogeneity test of pre-test levene statistic df1 df2 sig. .167 1 68 .684 according to table 3, the sig value was 0.684> 0.05. then data that were analyzed were homogeneous. students from both experimental class and control class have similar traits that make them meet the criteria for conducting the pre-test. table 4. homogeneity test of post-test levene statistic df1 df2 sig. 1.089 1 68 .300 according to table 4, the sig. value was 0.300. so, data of post-test of experimental and control class were homogeneous because they were higher than significance α which was 0.05 (0.300 > 0.05). in addition, the data showed that the students from both experimental class and control class have similar characteristics that make them meet the criteria for taking the post-test. findings after doing some procedures in preliminary data analysis which was doing normality and homogeneity tests, the data were proven to be distributed normally and homogeneous (the sample from experimental and control class have similar characteristics), therefore the next step of calculation was to test the hypothesis. in order to test the hypothesis, the researchers calculated the data by using t-test. the purpose of using t-test was to check whether there is a significant difference between the students’ speaking ability of asking and giving opinion in experimental class and control class. in order to test the hypothesis of this study, the researchers used spss 26, and conducted a test by using the formulation of both experimental and control class mean scores. then, in this study, the researchers also determined the significance value or alpha (α) to use in the formulation. the researchers determined to use a significance value which is 5% or 0.05. the first data is shown by the result of t-test calculation in pre-test in table 5 below. it can be seen that the average value of the pre-test in the riswanto, anita, kasmaini, anisa imelda 208 joall (journal of applied linguistics and literature), 7(1), 2022 experiment class is 68.91 and the average value of the pre-test in the control class is 71.54. table 5 the result of t-test calculation in pre-test groups n mean std. deviation std. error mean scores experimental class 35 68.91 8.237 1.392 control class 35 71.54 9.522 1.610 after the 6 meetings during the teaching process in both classes had been completed, the result of the post is shown in table 6 below. it presents the result of the post-test from both the experimental class and control class. when looking at the table, each class had a similar number of students which is 35 students and symbolized with n. in addition, the column of mean showed the average score of posttest scores from both experimental class and control class. according to the table of result t-test above, the mean score of the experimental class was 78.51 while the mean score of the control class was 74.17. so, it can be said that the experimental class has a higher average score rather than the control class. table 6. the result of t-test calculation in post-test groups n mean std. deviation std. error mean scores experimental class 35 78.51 8.237 1.392 control class 35 74.17 9.522 1.610 in general, the average score in experimental class that used youtube videos from the shaw english online channel as a medium of learning and role play strategies is 78.51, while in the control class that only used learning material derived from printed books delivered via whatsapp without any auxiliary media and strategies is 74.17. thus, it can be said that the experiment class showed a higher average result than the average score in the control class. the experimental class participants were students in natural sciences 1 of islamic senior high school 2, north bengkulu. in this class, there were 35 students who learned the english language and they were taught by using youtube video from the shaw english online channel and role play strategy in teaching-speaking of asking and giving opinion as many as six times. on the other hand, the control class consists of the students in natural sciences 2 of islamic senior high school 2, north bengkulu. similar to the experimental class, this class had to do a similar pre-test at the beginning and learned to speak about asking and giving opinions. however, there is a difference between the experimental and controlled class in learning. in the control class, they were taught about asking and giving opinions without getting any kind of treatment, unlike the experimental class which is using a the effect of the shaw english online channel on the efl students’ speaking ability joall (journal of applied linguistics and literature), 7(1), 2022 209 youtube video from the shaw english online channel strategy before facing the post-test at the end of the final meeting. further, in order to see the differences of the score of pre-test and posttest from both classes, the researchers presented the diagram below based on the pre-test and post-test from experimental class and controlled class. from the diagram, it was clear that the experimental class got a higher score than the control class in the post-test. figure 1. the diagram of pre-test and post-test from experimental class and controlled class in addition, it was also presented the diagram of the gained score from both classes. it showed that the experimental class gained a higher score than the controlled class. figure 2. the diagram of gained score of experimental class and controlled class discussion based on the findings, it can be determined whether there is a significant effect of learning speaking online using videos from the youtube channel shaw english online as a medium and role play strategy on students' speaking skills. previously, the speaking lesson started by using video media from shaw's english online youtube channel in the experimental class while 0 2 4 6 8 10 experimental class controlled class 80 78 76 74 72 70 68 66 64 experimental class controlled class pre-test post-test riswanto, anita, kasmaini, anisa imelda 210 joall (journal of applied linguistics and literature), 7(1), 2022 in the control class without using strategies and auxiliary media. the measurement of students' initial abilities called the pretest was carried out in 3 meetings both in the experiment class and in the control class. then given treatment in the experiment class, the treatment was given 3 times. after being given treatment, students measure the final ability called posttest in 3 meetings. the researchers provided treatment instructions using video media from the shaw english online channel and role play strategy. the learning steps in the experiment class are: students are given learning materials and then asked to watch youtube videos from shaw english online via the link shared by the researcher, while the control class only carried out the general learning, namely without media and strategies. then at the end of the meeting, individual speaking tests were given via video call with the researchers. the material is about asking and giving opinions. in this current study, students who were taught using youtube videos from shaw english online and role play strategies showed a significant increase on the post-test score after being given treatment. this can be seen from the average value of the pre-test in the experiment class is 68.91 and the average value of the post-test is 78.51, and at the second meeting the average value for the pretest is 71,238 while the average value for the posttest is 72,103. in the control class the mean value of the pretest was 71.54 and the posttest was 74.17. based on the explanation above, it can be concluded that learning using video media from shaw english online youtube channel and role play strategies has a significant effect on students' speaking skills. based on the comparison with previous research, this research has the same theme, such as the research conducted by yunita (2015) who focused on speaking skills. her research findings can also be interpreted as the benefits of youtube media to create more effective learning, which promotes better learning opportunities for students to improve performance, and the result increases their scores on the post-speaking test. although there is only a slight difference in the average score between the experiment class and the control class, learning using media from youtube videos for students' speaking skills in the research conducted by inayah (2015) has an effective final result. then research conducted by inayah (2015) about using babybus youtube to enhance students' vocabularies found that the use of youtube as a learning medium is also effective in increasing student interest in learning. in summary, the speaking skills of students in the experimental class who were taught using youtube videos from the shaw english online channel, experienced a significant increase. the instructions reversed managed to reveal the difference. this study also proves that youtube videos from shaw's english online channel as learning media and role play strategies play a role in improving the speaking skills of eleven-grade students of natural sciences 2, north bengkulu. learning using youtube the effect of the shaw english online channel on the efl students’ speaking ability joall (journal of applied linguistics and literature), 7(1), 2022 211 video media from shaw english online and the role play strategy has certain advantages, namely increasing student interest in learning, students are easier to understand and to know how to pronounce sentences, new vocabulary, correct grammar arrangement, and so on which are included in important components, such as pronunciation, grammar, vocabulary and fluency. with this model, students are more interested in the online speaking lesson, which can make them learn more effectively and efficiently. the researcher concludes that there is an effect on the speaking skills of students who were taught by using video media from shaw english online and role play strategies. this indicates that the research question has been answered. conclusion shaw english online channel is one of the youtube channels which can be used to improve students’ speaking ability. youtube videos provide authentic english and more access to pronunciation, structure, vocabulary, and intonation to improve the language comprehension and proficiency. besides, it is also an interesting, challenging, and stimulating media that can motivate the students to learn in a more serious way and they can enjoy the role play strategy used in this account. a role play strategy using video from the shaw english online channel can be an alternative learning strategy for teachers in teaching speaking online. students become more active and participate better in the learning process. to sum up, it can be stated that the used of youtube video from the shaw english online channel with the role play strategy is effective. students also like 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(2014). effect of using video materials in the teaching of listening skills for university students. international journal of linguistics 6 (4), 200-212 the authors riswanto is senior lecturer at the english language department, faculty of education (tarbiyah and tadris), universitas islam negeri (uin) fatmawati sukarno, bengkulu, indonesia. he pursued his master degree in english education from the state university of padang, and graduated with his doctoral degree in 2014 from the university of science malaysia (usm). his research interests include tefl, tesol, reading comprehension, and language teaching method. his research papers have been disseminated both in various journals and international conferences. anita is a lecturer in the english language department at the faculty of education (tarbiyah and tadris), uin fas bengkulu since 2019 until now. in 2016, she graduated from the department of english language studies at university of sanata dharma, yogyakarta. her research interests are on second language acquisition, peace education, translation and translanguaging, shadow education, and tefl. kasmaini is senior lecturer at the english department of fkip university of bengkulu. she is active in doing researches on the area of classroom action research (car). she has received some research grants from faculty of teacher training and education and university of bengkulu. at this time, she is focusing on teaching genre writing and sociolinguistics anisa imelda is an undergraduate student majoring in english language studies, faculty of education, uin fas bengkulu since 2018 until now. her interest in english speaking skills motivated her to conduct experimental research, which resulted in the publication of this journal paper. 186 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/16594 http://doi.org/10.33369/joall.v7i1.16594 promoting english movie as a means of enhancing efl learners’ cultural competence 1dwi suny wardhany 1faculty of teacher training and education, universitas ahmad dahlan, indonesia 1jalanpramuka no. 42 sidikan 55161, yogyakarta article info abstract article history: received: june 30, 2021 revised: feb 04, 2022 accepted: feb 13, 2022 very few studies discussing the use of english movies for the enhancement of efl learners’ cultural competence in indonesia. this study aims to describe the results of analyzing relevant research articles regarding the use of english movie/film for enhancing the cultural competence of efl learners. this study was descriptive-qualitative. the data were taken from 7 (seven) research articles related to the study objective. in collecting the data (the research articles), the researcher conducted literature research or library research. it was carried out by searching, identifying, and selecting the research articles related to the study objective from electronic databases. then, the data were analyzed by using qualitative data analysis which consists of data reduction, data display, and drawing the conclusion. the results showed that the seven research articles reported the enhancement of efl learners’ cultural competence in terms of students’ attitude, knowledge, skills and cultural awareness. in addition, 3 research articles reported the enhancement of students’ language skills i.e., speaking, vocabulary, reading, and listening through learning activities done during and after watching and analyzing english movies. therefore, it is suggested that english teachers pay attention to the culture teaching in elt. english teachers can select appropriate english movie/film in the classroom as a means to enhance students’ cultural competence and to enhance students’ language skills. keywords: cultural competence english movie english learning efl conflict of interest: none funding information: none correspondence: dwi suny wardhany, faculty of teacher training and education, universitas ahmad dahlan, indonesia dwi.wardhany@gmail.com ©dwi suny wardhany this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): wardhany, d.s. (2022). promoting english movie as a means of enhancing efl learners’ cultural competence. joall (journal of applied linguistics and literature), 7(1), 186-201. https://doi.org/10.33369/joall.v7i1.16594 the regulation of the minister of education and culture number 37 of 2018 concerning core competencies and basic competencies of lessons in the 2013 curriculum stipulates the regulations regarding english subject for secondary education. there are four competencies that should be achieved by students in secondary education. two of these competencies are knowledge and skills. https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.16594&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/16594 http://doi.org/10.33369/joall.v7i1.16594 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.16594 https://orcid.org/0000-0003-2174-9857 promoting english movie as means of enhancing cultural competence in efl learning joall (journal of applied linguistics and literature), 7(1), 2022 187 in the core competence of knowledge, it is stated that students are expected to be able to understand knowledge about science, technology, art, and culture. in the basic knowledge competence it is stated that students are expected to be able to identify social functions, text structures, and linguistic elements of texts according to the context of their use. while, in the core competence of skills, students are expected to have skills related to language and communication skills. in short, students are expected to understand and master the linguistic knowledge and the cultural knowledge in order to use the language to communicate appropriately and effectively in all situations. alluri (2018) stated that ‘there is a saying that every language has its own culture’. it can be conceived that there is a need to know and understand the culture of the language being learned so that the purpose to be able to use the language for communication successfully in accordance with the social context can be achieved. as explained by alptekin (2002) that appropriate use of the language necessitates attention to the concept of social context which refers to the culture-specific context such as the norms, values, beliefs, and behavior patterns of a culture. this is in line with the government regulations mentioned above that in the context of english foreign language learning, having both linguistic knowledge and cultural knowledge is essential and complementary to successfully mastering the target language in achieving meaningful and effective communication. students cannot be taken into consideration of mastering a foreign language until they understand the cultural contexts in which the target language is spoken (nsflep, 1996) as cited in frank (2013). both the knowledge of grammar rules and rules of language used appropriately to a given context are part of communicative competence. it was first introduced by hymes (1972). several researchers have contributed to the advancement of communicative competence. byram (1997) expanded on the concept of communicative competence as intercultural communicative competence. according to byram and fleming (1998) as cited in yalcin (2013), two important communicative competences necessitate the development of cultural awareness. lynch & hanson (1998) defined cultural competence as ‘the ability to think, feel, and act in ways that acknowledge, respect, and build upon ethnic, socio-cultural, and linguistic diversity’. in other words, it is the ability to interact and to respond appropriately as well as to respect and to cherish people from different cultures. tran and seepho (2014) proposed three elements of cultural competence namely attitudes toward cultural differences, knowledge of different cultural practices and worldviews, and skills to interact effectively with people of different cultures. in addition, feng and xue (2018) argued four components of cultural competence which seemed complementing the previous cultural competence elements. the four dwi suny wardhany 188 joall (journal of applied linguistics and literature), 7(1), 2022 components are: (a) awareness of one's own cultural worldview, (b) attitude towards cultural differences, (c) knowledge of different cultural practices and worldviews, and (d) cross-cultural skills. since the acquisition of cultural knowledge is imperative in english language learning, teachers need to include teaching culture to provide students with cultural competence. in spite of the current status of english as a global or international language in which culture teaching not only focus on the target culture but also to the diverse cultures, teachers still need to provide students with some familiarity with the culture associated with target language. english teachers need to introduce english culture to students so that the students have a comprehension of the target culture that would help them in using english for communication in accordance with the social context. without knowing and understanding the culture of the target language, misunderstanding and errors could happen. in fact, english teachers face some obstacles in teaching culture in english foreign language classroom. some of the problems include limited cultural knowledge, limited material and resources, and support from the curriculum, limited time to prepare the lesson, and no training acquired by the teachers from their educational background related to the teaching method of teaching culture in elt (mumu, 2017). teachers can use english movie in teaching culture for the development of students’ cultural competence. yalcin (2013) stated that movie films chosen appropriately which have rich content of different aspects of culture can be an appropriate tool to enhance understanding of cultural differences. purba (2011) explained that film offers students an opportunity to witness behaviors that are not obvious in texts. film encloses the look, feel, and rhythm of a culture. likewise, zhao (2011) asserted that the themes, conversations and actions in movies mirror the habits, beliefs, and customs of the culture, which can serve as good introduction about the various cultural characteristics in english-speaking countries. furthermore, mirvan (2013) stated that ‘films offer a visual context aids which help students understand and improve their reading skills’. in short, films or movies can be utilized as the learning medium to teach and learn both the language and the culture. in exploiting english movie/film for culture teaching, a teacher should select appropriate movie/film by seeing the movie firsthand to determine if it is appropriate for the desired lesson (roell, 2010). after watching, the teacher can give students an assignment to analyze the movie they already watched. furthermore, frank (2013) proposed cultural observation when watching english movie. teacher can ask students to describe the behaviors they see in the movie and to discuss differences and similarities between their own culture and the culture they are observing. by doing these activities, students get exposures to the authentic speech of the language and to the promoting english movie as means of enhancing cultural competence in efl learning joall (journal of applied linguistics and literature), 7(1), 2022 189 authentic various communicative situations. it can help students get better on their language skills and also their cultural knowledge. a previous study conducted by yugai and kovaleva (2004) was to reveal the utilization of film discourse as an approach in teaching english as second language to the students of foreign language institutes and universities. the findings revealed that the use of authentic film discourse (movies) is an effective approach to develop both linguistic and socio-cultural competences. another study conducted by nur (2014) was aimed to find out students’ attitude towards the use of films in increasing students’ cultural awareness in cross cultural understanding (ccu) class. the result showed that the students had positive attitude toward the use of films in ccu class. moreover, the use of films increased students’ cultural awareness because they get information from the movie, they can compare their culture with other cultures, and it can prevent them from culture shock. however, the search of literature regarding the use of movie in elt for cultural competence revealed that there are many studies have been done on discussing the use of english movie as medium to increase students’ language skills such as speaking, listening, reading and writing. meanwhile, only little attention has been given to the use of movie in enhancing cultural competence of efl students in indonesia. therefore, it is still needed to be further explored and promoted. in view of this shortcoming, this study proposes to answer the following research question: what are the results of analyzing relevant research articles regarding the use of english movie/film for cultural competence of efl learners? method associated with the objective of the study, the design of this study was descriptive-qualitative. according to sandelowski (2000), in descriptive qualitative, researchers attempting to describe an experience or event, choose what they will describe by highlighting specific aspects of it, and begin to transform that experience or event. in this study, i attempted to describe the results of analyzing relevant research articles regarding the use of english movie for cultural competence of efl learners. i select the findings of the research articles to be described and highlighted the important points related to the objective of present study. data collection the data were taken from research articles related to the study objective. the search of the research articles was performed in google scholar, researchgate, and sciencedirect using the keywords “movies for enhancing cultural competence in efl learning” and “movies for cultural competence in efl learning in indonesia”. the search on the electronic database resulted in dwi suny wardhany 190 joall (journal of applied linguistics and literature), 7(1), 2022 45 studies and decreased to 7 research articles after the selection process. the 45 studies were identified and 17 studies were excluded due to not in the context of elt. then, 28 studies were chosen to be screened by titles and abstracts to meet the criteria of examining the use of movies for the development of cultural competence in efl learning. 13 studies were excluded because when the studies were further explored, the discussions did not focus on the enhancement of cultural competence through using movies/films and one study did not use english language. thus, 15 studies were selected for the review. the full texts of those studies then were examined to meet the inclusion criteria. but later, 8 studies were excluded due to conference paper (3), and thesis or dissertations (5). after the selection process, 7 research articles were obtained in this study as follows: 1. effects of integrating movie-based mobile learning instruction for enhancing thai university students’ speaking skills and intercultural communicative competence (chaya and inpin, 2020). 2. cross-cultural competence: examining efl students’ views of u.s. holiday culture through film (lee, 2017) 3. a diary study of university efl learners’ intercultural learning through foreign films (chao, 2013). 4. how chinese college students make sense of foreign films and tv series: implications for the development of intercultural communicative competence in elt (yang and fleming, 2013). 5. students’ intercultural development through language learning in vietnamese tertiary education: a case study on the use of film as an innovative approach (truong and tran, 2014). 6. use of foreign films in cultivating intercultural communicative competence in elt-a case study (yue, 2019). 7. increasing students’ intercultural awareness using film as the media in the efl classroom (kartikasari, retnaningdyah and mustofa, 2019). instruments creswell (2014) stated that in qualitative research, the researcher is the key instrument who collects data themselves through examining documents, observing behavior, or interviewing participants. they may use an instrument for collecting data, but the researchers are the ones who actually collect the information. in this study, the researcher herself collected the data in the form of research articles to be examined. in collecting the data (the research articles), i conducted literature research or library research. according to sari and asmendri (2020), library research is carried out by collecting information and data with the help of various materials available in libraries or sources from the internet related to promoting english movie as means of enhancing cultural competence in efl learning joall (journal of applied linguistics and literature), 7(1), 2022 191 the problem to be solved. this activity is carried out systematically to collect, process, and conclude data using certain methods / techniques to find answers on the problems faced. in this study, i sought and collected the research articles related to the research topic from the internet (electronic databases). when selecting relevant articles for this research, the inclusion and exclusion criteria were applied. the inclusion criteria: 1. studies exploring about the use of movies for the enhancement of cultural competence in efl learning. 2. publication years between 2011 to 2021. 3. studies related to english language learning and teaching. 4. studies published in the english language. 5. studies published in academic journals or peer-reviewed journals. the exclusion criteria: 1. undergraduate theses, graduate theses, doctoral theses, books, conference papers. the selection process is presented in the figure 1 below: identification screening eligibility included figure 1: the selection process adapted from hashemi and kew (2021) 13 studies were excluded due to • not focus on the enhancement of cultural competence using movies/films. • one study did not use english language database: google scholar, researchgate, sciencedirect 45 studies were identified 17 studies were excluded due to not in the context of elt 28 studies were screened by titles and abstract 15 full text articles were assessed for eligibility 8 full text articles were excluded due to conference paper (3), and thesis or dissertations (5). 7 articles were included in this study dwi suny wardhany 192 joall (journal of applied linguistics and literature), 7(1), 2022 data analysis procedures in analyzing the data, i employed qualitative data analysis proposed by miles and huberman (1994). it consists of data reduction, data display, and drawing the conclusion. in the reduction, i selected the research articles related to the research topic by applying the inclusion and exclusion criteria. the data obtained from the search in the electronic databases began with 45 studies and decreased to 7 studies after the selection process. the full texts of those 7 research articles then were analyzed. i wrote the important points regarding the methods of the articles and summarized the findings of the studies. then, in displaying the data, the data that has been reduced were displayed to provide an understanding of the data. to display the data that has been reduced, i chose to display them in the table. i classified the data into three categories to be displayed in the table. the categories were research title, data sources and research design, and research findings. then, the reduced data related to the three categories based on the results of analyzing the 7 research articles were displayed in the table. after data reduction and data display were carried out, then conclusion can be drawn from the data studied. in drawing the conclusion, i focused on the research findings of the seven research articles regarding the use of english movies/films for the cultural competence of efl learners. i interpreted the findings of the articles, connected them to the theory of the elements of cultural competence mentioned in the introduction in order to get the answer for the research questions. findings based on data collection through the literature research or library research, there were 7 research articles found by the researcher related to the research topic. the results of analyzing the research articles related to the use of english movie/film for cultural competence of efl learners are presented as follows: table 1. the results of analyzing the research articles no research title data sources and research design research findings 1 effects of integrating movie-based mobile learning instruction for enhancing thai university students’ speaking skills and intercultural communicative competence the participants were two groups of first-year undergraduate students. this research was a quasi-experimental study with a nonequivalent pretest– posttest control group design. the findings indicated that the implementation of the mbml (movie-based mobile learning) instruction enhanced thai university students’ english-speaking skills and intercultural communicative competence. promoting english movie as means of enhancing cultural competence in efl learning joall (journal of applied linguistics and literature), 7(1), 2022 193 no research title data sources and research design research findings data sources: speaking test, the intercultural communicative competence questionnaire, technology acceptance model (tam) questionnaire, and the interview. according to the statistical results, students in the experimental group had improvement on their icc (intercultural communicative competence) in all three elements, including attitudes toward diverse cultures, intercultural knowledge, and skills of interpreting and relating to other cultures. moreover, based on the speaking posttest, the experimental group had improved their speaking skills after getting mbml instruction. 2 cross-cultural competence: examining efl students’ views of u.s. holiday culture through film the participants were 45 korean university students majoring in english. this research was qualitative with a case study design. data sources: a completed worksheet, class discussions and class observation. after the implementation of watching and analyzing an american christmas movie, students gained more insights related to the u.s. christmas culture which covering (a) the importance of christmas parties, (b) gift giving, compassion and socioeconomic status, (c) relationships with family, friends and neighbors, (d) home and neighborhood decorations, and (e) holiday stress. moreover, from the linguistic aspect, students developed their vocabulary and expressions related to u.s. christmas culture which they might not have learned in language classes that focus on general conversation topics. 3 a diary study of university efl learners’ intercultural learning through foreign films this research used qualitative method. data sources were learners’ diaries. the participants were 52 taiwan university students majoring in english. the results indicated that film instruction has positive impact on the development of intercultural competence. a great number of students showed evident progress in the development of intercultural motivations, dwi suny wardhany 194 joall (journal of applied linguistics and literature), 7(1), 2022 no research title data sources and research design research findings the activities include: pre-viewing. during-viewing. post-viewing. advanced post-viewing. attitudes, knowledge and awareness. in addition, some students claimed to have improved their english skills i.e., reading and listening as a result of being exposed to films with english speech or subtitles. 4 how chinese college students make sense of foreign films and tv series: implications for the development of intercultural communicative competence in elt this study was qualitative with semi-structured interviews as data collection technique. the participants were 21 chinese undergraduate college students. semi-structured interviews were conducted based on short films clips chosen and viewed by the students. after watching, students were asked questions to find out how they responded to the clips. the findings showed that there are five categories in the sense-making of foreign films: (1) comprehending the plot, (2) comparing: identifying differences, (3) comparing: identifying similarities, (4) recontextualizing, and (5) perceiving as realistic. these sense-making activities help student develop their intercultural communicative competence in terms of their skills of interpreting/relating. 5 students’ intercultural development through language learning in vietnamese tertiary education: a case study on the use of film as an innovative approach the participants were 16 vietnamese tertiary students of english in central vietnam. this study was a case study. data were collected through in-depth interviews with students, student reflective journals, and video recorded of class observation the results indicated that students’ understanding of other cultures enhanced. their interpretations of the scenes evoked a range of emotions, including confusion, surprise and acceptance. there were five themes emerged related to student intercultural learning: (1) enhancing students’ knowledge about the difference of culture, (2) making cross-cultural comparisons through teacher guidance, (3) defying cultural stereotypes, (4) involving students in authentic learning through the story and the scenes, and (5) fostering intercultural promoting english movie as means of enhancing cultural competence in efl learning joall (journal of applied linguistics and literature), 7(1), 2022 195 no research title data sources and research design research findings competence through intercultural language learning in an integrated mode. 6 use of foreign films in cultivating intercultural communicative competence in elt-a case study the participants were 30 non-english major chinese undergraduate students who are required to take ‘college english’. this study was qualitative with a case study. data sources were students’ study blogs, quizzes and interviews. the results showed that watching foreign films and reflecting on students’ interpretation of foreign films is beneficial in developing students’ icc in terms of their attitude, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical awareness. students showed positive attitude such as they demonstrated their interest to watch films and they showed curiosity to know other cultures. furthermore, after watching, students’ knowledge in understanding the plot enhanced, they are also able to interpret and compare another culture to their own, they are able to re-contextualize the story and they showed strong critical awareness commenting on the film. 7 increasing students’ intercultural awareness using film as the media in the efl classroom this research was qualitative with a case study design. the participants were 36 students of tenth grade high school in surabaya, indonesia. data were collected through observation sheets, field notes, and students’ journal writing. the findings showed that the teacher used certain technique which was helpful to develop students’ intercultural awareness (ica). this technique is called qar taxonomy which consists of 4 categories: “right there”, “think and search”, “own your own”, and “author and you”. in addition, there were twenty-one aspects dwi suny wardhany 196 joall (journal of applied linguistics and literature), 7(1), 2022 no research title data sources and research design research findings of intercultural awareness students perceived from the film. one of the aspects is ‘respect for others’ becoming the key of all aspects of ica. based on the description of the findings above, it can be concluded that the use of movies/films in english language learning enhanced students’ cultural competence in terms of students’ knowledge of different cultures, students’ attitude towards different cultures, students’ cultural skills in interacting and understanding as well as students’ cultural awareness. in addition, 3 research articles reported that the findings of the studies indicated the enhancement of students’ language skills i.e., speaking, vocabulary, reading, and listening obtained throughout and after watching and analyzing movies/films in english language learning. discussion the findings showed that the implementation of watching and analyzing english movies/films in english language teaching and learning enhanced students’ cultural competence. the results of analyzing seven research articles reported the enhancement of efl learners’ cultural competence in terms of students’ knowledge of different cultures, students’ attitude towards different cultures, students’ cultural skills in interacting and understanding as well as students’ cultural awareness. these findings are in accordance with feng and xue (2018) who argued four components of cultural competence, namely: (a) awareness of one's own cultural worldview, (b) attitude towards cultural differences, (c) knowledge of different cultural practices and worldviews, and (d) cross-cultural skills. these findings also support the finding of previous study which confirmed the use of films increased students’ cultural awareness (nur, 2014). in terms of students’ knowledge of different cultures, the second and the fifth research articles reported the development of students’ knowledge of different cultures. the second research article (lee, 2017) reported that after watching and analyzing american christmas movie, students’ knowledge of u.s. christmas culture increased. they acquired more insights about u.s. christmas culture which students had inaccurate or incomplete perception before related to: (a) the importance of christmas parties, (b) gift giving, compassion and socioeconomic status, (c) relationships with family, friends and neighbors, (d) home and neighborhood decorations, and (e) holiday stress. then, the fifth research article (truong and tran, 2014) reported that the intercultural learning using american movie enhanced students’ promoting english movie as means of enhancing cultural competence in efl learning joall (journal of applied linguistics and literature), 7(1), 2022 197 understanding about other cultures such as values, communication styles, and beliefs. in terms of students’ attitude towards different cultures, the sixth research article (yue, 2019) reported that students showed positive attitude. they demonstrated their interest to watch foreign films and they showed curiosity such as they are open to other cultures. in terms of students’ cultural skills in interacting and understanding, the fourth research article (yang and fleming, 2013) reported that the sense-making activities after watching foreign films and tv series help student develop their skills of understanding the cultural themes in foreign films and interpreting/relating, for instance students can identify differences and similarities of other cultures and connect them with their own cultures. then, the sixth research article (yue, 2019) reported that students develop their icc (intercultural communicative competence) in terms of skills of discovery and interaction such as they are able to re-contextualize the story and some students make the recontextualizing by putting themselves into the main character’s shoes. furthermore, in terms of students’ cultural awareness, the third and the last research articles reported the development of cultural awareness. for instances, the third research articles (chao, 2013) reported that many participants recognized that discriminating against other cultures was wrong, they acknowledged the significance of cultivating a global open-minded attitude, and they were proud of their culture. then, finding of the last article (kartikasari, retnaningdyah, and mustofa, 2019) showed there were twenty one aspects of intercultural awareness perceived by students from film and one of the aspects, namely ‘respect to others’ becoming the key of all aspects of ica (intercultural awareness). the findings also showed that 3 research articles reported the enhancement of students’ language skills i.e., speaking, vocabulary, reading, and listening gained during and after watching and analyzing english movies. the first research article (chaya and inpin, 2020) reported that based on the speaking posttest, students in the experimental group had improved their speaking skills after getting mbml (movie-based mobile learning) instruction. the second research article (lee, 2017) reported that watching and analyzing american christmas movie developed students’ vocabulary and expressions related to u.s. christmas culture such as ‘honey baked ham’, ‘caramel cream pie’, ‘baby’s first christmas’, ‘frosty the snowman’, ‘scrooge’, etc. then, the third research article (chao, 2013) reported that some students claimed to have improved their english skills i.e., reading and listening as a result of being exposed to films with english speech or subtitles. these findings are in line with roell (2010) who states that movie or film is a rich resource for language learning. the use of authentic language combined with drama that stimulates thinking expands cultural competence and enhances english learning. the results also support the findings of previous study dwi suny wardhany 198 joall (journal of applied linguistics and literature), 7(1), 2022 which asserted that the use of films is an effective approach to develop both linguistic and socio-cultural competences (yugai and kovaleva, 2004). this indicated that english movie/film instruction in efl learning is not only beneficial for cultural learning but also for language learning. conclusion developing cultural competence is essential in efl learning to help students successfully master the target language in order to communicate effectively and appropriately with people from different cultures. in fact, english teachers face some obstacles in teaching culture in english foreign language classroom. one of the problems is no training acquired by the teachers from their educational background related to the teaching method of teaching culture in elt. films or movies can be utilized as the learning medium to support teaching culture in elt. the findings showed that the results of analyzing seven research articles reported the enhancement of efl learners’ cultural competence in terms of students’ knowledge of different cultures, students’ attitude towards different cultures, students’ cultural skills in interacting and understanding as well as students’ cultural awareness. in addition, 3 research articles reported that the findings of the studies indicated the enhancement of students’ language skills i.e., speaking, vocabulary, reading, and listening through learning activities done during and after watching and analyzing english movies. the studies reported that the enhancement of students’ language skills was obtained through the application of speaking posttest, class discussions, and english speech or subtitles in movie. the findings indicated that the use of english movies/films in english language teaching and learning is beneficial to efl learners for their development of cultural and linguistic competence. therefore, it is suggested that english teachers pay attention to the culture teaching in elt. english teachers can select appropriate english movie/film in the classroom as means to enhance students’ cultural competence and to enhance students’ language skills. acknowledgments the author 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(2011). how to enhance culture teaching in english language classes. theory and practice in language studies, 1(7), 847–850. https://doi.org/10.4304/tpls.1.7.847-850 the author dwi suny wardhany is a graduate student of english language education of universitas ahmad dahlan, yogyakarta, indonesia who has completed her master thesis. she earned her bachelor’s degree in english literature from universitas teknologi yogyakarta. her research interests include culture in elt, literature for language teaching and learning, and technology enhanced language learning. joall (journal of applied linguistics and literature), 7(2), 2022 505 author guidelines summary of preliminary acceptance for review 1. the article should be within the scope and focus of this journal. 2. the article is sent in ms. word format with the following conditions: i. a4 paper (21 cm x 21,7cm) with the page margin; left (3.3 cm), top (4 cm), right (3.3 cm), and bottom (3.4 cm); ii. articles may be up to 7,000 words in length excluding indexing. iii. the paper is written in one column with book antiqua font 12, except for the title; book antiqua font 16. iv. conjunctions in the title (and, in, or with, as well, about, that, against, so, because, then, for the sake,) and prepositions (in, to, from, into, within, by, through) are written in uppercase. v. authors shall make reference to at least two (2) references from the journal of applied linguistics and literature (joall). 3. cite all relevant references. 4. do not include plagiarized obscene, libellous or defamatory material. 5. please do not insert page numbers. 6. give credit to other people who have helped or influenced your work. 7. articles are written with the following regulations. title (book antiqua 16; contains uppercase on the whole and bold; 1 space). 506 joall (journal of applied linguistics and literature), 7(1), 2022 • author(s) name (book antiqua 12 and bold; 1 space). • author(s) affiliation (book antiqua 12; italic; 1 space), contains the name of the institution/organization/workplace/author’s works/study place. • correspondence (book antiqua 12; 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1 space). sources of citations and bibliography must be the same. the writing format of a bibliography refers to the american psychological association (apa). citation and bibliography writing are advised to use the mendeley application. 508 joall (journal of applied linguistics and literature), 7(1), 2022 462 joall (journal of applied linguistics and literature), 7(2), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20859 https://doi.org/10.33369/joall.v7i2.20859 utilizing online video conference platforms to teach english at universitas bengkulu: non-english department students' perceptions and their problems 1syahrial 1postgraduate program of english education, universitas bengkulu, indonesia 1jalan w.r. supratman, kandang limun, bengkulu 38371 article info abstract article history: received: march 2, 2022 revised: july 10, 2022 accepted: july 25, 2022 learning english at bengkulu university before and after the covid-19 pandemic showed a very different process. face-toface learning has turned into a learning process called learning from home. this study aims to describe the perceptions of bengkulu university students from the nonenglish department and describe the problems they face in participating in online learning of mku bahasa inggris. the data collected by using a google form questionnaire were described in a qualitative descriptive method. the results showed that students' perceptions of learning english online during the covid-19 pandemic had a positive perception. this can be seen from the percentage of the data based on several dimensions, namely the dimensions of performance expectations, learning atmosphere, and student interaction. with this positive perception result, it is hoped that the implementation of the bengkulu university rector's decree no. 25 of 2020 regarding certain toefl score requirements for unib graduates can be achieved. the process of learning english using an online video conference platform at universitas bengkulu is generally well implemented, so that it can support the implementation and achievement of the rector's decree in the future if the pandemic is still ongoing. furthermore, most of the problems faced by the students in online learning are not in understanding the subject matter or in carrying out activities and doing the given assignments, but on technical barriers, such as signal and electrical problems. keywords: students’ perception problems in online learning technology conflict of interest: none funding information: none correspondence: syahrial, postgraduate program of english education, faculty of teachers training and education, universitas bengkulu, indonesia. syahrial.unib@gmail.com ©syahrial this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): syahrial. (2022). utilizing online video conference platforms to teach english at universitas bengkulu: non-english department students' perceptions and their problems. joall (journal of applied linguistics and literature), 7(2), 462-478. https://doi.org/10.33369/joall.v7i2.20859 coronavirus virus disease 2019 (covid-19), which has become a global pandemic, first entered and spread in indonesia in march 2020. to anticipate the spread of this virus, the minister of education and culture of https://ejournal.unib.ac.id/index.php/joall/article/view/20859 https://doi.org/10.33369/joall.v7i2.20859 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.20859%26domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.20859 https://orcid.org/0000-0003-1803-0091 utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 463 the republic of indonesia has appealed for online learning (on the network) in areas affected by covid-19 since 16 march 2020 (minister of education and culture, 2020b). shortly thereafter, with the increase in covid-19 cases, the minister of education and culture of the republic of indonesia demanded all education units to carry out online learning on march 24, 2020, as a health protection measure for students, educators, and educational staffs in schools and universities (minister of education and culture, 2020a). educators and students as important elements in the teaching and learning process are required to make major changes from conventional faceto-face education to online education (bao, 2020; basilaia & kvavadze, 2020). online learning is a series of learning activities in a subject that is delivered through a network that provides access to knowledge exchange (atmojo & nugroho, 2020). attitudes, interpretations, evaluations, assessments, motivations, and student’s success are generally emphasized in online learning (sun, 2014). this is in line with sujarwo, et al., (2019), who argue that online learning can be done easily by students in all fields because it is not limited by space and time. in addition, the current industrial revolution 4.0 has caused technological developments to be increasingly unlimited. this can support online learning to run effectively so that the learning process can be carried out even though the educators and students are in different places (verawardina et al., 2020). in online learning, the teaching and learning process is independent and has high interactivity, able to improve memory, provide more learning experiences with video, text, audio, and animation, all of which can be used to convey information, and also provide convenience in delivering and updating content (arnesti & hamid, 2015). in addition, students can also send electronic messages to their friends, use chat rooms, exchange comments on discussion forums, and share video conference links that can be used to communicate face-to-face directly (arnesti& hamid, 2015). this online learning is expected to be able to solve the students’ problems on obtaining education during the pandemic. online learning through face-to-face video can be done by using video conference platforms such as google meet, microsoft teams, zoom, clickmeetings, bigbluebutton and others. the researchers limited this current study to focus on the most frequently used video conference platforms based on the study conducted by cavus and sekyere–asiedu (2021) on comparison of online video platfroms in term of their contributions to education during covid-19 pandemic. the result of this study revealed that, every or each of the selected online video conference has their various advantageous features. however, the comparative results pointed out that google meet and zoom offer the longest free usage to the platform than the others just by creating an syahrial 464 joall (journal of applied linguistics and literature), 7(2), 2022 account on either of the platforms. by considering this access-simplicity, the researchers applied these two video conference platforms in this study. several related studies on online learning through video conference platforms have been conducted. one of them is a study by khasanah and syarifah (2021) on the perceptions of english language education students at uin sunan ampel surabaya towards online learning via zoom during the covid-19 pandemic. the results of this study state that the use of the zoom application provides a new experience in online learning activities. and the students can easily operate several features of the zoom application in carrying out online learning activities. in line with these results, research conducted by maulana & hamidi (2020) on student perceptions of online learning in practical courses in vocational education shows that 66.4% of the students’ perceptions are positive with some aspects that are assessed are aspects of teaching and learning. moreover, the study on the use of google meet was conducted by nehe (2021). the study used qualitative research by focusing on descriptive analysis to explore students’ perception in english speaking class as it was followed by 13 english students in the second semester of english study program of stkip setia budhi rangkasbitung who join speaking lesson. the results of the research are about students’ perception emphasized on interaction, teaching learning process, psychological aspects, and speaking skills. the researcher found that interaction showed that there were three patterns of interaction. they were interaction lecturer-students, studentslecturer, and students-students interaction. the three interactions happened well since the number of them was 100% and all students were involved in speaking activity. the data showed 100% which means that they did not have any barriers during english speaking class with google meet video conference. the theory and research results above show that teachers can take advantage of online learning platforms such as zoom and google meet to bring technology into the classroom. however, the use of technology is not without problems. there are many types of problems that hinder the effectiveness of online learning. huang et al. (2020) detail three key challenges in online learning during a pandemic. first, educators have limited time in preparing and/or adapting learning materials from offline to online. second, the lack or limited opportunities for educators and students to interact directly and freely during online learning which results in disruption of the learning process. third, the use of an effective pedagogical approach requires more effort in motivating and activating students in online learning. byun & slavin (2020) also found that although facilities were adequate and the national curriculum facilitated utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 465 online learning very well, the imbalance in education obtained by each participant was also caused by family influences and financial problems. regarding the english learning at universitas bengkulu, english course (mku bahasa inggris) is only given with a frequency of 2 semester credit units (sks) for non-english education students. the time for learning english is relatively less proportional to the demands of graduation requirements. based on the bengkulu university rector's decree number 25 of 2020 article 60 concerning graduation, it is stated that a student is declared to have passed the vocational and undergraduate program if he has met the requirements of having passed the toefl prediction test with a minimum score of 400 organized by the upt bahasa or an equivalent test from a recognized international institution. this is certainly a big challenge in learning english. even without the pandemic that requires online lectures, this requirement has demanded that the quality of english learning at bengkulu university be further improved. in this study, researchers focused on the perceptions of undergraduate students, especially non-english education students, regarding online english learning. this perception will be related to students' awareness of university regulations regarding the minimum toefl score as a graduation requirement. furthermore, it will also discuss the problems and/or challenges the students face while participating in online english learning. studies on students’ perceptions had been conducted several times on other related studies both at schools and university levels. however, a study on the perception of non-english department students has not been talked much. thus, this study seeks to achieve the objective of describing this topic, and the problems that is discussed in this paper is summarized in the following research questions: 1) what is the perception of non-english department students about online english learning through video conference at universitas bengkulu? and 2) what problems and/or challenges are faced by non-english department students regarding online english learning at universitas bengkulu? in terms of student perceptions, the researchers limit the scope of the research to three main topics, namely (a) student perceptions related to the performance expectancy dimension in online learning, especially using video conferencing applications (zoom and gmeet); (b) students' perceptions related to the dimensions of the atmosphere or learning environment in online learning; and (c) students' perceptions related to the dimensions of student interaction. these three topics are considered to be influential elements in maintaining the quality of english online learning. method subject of the research syahrial 466 joall (journal of applied linguistics and literature), 7(2), 2022 the research method used in this research is a descriptive study with a qualitative approach because the problems relate to humans which fundamentally depend on observation. arikunto (2016) said that research with a descriptive qualitative approach intends to understand the phenomena of what is experienced by research subjects such as behavior, perceptions, motivations, actions, and others holistically and using descriptions in the form of words and language in a special context. the subjects of this study were 50 accounting students at universitas bengkulu from semesters 3 who had been involved in online learning via video conference platforms during the covid-19 pandemic. this class was selected because the researcher taught the class in the odd semester of 2021/2022 academic year. therefore, the results of this study can also be an evaluation for the researcher and the class. a non-probability sampling technique with a convenience sampling approach was used in determining the sample. sugiyono (2016) explains that non-probability sampling is a sampling technique that does not provide equal opportunities for each element or member of the population to be selected as a sample. meanwhile, convenience sampling is sampling that is done by chance, that is, anyone who coincidentally meets a researcher can be selected as the research sample. data collection technique data collection was carried out by distributing online questionnaires using google form with questions divided into 3 groups of dimensions to be studied: the dimension of performance expectancy in online learning specially using video conferencing applications (zoom and gmeet), the dimensions of the atmosphere of learning environment, and the dimension of student interaction. the questionnaire of this study was built by adapting the questionnaire of khasanah and syarifah (2021), and anggraini (2021). the questionnaire used the likert scale with five option answers, namely strongly agree (sa), agree (a), neutral (n), disagree (da), and strongly disagree (sda). data analysis procedure in this study, the instrument was in the form of a questionnaire, the results of which were in the form of numbers. however, arikunto (2016) suggests that descriptive statistics are statistics whose job is to "describe or "explain" the symptoms of research results. descriptive statistics are very simple in the sense that they do not calculate and do not generalize the results of the study. based on this opinion, the statistics used in this study are only as a tool and complement to calculate the data from the instrument given to respondents. the descriptive statistics used is not strongly in-depth, but it only calculates utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 467 the percentage of an answer to the research questionnaire. therefore, the research results are still explained qualitatively. findings the research results are displayed briefly in tabular form. table 1 shows the students’ perceptions related to the dimensions of performance expectancy in online learning, especially by using video conferencing applications (zoom and gmeet), table 2 shows the students’ perceptions related to the dimensions of the atmosphere or learning environment (learning environment) in online learning, and table 3 shows the students’ perceptions related to the dimensions of student interaction (student interaction). these three aspects are influential elements in maintaining the quality of learning english online. the students’ perceptions related to the dimensions of performance expectancy there are 9 questions related to the performance expectancy dimension, namely point number 1 to number 9. table 1 shows the results of the questionnaire with general performance expectancy criteria, not specifically for learning english only. this is intended to see the general perception of the students towards the use of online technology for learning. table 1. performance expectations on the use of zoom and google meet applications no performance expectancy positive perception neutral negative perception sa a n da sda 1 i feel that the zoom/g-meet application can help make online lectures easier during the covid-19 pandemic 40.7% 38.9% 20.4% 2 i feel that the zoom/g-meet application is relevant to use for online lecture activities during the covid-19 pandemic 22.2% 59.3% 14.8% 3.7% 3 i feel that the zoom/g-meet application provides benefits in online lecture activities during the covid-19 pandemic 25.9% 51.9% 22.2% 4 i feel that the zoom/g-meet application provides a new experience in online lecture activities during the covid-19 pandemic 31.5% 61.1% 5.6% 1.9% 5 by using the zoom/g-meet application, it can be more efficient to establish communication 22.2% 44.4% 24.1% 7.4% 1.9% syahrial 468 joall (journal of applied linguistics and literature), 7(2), 2022 no performance expectancy positive perception neutral negative perception sa a n da sda between lecturers and students during the covid-19 pandemic 6 using the zoom/g-meet application can increase the chances of successful lectures that have been planned during the covid-19 pandemic 9.3% 37% 37% 14.8% 1.9% 7 i feel that the ability of information technology is an important provision to be able to use the zoom/g-meet application 18.5% 55.6% 25.9% 8 i feel that the zoom/g-meet application can increase productivity during the covid-19 pandemic 11.1% 48.1% 35.2% 5.6% 9 i feel that the zoom/g-meet application facilitates me to be more creative in learning during the covid-19 pandemic 11.1% 35.2% 44.4% 7.4% 1.9% as many as 79.6% of the students have a positive perception (agree/strongly agree) with the statement that the zoom and google meet applications can help them make online learning activities easier. then as many as 81.5% have a positive perception that the zoom and google meet applications are relevant to use for online learning activities. a total of 77.8% stated strongly agree and agree that the zoom and google meet applications provide benefits in online learning activities during the covid-19 pandemic. then, 92.6% of the students agreed that the zoom application provides a new experience in online learning activities during the covid-19 pandemic. this is in line with subject information data which shows that 72.22% of research subjects do not have experience in learning to use online technology before the pandemic. furthermore, as many as 66.6% of the students agreed that using the zoom and google meet applications could be more efficient to establish communication between lecturers and students. but there were 9.3% of subjects who thought otherwise, while 24.1% chose a neutral answer. this is consistent with the results of the next question (number 6) which states that the use of the zoom and google meet applications can increase the chances of successful learning that has been planned, where there are 16.7% of the students who choose to disagree and strongly disagree. meanwhile, 37% of the students chose neutral, and only 46.3% of the subjects agreed and strongly agreed. utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 469 then as many as 74.1% of the students agreed and strongly agreed that information technology skills were an important provision to be able to use the zoom and google meet applications. then, 59.2% of the students agreed that the zoom and google meet applications could increase productivity during the covid 19 pandemic, while 35.2% of them chose neutral. the last questionnaire question showed that only 46.3% of subjects agreed that the zoom and google meet applications facilitated being more creative in learning during the covid-19 pandemic. while 44.4% chose neutral, and 9.3% did not agree that the zoom and google meet applications facilitated being more creative in learning during the covid-19 pandemic. these results show that the performance expectations of using the zoom and google meet applications are generally positive. the results that tend to be negative are only seen in the 6th point questionnaire statement which states that the use of the zoom and google meet applications can increase the chances of successful learning that has been planned. this is most likely a dilator behind most of the subjects who have no previous experience in learning using online technology, thus affecting their expectations of the performance of zoom and google meet for online learning. the students’ perceptions related to the dimensions of the learning atmosphere there are 8 questions related to the dimensions of the learning atmosphere, namely items number 10 to number 17. the questionnaire statement for the dimension of the learning atmosphere has been devoted to learning english. table 2. atmosphere of learning english using online platform no learning atmosphere sa a n da sda 10 you want to study the learning media used by lecturers during the covid-19 pandemic. 16.7% 68.5% 14.8% 11 you are diligent in working on english assignments given by lecturers through online learning during the covid-19 pandemic, even though with a larger capacity than offline class assignments (face to face) 38.9% 46.3% 13% 1.9% 12 learning english online has certain limitations, for example it is difficult to practice speaking skills 9.3% 40.7% 44.4% 3.7% 1.9% 13 you are motivated and enthusiastic to learn english through online learning during the covid-19 pandemic because lecturers provide 14.8% 48.1% 35.2% 1.9% syahrial 470 joall (journal of applied linguistics and literature), 7(2), 2022 no learning atmosphere sa a n da sda various language learning experiences like offline classes. 14 learning english online can practice basic language skills (listening, speaking, reading, writing) like an offline class. 13% 50% 27.8% 7.4% 1.9% 15 you feel that your basic english skills can still be developed through online learning 16.7% 50% 22.2% 16.7% 11.1% 16 learning english online is not boring. 5.6% 40.7% 50% 1.9% 1.9% 17 you take online english lessons more actively in order to get good grades. 27.8% 50% 20.4% 1.9% from table, it can be seen that those who want to study the use of online learning media used during the pandemic at bengkulu university with a percentage agree and strongly agree as much as 85.2%, and the rest choose neutral. it can be seen that there are no students who disagree with this point. this indicates that the students have relatively high enthusiasm about the use of online technology for learning english. furthermore, the majority of students, namely 85.2%, confirmed that the lecturer gave more english assignments in online classes compared to face-to-face classes. however, this condition does not become an obstacle because the students are still diligent in doing the assignments given. this 11th point corresponds to the 17th point, where 77.8% of the students actively participate in online english learning, including doing assignments, with the motivation to obtain good grades. the motivation to obtain good grades is also supported by the ability of lecturers to provide various language learning experiences like offline classes, where there are 62.9% of the students who agree and strongly agree with this statement. however, only 46.3% of the students thought that learning english online was not boring, while 50% of them chose to answer neutrally, and 3.8% chose to disagree and strongly disagree. in terms of honing language skills, online learning has certain limitations. as many as 50% of them agree and strongly agree that through online learning it is quite difficult to practice speaking skills. a total of 44.4% of them chose neutral for this statement, while 5.6% chose to disagree and strongly disagree. the statement regarding the opportunity to develop english language skills through online learning is further confirmed through points 14 and 15. as many as 63% of respondents agreed and strongly agreed that learning english online can practice basic language skills (listening, speaking, reading, writing) like offline classes. this data shows results that contradict the previous point where 50% of them agree that it is quite difficult to develop utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 471 speaking skills. therefore, it can be seen that for listening, reading, and writing skills in online classes, them have the opportunity to develop better than speaking skills. furthermore, the respondents have high expectations that their english skills can still develop well as in face-to-face classes, with 66.7% agree and strongly agree. the students’ perceptions related to the dimensions of the student interaction there are 7 questions related to the dimensions of the learning atmosphere, namely items number 18 to number 24. table 3. student interaction when learning using the online platform no student interaction sa a n da sda 18 lecturers conduct question and answer activities about english material in learning through online learning, and i actively participate. 16.7% 61.1% 18.5% 3.7% 19 you feel more comfortable communicating (expressing opinions) through chat rooms rather than using a microphone. 22.2% 46.3% 29.6% 1.9% 20 in addition to individual assignments, the lecturer gives group activity assignments that require me to interact with my colleagues in online learning. 18.5% 66.7% 14.8% 21 the opinions i express in class discussions are always responded positively when learning online 20.4% 51.9% 24.1% 3.7% 22 in online learning, when i made a presentation followed by a question-andanswer activity, i found it quite difficult to discuss the answers to these questions with my group mates. 7.4% 25.9% 35.2% 29.6% 1.9% 23 you ask the lecturer when you have difficulty in learning english through online learning 20.4% 57.4% 22.2% 24 lecturers pay attention to students thoroughly, not only focusing on students who are actively answering, but also responding to the comment’s column. 14.8% 57.4% 27.8% the data shows that 77.8% of students agree that they carry out question and answer activities about english material with a lecturer as appropriate in face-to-face classes, and they tend to be active in online english learning. furthermore, 68.5% of them admitted that they feel more comfortable communicating (expressing opinions) through chat rooms rather syahrial 472 joall (journal of applied linguistics and literature), 7(2), 2022 than using a microphone. this point is intended to look at the students’ preferences in participating in class, not to assume that students who speak directly are better than students who participate through chat rooms. statement points number 20-22 are related to each other, namely discussing student interactions in discussion activities in online learning. there are 85.2% of students who agree that lecturers strive for interaction between students in online learning by giving group activity assignments that require students to interact with their peers. during discussion activities, 72.3% of them gave a positive response, namely agreeing and strongly agreeing that the opinions they expressed in class discussions were always responded positively when online learning. however, apart from the discussion activities that went well, as many as 33.3% of them felt that in online learning, when making presentations followed by question-and-answer activities, they found it quite difficult to discuss the answers to these questions with my group mates. regarding this, when conducting discussions in deciding the answer to a question, it usually requires additional time which may be a bit difficult to do when students do not meet face to face. a total of 35.2% chose a neutral answer, and as many as 31.5% of students did not agree with this statement which means that there are students who are able to handle this obstacle. regarding student interaction with lecturers, apart from asking questions about english material, 77.8% of respondents agreed that they were also given the opportunity to ask lecturers when they had difficulties in learning english through online learning. furthermore, at the last point of the questionnaire, 72.2% of respondents confirmed that the lecturer paid attention to students as a whole, not only focusing on students who were actively answering, but also responding to the comment’s column. it can be concluded that according to students' perceptions related to the dimensions of student interaction are positive perceptions, it can be seen from the high percentage of agree and strongly agree on the table list. the students’ problems in online english class the results of the questionnaire on perceptions of non-english education students as respondents in this study indicate that the obstacles faced by the students in online learning are mostly not in understanding the subject matter or in carrying out activities and doing assignments, but rather on technical barriers. of the 54 total respondents, only 26 people filled out open-ended questions regarding barriers to online learning, so the percentage calculation for the barrier category is based on 26 respondents. table 4 is a summary of the respondents’ answers from an open questionnaire distributed with a google form link. utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 473 table 4. barriers to mku english online learning variable category percentage technical problem signal difficulty 73.08% unstable electricity (often blackouts) 19.23% inadequate equipment (laptop, cellphone) 11.54% insufficient quota subsidy 15.38% learning process difficulty understanding material online 11.54% difficulty understanding how to teach lecturers 3.85% too much work 7.69% it's hard to focus too long when studying online 3.85% it can be seen that the biggest obstacle is technical problems, especially signal or network difficulties, which is 73.08%. in addition to the signal or internet network, quotas are also an obstacle that many students complain about (15.38%). even though the campus has received a study quota, it is not enough to accommodate all student online learning activities. the intensity of using gadgets, both laptops and cellphones, which is quite high during this pandemic, of course also affects its performance. it was said that gadgets that often-made errors and were inadequate were also an obstacle for students in online learning (11.54%). some are even constrained by the lack of this facility (do not have a laptop) so that they cannot be optimal in attending lectures and being stuck in doing assignments. furthermore, 19.23% of respondents complained about frequent power outages at their place during the hours when they took online lectures, thus disrupting the ongoing learning process. these complaints were obtained from both respondents who live in rural areas and respondents who live in big cities. regarding the learning process variable, several respondents admitted that it was more difficult to understand the subject matter with online lectures compared to face-to-face lectures (11.54%). there were respondents who complained about the lack of opportunities to discuss directly and freely with their lecturers, due to the limited features and quality of the internet network (3.85%). judging from table 4, there are students who complain that their concentration is easily disturbed or lacks focus due to unfavorable conditions at home (3.85%). in addition, online learning from home also poses a burden for some students because the assignments given by the lecturers become more (7.69%). respondents complained that there syahrial 474 joall (journal of applied linguistics and literature), 7(2), 2022 were piles of assignments from lecturers where almost all of them had almost the same deadline so they had difficulty completing them. discussion in the context of the crisis caused by the coronavirus pandemic, there are two major changes in the indonesian higher education system. a shift to digitalization and a student-centric e-learning process. these changes occurred in a relatively short period of time. as e-learning platforms support this type of learning, digitization has forced educators to switch to a more student-centric form of education. the questions in the questionnaire about the students’ perception toward video conference platforms to support english online learning are sorted according to the dynamics of online learning. we have discovered that three problems usually occur with online learning (huang et al, 2020), which are the dimension of the performance expectancy, the dimension of the atmosphere or learning atmosphere, and the final dimension of student interaction. the data from the questionnaire show that the students responded differently to using video conferencing platforms such as zoom and google meet in their english classes. however, most respondents to this survey are positively aware of the use of zoom and google meet. from the dimension of performance expectancy, the results show that the performance expectations of using the zoom and google meet applications are generally positive. the students have a positive perception (agree/strongly agree) with the statements that the zoom and google meet can help them make online learning activities easier, are relevant to use for online learning activities, provide benefits in online learning activities during the covid-19 pandemic, provides a new experience in online learning activities during the covid-19 pandemic. this is strongly in line with the result of the study by khasanah and syarifah (2021). the result indicates that besides being a substitute for direct face-to-face learning, the students also showed a positive response to the use of the zoom application. from knowing students' perceptions, it can be seen that zoom media can be used as a learning medium. in addition, most of the studies mentioned show that the students generally have a positive attitude towards online learning, but encounter technical problems or get more information in traditional courses. moreover, on the dimension of learning atmosphere, the use of zoom and google also stimulates student interest and engages them in new learning experiences. this is in line with the results of research conducted by mustafa (2015) which states that students do not feel bored when learning through online platforms. however, in the current study, the majority of students, which is 85.2%, confirmed that the lecturer gave more english assignments in online classes compared to face-to-face classes. but this condition does not utilizing online video conference platforms to teach english at universitas bengkulu… joall (journal of applied linguistics and literature), 7(2), 2022 475 become an obstacle, because students are still diligent in doing the assignments given. this point is confirmed by another point in the questionnaire in which the result showed that the students actively participate in online english learning, including doing assignments, with the motivation to get good grades. in summary, the data shows that respondents gave mixed responses to the use of online learning platforms such as zoom or google meet during the pandemic. however, most of the respondents in this study viewed the use of zoom and google meet positively. lastly, on the dimension of the students’ interaction, the related study was conducted by nehe (2021). the researcher found that there were three patterns of interaction: interaction lecturer-students, students-lecturer, and students-students interaction. the three interactions happened well. in this study, the focus is only on the student interaction, and the result also turns out to be positive. it is revealed that zoom and google meet with their chat features can encourage students' self-confidence and motivation and can facilitate shy students to interact more with teachers and their peers. regarding the problem of using online learning platforms in english classes, the participants involved in the study mentioned that internet connection was the main problem that emerged during the use of zoom and google meet. this finding is supported by the results of research conducted by enriquez (2014) and (ekmekçi, 2016) which state that access to the internet is the main disadvantage of using an online learning platform because although the platform requires a constant internet connection, not all students have good internet access. conclusion this study aims to determine the students' perceptions of online english learning during the covid-19 pandemic and the obstacles faced by students. based on the data analysis and the discussion, positive perception on the english learning through zoom and google meet is obtained. this can be seen from the percentage of data based on several dimensions, namely the dimensions of performance expectations, learning atmosphere, and student interaction. with this positive perception result, it is hoped that the implementation of the bengkulu university rector's decree no. 25 of 2020 regarding certain toefl score requirements for unib graduates can be achieved. the process of learning english using online technology at bengkulu university is generally well implemented, so that it can support the implementation and achievement of the rector's decree in the future if the pandemic is still ongoing. based on the research results, several recommendations are suggested. for lecturers, because the use of online learning platforms promises to be applied in the classroom, lecturers must be more creative and selective in syahrial 476 joall (journal of applied linguistics and literature), 7(2), 2022 choosing materials. most of the challenges faced by students in online learning are not in understanding the subject matter or in carrying out activities and doing assignments, but rather on technical barriers. although students' difficulties in operating online learning platforms did not appear as one of the problems in this study, it is advisable for lecturers to show students step by step in using the online platform to make sure their students can operate it well. since this research only used accounting students as the participant, further research can involve more participants from various departments. or different areas are suggested to be carried out to explore more, not only about students' perceptions, but also about the effectiveness of using online learning platforms in different efl indonesian classroom contexts. acknowledgments we would like to express our special thanks of gratitude to the editor and/or anonymous reviewers who have given us feedback on our piece of writing. references anggraini, i. 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(2020). reviewing online learning facing the covid-19 outbreak. talent development & excellence, 12(3), 385–392. https://doi.org/http:/dx.doi.org/10.172%2075/per.16.spi.1.1 http://www.dlsu.edu.ph/conferences/dls%20u_re%20search.../_pdf/lli-ii-010.pdf http://www.dlsu.edu.ph/conferences/dls%20u_re%20search.../_pdf/lli-ii-010.pdf https://doi.org/10.1186/s40561-020-00125-8 https://doi.org/10.1080/01587919.2014.891428 journal of applied linguistics and literature, vol 6(1), 2021 32 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.11462 factors affecting listening anxiety of senior high school students in english classroom khairani ade guswita1; sugirin2 applied linguistics program, universitas negeri yogyakarta, indonesia1,2 corresponding email: khairaniadeguswitalubis@gmail.com abstract in the process of listening, anxiety is a natural response that occurs to the students who can divert the listening process. thus, the purpose of this study is to find out factors affecting listening anxiety of senior high school students in the english classroom. the method used in this study was mixed method because the data obtained were in the form of qualitative and quantitative data. participants in this study were 35 senior high school students in 2019-2020 academic year. the instruments used to collect data were questionnaire and interview. the questionnaire contains 14 questions that was adopted from the foreign language listening anxiety scale (fllas) developed by kim (2000) that was given to the students and interviews were conducted with an english teacher and three students. the results of this study indicate that there are several factors that cause listening anxiety. the first, the students feel confused and anxious because they are unable to catch the words conveyed by the speaker. the second, the students feel difficult to understand the pronunciation of the speaker. the third, the students feel afraid when the speaker conveyed information too quickly. the fourth, the students feel worried about the limited time in doing the listening task. the fifth, the students feel anxious because they think the other students understand more about the content of the english recording. and the last, the students feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in english. this study is expected to be used by the english teachers to be more aware of the existance of the student’s listening anxiety, so they can consider to choose the appropriate listening strategies in teaching at the classroom. keywords: english classroom; listening anxiety; senior high school student. introduction listening is one of skills in english that is considered difficult but often neglected, when compared to other skills, namely speaking, writing, and reading skills (richard & renandya, 2002). this is because the teachers are http://dx.doi.org/10.33369/joall.v6i1.11462 factors affecting listening anxiety of senior high school students in english classroom 33 journal of applied linguistics and literature, vol 6(1), 2021 more likely to prioritize the teaching of speaking, reading and writing skills. this condition is aggravated by society which assume that if someone is able to speak well, this is a reflection that the person is also able to communicate well. one's ability to understand spoken language is one of the important factors in learning a second language because in everyday life, the activity that is often done is listening. schwartz (as cited in adnan, 2012) states that adults use half of their communication activities to listen while students receive 90% of information in the schools from listening to the teachers and from others. based on the phenomena that occur, one of the factors that affect listening performance is emotion. in second language learning, emotion as a personality of person is important because it has an impact on learning in the classroom that affects the students' ability to process information accurately. brown (2007) states that emotions affect learning in the most basic way because emotions are the basis of learning strategies and techniques. anxiety is one of the emotional conditions that makes listening process difficult. it can divert the students' attention in learning process in the school. it is in line with the affective filter hypothesis proposed by krashen (1985) which explains that every human being has an affective filter. something that needs to know is that no one who learns a second language must succeed. one of the causes is comprehensible input that cannot be accepted properly. in addition, jafari and hashim (as quoted in gilakjani & sabouri (2016) state that comprehensible inputs are channels for listening. in this context, according to krashen, motivation, selfconfidence, attitude and anxiety factors will be very important. these four factors are assumed to be effective filters. if the filter is widely open, the input will enter freely. otherwise, if the filter is narrow or closed, then the input is very difficult to enter or may not enter at all. furthermore, according to krashen, this filter will prevent the students from accepting or reproducing language if there is a student who does not like learning english, then the student's filter will be tighter. so if the students dislike or even hate the instructor or the teacher, it will be possible for the students to make mistakes in language because the filters are tighter that it can obstruct the students in language learning. one of the goals of learning english in senior high school is to develop listening skills in english subject. in indonesia, the low ability to listen to english is influenced by various factors, among others, the lack of english knowledge, the lack of students’ vocabulary, lack of communication practice in daily life, low quality of students assignments, the technique used by the teacher is less precise, and the influence of the students' internal factors themselves (adnan, 2012). one of the internal factors is anxiety as described above. foreign language anxiety often occurs especially in the process of learning english. foreign language listening anxiety is defined as a special khairani ade guswita; sugirin journal of applied linguistics and literature, vol 6(1), 2021 34 condition that refers to the tendency that occurs in foreign language listeners in tasks related to listening (liu 2016; zhang, 2013). thus far, a number of scholars have conducted research related to listening anxiety in efl classroom in other settings, for example in iran (dalman, 2016), china (liu, 2016; zang, 2013; fang, 2011), japan (kimura, 2008). this influences current study to look into issue within the context of the selected institution because of the limited study conducted in indonesia. this is indicated by a number of scholars who usually analyze listening anxiety of college student in efl classroom as their object of study (agustiana, 2019; prastiyowati, 2019; annisa, adnan, & marlina, 2020). therefore, listening anxiety of senior high school students is still a new study to be observed and it is important to make the students and the teachers more aware of the existence of listening anxiety in the english learning process. whereas listening skill is not neglected in the english learning process and anxiety is one of the problems that is faced by the students to do the listening task. thus, this study is important to be conducted to know factors affecting listening anxiety of the senior high school student, especially in sma negeri 9 yogyakarta. the results of early observation on english learning program in sma negeri 9 yogyakarta show that the students face some difficulties in doing the listening task because of the existence of feeling anxiety during the english listening process. first, the students think listening activity in other languages especially english, is more complicated. second, the students feel anxious when they try to comprehend the english listening passage. third, the students avoid and reduce participation because they feel worried about making mistakes when doing the listening task. finally, the students are still afraid and ashamed to practice the target language because the students think the teacher will scold him and his friends will mock him if he makes a mistake. in addition, as senior high school students who will face the national examination, they are required to be able to do listening tasks in order to obtain good score, especially in the national examination. however, most of them still think that english is a difficult subject in the school. it has an effect on their self-esteem and makes them feel worried in class especially when facing listening tests. in other words, the learning goals will not be achieved properly because of the anxiety experienced by students before conducting learning activities in the classroom. based on the explanation above, the researchers are interested in conducting research to find out factors affecting listening anxiety of senior high school students in the english classroom. methods participants / subject / population and sample the method used in this study was a mixed method. a mixed method research design is a procedure for collecting, analyzing and mixing both factors affecting listening anxiety of senior high school students in english classroom 35 journal of applied linguistics and literature, vol 6(1), 2021 quantitative and qualitative research. this method was used in a single study to understand research problems (creswell, 2014). quantitative method was used to analyze questionnaire given to the students. while qualitative method was used to change the percentage of the students’ answer in questionnaire into narratives or words and followed by the results of interview with an english teacher and three students. the participants of this study were 35 students of the twelfth grade at sma negeri 9 yogyakarta, in academic year 2019-2020. the researchers chose the students in the twelfth grade as samples because according to preliminary observation, the twelfth-grade student had done some of listening tasks with hight enough level and they had a preparation to face the national exam in english subject. instruments in this study, there were two instruments used to collect data, namely questionnaire and interview. questionnaire is a technique of collecting data through forms that contain questions that are submitted in writing form to someone or a group of people to obtain answers or responses and information needed by the researcher (mordalis, 2008). this study used a closed questionnaire type. closed questionnaire is a range of responses that can be chosen by the respondents (oppenheim, 1992). the questionnaire was adopted from the foreign language listening anxiety scale (fllas) developed by kim (2000). this study used 4 scale of likert scale by eliminating the middle answer (neutral) because it has multiple interpretations, neutral answers do not confirm the respondent's opinion towards agree or disagree, the respondents have a tendency to choose neutral answers (azwar, 1997). therefore, the likert scale used in this study are strongly agree, disagree, strongly agree, and disagree. the questionnaire on listening anxiety contains total of 14 items that evaluate the respondents’ perceptions of their listening anxiety. the second instrument was an interview. the interview results were used to give additional information about the students’ anxiety in listening that cannot be obtained from the questionnaire. in this study, the researchers conducted interviews with three students by using random sampling to represent all of the students in a class that become the object of this study and an english teacher who taught in the twelfth grade of senior high school to check whether the data found in the field was in line with what was filled in the questionnaire by the students. the researcher asked questions related to learning english, especially when doing on the listening task. data analysis procedures the data analysis technique used were three stage analysis of mixed method proposed by ary, jacobs, & sorensen (2009), namely the first stage is data khairani ade guswita; sugirin journal of applied linguistics and literature, vol 6(1), 2021 36 reduction. at this stage, data reduction is done by analyzing the results of the questionnaire given to the students who can produce descriptive statistics. then, the second stage was the data display. in this study, the researchers presented the table form of data percentage in displaying the quantitative data. the third stage was data transformation. at this stage, quantitative data in the form of numbers or statistics are transformed into qualitative data in the form of words or narratives. findings the findings of the study are discussed based on the problem that has been formulated, namely the factors affecting listening anxiety of senior high school students in the english classroom. data were obtained by looking at the results of questionnaire that has been given to the students and interview with english teacher and three students. according to underwood and kenworthy (1989), there are several aspects that affect students feeling anxious when listening to english recordings which are unable to capture words, speak too fast, lack concentration and lack of english vocabulary. unable to catch the words listening is one skill that is more challenging than other skills. when listening to english recording, the students often lose words from what the speakers are talking about. this becomes an obstacle for the students to examine the contents of the english recordings that have been played and will influence the students to be able to find the ideas contained in the english recording. table: 1 the result of student’s answer about unable to catch the word statement strongly agree agree disagree strongly disagree feeling confused when listen to important information in english recording. 5 (14.3%) 18 (51.4%) 7 (20%) 1 (2.9%) feeling afraid when cannot catch the keyword in english listening. 6 (17.1%) 24 (68.6%) 4 (11.4%) 1 (2.9%) feeling worry when cannot listen to english recording in his/her own way. 8 (22.9%) 50 (57.1%) 7 (20%) 1 (2.9%) feel annoying when translating words that cannot be understood. 7 (20%) 23 (65.7%) 15 (14.3%) 0 (0%) cannot catch what the speaker means. 3 (8.6%) 24 (68.6%) 8 (22.9%) 0 (0%) factors affecting listening anxiety of senior high school students in english classroom 37 journal of applied linguistics and literature, vol 6(1), 2021 based on table 1, it is proven that the students have difficulty in catching the words and content conveyed in the english recording. in the first statement it was found that as many as 5 students or around 14.3% choose “strongly agree” and 18 students choose "agree" or around 51.4%. the second statement, there are 6 students or 17.1% who choose “strongly agree” and the students who choose “agree” are 24 students or about 68.6%. it can be seen that only one person or 2.9% choose strongly disagree. it explains that they are still feeling afraid because they cannot catch the key words from the english language recordings that they had heard. in the third statement, it was found that students who choose "agree" are 20 people or 57.1%. that is, almost half the number of participants who felt worried when they cannot listen to the recording of english in their own way. this is followed by statements 4 and 5 which show that there are 23 students or 65.75% who felt annoyed because they cannot translate words that they do not understand and there are 24 people or around 68.6% who chose "agree". this shows that most students of senior high school students in the twelfth grade at sma negeri 9 yogyakarta cannot catch what is spoken and delivered by the speaker in english recording when they are doing listening tasks. besides, there were also some students who were still not too confused and anxious when doing listening sections because there were some students who join to english course outside of school. it really helps them to practice their listening skill in the classroom. it is in line with the result of the interview with the student 1, the student felt afraid because she could not catch the word conveyed by the speaker. this makes her missed important information from english recordings. therefore, the student must focus on the english recording and she usually does a lot of exercises to make her easy to identify the speaker’s utterances. another factor that caused anxiety in listening to english recording is that the students are still not familiar with english, which is as a foreign language in indonesia. table 2 shows students' responses related to the pronunciation of speaker that can obstruct their listening comprehension. table: 2 the results of students’ answer related to pronunciation speaker statement strongly agree agree disagree strongly disagree difficult to understand when the speaker say word differently than the way of the student say. 6 (17.1%) 23 (65.7%) 6 (17.1%) 0 (0%) khairani ade guswita; sugirin journal of applied linguistics and literature, vol 6(1), 2021 38 statement strongly agree agree disagree strongly disagree difficult to distinguish one word to another word when listen to english recording. 3 (8.6%) 27 (77.1%) 5 (14.3%) 0 (0%) based on the results of the questionnaire above, on the first statement students who choose "strongly agree" are 23 students or 65.7% and the students who choose agree are 6 students or 17.1%. recognizing one word to another word is the most important thing in increasing listening skills. the results of the data explain that the students feel that they understand what the speaker is talking about because the spoken word is different from what the speaker speaks. it has an impact on students' ability to interpret the topics discussed in the english recording. in line with the second statement, there are 27 students or around 77.1% who choose "agree" and no one choose “strongly disagree”. this also confirms the statement that the students are still difficult to distinguish one word to other words when listening to english words. based on the results of interviews with the teachers, the students are indeed confused to distinguish pronunciation from each word which causes each student to have different interpretations when listening, especially in distinguishing pronunciation from words that are equally pronounced but have different meanings. rapid rate of speech anxiety in listening can also be caused by the speakers who convey information too quickly. this makes the students unable to follow the speaker's words and obtain the words or meanings conveyed by the speaker. it can be seen from the table 3 as follows. table: 3 the result of students’ answer about rapid rate of speech statement strongly agree agree disagree strongly disagree feeling afraid if the student might not understand everything when the speaker talks quickly. 8 (22.9%) 20 (57.1%) 7 (20%) 0 (0%) based on table 3, there are 20 students who choose "agree" or around 57.1% and choose “strongly disagree” as many as 8 students or 22.9% and students who choose “disagree” as many as 7 students or around 20%. this shows that students feel afraid if the speaker speaks quickly. the students also feel difficult to understand the speaker’s words. the students feel that many factors affecting listening anxiety of senior high school students in english classroom 39 journal of applied linguistics and literature, vol 6(1), 2021 words are lost when the speaker speaks very quickly so they cannot follow the speakers. they stated that the words that have been preceded before will disappear. based on the interview with student 2, he stated that the rapid speech influenced him in doing the listening task. the student felt afraid because the speed of the english recording was too fast so that he could not follow the english recording. student 3 also stated that in the beginning, she could follow the recording. since, the speaker talks quickly, she could not follow what the speaker talked about. this is in line with the limited time that the students have when doing the listening section. the students must be able to control time as well as possible so that they can answer each question from the listening task. this time is very influential on information obtained by students relating to the contents of the recording of the english language. this can be seen from the results of student answers about the limited time in working on listening problems. table: 4 the result of students’ answer about the limited time statement strongly agree agree disagree strongly disagree feeling worried when have a little time to think about what has been heard in english recording. 5 (14.3%) 26 (74.3%) 4 (11.4%) 0 (0%) feeling nervous if the english recording is only played once 11 (31.4%) 17 (48.6%) 7 (20%) 0 (0%) feeling confused so that make the student does not remember what has been heard in the english recording. 3 (8.6%) 24 (68.6%) 9 (25.7%) 0 (0%) table 4 shows the results of answers from the senior high school student questionnaire about the limited time spent when doing on the listening task. the author found that there are 26 students or around 74.3% who choose "agree", 5 students or around 14.3% choose "strongly agree", while the students who choose "disagree" are only 4 students or around 11.4%. this shows that some students feel worried when they have little time to think about what has been heard in the english listening task. in the second statement, students who choose "agree" are 17 people or around 48.6 % and the students who choose "disagree" are 11 students or around 31.4%. this explains that some students are nervous when the listening section is only played once. based on interviews conducted with the teacher, the teacher said khairani ade guswita; sugirin journal of applied linguistics and literature, vol 6(1), 2021 40 that students often asked to repeat the recording more than once because they felt that there were some parts that were left behind at the end of the english recording. this is followed by a second statement which shows that there are around 24 students or 68.6% who choose "agree" and 3 students or 8.6% who choose "strongly agree". this also ensures that the student cannot remember what he has heard because he feels confused. lack of concentration lack of concentration when listening to english recording makes the students feel anxious because they cannot get what the speaker is talking about. students often think the other things when listen to the speaker. this can be seen from table 5 below. table: 5 the results of students’ answer about the lack of vocabulary statement strongly agree agree disagree strongly disagree feeling worried that the student will lose important idea because the student does not focus to the english recording 4 (11.4%) 25 (71.4%) 6 (17.1%) 0 (0%) think that everyone understand well what speaker means except himself. 6 (17.1%) 17 (48.6%) 12 (34.3%) 0 (0%) the first statement in table 5 shows that there are 25 students or around 71.4% who choose "agree" and as many as 4 students choose "agree" or around 11.4%. this is followed by the second statement, there are 17 students or 48.6% who choose "agree" and 6 students or 17.1% who choose “strongly agree”. this shows that the student feels anxious if he loses an important idea from the english recording. they feel difficult to focus when listen to english recording and feel anxious if he only does not know what is being said by the speaker in the english recording. this is very influential with the level of his self-confidence that feels his friends are smarter than him. based on the interview with student 1 and 3, they felt worried or unconfident when their friends were smarter in doing the listening task. in addition, they realized their friends understood well what the speaker means except themselves. student 2 also stated that he sometimes felt worried because he could not get the core of the speaker’s utterance. he did not focus to the recording because he thought of something else. factors affecting listening anxiety of senior high school students in english classroom 41 journal of applied linguistics and literature, vol 6(1), 2021 lack of vocabulary lack of vocabulary is the most common thing for language learners. nation (2001) said that vocabulary measurement is one measurement that greatly influences the success of listening to english. this can be seen from table 6. table: 6 the result of students’ answer about the lack of concentration statement strongly agree agree disagree strongly disagree feeling nervous and confused when cannot understand every word in listen to english recording. 4 (11.4%) 23 (65.7%) 8 (22.9%) 0 (0%) from table 6 shows that there are 23 students or as many as 65.7% who choose "agree" and there are 4 people or around 11.4% who choose "strong disagree", while those who choose "disagree" as many as 8 or around 22.9%. this shows that some students feel nervous and confuse when they do not understand every word that they have heard in the english recording. the students only master a little about english vocabulary so that they cannot get the meaning of what the speaker is talking about. this result is the students do misinterpret the meaning and loss of information relating to the contents of the english recording. based on the interview with student 1,2,3, the most problems that they face to do listening task is the lack of vocabulary. student 1 also stated that she can not understand the vocabulary because she seldom heard the words. discussion after analyzing the data, the next step is discussing the data obtained. the discussion consists of interpretation of the data obtained in this study, relation of the data obtained with the theories from each variable, and the relation or comparison of this study with the previous study. the results of the data were obtained from 35 students of sma negeri 9 yogyakarta. based on the data description above, it can be interpreted that the students’ anxiety of the twelfth-grade students of sma negeri 9 yogyakarta is quite high. it can be known from the percentage of the student’s answer that most of the students chose “agree” in each statement of the questionnaire. this study was aimed to find out factors affecting listening anxiety of senior high school students in the english classroom by giving the questionnaire to the students and interview an english teacher. there are several factors that affect the students in the process of listening to audio, namely tension and concern about listening to english and lack of confidence in listening to audio (kim, 2000). however, this study just focused on the khairani ade guswita; sugirin journal of applied linguistics and literature, vol 6(1), 2021 42 tension and concern about listening to english. according to the results, the students’ anxiety was mostly caused by the students are unable catch the words conveyed by the speaker, feel difficult to understand the pronunciation of the speaker, feel afraid when the speaker conveying information too quickly, feel worried about the limited time in doing listening task, feel anxious because they think the other student more understand about the contents of the english recording, feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in english. the findings of this study are in line with kim's (2000) study which found that delivery speed and unfamiliar pronunciation are the main concerns of foreign language listeners. another finding is that the students who do not take english training or course show a higher level of anxiety than the students who take english training or course. in addition, the findings of this study support the findings of kimura (2008) who found two main factors that influence the process of listening comprehension, namely self-focused apprehension and task-focused apprehension. thus, the findings of this study add to the research findings that second language listeners do indeed experience anxiety listening. fang (2011) in his study also found the same results and emphasized that listening input characteristics such as difficulty level, nature of speech, and lack of repetition are the main sources of listening anxiety. furthermore, fang emphasized that using appropriate listening strategies reduces anxiety levels such as taking notes during the listening process and it can also improve listening comprehension. in addition, zhang (2013) in his study also found a similar thing that poor listeners are more anxious in their ability to hear. listeners feel anxious when listening to foreign language speakers and it can be seen when students quickly forget what they have heard, do not understand what message is meant by the speaker, and ignore the next part while thinking about meaning. factors that lack of self-improvement will also hamper listening performance such as the students never try to practice listening to english recordings and do listening task to develop their listening skills. it likely because the students have failure experience in listening activities. in other words, the students may have experience failure to identify the content and meaning of english recording so they cannot answer the listening tasks. therefore, the failure experiences can cause listening anxiety every time they must listen to english recordings in the classroom. conclusion and suggestion this study aims to find out factors affecting listening anxiety of senior high school students in the english classroom. the results of this study indicate there are several aspects related to student anxiety in listening to english recordings, namely students unable to catch the word containing 5 factors affecting listening anxiety of senior high school students in english classroom 43 journal of applied linguistics and literature, vol 6(1), 2021 statements. from each statement, the students chose "agree" which are about 50% more. this shows that students feel anxious because they cannot grasp the meaning of the speaker. the second aspect is related to the pronunciation of speakers, there are 2 statements and the results show that most students in the twelfth grade are difficult to listen to english recording because of the different pronunciations that have not been heard by them. the third aspect is the rapid rate of speech. in this aspect the results show that they feel anxious because the speaker is too fast when speaking. this is related to the next aspect, which is about limited time. the results show that the presentation of students who feel worried because of time constraints in doing listening section is quite high. this is also because the recording is played only once or twice. the last aspect is lack of vocabulary. the results of the percentage shows that about 50% of the students still lack of vocabulary which resulted in their limited understanding of the contents of the english recordings. the findings of this study indicate that english teachers must have role to encourage the students to practice listening skills. the teachers also need to help the students develop an attitude of confidence and eliminate the anxiety that greatly affects the performance of students in doing the listening task. further, the teachers also need to consider in choosing the appropriate listening strategies when teaching english in the classroom. in addition, this study also aims to increase awareness to the the students who learn second language about the importance of eliminating anxiety and cultivate selfconfidence to improve listening skills and success in learning english in the classroom. references adnan, a. 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(2013). foreign language listening anxiety and listening performance: conceptualizations and causal relationships. system : international journal of educational technology and applied linguistics, 41 (1), 164-177. doi: https://doi.org/10.1016/j.system.2013.01.004 https://doi.org/10.1016/j.system.2013.01.004 joall (journal of applied linguistics and literature), 7(2), 2022 395 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20117 https://doi.org/10.33369/joall.v7i2.20117 novolearning: a strategic response to large class problems in teaching non-english department students 1emma rosana febriyanti , 2raisa fadilla , 3chairil faif pasani , 4rizky amelia 1,2english language education study program, teacher training and education faculty, universitas lambung mangkurat, indonesia 1,2jalan brigjen h. hasan basery kayu tangi banjarmasin 3department of mathematics education, teacher training and education faculty, universitas lambung mangkurat, indonesia 1,2jalan brigjen h. hasan basery kayu tangi banjarmasin 4accounting department, state polytechnic of banjarmasin, indonesia 4jalan brigjen h. hasan basery kayu tangi banjarmasin article info abstract article history: received: march 12, 2021 revised: nov 20, 2021 accepted: june 07, 2022 having english for all non-english department students as a compulsory course in the institution is worthwhile for the improvement of students’ ability in using foreign language; however, practically, the students and the lecturers deal with a lot of issues regarding the implementation of the subject itself. every english class of non-english department is a large class consisting of more than 50 and even 100 students. handling large classes constitutes a real challenge to every lecturer that it may hinder greater academic achievement and favorable attitudes toward learning. this study aims to find out how novolearning program can be the alternative to cope with large class problems of nonenglish language students. novolearning program is an artificial intelligence-based mobile learning that provides a fully integrated training solution, allowing focused english language instruction, communication preparation and integrated skills training. this study employed descriptive qualitative research involving 356 non-english department students from mipa major namely mathematics, biology, chemistry, physics, and natural science education study programs. interview, observation, and documentation were employed to obtain the data of this present study. the results show that novolearning program can elevate the efficiency of the teaching and learning level to its best quality. it witnessed several views of students that get advantages from the use of the program such as the interactivity, boost on students’ english proficiency, and high-quality feedback. the practical use of this program makes it potential to be applied not only for today’s learning as an alternative to cope with ineffectiveness of large class but also for more advanced learning in the future. keywords: novolearning large classes problems non-english department students conflict of interest: none funding information: faculty of teacher training and education university of lambung mangkurat correspondence: rizky amelia, accounting department, state polytechnic of banjarmasin, indonesia rizky.amelia@poliban.ac.id ©emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia this is an open access article under the cc by-sa 4.0 international license. https://ejournal.unib.ac.id/index.php/joall/article/view/20117 https://doi.org/10.33369/joall.v7i2.20117 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.20117&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://orcid.org/0000-0001-8850-864x https://orcid.org/0000-0003-3621-1355 https://orcid.org/0000-0001-7846-3302 https://orcid.org/0000-0002-9176-7906 emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 396 joall (journal of applied linguistics and literature), 7(2), 2022 how to cite (apa style): febriyanti, e.r., fadilla, r., pasani, c.f., amelia, r. (2022). novolearning: a strategic response to large class problems in teaching non-english department students. joall (journal of applied linguistics and literature), 7(2), 344-362. https://doi.org/10.33369/joall.v7i2.20117 teacher training and education faculty at universitas lambung mangkurat in indonesia highly concerns about the importance of english learning for all non-english department students such as in mathematics, biology, chemistry, and natural science education program. english subject becomes a required subject which needs to be taken by all non-english department students in their second semester and it takes 2 credits and is conducted in a 100-minute lecture per week. theoretically, having english as the compulsory course in the institution is worthwhile for the improvement of students’ ability in using foreign language; however, practically, the students and the lecturers deal with a lot of issues regarding the implementation of the subject itself. in reality, every english class of nonenglish department is a large class consisting of more than 50 and even 100 students since administratively, the faculty integrates at least two departments in one english class due to the tight schedule and room available. consequently, some issues in the teaching and learning process arise due to large classes that the students and lecturers have. dealing with large classes constitutes a real challenge to every lecturer: diversity of students, lack of flexibility, class climate management, difficulty of setting and enforcing classroom behavior (crowd control), minimum attention to students, limited monitoring of students' learning and difficulty in engaging students to activities (fortes & tchantchane, 2010). another study revealed that with a large class, students would experience less interaction with their teachers, leading to a drop-out and failure (gibbs & jenkins, 1992). it is apparent that large classes may hinder greater academic achievement and favorable attitudes toward learning. facing this great challenge, the faculty of teacher training and education took an important decision which later became the policy that technology assisted tools should be integrated to the english course to solve large class problems. the growing body of research showing the benefits of exploiting technologies during lectures at a university, as well as in various other higher-education settings, to learning and learning-related outcomes nourished the growing interest in innovative teaching methods (sung et al., 2016). these benefits are particularly important in contexts where university classes are large, making it more challenging for lecturers to encourage students’ participation in class (hunsu et al., 2016). previously, the efforts to maximize the student’ learning were only done by the lecturers of english subjects for non-english department students such as grouping the students of a large class into several groups and assigning the tasks mostly in groups. https://doi.org/10.33369/joall.v7i2.20117 novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 397 the technology was used only for informing students about learning materials or tasks given through whatsapp application. hence, the decision made by the faculty to integrate technology inside the teaching practice is so valuable since studying with technology actually has been a common thing among students. through the collaboration with novo team, whose specialties are in digital and language learning management systems, an android-based application which is known as novolearning supported by the internet using gadgets is used to help students who are from non-english departments to study english independently and intensively. therefore, having large classes administratively can no longer be a problem since numerous advantages can be taken from the use of novolearning. this new way of language learning can satisfy both students’ visual and auditory senses, and it aids them to modify their own learning process to enter as much as possible knowledge and information which they cannot get from the class. furthermore, since the students can access novolearning anytime and anywhere, they can have the flexibility to their individual way of learning. with the program, the lecturers are able to see and monitor their learners' progress that it may save time in class and management as well as help lecturers to achieve quality education and create a learning environment in large classes. in line with feraco et al., (2020), novolearning supports the quality of learning such as the ease of accessing material, improving students’ motivation, creating positive relationships between lecturers and students, reinforcing students’ responsibility in taking the subject, and building positive attitude toward english learning. further, this study explains comprehensively how novolearning program can be the alternative to cope large classes’ problems of non-english language students. relevant literature on large classes issues, technology integration on language instruction, and novolearning as the language learning program are given. the first one is large class issues. an english subject for non-english department students in indonesia has had its place for a very long time. nowadays, it is categorized in general subjects termed as mata kuliah umum (mku). this compulsory course offers basic competences of english mastery to non-english students at the beginning of their study. it is considered as general english. the impacts of large classes on general subjects drive teaching for the lecturers stressful. finding time for marking, planning and assessment as observed by elkington & llyod-staples in yelkpieri et al., (2012) is more of a problem in large classes. they further reckon that “teachers see this as a direct threat to the quality of teaching.” on the other hand, based on the previous study by fortes & tchantchane (2010), it revealed that students expressed their dissatisfaction towards large classes. another study also mentioned that the majority of students are unable to benefit from a large class and they tend emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 398 joall (journal of applied linguistics and literature), 7(2), 2022 to suffer and become average students (yelkpieri et al., 2012). at worst, students would experience less interaction with their teachers, leading to a drop-out and failure. according to goodykoontz (2008), even though some students have been accustomed to large classes, they still found it ineffective for their learning process. the second one is technology integration in language instruction. technologies in the form of computers and the internet have significantly brought immense potential for education, and foreign language instruction has been the most real beneficiary of it. technology-assisted language learning has been the innovative norm in target/foreign language teaching as it ensures target language inside as well as outside the classroom (uddin & ferdous, 2018). additionally, lankshear et al. (2000) mention that digital technologies bring “authentic forms of social practice and meaning" in the education field. it means that any tools connected through the internet provide chances for socialization and interaction that facilitate language learning. integration of information, communication, and technology (ict) leads teachers to the international requirement in changing traditional teaching methods by the use of technology-based teaching and learning tools and facilities (ghavifekr & rosdy, 2015). therefore, teachers must transform technology into their teaching and learning activity in order to bring innovations into their classroom and to create a learner-centered learning environment (sharndama, 2013). moreover, technology-integrated instruction with the flexibility of time and space enables teachers to reach learners of varied abilities (levy, 2000). and to offer guidance, supervision and feedback to learners according to individual needs (hampel, 2002). technology integration elevates students’ attention, motivation, enthusiasm, and promotes students’ higher order thinking skills, autonomy, and creativity compared with the classroom where technology is not provided (raihan & lock, 2010; arifah, 2014; ahmadi, 2018). besides, technology gives students more control over what and how they learn; hence, the role of a teacher becomes a facilitator rather than being a transmitter of knowledge. information and communication technology (ict) is genuinely enhancing and persuading the educational practices of teachers and students, shifting the learning process from teachers centered to students centered (suhirman, 2019). on the other hand, technology solely should not be considered a remedy for all possible hurdles in language learning and teaching, but as an assistive tool for effective facilitation of teaching and learning process, so it needs to be used wisely to ensure its effectiveness. further, technology can offer a student-centered approach to learning and facilitate students with electronic literacy necessary in this techno-based world (uddin & ferdous, 2018). teachers can reach all students and provide novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 399 individualized feedback with the flexibility of time and location afforded by technology that might not be possible otherwise. however, importantly, teachers need to use technology for social interaction without putting too much emphasis on it as a tool. it should be viewed as an aid; therefore, teachers’ assistance and guidance is still necessary for effective language learning. related to the use of ict for assistance and language learning, manuhutu et al. (2020) and arini et al. (2022) proposed novolearning program as a tool to help non-english program students to achieve selfdirected learning and to be able to learn english intensively. novolearning program is the part of the information system in android based. an information system is a system within an organization coordinated by resources to change input (data) in order to reach the target. novolearning program can be accessed by any kind of gadget such as a hand phone, tablet or laptop. this program has two actors; they are players (students) and admin (lecturer). this program can be accessed by downloading it via app-store or play-store by name novo player while the teacher or the admin can access it by opening the source of novo studio. novolearning provides a fully integrated training solution, allowing focused english language instruction, communication preparation and integrated skills training. each test is divided into three levels; level 1 is directed at elementary level proficiency, level 2 at intermediate level and level 3 at advanced level. each level assesses specific competencies beginning with general grammar knowledge, reading comprehension, listening skills and, finally, pronunciation and speaking. level 1 allows students to learn many practical english phrases to be used in daily situations. students got the opportunity to brush up on their soft skills. by the end of the level, students would feel confident about welcoming guests in english, could give basic directions in english, could respond to compliments and constructive feedback in english, and could apologize and offer a suitable solution. then, level 2 provides students with more confidence in speaking english and to boost service skills. in this level, they learned variations of the phrases they studied in level 1. they also learned important service skills that improve the guest experience. at the end of the track, they could tailor your service to the guest’s needs when welcoming them, knew how to escort a guest to their destination, could give information about accessing hotel facilities, could find out what the problem is, could offer a quick fix to a problem, knew how to politely tell a guest you don’t know the answer to their question, and anticipated a guest’s need before they’ve expressed it. meanwhile, on level 3, the service skills are put to the test in complex skill scenarios. by the end of the level, students could give every guest a personalized welcome, could give a suitable alternative if a facility is not accessible, could protect house rules emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 400 joall (journal of applied linguistics and literature), 7(2), 2022 while maintaining guest satisfaction, recognized non-verbal cues to actively empathize, anticipated a guest's needs, managed the expectations of a guest, as well as clarified, apologized and gave a suitable response to a question that you don't know how to answer. one of the characteristics of novolearning is that it provides an interactive and fun experience in learning. this artificial intelligence-based mobile learning technology encourages students to experience the joy of interactive learning wherever and whenever they want to (arini et al., 2022). moreover, the courses in the program are designed with specific goals as to improve students’ english vocabulary and speaking skills in an academic context so that it prepares students effectively for their future (giannini, 2019). this program also encompasses the students’ necessity towards the use of technology for language learning. the exceptional quality also becomes the merit of the system since it includes high-quality feedback that simulates a native teacher. after successfully completing a course, students are rewarded with an internationally recognized certificate; an ideal preparation for the future. to sum up, the quality of teaching and learning process indeed suffer in large classes. this is supported by the fact that lecturers “reported that developing appropriate teaching and learning styles in large classes with diverse needs is challenging in itself” (amua-sekyi, 2010). these imply that large class size very possibly impacts negatively and positively on students’ academic achievements and their quality depending on how the lecturers manage the classes. method the aim of this study is to describe the implementation of novolearning program to non-english department students, students-teachers engagement, and the students’ view about the program. therefore, the researchers employed descriptive qualitative research. qualitative method allows the researchers to get a richer and more complex picture of the phenomenon under the study. the research was conducted in one semester. the research was conducted at faculty of teacher training and education, universitas lambung mangkurat. population the population of this present study was all students in all departments in the teacher training and education faculty (fkip) of lambung mangkurat university (ulm) in total 1855 students. meanwhile, the sample was 356 nonenglish department students from science department namely mathematics, biology, chemistry, physics, and natural science education study programs. these students were all first-year students studying in their second semester novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 401 taking an english course as one of mata kuliah umum (mku) subjects as a compulsory program in fkip ulm. instruments the researchers utilized interview, observation, and review of documents to obtain the data about the implementation of novolearning program, students-teachers engagement, and the students’ view about the program. all of the instruments used in this study were developed, validated to the expert validation, and revised based on the comments and suggestions. then, they were tried out and revised so that they could be used for gathering the data. the participants of the interview were randomly selected and interviewed to know their view towards the use of novolearning. the data collection procedure is preparing for the interview, starting and conducting the interview, and concluding the interview. each of the interviews lasted in 5 minutes to 10 minutes. meanwhile, the observation was conducted in one semester or during the implementation of novolearning program. data analysis the obtained data from the interview was the lecturers’ and students’ view towards the use of novolearning program. then, from the observation, the researchers obtained the implementation of novolearning program in the english subject at fkip ulm and students’ scores both in novolearning program reports. meanwhile, from the review of document, novolearning program description and curriculum were retrieved. the data from the interview, observation, and review of document was analyzed qualitatively. findings as the lecturers of the english subject of mku share things in common, namely ineffectiveness of large classes, fkip ulm asserts one effort to do. fkip ulm collaborates with the novo team to use novolearning program in english subject for non-english department students. careful steps of the implementation of novolearning program were taken by both fkip ulm and novo team. in this part, three foci are described namely implementation of the novolearning program, engagement between students and lecturers, and students’ views about the novolearning program. as for the implementation, the first step was conducting an english proficiency test (ept). all prospective students joined this test to find their knowledge in english. the faculty used the results of the ept to determine the students who could be enrolled in novolearning program. based on the ept results, 840 non-english department students of fkip ulm could join novolearning program; those who got 450 score and above. during that time, english department lecturers who teach english subject were also provided emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 402 joall (journal of applied linguistics and literature), 7(2), 2022 some workshops on novolearning program to get the insight about novolearning. as all the things have already been set up for both the lecturers and the students, the second step was that every lecturer was assigned to inform selected students about novo and its procedure. all selected students were ensured that the score they obtained in novolearning would be converted and be used as their english subject score. students were also informed that the activity of novolearning is fully online and is divided into 3 levels within a certain fixed schedule. meanwhile, the students who did not pass the minimum score of the ept test done previously, would join the english subject in a face-to-face classroom handled by the same lecturer as in the novolearning program. next, as the program began, the students studied english under the control of the lecturers to check their progress and help them whenever they had problems. to get full picture of novolearning program, the track as part of novolearning’s general english program can be seen in table 1. table 1. the silver curriculum: general english, stage silver, level 1 instructional goal sample assignment in the track (week 1 to week 5) 8 weeks in total introduce yourself and explain what you do for a living week 1 course: hello, i am... by the end of this course, students will be able to: vocabulary recognize and be able to describe physical traits with adjectives grammar understand usage of present simple tense use of present simple correctly in positive and negative statements syntax create questions using ‘to be’ verb in present tense give answers in the present tense, in response to a question: are you hungry? i am hungry pronunciation hear the difference between /i/ and /ɪ/ articulate /i/ and /ɪ/ correctly in words and sentences listening develop the ability to identify key words, phrases, ideas and themes through listening to conversations, monologues and short audio excerpts on sports and sportspeople answer related comprehension questions on listening material related to speakers' moods, intentions and opinions ask simple questions about someone else’s life and work week 2 course: meet the family by the end of this course, students will be able to: vocabulary recognize and be able to describe members of the family grammar understand different forms of comparatives and superlatives and how to use them in context novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 403 instructional goal sample assignment in the track (week 1 to week 5) 8 weeks in total syntax use and be familiar with 6 modifying comparatives: much, a lot, far/not much, a bit, slightly pronunciation hear the difference between /ð/, /d/ and /z/ articulate /ð/, /d/ and /z/correctly in words and sentences tell someone about your hobbies week 3 course: all in a day’s work! by the end of this course, students will be able to: vocabulary recognize and understand a range of jobs grammar understand and successfully use the definite and indefinite article with a range of nouns, including jobs introduced in vocabulary syntax use and be able to create questions without question words, using ‘do’ answer in short forms in the negative and affirmative: yes, i do/no, i don’t pronunciation hear the difference between /ɝ/ and /ɔ/ or /ɑ/ articulate /ɝ/, /ɔ/ and /ɑ/correctly in words and sentences invite someone out for a coffee week 4 course: breakfast, lunch and dinner by the end of this course, students will be able to: vocabulary recognize and be able to name a range of food and drinks english in use grammar understand countable and uncountable nouns, specifically in reference to food groups use and understand 'a', 'an', 'the', 'any', etc. in relation to countable and uncountable nouns english in action syntax create questions using question word ‘where’ create questions using 'what' using auxiliary construction with 'do' say it clearly pronunciation hear the difference between /f/ and /p/ articulate /f/ and /p/ correctly in words and sentences news about relatives week 5 course: i’m feeling good by the end of this course, students will be able to: learn new words recognize adjectives used to describe feelings grammar understand usage of the present continuous tense become familiar with the use of the present continuous tense to create positive and negative statements comfortably use the present continuous tense to create positive and negative sentences syntax understand the use of the present continuous tense in question form and recognize its use in various situations create questions using the present continuous tense: are you walking? emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 404 joall (journal of applied linguistics and literature), 7(2), 2022 instructional goal sample assignment in the track (week 1 to week 5) 8 weeks in total pronunciation hear the difference between /r/, /l/ and /w/ articulate /r/ correctly in words and sentences source: https://www.novo-learning.com/programs/ge/tracks/ge-silver-level-1 table 1 clearly shows how the courses are elaborated from the language skills and components. this curriculum was carefully designed. to ensure the validity and reliability of the program as well as the assignments, a pilot project was commenced in october 2018 and concluded in april 2019. two thousand students at 14 universities were involved and the results revealed a significant effect of the novolearning communication program on the participants’ knowledge of english. besides those skills and components shown in table 1, there is also an extended role-play on each week except the review course week. this roleplay aims at improving students’ general conversation competency based on each week’s topic. this activity engages all aspects such as vocabulary, grammar, syntax, and pronunciation. after the students successfully complete this level, they would continue to the next level and earn the official ailat silver 1 certificate. the approximate time to complete this level is 2 months based on 15-20 minutes per day. the second finding to be described is the engagement of students and lecturers while the program is held. as the novolearning program is online, the lecturers could easily control the students’ progress. all lecturers are given the access to login to novo studio. the lecturers can assign contents and view what content has been assigned to the class and monitor learner progress, see the time spent, percentage of the assignment that has been completed, how many assignments are overdue, and when the user was last active as well as how many members have yet to start the assignment, have started but not completed the assignment, and have completed the assignment. in addition, lecturers can add supplementary assignments to individual class members in personal assignment section, for example when they need to catch up on a specific topic. then, in analytics section, lecturers can see detailed insights at the level of an activity's slides. it helps them to check user progress and evaluate the effectiveness of the content that has been assigned. specifically, the lecturers can view the average time spent on each slide within an activity, the percentage of correct responses per interaction, the percentage of correct answers and the number of attempts per learner, and details about each answer. during the progress of novolearning program, the lecturers did not find any issues. meanwhile, students reported two most common difficulties namely internet connection issue and inability of some students’ smartphone https://www.novo-learning.com/programs/ge/tracks/ge-silver-level-1 novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 405 microphones. to some students who experienced them, these problems hinder them to follow the lesson or do the assignment very smoothly as they have to wait until the internet connection is stable and/or the mic works well to record their voice. nevertheless, they could overcome these problems for example by checking the internet speed and repairing the setting of the microphone. here are two samples of the students’ statements on the interview. table 2. students’ statements on the interview 1 s5 “the most common problem that i faced was trouble on the internet connection. i could download, but i could not upload or send my voice. i was trying hard actually.” 2 s14 “i couldn’t use the microphone on my smartphone. it was unable to use.” (s14) the third finding is students' views about the program. apart from the problems mentioned above, the students admit that the use of novolearning eases them in some ways. first, it offers interactivity and joy of learning. timely response whether their answer is correct or incorrect is a good thing for the students as they feel appreciated and confident. students also stated that learning english by using novolearning is fun. they like the animation particularly in dialogs/role play and stories. the other thing that they like is its mobile based function so students can use novolearning anytime and anywhere. second, it provides practical language and communication training. the vocabulary items provided in novolearning program enrich students' vocabulary bank, the pronunciation model is excellent and students can replay the audio and/or audio-visual provided on novolearning. it is helpful when they need to repeat to get a deeper understanding. the last one is high-quality feedback given to students. the students also found that they do not have to sit in a crowded situation with other students as the situation usually happens in a large class. this enables the students to focus on themselves and makes it effective for their learning process. students tend to be actively engaged with the lecturers and have more interaction with them to get help and assistance. discussion the findings of this study revealed that both students and lecturers implement the novolearning program well to replace the crowded large class problem. the students are able to complete level 1 stage silver in time with the help of the lecturers in the process. moreover, the lecturers can monitor students’ progress and evaluate the effectiveness of the program for their students’ learning in the language. the novolearning program offers the advantages of the use of technology to be embedded in language learning, emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 406 joall (journal of applied linguistics and literature), 7(2), 2022 namely the flexibility and autonomy for students to have their learning in the language. when students feel free and not under pressure when learning a language, they can be highly motivated and make their own goal in the future. the purpose of english language teaching for non-english department students in fkip ulm is to introduce english as a communication tool in the form of listening, speaking, reading and writing to support their future studies. however, a class ought to be sufficiently large to offer variety and permit collaboration and sufficiently small to provide opportunities for participating and receiving individual attention (bahanshal, 2013). meanwhile, susikaran (2013) in his paper questions what has been missing in an english class. the answer is that the teacher does not accommodate the students with the real language use and the real atmosphere. in indonesian context, this becomes difficult for most efl teachers since they cannot provide real input and authentic exposure for the students to practice the language. one of the main objectives of higher education levels is to facilitate students to learn effectively. among several teaching methodologies, technology systems based on mobile devices are potentially powerful learning tools (feraco et al., 2020). therefore, the integration of technology in the english instruction is not a novel thing and it has always been an important part which cannot be segregated from the process. the numerous advantages which benefit both lecturers and students from technology are evident and noteworthy. moreover, novolearning is used by efl lecturers especially at fkip universitas lambung mangkurat to facilitate their students in english learning as a promising solution to cope with large class problems and a helpful strategy to combine technology in the learning. to put emphasis, with the use of technology, teachers can challenge some of the difficulties owned by large classes (sharndama, 2013). large classes in some education levels are unavoidable and do not come intentionally. this is a typical phenomenon which is regularly seen as one of the fundamental barriers to accomplish quality education as it represents various issues of teaching and learning. sharndama, (2013) marks financial factors, absence of room, lack of educators and the growing number of students are reasons that make some institutions still enroll in this kind of situation. the shortage of learning materials also gives teachers no alternative other than to address conventional methods that give practically no space for students to work together, investigate or share thoughts. fortes & tchantchane (2010) mentioned that the students under their study preferred small classes and showed frustration towards large classes since they could not get chances to approach the lecturer for asking help and often get distracted by an unfriendly learning environment. moreover, not only do students favor small classes but also teachers. they believe that small size classes make their students learn in a better way and they can pay a novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 407 considerable amount of attention to each student. they are also certain that this is ideal and should be applied in almost all teaching and learning environments (bahanshal, 2013). there are some considerable amounts of research concerning the drawbacks of large sized classes (amua-sekyi, 2010; bahanshal, 2013; fortes & tchantchane, 2010; goodykoontz, 2008; sharndama, 2013; yelkpieri et al., 2012). teachers hold opinions that large classes often bring chaos not only for them but for their students as well. they emphasize that teaching and learning activities cannot run as have been planned and they cannot concentrate because the class is out of control. moreover, they experience difficulties in remembering all names and characteristics of their students and do not know how to give help individually due to the number of students. similarly, some teachers also complain that they have a hard time to deliver the materials effectively and to encourage all students to participate and engage with the activities given. therefore, to sum up, large classes offer scarcely any chances to instructors to utilize quality educating and learning conditions for students. meanwhile, some advantages proposed by some research related to the use of technology integrated in language teaching and learning which are in line with the findings of this study. raihan & lock (2010), arifah (2014), (sung et al. (2016), hunsu et al. (2016), and ahmadi (2018) stated that technology integration elevates students’ attention, motivation, engagement, participation, enthusiasm, and promotes students’ higher order thinking skills, autonomy, and creativity compared with the classroom where technology is not provided. along these lines, the utilization of technology in the language classroom can be an aid for teachers to teach english effectively since it makes the class become alive and interesting especially for large classes. as the technology can raise students’ interest in learning, their self-study of english will be fortified and their capacity of talking and listening in to the language will be likewise elevated (susikaran, 2013). as a result, the use of novolearning as a technology platform for english learning obviously ought to have been transforming the traditional way of learning into interactive, explorative, and collaborative that teachers can take to make learning in large classes agreeably. lecturers could handle both the novolearning program and face-to-face class. the students who have been selected to join novolearning could learn well following the curriculum in novolearning under the supervision of the lecturers and at the same time, the lecturers could also focus on teaching the rest of the students who are in the classroom. hence, in order to get good results in language teaching, the lecturers need to use technology which can help them organize large classes as well as do their job to teach. emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 408 joall (journal of applied linguistics and literature), 7(2), 2022 additionally, susikaran (2013) and sharndama (2013) noted that the use of computer and multimedia teaching methods will be very helpful for the lecturers in college. with the interaction and powerful functions of the program, students can listen to the characters’ talk at the real scenes and at the same time, they can correct their own mistakes as being judged by the program, which is important to improve their communication ability. additionally, with the combination of texts, sounds and colorful pictures/images, the students will become attentive and willing to watch, listen, and engage in the class. the students in the study confirm that they feel appreciated and confident with their own learning since this program provides practical language, rich vocabulary and communication training as well. as a result, with this program, the students can learn the language in a meaningful way which can improve their proficiency in the language as this gives a strong foundation to help them survive in the real world. this statement is supported by the results of the interview: table 3. students’ statements on the interview 1 s27 “in my opinion, learning english with novolearning is very good and it helps me a lot. the program is very interesting since it combines animation, sound, and texts. i know my grade since it is informed after i did the tasks, so i know what my mistakes are. additionally, i can access the program anywhere and everywhere.” 2 s45 “novolearning is a wonderful program that can help me to learn english well. i can repeat the material until i understand fully and the scoring system makes me excited to study more and more. i feel so motivated to learn english in a fun way despite all the problems.” 3 s89 “i get much knowledge from novolearning which i probably cannot get from the class. the program enriches my vocabulary, makes my pronunciation better, and improves my comprehension. i just love it.” based on the findings, the students found a new way of language learning by means of the program that satisfies both their visual and auditory senses, and it aids them to modify their own learning process to enter as much as possible knowledge and information which they cannot get from the class. furthermore, since the students can access novolearning anytime and anywhere, they can have the flexibility to their individual way of learning so that they can learn english independently and intensively (manuhutu et al., 2020). this program can reach the students with varied abilities to have control over their own learning style as it will help them to get what they really need from learning the language. the students affirm that this program helps them get maximum understanding since they can repeat or replay the things which have not yet been understood, and the quick and transparent scoring system shown on every assignment, quiz or test motivates them to keep learning and reaching the end. as has been mentioned, even though the novolearning: a strategic response to large class problems in teaching non-english… joall (journal of applied linguistics and literature), 7(2), 2022 409 use of the program has changed from teacher-centered to learner-centered ones, the role of the lecturers who offer guidance, supervision, and feedback is still needed by the learners. the program does not act as a replacement tool for the presence of the lecturers, instead it is considered as a beneficial supplement for the better quality of teaching and learning. with the program, the lecturers could easily see and monitor their learners' progress and then give feedback to whoever had difficulty with the content assigned to them. this could really save time in class and management as well as help lecturers achieve quality education and create a learning environment in large classes (sharndama, 2013). lecturers could focus on teaching the students in the classroom while the students in the novolearning program also learn well. the presence of the novolearning program does not replace the face-to-face classroom. instead, it is an alternative that can be used to maximize the quality of english teaching and learning. novolearning program activates students’ engagement and enhances students’ achievement as it provides them with meaningful language and activities. manuhutu et al., (2020) found that there is a positive and significant relationship between novolearning and english ability. it means that the students who have good scores in novolearning will also have good achievements. almost the same result with manuhutu et al., (2020) study, 97.45% of the students did the assignment from course 1 to the progress test well. meanwhile, seeing from the scores of both classes, the results are satisfactory. though the result has differences, sung et al., (2016) and hunsu et al., (2016) argue that the use of mobile devices or technology in education brought a medium effect size for learning achievement. it means that learning with technology is more effective since the students show a positive effect on the academic performance than the traditional way of teaching. additionally, it is based on the evidence that students are accustomed with technology and the use of it in teaching and learning process contributes to effective learning (feraco et al., 2020; ghavifekr & rosdy, 2015). the integration of technology, particularly novolearning program in the teaching and learning process for non-english department programs, achieves huge success and gives benefits for both lecturers and students. the application of the program helps both parties to cope with large class problems. hence, novolearning program presents as an approach to eliminate the students’ fear of learning english and to arouse their enthusiasm and motivation to learn independently anywhere and everywhere. conclusion this study has examined the novolearning program as technology to facilitate and help to overcome common problems appearing in the large classes. taken together from the literature review and findings of this study, emma rosana febriyanti, raisa fadilla, chairil faif pasani, rizky amelia 410 joall (journal of applied linguistics and literature), 7(2), 2022 the size of the class plays a substantial role in the adequacy of the language teaching and learning process and then how novolearning program can elevate the efficiency of the teaching and learning level to its best quality. it witnessed several views of students that get advantages from the use of the program such as the interactivity, boost on students’ english proficiency, and high-quality feedback. finally, it offers a strategic response as an alternative to cope with large class problem ineffectiveness as students are equipped with more activities and exposure in english. acknowledgments this research was supported by the teacher training and education faculty, universitas lambung mangkurat, and novolearning program. we would like to express enormous appreciation the dean of teacher training and education faculty, dr. chairil paif pasani, m.si., who originally suggested this topic. our thanks are also extended to those who made valuable suggestions or who have otherwise provided insight and expertise that greatly assisted this research. without their continuing support, cooperation, and encouragement this 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(2013). the use of multimedia in english language teaching. journal of technology for elt, 3(2). uddin, m. e., & ferdous, f. (2018). technology integration through a taskbased email project for efl writing class at tertiary level in bangladesh. iiuc studies, 13(september), 9–26. https://doi.org/10.3329/iiucs.v13i0.37643 yelkpieri, d., namale, m., esia-donkoh, k., & ofosu-dwamena, e. (2012). effects of large class size on effective teaching and learning at the winneba campus of the uew (university of education, winneba), ghana. online submission, 3, 319–332. the authors emma rosana febriyanti is a lecturer of the english language education study program of universitas lambung mangkurat, indonesia. she earned her master in english language teaching from universitas negeri malang. her research interests are in english for specific purposes, teacher professional development, and english language teaching. raisa fadilla is a lecturer at the english language education study program of universitas lambung mangkurat, indonesia. she earned her master degree in english language teaching from universitas negeri malang, indonesia. she is interested in english language teaching, curriculum and instruction, and teacher professional development. chairil paif pasani is now a dean at teacher training and education faculty of lambung mangkurat university, banjarmasin, indonesia. he earned his doctoral degree at universitas pendidikan indonesia (upi) bandung. his research interests are in mathematics education and character education. rizky amelia is a lecturer of state polytechnic of banjarmasin, indonesia. she pursued her master degree at state university of malang. her research interests are in english language teaching, speaking, and technology. https://doi.org/10.3329/iiucs.v13i0.37643 journal of applied linguistics and literature, vol 6(1), 2021 109 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.13314 code-switching in indonesian popular songs and its potential implications for english language teaching rahmawaty kadir university of alberta, canada corresponding email: rahmawat@ualberta.ca abstract code-switching is a common phenomenon in a bilingual and multilingual society. people utilize codes in different forms of interactions for various reasons and functions. this descriptive qualitative study investigates the types and functions of code-switching between english and bahasa indonesia that occur in the song lyrics. fifteen indonesian songs produced from 2009 to 2019 were examined. the content analysis reveals that four types of code-switching occur in the lyrics of indonesian popular songs: code-switching between sentences (intersentential), code-switching within sentences (intrasentential), code-switching involving changes of pronunciation, and emblematic code-switching. it further reveals that the functions of code-switching in the lyrics vary from discussing particular topics, lexical needs and availability, being emphatic, expressing group identity, simplifying words and expressions, and conveying a strong emotion/gaining attention. keywords: code-switching, popular songs, intrasentential, intersentential, emblematic introduction multilingual people typically use a particular code in verbal or nonverbal communication. bilingual or multilingual people may also decide to switch from one code to another or to mix codes, even within very brief utterances or a short-written line. this process is known as code-switching (wardhaugh & fuller, 2015) or language alternation (auer, 1998). the terms code and language are often used interchangeably (muysken, 2000; wardhaugh & fuller, 2015). wardhaugh and fuller (2015) categorize code as a language or a variety of a language including dialect, style, and register. the term code is seen as a neutral concept of a linguistic variety as it covers a language or a http://dx.doi.org/10.33369/joall.v6i1.13314 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.13314&domain=pdf rahmawaty kadir 110 journal of applied linguistics and literature, vol 6(1), 2021 dialect. for the purpose of this study, both notions are also utilized identically because they are not the focus to be discussed. researchers have provided different definitions of code-switching (hereafter cs). a general description of cs suggested by gumperz (1982) is “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems” (p. 59). similarly, myers-scotton (2006) defines cs as including elements from two (or more) language varieties in the same clause. still, only one of these varieties is the source of the morpho-syntactic frame for the clause (p. 241). another important definition is given by milroy and gordon (2003) who describes cs as, “a range of language (or dialect) alternation and mixing phenomena whether within the same conversation, the same turn, or the same sentence utterance” (p. 209). it is important to note that all these researchers share a common view of the phenomenon of cs and use the term cs as an umbrella term to include all types of language contact phenomena within the sentence boundary or beyond that. this study will use the term code-switching as an umbrella term to cover the phenomenon of alternating between two languages within the lyrics or the same written line. although the concept has been widely studied, the majority of codeswitching research has often been restricted to conversations in bilingual communities. as the informal conversation is considered a spontaneous act, people code-switch back and forth naturally in many different settings. gumperz (1982) is one of the earliest scholars who studied code-switching in conversation. he focuses on metaphorical switching, where the switches take place because of the social relationship between the speakers (gumperz, 1982). gumperz (1982) cites examples of metaphorical code-switching from three sets of languages (hindi and english, slovenian and german, and spanish and english) to show how speakers employ particular languages to convey information that goes beyond their actual words, especially to define social situations. code-switching in conversation is very different from the one found in music (bentahila and davies, 2002; sarkars & winer, 2005). according to bentahila and davies (2002) in song lyrics, cs does not happen spontaneously or intimately. furthermore, it is not addressed to one speaker, or to a specific group known personally to the speaker as it happens in conversation. their study of cs between french and arabic in algeria indicates two different roles of cs: “globalization and localization” (bentahila & davies 2002, p. 206). their analysis reveals the singers’ intentions to connect with the international society in the local context. in another study, davies and bentahila (2008) show how cs relates to the structure of the “rai” lyrics. they perceive that cs is aimed to deliver rhetorical and aesthetic effects in the lyrics. in addition to being a useful resource for bilinguals in everyday interaction with other code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 111 bilinguals, cs may also serve a poetic function, not spontaneous, but carefully constructed. therefore, cs that naturally occurs in conversation is different from cs in lyrics. cs in lyrics is a purposeful language alternation used by singers and song composers who have planned, written, and reflected upon lyrics even before the release of their songs. in music, singers are aware of the chance that their words may be received by people outside their context of language use. according to davies and bentahila (2006), in song lyrics, singers are often motivated by the development of media and the internet that provides exceptional prospects for people all over the world to be exposed to music from different cultures. therefore, singers who look for success in the popular music industry use code-switching as a “stylistic innovation” in their song lyrics (bentahila and davies, 2006, p. 368). similarly, babalola and taiwo (2009) explain that cs in songs permits the singers to share their culture artistically. cs can be viewed from a linguistic perspective and a sociolinguistic perspective. according to hoffmann (2014), linguistically, there are three types of code-switching: intersentential code-switching, intrasentential codeswitching, and emblematic switching. intersentential cs involves switches from one language to another between sentences. for example, when an indonesian-english bilingual says, “this food is too spicy, perlu tambah garam sedikit” (it needs to add a bit of salt). intrasentential switches occur within the same sentence, and can involve different units, from a single morpheme to a clause as when an indonesianenglish bilingual says “dia benar-benar (he is really) lazy, taunya (he knows only) clubbing tiap malam (every night)”. furthermore, emblematic switching is used for continuity with the previous speaker and includes tags or exclamations, switches that involve pronunciation features, or a word within a sentence, which can be a noun, adjective, verb, or adverb. an example of emblematic switching that involves the insertion of a tag phrase is “watch out! disana agak basah (it’s slightly wet over there)”. blom and gumperz (1972) analyze cs from a sociolinguistic view, which consists of situational cs and metaphorical code-switching. situational cs occurs when a language is used based on the situation that the speakers find themselves in. the speakers will speak the same language in one particular situation and another language in a different situation. in contrast, metaphorical cs requires speakers to change topics when they change the language they use (wardhaugh & fuller, 2015). an example of situational cs, according to blom and gumperz (1972), is when a teacher utters formal speech in bokmål, the standard language of norway, and then continues the discussion in ranamal, a local norwegian dialect considered less formal. in addition, for metaphorical switching, they are given an example of cs between a government officer and a local citizen rahmawaty kadir 112 journal of applied linguistics and literature, vol 6(1), 2021 when they have a business transaction. even though most of the language used is bokmål, they also used ranamal to express particular meanings in their conversation (blom & gumperz, 1972). code-switching happens for many possible reasons. intention to maintain power and solidarity is seen as one of the most common reasons for people to cs. wardhaugh and fuller (2015) note, “cs provides a somehow similar example of another code deliberately fashioned to achieve a distinct identity while at the same time creating a link with another group of similar status in the community” (p.103). in music, as mentioned by davies and bentahila (2006), the targets are not only in immediate contexts known by the speakers as it may open to the people worldwide. therefore, the singers may choose to switch to another language. another function of cs is discussing a particular topic (hoffmann, 2014). discussion about specific issues may cause cs either because of a lack of facilities in a relevant code or because of various connotations that are linked to experiences in a particular language. similarly, myers scotton (1993) argues a lack of knowledge of one language or lack of available choices in that language on one specific subject prompt cs. moreover, cs occurs when the speaker intends to quote somebody else. hoffmann (2014) mentions that people enjoy quoting famous expressions or sayings of prominent figures. through maintaining the original words used by well-known speakers, people aimed to transfer the meaning to others as clearly as possible in their conversation. to speak emphatically about something comes as the next function for cs. according to hoffmann (2014), people tend to transfer from one language to another when they want to be emphatic or to show sympathy about something. moreover, when expressing sudden emotions or feelings, people tend to switch languages. gumperz (1982) refers to this purpose as an “interjection or sentence filler,” which may happen intentionally or unintentionally (p. 77). repetition used for clarification may also motivate people to code-switching. the use of repetition in cs is to check understanding (gumperz, 1982) and to ensure that the message was delivered following the quotation (mattsson & burenhult, 1999). cs may also intend to fulfill the speaker’s intention and desire to be understood. last but not least, showing prestige is also linked with the cs phenomenon in the bi/multilingual community (mcarthur, 2003). in fact, when a language is recognized as a dominant language by a particular group and has a special status in the country, the language ultimately will have prestige and value by its own community and even by people outside the community. often, a language associated with religion, education, and the nation are prestigious. for example, in the javanese language, to be recognized as belonging to a royal and educated family, javanese people code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 113 code-switch from kromo ngoko (the lower-level language) to kromo inggil (the higher-level language). therefore, people may alternate code from a less prestigious language to a higher language status. indonesia is an archipelago country with more than 18,000 islands and about 700 indigenous languages. therefore, many indonesians are mostly bilingual or even multilingual. indonesians are fluent speakers of their native language and the indonesian language or bahasa indonesia (hereafter bi), which also serves as the country's official language. while arabic is used in religion-related activities, many indonesians can communicate in english, particularly those who live in urban areas. as a foreign language, english has been taught at high schools and universities across the country since the late 1960s and has gradually spread to elementary and middle schools in the intervening decades. slowly but surely, english has entered not only the education field but social and economic areas too, for instance, in advertisements, literature, movies, newspapers, and song lyrics. words in english first appeared as song titles in many indonesian popular songs and albums in the 1970s. however, one of the earliest famous songs that included code-switching between bi and english was from the band slank recorded in 2000, “i miss you, but i hate you”. later, more singers in indonesia have begun to use english and indonesian words in their lyrics. bahasa indonesia (bi) has continuously adopted a variety of characteristics from english. consequently, english has influenced bi at all levels, whether in phonology, morphology, semantics, and syntax, with one of the most remarkable influences being the mixing of english in bi oral and written forms. as code-switching frequently occurs in many genres of verbal communication, most studies about cs are mainly focused on daily conversation (gumperz 1982; myers-scotton, 1993; poplack, 1980). however, davies and bentahila (2006; 2008) acknowledge that cs in novels, poems, and song lyrics can also be observed. this study observes the code-switching behaviours that occurred in song lyrics following hoffmann’s (2014) framework. in short, this study attempts to explore the following questions: (1) what types of cs do indonesian singers/artists use in their lyrics? (2) what seems to be the factors that influence the use of cs in song lyrics? this research offers a beneficial comparison for other similar studies in exploring the use of cs in english and bi or other varieties of languages in indonesia in different contexts. finally, this study is expected to inform english foreign language teachers about the implications of code-switching in efl classes. methods data collection rahmawaty kadir 114 journal of applied linguistics and literature, vol 6(1), 2021 data in this study were collected by using the purposive sampling technique, which is defined by creswell (2007) as a sampling technique that allows the researcher to select participants and research sites that are associated with the phenomenon and research problems being studied. cs in indonesia’s pop songs is a common phenomenon among singers and song composers, consequently, it leaves the researcher with too many options to choose from. therefore, the data in this study were selected based on the following criteria: a) selecting 15 pop songs from prambors fm radio’s top 40 song charts from the period of 2009 to 2019. b) they were performed by young singers aged 20-40 who represent the younger generations of indonesian society. c) the song lyrics use more than one language: bahasa indonesia and english. these 15 songs have been listed in the top 40 charts of prambors fm radio, a commercial radio network based in jakarta, indonesia. this pop music radio station targets teenagers and young adults as its main audience. most of these songs have obtained over a million views on youtube. because of their popularity, they are quite familiar among children, youth, and even middle-aged people. the fifteen indonesian songs are presented in table 1. table 1. list of indonesian pop songs involved in this study with year, artists, and awards no songs year artist awards / recognitions 1. “ziggi zagga” 2019 gen halilintar top radio song chart, trending number #1 on youtube on february 2019 2. “ragu” 2019 rizki febrian top radio song chart, seven million views on youtube 3. “flashback” 2018 anji featuring younglex top radio song chart, trending number #25 on youtube on december 2018 4. “bright as the sun” 2018 all indonesians singers top radio song chart, official song for asian games 2018 5. “let it be my way” 2016 andien top radio song chart, movie soundtrack 6. “rock and love” 2016 kotak top radio song chart, movie soundtrack 7. “move on” 2014 project pop top radio song chart 8. “di reject” 2013 jenita janet top radio song chart, nomination for dangdut song in inbox awards 2013 9. “paralyzed” 2012 agnes monica top radio song chart, the most popular regional song in code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 115 no songs year artist awards / recognitions jpopasia music awards, nomination for intuned music awards 10. “unity” 2012 bondan prakoso & fade to black top radio song chart 11. “i heart you” 2011 smash top radio song chart, the most inbox song in inbox music awards, ancora music’s milion awards. 12. “fivers” 2011 five minutes top radio song chart 13. “let me go” 2010 cinta laura top radio song chart 14. “cinta atau uang” 2010 cinta laura top radio song chart, indonesian music awards 2011 movie soundtrack ftv awards 2011 15. “kapan lagi kau bilang i love you” 2009 dewi sandra top radio song chart data analysis the fifteen lyrics of indonesian songs examined in this paper were obtained from the internet and the official website of the singers. each of them was cross-checked at least twice against the recorded versions of the song’s official video. furthermore, the lyrics from the internet that are not transcribed well were revised accordingly. when the transcription process was completed, every english word, phrase, and clause was highlighted to indicate the switches. the lyrics were then given a number following the date of the song’s release. all the lyrics included in the analysis were provided gloss translation followed by the english translation. finally, all the lyrics that contain cs were then categorized according to the types and functions discussed in the previous section. findings types of code-switching based on the analysis of the data, four kinds of cs are found in indonesian popular song lyrics; intrasentential code-switching, intersentential codeswitching, and emblematic cs, which involves exclamations, and a change of pronunciations. intrasentential code-switching rahmawaty kadir 116 journal of applied linguistics and literature, vol 6(1), 2021 the following examples are of intrasentential cs that appear in indonesian popular songs. in each excerpt, the first line represents the original lyrics of the song (italics for english words and regular font for bahasa indonesia), the second line is the gloss translation to english, and the third line is the english functional translation. (1) traveling dikit, kita langsung nge-spam travelling a bit, we straight make-spam “just a bit of travelling, we straight make spams” (2) spot bagus lomba siapa upload duluan spot good compete who upload first “find a good spot; we compete who will upload first” (gen halilintar, “ziggi zagga”) in excerpts (1) and (2), the english words traveling, spam, spot, and upload serve as nouns and verbs used in the lyrics. the position of switching appears at the beginning, middle, and end of the sentence. note that the codeswitched forms in the lyrics above do not violate the grammatical rules of either bi or english, and those entire structures are well-formed. (3) cukup jalani dan rasakan ohh my lady simply live and feel oh my lady “simply live and feel ohh my lady” (rizky febrian, “ragu”) in excerpt (3), the english phrase, my lady occurs after a phrase in bi. this also means the process of switching code to english happened at the end of the sentence. therefore, this type of cs fulfills the category of intrasentential cs. (4) lagu yang sering kita dengar buatku flashback song that often we listen make-poss flashback “the song that we often hear gives me a flashback” (5) film yang kita tonton buatku flashback movie that we watch make-poss flashback “the movie that we watch makes me flashback” (6) chatting sampai tengah malam chatting until midnight “chatting until midnight” (anji & young lex, “flashback”) code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 117 in anji and young lex’s song, there are some applications of english words that function as nouns, such as flashback and chatting. there is no violation of the grammatical structure of the sentences in bi as well as english. furthermore, the position of switching in excerpts (4) and (5) are at the end of the line, while in (6) it is at the beginning of the line. (7) kamu rock’n’roll, kamu rock’n’love you rock’n’roll, you rock’n’love “you are rock’n’roll, you are rock’n’love” (8) jiwa rock and love yang akan bertahan soul rock and love, which will last “the soul of rock and love will last” (kotak, “rock’n’roll”) (9) kau putuskan aku lihat statusku jadi goodbye pacar sialan, uwooooo you broke up me see status-poss so goodbye boyfriend damn, uwooo “you broke up with me because of my status so goodbye damn boyfriend, uwooo” (10) caranya gak repot-repot yo party bareng project pop way not bother yeah party with project pop “the way is not bothering yeah party with project pop” (11) yo yo check it out hati galau galau galau galau harus disetop yo-yo check it out heart confused confused confused confused must (passive)-stop “yo-yo check it out a confused heart must be stopped” (project pop, “move on”) kotak and project pop are two musical groups that often utilize english words or sentences in their songs. the phrases rock and roll, and rock and love are repeated throughout kotak’s music because they also serve as the title of the song. the position of switching from bi to english relatively fits within the sentence. moreover, in project pop’s lyrics, the process of switching nouns and phrasal verbs occurs in the beginning and at the middle of the sentence without violating the sentence structures of both languages. (12) kamu calling-calling, aku lagi pusing you call, i (be) dizzy “you keep calling, i am dizzy” rahmawaty kadir 118 journal of applied linguistics and literature, vol 6(1), 2021 (13) di-reject, di-reject, di-reject aja pacar yang tak setia usah ditanggapi (passive)-reject just boyfriend who not faithful do not respond “rejected, rejected, just rejected, an unfaithful boyfriend, does not need to respond” (jenita janet, “di reject”) the position of switching from bi to english occurs in the middle (12) and at the beginning of the phrases (13). the words calling and reject serve as verbs in these two lyrics. note that the reduplication of words or phrases such as calling-calling does not exist in english. however, to create a correct structure and intensification meaning in bi, the lyric (13) needs reduplication of the verb calling. moreover, in line (14), there is a bi prefix–di that is followed by an english verb reject. this bi prefix is added to create a passive verb meaning. (14) prepare untuk bersatu prepare for unity “prepare for unity” (15) semua bergerak.. u n i t y all move… unity “all move unity” (bondan feat. fade to black, “unity”) based on excerpts (14) and (15) above, there are two english words; prepare and unity used in the lyrics. the switch to english fulfills the structural and grammatical needs of the lyrics. (16) lama-lama ku pikir jadi ngga worth it gini long i think so no worth it now “after a long time, i think it is not worth it now” (17) lebih baik aku hang out bersama temanku better i hang out with friend-poss “it is better if i hang out with my friend” (18) kamu cheating-in aku yang setia denganmu you cheat me who faithful with poss “you are cheating on me who is faithful to you” (cinta laura, “let me go”) in the song by cinta laura entitled “let me go”, there are intrasentential code-switches. the singer uses english words and phrases code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 119 such as worth it, hang out and cheat. these three words have bi equivalent verbs (berharga “worth,” berkumpul “hang out,” and selingkuh “cheat”). note, in (18), there is a suffix -in which was derived from one of the local indonesian languages, namely betawi dialect. intersentential code-switching the following examples are intersentential cs that were found in indonesian songs. (19) we're zig zag family sebelas anak plus orang tua we (be) zig zag family eleven children plus parents “we are zig-zag family eleven children plus the parents” (gen halilintar, “ziggi zagga”) in excerpt (19) there are two types of cs. “we're zig zag family” is categorized as intersentential code-switching because the main lyrics of this song are in bahasa indonesia. however, the sequence in this line begins with an english clause and completes the rest of the line in bi. in the second clause, there is a bi clause “sebelas anak plus orang tua”. notice that the english word plus is inserted. therefore, the second clause can also be categorized as intrasentential code-switching. (20) keluarga halilintar you can call us whatever family halilintar you can call us whatever “the halilintar family, you can call us whatever” (gen halilintar, “ziggi zagga”) in excerpt (20), there is a switch from a clause in bi to the english clause that happens at the end of the line. here, keluarga halilintar is considered as a clause, although it does not have a verb form. this occurs because not all clauses in bi require a verb form. these are known as verbless clauses (moeljadi et al., 2016). moeljadi et al. (2016) state that bi has multiple copula verbs, distributed over different semantic relations, and at the same time, has ‘verbless clauses. basic copula clauses in indonesian can roughly be divided into three types, depending on the part-of-speech of the predicate: noun phrase (np), adjective phrase (ap), or prepositional phrase (pp). they may appear in verbless clauses, for example: john pandai (adjective phrase), john (is) smart. (21) jangan pernah putus asa jadi yang terbaik show the world do not give up be the best show the world “do not give up to being the best, show the world” (all indonesian singers, “bright as the sun”) rahmawaty kadir 120 journal of applied linguistics and literature, vol 6(1), 2021 similarly, in excerpt (21), an english clause appears after a clause in bi. this indicates a switch code from bi into english that can be categorized as an intresentential code-switching. (22) let it be my way aku yang rasakan let it be my way i who feel “let it be my way i am the one who feels it” (andien, “let it be my way”) (23) we're gonna move on hati galau hanya bikin orang blo’on we (be) going to move on heart confused only makes people whacky “we are going to move on; a confused heart only makes people whacky” (project pop, “move on”) for (22) and (23), both of the lyrics begin with an english clause followed by a clause in bi “hati galau hanya bikin orang bloon”. (24) bersamamu tabu bagiku now baby boy listens to me boy show me with (poss) taboo for (poss) now baby boy listens to me boy show me “being with you is taboo for me, now baby boy listens to me, boy show me” (agnes monica, “paralyzed”) the lyrics in excerpt (24), were taken from agnes monica's song. the cs in this line occurs as intersential code-switching, where the position of switching from bi to english is at the end of the line. (25) spread a love, let it high fly to the sky kepalkan telapak tanganmu yang keras spread a love let it high fly to the sky clench your fist strongly “spread a love, let it high fly to the sky clench your fist strongly” (26) stand up and get up so come on put your hands up bhineka tunggal ika satu dalam rasa stand up and get up so come on put your hands up bhineka tunggal ika one feel “stand up and get up so come on put your hands up bhineka tunggal ika one feels” (bondan feat fade2black, “unity”) for excerpts (25) and (26) above, there are intersentential switches that occur at the beginning of each line. note, bhineka tunggal ika means unity in code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 121 diversity. it is the official national motto of the republic of indonesia, derived from the sanskrit and old javanese. (27) hatiku rasakan cinta, dia buatku salah tingkah i know you so well heart (poss) feel love, she makes me nervous i know you so well “my heart feels love, she made me nervous i know you so well” (smash, “i heart you”) the lyrics in (27), contain intersentential cs where the english clause comes after bi. both english and bi have an independent clause. the switch from bi to english occurs at the end of the line. (28) tunggu pembalasanku you are gonna pay for it wait revenge-poss you are gonna pay for it “wait for my revenge; you are gonna pay for it” (cinta laura, “let me go”) (29) ku tak butuh uangmu, uangmu i just need your love i do not need money (poss) money (poss) i just need your love “i do not need your money; i just need your love” (cinta laura, “cinta atau uang”) in (28) and (29), the singer uses two complete clauses of english and bi. the switches from bi to english in each line appear at the end of the line. (30) kapan lagi kau bilang i love you when again you say i love you “when you say i love you again” (dewi sandra, “kapan bilang i love you”) the lyrics in excerpt (30) are taken from dewi sandra’s song. there is an intersentential switch from bi to english, which occurs within the line. the lyrics in this line start with a clause in bi and complete the rest of the line with an english clause. therefore, the switch to english happens at the end of the line. emblematic code-switching emblematic code-switching in indonesian popular songs can be found in the following examples. (31) satu jiwa (ugh), satu darah (yeah), satu rasa (c’mon), satu cinta one soul (ugh), one blood (yeah), one feeling (c’mon), one love “one soul (ugh), one blood (yeah), one feeling (c’mon) one love” (bondan feat. fade to black, “unity”) (32) oh my god terima kasih atas ayah ibu kami rahmawaty kadir 122 journal of applied linguistics and literature, vol 6(1), 2021 oh my god thank you for father mother our “oh my god, thank you for our father and mother” (gen halilintar, “ziggi zagga”) (33) hey you know jadi woles mata banyak nangis bikin males hey you know so enjoy eye (plu) a lot of cry makes lazy “hey you know, so enjoy, because a lot of crying makes lazy” (34) muka jelek ouw what a mess lets party baby pasti beres face ugly ouw what a mess lets party baby definitely okay “ugly face ouw what a mess lets party baby it’s definitely okay” (project pop, “move on”) excerpt (31) is taken from a hip-hop song performed by bondan and his group, fade to black. as we can see, in the excerpt (31), there are emblematic switching for the exclamations (ugh, yeah, and c’mon). in excerpts (32), (33), and (34), the phrase hey you know, what a mess, and let’s party appear within the sentence. these phrases are also categorized as emblematic phrases. code-switching involving a change of pronunciation code-switching that involves a change of pronunciation can be found in songs from bondan feat. fade to black, gen halilintar, and project pop. (35) yeah ini adalah cara yang sama untuk me-respek perbedaan yeah this is way which same to respect difference “yeah, this is the same way to respect the difference” (36) kalian para poser dari tokoh nonsen you the poser of character nonsense “you are the posers of a nonsense character” (bondan feat. fade to black, “unity”) (37) mengundang atensi segala mata invite attention all eyes “invite the attention of all eyes” (gen halilintar, “ziggi zagga”) (38) ayo kita kemon let us come on “let us come on” (project pop, “move on”) code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 123 (39) kamu miscal aku, aku lagi dongkol you miscalled me, i am cranky “i am cranky when you call me” (jenita janet, “di reject”) (40) fivers tetaplah kau di sini, kibarkan bendera kita fivers stay you here, wave flag our “fivers stay here, wave our flag” (five minutes, “fivers”) in excerpts (36), (37), (38), (39), and (40) above, some english words are written in incorrect english spellings because they have been modified. these words are merespek (should be respected, meis a prefix in bi that forms a verb), atensi (for attention), kemon (for come on), miscal (for miscalled), fivers (for five, the suffix -er is added to make nouns mean person/group and the suffix -s to make the noun plural). functions of code-switching based on the analysis, it was found that code-switching in indonesian popular songs appeared when the singers mentioned particular topics such as music, party, and love that can be seen in excerpts (10), (29), (30), and (34). another function of code-switching can also be seen in excerpts (1), (3), (4), (9), (12), (15), (16) (17), (18), (36), and (37). in these excerpts, it seems that the singers switch to english words to simplify the words. in except (1) for example the word traveling is the english translation of jalan-jalan, (3) my lady is for kekasih wanitaku, (4) flashback is for terkenang kembali, (9) goodbye is for selamat tinggal, (12) calling is for menelpon, (15) unity is for persatuan, (16) worth it is for berharga, (17) hang out is for bergaul, (18) cheating is for selingkuh, (36) nonsen (supposed to be nonsense) is for tidak masuk akal, and (37) atensi is for perhatian. it is clear that english words have shortened syllabus compared to indonesian words; therefore, the singers switch to english. to fulfill lexical needs and availability also led to code-switching. in nge-spam, spot, upload, di-reject, and miscall are words that are associated with technology such as computers and mobile phones. rock-and-roll, check it out, and poser, are utilized because the singers prefer to use english words translating such words to indonesian might cause them to be less semantically correct, and sometimes they cannot be used. additionally, another function of cs that was found in the songs is intentions to show empathy and sympathy. let it be my way, we're gonna move on, and i know you so well, might indicate that the singers desire to be sympathetic and share the same feeling with others. in excerpt (23) “we are going to move on; hati galau hanya bikin rahmawaty kadir 124 journal of applied linguistics and literature, vol 6(1), 2021 orang bloon” the singers aim to show their sympathy toward someone who just broke up and who fails to achieve their ambition. in (22), “let it be my way aku yang rasakan” indicates the feeling of pity towards themselves. in (27) “hatiku rasakan cinta, dia buatku salah tingkah i know you so well”, there is an intention to display empathy toward the spouse or partner. in expert (38) ayo kita (let us) kemon (come on), the songwriter switched from bi to english to repeat the phrasal verb “come on,” although the english spelling is incorrect. this switch might be done because the singer wants to emphasize the fact they need to let (someone) go or they need to move on. it is also found when the singers attempted to convey strong emotions or to gain the listeners’ attention, they switched to english. this function of cs can be found in excerpts (31), (32), (33), and (35). finally, in excerpts (19), (20), (21), and (40), there were also observed functions of code-switching as a means to express identity as an individual or as a group. discussion several types of code-switching appeared in indonesian popular songs: intrasentential code-switching, intersentential code-switching, and emblematic cs, which involves exclamations, and a change of pronunciations. intrasentential cs is when the switch occurs within a clause, phrase, or word level (hoffmann, 2014) and it is usually performed without stop, interruption, or hesitation (poplack,1980). in the song lyrics, the switch may exist in the lyrics’ lines or verses. the analysis revealed that there were 18 excerpts of intrasentential cs that were found in indonesian popular songs. the position of switching appeared at the beginning, middle, or the last part of the line. furthermore, each switch did not breach the grammatical structure of each language. english and indonesia are syntactically mostly similar in simple phrases and sentences (british council, 2021). therefore, the switch can take place everywhere in the beginning, middle, or end of a line whether its noun, phrase or a clause. this finding is in line with gumperz (1982) who stated that when the two languages are syntactically comparable, switches can happen almost anywhere. almost all indonesians are bilingual or even multilingual, switching from indonesian to other local languages or dialects is a common practice. english has also become the most popular foreign language. in the songs, it appeared that the singers switched from indonesia to english smoothly and fluidly without violating each language grammar. code-switching in bilinguals occurs effortlessly and abides by semantic and syntactical rules of each language (muysken, 2000). intrasentential cs required the most advanced fluency of all types of cs because it requires bilingual speakers to have satisfactory comprehension of the syntax rules of both languages (poplack,1980). in music, the lyrics are prepared long before the release of the code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 125 song, therefore, the singers have already been informed and learned which part needs to be in indonesia or english. yet, knowledge of english and indonesian is essential to be able to create a lyric that contains cs. the second type of cs that appeared in this study is intersentential cs. this type of cs occurs from one language variety to another language at the sentence, or discourse boundaries (wardhaugh, & fuller, 2015). there were 12 intersentential cs discovered in this study with all songs have base lyrics in indonesian. many of the lyrics switched to english in refrain or last verses. some songs also appeared to begin with english clause then switched to indonesia in a single line or verse. it is important to note that each language has a complete clause... emblematic cs or tag switching comes next type of cs observed in this study. it is defined as an insertion of a formulaic fixed expression of multiword combinations. an example of this type of cs can be seen in the excerpt (31), (32), (33) and (34). the study also discovered that there was a type of cs that involves a change of pronunciation. this type of cs occurred at the phonological level, as when indonesian speakers modify an english word into the indonesian phonological structure. five excerpts were found within the songs: merespek, atensi, kemon, miscal, fivers. there is an indonesian prefix -me added to the english word respect. while atensi is supposed to be pronounced as attention. the same things occur for kemon (come on), and fivers (five). in excerpt (40) fivers is used instead of five by adding english suffix -er to create a noun, meaning a person belonging to a group. overall, this study discovered that intrasentensial cs is the most common type of cs in indonesian popular songs. this also might indicate that words and phrases in english have become popular in indonesia. moreover, several functions of cs were discovered in indonesian popular songs. these functions are the following: intention to talk about particular topics code-switching in the music industry is performed because the singers intended to introduce their music to their community as well as to be accepted by the global community (bentahila and davies, 2002). as revealed in this study, the singers seem to feel more comfortable expressing their feelings and ideas in a language that is not their everyday language. when the singers mentioned particular topics such as music, party, and love, they tend to use english words instead of bi. this switch possibly happens because the word love is also not directly spoken among indonesians in their conversation. refraining from displaying positive or negative feelings in public is essential (korneliussen, 2012; wieringa, 2010). consequently, the use of english phrases might be a better option in expressing the message. another possible reason is in bi, the word rahmawaty kadir 126 journal of applied linguistics and literature, vol 6(1), 2021 love has two different meanings: cinta and sayang, which may create a mixup. cinta is seen as a more rigid formal form of expression. it also has a more powerful and deeper meaning compared to sayang. the word cinta is generally used to describe the feeling of love for family members and one’s spouse. on the other hand, the word sayang is less intense, and it is used to describe love for a friend and for a lover. this definition is different than in english, where the word love can be used to convey an intense feeling for all. therefore, to avoid confusion, the singers prefer to use the word love, which is a common term. moreover, the singers tend to switch to english to talk about controversial topics such as music and parties. since modern music and nightlife parties are unfavourable in some indonesian cultures and religions, this could be the reason for cs to english when talking about particular topics that might be unpopular. additionally, there is a possible fear that the music video, showing the singer in a nightclub, might promote nightlife styles among indonesian teenagers. it can be said that with intrasentential code, the singers attempt to camouflage specific topics that are unpopular to be spoken out loud. therefore, to reach the global population and preserve harmony the singers used intersentential cs to english to serve this purpose. intention to simplify words and expression the study discovered that the intention to simplify words and expressions in bi or english triggered code-switching. gumperz (1982) suggests that bilinguals or multilinguals tend to use the shortest and the most straightforward words to ease their communication. however, since gumperz's (1982) study focused on conversational code-switching, it is essential to note that in the song lyrics, a line of lyrics is constructed by a fixed number of syllables, to follow the beat of the rhythm. therefore, reducing the syllables of words may help to suit the musical beat. it is quite evident that most of the english words found in this study are shorter than bi. the word travelling in the excerpt (1), for example, is shorter than the indonesian word jalan-jalan. words with fewer syllables might be much easier for the singer to fit the rhythm. overall, the intrasentential cs type is found within the lyrics with the intention to simplify the words or expressions. lexical needs and availability people code-switch to another language more often because finding the exact translation in their language is more complicated than using the term in the original language. the words such as nge-spam, spot, upload, di-reject, and miscall are words that are related to technical communication and social media. obviously, technical terminology is firmly connected with english. the singers maintained these english words because they are common terms, particularly among social media users. this is in line with hoffmann (2014) code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 127 and myers-scotton (1993) who postulate that a lack of facility in the relevant register results in cs. other phrases such as rock and roll, check it out, and poser, were also preferred to be in english because translating such words to bi might cause them to be less semantically correct, and sometimes they cannot be used. it was found that to fulfill lexical needs and availability, the intrasentential cs and cs involving a change of pronunciations are commonly used in the song. being emphatic about something code-switching also functions as a way to show emphatic and sympathy toward someone or something. in this study, it was found that the switch happens because using english words to express these feelings may have a higher impact on the listeners. moreover, showing compassion and empathy in a foreign language might be more comfortable than in the native language. an excerpt (22), (23), (27) for example, the singers clearly display their sympathy and attempt to motivate the listeners to move forward. hoffmann (2014) sees people code-switching, intentionally or unintentionally, to their first language when they want to be emphatic about something or it is more convenient to be emphatic using a foreign language instead of the first language. in an excerpt (27) for example, “hatiku rasakan cinta, dia buatku salah tingkah i know you so well”, the singer indicated that he is the one that understands him/her better. within this function, intersentential cs was particularly found. convey strong emotion or to gain attention interjection or sentence filler is defined as words, phrases, or expressions that are used to convey strong emotions or to gain attention. this function of cs can be found in excerpts (31), (32), (33), and (35). in excerpt (31), for instance, it is feasible that the singer intends to convey strong feelings because the lyrics are about nationalism, where the country national motto satu jiwa (one soul), satu darah (one blood), satu rasa (one taste) are commonly used to raise the spirit of national unity. moreover, it may also happen that the singers just simply borrow words or phrases that are frequently used in some types of songs and contexts. in excerpt (32), there is the exclamation phrase, oh my god, to express excitement for having such good parents. since this phrase is frequently used in conversation when people intend to show excitement or to gain attention, there is a possibility that the singer's intention to borrow this token to be used in the lyrics. in excerpt (33), the songwriter inserted the english phrase, hey you know, then continued the rest of the lyrics in bi to get the audience’s attention. finally, in excerpt (35), there is the english exclamation, yeah, at the beginning of the sentence, which might be used to display confirmation. in rahmawaty kadir 128 journal of applied linguistics and literature, vol 6(1), 2021 this line, it means agreement with the lyrics where it means (yeah) ini adalah cara yang sama untuk me-respek perbedaan (this is a way to respect the difference). hoffmann (2014) mentions that interjections might happen intentionally or unintentionally and can be found in language switching in bilingual or multilingual groups. to convey emotions, the emblematic type of cs was mainly found in indonesian popular songs evaluated in this study. expressing bilingual identity and group characteristics code-switching is also used to represent identities, such as bilingual ability and belonging to a to a specific group. for instance, the ways teenage groups communicate are different from adult discussion groups. cs in song lyrics that fulfills this function can be found in the following examples. excerpt (19) we're zig zag family sebelas anak plus orang tua (eleven kids plus the parents) shows the singer's intention to identify himself as part of a big family. additionally, in excerpt (20) keluarga halilintar (the halilintar family), you can call us whatever, there is a code-switch from bi to english when the songwriter emphasizes his family identity. accordingly, the singer might also want to display their ability in speaking different languages. in an excerpt (21), there is a cs from bi to english jangan pernah berputus asa jadi yang terbaik (do not give up to be the best) show the world you are as bright as the sun. this song is the official song for the asian games 2018, which were held in jakarta, indonesia. to understand the purpose of cs in this song, we might need to analyse the lyrics thoroughly. however, based on the lyrics, in excerpt (21), the singers aim to give support and to show their national identity as indonesian as well as an athlete. finally, excerpt (40) fivers tetaplah kau di sini, kibarkan bendera kita (stay here, wave our flag) clearly shows the intention to express a group identity where the word fivers refers to a group of community. in expressing group identity, both intrasentential and intersentential code-switching are found within the indonesian song lyrics. the potential implications for english language teaching the use of cs in indonesian popular songs has several implications for the teaching of english in indonesia. these findings are beneficial for english teachers to construct their teaching materials using popular songs when targeting specific aspects of the language such as pronunciation, vocabulary, and grammar. for students, using music and songs when learning a foreign language undoubtedly contributes to a positive learning environment (ulate, 2008), provides comprehensible input (krashen, 1987), and increases motivation (harmer, 2001). language classes can often turn out to be monotonous, stressful, and tiring, therefore, listening to music might offer a different learning procedure in the classroom (lo & li, 1998; ulate, 2008). listening to popular songs that contain students’ first and target language code-switching in indonesian popular songs and its potential …. journal of applied linguistics and literature, vol 6(1), 2021 129 will help them to become more familiar with english words and sentences as well as teaching them a variety of language structures, vocabulary, pronunciation, parts of speech, etc. however, regarding pronunciation, it should be remembered that considering the singer may not be a native english speaker, if the singer pronounces the words in the wrong way, it will significantly affect the students’ pronunciation, too. similarly, if the grammatical rules of the lyrics are not in standard english, students will learn something incorrectly. repetition of english words, phrases, and expressions that appear significantly often in indonesian popular songs might help students to memorize such words. considering krashen's (1987) input hypothesis, songs become an excellent opportunity for students to acquire the new language while at the same time motivating them by making them learn in an enjoyable environment. for the english language teacher, employing cs practices between the first language and the second language in the process of teaching and learning might become a pedagogical tool and a crucial educational resource. cs between first and second language has been seen as advantageous in increasing students’ exposure to the target language (littlewood & yu, 2011; sakaria & priyana, 2018) and in improving their performance (borlongan et al., 2012) because students learn better in a language, they are more comfortable with it. moreover, using indonesian popular songs that have cs in them can be considered a teaching aid. it functions as a compelling approach to execute orders as well as a means to emphasize critical key terms. last but not least, using cs songs means that the teacher is aware of cs as a phenomenon and should tolerate students who code-switch in the classroom. the use of cs is no longer seen as a language deficiency but strategic use of the various linguistic repertoires (borlongan, 2012). as a learning strategy in a multilingual classroom, students are not only learning in the target language but are also developing and maintaining their mother tongue (additive bilingualism). cenoz (2007) argues that bilinguals have a more developed metalinguistic awareness than monolinguals. cenoz recommends for teachers to utilize l1 knowledge to perform “contrastive analysis” between l1 and english (2007, p.136). in support of multilingual classroom practice, cook (2002) states “noting that language learners are aiming to become competent l2 users, and not native speakers and that competent l2 users code-switch in their daily practices” (p. 332). with respect to the different functions of cs, as found in this study, teachers may build the students’ awareness of cs in a way that cs may serve for various purposes and functions. for instance, the intention to discuss particular topics and to reach a large population may need to be conducted in different languages. moreover, to fulfill lexical needs, some words may not always be available in the students’ l1 language; therefore, there is a need to use another language in their repertoire. consequently, they rahmawaty kadir 130 journal of applied linguistics and literature, vol 6(1), 2021 become aware that cs is not a language insufficiency but a linguistic norm in a bi/multilingual society. conclusion and suggestion because the subject of cs is an extensive topic to discuss, i limited my research to find the types of cs that appear in indonesian popular songs and looking at the reasons why the songwriters use cs in their lyrics. this study reveals that cs between bi and english in indonesian popular songs involves four types of cs; intersentential, intrasentential, cs involves a change of pronunciation and emblematic code-switching. moreover, based on the analysis, it was found that there were several reasons for the songwriters to switch from bi to english. first, when talking about particular topics, the singers attempt to avoid mentioning some issues in bi on which the public has strong opposite opinions. second is the lack of finding equal translation in bi. it is also found that when there is an intention to show empathy to someone or something, the lyrics switch to english. the fourth reason is intentions to show strong or sudden emotions about something. since english has fewer syllables than bi, the singer shortens the words or expressions to fit the rhythm. finally, cs serves as a tool for expressing group identity. with the development of cs studies conversational speech, this study will significantly contribute to the study of cs in different contexts such as music and lyrics. the application of cs in song lyrics in esl or efl classrooms will be beneficial for future studies. acknowledgement i would like to express my gratitude to prof. hanh thi nguyen, hawaii pacific university, for sharing her pearls of wisdom with me during the course, and i thank jenny osorio, university of alberta, for her comments on an initial version of the document. any errors are mine, and they should not tarnish the reputations of these respected people. references auer, p. 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(2010). writing love: expressing nearness and dearness in malay-language love letters. indonesia and the malay world, 31(91), 317-338. https://doi.org/10.1080/1363981042000188628. https://doi.org/10.1515/ling.1980.18.7-8.581 joall (journal of applied linguistics and literature), 7(2), 2022 345 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20542 https://doi.org/10.33369/joall.v7i2.20542 revealing the rhetorical moves and linguistic patterns in discipline-related undergraduate thesis risa rumentha simanjuntak english department, faculty of humanities, bina nusantara university, indonesia jalan kemanggisan ilir iii no. 45, kemanggisan, palmerah, jakarta barat 11480 article info abstract article history: received: feb 3, 2022 revised: june 16, 2022 accepted: july 13, 2022 previous studies have provided exciting findings for language variations in theses and dissertations. however, not many studies have revealed the rhetorical analysis of the undergraduate abstracts. this study investigated the rhetorical structure of undergraduate thesis abstracts to reveal the constructions of the genre by novice writers. it further explored the variations between two groups of writers, students with the native language of english and indonesian students writing in english. the aim was to present the commonalities and differences within the genre and finally conclude the genre’s conventions. the corpus for this study consisted of 180 undergraduate thesis abstracts from 12 universities in the united states, new zealand, and indonesia from computer science. the findings of this study revealed certain conventions consisting of rhetorical moves and rhetorical strategies used to perform the rhetorical moves. differences between native writers of english and non-native writers of english included the use of lexical items and lexicogrammatical constructions in presenting arguments and evidence. the study concluded that socio-cultural factors, such as institutional guidelines for thesis writing and students’ first language, may contribute to the genre's variations. keywords: thesis abstract rhetorical construction rhetorical moves computer science conflict of interest: none funding information: none correspondence: risa rumentha simanjuntak, english department, faculty of humanities, bina nusantara university, indonesia risarsimanjuntak@binus.edu ©risa rumentha simanjuntak this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): simanjuntak, r.r. (2022). revealing the rhetorical moves and linguistic patterns in discipline-related undergraduate thesis. joall (journal of applied linguistics and literature), 7(2), 345-361. https://doi.org/10.33369/joall.v7i2.20542 research in university has been regarded as gatekeeper for quality in universities (hyland, 2012). for students, this is translated as writing research based final papers, or theses. a good thesis would then gain acknowledgment from its readers and becomes a reference for further research. in a thesis the persuasive effect appears as early as in its abstract. an abstract of a research paper has been studied for its structures and functions. abstract as a genre consists of certain macrostructure and microstructure (santos, 1996; nwogu, https://ejournal.unib.ac.id/index.php/joall/article/view/20542 https://doi.org/10.33369/joall.v7i2.20542 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.20542&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.20542 https://orcid.org/0000-0003-2324-4019 risa rumentha simanjuntak 346 joall (journal of applied linguistics and literature), 7(2), 2022 1997; hyland, 2000; kanoksilapatham, 2013; arsyad, 2014; atanassova, bertin, & lariviere, 2016; amnuai, 2019). an abstract also has certain rhetorical moves (halliday & hasan, 1989, 2013; swales, 1990), comparatively different from other parts of a thesis. a thesis abstract appearing at the beginning of a thesis covers major or critical issues. when accessible through e-repositories, an abstract would usually be the only text people read from a thesis. as a result, large numbers of research fidelity available in the library will eventually be left unnoticed. an abstract effectively captures the essence of research (bhatia, 1993; o’connor, 2009; koltay, 2010). a good abstract can depict the significant contributions of the study and persuade people to continue reading the thesis (o’connor, 2009). the macrostructure of an abstract consists of the research topic, motivation, or reason to conduct the research, the method in conducting the research, results of the investigation, and conclusion. on the other hand, the microstructure of an abstract is an amalgamation of various linguistic devices used to accomplish the communication purposes of each rhetorical move. generally, an abstract may consist of 3 to 5 rhetorical moves (halliday & hasan, 1989, 2013; swales, 1990). typically, an abstract begins with introducing the issue to be researched, then presents the problem to be investigated/the purpose/motivation of the research, methods used in the research, results/products of the research, and finally ends with the conclusion of the research. a model of the rhetorical structure of an abstract proposed by hyland (2000) based on 800 abstracts in eight disciplines reveals an abstract with five moves. the rhetorical move structure consists of i-p-m-pr-c (introductionpurpose-method-product-conclusion). an abstract is also noted for using past tense in method rhetorical moves, whereas introduction and purpose moves generally use present tense (amnuai, 2019). furthermore, studies have also shown specific language devices to create a stance by using hedges, boosters, and attitude markers. the language devices can also increase persuasiveness/engagement (hyland and jiang, 2017) in abstracts. however, no study was conducted to comprehensively identify the use of specific linguistic devices concerning the use of the rhetorical move. knowing whether a rhetorical move requires certain words, phrases, and sentence construction is essential. variations in rhetorical moves are identified in abstracts, covering 3 to 5 rhetorical moves in abstracts. these variations are affected by the conventions of the disciplines, such as applied linguistics (tseng, 2011; suntara & usaha, 2013; pho, 2014; can, karabacak, & qin, 2016), biology (samraj, 2005), educational technology (pho, 2014), linguistics (suntara & usaha, 2013), psychology (samraj, 2005); tourism (iaorr & jarunthawatchai, revealing the rhetorical moves and linguistic patterns in discipline-related… joall (journal of applied linguistics and literature), 7(2), 2022 347 2014), and sociology (sanz, 2014). variations in rhetorical moves and linguistic devices could apply the convention of a discipline or field. abstracts in social sciences, for example, focus more on presenting the issues (santos, 1996; nwogu, 1997) and on identifying gaps in previous studies (swales & feak, 1994, 2009) and a manner of invitation (pho, 2008). meanwhile, pure/natural sciences abstracts usually focus more on the problem/motivation for research and the method/procedure in finding solutions to the problem (samraj, 2005; apple, 2014). computer science is a newly emerging and vastly developing discipline (hyland, 2012) and uses a five-move rhetorical structure of i-p-m-pr-c (introduction-purpose-methodproduct-conclusion) (hyland, 2000; hyland & tse, 2005, 2007). five rhetorical moves are typical of social sciences, unlike four rhetorical moves (without i rhetorical move) in pure sciences. also, variations emerge from the language backgrounds of the students as writers, such as arabic (fallatah, 2016); indonesian (basthomi, 2006; arsyad and arono, 2018), japanese (apple, 2014); spanish (sanz, 2014), thai (amnuai, 2019), turkish (ozmen, 2016), and vietnamese, (zhang, thuc, & pramoolsook, 2012). in countries where english is taught as a foreign language, difficulties are identified in presenting convincing arguments and making propositions. students are determined to overuse boosters to convince the degree of arguments (hyland and jiang, 2017) and underuse hedges to present objective and factual statements. the more rudimentary issue falls on students' limited abilities to write confidently in their discipline community (hyland, 2006; apple, 2014; ozmen, 2016; hyland and jiang, 2017; amnuai, 2019). there has been a general take such differences from typical native english writers would be linked to underperformance. such perceptions have also been supported by findings in studies from several countries around the world, such as saudi arabia, vietnam, japan, turkey, and indonesia (fallatah, 2016; zhang, thuc, & pramoolsook, 2012; apple, 2012; ozmen, 2016; cahyono, 2001). all of these studies have shown similar conclusions, in which problems faced by students in writing abstracts were linked to low scores or weak performance in english courses. there are no further investigations on whether other contributing factors rather than the low scores in english contribute significantly to english writing performance. the previous studies suggest that, in general, academic writing still becomes the biggest challenge for scholars. different studies also consider the challenges in writing as due to the challenge of studying other structures in a language foreign to learners (flowerdew, 2012, 2013; adnan, 2009; arsyad, purwo, sukamto, & adnan, 2019). student writers may be unfamiliar with the thesis structure, including the abstract (swales and feak, 1994; chang, 2016), and may not be familiar with the rhetorical moves required in an abstract. however, no studies have risa rumentha simanjuntak 348 joall (journal of applied linguistics and literature), 7(2), 2022 identified the possible factors related to the differences in the process and used students’ perspectives in revealing the socio-cultural factors regarding variations in thesis writing. while several studies have been done on the writing of abstracts by indonesian learners (safnil, 2006; arsyad & arono, 2018), none focuses on undergraduate students’ research abstracts. with such a gap, this study aims to explore the standard conventions and possible variations in undergraduate thesis abstracts in computer science and find the explanations for the variations (if any). this study is to answer the main questions below: (1) what similarities and differences in the use of rhetorical moves could be identified in computer science abstracts from native speakers and indonesian students’ undergraduate thesis written in english? (2) what similarities and differences in the use of linguistic devices could be identified in computer science abstracts from native speakers and indonesian students’ undergraduate thesis written in english? method the corpus this study's corpus comprised 180 undergraduate students' thesis abstracts in computer science. ninety abstracts were from students in indonesian universities (henceforth isa) and english-native universities (henceforth nisa). all abstracts were obtained from university websites. the indonesian corpus consisted of 90 abstracts from 6 universities. table 1 below shows the universities included in isa: table 1. abstracts from isa and nisa name of universities number of abstracts (n=90) category of abstracts universitas bina nusantara 15 isa institut pertanian bogor 15 isa institut teknologi surabaya 15 isa universitas indonesia 15 isa universitas muhammadiyah surakarta 15 isa universitas andalas 15 isa harvard university 15 nisa georgia institute of technology 15 nisa cornell university 15 nisa university of michigan 15 nisa university of colorado 15 nisa university of tasmania 15 nisa 180 revealing the rhetorical moves and linguistic patterns in discipline-related… joall (journal of applied linguistics and literature), 7(2), 2022 349 corpus tools antconc 3.5.9 (2020) was used to generate data from the corpus. the instrument generates data for wordlist, concordance, and the keyword in context. instruments this present study used two instruments to identify rhetorical moves and linguistic devices. the first instrument was communicative functions (hyland, 2000). this instrument was used to identify functions of communicative purposes in the rhetorical moves. the second instrument was interactive and interactional metadiscourse (hyland, 2005). the second instrument was used as the wordlist in antconc 3.5.9 (2020). using this instrument, antconc was able to generate linguistic devices in the corpus. table 2. communicative functions in abstracts (hyland, 2000) rhetorical moves rhetorical move function introduction (1) establishes the context of the paper (2) motivates the research or discussion purpose (1) indicates purpose (2) indicates thesis or hypothesis (3) outlines the intention behind the paper. method (1) provides information on design (2) provides information on procedures (3) provides information on assumption (4) provides information on the approach (5) provides information on data product (1) states main findings or results (2) states the argument (3) states what was accomplished conclusion (1) interprets or extends results beyond the scope of the paper (2) draws inferences (3) points to applications (4) points to wider implications data analysis procedures analysis of the data was done first in the macrostructure of abstracts. the analysis used halliday’s five rhetorical moves (i-p-m-pr-c). rhetorical moves were categorized based on the functions of the sentences, as seen in table 2. the location of the sentences in the abstracts also decided the function of the sentence. another instrument used was the classification of obligatory (halliday & hasan, 1989), dominant (kanoksilapatham, 2013), and optional rhetorical moves (kanoksilapatham, 2013). an obligatory rhetorical move is when a rhetorical move occurs 100% in all abstracts. a dominant rhetorical move is when a rhetorical move occurs >90% in the risa rumentha simanjuntak 350 joall (journal of applied linguistics and literature), 7(2), 2022 abstracts, and an optional rhetorical move is when the rhetorical move occurs only <60% in abstracts. analysis was done on the microstructure of abstracts. microstructure categories used were kanoksilapatham’s (2013). interactive and interactional metadiscourse markers were identified, following the categories used by hyland (2000), and listed using the keyword feature in antconc. further analysis was done using concordances in antconc to provide contexts for using the metadiscourse markers. a second rater was used to identify the microstructure identification with a similarity result of 97%. results results showed computer science abstracts from native speakers, and indonesian students’ undergraduate thesis have similarities and differences. results also showed the discourse conventions in computer science undergraduate thesis abstract. the results showed similarities in the rhetorical styles between nisa and isa. first, there was a similarity in the type of abstracts. both nisa and isa used the informative kind of abstract (58.89% and 83.33%, respectively). this type of abstract provides information on what has been written in the full research paper. however, nisa used a higher frequency of indicative abstracts (27.78%) compared to isa (6.67%). an indicative abstract offers a promise of what will be discussed in the paper. this finding aligns with a previous study (apple, 2014) in which japanese senkoka (engineering) students used informative (also called reporting) style in writing their abstracts. similarities and differences in computer science undergraduate thesis abstracts there were similarities in the use of rhetorical moves, as in (1) the use of p (purpose) as the obligatory rhetorical move, and (2) the c (conclusion) rhetorical move as the least used rhetorical move. nisa and isa used the p (purpose) rhetorical move as obligatory. p (purpose) rhetorical move occurred in 100% of the abstracts. the table below shows the comparison between nisa and isa in the occurrence of rhetorical moves: table 3. the occurrence of rhetorical moves in nisa and isa rhetorical moves nisa (n=90) isa (n=90) i 91.11% 90.67% p 100% 100% m 82.22% 97.67% pr 77.78% 96.50% c 50.00% 55.50% revealing the rhetorical moves and linguistic patterns in discipline-related… joall (journal of applied linguistics and literature), 7(2), 2022 351 it can be seen from table 3 that both nisa and isa showed p (purpose) move to be present in every abstract (100%). the data showed the p (purpose) move to be the only obligatory rhetorical move in computer science undergraduate thesis abstracts. this finding was in line with the previous studies (halliday & hasan, 1989, 2013; swales, 1990), and all studies showed the purpose of the research as identifiable in abstracts. the finding also showed that the purpose rhetorical move was written in a sentence or was written as part of other rhetorical moves, such as i (introduction), m (method), and pr (product). an example from university of colorado shows an embedded purpose rhetorical move. the excerpt reads: (1) < i > while previous work on this topic has resulted in approximations to this problem with an unquantifiable amount error, < p > i present a novel method that provides a confidence interval around the true probability which scales much better than exact calculations. (sentence 5, university of colorado_8) in this sample, sentence 5 consists of the purpose of presenting a novel method as a continuation of the introductory remark on the previous works. the second similarity between nisa and isa was the absence of a c (conclusion) rhetorical move. this move was the least used rhetorical move, and nisa used c rhetorical move for 50% of all abstracts. meanwhile, isa used c in 55.50% of the abstracts. the result is in line with the previous studies, in which students usually did not include c in their abstracts (ozmen, 2016; crosthwaite, cheung, jiang 2017; zhong, 2017). this present study also showed both nisa and isa did not always present further implications of the research, which is in c. this present study also found several differences. as seen in table 3, isa used the m (97.67%), and pr (96.50%) rhetorical moves more often as compared to nisa (82.22% and77.78%respectively). on the other hand, nisa used more the i rhetorical move than isa (91.11% compared to 90.67%). isa used more rhetorical moves in general, except in the rhetorical move where an introduction to the issue or research problem was stated. the second difference found in the corpus was in the recycling of rhetorical moves. nisa also frequently recycled, or repeated, rhetorical move p (recycled ten times). isa, however, recycled the m rhetorical move the most (recycled 11 times). the similarity between nisa and isa appeared using linear sequence to organize the abstracts. a linear five-move structure (i>p>m>pr>c) was mainly used. in all 180 abstracts in the corpus, there were 39 sequence types identified in nisa and 50 types specified in isa. risa rumentha simanjuntak 352 joall (journal of applied linguistics and literature), 7(2), 2022 an example of the sequence can be seen below: (2) <i>synchronous interfaces provide a new input modality for wearable devices requiring minimal user learning and calibration. <p>we present seesaw, a synchronous gesture interface for commodity smartwatches to support rapid, one-handed input with no additional hardware. <m> our algorithm introduces methods for minimizing false-trigger events while facilitating fast and expressive input. <pr> results from a live evaluation of the system as a onehanded notification response gesture show comparable speed and accuracy to two-handed touch-based interfaces on smartwatches. the seesaw input interaction is also evaluated as an input interface for smartwatches and head-worn display systems, showing that the interface enables rapid and accurate interaction. <c> thus, we find that the seesaw synchronous gesture offers a compelling alternative to existing input methods on wearable computers. finally, a suite of demo applications are presented to show seesaw’s support of binary, multi-target, and activation input. (synchronous interfaces for wearable computers, gatech_12) nisa showed difference in the sequencing of the rhetorical move. in nisa, the m (method) rhetorical move appeared to be used in the opening or closing sections of the abstract. inverted sequences found were i>p and c>c. in isa, m (method) rhetorical move only appeared in the middle section of the abstract. such appearance is in line with the previous study, which denotes the method rhetorical move does not introduce the topic of research (lim, 2006). instead, the method rhetorical move needs to only explain the procedures in research (ibid.). similarities and differences in the use of linguistic devices the use of linguistic devices was found to be significantly different between nisa and isa. first, isa used more interactive markers in arranging ideas and in helping readers to follow the information in abstracts. the use of frame markers (eg., this study, the method, the result) was very frequent in isa to identify the transition from one rhetorical move to another. nisa, on the other hand, preferred to use transition markers (also, thus, furthermore) in marking the transitions. second, nisa, in general, used more types and higher frequency of interactional metadiscourse compared to isa: revealing the rhetorical moves and linguistic patterns in discipline-related… joall (journal of applied linguistics and literature), 7(2), 2022 353 table 4. metadiscourse used in abstracts rhetorical moves nisa isa types frequency types frequency hedges 38 146 25 67 boosters 25 114 16 54 attitude markers 14 47 10 44 engagement markers 48 460 46 282 self-mentions 5 208 2 11 total 130 958 99 458 as can be seen from the table, both nisa and isa were similar in the use of more hedges and fewer boosters. this finding is not in line with the previous studies, which states that learner or novice writers are distinctive in the use of more boosters (presenting promise or offering certainty) and less use of hedges (mitigating claims) (hyland, 1998; hyland and tse, 2004). third, nisa used more engagement markers compared to isa. nisa also used more self-mentions compared to isa. isa never used “i” as selfmention and only used to types of self-mentions: “the author” (used 7 times), and “we” (used 4 times) and prefer to use passive voice. nisa used five types of self-mentions: “i” (31 times), “my” (7 times), “our” (exclusive) (48 times), “us” (exclusive) (3 times), “we” (exclusive) (118 times). the findings are in line with the previous study, which identifies novice/student writers to be more impersonal than professional/expert writers (kafes, 2009). both isa and nisa were similar in the use of tenses in i, p, m, and pr rhetorical moves. however, isa used past tense in c (conclusion) rhetorical move whereas nisa never used past tense in c (conclusion) but only used the future tense. also, both isa and nisa used passive/active voices in all rhetorical moves. however, isa appeared to use more passive voice compared to nisa, especially in the i (introduction) rhetorical move. table 5. voice and tense used in nisa and isa rhetorical move nisa isa voice tense voice tense i active/passive simple past/simple present/present perfect active/passive simple past/simple present/present perfect p active/passive simple past/ simple present/ simple future/present perfect active/passive simple past/ simple present/ simple future/present perfect m active/passive simple past/ simple present/ active/passive simple past/ simple present/ simple risa rumentha simanjuntak 354 joall (journal of applied linguistics and literature), 7(2), 2022 rhetorical move nisa isa voice tense voice tense simple future/present perfect future/present perfect pr active/passive simple past/ simple present/ simple future/present perfect active/passive simple past/simple present/ simple future/present perfect c active/passive simple present/simple future/present perfect active/passive simple past/simple present/simple future/present perfect discussion the results showed the rhetorical moves and linguistic devices used in students’ abstracts. the comparison was initially made based on the previous studies indicating problems or clear contrasts between students with native english background and students with non-native english backgrounds. previous studies indicated students without exposure to english or being non-native speakers of english would find difficulties in writing academic english. also, there seemed to be conventions in computer science undergraduate thesis abstract. from the results, it is apparent that differences reoccur as common practice. to this point, it is important to further analyze the possible reasons resulted in the difference from the perspectives of academic culture and language backgrounds of indonesian students. guidelines in thesis writing from indonesian universities described abstracts as summaries of the thesis. an example of the guideline provided through the university is as follows: (29) abstrak ditulis dengan paragraph tunggal dan memuat uraian singkat mengenai masalah dan tujuan penelitian, metode yang digunakan, dan hasil. abstrak harus menggambarkan rangkuman penelitian secara lugas yang ditulis dalam bahasa indonesia dan bahasa inggris. panjang abstrak yang baik adalah 150 sampai dengan 300 kata. abstrak diketik menggunakan font times new roman dengan ukuran 12. abstrak sangat penting di era internet karena akan diindeks secara online dan akan sering dibaca. (pedoman penulisan naskah publikasi, universitas muhammadiyah surakarta) (the abstract is written in a single paragraph and contains a short description of the problem and purpose of the research, methods used, and the results. an abstract should summarize the research in a straightforward manner, written in indonesian and english. the good revealing the rhetorical moves and linguistic patterns in discipline-related… joall (journal of applied linguistics and literature), 7(2), 2022 355 length for an abstract is from 150 up to 300 words. an abstract is typed using times new roman font in 12 points. an abstract is very important in the internet era because it will be indexed online and will be read frequently). (publication guideline, muhammadiyah surakarta university) as can be seen from the guideline, one factor affecting the rhetorical structure and style of indonesian students as the conventions set by the university's guidelines. the results showed that there was a different style of writing in isa. the reason for this was due to the translation process. isa was the product of translation from the original indonesian abstracts. linguistic devices used by the indonesian students were typical of indonesian academic writing style, as can be seen from most frequently used expressions in p (purpose) rhetorical move: • english abstract : the purpose of this research is/was… indonesian abstract : (tujuan dari penulisan ini adalah…) • english abstract : this final project… indonesian abstract : (tugas akhir ini…) • english abstract : this research is… indonesian abstract : (penelitian ini …) • english abstract : this study aims to… indonesian abstract : (penelitian ini bertujuan untuk…) such expressions were successfully transferred into english and found equivalence in the target language. the translation process as carried out in relevance to english lexico-grammatical constructions. meanwhile, some expressions, using the indonesian lexico-grammatical construction, were translated word-to-word into english. this translation strategy resulted in grammatical errors in english, such as: • english abstract : *in this final project will contain… indonesian abstract : (dalam tugas akhir ini terdapat..) • english abstract : *based on the problems * made a desktop based food ordering application indonesian abstract :(berdasakan permasalahan pembuatan aplikasi pemesanan makanan berbasis desktop yang ada…) these seem to have not found the equivalence in english, resulting in wordto-word translation rather than using idioms or other semantically-founded above-the-word level strategies. as a result, the hedges "terdapat” and “berdasarkan" in indonesian were not transferred successfully into english. another example of the influence of the indonesian language background was the use of modal "will" rather than "would" to present the epistemic quality. risa rumentha simanjuntak 356 joall (journal of applied linguistics and literature), 7(2), 2022 another possible factor in the style students used for research genre was the lack of confidence. students may be lacking in confidence and resorted in distancing themselves from their readers and on the contrary from the inclusive voice found in computer science discourse, used of passive voice or "the author" to refer to themselves as authors. conclusion some conclusions can be drawn from the findings: first, undergraduate student abstracts have certain rhetorical moves. in the study, all abstracts appeared to follow the linear sequence of i>p>m>pr>c. however, the most frequently used rhetorical moves were i-p-m-pr, in which sometimes i replaced p. second, intercultural factors were influencing the use of rhetorical moves. several factors found to influence the variations in abstracts were: different academic cultures and conventions in universities’ guidelines, different socio-cultural backgrounds, and different perceptions of self as insiders in the field. there are some pedagogical implications from this study: first, it is important to provide more specifically discipline-oriented knowledge to familiarize students with how people write in computer science through exposure or acculturation. besides, it is important to raise awareness of the differences in rhetorical styles between indonesian and english to prepare students to write more effectively. finally, lecturers need to embrace the functions of facilitating rather than error-correcting. lecturers’ key role would be to provide some alternatives and explanations on the communicative purposes as the students make linguistic decisions. this study is limited to textual analysis, using the final version of abstracts provided by authors in open access repositories. in the future, it is recommended that the following findings from this research, experimental study would also be conducted to reveal the process of the writing. such investigation would also be important to reveal the negotiating issues pertinent to the lexical items used by students to reveal meaning and functions. another importance is to identify certain strategies undertaken by student authors in order to achieve the functions and meanings. on the use of the specific rhetorical structure or linguistic devices. an example would be in writing a c (conclusion) rhetorical move, which requires a pre-writing activity (of reading the research article/paper and other related references), process-writing (of collaborating and re-writing), and post-writing (or evaluating peer-reviewing, and editing). another important agenda in doing further research by way of the experiment is to reveal students' attitudes and perceptions of self (sugiharto, 2012) 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(2017). rhetorical interpretation of abstracts in sci-tech theses based on burke’s identification theory. english language teaching, 10(5), 68-75. the author risa r. simanjuntak is a lecturer from english department, bina nusantara university. she obtained her doctoral degree in applied linguistics from atma jaya university. her research interests included language and behavior, the identity of language users, and technology in language learning. joall (journal of applied linguistics and literature), 7(1), 2022 1 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/16504 https://doi.org/10.33369/joall.v7i1.16504 linguistic problems of translating indonesian popular lyrics of cover songs into english 1tira nur fitria 1faculty of economics and business, institut teknologi bisnis aas, indonesia jalan slamet riyadi no. 361, windan, makamhaji, kartasura sukoharjo, jawa tengah 57161 article info abstract article history: received: june 28, 2021 revised: sept 07, 2021 accepted: sept 17, 2021 translation results can be influenced by linguistic aspects. the objective of this study is to investigate several kinds of linguistic problems in the translation of indonesian popular lyrics’ coversongs from indonesian into english. this study applies descriptive qualitative research. this research uses the document to collect data. the document used is cover songs from several popular singers and bands such as andmesh kamaleng, anneth, budi doremi, nineball, and christian bautista. there are seven popular lyrics’ cover songs that have been analyzed. the result analysis shows that translation songs activities cannot be separated from linguistic problems as in morphological, syntactical, phonological, and semantic. morphologically, the problem is in the difference of the grammatical system related to singular and plural nouns. in phonological, the problem is in the differences between indonesian and english syllables. as a result, the differences cause a different pronunciation and produce a different number of syllables. syntactically, the problem is in constructing sentence elements. in a sentence, both in indonesian and english at least will need a subject and a predicate orderly. semantically, the problem is related to the meaning contained in a word or sentence, but equivalence may occur in translating to achieve an adequate degree of equivalence. when translating a song, a translator must pay close attention to the many components that contribute to the creation of a full product song. these components include song lyrics or text, as well as musical elements like melody and rhythm. in its formulation, the song lyric is a language that is not isolated from the musical principles such as the song's rhythm, melody, and harmony. in song translation, the sense and facts of the source texts are often changed. therefore, the translator is faced with a choice of whether or not to translate such a lyric. keywords: cover song linguistic problems lyric song translation conflict of interest: none funding information: none correspondence: tira nur fitria, faculty of economics and business, institut teknologi bisnis aas, indonesia. misstirastieaas@gmail.com ©tira nur fitria this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): fitria, t.n. (2022). linguistic problems of translating indonesian popular lyrics of cover songs into english. joall (journal of applied linguistics and literature), 7(1), 1-14. https://doi.org/10.33369/joall.v7i1.16504 https://ejournal.unib.ac.id/index.php/joall/article/view/16504 https://doi.org/10.33369/joall.v7i1.16504 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.16504&domain=pdf https://www.google.com/maps/place/data=!4m2!3m1!1s0x2e7a144de66de23f:0x5da0bef8dc91df5f?hl=id https://www.google.com/maps/place/data=!4m2!3m1!1s0x2e7a144de66de23f:0x5da0bef8dc91df5f?hl=id https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.16504 https://orcid.org/0000-0002-9316-7410 tira nur fitria 2 joall (journal of applied linguistics and literature), 7(1), 2022 translation is used by humans to communicate ideas, thoughts, and culture to overcome the problem of having different languages (adbellah, 2003). it should be an as clear and accurate rendition of the source text as possible (minors, 2012). translation results can be affected by the mastery of linguistic aspects. the higher a person's understanding and mastery of linguistic aspects, the better the resulting translation work (rachmawati, 2017). the translator works on linguistic forms: "... the translator does not share the sense of linguistic forms but, he interprets." (stiegelbauer, 2016). translation and linguistics are two things that cannot be separated (sriyono, 2018). the concept of translation involves shifting linguistic units both at the word level and different discourses so that the translation results can be read and interpreted properly. although it is not the only one, the linguistic aspect is important to observe in carrying out translation activities and studies (fitria, 2020a, 2020b). therefore, there is an assumption that the linguistic element is the foundation of translation activities and studies because of the meaning and form of the language that is transferred. another assumption is that translation in practice and its studies require linguistic theories as a means of uncovering all difficulties and problems in translation. however, in general, the linguistic aspect has an impact on the field of translation both in translation theory and practice. newmark (1998) states that an adequate understanding of linguistic aspects is an important part of the translator. several aspects of language, starting from morphology, syntax, and even semantics, are linguistic domains that can be a support in translation, both in terms of study and practice. sufficient knowledge of linguistic aspects can reduce the ambiguity of meaning in st into tt to maximize the results of adequate translation. therefore, the search for solutions to translation problems cannot be avoided from linguistic problems with both functional and structural paradigms. furthermore, linguistics and other branches of linguistics, be it morphology, phonology, semantics, sociolinguistics, or other branches, can "mix" with translation. therefore, translation and linguistics are inseparable fields. linguistics contributes to studying and even researching the area of translation, while translation itself intersects directly with linguistics at both the theoretical and practical levels. the relationship between the two fields illustrates that translation and linguistics can be studied separately or together. translating is one of those difficult processes. differences such as structure, meaning, and culture can be difficult factors in translation. from these differences, a translator needs a certain strategy in translating a text. meanwhile, the strategies used are very diverse, depending on the type of text. translating song lyrics, like translating poetry, requires a special strategy linguistic problems of translating indonesian popular lyrics of cover songs into english joall (journal of applied linguistics and literature), 7(1), 2022 3 that includes the transfer of form and meaning from the source language (sl) into the target language (tl). when translating a song, a translator must pay close attention to any components that contribute to the creation of a full product song. these components include song lyrics or text, as well as musical elements like melody and rhythm. in its formulation, song lyric is a language that is not isolated from the musical principles such as the song's rhythm, melody, and harmony (suharto & subroto, 2014). to produce inter-semiotic translations that are functional and moveable, the translator must pay attention to all the elements that exist in the phenomenon to be translated. therefore, the translator must keep in mind the complications of the many semiotic elements interplaying with words. harsono (2020) states that song translation refers to the rule that the translation results must be able to be sung, which is known as "singability". when devising a singable song, one has a very clear goal in mind: to create a text that a vocalist may perform in front of an audience (low, 2016). from a functional standpoint, the notion of "singability" in song translation explains the strategic decisions taken by the translator or lyricist in translating the song. this word refers to a text's musical-verbal compatibility with music, as well as the fact that this musico-verbal union exists can consist of several layers-prosodic, poetic, and semantic-reflexive. franzon (2014) states that based on the assumption that a song has three properties (music, lyrics, and performance) and music has three (melody, harmony, and musical taste), a song translator may have five options in theory: not translating lyrics, translating lyrics, writing fresh lyrics, adjusting music to translation, and adapting translation to music may all be integrated in practice, regardless of the music. the translation of song lyrics is a relatively new field of linguistic research (gritsenko & aleshinskaya, 2016). several linguistic problems are faced in translating songs especially songs with indonesian to english lyrics (suharto, 2006). translation into indonesian can still be compromised, especially in terms of the rhythm of the song and the rhythm of the language because it is in indonesian. but it will appear when the accented song does not match the accent language. sometimes the translators of the translated songs do not pay attention to this problem. here are some of the problems that may be encountered in translating songs. gorlée (2005) states that in song translation, the sense and facts of the source texts are also often changed. the translator is faced with several choices, the first being whether or not to translate such a lyric at all (apter & herman, 2016). the translation of songs has received little attention in translation studies until lately; one explanation for this may be a lack of clarity about the professional identity of those who translate songs (harsono, 2020). tira nur fitria 4 joall (journal of applied linguistics and literature), 7(1), 2022 several previous studies have been conducted related to the linguistic problem. the first study was conducted by alfadly & aldeibanifull (2013). this research aims to empirically investigate certain linguistic issues in english-arabic translations and vice versa and to find concrete examples of the areas that raise real problems for hadramout university english language undergraduates. the second study was conducted by okere et al. (2018) the goal of this paper was to figure out the reasons behind the linguistic difficulties when translating poetry from the source text in english to the target text in kiswahili. the third study was conducted by madkour (2016) this case study thesis was focused on a generic exploration of the translation issues encountered in literary translation by graduate students. the fourth study was conducted by guerra (2012) to discover the key methods and techniques for translation to address challenges in the translation of cultures. based on several previous studies above, do not only have similarities but also differences with this study. in a similar aspect, several previous studies and this study focus on the linguistic problems in translation. in a different aspect, several previous studies and this study have the different objects of the study analyzed. the first study concerns english-arabic and arabic-english translation. the second study concerns poetry translation from english into kiswahili. the third study concerns literary translation from indonesian into english. the fourth study concerns cultural translation. the translation of lyric songs has received little attention in translation studies; one explanation for this may be a lack of clarity about the professional identity of those who translate songs. but, this research is interesting to be discussed. this study idem translating indonesian into english lyrics from indonesian popular cover songs. therefore, the objective of this study is to investigate several linguistic problems in the translation of indonesian popular lyrics’ cover songs from indonesian into english. method this research employs descriptive qualitative research. the purpose of qualitative research is to conduct a systematic study of a case or cases and to give a description of the research object (boudah, 2010, p. 127). so, this research describes the phenomenon (case) related to the linguistic problems which may occur in the translation of the indonesian popular cover songs. collecting data in this research is done by using documents. according to merriam (2009, p. 139), a document is the umbrella term that refers to a wide range of visual, written, physical material, or even digital material related to the research. the document here is in the form of song lyrics from the popular cover song. the cover song refers to the recording of a song generally identified with a singer or musical group by another singer or group (edmondson, 2013, p. 310). this research limits this research and focuses on linguistic problems of translating indonesian popular lyrics of cover songs into english joall (journal of applied linguistics and literature), 7(1), 2022 5 popular cover songs in indonesia. the research only uses several popular cover songs in indonesia which are covered by non-indonesian singers. indonesian singers and band groups are from andmesh kamaleng, budi doremi, and nineball. analyzing data in this research by using several steps, such as the researcher moves among these activities during data collection and then shuttles among reduction, displaying data, and conclusion drawing/verification (helms, 2020). in data analysis, the researcher chooses which data is relevant to be used to strengthen the research report. furthermore, the researcher displays the data in the form of a narrative, chart, flow chart, and others. furthermore, the researchers draw conclusions that include important information in the study in general. findings morphology in the indonesian language song lyric, which is covered and translated into english lyrics, it is found that there is a morphological problem, as follow: 1st example english when i am by myself | looking at photos and videos that we took | i've been keeping them for so long | and with my broken heart | i see all the pictures of myself (english version, emma heesters) indonesian saat ku sendiri, ku lihat foto dan video | bersamamu yang telah lama ku simpan | hancur hati ini melihat semua gambar diri (hanya rindu, andmesh kamaleng) 2nd example english i will always look forward to your return | but till then i know the memories are all that’s left (english version, emma heesters) indonesian ku menanti hadirmu 'tuk kembali | hanya kenangan yang tersisa di sini (mungkin hari ini esok atau nanti, anneth) 3rd example english and let me show you an extraordinary world | don’t have flowers | don’t have gold | but i just want you to know | i’ll give you every feeling your dreaming of | so you’ll know incredible love (english version, emma heesters) indonesian tapi cintaku padamu luar biasa | aku tak punya bunga | aku tak punya harta | yang kupunya hanyalah hati yang setia (cinta luar biasa, andmesh) the table above shows a morphological problem from several morphemes in indonesian into english song lyrics especially in changing singular into plural form. this is called an inflectional morpheme. this morpheme does not cause changes in word class and word meaning, but these tira nur fitria 6 joall (journal of applied linguistics and literature), 7(1), 2022 morphemes only affect the number (plurality) from indonesian into english words in a lyric song. in the first lyric, the lexical morphemes ‘foto’, ‘video’, and ‘gambar’ as a singular form are translated into ‘photos’, ‘videos’, and ‘pictures’ to be a plural form. in the second and third lyrics also, the morphemes ‘bunga’ and ‘kenangan’ as singular forms are translated into ‘flowers’ and ‘memories’ to be a plural form. the plural form is signed by adding an apostrophe ‘s’ in the word. the use of an apostrophe ‘s’ is to end countable nouns. if we want to say that an object is plural or the number is more than one, then add an apostrophe ‘s’ to the end of the noun. the change of singular form in the source text (indonesian) into plural in the target text (english). 4th example english i need you here with me | you’d brush away this loneliness from me (english version, christian bautista) indonesian dan takkan mungkin ada yang lain di sisi | 'ku ingin kau di sini tepiskan sepiku bersamamu (hingga akhir waktu, nineball) 5th example english let me write a perfect melody | your name in it will sound perfectly | i’ll listen to all your stories | and we will laugh and we will cry (english version, emma heesters) indonesian izinkan kulukis senja | mengukir namamu di sana | mendengar kamu bercerita | menangis, tertawa (melukis senja, budi doremi) the table above shows there is a morphological problem from the morpheme in indonesian into english song lyrics especially in changing word class. this is called a derivational morpheme. in the fourth lyric, the lexical morpheme ‘sepi’ as an adjective is translated into ‘loneliness’ to be a noun. the word ‘loneliness’ is formed by ‘lonely’ then added by suffix -ness to be noun’ in the fifth lyric, the lexical morpheme ‘bercerita’ as a verb is translated into ‘stories’ to be a noun. the shift in word class that occurs from the adjective into the noun word class will also result in a shift in the function and meaning of a word. syntactic in the indonesian language song lyric, which is covered and translated into english lyrics, it is found that there is a syntactical problem, as follow: 1st example indonesian segala cara telah kucoba (hanya rindu, andmesh) english i tried everything just missing you (english version, emma heesters) linguistic problems of translating indonesian popular lyrics of cover songs into english joall (journal of applied linguistics and literature), 7(1), 2022 7 2nd example english aku tak punya bunga, aku tak punya harta (cinta luar biasa, andmesh) indonesian don’t have flowers, don’t have gold (english version, emma heesters) the table above shows there is a syntactical problem in indonesian into english song lyrics especially in ordering the sentences. in indonesian lyric, it is written “segala cara telah kucoba”. this sentence is not written orderly with subject + predicate. but, in its english lyric, it is translated into “i tried everything”. this sentence is written orderly with subject + predicate. in the second example, in indonesian lyric, it is written: “aku tak punya bunga, aku tak punya harta”. this sentence is written orderly with subject + predicate + object. but, in its english lyric, it is translated into “don’t have flowers, don’t have gold”. this sentence is not written orderly with subject + predicate. this english translation is the missing subject of the sentence. phonology in the indonesian language song lyric, which is covered and translated into english lyrics, it is found that there is a phonological problem, as follow: 1st example indonesian hing – ga – a – khir – wak – tu (hingga akhir waktu, nineball) english till the end of – time (english version, christian bautista) the example above shows there is a phonological problem in indonesian into an english song lyric, especially in syllables. in indonesian lyric is written “till the end of time” which consists of five syllables. while, in this english translation, it is written: “hingga akhir waktu” which consists of six syllables. a syllable is the smallest unit of pronunciation. the syllable decapitation in english is different from that in indonesian, so it causes a different pronunciation. besides that, it can also produce a different number of syllables. semantics in the indonesian language song lyric which is covered and translated into english lyrics, it is found that there is a phonological problem, as follow: 2nd example indonesian izinkan kulukis senja (melukis senja, budi doremi) english let me write a perfect melody (english version, emma heesters) the table above shows there is a semantic problem in indonesian into english song lyric especially in translating the word. in indonesian lyric is written “senja”. the word “senja” here means the beauty of nature as a barrier tira nur fitria 8 joall (journal of applied linguistics and literature), 7(1), 2022 between day and night or part of the time in the day or a half-dark state after sunset. but in english lyric translation is translated into “perfect melody” which refers to the song or singing. discussion translation studies always involve elements of linguistic knowledge so that translation is one of the applications in linguistics. all parts of linguistics such as syntax, semantics, pragmatics, surface and deep structures, maxims, and others are always involved in translation. before someone translates, the translator must first understand the intrinsic elements in linguistics. based on the analysis, several linguistic problems can occur in the translation of songs especially cover songs with indonesian to english lyrics, they are as follows: first, in morphology. morphology is the study of the form (toussaint, 2014). this means morphology is concerned with word formation (galani et al., 2011, p. 1). according to fabregas & scalise (2012, p. 1), morphology examines the grammatical characteristics of words and how words are linked to one other in a language. morphology is the study of form or forms (aronoff & fudeman, 2011). it is supported by hamawand (2011) that morphology is the study of the form-meaning relationships between lexical units and their arrangement in forming words, phrases, clauses, or sentences. morphology as part of linguistic knowledge is important for translators to master. besides, translation studies can also be examined with cases of morphology and how words are formed between st and tt. the different constructs of morphology between the source language and the target language make considerations in determining the right type of equivalent between st and tt. in english, the morpheme affixation system is not the same as in indonesian. morphological processes in english and indonesian tend to be different and can have an impact on the meaning and process of word-formation between the source language and the target language. furthermore, the formation and how words are formed need to be paid attention and paid close attention to in translating. this is because word formation has an impact on translation when interpreting or understanding the word. in the example in findings above, morphological problems are in inflection. fabregas & scalise (2012, p. 69) state that inflection is unable to change the grammatical category of the base. an inflectional morpheme (inflectional morpheme or inflectional) is a morpheme that does not cause changes in word class and word meaning. this morpheme only affects the number (plurality) and form of time (tenses). the language difficulty in translation is also the difference in the grammatical system related to singular and plural nouns. the grammatical system of singular and plural noun forms in english is different from indonesian. english has multiple indicators. linguistic problems of translating indonesian popular lyrics of cover songs into english joall (journal of applied linguistics and literature), 7(1), 2022 9 second, in syntactical. syntactic (grammar) aspects are an inevitable part of translation. this is related to the equivalent meaning and grammar that should be achieved through translation. the lexical elements in translation have an adequate equivalent between the source text (st) and the target text (tt). an adequate understanding of syntax can affect the results of a quality translation. mastery of syntactic science is an element that dominates translation activities. the syntax is related to how words can be combined in the form of phrases and sentences, to determine the principles of how words can be combined or cannot be combined in determining to mean, (radford, 2003: 2). in translation. the difference in structure in a sentence between st and st makes the syntactic aspect one of the determinants of how the meaning of a sentence or clause is determined for its equivalence. in addition, the grammatical pattern in st can also determine how translation should be done. at the level of simple sentences, it is possible to translate simply and easily. at the syntactic level, in the translation of linguistic units that form phrases, clauses, or sentences, it is necessary to pay close attention to achieving adequate equivalences, especially grammatical equivalents that lead to textual equivalents. one of the problems in translation, especially in terms of syntax, is how the translator pays attention to aspects of the sentence that have a function grammatical and function (armstrong, 20015: 111). thus, translation requires an adequate understanding of syntactic elements which include aspects of phrases, clauses, and sentences. in english and indonesian translation, the translation of phrases becomes a complicated part to be translated, especially concerning the translation of noun phrases. however, in translating english into indonesian, translating noun phrases is not the only problem. becomes a difficulty in itself. in the example in the findings above, in making a sentence, both in indonesian and english, we at least will need a subject and a predicate. the subject is one of the important elements in the sentence. a subject can be defined with who or what. the subject is who or what does an activity/action in the sentence. subject in a sentence can be a noun, a noun phrase, or a pronoun. a predicate is a phrase that provides information about the activities/actions/actions performed by the subject in a sentence. the predicate contains a verb that talks about the activities/actions/actions performed. the predicate also provides information about the relationship between the subject and the activity/action performed in a sentence. in writing sentences in good and correct indonesian or english, we must know the elements that are usually used in a sentence, at least sequentially from the subject and followed by the predicate. third, in phonology. phonology relates to the implicit knowledge of language sound structure…(bod et al., 2003). kreidler (2001, p. 76) states that tira nur fitria 10 joall (journal of applied linguistics and literature), 7(1), 2022 the syllable plays an important role as a prosodic constituent in phonology. syllables are pieces/decapitations in words. a syllable in pronunciation consists of a vowel sound. this syllable can coincide with consonants or not. attention to the number of syllables is very important in songwriting and song translation. the translator may have translated the words of each line and the meaning is already appropriate, but does it match the number of syllables that make up the rhythm of the song? it could be said that it is impossible. it is very difficult to do because not all word equivalents between the two words involved have the same number of syllables. what can be done is the possibility of a shift. in the science of translation, shifts are very common. the problem is that this shift will cause the stress of the word to move. in the example in the tables above, in indonesian, syllables are the smallest units of pronunciation. the syllable decapitation in english is slightly different from indonesian, so it causes a different pronunciation. in addition, it can also produce a different number of syllables. some of the examples in the findings above should open our minds that the syllable aspect in english needs to be learned. this is because the style is different from the syllables in indonesian. a syllable is the smallest unit of pronunciation. the syllable decapitation in english is different from that in indonesian, so it causes a different pronunciation. besides that, it can also produce a different number of syllables. fourth, in semantic. meaningfulness is one of the important things in translation. meanings can be traced from the semantic system used from lexical units of language. a broad and good understanding of the concept of semantics can be a means for how a linguistic lexicon from st can be translated adequately. semantic aspects are closely related to the concept of meaning in translation. in translation, the concept of meaning becomes important to understand as one part that needs to be considered well including lexical meaning, conceptual meaning, and other meanings. a deeper understanding is needed to become a reference in determining the equivalence between tsu and tsa. the semantic dimension is important to note. it is because of translating the elements of meaning to be transferred well. the dimension of meaning in translation does not only create problems of connotation and denotation of the meaning being translated. the lexical unit should be understood from various perspectives of the dimensions of meaning to obtain appropriate concepts and terms between st and tt. the following describes the meanings of carrying and other types of lexical units. semantic inequality becomes an inseparable part if the semantic dimension is not observed in the translation of linguistic units. semantic meaning can be a part of concern in translation. semantic is not only related to the meaning contained in a word or sentence, but equivalence may occur linguistic problems of translating indonesian popular lyrics of cover songs into english joall (journal of applied linguistics and literature), 7(1), 2022 11 in translating to achieve an adequate degree of equivalence. translation with a semantic aspect illustrates that to determine the type of equivalence, the semantic element is important. in translation, the semantic aspect provides a direction on how lexical equivalents can have adequate equivalences. therefore, in translating the source language into the target language, the form may be changed but the meaning must be preserved. in the examples above, indonesian lyric is translated differently into english. semantic equivalence is the most important thing that must be achieved in translation. the semantic aspect has an impact on the lexical equivalence that must be achieved in translating. semantics as part of the study of meaning, the relationship between the internet in translation needs to be considered carefully. meaning is an inseparable part of translation. several types of meaning can provide direction and determine what meaning will be the basis of the translation. in translating the lexical meaning, it can provide different meanings between st and tt. furthermore, one lexical meaning can have more than one concept or meaning in different languages. thus, this is supported by what larson (1997: 109) stated that the character of one word which has one lexical meaning has several meanings in mind. in translation, the lexical unit illustrates that to determine the meaning, it is necessary to consider the suitability of the meaning between st and tt. translation and linguistics are two things that cannot be separated. the concepts of translation involve a single linguistic unit at the word level up to different discourses so that the results of the translation can be read, understood, and interpreted properly. the linguistic aspect is important to observe in conducting translation activities and studies. therefore, there is an assumption that the linguistic element is the foundation of the translator's activities and studies because the meaning and form of the language are transferred. another statement is that translation in practice and study requires linguistic theories as a means to unravel all difficulties and problems in translation. therefore, we can see the relationship between translation and linguistics and what are the methods, stages of the translation itself. conclusion several linguistic problems occur in the translation of songs especially songs with indonesian to english lyrics such as morphology, syntax, phonology, and semantic. the morphological problem occurs in several morphemes in indonesian into english song lyrics especially in changing singular into plural form and changing word-class such as in the cover song. the syntactical problem occurs in several morphemes in indonesian into english song lyrics, especially in misordering subject-verb agreement. the phonological problem occurs in several morphemes in indonesian into english song lyrics especially in the syllable decapitation in english and indonesian, so it causes a different tira nur fitria 12 joall (journal of applied linguistics and literature), 7(1), 2022 pronunciation. while in semantic problem occurs in several morphemes in indonesian into english song lyric especially in the concept of meaning in translation. translation activities cannot be separated from linguistic problems. understanding various elements and concepts in linguistics can describe how translation problems can be resolved both for empirical studies and for practice. sufficient knowledge of linguistic aspects can support understanding translation in all its aspects, both at the micro-linguistic level to the macro-linguistic level. however, the linguistic aspect is not the only area that is directly related to translation, several other aspects also need good attention, including cultural issues which can be related to translators, source texts, target texts, or studies of culture and translation. the translation is no easy job: a difficult balance between language and culture is continually faced by translators. they must, on the one hand, strive to remain true to the vocabulary used in the original text and ensure that their translated text retains the same importance and importance as the original in its context in the target culture. when interpreting foreign-language songs, striking this balance is especially difficult. to be singable in another language, the songs must surrender sincerity in context, and vice versa. acknowledgments i would like to thank the institute of technology business aas indonesia for allowing me to do research. i also thank the journal editors and anonymous reviewers who have given me feedback on my piece of writing. references adbellah, a. s. (2003). the problem of translating english linguisticterminology into arabic. camling proceeding, 7. alfadly, h. o., & aldeibanifull, a. a. (2013). an analysis of some linguistic problems in translation between arabic and english faced by yemeni english majors at hadramout university. 3(1), 12. apter, r., & herman, m. (2016). translating for singing: the theory, art and craft of translating lyrics. bloomsbury publishing. aronoff, m., & fudeman, k. (2011). what is morphology? john wiley & sons. bod, r., hay, j., & jannedy, s. (2003). probabilistic linguistics. mit press. boudah, d. j. (2010). conducting educational research: guide to completing a major project. sage. edmondson, j. (2013). music in american life: an encyclopedia of the songs, styles, stars, and stories that shaped our culture: abc-clio. fabregas, a., & scalise, s. (2012). morphology: from data to theories. edinburgh university press. linguistic problems of translating indonesian popular lyrics of cover songs into english joall (journal of applied linguistics and literature), 7(1), 2022 13 fitria, t. n. (2020a). translation procedure of english to indonesian subtitle “english vinglish” movie. rainbow : journal of literature, linguistics and culture studies, 9(1), 40–48. https://doi.org/10.15294/rainbow.v9i1.38132 fitria, t. n. (2020b). translation shift in english into indonesian subtitle of guzaarish movie. journal of language and literature, 20(2), 307. https://doi.org/10.24071/joll.v20i2.2601 franzon, j. (2014). choices in song translation. the translator, 14, 373–399. https://doi.org/10.1080/13556509.2008.10799263 galani, a., hicks, g., & tsoulas, g. (2011). morphology and its interfaces. john benjamins publishing. gorlée, d. l. (2005). song and significance: virtues and vices of vocal translation. rodopi. gritsenko, e., & aleshinskaya, e. (2016). translation of song lyrics as structure-related expressive device. procedia social and behavioral sciences, 231, 165–172. https://doi.org/10.1016/j.sbspro.2016.09.087 guerra, a. f. (2012). translating culture: problems, strategies and practical realities. journal of literature, culture and literary translation, 1.3. https://doi.org/10.15291/sic/1.3.lt.1 hamawand, z. (2011). morphology in english: word formation in cognitive grammar. a&c black. harsono, s. (2020). penerjemahan lirik lagu untuk pembelajaran bahasa inggris. harmoni, 4(1), 6. helms, r. m. (2020). inhabiting the borders: foreign language faculty in american colleges and universities. routledge. kreidler, c. w. (2001). phonology: critical concepts in linguistics. taylor & francis. low, p. (2016). translating song: lyrics and texts. taylor & francis. madkour, m. (2016). linguistic levels of translation: a generic exploration of translation difficulties in literary textual corpus. international journal of applied linguistics and english literature, 5, 90–98. https://doi.org/10.7575/aiac.ijalel.v.5n.6p.99 merriam, s. b. (2009). qualitative research: a guide to design and implementation. john wiley & sons. minors, h. j. (2012). music, text and translation. a&amp;c black. newmark, p. (1998). more paragraphs on translation. multilingual matters. okere, b. a., onyango, j. o., & chai, f. (2018). linguistic challenges in translating song of lawino from english to kiswahili. international journal of linguistics, literature and translation, 6. rachmawati, r. (2017). aspek linguistik dan keberterimaan dalam penerjemahan. madah: jurnal bahasa dan sastra, 5(1), 91. https://doi.org/10.31503/madah.v5i1.527 tira nur fitria 14 joall (journal of applied linguistics and literature), 7(1), 2022 sriyono, s. (2018). aspek linguistik dalam penerjemahan. prosodi, 12(2), 273–281. https://doi.org/10.21107/prosodi.v12i2.4556 stiegelbauer, l. (2016). translation problems and difficulties in applied translation processes. revista de stiinta si cultura, volumul xiinumarul 3 (46) 2016 studii de stiinta si cultura-volumul xii 2016numarul 3 (46), 51–58. suharto, s. (2006). permasalahan musikal dan lingual dalam penerjemahan lirik lagu. harmonia: journal of arts research and education, 7(2), article 2. https://journal.unnes.ac.id/nju/index.php/harmonia/article/view/ 756 suharto, s., & subroto, e. (2014). the equivalence of translated songs lyrics and their effects—the case of translated ecclesial songs. harmonia: journal of arts research and education, 14(2), 131. https://doi.org/10.15294/harmonia.v14i2.3294 toussaint, g. t. (2014). computational morphology: a computational geometric approach to the analysis of form. elsevier. the author tira nur fitria is an english lecturer at institut teknologi bisnis aas, indonesia. she pursued her undergraduate degree at the english education study programme state islamic university of raden mas said surakarta in 2013 and master of language studies at muhammadiyah university of surakarta (ums) in 2015. not only does she teach english, but she also serves as researcher, freelance translator, content creator, and reviewer of accredited and unaccredited national journals. 146 joall (journal of applied linguistics and literature), 8(1), 2023 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/23859 https://doi.org/10.33369/joall.v8i1.23859 book review dynamic variation in second language acquisition: a language processing perspective, bronwen patricia dyson, john benjamins publishing company (2021). 274 arguably, second language acquisition has always been an interesting topic to discuss. it is proven by many existing theories that play an essential role and contribute to this field's advancement and proliferation. among many is processability theory (pt), a prominent theory of l2 development and processing theory that predicts well-ordered, cross-linguistically valid stages in second language acquisition and provides language-specific predictions covering developmental and variational stages dimensions (pienemann, 1998, 2005, 2015). it accounts for explicit prediction of the language elements in which l2 learners learn to process different morphological and syntactical structures productively regardless of their backgrounds. as a key expert and an author who has extensively focused her research on the learning and teaching of english as a second language (esl) and second language acquisition (sla) through the lens of processability theory (pt), bronwen patricia dyson, in her latest book, dynamic variation in second language acquisition: a language processing perspective manages to contribute to the body of knowledge in understanding how l2 learners develop their second language. in particular, dyson describes, discusses, and examines the importance of the processability perspective as an innovative approach, to unfold l2 learner language processing and development in inter-language variation and language variation in general. prior to discussing the gap addressed by the book in the second language processing realm, it is essential to highlight how this book is organised. being supported theoretically and empirically, this book is well-crafted into nine chapters that draw on relevant aspects of second language variation and its dynamisation of language acquisition through the eye of language processing. it is initiated by discussing the challenges of dynamic variation in language processing in chapter 1. this chapter primarily focuses on the challenges posed by l2 variation by discussing the recent debate on l2 variation alongside its research gap. the debates have concluded that variation can be viewed from two perspectives: (1) variation is inherent, systematic, and related to change. (2) systematic variation is related to waves of change. this chapter also briefly explains the discussion in the other eight chapters that follow. chapter 2 discusses l2 variation, which is believed as the core of l2 development. its definitions, methodology, and research findings are discussed by presenting how to scrutinise variation in sla through four primary https://ejournal.unib.ac.id/index.php/joall/article/view/23859 https://doi.org/10.33369/joall.v8i1.23859 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.20968&domain=pdf book review joall (journal of applied linguistics and literature), 8(1), 2023 147 theoretical lenses on l2 variation: sociolinguistics, usage-based linguistics, dynamic system theory, and complexity theory. those lenses seek to answer four main questions on major findings of l2 variation and on how variation is defined, investigated, and explained as compared to the pt perspective. the chapter concludes with a brief comparison of pt and other approaches and reasonable arguments on how pt can potentially fill in the gap and draw a clear distinction between the concept of l2 “variation” and “development." chapter 3 primarily concerns with the predecessor and descendant of pt: multidimensional model from clahsen et al. (1983) and meisel et al. (1981) and the predicted framework from pienemann & johnston (1987). these two models explain l2 variation as a dynamic linguistics system by creating “a dynamic interaction between the dimensions of l2 development and variation” (dyson, 2021, p.63). however, as argued, the variational dimension remained theoretically and empirically limited in these two models. moreover, it leaves some problems unresolved. thus, the processability perspective comes into play. the following chapters, chapter 4 and 5, outlines the theoretical framework and methodology, respectively. chapter 4 gives a profound insight into the variational options hypothesis and its key concepts, followed by the developmental styles and developmental changes hypothesis. these hypotheses are thoroughly defined, described, and exemplified by the author, making the described concept easy to follow. chapter 5 comprehensively describes how to conduct a study focusing on dynamic variation, which adopted and extended previous processability studies by employing a longitudinal approach involving non-english-speaking adolescents as the informants; it is considered as a novelty for a similar study. the task-based communication is employed to elicit the grammatical acquisition data. as the extension of the previous chapter, chapters 6 to 8 are fully dedicated to reporting empirical findings on a year-long study on eight adolescent l2 learners’ variations, syntactic and morphological results, on three major psycholinguistics hypotheses: variational option, developmental style, and developmental change hypotheses. chapter 6 summarises and discusses the results of eight adolescent l2 learners under pt standpoints, particularly for their variational options hypothesis, which falls into two conclusions related to learners’ variation options. simplifying learners refer to those who are intent on communication or fluency and standardising learners refer to those who are intent on language accuracy. for the developmental change hypothesis, the same result of eight adolescent learners is further discussed and summarised in chapter 7, showing that “learners variably negotiate a dynamic and quite systematic interaction between implicationally ordered morphology and syntax” (dyson, 2021, p. 216). this finding has resulted in the learner’s developmental change into two styles: core-meaning-elements-only style and rudi suherman 148 joall (journal of applied linguistics and literature), 8(1), 2023 elaborated style. learners with the former style tend to acquire the syntactic before the corresponding morphological structures. in contrast, learners with the latter style tend to acquire the morphological with the syntactic structure simultaneously. in chapter 8, the same longitudinal dataset of the eight adolescent l2 learners’ is further discussed by only focusing on a group of four chinese l1 learners for their developmental change style. this chapter mainly discusses the emergence and underpinned variation. from pt’s perspective, it shows that free variation is entirely constrained by processability, and that emergence drives change. as the epilogue, chapter 9 primarily concludes the whole discussion of the book, where the readers are encouraged to view and value variation in a more fluid and root-to-apex hierarchy of pt; the term refers to describe the learner’s developmental change from the lowest morphosyntactic stage (1 word) to the highest morphosyntactic stage (subordinate clause-level). this epilogue is closed with the contribution and implication of dynamic variation toward sla for further study. the first contribution of this book is that the author starts the book by providing clear definitions for important terms that are mainly discussed throughout the book’s content, such as the definition of “variation," developmental," dynamic," and "systematic." these terms are essential to define as there is no single agreement among sla researchers, making sla literature not generally establish a clear distinction among those terms or leaving the blurring definition unanswered. by having those definitions in the first place, dyson has helped to minimise the possible misconceptions and confusion among readers regarding the topic being discussed. it also helps the readers understand the concept of variation and development quite easily, regardless of whether they are new or seasoned academics in the sla field. another main contribution of this book is that it explains the intertwin the past and present debates of leading theories and kinds of literature about the concept of development and variation in l2 learners. it then draws a vivid explanation, through an innovative approach, on how pt stands out among the crowd in capturing dynamic systems of acquisition, variation in learners' language variation and development. three main psycholinguistic hypotheses are examined systematically and comprehensively: the variational optional, developmental style, and developmental change style hypotheses. all the presented discussions and findings may enlighten the readers that learner variation is not entirely systematic; it can also navigate sla researchers on what gaps need addressing for further research. as a contemporary reference, this book not only presents a solid theoretical overview but is also robustly illustrated by legitimated findings with the innovative approach to language processing. the monograph, which is heavily discussed in this book, has pointed out how english learners vary in book review joall (journal of applied linguistics and literature), 8(1), 2023 149 their language development timing without skipping the hierarchical stage proposed by pt from bottom to apex language structures; it could help the wider audience to get the context and comprehensive understanding of language processing. as an auxiliary contribution, this book has uncovered the potential existence of unsystematic (or free) variation through the lens of the developmental hypothesis, where variation is viewed from root to apex development. it concludes that learner variation is dynamic and not entirely systematic. this finding gives benefit to other l2 variation theories such as dynamic systems theory (dst) (de bot et al., 2007; lowie& verspoor, 2015) and complexity theory (ct; larsen-freeman, 2012). in many ways, this book’s content complements recent books on the sla topic. apart from its merits, this book has its limitations, particularly in the diversity of the participants’ language backgrounds which is limited to a few languages. in addition, the pedagogical implication, which is considered crucial to l2 learners’ acquisition, is excluded from the discussion. although this limitation is not a significant issue, and the author has clearly justified and acknowledged it, it appears that more cross-linguistic data and the intersection between dynamic variation with pedagogical language implications might be considered and have a portion in a future edition. by considering those factors, it is arguably believed that the book would be able to reach a wider audience and touch more relevant readers, especially the readers, teachers, or researchers in the efl context who may find more benefit from this book. as a research-based textbook, this book provides informative and profound arguments on how the language processing perspective can be utilised to see variation and development in l2 language acquisition more distinctly and give a detailed understanding on how 2 learners vary in the path of their second language development. the book may also help the readers understand various usages and practices of processing theory, generates insights, and informs sla researchers in using this theory for foreseeable research on l2 variation. therefore, this book is a hidden gem and would be worth adding to the library of anyone interested in dynamic variation in the second language (l2) acquisition and development study employing a language processing perspective. particularly for linguists, sla researchers, and efl/esl teachers who want to get in touch and are eager to unfold the learners’ morphosyntax variation from a processing viewpoint. references clahsen, h., meisel, j., & pienemann, m. (1983). deutsch als zweitsprache. der spracherwerb ausländischer arbeiter. tübingen, germany: narr. de bot, k., lowie, w., & verspoor, m. (2007). a dynamic systems theory approach to second language acquisition. bilingualism: language and rudi suherman 150 joall (journal of applied linguistics and literature), 8(1), 2023 cognition, 10(1), 7 21. https://doi.org/10.1017/s1366728906002732 dyson, b. p. (2021). variational in second language acquisition: a language processing perspective (vol. 8). amsterdam, the netherlands: john benjamins. https://doi.org/10.1075/palart.8 larsen-freeman, d. (2012). complex, dynamic systems: a new transdisciplinary theme for applied linguistics? language teaching, 45(2), 202–214. https://doi.org/10.1017/s0261444811000061 lowie, w., & verspoor, m. (2015). variability and variation in acquisition orders: a dynamic reevaluation. language learning, 65(1), 63–88. https://doi.org/10.1111/lang.12093 meisel, j. m., clahsen, h., & pienemann, m. (1981). on determining developmental stages in natural second language acquisition. studies in second language acquisition, 3(2), 109–135. https://doi.org/10.1017/s0272263100004137. pienemann, m. (1989). is language teachable? psycholinguistic experiments and hypotheses. applied linguistics, 10(1), 52–79. https://doi.org/10.1093/applin/10.1.52 pienemann, m. (1998). language processing and second language development: processability theory. john benjamins. https://doi.org/10.1075/sibil.15 pienemann, m. (ed.) (2005). cross-linguistic aspects of processability theory. amsterdam, the netherlands: john benjamins. https://doi.org/10.1075/sibil.30 pienemann, m. (2015). an outline of processability theory and its relationship to other approaches to sla. language learning, 65(1), 123–151. https://doi.org/10.1111/lang.12095 pienemann, m., & johnston, m. (1987). factors influencing the development of language proficiency. in d. nunan (ed.), applying second language acquisition research (pp. 45–141). adelaide, australia: national curriculum research centre, adult migrant education program. the author rudi suherman is a lecturer in the english education program, universitas persatuan islam (unipi). he is currently doing his phd in the faculty of arts and social sciences, the university of sydney, australia. his research interests involve language teaching, efl curriculum, applied linguistics and developmental readiness for efl teaching, adopting the cognitive lens of processability theory. correspondence email: rudipipit11@gmail.com https://doi.org/10.1017/s1366728906002732 https://doi.org/10.1075/palart.8 https://doi.org/10.1017/s0261444811000061 https://doi.org/10.1111/lang.12093 https://doi.org/10.1017/s0272263100004137 https://doi.org/10.1093/applin/10.1.52 https://doi.org/10.1075/sibil.15 https://doi.org/10.1075/sibil.30 https://doi.org/10.1111/lang.12095 https://orcid.org/0000-0002-9950-0480 vol. 7 no. 1 february, 2022 vol. 7 no. 1 pages 1-290 bengkulu, 2022 ii issn: 2502-7816 eissn: 2503-524x joall (journal of applied linguistics and literature) vol. 7 no. 1: february 2022 table of contents linguistic problems of translating indonesian popular lyrics of cover songs into english tira nur fitria………….………………………………………………………………….1-14 are you a die-hard k-pop fan? examining english korean code mixing uttered by an american native speaker youtuber khadijah & emi sudarwati.…………………………………………………………...….15-33 overcoming the problem of untranslatability in burnett’s the secret garden from english into indonesian nadia khumairo ma’shumah & sajarwa…………………………………………...……34-50 continuous professional development: an overview from english language teachers in east kalimantan abdul halim, yih-sheue lin, mustofa……………………………………………...……51-62 the implementation of tps (think-pair-share) cooperative model aided by google hangouts in literary expression course fina hiasa, supadi, nafri yanti……………………………………………...………......63-75 males and females’ complimenting behaviour on the celebrities’ instagram comments muthiara chairani & subiyantoro……………………………………………...…........76-103 teachers’ perceptions of challenges in online learning: voices from secondary efl teachers dwi bayu saputra, honesty yonanda ayudhia, reci muswari……………...…........104-119 the transition of online into limited english learning-teaching in the rural area context amira wahyu anditasari & siti kholija sitompul……………...….............................120-135 teacher-made tests on bahasa indonesia subject for school examinations in public vocational high school of bengkulu province gumono………………………………………………………...…................................136-148 iii video or audio listening tests for english language teaching context: which is more effective for classroom use? clara herlina karjo, menik winiharti, safnil arsyad ……...…...................................149-166 local english teachers’ voices from a marginalized lens: inequality practices and identity construction in the workplace sahril nur, ismail anas, reski pilu, nurfajriah basri ……...…..................................149-166 promoting english movie as a means of enhancing efl learners’ cultural competence dwi suny wardhany………………………………………...…...................................186-201 the effect of the shaw english online channel on the efl students’ speaking ability riswanto, anita, kasmaini, anisa imelda…………………...…..................................202-214 efl students’ motivation on learning english: what can we learn from them? yelni erniyati, pristian hadi putra………………………...…....................................215-231 improving efl ninth graders’ reading comprehension through thieves learning strategy yenny asmarni, wisma yunita, dedi sofyan……………...…....................................215-231 developing an intensive reading material for efl students: a final product pratnyawati nuridi suwarso, muhammad dzulfiqar praseno.....................................215-231 feminist stylistic analysis and lgbtqa+ representation in lady gaga’s born this way rahmadsyah rangkuti, siti hafifah…………………………...…................................276-290 iv editorial board chief editor: safnil arsyad, universitas bengkulu, indonesia managing editor: azhar aziz lubis, universitas bengkulu, indonesia international advisory editorial board: amreet kaur jageer singh, sultan idris education university, malaysia amrin saragih, universitas negeri medan, indonesia anamai damnet, kasetsart university, thailand i wayan arka, australian national university, australia john adamson, university of niigata prefecture, japan paul robertson, academic education inc, australia siti wachidah jawad, universitas negeri jakarta, indonesia teguh budiharso, universitas islam negeri raden mas surakarta, indonesia thi thuy loan nguyen, kalasan university, thailand editors: aprilza aswani, politeknik negeri medan, indonesia benni ichsanda rahman, universitas islam negeri sumatera utara, indonesia dian heriani, sekolah tinggi ilmu manajemen sukma, indonesia eko saputra, universitas bengkulu, indonesia fatin nadifa tambunan, universitas pembangunan masyarakat indonesia, indonesia fernandita gusweni jayanti, university of new south wales, australia muhammad yusuf, universitas sumatera utara, indonesia ramon s medriano jr, lyceum northwestern university, philippines rika wahyuni tambunan, akn putra sang fajar, indonesia sufiyandi, universitas bengkulu, indonesia sukma septian nasution, universitas pamulang, indonesia tuning ridha addhiny, universitas islam negeri mataram, indonesia winda syafitri, politeknik negeri medan, indonesia reviewers: abdul halim, universitas muhammadiyah kalimantan timur, indonesia alamsyah harahap, universitas bengkulu, indonesia audi yundayani, stkip kusuma negara, indonesia dedi sanjaya, universiti college yayasan pahang, malaysia fazri nur yusuf, universitas pendidikan indonesia, indonesia gita mutiara hati, universitas bengkulu, indonesia v hanafi, universitas andalas, indonesia i wayan dirgeyasa, universitas negeri medan, indonesia ikhsanuddin, universitas tanjung pura, indonesia ira maisarah, universitas bengkulu, indonesia ivor timmis., leeds becket university, united kingdom mario nugroho willyarto, bina nusantara university, indonesia masitowarni siregar, universitas negeri medan, indonesia mirjam anugerahwati, universitas negeri malang, indonesia muhammad farkhan, uin syarif hidayatullah, indonesia mushoffan prasetianto, universitas brawijaya, indonesia ni putu ade resmayani, sekolah tinggi pariwisata mataram, indonesia rafizah mohd rawian, universiti utara malaysia, malaysia seftirina evina sinambela, sekolah tinggi ilmu hukum graha kirana, indonesia willy ardian renandya, national institute of education, singapore yazid basthomi, universitas negeri malang, indonesia vi publisher address: unib press lembaga penelitian dan pengabdian kepada masyarakat (lppm) universitas bengkulu jalan w.r. supratman, kandang limun, bengkulu, 38371a email: unib.press@unib.ac.id doi: https://doi.org/10.33369/joall by website: https://ejournal.unib.ac.id/index.php/joall/index the editors of joall (journal of applied linguistics and literature) make every effort to ensure the suitability of all artic le information contained in its publications. however, the editors and the publisher of the journal make no representations or warranties whatsoever as to the accuracy and completeness and for any purpose of the articles and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. every article published in joall gives the views of the author(s) and are not necessarily the views of the editors and of the journal of applied linguistics and literature. https://doi.org/10.33369/joall https://ejournal.unib.ac.id/index.php/joall/index vol. 8 no. 1 february, 2023 vol. 8 no. 1 pages 1-226 bengkulu, 2023 ii issn: 2502-7816 eissn: 2503-524x joall (journal of applied linguistics and literature) vol. 8 no. 1: february 2023 table of contents practitioner-researcher voices combining extensive reading while listening (erwl) with cooperative learning kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs…………….295-310 regular articles students’ understanding, attitude and experience on dishonesty and plagiarism: how undergraduate and postgraduate students of english education resemble and/or differ safnil arsyad, azwandi, alamsyah harahap...…………………………………...............1-18 getting published in international journals: perception of indonesian scholars in linguistics and language education on the issues they face zifirdaus adnan, bambang kaswanti purwo……………………………………………19-40 engaging students to write procedure texts through the culturally-relevant activity of bark painting wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih……………………………………...……………………………...………........41-58 english as medium of instruction (moi) in classroom activities: teachers’ perceptions from eastern indonesia sahril nur, auliyanti sahri nurfadhilah, eva meizara puspita dewi, jamilah…...........59-74 psychosocial impact of covid-19 on achievement of adolescents with hearing impairment in english language samuel olufemi adeniyi, olaotan oladele kuku…………………………....…..............75-88 sound stress patterns of nouns ending in -ion produced by english education students syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri....................................89-100 successful indonesian startups’ product blogs: a digital genre analysis and its pedagogical implications nugrahaningyas fatma anyassari, tri astuti handayani, cita nuary ishak, nafisya alfiani aisyah…...…..................................................................................................................101-124 exploring lecturers and administrative staffs’ strategies to hone efl students’ digital literacy febriyantina istiara, tommy hastomo ……...…...........................................................151-172 iii the hybridity of indies culture in indonesian novel translation into french arwatrisi ediani, sajarwa………………………......……...….....................................173-194 developing interactive materials of writing non-literary texts based on flipbooks for secondary school students yuni hajar, elly prihasti wuriyani, muhammad joharis lubis...................................195-212 time management and translation method in translating a scientific article: a case study on a professional translator amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono................................213-226 book review dynamic variation in second language acquisition: a language processing perspective, bronwen patricia dyson, john benjamins publishing company (2021). 274 rudi suherman………………………......…………………...…..................................146-150 iv editorial board chief editor: safnil arsyad, universitas bengkulu, indonesia managing editor: azhar aziz lubis, universitas bengkulu, indonesia international advisory editorial board: amreet kaur jageer singh, sultan idris education university, malaysia amrin saragih, universitas negeri medan, indonesia anamai damnet, kasetsart university, thailand i wayan arka, australian national university, australia john adamson, university of niigata prefecture, japan martin lamb, leeds university, united kingdom paul robertson, academic education inc, australia siti wachidah jawad, universitas negeri jakarta, indonesia teguh budiharso, universitas islam negeri raden mas said surakarta, indonesia thi thuy loan nguyen, kalasan university, thailand editors: adelia puspa, universitas bengkulu, indonesia aprilza aswani, politeknik negeri medan, indonesia benni ichsanda rahman, universitas islam negeri sumatera utara, indonesia dian heriani, sekolah tinggi ilmu manajemen sukma, indonesia dwi bayu saputra, universitas bengkulu, indonesia eko saputra, universitas bengkulu, indonesia fatin nadifa tambunan, universitas pembangunan masyarakat indonesia, indonesia iis sujarwati, universitas bengkulu, indonesia muhammad yusuf, universitas sumatera utara, indonesia ramon s medriano jr, lyceum northwestern university, philippines rika wahyuni tambunan, akn putra sang fajar, indonesia sukma septian nasution, universitas pamulang, indonesia tuning ridha addhiny, universitas islam negeri mataram, indonesia winda syafitri, politeknik negeri medan, indonesia wisma yunita, universitas bengkulu, indonesia reviewers: abdul halim, universitas muhammadiyah kalimantan timur, indonesia alamsyah harahap, universitas bengkulu, indonesia audi yundayani, stkip kusuma negara, indonesia v benjamin b mangila, jh cerilles state college, philippines bambang suwarno, universitas bengkulu, indonesia dedi sanjaya, universiti college yayasan pahang, malaysia fazri nur yusuf, universitas pendidikan indonesia, indonesia hanafi, universitas andalas, indonesia i wayan dirgeyasa, universitas negeri medan, indonesia ikhsanuddin, universitas tanjung pura, indonesia ira maisarah, universitas bengkulu, indonesia ivor timmis, leeds becket university, united kingdom lia haryana, universitas bengkulu, indonesia m. affandi arianto, universitas negeri padang, indonesia mario nugroho willyarto, bina nusantara university, indonesia masitowarni siregar, universitas negeri medan, indonesia melinda roza, universitas islam negeri imam bonjol, indonesia mirjam anugerahwati, universitas negeri malang, indonesia muhammad farkhan, uin syarif hidayatullah, indonesia mushoffan prasetianto, universitas brawijaya, indonesia ni putu ade resmayani, sekolah tinggi pariwisata mataram, indonesia rafizah mohd rawian, universiti utara malaysia, malaysia seftirina evina sinambela, sekolah tinggi ilmu hukum graha kirana, indonesia willy ardian renandya, national institute of education, singapore yazid basthomi, universitas negeri malang, indonesia yohannes telaumbanua, politeknik negeri padang, indonesia vi publisher address: unib press lembaga penelitian dan pengabdian kepada masyarakat (lppm) universitas bengkulu jalan w.r. supratman, kandang limun, bengkulu, 38371a email: unib.press@unib.ac.id doi: https://doi.org/10.33369/joall by website: https://ejournal.unib.ac.id/index.php/joall/index the editors of joall (journal of applied linguistics and literature) make every effort to ensure the suitability of all artic le information contained in its publications. however, the editors and the publisher of the journal make no representations or warranties whatsoever as to the accuracy and completeness and for any purpose of the articles and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. every article published in joall gives the views of the author(s) and are not necessarily the views of the editors and of the journal of applied linguistics and literature. https://doi.org/10.33369/joall https://ejournal.unib.ac.id/index.php/joall/index joall (journal of applied linguistics and literature), 7(2), 2022 295 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21422 https://doi.org/10.33369/joall.v7i2.21422 efl classroom learning environment at a thai university: what variables matter for low-proficiency students? 1budi waluyo , 2safnil arsyad 1school of languages and general education, walailak university, thailand 222 thaiburi, thasala district nakhonsithammarat 80161 2english education postgraduate program, bengkulu university, indonesia jalan wr supratman kandang limun kota bengkulu, 38371 article info abstract article history: received: april 24, 2022 revised: may 23, 2022 accepted: june 26, 2022 this study investigated the efl classroom learning environment at a university in thailand from the perspective of low-english proficiency students. using structural equation modelling, five hypotheses involving variables generated by students and teachers were investigated (sem). according to the findings, task orientation in low-proficiency students was the key to boosting students' english course grades. in the case of low-proficiency students, equity, teacher support, and student cooperation were not found to be important. student cohesion was also found to be an unreliable predictor of students' english grades. because research on the classroom learning environment engaging low students is still limited, these findings suggest future investigation. keywords: classroom learning environment task orientation student cohesiveness teacher support equity student cooperation conflict of interest: none funding information: none correspondence: budi waluyo, school of languages and general education, walailak university, thailand. budi.business.waluyo@gmail.com ©budi waluyo & safnil arsyad this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): waluyo, b., & arsyad, s. (2022). efl classroom learning environment at a thai university: what variables matter for low-proficiency students? joall (journal of applied linguistics and literature), 7(2), 295-310. https://doi.org/10.33369/joall.v7i2.21422 while interest in the variables that shape classroom learning environments and their effects on learning outcomes began in the 1970s (byrne et al., 1986; moos, 1979), research on the english classroom environment is still in its initial stages. previously conducted research has concentrated on a small number of nations, including iran, china, the united https://ejournal.unib.ac.id/index.php/joall/article/view/ https://doi.org/10.33369/joall.v7i2.21422 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.21422&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.21422 https://orcid.org/0000-0003-1919-2068 https://orcid.org/0000-0003-4174-2556 budi waluyo & safnil arsyad 296 joall (journal of applied linguistics and literature), 7(2), 2022 states of america, jordan, indonesia, ethiopia, malaysia, singapore, and korea, with a total of 20 studies (lim & fraser, 2018). recent research has also centered on the topics of digital efl learning environments (wang et al., 2021) and the integration of technology into efl teaching and learning (ztürk & akrolu, 2021), which was likely sparked by the current massive online learning implementation in response to the covid-19 outbreak. in thailand, several studies have examined students' perceptions of biology and physics classroom learning environments (koul et al., 2012) and the effects of a specific classroom approach, such as the flipped classroom, on language accuracy and active learning environments (thaichay & sitthitikul, 2016) and on engaging 21st-century learners in english classrooms (sakulprasertsri, 2017). prior studies have also examined teachers' perceptions of the learning environment for second language acquisition (kiatkheeree, 2018) and its influence on the english l2 vocabulary depth of thai speakers (supasiraprapa, 2019). all the findings urge the identification of essential variables that can potentially enhance and improve the learning experiences of thai students and facilitate the attainment of the intended learning objectives. however, very little research has been conducted in the context of thai efl classroom contexts incorporating english for academic purposes (eap) courses taught by foreign english lecturers, both native and non-native speakers from other countries. it is necessary to conduct research in this learning context to gain a deeper understanding of the variables that students perceive to be most important for their english learning and to determine if there are any differences between this context and other contexts of efl learning in thailand across educational levels, as explored in previous research. thus, the current study addresses this research gap by studying the relationships between students and teachers’ classroom variables and their effects on students’ english learning outcomes at a thai university. a classroom is simply a site where formal education occurs. individuals' interpersonal relationships, conversations, and actions, whether as teachers or students, all contribute to the creation of classroom learning environment (van compernolle & williams, 2013). at the university level, all variables that emerge as a result of teaching and learning in a classroom can influence students' progress and success in learning (aluri & fraser, 2019; lerdpornkulrat et al., 2018), and understanding the interactions of classroom variables can help improve learning instruction. there are numerous variables that influence the learning environment in a classroom, but the current study focuses exclusively on those that originate with students, such as student cohesiveness, task orientation, and cooperation, and on those that originate with teachers, such as teacher support and equity. these variables have been confirmed to exist in efl university courses in thailand (the efl classroom learning environment at a thai university: what variables matter… joall (journal of applied linguistics and literature), 7(2), 2022 297 author & tuan, 2021), as well as in non-english subject classrooms (smalley & hopkins, 2020). the development of the questionnaire "what is happening in this class" (wihic), first published by fraser et al., is one of the driving forces behind the rising research on the classroom learning environment (1996). much research in various contexts and levels of education (from elementary to university level) have re-examined and validated it (charalampous & kokkinos, 2017). the questionnaire, which included seven scales, was designed to address modern educational concerns that arise during classroom learning. they were as follows: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. there have been a significant number of research in the literature that have examined and adapted this questionnaire, demonstrating support for its psychometric qualities (skordi & fraser, 2019). it has also been utilized as a model for developing another form of questionnaire to better understand the online learning environment (rahayu et al., 2022). the popularity stems from its importance in assisting us in understanding how students view the classroom learning environment. however, one topic that has not been fully researched among the extant studies is how students' views of classroom characteristics effect their english course grade, especially from the perspectives of low-proficiency efl students. furthermore, the seven scales should be separated into two categories: student-derived classroom variables and teacher-derived classroom variables, even though all the variables are based on students' opinions. student cohesion and task orientation, for example, are undoubtedly influenced by students, whereas teacher support and equity are influenced by instructors' teaching styles and behaviors in the classroom. to address this concern, this study investigates the efl classroom learning environment at a university in thailand from the perspective of low-english proficiency students. using structural equation modelling, five hypotheses involving variables generated by students and teachers were investigated (sem). the first student-derived classroom variable is student cohesiveness. it is defined as the relationships between students and their ability to assist and support one another during their classroom studies (fraser et al. 1996). student cohesiveness research is typically focused on determining the nature and intensity of students' personal relationships within the classroom environment and on assessing the extent to which students engage in the environment and support and assist one another, which is referred to as the social dimension of the learning environment on the students' part (chang et al., 2015). early research has indicated that student cohesiveness has a substantial influence on the interaction and learning that occurs in an efl budi waluyo & safnil arsyad 298 joall (journal of applied linguistics and literature), 7(2), 2022 class, and a cohesive group of students can considerably inspire individual students to study and accomplish learning tasks (clement et al., 1994; peng, 2009). as demonstrated by quantitative and qualitative research data, efl students perceive their peers to be vital to their learning since associating with more motivated classmates and classmates with whom they get along positively influences their own motivation (chang, 2010). more current research has looked at student cohesiveness as an affective determinant of efl students' propensity to communicate in english (khajavy et al., 2016), academic self-efficacy beliefs with an emphasis on studying, exam preparation, and note-taking (daemi et al., 2017), and emotional involvement (han et al., 2021). in a hierarchical regression study, student cohesiveness explains 4% of the variance in students' english proficiency, with an effect size 50% lower than the mean (cohen's f2 =.042) (the author & tuan, 2021), however additional empirical data is required. hypothesis 1: student cohesiveness in an efl classroom positively affects students’ course grades. the second variable is task orientation. the degree to which students value completion of specified activities and staying on topic in class is referred to as task orientation (fraser, 1998). task orientation, along with teacher support and equity, was positively associated to efl students' attitudes about the english language, and female students were more task-oriented than their male counterparts (lim & fraser, 2018). students with a high level of task orientation can help to foster a positive classroom environment (gabrybarker, 2016). students with a high level of task orientation can help to foster a positive classroom environment (gabry-barker, 2016). therefore, students in an efl class who are less task-oriented are more prone to suffering from anxiety in their english learning, and vice versa (li & dewaele, 2021). one of the most significant research subjects in english language teaching (elt) concerning the importance of task orientation in student english learning is the implications on students' willingness to communicate in english. students that are more task-oriented are more likely to use english in communication, according to studies done in iran (khajavy et al., 2016) and china (peng & woodrow, 2010). it has also been discovered that task orientation plays a role in students' comprehension and creation of lexical collocations (naserpour & zarei, 2021). nonetheless, research that establishes a direct link between students' perceptions of their task orientation and their english learning outcomes is lacking, which the current study aims to fill. hypothesis 2: task orientation in an efl classroom positively affects students’ course grades. student cooperation is the next variable. the term "cooperation" refers to the extent to which students collaborate rather than compete on learning assignments (gupta & fisher, 2012). early research has shown that increasing efl classroom learning environment at a thai university: what variables matter… joall (journal of applied linguistics and literature), 7(2), 2022 299 student cooperation, participation, and support can produce a useful and encouraging classroom atmosphere for learning english by reducing anxiety among students (price, 1991) and making the classroom environment more comfortable and pleasurable (olsen & kagan, 1992). cai et al. (2021) recently investigated chinese efl students' perceptions of their english classroom environment and discovered cooperation as one factor shaping the learning environment, with girls more inclined to cooperate with their classmates, with group cooperation significantly improving their ability to use english. wang et al. (2017) previously said that students scored relatively higher on cooperation, implying that a positive interpersonal relationship might be recognized in teacher–student and student–student interactions. however, still little is known how student cooperation in english classroom affects their learning outcomes directly. hypothesis 3: student cooperation in an efl classroom positively affects students’ course grades. teacher support comes first when it comes to teacher-derived classroom variables. teacher support entails a teacher's assistance, friendliness, trust, and interest in pupils to help them reach their learning objectives (fraser, 1998). teachers may use a variety of strategies to provide support, ranging from traditional approaches, such as the teacher moving around the classroom more to mix with students, assisting students, and talking with them more than previously, to technology-assisted approaches, such as virtual learning environments, social media, or online message applications. students' impressions of teacher assistance received in the classroom influence their attitudes toward english learning, and students from different countries may have varying degrees of positivity in their perceptions (lim & fraser, 2018). teacher support, along with student cohesiveness and task orientation, has been highlighted as key components in building an effective english learning environment in the classroom, as they represent teacher-student interaction toward the completion of learning tasks (peng & woodrow, 2010). teachers have a strong influence on their students' behavior in the classroom. teachers have a significant impact on the tasks, classroom atmosphere, students' motivation, themes, and pair/group work, in addition to their teaching style and timeliness (cao, 2013). while the preceding research has identified the logical process through which teacher support influences student english learning in the classroom, empirical evidence on the effect on student learning achievement is still lacking. hypothesis 4: teacher support in an efl classroom positively affects students’ course grades. equity is the other factor affected by teachers. the extent to which students are treated equally by the teacher is referred to as equity (dorman, 2003). it can, for example, alter students' academic efficacy during classroom budi waluyo & safnil arsyad 300 joall (journal of applied linguistics and literature), 7(2), 2022 learning (lim & fraser, 2018). arigusman (2017) discovered that indonesian efl students had a good perspective of equity in their english classroom, which may or may not be mirrored by other southeast asian efl students. similar findings were found among iranian efl students, where their opinions of equity scored highest among other classroom characteristics (daemi et al., 2017). furthermore, the findings of saeed et al.'s study (2015) reveal that students' foreign language anxiety can be controlled by fostering conducive psychosocial learning, particularly with teachers' support, equity, and cohesion among students in an english language classroom. nonetheless, there is a need to investigate how students' perceptions of equity in an efl classroom affect their english course grades. hypothesis 5: equity in an efl classroom positively affects students’ course grades. method research design this study used a quantitative research design with a structural equation modelling (sem) approach to examine the effects of each student and teacher’s variable on students’ english course grades. sem fits the objective of the study, which is to examine the variables within one model of the classroom learning environment. with this approach, the created hypothesis can be answered and direct effects of the variables on the outcome variables can be observed (ullman & bentler, 2003). figure 1 illustrates the research design and involves variables. participants the participants were 402 undergraduate students (21.9 % male, 77.9 % female) from an autonomous university in southern thailand. they came from different faculties, including health sciences, liberal arts, nursing, medicine, engineering, and law. they were enrolled in an academic english course at the time of the study. they were between the ages of 18 and 21, with a mean of 19.78 (sd =.708). according to the common european framework of reference for languages (cefr), students' english proficiency levels were a1 (41.8%) and a2 (58.2%), which are regarded to be basic users of the language. the participants were selected using a purposive sample technique (bernard, 2017) based on two predefined criteria. participants were required to be undergraduate students enrolled in an academic english course. ethics concern. prior to collecting data, researchers received ethics training and obtained legal authorization to perform the study. additionally, researchers ensured that participants were informed of the study's objectives and that the data collected would be kept anonymous. also, the study has efl classroom learning environment at a thai university: what variables matter… joall (journal of applied linguistics and literature), 7(2), 2022 301 been approved by walailak university's institutional review board (irb) committee. instrument and procedure survey questionnaire students responded to a two-part online survey questionnaire administered using google form. the first section gathered background information, such as the student's identification number, gender, and age. the second section collected data on students' perceptions of student cohesiveness, task orientation, cooperation, teacher support, and equity in their efl classroom. each scale contained five items. the survey items had responses ranging from "0" for "never" to "4" for "always". table 2 contains the details. the survey questions were derived from a recent study report published by smalley and hopkins (2020). the findings of the internal reliability study indicated that the survey items within each scale had a high degree of internal consistency (>.70), as shown in table 1. these scales are used in the analysis as independent variables. table 1. sample items and cronbach’s alpha sample items (all start with “in my ge classes, ….) α student cohesiveness 1. i am friendly to members of my class. 2. i work well with other class members. 3. i help other class members who are having trouble with their work. 4. students in my ge classes class like me. 5. in my ge classes, i get help from other students. .833 cooperation 1. i cooperate with other students when doing assignment work. 2. i share my books and resources with other students when doing assignments. 3. when i work in groups in my english class, there is teamwork. 4. i learn from other students in my english classes. 5. i cooperate with other students on class activities. .851 task orientation 1. i try to understand the task in my english class. 2. getting a certain amount of work done is important to me. 3. i am ready to start the class on time. 4. i know what i am trying to accomplish. 5. i pay attention in my class. .805 equity 1. the teacher gives equal attention to my questions and other students’ questions. 2. i get the same amount of help from the teacher as do other students 3. i have the same amount of say in my class as other students .890 budi waluyo & safnil arsyad 302 joall (journal of applied linguistics and literature), 7(2), 2022 sample items (all start with “in my ge classes, ….) α 4. i receive the same encouragement from the teacher as other students 5. i get the same opportunity to contribute to class discussions as other students teacher support 1. the teacher personally knows that i need help. 2. the teacher goes out of his/her way to help me. 3. the teacher helps me when i have trouble with the work. 4. the teacher takes the time to talk with me or call me to her office. 5. the teacher’s questions help me to understand. .798 course grade as a measure of english learning outcomes, this study collected students’ grades from the english course that they assessed using the survey questionnaire at the end of the academic term. the grade mean was 76.67 (+sd = 7.69). the use of english course grade has been applied by preceding research in the body of the literature (e.g., the author & panmei, 2021), confirming its applicability as an outcome variable. data analysis this study used structural equation modeling (sem) to evaluate students' and teachers' classroom variables to verify the given hypotheses based on the results of the literature review. all hypotheses have been presented in this article's literature review section. the examinations of each hypothesis involved both the collected survey data encompassing students’ perceptions of student cohesiveness, cooperation, task orientation, equity, and teacher support as well as the students’ course grades. furthermore, descriptive data from the collected data were analyzed to gain insight into the levels of perceived classroom variables encountered by students studying academic english at a thai university. findings descriptive statistics as the survey items were coded from 0 to 4, this study interpreted the means in two levels: low (<2.0) and high (>2.0). based on the results, the students reported high levels of task orientation, student cooperation, equity, teacher support, and student cohesiveness in their efl classroom, as presented in table 2. the values of skewness and kurtosis were also within -2 and +2, indicated a normal distribution. thus, the analysis was continued with sem. table 2. descriptive statistics of the students’ perceptions efl classroom learning environment at a thai university: what variables matter… joall (journal of applied linguistics and literature), 7(2), 2022 303 mean sd perception level skewness kurtosis student cohesiveness 2.985 0.634 high -0.646 0.714 teacher support 2.752 0.688 high -0.269 0.258 task orientation 3.296 0.533 high -0.587 -0.250 student cooperation 3.180 0.596 high -0.508 -0.188 equity 3.061 0.627 high -0.199 -0.781 structural equation modelling the evaluation of the research model (figure 1) was considered marginal fit to the data as the values of the indices are lower than the good fit cut-off values: tucker-lewis index (tli) and comparative fit index (cfi) >.90 (browne & cudeck, 1993). the results showed the values of tli = .627 and cfi .685, with x2 (296) = 1968.468, p < .001. it was regarded acceptable for this study given that main objective was to prove the stated hypotheses. except for student cohesiveness, significant results were observed. the more oriented students to their task completion, the better their english grades would be (β = .938, p < .001), proving hypothesis 2. students’ english grades would likely increase by .938 for one unit increase in their task orientation. however, high levels of equity (β = -.207, p < .001), teacher support (β = -.138, p < .001), student cooperation (β = -.240, p < .001) predicted low grades. these negative predictions disapproved hypotheses 3, 4, and 5. as well, non-significant results for student cohesiveness disapproved hypothesis 1. figure 1. results of structural equation modeling budi waluyo & safnil arsyad 304 joall (journal of applied linguistics and literature), 7(2), 2022 discussion the primary objective of this study was to explore the efl classroom learning environment at a university in thailand by exploring the structural relationships between students and teachers’ classroom variables from the perspectives of low-proficiency students. five hypotheses have been examined. this section presents three points worth discussing, along with the pedagogical implications of the study’s findings. students’ task orientation is influential to their english learning outcomes the first finding of this study confirms earlier research indicating that task orientation has a significant impact on students' english learning outcomes (e.g., fraser, 1998; lim & fraser, 2018). more precisely, this study sheds light on the case of low-proficiency thai efl students. task orientation is critical because it contributes to the development of a pleasant classroom environment (gabry-barker, 2016), and task-oriented students in an efl class are less likely to experience anxiety during their english learning, and vice versa (li & dewaele, 2021). nonetheless, it is critical to keep in mind that female students may be more task-oriented than male students, which may influence their approach toward english learning (lim & fraser, 2018). koul et al. (2012) conducted a study on secondary students’ perceptions of their biology and physics classroom learning environments, and gender and found that the perceptions were gender-dependent and could vary across subject areas, yet the present study could not confirm such findings in the contexts of eap classrooms. hence, it is assumed that differences in task orientation levels contribute to variation in students' english grades, which are used to assess learning outcomes. however, additional empirical evidence is required to verify this claim. equity, teacher support, and student cooperation have potential negative effects unexpectedly, equity, teacher support, and student cooperation all had a slight detrimental effect on students' english learning outcomes. previous research has focused on determining whether these variables exist in an efl classroom (e.g., cai et al. 2021; fraser, 1998), but little is known about how they affect learning outcomes. a few studies have found that students consistently score highly on these aspects in self-reported surveys (e.g., daemi et al., 2017; wang et al., 2017), which may reflect their natural predisposition to have a favorable attitude toward them in the classroom, but the direct effect remains unknown. the second finding of this study confirms that, while lowproficiency students in the research site valued high levels of equity, teacher support, and student cooperation in their efl classroom, they did not efl classroom learning environment at a thai university: what variables matter… joall (journal of applied linguistics and literature), 7(2), 2022 305 experience a significant positive effect on their english course grades as a result of the classroom conditions. while it is assumed that these factors contribute to the development of meaningful teacher-student interaction and the construction of the classroom atmosphere and students' motivation to learn, as cao (2013) and peng and woodrow (2010) advise, other unobserved factors appear to be more influential in assisting low-level students in achieving higher english course grades. kiatkheeree's results (2018) imply foreign instructors may not be a good fit for a basic english course because they cannot incorporate thai tradition and culture into learning and their personalities hinder a healthy classroom atmosphere. the findings of the regression analysis showed that students' previous length of english education in thailand did not significantly predict their english vocabulary depth; however, their length of stay in the us, which followed their english education in thailand, significantly predicted the depth (supasiraprapa, 2019). this helps us understand that something is not working properly within the environment of thai efl classrooms, and the present study has identified the negative effects of equity, teacher support, and student cooperation among low-proficiency students. student cohesiveness has no effect on english learning outcomes another intriguing finding is that student cohesiveness had no effect on the english grades of low-proficiency pupils. if we combine this finding with the previous suggestions, we can conclude that even when students have positive relationships and are supportive of one another (chang et al., 2015; fraser et al., 1996), the degree of student cohesiveness cannot help but result in higher english grades for low-level students. this may result in the realization that further efforts beyond establishing student-student interactions are necessary if the goal is to enhance students' english scores. pedagogical implications english teachers should strive to increase students' task orientation levels throughout classroom learning with low-proficiency students. their grades will almost certainly improve as they become more task oriented. prior research indicates that when students are more task-oriented, they are more likely to communicate in english (khajavy et al., 2016; peng & woodrow, 2010). additionally, it was revealed that task orientation influences students' comprehension and the development of lexical collocations (naserpour & zarei, 2021). while task orientation is one of the characteristics derived by students, teachers can facilitate improvement during the classroom study. one approach to accomplish this is to direct instruction and materials for teaching and learning toward task-based learning. willis (1996) defines "task" as a goal-oriented activity in which learners utilize all of the target language's budi waluyo & safnil arsyad 306 joall (journal of applied linguistics and literature), 7(2), 2022 resources; they must solve a problem, play a game, complete a puzzle, share and compare their experiences; it is designed to help learners achieve a real outcome through the use of the target language for interactive communication. when students complete a task, they engage in semantic and pragmatic meaning processes, communicating information, expressing an opinion, and inferring meaning, all while relying on their own linguistic and non-linguistic resources (ellis, 2009). at this point, the chosen tasks must facilitate learners' communication in the target language through interaction, incorporate authentic texts into the learning situation, recognize the critical contribution of the learner's own personal experiences to classroom learning, and, most importantly, establish a link between inside classroom language learning and outside classroom language use (nunan, 1991). furthermore, even though equity, teacher support, and student cooperation were found to have a direct positive effect on students' english grades, this study emphasizes their value in an efl classroom learning environment. this component may have indirect impacts, which this study did not investigate. additionally, teachers may wish to develop a unique teaching strategy to aid low-level student learning. for example, images can aid low-level foreign language college students in interpreting both simple and complex texts (yi-chun & yi-ching, 2009). teacher assistance can be oriented toward the use of images in group work. additionally, it is critical to emphasize that the students in this study were taught by international english-speaking lecturers and engaged in classroom learning activities entirely in english. there has been some discussion concerning the effectiveness of utilizing full english with efl students, and some reservations have been voiced about its efficacy. conclusion from the students’ variables, task orientation was found to be influential for low-proficiency thai efl students’ english grades, while student cohesiveness was not. student cohesiveness has a significant effect but is detrimental to students’ grades. meanwhile, none of the teachers’ derived variables had positive effects on the students’ grades. several limitations, nonetheless, are acknowledged. this study engaged low-proficiency thai efl students, which might have different characteristics from those with high english proficiency. this study also did not collect qualitative data due to language barriers. therefore, individual insights were missing, and the rationales were based on the findings from previous studies merely. it is recommended that future studies apply a mixed-method design while using sem to compare the results. efl classroom learning environment at a thai university: what variables matter… joall (journal of applied linguistics and literature), 7(2), 2022 307 references aluri, v. l., & fraser, b. j. 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(2009). the effects of pictures on the reading comprehension of low-proficiency taiwanese english foreign language college students: an action research study. vnu journal of foreign studies, 25(3), 186-198. the authors budi waluyo is an assistant professor of english language teaching at school of languages and general education, walailak university thailand. he finished his m.a. at the university of manchester, u.k. and ph.d. at lehigh university, u.s.a. he received international fellowships program from ford foundation, usa, and fulbright presidential scholarship from the u.s. government. his research interests involve education policy, educational technology, elt, and international education. safnil arsyad is a professor in applied linguistics at the english education postgraduate program of education faculty of university of bengkulu. his research interest is on the rhetorical analysis of academic discourse and english language teaching materials development and evaluation. journal of applied linguistics and literature, vol 6(2), 2021 181 joall (journal of applied linguistics and literature) vol. 6 no. 2, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: https://doi.org/10.33369/joall.v6i2.15369 the young learners’ perception towards english instructional practices using virtual platforms 1purwanti taman , 2sukma septian nasution , 3tommy hastomo , 4nur najibah sukmawati , 5laksmy ady kusumoriny 1,2,4,5universitas pamulang; 3stkip pgri bandar lampung corresponding email: dosen02032@unpam.ac.id abstract the popularity of virtual-learning platforms as an alternative for instructional practices during the pandemic is rocketing yet students’ perceptions to the implementation are not optimally gauged especially to young learners. this study explores the students’ perception towards learning english using two popular virtual platforms during covid-19 pandemic. this is a case study involving 30 students in their third-year study at a private primary-school primary school in tangerang city, banten. interviewing and observing all students respectively were conducted to obtain the data needed. using descriptive analysis, it was found that the students showed negative perceptions towards the onlinebased learning process. not only the media but also the whole learning process was negatively impacted. this is a voice that highlights the issue of recent education is facing. further studies are therefore suggested to delve into effective and feasible solutions to eradicate the negative perception because the best time to return to classroom-situated instructions remains arguable for no-exact time. keywords: perception, virtual platforms, young learners introduction the education sector is the area with the most significant impact due to the covid-19 epidemic, which has existed in almost all countries in the world. the last two years were the most challenging for students because they could not hold face-to-face lectures. consequently, students from elementary schools to tertiary institutions have implemented distance learning since the beginning of april 2020. all schools and universities in indonesia must postpone all practices of learning activities to mitigate viruses transmitted in schools based on the circular of the ministry of education and culture number 3 of 2020 https://doi.org/10.33369/joall.v6i2.15369 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i2.15369&domain=pdf https://orcid.org/0000-0001-8097-0637 https://orcid.org/0000-0001-7886-2426 https://orcid.org/0000-0002-3664-3521 https://orcid.org/0000-0001-6137-5381 purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny 182 journal of applied linguistics and literature, vol 6(2), 2021 from the ministry of education and culture (nasution et al., 2020). so that one alternative to maintaining learning practices is virtual learning. few years ago, online learning is considered uncommon for most people in indonesia. most of schools relied on classroom-situated instructional practices where teachers and students meet in person, make direct interaction, share information, and so on without any boundary. however, the pandemic compels an absolute change that the use of online learning is massive and teacher-student interaction is different (onyema, ogechukwu & anthonia, 2019). studies about the implementation of online-learning during covid-19 outbreak are flowering with various concerns like students’ perception (nasution & ahmad, 2020; rakhmanina, et. al, 2020; agung, sukartini, & op, 2020; sudewi, 2020), students’ responses (wargadinata, maimunah, rofiq, 2020; astuti & indrani, 2020; krishnapatria, 2020), teacher’s perceptions (rahayu & wirza, 2020), teacher strategies in using virtual platforms (lestiyanawati, 2020), online-learning satisfaction (basith, rosmaiyadi, triani, & fitri, 2020), comparing its implementation between in indonesia and in malaysia (saputri, khan & kafi, 2020). these studies are academic responses to the rapid changes of instructional practices in indonesia seen from either student perspectives. when particularly discussing student perspectives, the concerns can vary to what year the students are, whether they have enough exposure to technology-based instructions, and whether they are independent users of technology-based learning. the effect of covid-19 pandemic is faced by all level students including young ages. like other students, young learners need to adapt instructional practices via online. the challenges appear when they are considered having little exposure to technology than high school students in comparison. multimodal learning provided in virtual platforms may confuse them in comprehending materials. this is a basis of conducting this study that young learners’ perception towards virtual learning should not be neglected. indeed, they need attentive space to voice out their perceptions to learning using virtual platforms. young learners need scaffolding and guidance because they are not ready to be independent (sukmawati, 2018). ideal implementation of instructional practices are suggested by some experts as follows: (1) mixing first language and english to converse with other children (elliot, 2004); (2) the use of simple questions (santosa, 2014); ((3) making use of familiar songs, rhymes, and poems (wilcox in fauziati, 2010); (4) using first language with peers who speak the same first language to clarify instructions; (5) responding to basic question words like who, what, where, and when; (6) knowing and following directionality in text (york in coulmas, 2005); (7) communicating observations after teacher modeling (e.g., our tower is 10 blocks high). these the young learners’ perception towards english instructional practices … journal of applied linguistics and literature, vol 6(2), 2021 183 indicators are feasible to be implemented offline, but the constraint to do so currently makes teachers need to adapt the practices in virtual platforms. the adaptation potentially deviates from the afore-mentioned ideal practices. the deviation may cause different perception for young learners. students who are not ready may end frustrating or find the classroom not interesting. therefore, it is significant to have their inputs to be insightful reflection for teachers for young learners to prepare and perform their best in teaching children using virtual platforms in this pandemic situation. perception refers to the process of receiving stimuli in objects, qualities, relationships between symptoms and events, until the stimuli are realized and understood by individuals (irwanto in hammi, 2017). perception is not just a sense but also an interpretation of experience, after the sensing process. the interpretation is insightful when it is used for certain purposes. towards virtual-learning practices, students' perceptions are an expression of responses after having online learning experience. the perception might appear differently from every student due to different interpretations of each individual. the instructional implementation using virtual platforms is also used by young learners in a private elementary school in tangerang. a class of their third-grade is obliged to having zoom application and google classroom as platforms to conduct instructional practices. zoom meeting application is a video-based learning media that was inaugurated in 2011. this application is widely used for learning activities and other activities that connect many people remotely because it can help communicate directly with anyone through video, as well as have the feature to do presentations in front of people by online (nasution, tryana, sagimin, & ginting, 2020). therefore, this application is considered very appropriate to use in the online learning process. the zoom meeting application can be used for free with a 45-minute time limit and no time limit when using an account for a fee. according to joseph (2020), zoom is an online audio and web conferencing platform. people use it to make phone calls or to participate in video conference meetings. it was founded in 2011 by eric yuan, a former cisco executive. cisco offered the webex web conferencing platform, which remains a competitor in the conferencing space today. yuan's competitor, zoom, evolved quickly; the service launched in 2013 and had a million users by the end of the year. by 2017, the company had a billion-dollar valuation. it became a publicly-traded company in 2019 and has grown into one of the biggest video conferencing solutions in use today. on the other hand, google classroom application inaugurated in 2014 by google can be used as a medium to help with the learning process. the google classroom app helps teachers create and organize classroom assignments quickly and easily, providing students with feedback directly purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny 184 journal of applied linguistics and literature, vol 6(2), 2021 and efficiently, and making communication with students indefinitely by space and time. google classroom is currently considered the best platform that can be used in online learning and is able to improve the quality and effectiveness of online learning (latif, 2016). google classrooms and google meet are frequently used as teaching media alternatives during this pandemic. therefore, for some people who have supporting facilities, online learning activities are considered as the best alternative to the current pandemic conditions, because it can be used from anywhere and anytime in accordance with the agreement that has been determined between teachers and students (adijaya and santoso, 2018). however, some of the people with inadequate facilities and support such as technology and internet connection have the assumption and views that online learning is burdensome (nasution, et al. 2020). the difficulty of online learning is particularly experienced by elementary students because they naturally still need direct guidance from teachers and parents (sukmawati, 2018). most of them are dependent learners and therefore have different ideas of using the platforms in learning. further, learning english using the platforms may also cause specifically different challenges and opportunities. it is significant to explore their perspectives towards learning english using the platforms to obtain insightful information from them to reflect future instructional practices. methods this is a qualitative descriptive study aiming at exploring the students' perceptions of online learning by using zoom and google classroom. a qualitative approach is a research method used to naturally examine objects' conditions where researchers act as a critical instrument (sugiyono, 2016). descriptive research is a study that systematically describes the facts and characteristics of the research population to collect detailed information and determine what the research subjects are doing in the face of naturally researched conditions without engineering (sukmadinata, 2012). instruments two instruments were deployed to obtain the data. they are semi-structured interview and observation sheet. moleong (2016) stated that the interview is a conversation conducted to know a theme. the conversation undertaken by two parties, the interviewer who asks questions and the source as the party, provides information on the interviewer's question. in this study, the process of interviewing was conducted by the writer to grade 3 students at a private elementary school in tangerang. the number of grade 3 students who were respondents to this study was 30 people. this study practiced a semi the young learners’ perception towards english instructional practices … journal of applied linguistics and literature, vol 6(2), 2021 185 structured interview to obtain deep and natural information from the young learners. the interview guideline is presented in table 1. table 1. the semi-structure interview aspect of perception questions cognitive (knowledge) 1. is learning english by online more difficult than face-to face? 2. do you know zoom and google classroom apps? 3. does the teacher clearly explain the english language material during online learning? 4. what are the problems you get when online learning? 5. which apps are the easiest to use in online learning? affective 6. is it fun to online learning from home? 7. which apps are the most fun to use during learning? 8. are you tired of doing online learning by using the zoom app and google classroom? conative (psychomotor) 9. do you feel motivated to learn while online learning by using the zoom app and google classroom? 10. do you always follow online learning on time by using zoom and google classroom? to validate the finding from interview, the data were cross-checked by observation. observation is a data collection technique conducted through observations accompanied by a recording of research objects' circumstances or behaviour (sugiyono, 2016). observations were used in this study to find out the online learning process using the zoom and google classroom applications during the covid-19 pandemic at sd islam panji nusantara. the data obtained in the form of observations made by the writer from the results of communicating and interacting with the study's subjects and objects. therefore, the writer gets the opportunity to know the online learning process that will be the material for the research report's discussion process. the following observation guidelines in this study are presented in table 3.3.2 shown in table 2. purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny 186 journal of applied linguistics and literature, vol 6(2), 2021 table 2. the observation sheet stages indicator of observation opening 1. the students’ activities before starting the meeting. 2. the students’ activities while teachers are opening the class. 3. the students’ responses to every question given by the teachers. core activities 4. the students’ participation during instructional practices. 5. the students’ engagement to the materials presented by the teachers. 6. interaction between teacher and students. closing 7. students’ request for personal feedback 8. students raise questions the observation result is converted into scores ranged from 3 which means very good, 2 which means good, and 1 which means poor. this observation was conducted by joining the class passively without being noticed by the students. findings this study is qualitative research to know the students' perception of english learning by using zoom and google classroom during the covid19 pandemic. the following is presented in table 3 on the description of the students who were respondents in this study based on gender. table 3. description of student characteristics by gender gender frequency percentage (%) a. boys b. girls 20 10 66,7 33,3 total 30 100,0 table 3 shows that most of the grade 3 students who were respondents in this study were boys as many as 20 people (66.7%), and the remaining were girls of 10 students. the third-grade students are at the age of 9 and 10 years old. the interview guidelines used in this study have been adapted to the aspects of perception described by walgito (2010), namely the aspects of cognitive (knowledge), aspects of affective and conative (psychomotor). furthermore, observation sheets are used to find out the online learning process using the zoom and google classroom during the covid-19 pandemic conducted by the teacher. the interview and observation process the young learners’ perception towards english instructional practices … journal of applied linguistics and literature, vol 6(2), 2021 187 were conducted online or remotely, from 22 to 23 february 2021 during english learning hours, using the zoom meeting app. the writer performs all data retrieval processes as the main instrument in the study. the first day of observation process was conducted on february 22, 2021 from 10:00 a.m. to 11:10 a.m. the observations were made by observing the english learning process using zoom and google classroom, from the preparation process, implementation to learning evaluation. the learning process is done using zoom application, then the process of assignment and collecting assignments through google classroom platform. during the learning process, the teacher prepares all the necessary online learning facilities, especially the internet connection. the learning process begins with a prayer, and then the teacher starts to explain the names of animals that are often found in the home environment in english. the teacher teaches how to read and to write the animals' names well and asks each student to repeat the pronunciations. the teacher then gives some practice questions to write down the names of plants that are often found around the house, and the teacher asks students to submit the assignment through google classroom. furthermore, teachers give conclusions about the learning process and ask students to maintain health and keep studying diligently with family at home during the covid-19 pandemic. moreover, the learning process ends with prayers and greetings. on the second day of the observation on february 23, 2021 from 09.00 to 10.15 wib, the writer conducted interviews with ten students selected based on english scores, namely seven students with good english scores and three students with poor english scores. the interview process was conducted on the same day achieved through the zoom meeting application. the interview process was conducted directly by the writer and students to get information about students' perception of the online learning process so far through zoom and google classroom. interviews were conducted by asking questions related to students' perceptions of online learning according to interview guidelines. a total of 10 questions were asked to 10 students who had been selected to conduct interviews. the results of observations made by the writer on the online learning process by using the zoom and google classroom, overall based on 10 questions have a score of 13, with an average score of 1.9 and fall into the category of good, as well as the effectiveness or success rate of the online learning process of 61.9%. this shows that the online learning process of english lesson by using zoom and google classroom can be said to be quite good. here are the details of observations about the online learning process by using the zoom application and google classroom in this study, presented in table 4. purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny 188 journal of applied linguistics and literature, vol 6(2), 2021 table 4. the results of observations by using zoom and google classroom no. indicator of observation the result of observation (score) 1. preparation of facilities in the online learning process, especially internet connection. 2 (good) 2. preparation in using the zoom and google classroom. 3 (very good) 3. skills in preparing materials in teaching by online learning. 2 (good) 4. delivering the material of english learning. 2 (good) 5. role as supervisor and supervisor of learning activities. 1 (poor) 6. interaction between teacher and students. 1 (poor) 7. english learning evaluation 2 (good) average score 1,9 (good) amount score 13 percentage (%) 61,9% based on table 4., it can be noted that the average score of observation of online learning process by using zoom and google classroom is 1.9 and falls into the category of good. in addition, it is also known that the score of each observation indicator in online learning. the observation indicator with the good score is the first indicator that is "preparation in using the zoom and google classroom", i.e., a score of 3 falls into the good category. this means that teachers have good skills in using zoom and google classroom for online learning. this can be seen from the skill of the teacher in using every feature contained in both applications. the teacher looks professional and not rigid in using both applications to start the learning process well and on time. furthermore, the indicators of observation that have the poor score are the fifth and sixth indicators: "role as supervisors and supervisors of activities" and "interaction between teacher and students" with a score of 1, and fall into the category of poor score. the poor score is due to the interactive less learning process between teacher and students, so that teacher is more active in the learning process. students in the learning process only focus on paying attention and following the teacher's orders, and the lack of activities the young learners’ perception towards english instructional practices … journal of applied linguistics and literature, vol 6(2), 2021 189 stimulates students to be active in the learning process. overall, the online learning process using zoom and google classroom observed from observations is good, and achieved a success rate of 61.9%. furthermore, the researcher obtained the data that learning english online is more complicated than face to face because the students have many obstacles for teaching-learning activity, such as poor internet connection, lack of communication, complex cheating prevention, and zoom fatigue. the students did not know the zoom application before the corona outbreak, but they are already familiar with google classroom. zoom application is popular for the teaching media because the students are prohibited from conducting face-to-face meetings. the students have difficulty understanding the learning material because the teacher is too focused on explaining theory rather than practice. if the internet connection of the students is having trouble, they will face the problems, such as delay two-way audio-video, and they cannot interact with the teacher and students in real-time. based on the observation, some students find the instructional practices boring for monotonous activities a synchronous activity like the platforms can offer. it can be seen from the students’ low engagement to the teachers’ question where teacher called students many times to respond with almost no voluntary response found. besides the limitation of online learning, the students explain that online learning has some advantages: easy to use and accessible from many devices, paperless, and speed up the assignment process. discussion the findings of this study are in accordance with the findings of research conducted by puspaningtiyas and dewi (2020) that students' perception of online learning is negative. the indicator that is considered the most obstacle is the technical indicator regarding the internet signal. students often experience problems related to the internet during online-based learning. in addition, students also give a negative perception of the understanding of the material through onlinelearning, in which students feel that the assignments are given too much, while the understanding of the material is very lacking, so it is minimum in doing the task. the app that students are most interested in is also google classroom and the results of this study. the use of zoom application is considered reasonable and appropriate in learning because several menus facilitate the learning process and delivery of materials. the students can learn and understand the material taught by the teacher using share screen feature and can have some discussion using the breakout room feature. and for google classroom, the students only got the assignment without explaining it from the teacher and have the assignment fatigue (heggart and yoo, 2018). purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny 190 journal of applied linguistics and literature, vol 6(2), 2021 there is a negative perception of students towards online learning in this study due to students' many obstacles. hastomo (2019) revealed that online learning is considered inefficient because students must have various supporting facilities, such as data packages during learning and often network difficulties. human resources that master technology are also important factors that need to be considered to achieve learning objectives (ariani, 2018). following the results of this study, which constraints on the condition of the internet network and the lack of students' ability to use the zoom application and google classroom, students face obstacles, thus causing negative perceptions. the results also showed that some students prefer face–to-face learning in the classroom, compared to online learning. this is supported by the results of research conducted by zuriati and briando (2020), which states that almost 65% of students have the perception that learning in the classroom face to face is better than learning online. this case is due to the lack of interaction between students and teachers and between students and other learners. nasution et al. (2015) stated that direct interaction between students and students, or students with teachers should be present in the learning process to improve communication and discussion about teaching and learning activities, which is not effective in the online learning process. therefore, online learning will not be more effective than face-to-face learning, so students' perception is negative. therefore, there are some efforts to improve online education quality on an ongoing basis, among which is the need to improve the advice and infrastructure supporting online learning such as infrastructure, learning management system and adequate repositories. in addition, there is also the need to increase the capacity of the teacher who masters technology to support the implementation of online learning, and also the expansion of technology platform support for online learning activities, such as zoom and google classroom continues, as an effort to improve the insights implementation of online learning to face the rapid development of information and communication technology. it is a requirement in fostering the activities of life long learning capacity (llc), especially in the digital era (industry 4.0) today, to grow the younger generation that success in achieving civilized and technologically literate people's lives, to prevent the flow of globalization (briando and embi, 2020). conclusion and suggestion based on the findings in this study, it can be concluded that students' perception of online learning by using zoom and google classroom during the covid-19 pandemic is negative. it means that students do not like onlinebased learning because it is more complicated than face-to-face learning. the young learners’ perception towards english instructional practices … journal of applied linguistics and literature, vol 6(2), 2021 191 following participants' experience, there are many obstacles during online learning, such as difficulty understanding english materials, a boring learning atmosphere, low internet network conditions, and lack of skills in using applications. these problems are giving rise to a poor experience, thus creating negative perceptions in students. this leads to a suggestion for teachers not to stop the instructional practices via virtual platforms but to find out ways of making students have positive perception to its practices by concerning with the reasons stated by the students. references adijaya adijaya, n. & santosa, l. p. 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(2016). learning engagement in virtual environment. international journal of computer application. 148(11). 7–13. purwanti taman, sukma septian nasution, tommy hastomo, nur najibah sukmawati, laksmy ady kusumoriny 192 journal of applied linguistics and literature, vol 6(2), 2021 lestiyanawati, r. (2020). the strategies and problems faced by indonesian teachers in conducting e-learning during covid-19 outbreak. cllient (culture, literature, linguistics, english teaching), 2(1), 71-82. maskar, s., & wulantina, e. (2019). persepsi peserta didik terhadap metode blended learning dengan google classroom. jurnal inovasi matematika, 1(2), 110–121. https://doi.org/10.35438/inomatika.v1i2.156 moleong, l.j. (2016). metodologi penelitian kualitatif edisi revisi. bandung: remaja rosdakarya. nasution, a. k. p., & ahmad, n. q. 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(2020). students’ perception on online english learning during covid19 pandemic era. silampari bisa: jurnal penelitian pendidikan bahasa indonesia, daerah, dan asing, 3(2), 428-439. santosa, r. (2009). genre in media discourse. journal of bahasa sastra dan studi amerika, 1(1), 1-23. saputri, t., khan, a., & kafi, m. (2020). comparison of online learning effectiveness in the ele during covid-19 in malaysia and indonesia. pioneer: journal of language and literature, 12(2), 103-119. doi:10.36841/pioneer.v12i2.700 sudewi, p. w. students perception of e-learning: a case study on the english students at sulawesi barat university. e-journal of linguistics, 15(1), 7582. sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sukmadinata, n.s. (2012). metode penelitian pendidikan. bandung: remaja rosdakarya. sukmawati, n. n. (2018). teacher talk in teaching english for young learners. jurnal varidika, 30(1), 62-72. the young learners’ perception towards english instructional practices … journal of applied linguistics and literature, vol 6(2), 2021 193 wargadinata, w., maimunah, i., eva, d., & rofiq, z. (2020). student’s responses on learning in the early covid-19 pandemic. tadris: journal of education and teacher training, 5(1), 141-153. walgito, b. (2010). pengantar psikologi umum. yogyakarta: c.v. andi. zuriati, s., briando, b. (2020). persepsi siswa terhadap pembelajaran online di masa pandemi pada sekolah menengah atas negeri empat tanjungpinang. conference: webinar dan call for papers. 1-14 journal of applied linguistics and literature, vol 6(1), 2021 72 joall (journal of applied linguistics and literature) vol. 6 no. 1, 2021 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v6i1.12443 grammatical errors in thesis abstracts written by the undergraduate students of management study program soraya grabiella dinamika sekolah tinggi ilmu manajemen sukma medan, indonesia corresponding email: dinamika.soraya@gmail.com abstract this research aims at analyzing the grammatical errors in english abstracts of the undergraduate thesis. this research takes place at two private colleges in medan city which provide the undergraduate program of management study namely sekolah tinggi ilmu manajemen sukma medan and sekolah tinggi ilmu ekonomi eka prasetya. there are 20 abstracts taken as the data which are gathered from those colleges. this research engages with a qualitative descriptive approach. the data were analyzed by using the error analysis method by gass and selinker. based on the analysis, the categories of the grammatical errors found are the subject-verb agreement in the use of tense agreement and number agreement, and the use of the article ‘a/an/the’. the research findings show that the tense agreement error is 80, the number agreement error is 10, the omission of article a/an is 4, the omission of article ‘the’ is 153, the addition of article ‘a/an’ is 1, and the addition of article ‘the’ is 8. hence, there are 300 grammatical errors found. meanwhile, there are two sources of the grammatical errors; they are inter-language error and intra-language error. yet, four factors cause grammatical error namely indeterminacy, inconsistency, simplification, and overgeneralization. based on the findings, the researcher gives constructive pedagogical remediation which is directed to the efl learners, english language instructor, and the syllabus developer. keywords: grammatical error, error analysis, undergraduate thesis abstract, private college introduction as one of the categories of high education facilities, a college requires the students to write a final research report, which is generally called as a thesis. http://dx.doi.org/10.33369/joall.v6i1.12443 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v6i1.12443&domain=pdf grammatical errors in thesis abstracts written by the undergraduate students of... 73 journal of applied linguistics and literature, vol. 6(1), 2021 a thesis is commonly written by the students who take a certain major or graduate program as a requirement of finishing all the courses which have been selected and a key to graduate. in writing a thesis, one needs to pay attention to the main body of scientific writing, such as the background of the study, research question, and review of literature, research methodology, data analysis, finding, conclusion, and suggestion. yet, one of the most important things of all is an abstract. porte (2002:3) states that for the author, the principal aim of the abstract is to summarize the most important points of the paper. in other words, the abstract contains a concise description of the whole result of the research. the abstracts are the main method which is used to communicate research findings and contributions to the works of the field studied. generally, a researcher has to prepare an abstract after completing his research thesis or report (singh, 2006:257). yuned, et.al (2015:95) state that a good abstract must be created by the writers as worth as the whole content of the research article to be able to represent what messages want to be expressed in the abstract. the abstract allows readers who may be interested in the paper to quickly decide whether it is relevant to their purposes and whether they need to read the whole paper. along with the development of the modern education, most of the national colleges and universities in indonesia have formulated compulsory regulation for the students to write the bilingual abstract in their thesis within the indonesian language and the english language. for instance, the private colleges in medan city such as sekolah tinggi ilmu manajemen sukma and sekolah tinggi ilmu ekonomi eka prasetya apply this regulation to their graduate candidates as well. principally, an abstract is written by using the standard form of a language, so is in the english language. so that the use of standardized english grammar needs to be supervised, for it has a quite different language structure to the indonesian language, in which it may cause an error in the grammar use. the english language is one of the basic courses in the college or university in indonesia, but the students who speak english as a foreign language, are proven to remain writing an incorrect form of english language, either in the form of morphology level or even syntax level. kusumawardhani (2017:84) finds in her research that the english language foreign learners still make errors of omission because of the lack of knowledge of the language grammar. they make errors in the omission of the preposition ‘of’, auxiliary, article, countable and uncountable noun, and apostrophe. merizawati (2018:71), in her research, finds that 124 efl learners in iain bengkulu make errors in the paper presentation of the semantic and pragmatic course and the questionnaire sheet. from these two instruments of collecting data, she obtains 22 types of errors are made by the soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 74 efl learners. moreover, dinamika and hanafiah (2019:120) find that the students of the english department of university of sumatera utara make numbers of syntactical error within the use of article ‘a/an’,’ the’ in terms of omission and addition of articles, the use of the relative pronoun, and the use of subject-verb agreement in terms of the past tense agreement and number agreement. the research results show that the most predominant syntactical error is in the use of the article. meanwhile, it has been commonly known that an article is a unit of part of speech that must have been learned as the basis of english grammar. meanwhile, a research which is conducted by burhanuddin (2020:30) reveals a vast number of errors in the questionnaire instruments which are written by students of the english department of iain pekalongan. there are eleven types of errors, the students make, namely verbs, articles, spelling, adjectives, preposition, sentence structure and order, word formation, word selection, noun, pronoun, and ambiguous communication. those research findings reinforce the assumption that college students may also make the english grammatical errors in their undergraduate thesis abstracts. besides, a vast number of undergraduate theses must have also produced the same number of abstracts. but there is none of the research has been done to expose the phenomenon of english grammatical errors in the abstracts. so forth, this type of research is necessary to be done. it causes an impact on the number of graduates’ research publications, and their interests in publishing the research. meanwhile, a quality undergraduate thesis can compete in the national or even international indexed journal publication, which is possible to increase the scientific value of the research itself. on purpose to improve the quality of college graduates in medan city, particularly in the field of research and scientific writing publication, it is necessary to analyze english grammatical error in two colleges which hold the undergraduate program of management studies. they are sekolah tinggi ilmu manajemen sukma medan and sekolah tinggi ilmu ekonomi eka prasetya. however, there must be an appropriate method of analysis to be used. thus, error analysis (ea) method is the answer. it is a method that was developed by the linguists by the late 70s to contrast the issue of first language and second language application. error analysis aims at telling us something about the psycholinguistic processes of language learning. in this sense, error analysis is part of the methodology of the psycholinguistic investigation of language learning (corder, 1981:35). gass and selinker (2008:102) define error analysis as a type of linguistic analysis that focuses on the errors learners make. it provides windows onto a system that is, evidence of the state of a learner’s knowledge of the l2. the sources of error may happen because of the negative interference of the first language (inter grammatical errors in thesis abstracts written by the undergraduate students of... 75 journal of applied linguistics and literature, vol. 6(1), 2021 language) or the lack of knowledge of second language structure (intralanguage). richards (1972:69) states that inter-language error is caused by the interference (negative transfer) of the learners’ mother tongue. meanwhile, the intra-language error refers to items produced by the learner which reflect not the structure of the mother tongue, but generalizations based on partial exposure to the target language. the theory of ea currently has been expanded and modified by numbers of linguists, as it has a large scope of language issues that can be analyzed. therefore, various researches on ea have increased quickly. yet, in this research, a theory of ea arranged by gass and selinker is occupied, because it provides the teacher and learner a board of procedures which is suitable to use in the efl classroom type, like in indonesia. by seeing the purposes above, then this research also aims to; find out the category of the english grammatical in the undergraduate thesis abstracts written by the students of management studies major in private colleges of medan city; to find out the factors that cause the errors, and to give the remedial action on the problematic areas. methods this research was conducted by using a descriptive qualitative approach. a qualitative approach is important in the area of educational research. so forth, the results of the analysis are going to be expressed descriptively which aims to present the comparison of the error and non-error language use. subject the subject of this research was the private colleges that actively registered at lldikti region-i in the academic year of 2018/2019. the criteria of colleges that are being the location of the research are; 1) those which hold a regular undergraduate program of management studies major in medan city; 2) accredited as b ranking at least; and 3) apply the rules of writing an abstract within indonesian language and english language. after observing and selecting the colleges that hold those criteria, the locations of the research are directed to sekolah tinggi ilmu manajeman sukma at jl. sakti lubis no. 80 medan and sekolah tinggi ilmu ekonomi eka prasetya at jl. merapi no. 8 medan. data & data source the source of data was the undergraduate english thesis abstract of the students who take the management studies major and have graduated during the academic year of 2018/2019. the abstracts are selected by using the purposive sampling technique, where the researcher chooses only ten soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 76 representative abstracts from each college that fulfill the criteria that have been set initially. moreover, the data of this research are the english words or clause in the abstracts which contain the grammatical errors. the types of grammatical errors are classified into the use of subject-verb agreement (sva) and the use of the article ‘a/an/the’. data analysis procedure in analyzing the grammatical error analysis, the researcher employs the ea procedures which have been arranged by gass and selinker. the procedures are going to be undergone respectively as followings; 1) to collect the data, 2) to identify the errors, 3) to classify the category of errors, 4) to count the number of errors, 5) to analyze the source of errors, and 6) to give remedial action. the figure below describes the ea procedures which are taken in this research. figure 1 error analysis procedure by following the first procedure of analysis, the researcher collects the data which are in the form of undergraduate thesis abstract written in the english language. after collecting the data, then the researcher continues the next procedure, identifying the grammatical error. in identifying the error, the researcher attempts to classify the error into which category it belongs to, whether to the use of sva error or the article error. after the data is categorized, then the researcher attempts to count the amount of grammatical error which occurs according to its type of categories. this counting aims at presenting the data in the quantitative form. mackey & gass (2005:182) argue that quantification in qualitative research has a different function as in quantitative research is. quantification can play a role in both the generation of hypotheses and the verification of patterns that grammatical errors in thesis abstracts written by the undergraduate students of... 77 journal of applied linguistics and literature, vol. 6(1), 2021 have been noticed; it can also be used later for data reporting. therefore, it is still qualitative research. after the numbers of errors are obtained, then the researcher continues to define the source that causes the error, whether it is caused by inter-language error or intra-language error. this stage is important to take, for finding out what action should be applied to overcome a certain error. besides, this stage also supports the remediation step which will be suggested. after the five ea procedures are applied, then the findings of the results are presented in the form of a table, to ease the researcher in noting the process of analysis and the reader to understand the process of analysis, later on. remediation, as the last procedure is taken out by the researcher to give possible contributions to amending the way of efl students and teachers in the process of teaching and learning the english language. besides, however, after all of the data are analyzed and explained, the factors that cause the errors are explained as well. they are inconsistency, indeterminacy, simplification, and overgeneralization. inconsistency refers to the inability of l2 learners to keep in using a consistent form of l2 structure. selinker in richards (1972: 38) explains that overgeneralization is a phenomenon where one form of grammar is extended to an environment in which it could logically apply, but should not. selinker in touchie (1986:78) refers simplification to the simple forms and construction which often chosen by learners instead of more complex ones. gass & selinker (2008:65) refers indeterminacy to the incomplete (or lack of) knowledge a learner has of parts of the second language grammar. findings the entire collection of the data has been analyzed by using the ea procedures. the amount of grammatical errors in the category of sva and article use has been obtained as well. therefore, this research has come to result in several findings. this section aims at presenting the result of the analysis in a clearer sight. the sub-section below shows the way the data are analyzed. teacher’s instructional strategies the result of the sva error analysis shows that the main errors found are in the form of the number agreement and the tense agreement. the two subjects of research have also revealed way too different results. table 1 below presents the example of sva error found in the abstracts of sekolah tinggi ilmu manajemen sukma medan. soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 78 table 1: subject-verb agreement error – stim sukma initial category error form amount source & cause correct form srn the use of number agreement the sample are1 the financial report of pt. agung podomoro land tbk… 1 intra-language error indeterminacy of number agreement the sample is1 the financial report of pt. agung podomoro land tbk… the use of tense agreement data analysis of this research using1 quantitative descriptive method… 2 intra-language error simplification in using auxiliary verb data analysis of this research uses1 quantitative descriptive method… …while managing data using2 spss 20. intra-language error simplification in using auxiliary verb …while managing data uses2 spss 20. from the example above, it can be seen that the student srn writes the auxiliary to be ‘are’ that is preceded by a singular noun ‘the sample’, grammatically, the correct to be that should be used is ‘is’ that indicates the singular noun. it is caused by his indeterminacy of using the number agreement, in which he knows that he should put an auxiliary to be after the subject, but he misses using the right one. then, he makes errors in the tense agreement, where he writes the present participant without following by an auxiliary to be before. he should write ‘is using’ instead. these errors are caused by the simplification where he simplifies the use of auxiliary. table 2: subject-verb agreement error – stie eka prasetya initial category error form amount source & cause correct form fin the use of number agreement its observation unit are1 students from… 1 intra-language error indeterminacy of number agreement its observation unit is1 students from… the use of tense agreement the population in this study were1,2 811 respondents… 3 intra-language error inconsistency in using present form1 indeterminacy of number agreement2 the population in this study is1,2 811 respondents… grammatical errors in thesis abstracts written by the undergraduate students of... 79 journal of applied linguistics and literature, vol. 6(1), 2021 initial category error form amount source & cause correct form the technique…was3 the slovin formula… intra-language error inconsistency in using present form the technique…is3 the slovin formula… the example above shows the errors made by student fin, where she uses the aux. to be ‘are’ to follow a singular noun as the subject. she should use the aux. to be instead. it is caused by her indeterminacy in using number agreement of the english language structure. on the tense agreement use, she writes errors in the context of the text. she has begun writing her abstract in the context of present activities, therefore she should follow its initial pattern, but she doesn’t do so. therefore, it causes inconsistency of her writing’s harmony. table 3: article error – stim sukma initial category error form amount source & cause correct form rwu omission of ‘a/an’ …growth has 1,2,3positive effect… 3 intra-language error simplification by omitting article needed …growth has 1,2,3a positive effect… omission of ‘the’ …unemployment in 1,2,3,4,5north sumatera province. 10 intra-language error simplification by omitting article needed …unemployment in 1,2,3,4,5the north sumatera province. …this research is 6central bureau of statistics and 7investment coordinating board… …this research is 6the central bureau of statistics and 7the investment coordinating board… 8data analysis used is… 8the data analysis used is… …9hypothesis testing using… …9the hypothesis testing using… …10investment has negative effect… …10the investment has negative effect… addition of ‘a/an’ addition of ‘the’ …the1 object of the research… 2 intra-language error …1object of the research… soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 80 initial category error form amount source & cause correct form …that 2the partially variable… overgeneralization the use of article …that 2 partially variable… an example of an article error from student rwu above shows that he omits the use of the article ‘a/an’ in the necessary place. it is caused by intra-language errors, in which he attempts at simplifying the use of the article by omitting it in the clause. then, he makes several errors in the use of the article ‘the’, in which he omits the use of the article ‘the’ from the place where it should be used. it is also caused by simplifying the use of the article by omitting it. yet, he doesn’t make any error in the addition of the article ‘a/an’, but he makes error in the addition of article ‘the’ where he writes it on the place it shouldn’t belong to. it is caused by overgeneralization, where he attempts at putting the article in a possible place but it isn’t correct. table 4: article error – stie eka prasetya initial category error form amount source & cause correct form nin omission of ‘a/an’ through 1library research and 2field research 6 intra-language error simplification by omitting article needed through 1 a library research and 2 a field research …has a positive and 4,5,6significant effect… …has a positive and 4,5,6 a significant effect… omission of ‘the’ …unit are 1guests from pt. karya cipta 5 intra-language error simplification by omitting article needed …unit are 1 the guests from pt. karya cipta …were 2guests from pt. karya cipta …were 2 the guests from pt. karya cipta …based on 3research objectives… …based on 3 the research objectives… …to solve 4problems and prove 5hypotheses… …to solve 4 the problems and prove 5 the hypotheses… addition of ‘a/an’ addition of ‘the’ … the effect of 1the price, online 1 intra-language error overgeneralization … the effect of 1 price, online customer … grammatical errors in thesis abstracts written by the undergraduate students of... 81 journal of applied linguistics and literature, vol. 6(1), 2021 initial category error form amount source & cause correct form customer … the use of article from the article errors written by student nin, it is found that he misses using the article ‘a/an/the’ on the place where they belong to. it happens because he simplifies the use of the articles. he makes no error in the addition of ‘a/an’. but he once makes an error by adding the article ‘the’ on the unnecessary place of the clause. it is because of his action to overgeneralize the use of the article ‘it’, but it’s incorrect. table 5: total quantification of grammatical error type of errors number of error occurrences amount stie eka prasetya stim sukma medan inter* intra* inter* intra* the use of sva • the use of number agreement error 1 8 0 1 10 • the use of tense agreement error 3 27 0 50 80 the use of article ‘a/an/the’ • omission of ‘a/an’ 0 35 0 13 48 • omission of ‘the’ 0 83 0 70 153 • addition of ‘a/an’ 0 0 0 1 1 • addition of ‘the’ 0 5 0 3 8 total of error 300 inter* = inter-language error; intra* = intra-language error table 5 above shows the final quantification of the data analysis. these numerical data are the key to the discussion of the research findings in the next section. discussion the results of data analysis have revealed that the grammatical errors within the use of sva and the use of articles remain to appear in quite vast amounts. they are obtained after the data are converted into number form. the category of sva error in the abstract written by the undergraduates of sekolah tinggi ilmu manajemen sukma medan is significant to reveal the cause of the errors, in which all of the grammatical errors found in this data set are caused by the intra-language error. as a sign of the lack of knowledge of l2 structure, the intra-language error indicates that the students who write the abstract might not have complete knowledge of the english language structure and adequate ability to apply the standardized english grammar. soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 82 the category of sva error in the abstract written by the graduates of sekolah tinggi ilmu ekonomi eka prasetya explains that the entire article errors are caused by the intra-language error. the findings from this data reveal that in this data set, the sources of errors are caused by both interlanguage and intra-language errors. in other words, the grammatical errors found in this data set are not only caused by the interference of l1. eventually, the results of the entire data analysis show that the most predominant errors are ordered as followings; 153 omissions of article ‘the’ (51%); 80 errors of the tense agreement (26,7%); 48 omissions of article ‘a/n’ (16%); 10 errors of the number agreement (3,3%); 8 additions of article ‘the’; and 1 addition of article ‘a/an’. besides, within the total number of 300 errors, the intra-language causes 296 errors (88%), and the inter-language causes only 4 errors (12%). by seeing these results, it can be inferred that the negative interference of learners’ l1 doesn’t significantly influence the errors they make in the undergraduate thesis abstracts, moreover, it is the lack of l2 knowledge does. in line with this finding, the research conducted by dinamika and hanafiah (2019) find that syntactical errors made by the students of the english department of university of sumatera utara also had been affected by the l2 factors. in addition, burhanuddin (2020:30) the errors in the questionnaire instruments which are written by students of the english department of iain pekalongan were caused by the students’ incomplete l2 acquirement. to follow-up the discussion section, thus the last procedure of the ea method, the remedial actions are required to be taken up. these actions are typically constructive suggestions that the researcher intentionally directs to the efl learners, the english instructors at the two research locations, and the syllabus developers. remediation in subject-verb agreement error the results of the analysis show that the tense agreement error occurs for 80 times that exceeds the number of agreement errors which is only 10. therefore, it also presents a new finding that both students of stim sukma medan and stie eka prasetya still make errors in using the tense and number agreement. however, the researcher attempts at taking part in this issue by giving several remedial actions to do. to the efl learners, in this research refer to students, who write the undergraduate thesis abstract, it is compulsory for them to remember the verb changes according to its time signal. in other words, they should comprehend that when a context of the time in a clause changes, then the verb should follow. in most cases found in this analysis are that the students are less aware of this process of verb change, so forth they make errors in the tense agreement. meanwhile, in the use of number agreement, they make grammatical errors in thesis abstracts written by the undergraduate students of... 83 journal of applied linguistics and literature, vol. 6(1), 2021 fewer errors. yet, they still need to pay attention to the agreement between the form of the subject, whether it is a singular or plural form, in which the aux. verb or to be shall follow the initial form of the subject. however, practice on using sva is important to do regularly and needs to proofread the abstracts before submitting it. the researcher suggests the english instructors of stim sukma medan and stie eka prasetya do as follows; to introduce the students to the undergraduate thesis particularly to the abstract section; to encourage the students to learn the use of sva directly from the available undergraduate thesis; to give the students opportunities to self-analyze the correctness of the english language used in the abstract and mark the error they assume; to guide them correcting the errors that they have assumed by explaining the right sva rules, and to give the students time to practice more on the use of sva. to the syllabus or course design developer of each college, the researcher has several to suggest; need to review the success of the english syllabus that has been used along this time due to the defined criteria; take out the proper step due to the findings of this research, and to provide probably a short course to the students in writing thesis abstract before attempting to submit it as the final graduation requirement. therefore, those suggested remedial actions can be done to minimize the sva error in the future. remediation in article error the total number of article errors accounts for the most error of this research that amounts up to 210 occurrences. moreover, all of the errors are caused by intra-language errors. it shows that even though the article is a small part of speech in the english language, but it still appears to be an error in the application. therefore, the researcher suggests the students learn more about the article units and their function. they also need to know when to omit or add an article on the phrase or clause they write. moreover, if they make an error in the use of an article, it can be a deal to a published paper. they may also take a sight on the previous abstracts at the library and open a group discussion to examine the errors in the abstracts. however, the students need to practice more on using the article on their writings. to the english instructors, the researcher may offer them the interactive activities to do with the students, for instance, making a small group discussion, having direct learning by examining the available thesis as the source of study instead of only teaching the students the grammar of english on the whiteboard, asking each student to write a topic-free essay and exchanging it with other students so they can self-correct mate’s work, soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 84 and engaging them to practice regularly not only when they need to write a thesis abstract. at last, to the syllabus or course design developer, the researcher attempts at telling them to analyze the needs of the students in their institution first, of course, this activity takes time, but hopefully, it will work successfully. what the researcher means here is, just provide the students with what they exactly need instead of providing them the materials which are not suitable for their needs though. the syllabus or course design developer also needs to update the syllabus that is still used, whether it is still usable or not for the current issue of the students' researches. because, there are a lot of outdated syllabuses that are still used until now, the researcher finds. in this case, the work of the syllabus developer is the key because it bridges between the college policy and the students’ knowledge. in other words, a syllabus that is designed due to the students' actual needs will succeed the entire teaching-learning purpose. conclusion and suggestion the data of this research are the english grammatical errors which are taken from twenty undergraduate thesis abstracts written by the students of management studies of sekolah tinggi ilmu manajemen sukma medan and sekolah tinggi ilmu ekonomi eka prasetya. the data are analyzed by using the error analysis method which is arranged by gass and selinker. after the entire data is analyzed, it is obtained that categories of the grammatical errors found are the subject-verb agreement in terms of tense agreement and number agreement, and the article ‘a/an/the’. the numerical findings are as follows; the tense agreement error amounts to 80, the number agreement error amounts to 10, the omission of article a/an amounts to 48, the omission of article ‘the’ amounts to 153, the addition of article ‘a/an’ amount to 1 and the addition of article ‘the’ amount to 8. so forth, the total grammatical errors found in this research are 300 errors. meanwhile, there are two sources of the grammatical error; they are inter-language error and intralanguage error. yet, there are four factors that cause the grammatical error namely, indeterminacy, inconsistency, simplification and overgeneralization. therefore, by seeing the findings of the research, the researcher manages at giving several constructive suggestions to the efl learners, english language instructor and the syllabus or course design developer. although the error analysis is an old field of second language acquisition field, but it remains significant with the needs of today’s l2 learning. it can be seen from the increasing number of researches on ea every year. even more non-english speaking countries conduct research on ea to examine the output of english language learners in their countries. then it proves that the ea is still an adequate theory to reveal l2 learners’ grammatical errors in thesis abstracts written by the undergraduate students of... 85 journal of applied linguistics and literature, vol. 6(1), 2021 errors. besides, the scope of ea is quite wide-scale to explore, it is not only limited in the written field, but also to the oral field. yet, there are a lot of extents of language that can be analyzed with ea, because the main point of using ea is to contrast the l2 learners’ knowledge and ability to the l2 structure of language. acknowledgement this research was fully funded and supported by the directorate of research and community service, directorate general of research and development ministry of research, technology and higher education under the ministry of research and technology – republic of indonesia, with the scheme of penelitian dosen pemula year of 2019-2020. the researcher also would like to thank to mrs. wardayani, m.si, the chairwoman of stim sukma and mrs. dr. sri rezeki, m.si, the chairwoman of stie eka prasetya for providing very crucial data and cooperative assistances. references burhanuddin, ahmad. (2020). error analysis of english sentences written by indonesian college students. jurnal lingua idea. 11. 30-43. 10.20884/1.jli.2020.11.1.2154. corder, s.p. (1981). error analysis and interlanguage. oxford: oxford university press. dinamika, s., hanafiah, r. (2019). syntactical error analysis on report text. joall (journal of applied linguistics & literature). vol. 4 no. 2. 120-129. issn: 2502-7816. gass, s.m. and selinker, l. (2008). second language acquisition: an introductory course. new york: routledge taylor and francis group. kusumawardhani, p. (2017). the analysis of errors of omission in english narrative composition made by efl students. journal of english language and education. vol. 3. no. 2, 84-96. december 2017. issn: 2460-7142. lldikti wilayah i. (2019). data perguruan tinggi lldikti wilayah i. retrieved from https://forlap.ristekdikti.go.id/perguruantinggi/. accessed on may 2019. mackey, a. and gass, s. m. (2005). second language research: methodology and design. london: lawrence erlbaum associates publishers. merizawati, h. (2019). an error analysis in paper presentations: a case study of indonesian efl learners. linguists: journal of linguistics and language teaching, [s.l.], v. 4, n. 2, p. 71-103, march 2019. issn 26565765. https://forlap.ristekdikti.go.id/perguruantinggi/ soraya grabiella dinamika journal of applied linguistics and literature, vol 6(1), 2021 86 porte, g. k. (2002). appraising research in second language learning: a practical approach to critical analysis of quantitative research. john benjamins publishing company: amsterdam. richards, j.c, ed. (1972). error analysis: perspective on second language acquisition. new york: longman. singh, y.k. (2006). fundamental of research mehodology and statistics. new age international (p) ltd., publishers: new delhi. touchie, h.y. 1986. second language learning errors. their types, causes and treatment. jalt journal. volume 8 (no. 1:1986): 75-80. yuned, et.al. (2015). thematic progressions of the 2015 teflin article abstracts in applied linguistics. joall (journal of applied linguistics & literature). vol. 1 no. 2. 95-115. issn: 2502-7816. joall (journal of applied linguistics and literature), 8(1), 2023 213 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/22250 https://doi.org/10.33369/joall.v8i1.22250 time management and translation method in translating a scientific article: a case study on a professional translator 1amsaldi wahyu kristian sinulingga , 2rudy sofyan , 3umar mono 1,2,3english literature department, faculty of cultural sciences, universitas sumatera utara, indonesia jl. universitas no 19, padang bulan, medan baru, sumatera utara 20155 article info abstract article history: received: june 20, 2022 revised: dec 10, 2022 accepted: march 14, 2023 as an activity of transferring a message from a source text to a target text, translation certainly involves several processes. different processes require certain amount of time allocation depending on the translator’s cognitive load. studying translation process is essential to reveal what actually happened while a translator was doing his/her tasks, contributing to a better translation product. this study aimed at finding out the time management and the translation method in translating a scientific article by a professional translator. the scientific article is composed of more than five thousand words; thus, the researcher reduced the limit of the words to one thousand words to avoid the technical problems. this qualitative study used a case study as the research method. the participant of this research was a professional translator from the association of indonesian translator (hpi). the data were collected using a keyboard logging program (translog-ii) and a screen recording tool (obs studio). based on the data analysis it was found that the professional translator (i) distributed more time in the drafting stage; and (ii) applied the linear and inline methods during the translation process. it was found that the professional translator focused translating on word by word, phrase by phrase, and paragraph by paragraph. it is concluded that the activities in each stage of translation p r o c e s s c o n t r i b u t e s t o t h e r e s u l t o f t r a n s l a t i o n . keywords: translation process time distribution translation tasks translog-ii screen recording tool conflict of interest: none funding information: none correspondence: rudy sofyan, english literature department, universitas sumatera utara, indonesia rudy@usu.ac.id ©amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): sinulingga, a.w.k., sofyan, r., mono, u. (2023). time management and translation method in translating a scientific article: a case study on a professional translator. joall (journal of applied linguistics and literature), 8(1), 213-226. https://doi.org/10.33369/joall.v8i1.22250 translation seems to be a simple activity, i.e., rewriting a text in another different language. in addition, machine translation and other computer assisted tools are now accessible to ease the translation task. https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.22250%26domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/22250 https://doi.org/10.33369/joall.v8i1.22250 mailto:rudy@usu.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.22250 http://orcid.org/0000-0002-7953-8932 http://orcid.org/0000-0001-6293-9759 https://orcid.org/0000-0002-2175-2258 amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono 214 joall (journal of applied linguistics and literature), 8(1), 2023 however, translation is more than only rewriting a text in another language as it passes through a number of cognitive processes. dimitrova (2010) argues that translation process is a cognitive activity of producing a target text in one language based upon a source text in another language. writing in another language is not an easy task since different languages use different linguistic features (arono & nadrah, 2019), thus presenting difficulties to find the acceptable equivalent of some words into the target language. the argument above indicates the need for an investigation on the actual activities taken by a translator in a translation process, known as research on process-oriented translation (holmes, 1988). as such, it has a strong empirical foundation and aims to understand the nature of the cognitive processes involved in translating, with a focus on the individual translator. there are three main stages of the translation process, i.e., pre-drafting, drafting, and post-drafting (jakobsen, 2003; mossop, 2014). in the pre-drafting stage, the translator tries to decode the messages in the source text (st) to get good comprehension before he/she begins to transfer them into the target language (tl). in the drafting stage, the translator writes the text in the tl resulting in a translation draft, or a target draft (td). the td needs to be edited to produce a target text (tt) and this process is known as the postdrafting stage (sofyan & tarigan, 2017). one of the instruments that effectively records the translator’s writing style and method of solving the challenges during the translation process is translog, key-stroke logging software that logs every keystroke and mouse event of the writing process together with an exact time record and saves this information in a logging file (jakobsen, 1999). it is then possible to see all deletions, changes in the text, and pauses together with their exact length, as well as to replay the writing process on the screen for analysis objectives or to use the subjects’ writing process as a cue for retrospection (hansen, 2006). the logging software most frequently used in translation studies is translog, developed by jakobsen and schou at the copenhagen business school, and applied in some research projects investigating different aspects of the translation process (jakobsen, 2003; hansen, 2006). in the context of translation that involves english and other languages, studies on process-oriented translation have been done by many researchers (e.g., o’brien, 2006; immonen & makisalo, 2010; immonen, 2011; jakobsen, 2011; kourouni, 2012; kumpulainen, 2015; carl et al., 2016). however, in the context english-indonesian translation, there are few studies conducted on the translation process (sofyan & tarigan, 2017; rosa, 2017; rosa et al., 2018; batubara, 2018). sofyan and tarigan (2017) investigated types of selfcorrection done by the student translators and found out how self-corrections contributed a lot to the quality of their translation product. the result was that time management and translation method in translating a scientific article: a case… joall (journal of applied linguistics and literature), 8(1), 2023 215 the student translators did eight types of self-correction and spent more time doing self-correction to produce a better quality of the translated text. rosa (2017) investigated how student translators and professional translators managed their time in the process of translating, including decoding the st, writing the translation draft, revising the draft, and taking pauses. in addition, he also found the shifts done by the student translators and professional translators in terms of transitivity, mood, and theme elements in the translation process. his finding also contributed to propose a model of translation from english (sl) to bahasa indonesia (tl) using an sfl metafunction theory. furthermore, batubara (2018) investigated the translation process of novice translators while translating mangkobar text (one of the traditional texts written in angkola language) from angkola language (al) to bahasa indonesia (bi) and from bi to english (en). she found that the novice translators distributed more time in pre-drafting and drafting stages while translating from al to bi; distributed more time in drafting and post-drafting stages while translating from bi to el, and distributed more time on processing as translation tasks in drafting stage whether in translating from al to bi or bi to el. the previous studies mentioned above allow more investigation on the other parts of translation process, such as time management and translation method. thus, this present study focuses on the translation process undertaken by professional translators from hpi (association of indonesian translators) in translating a scientific article. specifically, this study is intended to answer the following research questions: (i) how does the professional translator manage the time in a translating a scientific article from bahasa indonesia into english? and (ii) what are the translation methods used by the professional translator in translating a scientific article from bahasa indonesia into english? the result of this study serves as a patron or correction in managing the time distribution in translating scientific articles. method this study was conducted using a qualitative method that focused on finding problems and deeply understanding a central phenomenon development taking place during a translation process. in addition, a case study was used as the research method because this study was intended to intensively explore a single case, i.e., the process of the translation done by a professional translator. data and participants the data of this research were all the processes of translating the st. they were in the form of linear representation from translog-ii and the screen amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono 216 joall (journal of applied linguistics and literature), 8(1), 2023 recording video from obs studio. the data source was a scientific article entitled “eksistensi tradisi lisan cakap lumat dalam upacara adat perkawinan karo” downloaded from https://journal.uny.ac.id/index.php/litera/article/view/30478, which was written by meliana (2020). the st was translated into english by the participant. the text was selected because it was a scientific article published in one of accredited national journals. therefore, it contained many cultural terminologies requiring the translator’s good translation skill and cultural knowledge. the participant was an indonesian professional translator. translating a scientific article is not an easy task, it requires experience and expertise in this field. thus, the selection criteria of the indonesian professional translator were: (i) having bahasa indonesia as the mother tongue; (ii) having been working as a professional translator for at least 5 years; (iii) being a member of hpi (association of indonesian translator); and (iv) having 500 or above toefl score. instruments the researcher was assisted with the use of screen recording and keylogging tools. obs studio is screen recording software used to record all the activities done by the professional translator directly via screencast. obs studio offers further insight into the translation process and provides information about the pauses that the user makes. the screen recording tool recorded the translation process of the participant as a video file that showed the whole translation process. the method did allow for pause analysis, but to a limited extent. unlike translog, obs studio did not provide any numerical data, and therefore the timing of pauses had to be done manually by the researcher after data collection, using the player’s pause function along with the program timer running on seconds. similar to translog, pauses in the screen recording data refer to breaks in the writing process, but the determination of a pause is based on moments during which nothing takes place on the screen. therefore, pauses in the two kinds of data cannot be considered identical, since screen recording data provides information that is not present in translog data, such as information search and dictionary look-ups. the new technology in the translation process was developed by the adoption of keylogging programs that was translog. translog was developed by jakobsen and schou (1999) who defined it as a program to record and study the reading and writing process on a computer. the program registers all keystrokes, changes, deletions, additions, cut-and-paste operations, and cursor movements during the writing process. translog also records timestamps, i.e., logs information about the exact time at which each keystroke operation is made thus enabling a numerical representation of the pause duration that occurs when typing. in this research, the translog was https://journal.uny.ac.id/index.php/litera/article/view/30478 time management and translation method in translating a scientific article: a case… joall (journal of applied linguistics and literature), 8(1), 2023 217 used as an instrument to obtain objective, digital data of human translation processes. to sum up, translog was used to get the data in the form of both translation process and product. data analysis procedures the data collected from translog were analysed qualitatively through the following procedures. the data from translog were condensed by focusing on the activities in each phase of translation process. the data from obs studio were condensed by focusing on online activities undertaken by the translator during the translation process. all of the data were then analyzed to find out the translation process done by the professional translator that included the time distribution for the activities in each phase of translation and the preference of using certain translation methods. findings the time distribution for each phase of the translation process was analyzed based on the typical translation activities in each of the phase. the predrafting phase was identified by the absence of writing activities on the translog screen because it was the phase when the translator was reading to understand the st. once the writing started on the screen, the drafting phase began. the post-drafting phase was identified when the translation draft had been written by the translator. the results describing the time distribution and the activities done by the professional translator in translating a scientific text are divided into three translation stages, including pre-drafting, drafting, and post-drafting. based on the results of data analysis obtained from the translog-ii recordings, the professional translator distributed the time difference over the three translation stages, as displayed in table 1 below. table 1. the total time spent by the professional translator pre-drafting drafting post-drafting total duration 00:00:00 02:02:13 00:06:11 02:08:24 based on the results displayed in table 1, the professional did not spend his time in the pre-drafting stage. the data obtained from the keylogging tool (translog-ii) show that the professional translator only copied the st and pasted the tt in the translation space of the translog. in other words, he skipped reading the st (common activities in the pre-drafting stage) before drafting. this result is strengthened by the data obtained from the screen recording tool (obs studio) showing that he copied the st and pasted it in the translation space of google translate (gt). then, the amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono 218 joall (journal of applied linguistics and literature), 8(1), 2023 translation provided by gt was copied and pasted in the translation space of the translog. a drafting stage is a phase in which the professional translator spent most of his time in translating the text. he spent 2 hours and 2 minutes for drafting the translation. this indicates that the drafting stage is the phase where the he encountered many problems in the translation process. the heavier the problems, the heavier the cognitive tasks performed by the translator. this eventually leads to more time consumption. furthermore, he spent 6 minutes in the post-drafting stage. this indicates that the professional translator only did few translation activities in this phase. meanwhile, the results concerning the translation process activities of the professional translator are displayed in figure 1. figure 1. the translation process done by a professional translator time management and translation method in translating a scientific article: a case… joall (journal of applied linguistics and literature), 8(1), 2023 219 based on the results displayed in figure 1, in the pre-drafting stage, the professional translator did not read the source text (st) at all; in other words, he skipped to the drafting stage. almost all the translation processes were done in the drafting stage. he immediately translated the source text to the target text. during the drafting stage, he did the pre-drafting and postdrafting activities by scanning and skimming the source text, finding the equivalent, performing online activities to get more information or resources, and revising the translation draft simultaneously. although there were some problems encountered in finding the right equivalent, it did not become a major problem to the professional translator. therefore, he often spent his time relying on his cognitive processes by encoding the source text and rewriting his understanding in the target text. he revised the draft to confirm whether it had been natural; in other words, the professional translator applied the linear and inline methods, two of the three methods of self-revisions suggested by kourouni (2012). he solved the translation problems from word by word, sentence by sentence, and paragraph by paragraph. this indicates that the professional translator’s selfrevision is motivated by his efforts to provide the equivalent acceptable in the target language, instead of having vocabulary problems. in addition, the results show that the professional translator seem to have heavy cognitive problems, indicated by the frequent long pauses during the translation process as displayed in figure 2. figure 2. frequency and length of pauses taken by the professional translator pauses are natural in translation process as they indicate cognitive efforts performed by a translator, as rosa et al. (2018) found that even professional translators took frequent pauses in a translation process. the amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono 220 joall (journal of applied linguistics and literature), 8(1), 2023 results of this present study found that the pause taken by the professional translator was to solve the translation problems, such as reading or scanning the source text before translating the next paragraph and finding the appropriate equivalents for the target text (tt). pauses are activities in the translation process, even a translator does various activities during pauses. pauses are generally understood as a temporary stop or a break indicating doing nothing in a certain time. however, such understanding does not apply in the translation process. the longer the pauses were taken, the heavier the cognitive load was (rosa et al., 2018). moreover, the results displayed in figure 2 show that he spent 47 seconds skimming the source text to get the main idea, and he began drafting the tt. then, he spent 30 seconds finding an appropriate equivalent in google translate (gt) and google. he spent 1 minute and 1 second reading and encoding his understanding of the source text (st) into the target text (tt). meanwhile, the obs showed the activities of the professional translator during the pauses of 30 seconds as displayed in figure 3. figure 3. recorded translation activities by obs studio the results displayed in figure 3 show how the professional translator took a pause to decide the acceptable equivalent of st phrase ‘masyarakat karo’ in the tt. at first, he used the term ‘masyarakat karo’ as a keyword by using google translate (gt), then he used the word ‘karonese’ to find the equivalent. the gt provided the term ‘karoa’ as the equivalent. then, he used google to provide him terminology of ‘karonese’ which can be seen in figure 2. when he found the terminology of the ‘karonese’, he used ‘the karo’ as the equivalent of ‘masyarakat karo’. after taking a pause for 1 minute and 1 second, he decided to paraphrase the sentence which can be seen in (1): time management and translation method in translating a scientific article: a case… joall (journal of applied linguistics and literature), 8(1), 2023 221 (1) st : masyarakat karo selalu menggunakan tradisi lisan dalam berbagai jenis kegiatan upacara adat. salah satu bentuk tradisi lisan masyarakat karo adalah cakap lumat yang digunakan dalam upacara adat perkawinan. first draft : the karo utilize oral traditions on various customary ceremonies, one of which being cakaplumat that is utilized in weddings. final draft : the karo utilize oral traditions on various ceremonies, one of which is cakaplumat that is utilized in weddings. the paraphrase used by the professional translator in translating the text in (1) is by rewriting the two sentences in the st in a single complex sentence in the final draft. in addition, he also deleted the meaning of ‘adat’ or ‘customary’ in the final draft. such a deletion is acceptable because the words ‘karo’ and ‘tradition’ in the sentence have indicated that the ‘ceremonies’ in this context must refer to traditional ceremonies. furthermore, the frequent pause taken by the professional translator is caused by his decision to prefer his background knowledge in finding the equivalent. this finding is line with batubara (2018) who argues that good translators are more prepared to use their background knowledge and their inferences about the text and text type as a basis for their decisions. this happened during the translation process where the professional translator took the longest pause at 3 minutes and 15 seconds pauses. it was displayed in figure 4 below. figure 4. the longest pause is taken by a professional translator amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono 222 joall (journal of applied linguistics and literature), 8(1), 2023 the results of analysis of the data obtained from translog-ii and obs studio show that the professional translator did not do anything before he decided to use the word “weddings” as the equivalent of the st phrase “upacaraadatperkawinan”. this indicates that the professional translator is rereading the source text to get information or the big picture of the sentences. the professional translator simplified the sentences to produce a target text (tt) draft. at this time, he spent all his 3 minutes, relying on his memory to figure out the best equivalent. as he began to start the drafting and by relying on his memory, he paraphrased those sentences and elaborated each sentence to simplify the translation. thus, all those paraphrased sentences in tt final draft are represented as in (2): (2) st : peran muhakam merupakan representasi adab dan etika dalam adat perkawinan melayu sambas. ucapan muhakam menggambarkan hati yang ikhlas, penuh kasih sayang, dan belaskasihan. muhakam memperlihatkan strategi ikhlas, merendah diri, dan meminta maaf sebagai representasi adab dan etika melayu. adab dan etika muhakam dalam acara majelis adat perkawinan melayu ditunjukkan dengan sikap dan perilaku yang dapat menumbuhkan simpati dan respon yang baik dari masyarakat. kebijaksanaan dan kesantunan dalam berperilaku ditunjukkan oleh muhakam dengan senyum, bertegur sapa, berjabat tangan, dan adab berpakaian. peran penting tersebut menjadikan seorang muhakam dianggap sebagai sosok yang dapat menjaga marwah keluarga dan masyarakat. tt : he uses mannerisms and actions that builds sympathy and positive responses from the public. muhakam represents wisdom and courteous behavior through smiles, greetings, handshakes, and modest clothing. this has made muhakam a figure that can preserve the dignity of his family and people. the tt in (2) is quite surprising because it contains much smaller number of words than does the st. the tt seems the summary of the ideas delivered in the long sentences in the st. this finding proposes the definition of translation as paraphrasing ideas in another different language. nevertheless, it should be noted that the paraphrase should not reduce the message intended to be conveyed. such paraphrasing is only possible when the translator does understand the st. understanding the source text (st) would give a better insight into the context. although, the source text has many clauses and phrases that have similar meanings. this has become a challenge for the professional translator because it is not an easy task to provide the best translation to make the reader understand the content of the text. since re-reading or scanning the source text has become an important task for the professional translator, this time management and translation method in translating a scientific article: a case… joall (journal of applied linguistics and literature), 8(1), 2023 223 develops the confidence when he started the target text (tt) draft. also, this is the reason why the professional translator did not invest the time searching for terminology or equivalents for the target text (tt). discussion even though the results indicate that the professional translator did not spend the time in the pre-drafting stage and a few minutes in the post-drafting stage, it does not mean that he did not do the pre-drafting activities or self-revisions. he did the pre-drafting and self-revision activities simultaneously with the drafting activities. this contradicts the results of the study done by rosa (2017) who found that the professional translators tended to spend their time more in the post-drafting stage; in other words, they spent a long time on selfrevision. the results of this present study then indicate that the professional translator is lack of time management in the translation process. although doing the revisions simultaneously in the drafting stage has been allowed, the corrections were done at the clause level, paying less attention to the cohesiveness of the ideas within the paragraph or with other paragraphs in the text. it may eventually lead to a lack of understanding of the whole context of the text. therefore, a translator is advisable to do self-revisions in a specified time allocation. this supports brunette (2000) who emphasized the importance of providing a specific time allocation for the revision in the translation process because the revision stage is a stage in the translation process in which the entire translated text and the original text are carefully compared to ensure that the translation complies with previously defined methodological, theoretical, linguistic, textual and contextual criteria. furthermore, as the professional translator did revisions in the drafting stage, he did the revisions in a clause level. this very likely causes less cohesiveness of ideas in the target text. however, as a professional translator, he had his own way of avoiding such problem. while doing revisions in a clause level, his focus was still directed to meaning equivalence. he did revisions by taking the main message contained in the st and rewrote it in his own style. the way he kept the source text’s original meaning in the target text was the indicator that he did not imitate the source text style or structure. such characteristics often become the factor that distinguish professional translators from non-professional or student translators (rosa et al., 2018). his focus was on how to produce the target text rather than being dependent on the source text style. moreover, the linear and inline methods used by the professional translator confirm the translation method theory proposed by korouni (2012). nevertheless, the multi-directional or nonlinear method was not used by the professional translator. thus, the results of this study are in contrast with the study done by pym (2011) who found that today’s translators prefer to use a amsaldi wahyu kristian sinulingga, rudy sofyan, umar mono 224 joall (journal of applied linguistics and literature), 8(1), 2023 nonlinear method. he believes that technology directs readers of texts and translators to the paradigmatic or vertical axis of language, i.e., non-linearity. conclusions the results of this study indicate that the professional translator spend most of his time in the drafting stage, whereas most professional translators spend their time more in the post-drafting stage. this leads to the conclusion that the time spent by translators in each stage of translation process cannot be used as the basis to distinguish professional translators from non-professional or novice translators. however, they can be distinguished based on the activities they do in each stage of translation process. furthermore, from the results of this study it is concluded that the professional translator used linear and inline methods in doing self-revisions while translating a scientific article. even though the professional translator did the revisions at the clause level, his understanding of the source text was very good which led him to produce a good translation product. the results of this study have proposed new ideas related to the time management in a translation process, i.e., time distribution in each translation phase does not characterize a certain level of a translator. acknowledgements the writers would like to express their gratitude to the management of english literature study program of universitas sumatera utara for facilitating this research. references arono, & nadrah. 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(2020). the implementation of grammarly in error analysis. jurnal sains dan teknologi maritim, 21(1), 16-22. http://dx.doi.org/10.33556/jstm.v21i1.248 the authors amsaldi wahyu kristian sinulingga is an assistant lecturer at english literature department, faculty of cultural sciences, universitas sumatera utara, indonesia. rudy sofyan is a senior lecturer at english literature department, faculty of cultural sciences, universitas sumatera utara, indonesia. umar mono is a senior lecturer at english literature department, faculty of cultural sciences, universitas sumatera utara, indonesia. https://doi.org/10.21831/ltr.v19i1.30478 http://dx.doi.org/10.1556/acr.7.2006.1.1 http://dx.doi.org/10.7575/aiac.ijclts.v.6n.1p.18 http://dx.doi.org/10.30813/jelc.v4i2.323 http://dx.doi.org/10.33556/jstm.v21i1.248 104 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/18855 http://doi.org/10.33369/joall.v7i1.18855 teachers' perceptions of challenges in online learning: voices from secondary efl teachers 1dwi bayu saputra , 2 honesty yonanda ayudhia , 3 reci muswari 1,2english education, universitas pendidikan indonesia, indonesia 1 jl. dr. setiabudi no.229, isola, bandung, west java 3 sma negeri 10, kota bengkulu, indonesia 3 jl. padang cengkeh, suka rami, bengkulu article info abstract article history: received: apr 11, 2021 revised: dec 30, 2021 accepted: jan 14, 2022 the abrupt change from a traditional classroom to online learning must have produced some issues, and many scholars were drawn in to investigate the reported challenges during online learning. there is, however, a paucity of research on secondary efl teachers' perceptions of online learning challenges, notably in four major areas: technology use, instruction, assessment, and students. therefore, the purpose of this descriptive quantitative study is to examine secondary efl teachers' perspectives of the challenges they encounter in dealing with the aforementioned issues. the participants included 73 upper and lower secondary english as a foreign language (efl) teacher. a closed-item questionnaire was deployed, with a total of 38 items addressing issues related to online learning challenges. the findings reveal that secondary efl teachers in indonesia reported medium-level challenges in teaching efl online in terms of technology use, instruction, assessment, and students, whilst challenges in assessing students in online learning were identified as the highest. the results contribute to the advancement of english language education by providing literature on the development of efl teachers. keywords: online learning perceptions efl teachers challenges conflict of interest: none funding information: none correspondence: dwi bayu saputra, english education, universitas pendidikan indonesia, indonesia dwibayusaputraa@gmail.com ©dwi bayu saputra, honesty yonanda ayudhia, reci muswari this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): saputra, d.b., ayudhia, h.y., muswari, r. (2022). teachers’ perceptions of challenges in online learning: voices from secondary efl teachers. joall (journal of applied linguistics and literature), 7(1), 104-118 https://doi.org/10.33369/joall.v7i1.18855 it has been almost two years since the world health organization (who) declared a global pandemic due to the corona virus on march 11, 2020. government and non-governmental institutions have implemented strict social distancing measures and a lockdown strategy in reaction to the global pandemic. this outbreak had a devastating impact on educational institutions all across the countries, including indonesia. the rapid spread of covid-19 https://ejournal.unib.ac.id/index.php/joall/article/view/18855 http://doi.org/10.33369/joall.v7i1.18855 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.18855&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.18855 https://orcid.org/0000-0001-5723-7795 http://orcid.org/0000-0002-9005-4744 http://orcid.org/0000-0001-9335-127x teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 105 constituted a huge threat to the educational landscape, forcing educational institutions to close and seek other teaching and learning methods (mseleku, 2020). according to jena (2020) nearly every country in the world has temporarily closed schools and higher education institutions to tackle the rising prevalence of covid-19 in their nation. in indonesia, schools and higher education institutions (heis) have been temporarily shuttered starting march 14th, 2020 (mailizar et al., 2020). to keep running the teaching and learning process, the indonesian government took the initiative to conduct distance learning as one of the most possible options left. consequently, teachers must be able to quickly adjust their styles, strategies, or methods of teaching so that the learning and teaching process is not hampered and students still get their right to acquire knowledge. also, shifting from traditional to online learning during this outbreak implies that learning, regardless of the condition, should be fully integrated with information and communication technologies (ict). however, transitioning from a traditional classroom to cyberspace in such a short period caused significant issues for schools, instructors, and students. furthermore, having limited or even no experience with ict will burden both the teachers and the students. schools that do not have established e-learning materials will face some challenges, particularly when teachers do not know how to use online programs (zaharah, kirilova, and windarti, 2020). the recent shift to online education as a result of the covid-19 pandemic revealed numerous flaws in online learning (gao & zhang, 2020). this could be due to the parties involved in education, such as schools, teachers, and students, being perplexed by the abrupt and forced change. although some teachers and students are familiar with computers or smartphones, fully utilizing ict for educational purposes requires teachers' expertise, knowledge, and understanding of their students, as well as their subject and content. therefore, now is the moment to rethink, restructure, and reorganize our educational system in light of the current, unprecedented demand (mishra, gupta, and shree, 2020). thus, figuring out what prevents teachers from properly implementing online learning is significant. to date, a number of researchers have begun to look at the obstacles, barriers, and issues that both teachers and students face when dealing with online learning. the majority of studies on the challenges faced by teachers and students in e-learning implementation were conducted at the tertiary level (e.g., gulnaz et al., 2019; bao, 2020; abduh, 2021;alhuwaydi, 2021;mishra et al., 2020;naylor & nyanjom, 2021;nugroho & mutiaraningrum, 2020; hashemi, 2021). hashemi (2021) conducted a quantitative survey of university lecturers' perspectives of potential and problems in online teaching in afghanistan at the tertiary level. another study conducted in india focused on investigating teachers' and students' attitudes dwi bayu saputra, honesty yonanda ayudhia, reci muswari 106 joall (journal of applied linguistics and literature), 7(1), 2022 of online teaching-learning modes, as well as the implementation process of online teaching-learning modes (mishra, gupta, and shree, 2020). in the indonesian context, nugroho & mutiaraningrum, (2020) conducted a qualitative study on lecturers teaching at the english department and the center for language development investigating efl teachers’ beliefs and practices on digital learning. however, in comparison to the abundance of literature on the issues faced by university teachers, studies on secondary teachers' perspectives of the challenges in remote learning tend to be scarce. (e.g., khatoony & nezhadmehr, 2020;könig et al., 2020;atmojo & nugroho, 2020;mailizar et al., 2020). könig et al., (2020) surveyed 165 early career teachers to investigate the effects of school computer technology, teachers' professional competence, and opportunities for acquiring digital competence to help them grasp teaching online throughout the pandemic. meanwhile, in the indonesian context, atmojo & nugroho (2020) conducted a qualitative design study to explore the challenges faced by efl teachers in online education. their study was primarily focused on the applications and platforms used by the teachers, how they carry out online efl learning, and the challenges they encounter, with no consideration for students or assessment areas. mailizar et al., (2020) did another study that looked into science instructors' difficulties in terms of teacher, school, curriculum, and students. unfortunately, this study does not look into factors of assessment, which are crucial to look into because they can help with future online learning. there have been no studies to date that looked into secondary efl teachers' perceptions of challenges faced in online learning particularly in four key areas: technology use, instruction, assessment, and students. this study aimed to investigate these issues to close the gap. the findings of this study will aid in the development of our understanding of the issues of teaching and learning online in the setting of developing countries at the secondary school level during or after the covid-19 epidemic. as a result, this research adds to the body of knowledge about online teaching and makes constructive recommendations for the improvement of online teaching techniques. this study attempts to address the following research question to attain those goals “what are secondary efl teachers ‘perceptions of the challenges they faced concerning the use of technology, instruction, assessment, and students?” methods participants the present study employed a quantitative design in which the researchers conducted a survey to investigate secondary efl teachers' perspectives of online learning challenges, focusing on four main areas: technology use, instruction, assessment, and students. quantitative approaches, according to teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 107 fraenkel et al (2017), are capable of producing accurate, valid, objective, and generalizable results. furthermore, questionnaires, which are one of the most extensively used quantitative tools, can be distributed to a significant number of individuals. generalizations about the entire population can be produced if the researcher gets data from a representative sample of the population (fraenkel et al, 2017). in this current research, random sampling was used. the participants included 73 upper and lower secondary english as a foreign language (efl) teacher (17 males and 56 females) from some different regions like bengkulu, west sumatra, west java, and east nusa tenggara. they employ zoom, google meet, google classroom, and whatsapp in their classrooms for both synchronous and asynchronous instruction. all respondents were also informed that their identities would be kept confidential. furthermore, the majority of the participants (72,6 percent) held undergraduate degrees in language teaching, while the remainder had post-graduate degrees (27,4 percent). moreover, the majority of the participants (73.9%) had more than 10 years of teaching experience, and 75.3 percent of the participants taught in senior high schools, with the remaining 24.7 percent teaching in junior high schools. further details of participants’ demographic information are presented in table 1. table 1. demographic background of participants demographic background participants percentage gender male 17 23.3 female 56 76.7 level of education undergraduate degree 53 72.6 postgraduate degree 20 27.4 teaching experiences 0-2 7 9.6 3-5 3 4.1 6-10 9 12.3 11-15 19 26 >15 35 47.9 instruments this study employed a survey-based questionnaire to evaluate secondary efl teachers’ perceptions on online learning issues, concentrating on four major areas: technology use, instruction, assessment, and students. the data was collected through an online questionnaire created using a google form. on october 18, 2021, the questionnaires were sent to respondents via whatsapp in two ways: one-by-one and in groups. two weeks is considered as an adequate time frame for respondents to respond to the sent questionnaire. this is due to the fact that, due to their hectic schedules, not all respondents are able to answer to the questionnaire as soon as it is distributed. the dwi bayu saputra, honesty yonanda ayudhia, reci muswari 108 joall (journal of applied linguistics and literature), 7(1), 2022 compatibility with teachers’ online work during the pandemic was a critical consideration for employing an online questionnaire. furthermore, the online questionnaire was relatively easy to administer and access using a variety of devices (fraenkel et al, 2017). the questionnaire was adapted from alhuwaydi (2021), with certain adjustments made to reflect the context of online learning in indonesia (see appendix). it included 38 items divided into four categories: technology use (10 items), instruction (9 items), assessment (9 items), and students (10 items). the questionnaire also included a section for personal information, such as gender, school level, and years of teaching. the questionnaire was designed to elicit responses to four study questions about perceptions of teaching secondary efl classes online and in connection to a teacher's gender. responses to items were graded on a 5-point likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree). some items were inverted to test responders' comprehension. data analysis procedures spss was used to examine the data (version 26). using means and standard deviations, the respondents' technology use, instruction, assessment, and students were determined. internal consistency was measured using cronbach's alpha, as indicated in table 2. table 2. internal consistency of the questionnaire cronbach's alpha n of items .860 38 as shown in table 2, the consistency coefficient for 38 items of the questionnaire reaches 0.860 indicating that the close-ended questionnaire has a high reliability. findings what are secondary efl teachers ‘perceptions of the challenges they faced concerning the use of technology, instruction, assessment, and students? to answer research question, the means and standard deviations of efl teachers' questionnaire responses were calculated. the following scale was used to assess the level of difficulty: 1–1.80 = very low, >1.80–2.60 = low, >2.60–3.40 = medium, >3.40–4.20 = high, >4.20–5 = very high. table 3 shows secondary efl teachers' perceptions of the challenges of employing technology for online instruction, which were regarded as medium overall (m= 2.94). table 3. challenges with using technology in online efl instruction teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 109 statement n mean standard deviation level overall 2.94 medium in terms of resources, time, and effort, integrating technology into efl online teaching is costly. 73 3.73 .986 high due to a lack of proper teacher training, technology integration in efl online instruction is ineffective. 73 3.27 1.044 medium i am skilled at teaching efl online using computers. 73 2.15 .952 low i can design efl lessons with the help of computers to deliver online lectures. 73 2.08 .878 low to teach efl online, i have good internet connectivity and computers. 73 2.32 1.028 low it is costly to have a computer and internet connectivity to teach efl online. 73 3.58 1.025 high the efl learning process would be limited by the lack of training in the use of online teaching tools. 73 4.10 .773 high in efl online teaching platforms, poor internet and device compatibility, such as computers, are challenges. 73 3.98 .807 high during live online teaching, i can share screens, applications, and files such as.pdf,.ppt, and.jpg with my students. 73 1.86 .804 low i can use microphone, camera, chat, whiteboard, groups, and polls, among other elements of live teaching. 73 2.28 .889 low table 3 reveals that the primary challenges in employing technology for efl teachers were a lack of training to use online teaching platforms (m=4.10, sd=.773) and inadequate connection and device compatibility (m=3.98, sd=.807). meanwhile, the ability to share screens, apps, and documents, such as.pdf,.ppt, and.jpg, with students during online live teaching (m=1.86, sd=.804) and the ability to construct efl courses using computers to present online lectures (m=2.08, sd=.878) were the lowest-rated issues. table 4 demonstrates that efl teachers assigned a medium rating to instructional challenges when teaching online. table 4. challenges with online efl instruction statement n mean standard deviation level overall 3.02 medium my options for instructional resources in efl online teaching are limited due to the incorporation of technology. 73 2.89 1.112 medium dwi bayu saputra, honesty yonanda ayudhia, reci muswari 110 joall (journal of applied linguistics and literature), 7(1), 2022 statement n mean standard deviation level incorporating technology into efl online teaching necessitates more time to plan learning activities. 73 3.64 1.005 high a direct teaching method is mainly used in efl online teaching platforms. 73 3.36 .905 medium working in groups or in peers with students in efl online teaching platforms is pretty hard. 73 3.41 1.115 high in efl online teaching platforms, students may find it difficult to understand verbal instructions. 73 3.42 1.141 high due to a lack of technological expertise, i am finding it challenging to transition from traditional efl teaching to online teaching. 73 3.12 1.079 medium some teaching strategies, such as grammar translation, communicative, or audio-lingual approaches, are challenging to implement when teaching efl online. 73 3.21 1.133 medium i can deliver learning activities using technology and the internet, such as email, powerpoint presentations, and the internet. 73 1.86 .854 low i am capable at designing digital learning activities for my students. 73 2.30 .952 low table 4 shows that efl teachers’ highest-rated challenges in instruction were the need for more time to organize learning activities than in a face-to-face classroom (m=3.64, sd=1.005) and the inability of students to grasp verbal instructions to learn lessons in efl online teaching platforms came in second place (m=3.42, sd=1.141). in the meantime, the lowest-rated challenges were the ability to deliver learning activities through technology and the internet, such as email, powerpoint presentations, and the internet and the second lowest was the capacity to construct technology-enhanced learning activities for the students (m=2.30, sd=.952). table 5 demonstrates that assessment challenges when teaching online were regarded as medium by secondary efl teachers. table 5. challenges with assessment in online efl instruction statement n mean standard deviation level overall 3.14 medium the integrating technology in efl online education raises students' academic achievement. 73 2.76 1.073 medium because of concerns like as cheating or impersonation, the use of technology in efl online instruction does not accurately reflect students' actual academic achievement. 73 3.54 1.093 high teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 111 statement n mean standard deviation level the use of technology in efl online instruction limits the methods available for assessing students' performance. 73 3.34 1.070 medium in efl online learning systems, objective questions are preferred for assessing students. 73 3.63 .905 high in online learning platforms, it may be difficult to keep track of students' progress. 73 3.45 .986 high in efl online teaching platforms, it is very difficult to keep up with grading students' assignments and assessments. 73 3.24 1.077 medium students' lack of technological skills makes responding to tasks in efl online teaching platforms more difficult. 73 3.97 .816 high to assess students on efl online teaching platforms, i can utilize a variety of assessment methods such as tests, quizzes, and assignments. 73 2.06 1.031 low efl online teaching platforms provide better assessment tools than traditional efl classrooms. 73 2.26 .928 low table 5 illustrates that the major assessment challenge for efl teachers was students' lack of technological competency, which makes it more difficult for teachers to respond to assignments in efl online teaching platforms (m=3.97, sd=.816). the utilization of objective questions (m=3.63, sd=.905), students' real academic achievement (m=3.54, sd=1.093), and the difficulty in following students' progress (m=3.45, sd=.986) are other high-ranking problems. teachers, on the other hand, reported that tests, quizzes, and assignments were effective in assessing students (m = 2.06, sd = 1.031). table 6 demonstrates that efl teachers consider working with students online to be a medium challenge. table 6. challenges with students in online efl instruction statement n mean standard deviation level overall 3.13 medium because of the integrating technology in efl online instruction, students ignore important learning resources such as hardcover books. 73 3.16 .943 medium the integration of technology in efl online teaching aids in accommodating students' individual learning methods. 73 2.63 1.034 medium the integrating technology in efl online education motivates students to become more involved in learning activities. 73 2.79 1.129 medium dwi bayu saputra, honesty yonanda ayudhia, reci muswari 112 joall (journal of applied linguistics and literature), 7(1), 2022 statement n mean standard deviation level the integrating technology in efl online instruction fosters the development of students' interpersonal skills. 73 2.75 1.102 medium the integrating technology in efl online instruction raises the level of stress and anxiety among students. 73 3.38 1.008 medium students experience a strong feeling of isolation when using online education platforms, which may reduce their willingness to study. 73 3.53 1.001 high in efl online teaching platforms, students are more passive observers. 73 3.38 1.150 medium students cannot use their new information to draw connections with previous material or real-world examples in efl online teaching platforms. 73 3.12 1.040 medium work done asynchronously in efl online teaching platforms causes students to feel disconnected from their teacher. 73 3.21 1.083 medium students' physical absence reduces the possibility of collaboration in online learning platforms. 73 3.36 .964 medium table 6 reveals that the highest-rated challenges when dealing with students online was a strong sense of isolation perceived by the students, which may reduce their motivation to learn (m=3.53, sd=1.001). other issues are the increasing of anxiety (m=3.38, sd=1.008), passive observer (m=3.38, sd=1.150), less collaboration (m=3.36, sd=.964), and students not using hardcopy resources (m=3.16, sd=.943). however, the lowest challenges, according to teachers, are promoting the development of students' interpersonal skills through technological integration in efl online education (m=2.75, sd=1.102). discussion this study looked at how secondary efl teachers perceived the challenges of online learning in four areas: technology, instruction, assessment, and students. the findings highlight some important points worth discussing. secondary efl teachers in this study indicated medium-level challenges in teaching efl online in terms of technology use, instruction, assessment, and dealing with students, whilst challenges in assessing the students in online learning were considered the highest aspects (m=3.14). as stated earlier, this study reveals that the top online learning challenge perceived by secondary teachers was the assessment domain. the main assessment difficulty for efl teachers was students' lack of technological competency, which makes responding to assignments in efl teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 113 online teaching platforms more challenging for teachers. this finding was in accordance with abduh, (2021) who discovered that technical issues experienced by students were one of the main challenges faced by teachers while assessing students online. although abduh's study focused on university teachers, the findings are consistent with those of our study, which demonstrated that assessing pupils online was difficult for both middle school and university teachers. other significant issues in this present study include the use of objective questions, students' actual academic achievement, and the difficulties in following students' progress. this agreed with previous studies conducted by alhuwaydi (2021) and kitishat et al., (2020) who found that assessing students' actual academic attainment, performance, subjective questions, tracking progress, and responding to assignments were all key issues in online education. khatoony & nezhadmehr (2020) have a different perspective on the challenges in examining students' actual performance in online assessments. he discovered that integrating technology into the classroom can help students demonstrate their real performance during the coronavirus outbreak. this discrepancy could be due to the students' capacity to use technology prior to the pandemic, allowing teachers to see that their students were able to follow the online classes well. naturally, this is not the case for students in developing countries, as was the case in our study. the second most frequently mentioned issue when dealing with students online was a strong sense of isolation felt by the students, which may impair their enthusiasm to learn. this finding is consistent with the findings of gulnaz et al., (2019), who found that students experience social isolation and boredom while learning remotely. this could be owing to a lack of physical interaction, which is typical of face-to-face learning. also, although students are accustomed to living alongside their devices, this study discovered that online learning, in which all learning and teaching procedures are carried out online, actually increases students' feelings of anxiety and stress. this is conceivable because students are not used to using their devices to enhance learning activities. they only use their smartphones for communication and entertainment. goertler (2011) advised analyzing students' language development and digital literacy before class begins to help teachers evaluate the kinds of assistance that students need to be successful in online learning in an attempt to lessen the anxiety associated with technical aspects of language learning. other concerns discovered here include students becoming less engaged in the teaching and learning process, as well as students' physical absence reducing the possibilities of collaboration. this finding was partially in line with alhuwaydi's (2021) recent work which reported students were demotivated as a result of a lack of support and harmful learning settings, as well as their passiveness, disengagement, and lack of teamwork. this, however, contradicts the dwi bayu saputra, honesty yonanda ayudhia, reci muswari 114 joall (journal of applied linguistics and literature), 7(1), 2022 findings of halim & sunarti's (2021) study, which discovered that the learning process may be done collaboratively via a number of online platforms. as a result, success in online learning cannot be dissociated from the teacher's ability to provide material and pedagogical approaches which are critical. the third issue discovered here concerned the difficulties of instruction in online learning. when compared to a face-to-face classroom, efl secondary teachers thought that fully utilizing technology requires more time to design the learning activities. this could be due to teachers’ inefficiency in using technology, which causes them to be delayed in producing lesson materials. this agreed with mahmoudzadeh's (2014) work who stated that conducting and designing the materials for online teaching is very time-consuming and even hard for teachers. this stance may be supported by a lack of training in internet and communication information, which may result in teachers becoming unprepared to deliver and design the lessons. nugroho & mutiaraningrum (2020) also found that the lack of success among the participants was strongly connected to their absence of professional abilities in teaching english using digital technology due to a lack of knowledge and training, which is consistent with the findings of this study. stakeholders must consider suitable and sufficient training for both teachers and students, as well as adjustments to the curriculum. conclusion the findings of this study discovered that among the four domains examined, secondary efl teachers perceived the challenges in assessing students as the greatest difficulty. the inability of students to employ technology in their learning, student grades that do not reflect their true worth due to cheating issues, and the difficulty of tracking student progress are considered very demanding in online learning and needed a deeper attention. the other three domains, such as technology use, instruction, and dealing with students, revealed medium-level challenges that must be considered in the future in order to attain comprehensive education. because face-to-face classrooms will be executed in the coming years due to the controlled spread of covid, now is the moment for policymakers to establish pedagogy and instruction that are appropriate for face-to-face learning. it can therefore be paired with online learning, or blended learning and teachers must be able to design technology-integrated activities that do not negate student needs such as motivation. this study has suggested a number of topics that need to be examined further, notably in terms of students' motivation for taking online classes and the problems they confront while doing so. further research can be conducted by utilizing qualitative approaches to examine teachers about their perspectives on assessment teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 115 issues, remarkably the use of technology in evaluating students' performance, and how their classroom practice relates to their beliefs. acknowledgements the authors would like to express their gratitude to all junior and senior high school teachers who took the time and effort to participate in this study. references abduh, m. y. m. (2021). full-time online assessment during covid -19 lockdown: efl teachers’ perceptions. asian efl journal, 28(11). alhuwaydi, a. a. (2021). teachers’ perceptions of challenges in online teaching: a survey across universities in ksa. tesol international journal, 16(3.1). atmojo, a. e. p., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal, 13(1). https://doi.org/10.18326/rgt.v13i1.4976 bao, w. (2020). covid ‐19 and online teaching in higher education: a case study of peking university . human behavior and emerging technologies, 2(2). https://doi.org/10.1002/hbe2.191 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2017). how to design and evaluate research in education. mcgrawhill, 91. gao, l. x., & zhang, l. j. (2020). teacher learning in difficult times: examining foreign language teachers’ cognitions about online teaching to tide over covid-19. frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.549653 goertler, s. (2011). blended and open/online learning: adapting to a changing world of foreign language teaching. in present and future promises of call: from theory and research to new directions in language teaching. gulnaz, f., althomali, a. d. a., & alzeer, d. h. (2019). an investigation of the perceptions and experiences of the efl teachers and learners about the effectiveness of blended learning at taif university. international journal of english linguistics, 10(1). https://doi.org/10.5539/ijel.v10n1p329 halim, a., &sunarti, s. (2021). online instructional strategies for english language learning during covid-19 pandemic: a case from a creative teacher. joall (journal of applied linguistics and literature), 6(1). https://doi.org/10.33369/joall.v6i1.12452 hashemi, a. (2021). online teaching experiences in higher education institutions of afghanistan during the covid-19 outbreak: challenges and opportunities. cogent arts and humanities, 8(1). dwi bayu saputra, honesty yonanda ayudhia, reci muswari 116 joall (journal of applied linguistics and literature), 7(1), 2022 https://doi.org/10.1080/23311983.2021.1947008 jena, p. k. (2020). online learning during lockdown period for covid-19 in india. international journal of multidisciplinary educational research (ijmer). https://doi.org/10.31235/osf.io/qu38b khatoony, s., & nezhadmehr, m. (2020). efl teachers’ challenges in integration of technology for online classrooms during coronavirus (covid-19) pandemic in iran. ajelp: asian journal of english language and pedagogy, 8(2). kitishat, a. r., al omar, k. h., & al momani, m. a. k. (2020). the covid-19 crisis and distance learning: e-teaching of language between reality and challenges. asian esp journal, 16(51). könig, j., jäger-biela, d. j., & glutsch, n. (2020). adapting to online teaching during covid-19 school closure: teacher education and teacher competence effects among early career teachers in germany. european journal of teacher education, 43(4). https://doi.org/10.1080/02619768.2020.1809650 mahmoudzadeh, s. (2014). the effect of using powerpoint on iranian efl learners’ knowledge of abstract vocabulary. procedia social and behavioral sciences, 98. https://doi.org/10.1016/j.sbspro.2014.03.519 mailizar, almanthari, a., maulina, s., & bruce, s. (2020). secondary school mathematics teachers’ views on e-learning implementation barriers during the covid-19 pandemic: the case of indonesia. eurasia journal of mathematics, science and technology education, 16(7). https://doi.org/10.29333/ejmste/8240 mishra, l., gupta, t., & shree, a. (2020). online teaching-learning in higher education during lockdown period of covid-19 pandemic. international journal of educational research open, 1. https://doi.org/10.1016/j.ijedro.2020.100012 mseleku, z. (2020). a literature review of e-learning and e-teaching in the era of covid-19 pandemic. international journal of innovative science and research technology, 5(10). naylor, d., & nyanjom, j. (2021). educators’ emotions involved in the transition to online teaching in higher education. higher education research and development, 40(6). https://doi.org/10.1080/07294360.2020.1811645 nugroho, a., & mutiaraningrum, i. (2020). efl teachers' beliefs and practices about digital learning of english. edulite: journal of english education, literature and culture, 5(2). https://doi.org/10.30659/e.5.2.304-321 zaharah, z., kirilova, g. i., & windarti, a. (2020). impact of corona virus outbreak towards teaching and learning activities in indonesia. salam: jurnal sosial dan budaya syar-i, 7(3). teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 117 https://doi.org/10.15408/sjsbs.v7i3.15104 the authors dwi bayu saputra is an english teacher who graduated from the indonesian university of education with a master's degree in 2018. so far, he's written some articles about teachers' reflections, as well as the relationship between their learning practices and their beliefs. he also investigates the challenges that arise in online learning, notably in secondary teachers' viewpoints. honesty yonanda ayudhia got her master degree in english education from indonesia university of education. she does research in english language teaching, mostly in teaching writing skills and writing assessment. her recent publications are about the quality of writing assessment and also about students’ writing performance and strategies relating to the types of writing anxiety. reci muswari has been an english teacher for almost ten years. he teaches at the high school level, where he has taught both english and indonesian. he got his bachelor degree from bengkulu muhammadiyah university and at the moment, he is teaching in sman 10 kota bengkulu. appendix questionnaire items 1. challenges with using technology in online efl instruction statement in terms of resources, time, and effort, integrating technology into efl online teaching is costly. due to a lack of proper teacher training, technology integration in efl online instruction is ineffective. i am skilled at teaching efl online using computers. i can design efl lessons with the help of computers to deliver online lectures. to teach efl online, i have good internet connectivity and computers. it is costly to have a computer and internet connectivity to teach efl online. the efl learning process would be limited by the lack of training in the use of online teaching tools. in efl online teaching platforms, poor internet and device compatibility, such as computers, are challenges. during live online teaching, i can share screens, applications, and files such as.pdf,.ppt, and.jpg with my students. i can use microphone, camera, chat, whiteboard, groups, and polls, among other elements of live teaching. dwi bayu saputra, honesty yonanda ayudhia, reci muswari 118 joall (journal of applied linguistics and literature), 7(1), 2022 2. challenges with online efl instruction statement my options for instructional resources in efl online teaching are limited due to the incorporation of technology. incorporating technology into efl online teaching necessitates more time to plan learning activities. a direct teaching method is mainly used in efl online teaching platforms. working in groups or in peers with students in efl online teaching platforms is pretty hard. in efl online teaching platforms, students may find it difficult to understand verbal instructions. due to a lack of technological expertise, i am finding it challenging to transition from traditional efl teaching to online teaching. some teaching strategies, such as grammar translation, communicative, or audio-lingual approaches, are challenging to implement when teaching efl online. i can deliver learning activities using technology and the internet, such as email, powerpoint presentations, and the internet. i am capable at designing digital learning activities for my students. 3. challenges with assessment in online efl instruction statement the integrating technology in efl online education raises students' academic achievement. because of concerns like as cheating or impersonation, the use of technology in efl online instruction does not accurately reflect students' actual academic achievement. the use of technology in efl online instruction limits the methods available for assessing students' performance. in efl online learning systems, objective questions are preferred for assessing students. in online learning platforms, it may be difficult to keep track of students' progress. in efl online teaching platforms, it is very difficult to keep up with grading students' assignments and assessments. students' lack of technological skills makes responding to tasks in efl online teaching platforms more difficult. to assess students on efl online teaching platforms, i can utilize a variety of assessment methods such as tests, quizzes, and assignments. efl online teaching platforms provide better assessment tools than traditional efl classrooms. 4. challenges with students in online efl instruction statement because of the integrating technology in efl online instruction, students ignore important learning resources such as hardcover books. the integration of technology in efl online teaching aids in accommodating students' individual learning methods. the integrating technology in efl online education motivates students to become more involved in learning activities. the integrating technology in efl online instruction fosters the development of students' interpersonal skills. teachers’ perceptions of challenges in online learning: voices from secondary… joall (journal of applied linguistics and literature), 7(1), 2022 119 the integrating technology in efl online instruction raises the level of stress and anxiety among students. students experience a strong feeling of isolation when using online education platforms, which may reduce their willingness to study. in efl online teaching platforms, students are more passive observers. students cannot use their new information to draw connections with previous material or real-world examples in efl online teaching platforms. work done asynchronously in efl online teaching platforms causes students to feel disconnected from their teacher. students' physical absence reduces the possibility of collaboration in online learning platforms. 76 joall (journal of applied linguistics and literature), 7(1), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 1, february 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/16241 http://doi.org/10.33369/joall.v7i1.16241 males and females’ complimenting behaviour on the celebrities’ instagram comments 1muthiara chairani , 2subiyantoro , 1,2faculty of cultural science, universitas gadjah mada, indonesia 1,2jalan nusantara 1, bulaksumur, yogyakarta 55281 article info abstract article history: received: jan 22, 2021 revised: sept 29, 2021 accepted: nov 11, 2021 a compliment is a sincerely positive comment, remark, utterance, or expression about the speaker’s intention to have a good relationship with others by delivering positive or good values toward someone else. this research is purposed to analyze complimenting behavior by males and females found on celebrities’ instagram comments. this research employed descriptive qualitative research through a documentaries method. 250 comments from 10 most-followed celebrities’ (five males and five females) comment columns were used to identify the complimenting behavior in the form of words, phrases, or clauses containing compliments. this revealed that the differences between males and females in complimenting behavior showed who complimented, to whom they complimented, the compliment types, and the compliment forms. females complimented more than males did. besides, complimenting celebrities is commonly directed at the same sex rather than across sex. however, both males and females were more likely to use direct compliments and less indirect compliments. compliments by both males and females also showed that direct compliment form 8 (adj np!) is dominantly used. the dominance of form 8 occurrence indicated that shorter form of compliment seemed suitable and reasonable for a virtual interaction like instagram. from this research analysis, it can be concluded that some different contexts of communication require other compliment forms. therefore, adding a sub-category and additional category from the original compliment forms should be considered. keywords: compliment complimenting behavior instagram conflict of interest: none funding information: none correspondence: muthiara chairani, faculty of cultural science, universitas gadjah mada, indonesia. muthiara.chairani2606@mail.u gm.ac.id ©muthiara chairani & subiyantoro this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): chairani, m., & subiyantoro. (2022). males and females’ complimenting behaviour on the celebrities’ instagram comments. joall (journal of applied linguistics and literature), 7(1), 76-103 https://doi.org/10.33369/joall.v7i1.16241 a compliment is regarded as a positive expression to show opinion toward something that we think has good value. according to webster’s (2021) dictionary a compliment is an expression of esteem, respect, affection, or admiration. the term "compliment" is a kind of act to express someone's positive praise or admiration towards something that belongs to a speech act. a speech act, according to freethesaurus (2021), is any of the acts performed https://ejournal.unib.ac.id/index.php/joall/article/view/16241 http://doi.org/10.33369/joall.v7i1.16241 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i1.16241&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i1.16241 https://orcid.org/0000-0001-9356-0864 https://orcid.org/0000-0003-1311-2813 males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 77 by a speaker within an utterance, such as stating, asking, requesting, advising, warning, persuading, considering the content of the message, the intention of the speaker, and the effect of the listener. a compliment is regarded as an expressive speech act which expresses the speaker’s psychological state of attitudes and emotions, one of which is compliment. the preliminary complimenting behavior studies in 1970s and 1980s have been influential in current complimenting behavior studies. regarding to the compliment form, ye (in miranda & hamzah, 2018)) states that compliment is divided into indirect compliment and direct compliment. indirect compliment refers to unstructured or other creative patterns of compliments. meanwhile, direct compliment refers to a strictly patterns of compliments. furthermore, regarding to the direct compliment, the results of manes & wolfson (1981) revealed that there were nine formulaic patterns found in american english compliments in face-to face interaction. they are: (1) np {is/looks} (really) adj (e.g.: your earrings look gorgeous), (2) i (really) {like/love} np (e.g.: i love your clutch), (3) pro is (really) (a) adj np (e.g.: that is a nice pose), (4) you v (a) (really) adj np (e.g.: you did a good job), (5) you v (np) (really) adv (e.g.: you played guitar really well), (6) you have (a) (really) adj np (e.g.: you have a beautiful daughter), (7) what (a) adj np! (e.g.: what a beautiful view), (8) adj np! (e.g. nice picture), and (9) isn’t np adj? (e.g.: isn’t that dress pretty?). however, manes & wolfson (1981) examined compliments in face-toface interaction. nowadays, the globalization era influences other linguists' interests to analyze complimenting behavior in virtual interaction which results different formulaic patterns from the face-to face interaction. utilizing manes & wolfson (1981) nine formulaic patterns, placencia & lower (2013) only found patterns 1-4 and 7-8 in facebook corpus covering american english interaction. furthermore, placencia & lower's (2013) study introduced subcategories in elliptical forms from the original category of manes & wolfson (1981). these authors reasoned that virtual interaction shows a greater number in elliptical subcategories. an elliptical form is also regarded as the informal form of compliment in a virtual written medium. additionally, some researchers have examined the complimenting behavior studies by sex-based perspective. manes & wolfson (1981) and holmes (1986) revealed that females gave and received more compliments than males. regarding to whom the compliments are directed, bolton (1994) states that both males and females directed compliments to the same sex more frequently than to across sex. on the contrary, miranda & hamzah (2018) found that both males and females tended to compliment across sex than the same sex. regarding this finding, they argue that females nowadays have open-minded, thoughtful, and independent speech style in expressing their thoughts and ideas, especially in complimenting. similarly, lakoff (1973) muthiara chairani & subiyantoro 78 joall (journal of applied linguistics and literature), 7(1), 2022 states that no matter what status the females are, females speak a subtle and powerful way of disregarding their subordinate position. the differences of males and females in complimenting, according to khan & rustam (2017), might happen due to the universalities of the speakers which reflect to the heterogeneity of the speakers’ sociolinguistic behavior. since some preliminary studies have tried to analyze complimenting behavior between directed at relatives within particular speech community, this research was aimed at complementing the previous research regarding complimenting behavior from sex-based perspective found on the world’s most-followed celebrities on instagram. we consider that analyzing the compliments from the celebrities’ instagram comment columns would result in providing another evidence of the differences between males and females in using language, especially in complimenting. furthermore, research on complimenting behavior in virtual interaction; especially on instagram is still lack of attention since research on complimenting behavior in face-to-face interaction gains a much interests of many researchers this research employed the compliments data obtained from the compliments directed to the world’s most-followed celebrities on instagram. complimenting behavior directed at the most-followed celebrities on instagram might appear differently since the celebrities are followed by people from different sexes, ages, first language, ethnics, cultures, social stratification, jobs, and education levels. moreover, the celebrities were commented by hundreds, thousands, to millions of people, some of whom have family relationships, friendships, coworkers, acquaintances, fans, or are just strangers to the celebrity. followed by millions of instagram users in the world, many people compliment these celebrities in various ways, such as about their physical appearance, the clothes they wear, the things around them, their attitudes or personalities, and other topics that cannot even be identified. in identifying the compliment behavior on celebrities’ instagram comment columns by sex-based perspective, we take into account the occurrences of who compliment, to whom the compliments were directed, the types of compliments being employed (direct compliment and indirect compliment), and the formulaic patterns of compliment being employed. the research concludes that female complimented more than males. this conclusion is supported by placencia & lower (2013) and sciriha (2003) studies who also found that females gave more compliments than males. however, compliments on instagram community commonly happen between the same sexes despite of across sex. in directing the compliments to the same sex, a direct compliment was frequently used than indirect compliment. regarding to the direct compliment formulaic patterns, this research males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 79 presented a high occurrence of pattern 8 (adj np) along with its sub-category by both sexes. the results of this research have led conclusions that complimenting behavior between different sexes differs according to who compliments, to whom they complimented, the compliment forms, and the direct compliment formulaic patterns. complimenting behavior on virtual interaction of instagram seems to be similar to complimenting behavior in face-to face interaction, but appear to be more concise and simpler yet more creative than in face-to face interaction. therefore, this research suggests adding additional categories along with their sub-categories for further study of complimenting behavior on an internet-based communication. method subject the subjects of this study were obtained from the world’s most-followed male celebrities and female celebrities on instagram, who have different nationalities (portuguese, spanish, canadian, and american). meanwhile, the data used in this research were comments in the form of english words, phrases, clauses, and sentences containing compliments in the comment columns on the celebrities’ instagram accounts. the data sources of this study were purposively chosen from the world’s most-followed celebrities listed in tracalysitics (2020). in identifying the complimenting behavior by sex-based perspective, the researcher limited the world’s most-followed celebrities into five world’s most-followed male celebrities and five world’s most-followed female celebrities on instagram. the limitation of these celebrities was purposed to equalize the number of celebrities in relation to analysee the complimenting behavior by sex-based perspective. since these celebrities received huge comments, the compliment data were collected from the five top comments containing compliments from any public accounts (non-private account) on the celebrities’ five latest photos. public accounts (non-private account) were selected to ease the researcher in identifying the complementors’ sex. besides, the photos were also limited into five photos showing the celebrities’ portraits uploaded before november 30th, 2020. therefore, the total comments containing compliments were 250 data. instruments the main instrument of this study was the researcher herself through reading, identifying, and processing the data of compliments by different sexes. since this study was limited to describe complimenting behavior by sex-based perspective, including who directed compliments, to whom the compliments were directed, the compliment forms, and the direct compliment formulaic muthiara chairani & subiyantoro 80 joall (journal of applied linguistics and literature), 7(1), 2022 patterns, a datasheet was used as the secondary instrument. the datasheet is presented in appendix 1. data analysis procedures in analyzing the data, compliments found on males’ instagram comment columns were separated from compliments found on females’ instagram comment columns. each compliment on different sexes’ instagram accounts was analyzed using ye’s (in miranda & hamzah, 2018) theory of compliment form (direct compliment and indirect compliment form), and manes & wolfson's (1981) theory of nine direct compliment formulaic patterns. furthermore, the data are presented in percentages in the form of tables and figures, and analyzed descriptively. findings who directed compliments? complimenting behavior on instagram by sex-based research was considered by identifying the compliment occurrences directed by males and females. as one can see, table 1 presents the frequency of sex-based distribution in directing compliments on the celebrities’ posted photos on instagram. table: 1 sex-based distributions of compliments sex number of compliments percentage male 118 47.2% female 132 52.8% total 250 100% table 1 shows most of the female instagram users prefer to compliment more frequently than males. the compliments obtained from the male users account for 47.2%, while the compliments obtained from the female users account for 52.8%. however, it can be seen from table 1 that there is no significant difference between male and female in directing compliment. to whom the compliments were directed this study is also purposed to identify the complimenting behavior directed at the celebrities’ instagram comment columns from a sex-based perspective seen from to whom the compliments are directed. figure 1 presents male and female differences in directing compliments to the different sexes. males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 81 figure 1. male and female differences in directing compliments to the different sexes figure 1 presents that both males and females directed the majority compliments to the same sex while directed fewer compliments across sex. as one can see, figure 1 presents variation in terms of to whom the compliments are directed, from males to males, males to females, females to females, or females to males. however, still, figure 1 presents there are no significant differences in directing compliments, both to the same sex and across sex. the frequency of compliment forms another purpose of this research is to identify the complimenting behavior directed at the celebrities’ instagram comment columns from a sex-based perspective seen from the frequency of the compliment forms. according to ye (in miranda & hamzah, 2018) compliment form is divided into direct compliment, indirect compliment, and non-compliment. however, this research only focuses on direct and indirect compliment to identify the complimenting behavior by a sex-based perspective. as one can see, table 2 shows variation in terms of the compliment forms in reference to whom the compliments are directed. table: 2 sex-based distributions of the compliment forms sex direct compliment indirect compliment male to male 43 36 male to female 21 18 female to female 46 40 female to male 28 18 total 138 112 table 2 shows insignificant difference between the use of direct and indirect compliment. however, we identified that both males and females directed more direct compliments than indirect compliment. moreover, table male to male (31.6%) female to male (18.4%) male to female (15.6%) female to female (34.4%) muthiara chairani & subiyantoro 82 joall (journal of applied linguistics and literature), 7(1), 2022 3 indicates significant difference of each compliment form in reference to whom the compliments are directed. it can be seen that instagram users, both males and females, tend to give direct compliment and indirect compliment to the same sex than across sex. furthermore, the discussions of the direct and indirect compliment forms are presented in the following sub-findings. direct compliments regarding to the syntactic aspects of complimenting behavior in american english by manes & wolfson’s (1981), they found nine formulaic compliment forms. they are: (1) np {is/looks} (really) adj, (2) i (really) {like/love} np, (3) pro is (really) (a) adj np, (4) you v (a) (really) adj np, (5) you v (np) (really) adv, (6) you have (a) (really) adj np, (7) what (a) adj np!, (8) adj np!, and (9) isn’t np adj? all these formulaic compliment forms occurred more than two times in manes & wolfson’s (1981) data; compliment form 1, 2, and 3 are dominantly occur than the rests. meanwhile, the use of nine formulaic compliment forms in this research is presented in figure 2. figure 2. sex-based distribution of direct compliment patterns by manes & wolfson (1981) figure 2 shows that the direct compliment form 8 is far most frequently used by both sexes. specifically, this research revealed that males are more likely to use the direct compliment form 8, following compliment form 3, compliment form 2, compliment form 1, and compliment form 5, and the compliment forms. on the other hand, females mostly used the direct compliment form 8, following compliment form 2, compliment form 1, compliment form 5, and other compliment forms. furthermore, direct compliment form 8 is a shorter form than direct compliment 1. on the other side, figure 2 indicates that males used five out of nine direct compliment forms, in which the direct compliment form of 4, 6, 7, and 9 did not occur. meanwhile, females used four out of nine direct compliment forms, in which the direct compliment form 3, 4, 6, 7, and 9 did not occur. 0 5 10 15 20 25 30 35 40 1 2 3 5 8 others male female males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 83 indirect compliment form the findings on indirect compliments indicate the creativity of instagram users in directing compliments. generally, indirect compliments between virtual interactions and indirect compliments in face-to-face interactions have no significant difference, and neither has the indirect compliment between males and females. however, the indirect compliments data obtained in this research seem to have patterns and topics that cannot be specifically described. therefore, it is difficult to see sex perspective in indirect compliments. if the analysis of direct compliments can be seen from the use of the formulaic forms, the analysis of indirect compliments seems quite difficult to determine certain criteria. discussion this study is purposed to identify the complimenting behavior directed at celebrities’ instagram comment columns from a sex-based perspective seen from who directed the compliments. each photo in the selected celebrities’ photo was examined and a tally was taken from compliments made by other users. this research has obtained 250 compliments from 25 selected photos of 10 selected celebrities’ instagram accounts. regarding who directed compliments, this research found that female tend to give more compliments than males. this finding is similar to sari (2013) who claims that females gave more compliments than males. these findings are reinforced by the results of placencia & lower's (2013) and sciriha (2003) studies which also found that females tended to give more compliments than males. in other words, the high frequency of females’ compliments supports the findings of the preliminary studies (wolfson, 1983; lee, 2009; sifianou, 2001; qanbar, 2012). according to al-rousan, awal, & salehuddin (2014), females assume compliments as a positive device in building positive relationship while males assume compliments as an embarrassing or a face threatening act. the difference of sex-based distributions of complimenting behavior might happen due to the different understanding of compliment function between males and females. the reasons to sex-based variations in complimenting behavior are the socio structural aspects, the interpersonal aspect, and the individual aspect. regarding to these aspects, zhao (2013) found out that females compliment more because they recognize that complimenting others is regarded as a positive speech act. specifically, according to sciriha (2003), they complimented because they also wanted to be complimented. hence, they pay compliments as much as possible as they wanted the pay back of the compliments. in contrary, male compliment less because they recognize that complimenting others is regarded as a face-threatening act. that is to say, females’ compliments function to show their politeness and positive side to muthiara chairani & subiyantoro 84 joall (journal of applied linguistics and literature), 7(1), 2022 build up positive relationship with others. nevertheless, the finding of this research is contrast with widyanita and pasaribu (2019) who found that males gave more compliment than females. their findings differ as the impact of the narration which governs the characters’ personality. another finding is also found out by (rees-miller (2011) that males gave more compliments than females. however, this research found that the males and females did not present a significant difference in directing compliments. this result might happen in reference to the influence of the technology use in this sophisticated era. research by manes & wolfson (1981), for example, shows significant differences between male and female of american english in directing compliments in face-to-face interaction. on the other side, research by miranda & hamzah (2018) revealed insignificant differences between male and female in directing compliments on facebook. miranda & hamzah (2018) claim that the more advanced an era, the less difference between male and female in using language. furthermore, either wolfson (1983) or placencia & lower (2013) conclude that females appear to receive more compliment than males. nevertheless, this research does not consider males and females’ differences in receiving compliments because we had balanced the number of complimentee to 5 male celebrities and 5 female celebrities, and limiting 25 compliments on each of these celebrity accounts. regarding to whom the compliments were directed, this research seems to be similar with holmes (1986) and bolton (1994) who also found that both males and females complimented the same sex more frequently than across sex. in contrary, sciriha (2003) and miranda & hamzah's (2018) studies found that both males and females tend to give more compliments to the opposite sex. they believe that this result might happen due to the phenomenon of sex equality so that people may express their compliments to others without considering the sex of others. they argue that females nowadays have open-minded, thoughtful, and independents speech style in expressing their thoughts and ideas, especially in complimenting. in this research, the compliments directed by males and females to the same sex of the celebrities might be influenced by the special relationship between top users’ and the celebrities. some users are probably the male celebrities’ brothers, boy-friends, male relatives, male co-workers, male acquaintances, male fans, or male strangers. similarly, some users are probably the female celebrities’ sisters, girl-friends, female relatives, female co-workers, female acquaintances, female fans, or female strangers. for some of the celebrities’ fans, they might keep following every update of the celebrities they admire or adore. therefore, it is very common that this type of users always appears in the top comments that fill the comment column space with their compliments or praises of their idols. we can also assume males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 85 that the users admire, crave, and make the celebrities they admire become their role model. for example, a female celebrity may become a role model of ordinary females who commented on their photos. vice versa, a famous male athlete may become a role model of other common males who commented on their photos. for some of the celebrities’ strangers, they might not always keep following the celebrities, but the compliments they direct might be influenced by the users’ interest in the celebrities' job as actors/actresses, musicians, athletes, models, and the like. that is to say, the celebrities attract the strangers to compliment because they also work in the same area as the celebrities do. the complimenting behavior by a sex-based perspective can also be seen from the use of compliment forms, including direct and indirect compliment forms. this research found that both males and females used direct compliment form than indirect compliment form. this result is in line with sari's (2013) study which also found that both males and females pay more direct compliments. according to purnomo (2015), the use of direct compliments reflects closeness signs, affiliation and solidarity. additionally, they revealed that speakers tend to use direct compliments because they did not intend to make small talk so the speakers compliment to the point or directly. however, this research found that both males and females tend to give direct compliment and indirect compliment to the same sex than across sex. this finding is in contrast with miranda & hamzah's (2018) study which revealed that in directing compliments across sex, males are more likely to use direct compliments, while females are more likely to use indirect compliments. the same results also appear in directing compliments to the same sex, in which males are more likely to use direct compliments, while females are more likely to use indirect compliments. the finding of the present research is possibly caused since it is directly proportional to the number of compliments directed to the same sex as compared to across sex. specifically, to the direct compliment form, this research found that direct compliment forms on instagram are indicated by the positive semantic load utilizing adjectives such as "amazing" and "beautiful" or verbs such as like and love. nevertheless, this research identified another positive semantic load by adjectives, such as stunning, incredible, beautiful, amazing, perfect, awesome, great, the best, unbelievable, cute, pretty, sick, funky, kind, interesting, dope, gorgeous, okay, happy, and fantastic. moreover, compliments containing the positive semantic load may also be reinforced with intensifiers, such as so, very, completely, always, absolutely, and truly. moreover, this research found that the distributions of direct compliment forms vary. these different findings are due to people from different backgrounds who communicate across linguistic and cultural boundaries. since the instagram covers people from different sexes, ages, nationalities, ethnics, muthiara chairani & subiyantoro 86 joall (journal of applied linguistics and literature), 7(1), 2022 cultures, social stratification, jobs, and educational levels, the syntactic forms of compliment are also varied. for example, using shorter compliments such as compliment form 8 might be worth for some cultures, but some cultures might regard it as ignorant compliments. moreover, these differences might also happen since the communication medium is a crucial factor that affected the way complimenters complimented the linguistic boundaries. this statement is supported by indah & rifana (2017) who state that the informal online characteristic of interaction on online platforms, especially on instagram, causes the tendency of using shorter or abbreviated comments by the instagram users. they add that visual contents presented in instagram in the form of photos and videos only attract instagram users’ short comments. however, mambo (2019) states that the distinctions of the formulaic compliment forms are possibly affected by the focus of the study (sex, age, nationality, ethnic, culture, social stratification, job, or educational level). alrousan et al. (2014) for example, argue that the findings of the previous studies point out that compliments are syntactically formulaic in many languages. regarding to the formulaic compliment forms, we found 14 additional compliment forms in the data. we decided to take additional compliment forms since some data could not be classified into the current nine formulaic compliment forms. the additional forms are the elliptical form of the original form and another form that has not been included in the nine formulaic compliment forms by manes & wolfson (1981). along with the globalization era, according to placencia & lower (2013), abbreviation or elliptic is affected by communication media and the informal context of communication. the invention of these other direct compliment forms is also affected by the differences between the compliment forms proposed by manes & wolfson (1981) and the target languages analyzed in some studies. the highlight of additional compliment forms in this research is shown in table 3. table: 3 suggested direct compliment forms direct compliment forms the original forms suggested forms 1 np {is/looks} (really) adj e.g.,:your earrings looks gorgeous n.p. lv (adv) adj e.g.,:your earrings seems gorgeous 2 i (really) {like/love} np e.g.,:i love your clutch subpro (adv) v n/n.p. e.g.,:we love it subpro (adv) v i like; i love love/like e.g., love! like! love/like n/n.p. e.g., love the shirt; love the pose males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 87 direct compliment forms the original forms suggested forms 3 pro is (really) (a) adj np e.g.,: that is really a nice pose subpro aux (adv) adj n/n.p. e.g.,: you are a very stand out hollywood actor 4 you v (a) (really) adj np e.g.,: you did a good job 5 you v (np) (really) adv e.g.,: you played guitar really well adv e.g.,: surprisingly 6 you have (a) (really) adj np e.g.,: you have a beautiful daughter 7 what (a) adj np! e.g.,: what a beautiful view 8 adj np! e.g.,: nice picture adj e.g.,: stunning; adorable 9 isn’t np adj? e.g.,: isn’t that dress pretty? 10 subpro v objpro e.g.,: you surprised me; she impressed us 11 subpro lv (adv) adj e.g.,: you look stunning here subpro lv {like} adj n/np e.g.,: you look like a famous actor 12 adv adj e.g.,: so dramatic; very good table 3 shows that according to this research data, some forms have suggestions for adding sub-categories, some forms have suggestions for changing their forms from their original form, and some new forms. forms that do not have suggestions for adding sub-categories and changing their forms from their original form are forms 4, 6, 7, and 9 because data are not found in those four forms. additionally, the forms that have suggestions for adding sub-categories are forms 2, 5, and 8. meanwhile, the forms that suggestion for changing their forms from their original form is form 1. on the other hand, there are 3 new forms along with their sub-categories. in form 1, we found that the proposed changes to its original form are: (1) changing is/ looks to a lv (linking verb), and (2) changing really to adv (adverb). these changes are purposed to other compliments that contain linking verbs apart from is/looks, and adverbs apart from really. in form 2, there are four suggestions for adding sub-categories. the first sub-category is a suggestion of other forms of the original form, including (1) changing i to muthiara chairani & subiyantoro 88 joall (journal of applied linguistics and literature), 7(1), 2022 subpro (subject pronoun), (2) changing really to adv (adverb), (3) changing like/love to a positive verb of compliments, and (4) adding n (noun) other than n.p. (noun phrase). the second subcategory is the elliptical form from the first subcategory without involving n.p. (noun phrase). the third subcategory is the elliptical from the original form without involving i/subpro, really/adv, and n.p. the fourth sub-category is the elliptical form of the original form which does not involve i/subpro, really/adv, but adds n (noun) other than n.p. (noun phrase). the suggestion to add this sub-category is needed so that other compliments that contain subject pronouns apart from i, verbs apart from like/love, and adverbs apart from really can be categorized as form 2. in form 3, we propose the changing form from its original form, including (1) changing pro (pronoun) to subpro (subject pronoun), (2) changing is to aux (auxiliary), (3) changing really to adv (adverb), and (4) adding n (noun) apart from n.p. (noun phrase). these changes are needed because pronouns have several categories. in the context of compliment forms, only two types of pronouns can be specified, namely subject pronouns and object pronouns. in form 3, the appropriate type of pronoun is a subject pronoun. additionally, these changes are also needed so that other compliments containing auxiliary verbs apart from is and adverb apart from really can also be categorized as form 3. in form 5, there is no suggestion to change the form from its original form because no such data was found. however, from the data of this research, it can be suggested to add subcategories which are the elliptical form from the original form without involving you, v (verb), np (noun phrase), and really. similar to form 5, form 8 also does not have a proposed change of form from its original form because no such data was found. however, from this research data, it can be suggested to add sub-categories which are the elliptical form from the original form without involving np (noun phrases). the proposed sub-categories are needed so that other compliments containing only an adverb can be categorized as form 5, and other compliments containing only an adjective can be categorized as form 8. meanwhile, the results of this research led to 3 new form suggestions that need to be considered as new forms of compliments in virtual interaction. these 3 proposed new forms, probably, can also be used to analyze compliments in face-to-face interactions. these three proposed new forms also include sub-categories which are the elliptical form of the proposed new form, or other forms of the proposed new form. however, it should be noted that the proposed form found in this research is limited to this research data only. to validate the newly discovered forms, it is necessary to analyze data from various other sources, both face-to-face interaction, and virtual interaction. additionally, there is one other thing related to the new form of males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 89 compliment that has been found, which may still be considered in writing it in the formulaic form. it is an adverb in compliments that is meant to be limited to the adverb of degree, adverb of frequency, and adverb of manner. however, other considerations are still needed in writing the adverb term formula. besides, regarding to indirect compliment form, this research found that the unavailable criteria for analyzing indirect compliment form cause difficulties since the creativity of instagram users in directing compliments seem to have patterns and topics that cannot be specifically described. generally, because instagram includes various users from various languages and cultures, the patterns used in complimenting also differ. for example, in the researcher's first language, namely bengkulu malay, the pattern used in compliment tends to begin with an expression of admiration, and then proceed with compliments. in other languages, however, it may be quite common to compliment by only using admiration expressions. besides, perhaps in other languages, it may be very common to compliment something by relating any other than that which is compliments. in research data, instagram users used patterns that tend to be different. for example, compliments in the pattern of greetings, questions, or admirations. additionally, the different language of the instagram users resulted in different patterns of english compliments. when involving patterns of english compliments, variations appeared creatively that were formed accidentally. the topics of indirect compliment in this research tend to cover topics related to things that are contained in photos uploaded by celebrities. for example, compliments about celebrities’ appearances (face or body shape), about certain celebrities’ abilities or skills (soccer skills, acting skills, singing skills, etc.), about the celebrities’ personalities or characteristics (celebrities' attention about charity, the celebrities’ condolences or concerns for other people's misfortunes, etc.), about things related to the celebrities’ possessions (celebrities’ clothes or accessories, song albums, children, pets, etc.), and other compliment topics. however, indirect compliments also often involve topics of compliment that are not related to the things contained in the photos uploaded by celebrities. some of the users leaving indirect compliment by saying their affective feelings (it makes my heart smile and thankful for you), employing a noun or a phrase reflecting the celebrities they compliment on (goat, king, boss, goals, gods of football, god on the pitch, babies, beauty, queen, mami, and santa baby). additionally, this research found that the phenomenon of complimenting behavior on celebrities’ instagram comments happen because the celebrities might become the complimenters’ role models in the celebrities’ working area. besides, the complimenters might try to build a relationship muthiara chairani & subiyantoro 90 joall (journal of applied linguistics and literature), 7(1), 2022 with celebrities (as a fan or a stranger) or maintain the current relationship (as siblings, nieces, best friends, co-workers, and acquaintances). instagram users were more likely to direct compliments freely and pay no attention to sex boundaries; there are only slight differences in complimenting behavior, including who directed compliments, to whom the compliments were directed, and the compliments forms. this insignificant difference is the influence of sex equality in mastering technology which fades males and females’ differences in various aspects, especially in the language use of compliments. based on the discussion above, this research has limitations that are considered for the discussion section. first, this research was limited to how the complimenting behavior is viewed from one of the external factors of language, namely the speakers' sex factor. the word "sex" is used to distinguish humans based on their reproductive organs and functions; sex is categorized into males and females (torgrimson & minson, 2005). meanwhile, the word "gender," as another term that is very commonly misunderstood, is a term used to distinguish humans based on their self-representation, whether as male or female, or social responses to one's self-representation (torgrimson & minson, 2005). because this study looks at the differences in complimenting behavior between men and women, this research is linguistic research through sex-based research. therefore, the term "sex" is more appropriate to use in this study than the term "gender." second, this research data is limited to 250 compliments found in the comments column of 10 celebrities that contain compliments. by limiting the number of celebrities and the number of compliments collected from each celebrity account, the same number is expected to avoid the tendency of the data in one of the speech groups (male or female). third, this study only analyzes the complimenting behavior of men and women based on who is praising, to whom the compliment is addressed, and how the compliment forms were used. fourth, in analyzing the compliment form, the data of this study are limited by indicators of the form of compliments proposed by ye (in miranda & hamzah, 2018), including direct compliment form and indirect compliment form. fifth, the direct compliment form data is limited to the nine direct compliment patterns indicator proposed by manes & wolfson (1981). conclusion the research of complimenting behavior on celebrities’ instagram comment by sex-based perspective revealed that females gave more compliments than males. females were more likely to address compliments at the same sex than across sex. both males and females used direct compliment forms than indirect compliment forms. specifically, the direct compliment 8 (adj np!) males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 91 was dominantly used by both sexes which reflected that both sexes were likely to use simple, short, and concise compliments. regarding the direct compliment form, adding a sub-category and additional category of direct compliment forms is necessary for classifying forms of direct compliment originating from internet-based communication media. the new compliment forms are needed because virtual interaction’s time now shows differences to face-to-face interaction. virtual interaction is commonly restricted to time and space so that people tend to use shorter or any other way to compliment others. in another case, different compliment forms are influence by culture differences. regarding the indirect compliments, we found that sex-based perspective in the indirect compliment cannot be explained specifically 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(2013). a study of gender differences in compliments and responses of chinese international students [university of malaya]. http://studentsrepo.um.edu.my/5415/ the authors muthiara chairani, s.pd., earned a bachelor of education (s.pd.) from universitas bengkulu in 2020. she is currently pursuing a master degree at the faculty of cultural sciences, universitas gadjah mada. dr. subiyantoro, m. hum., earned a bachelor, master, and doctorate degree from universitas gadjah mada. he is currently active as a french lecturer at the faculty of cultural sciences, universitas gadjah mada. muthiara chairani & subiyantoro 94 joall (journal of applied linguistics and literature), 7(1), 2022 appendix 1: the datasheet of compliments on instagram no instagram account compliment excerpt sex compliment form direct compliment form m f d i 1 2 3 4 5 6 7 8 9 others 1. 2. 3. etc. notes: no : number of compliments m : male f : female d : direct compliment i : indirect compliment 1-9 : manes & wolfson’s (1981) nine direct compliment patterns appendix 2: the compliment data found in the male celebrities’ comment column in instagram no. the complimenters’ intagram accounts compliment excerpts sex male female 1. @andrewhenderson amazing achievement*** ✓ 2. @eduaguirre uno mas !!!!!!***************** ✓ 3. @jalvarezoficial primo siempre active ✓ 4. @monique.novea aaaaahhhh! teach me how to take selfie like you! ✓ 5. @rgosantos_7 craque*** ✓ 6. @jessiicasilva10 home, sweet home!*** ✓ 7. @franciscomacau gigante! ✓ 8. @hagitslookbook absolutely perfect!! ✓ 9. @brianmengel keep working ✓ 10. @mrtaster ***how r you my friend?*** ✓ 11. @gajodharsingcool now come play for rcb. maybe they’ll win then ✓ 12. @damndom7 i wore the same jersey today xd @noel_pious_07 @dominicakshay ✓ 13. @justin_samley get well soon bro ✓ 14. @damiano_er_faina caicedo* ✓ 15. @raz_tsy ****goat** ✓ 16. @itsannemoore if you’re reading this fix your fkn posture ✓ 17. @paulodalagnoli go juve!! ✓ 18. @auwalabubakaralhabib super hero ✓ 19. @ronaldefriansye road to camp nou my ✓ males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 95 no. the complimenters’ intagram accounts compliment excerpts sex male female idol*** 20. @nehalahmad001 awesome ✓ 21. @wcarvalho14 not bad !!! ✓ 22. @arat.gym **** we love you* my hero *** with your efforts, you will be a role model for all children my age ✓ 23. @jeremylynchofficial king** ✓ 24. @pauolodalagnoli the best ✓ 25. @itsannmoore i am the only person that can save 2020 * ✓ 26. @jellyroll615 hell yea ✓ 27. @hu_gujarati_1 wow ✓ 28. @torrancesimmons thanks for the motivation brother ✓ 29. @mingea.sora for the first time i reacted first* ✓ 30. @angela.blin you are super hot*** ✓ 31. @jamesjefferson i just finished my last bottle this weekend but i guess i will have to go get another one * #fuqit ✓ 32. @alireza_firouzkouhi_niksirat great post* ✓ 33. @omdkayy the best* ✓ 34. @run_dsm **big bro ✓ 35. @_charleswilliams1 respect* ✓ 36. @ryanchoa this caption hits different* ✓ 37. @vikipel please, help little girl * masha @help_mariia @help.mariia * she need only one respost ✓ 38. @ellenkazaloga please help us close collection for little girl maria. this girl wants to live. @help_mariia @help.mariia ✓ 39. @akula7437 @therock good evening* you very cool actor* please help a little girl from ukraine masha * @help_mariia ✓ 40. @kolomiets_karina please, helep us save maria’s life ✓ 41. @ian.shaffer1 you the man * ✓ 42. @its_aryans1 love from india ***** ✓ 43. @artem_plekhabov_161 ***legend*** ✓ 44. @ig_romau boss ✓ muthiara chairani & subiyantoro 96 joall (journal of applied linguistics and literature), 7(1), 2022 no. the complimenters’ intagram accounts compliment excerpts sex male female 45. @therealkrystenritter that’s your girl . nahnatchka rules! ✓ 46. @philhealth *looking great brother! ✓ 47. @tonybaker goals. ✓ 48. @nikkohurtado hell yeah! b ✓ 49. @kubson1992 you look like a polish galafighter piotr piechowiak! ✓ 50. @daz_black amazing bro* ✓ 51. @sherif_magdyy rip legend ✓ 52. @dritadavanzoladyboss this was one of the best things i have ever seen ** my favorites!***** #10 ✓ 53. @_ok__the_big_shot gods of football ✓ 54. @sahil_7356 missi you next marodona for agretena* please be fit ✓ 55. @dhiagarouachi you are the best player in the world ✓ 56. @_rishabj.143 rip diego. god on the pitch..* ✓ 57. @rudybundini may he rest in peace* ✓ 58. @navidsardiofficial rip* ✓ 59. @sowaweboy rest easy our legend ✓ 60. @sha__habaz_shazz messi you are a unbelievable player but you want to improve your speed ✓ 61. @anngrande at least something without politics ✓ 62. @edmud.anderson15 u the best keep it up don’t mind what they say at the end of the season you are going to be the season you are going to be the best play, a top scorer, top assist and fifa best player of the year before leaving barceleona ✓ 63. @massoud_i_2008 king messi***** ✓ 64. @ozyolcuuzeyir come to galatasaray ✓ 65. @paddybulmer i want to be like you messi you dribble well ✓ 66. @arat.gym messi #hero #* * th best in the world el major del mundo ** ✓ 67. @v___carpe_diem___v how many of u accept that messi is the g.o.a.t ** ✓ males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 97 no. the complimenters’ intagram accounts compliment excerpts sex male female 68. @koenasaha wow iconic duo. two legends in one frame. very happy to see you both together. love this ******* ✓ 69. @aminaminj3315 i love messi * ✓ 70. @cassie_stewart babies ** ✓ 71. @narendrabishnoi65 king messi ** ✓ 72. @julianvelasco03 crack* ✓ 73. @r.rahulchoudhary best player in all ✓ 74. @daraghdonaghy well played @oliverkearney14 ✓ 75. @nrdino___10 king leo* ✓ 76. @justflow110 i love you so much ✓ 77. @itz_kayla.19 favorite person ever i love u ** ✓ 78. @jaredboothh cute ✓ 79. @alalyssaguerrero thankful for you pretty boy ✓ 80. @iamshriyajain such a cutie* ✓ 81. @camillecolette7 love u justin *** ✓ 82. @caamilaorellana i love you ✓ 83. @andrew_stephenss hi jb huge fan here ✓ 84. @ya.freitas proud of you ✓ 85. @iamjakegagain bieber for president 2036 ✓ 86. @rorykramer sick drip** ✓ 87. @zaraahfam funky fit* ✓ 88. @pubg._lover3675 **awesome** ✓ 89. @coconutcatchy i just read the caption and that’s where i was in the song ✓ 90. @__romiranda love you justin ✓ 91. @shaina///-burgos killed it ✓ 92. @victorialealvivas king ✓ 93. @moore__donna wow* ✓ 94. @ju__ferreira te amo! i’m so proud of you* ✓ 95. @tlaburn0313 incredible performance* ✓ 96. @johncohen1 awesome! ✓ 97. @rorykramer legend !!!!! ✓ 98. @troyboi legend * ✓ 99. @gabymelchiori it was amazing i love you ✓ 100. @ldubz chapters that only god himself could write …. it’s called #purpose #letsgo! ✓ 101. @xanxiety love u guys ** ✓ 102. @shawnmendes you are the kindest!! ✓ muthiara chairani & subiyantoro 98 joall (journal of applied linguistics and literature), 7(1), 2022 no. the complimenters’ intagram accounts compliment excerpts sex male female thank you for being so kind and loving * 103. @_.elin._ i love you justin. ✓ 104. @aayelenlopez my baby’s ✓ 105. @camillecollete7 love u ** ✓ 106. @ava.crismon so long without smth interesting ✓ 107. @prabman_sodhi the amount of boots damn ✓ 108. @dewucme dope thank-you so much for the repost, can’t wait to see the movie** ✓ 109. @i.am.shakilla_ my gorgeous twin ** ✓ 110. @nitseybelle7 welcome to canada ***** ✓ 111. @bernecedicarlo toronto is the bomb!!** ✓ 112. @erikvaldez same man, same. get it!!! ✓ 113. @roguelatte so worth it! ✓ 114. @kidthegreate best actor for me** ✓ 115. @tricebaileyofficial that’s a dope pic man ✓ 116. @thelinds83 oh my god smurf and angela! ✓ 117. @mrforman81 angela i knew you wasn’t dead … com back and safe tariq … he done got himself into some shit. ✓ 118. @arielp227 ohhhhh wtf angie doing there lol ✓ 119. @houston_homes_ smurf is my idol! #animalkingdom ✓ 120. @kcsj270 ellen barkin….is a badass ✓ 121. @massy.arias legendary !! ** ✓ 122. @milaiandolo i want bop right now **** ✓ 123. @mr_oliver_read i need 8 cheeses for my bop party! ✓ 124. @greenjnnifer okkkkkkk**** ✓ 125. @vinstahpan back up karen! ✓ total 78 47 note : (*) : represent the use of emoticons, such as smiley faces or hearts, conveying or supporting positive meanings in compliments. males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 99 appendix 3: the compliment data found in the female celebrities’ comment column in instagram no. the complimenters’ instagram accounts compliment excerpts sex male female 1. @ponyy_boyy beauty* ✓ 2. @lizzobeating it’s picture #8 fa me ✓ 3. @dudewithsign tattoos and sassy dogs are a vibe ✓ 4. @camillecolette7 queen ✓ 5. @sav._.victoria beautiful ✓ 6. @mimicuttrell stunning ✓ 7. @sweetbyjamie hi boo ✓ 8. @tywrent wow wow wow ✓ 9. @paolaxtun u are making my days better* ✓ 10. @annahardingxx my angel i love u ✓ 11. @heathersanders_ sheesh * ✓ 12. @daz_black jesus marry me* ✓ 13. @chomeyyssa drop the mv already ✓ 14. @hanagiraldo queen* ✓ 15. @anas.bananaz early ✓ 16. @timyvl nice *** ✓ 17. @lenkalul my queen ** ✓ 18. @jonescrow incredible ✓ 19. @olcay.kalin the first one is such a serve but this one is good too omg you ate that photoshoot ariana ✓ 20. @thiag014f this album is truly amazing ✓ 21. @joangrande this is happyyyyy… i love you ✓ 22. @alfredoflores my beauty queen. imy ✓ 23. @mimicuttrell happy ✓ 24. @verawangang **beautiful ✓ 25. @manthony783 * i love this photo so much, it makes my heart smile * ✓ 26. @amrezy godzamnnnn* ✓ 27. @denjiel peeking at the mirror reflection like *** ✓ 28. @camillecolotte7 super queen ✓ 29. @maguireamundsen you!!! what!!!! ✓ 30. @missdollycastro so beautiful* ✓ 31. @chaneldijon slay ✓ 32. @axelmartin9073 rowsss ** ✓ 33. @maguireamundsen beautiful ✓ 34. @eireneyeung *rowsss* ✓ muthiara chairani & subiyantoro 100 joall (journal of applied linguistics and literature), 7(1), 2022 no. the complimenters’ instagram accounts compliment excerpts sex male female 35. @brydenise rooooooowssss ✓ 36. @itsjohncyrus so proud of you* ✓ 37. @drthaisaliabadi amazing!** ✓ 38. @ruby_mtz_08 restock it please ✓ 39. @darkmoonrisbeauty will u restock them??? pleaseeeee***** ✓ 40. @kluhr08 i wich kylie’s herat would grow three sizex and not disable afterplay ✓ 41. @kimkardashian cuties*** ✓ 42. @gigihadid i love thes vids* ✓ 43. @desiperkins stormi is the cutest ✓ 44. @amrezy cuteness*** ✓ 45. @arianna_ajtar crying ✓ 46. @travisscott heavvvyyyy*** ✓ 47. @stassiebaby mami***** ✓ 48. @tifannysorya santa baby ✓ 49. @makeupbyariel you are not okay **** ✓ 50. @itsjohnnycyrus promo on point ** ✓ 51. @catherinezetajones beauty* ✓ 52. @therealsphiagrace so pretty sg ✓ 53. @makeupbymeelissam cutie!!* ✓ 54. @hanagiraldo bautiful queen ✓ 55. @_adityz_ omg so cute*** ✓ 56. @lilyjcollins absolutely stunning * ✓ 57. @natalie_ganzhorn omg*** ✓ 58. @chloebartoli beauty love **** ✓ 59. @candicekumai simply gorge *** classic * beauty ✓ 60. @joshgolden these are *** ✓ 61. @candicekumai yasss girl ******* turning my ballot is saturday ✓ 62. @johncohen1 yes! #vote ** ✓ 63. @esaurodriguez10 trump 2020*** ✓ 64. @sarahmelonutricionista #trump2020 *** ✓ 65. @timothy_t1993 trump 2020*** ✓ 66. @tmarie247 omg i love you ✓ 67. @kateyoung you’re beautiful ✓ 68. @chloebartoli my beauty **** ✓ 69. @lizgolden i love this * all of this * ✓ 70. @lakshmiwillowrose1111 strong ass fucking survivor. ✓ 71. @jayshetty congratulations so so well deserved ** ✓ 72. @rosymichael you sure are!* ✓ 73. @nena queen* ✓ males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 101 no. the complimenters’ instagram accounts compliment excerpts sex male female 74. @princessfadiissa i’m crazy for you is very fantastic ✓ 75. @vicky.arya.10420321 always amazing looking ✓ 76. @tracyromulus yep, this is completely sums it up. 1 77. @asif_raja_____ love you* ✓ 78. @ayandathabethe hahahaha accurate lol! ✓ 79. @annanooshin yup, that’s about it* ✓ 80. @yesitsmetoolz brilliant kimberly! love the authenticity ✓ 81. @ash_kholm fav duo !!!* ✓ 82. @foreverkhadijah funners ✓ 83. @leandra_rjbeiro beauty* ✓ 84. @ava_crimson feeling kinda down * ✓ 85. @itsmandalauren this is so pretty ✓ 86. @oliviapierson so chick!! * ✓ 87. @dr._whites._official._ *dripping ✓ 88. @marthawebcamgirl can we chat in private? ✓ 89. @modrnmollie_ omg love * ✓ 90. @iim.anastasia this queen ** love ✓ 91. @nickiminaj sickening ✓ 92. @laeticiakchr you look so different ✓ 93. @parishilton that’s hot!*** ✓ 94. @iam_valeriegrand you look amazing babe*** ✓ 95. @the_fitness_monk_ hands down,kim is beautiful,makeup or no make up.* ✓ 96. @chrisappleton1 love this * ✓ 97. @kimoraleesimmons oh wow** ✓ 98. @camilliecolotte7 beautiful* ✓ 99. @yoguenfruz i love you * ✓ 100. @mena_lissa you are beautiful ✓ 101. @curlsandcouture girl we already done gave you all our money ✓ 102. @rudybundini like if you agree she is the queen of many talents #model #singer * ✓ 103. @laronhinesofficial im still recovering from the first ** now we got more heat ✓ 104. @naptural85 that hooded jacket thooo ** ✓ 105. @kiaradcoleman you wait til i spend damn near $500 to release the best colors. ok ✓ 106. @rudybundini like if you agree she is ✓ muthiara chairani & subiyantoro 102 joall (journal of applied linguistics and literature), 7(1), 2022 no. the complimenters’ instagram accounts compliment excerpts sex male female not only an incredible singer but also a perfect model ** 107. @lovekirksey y’all pelase don’t buy everything up this time in 10 minutes. save me something …dang ✓ 108. @kellyaugustine please leave my wallet alon beyonce, it’s the holidays ✓ 109. @nealfarinah yes yes yes black drip * : uknow how much i love this collection *** ✓ 110. @asiawithatee_ im readyyy, i just hope adidas don’t mess us over with different release time. ✓ 111. @landonromano not you dropping the black collection during scorpio season * your mind!! * ✓ 112. @itsmisshoneybee7 it will sell out before you can buy it ✓ 113. @shalomblac let me speak getting a package in existence ** ✓ 114. @iamlonzoarnold queen this drop on my birthday ***** i gots to get it all ✓ 115. @roxanegay74 but please make a drip for old people who don’t know how to order this awesome merch as fast as these kids! ✓ 116. @kellyrowland zzzzdamnnnnn shawty!!! you fine! ✓ 117. @nicobelyer oh, beyonce! this picture is truly doing it for me! ✓ 118. @inayah i’m in love w| thicker bey!!! ✓ 119. @kelvin.signs yesss beyonce!! pose on the door for us!! kills me everuthing ugh!! ✓ 120. @jznotthatjayz next election, we’re gonna have you at the door like this protecting the vote counters ok ✓ 121. @shannonizfir the queen has spoken ✓ 122. @ebonedavis period. ✓ males and females’ complimenting behaviour on the celebrities’ instagram comments journal of applied linguistics and literature, vol. 7(1), 2022 103 no. the complimenters’ instagram accounts compliment excerpts sex male female 123. @_tramonster beyonce, i will be on your team someday. you are my goal. i will coreogrpah for you, dance for you, your with you, and be apart of an amazing era with you. claiming it** ✓ 124. @elijahboothe obsessed *** ✓ 125. @kudzichikumbu icon!!!! ✓ total 40 85 note : (*) : represent the use of emoticons, such as smiley faces or hearts, conveying or supporting positive meanings in compliments. joall (journal of applied linguistics and literature), 7(2), 2022 413 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21281 https://doi.org/10.33369/joall.v7i2.21281 hoax narrative construction in the social space of rumbuk randu village in the mahfud ikhwan’s novel of dawuk kisah kelabu dari rumbuk randu (2017) 1rifa nurafia , 2lily tjahjandari 1,2department of literature, faculty of humanities, universitas indonesia, indonesia 1,2jalan margonda raya, pondok cina, kecamatan beji, kota depok, jawa barat article info abstract article history: received: april 13, 2022 revised: june 08, 2022 accepted: august 03, 2022 hoax becomes a social phenomenon that is formed and formed. this description causes hoaxes to operate in the social space. in the novel dawuk kisah kelabu dari rumbuk randu by mahfud ikhwan, hoaxes show that there is a structured effort that leads opinion to provocation. rural social space becomes a possible field with many differences in capital in society. in this article will explore how hoax strategies in text narratives show rural social spaces that function to defend one's position. this study aims to show social space as a place for hoaxe’s formation. the method used is descriptive analysis method with the theory of arena pierre bourdieu. the findings show that social space is used as a place of defense for a hoax-spreading agent named warto kemplung by using provocative language. the social space became the place where warto kemplung changed positions to influence the people in the village of rumbuk randu. the strategy with the latest topic language and the use of responsive language shows a picture of the production of oral speech as a language capital owned by warto kemplung. the existence of warto kemplung also shows the existence of village spaces and coffee shops as arenas in society as free fields anyone fill to maintain a position. keywords: hoax social space strategy pierre bourdieu dawuk kisah kelabu dari rumbuk randu conflict of interest: none funding information: none correspondence: rifa nurafia, department of literature, faculty of humanities, universitas indonesia, indonesia rifanurafia@gmail.com ©rifa nurafia & lily tjahjandari this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): nurafia, r., & tjahjandari, l. (2022). hoax narrative construction in the social space of rumbuk randu village in the mahfud ikhwan’s novel dawuk kisah kelabu dari rumbuk randu (2017). joall (journal of applied linguistics and literature), 7(2), 395-413. https://doi.org/10.33369/joall.v7i2.21281 hoax or fake news is an illustration of the shift of social interaction in the community with information that deceives and creates a commotion. a hoax can also be interpreted as a meaningful word as a joke, mischief, ridicule, or deceiving (zidane, 2020). meanwhile, pallegrini developed the definition of a hoax from macdongall as a lie composed by someone to cover or distract from https://ejournal.unib.ac.id/index.php/joall/article/view/21281 https://doi.org/10.33369/joall.v7i2.21281 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.21281&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.21281 https://orcid.org/0000-0002-8735-6397 rifa nurafia & lily tjahjandari 414 joall (journal of applied linguistics and literature), 7(2), 2022 interests and the truth. the hoax is purposed to take advantage of personal gain, either intrinsically or extrinsically (cited, pallegrini,2008). the data gathered by the indonesian anti-defamation society (mafindo), in collaboration with cekfakta.com, showed 2021 hoaxes identified in indonesia (arisanty, 2021). besides, the ministry of communication and information (kominfo) revealed that there were 1402 hoax cases spread across various media in february 2021. it can be said that the spread of hoax information is massive. the phenomenon of hoaxes can be illustrated as a virus that simultaneously spreads to humankind. it may include serious hoaxes, sacrificing lives, to trivial hoaxes that make readers or listeners giggle (idris, 2018:22). information dissemination has specific characteristics so that it is categorized as a hoax, such as being dramatic or sensational. also, hoaxes must be able to attract the attention of many people (idris, 2018: 22). information exchange activities influence the spread of hoaxes in society through the language contained in media. language is a persuasive medium in spreading hoaxes. based on a survey conducted by the telematics society (in idris, 2018) in indonesia, the most commonly carried forms of the hoax are 62.10% writing, 37.50% pictures, and 0.40% video. the spread of hoaxes is growing in the digital era with the development of various media sites ranging from social media (whatsapp, facebook, twitter, instagram) to websites. based on data from kominfo, there are 800,000 hoax-spreading sites on platforms in indonesia in the current digital era. these sites contain a public opinion that leads to hate speech. hoax information circulating in the community allows hatred or hostility between specific individuals or groups of people (marwah & fadhlan, 2021). hoax information circulating in the community is often about trends in certain conditions or moments in an area. this information is usually viral or widely discussed. the description of information that leads to a hoax is challenging to control because it spreads rapidly. the hoaxes spread have become so quickly taken by the community because, as social beings, there is a system of interaction and communication so that hoaxes can arise and be consumed unconsciously. hoax is a social phenomenon that occurs in a community, but in literary works, this phenomenon also becomes a central theme that becomes a conflict. one of the works widely discussed hoaxes is the short story robohnya surau kami by a.a. navis, which tells the story of ajo sisi’s character, who bamboozled garin about haji saleh going to hell. the fraud made garin so devastated that he committed suicide. in addition, the social phenomenon of hoaxes is also discussed in the film tilik, which is widely talked over every community because it illustrates the gossip culture of mothers, leading to opinions that hoaxes occur. the film tilik talks about the journey of a group of women who would visit bu lurah. during the trip, one hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 415 of bu tejo’s traits was busy talking about dian, the most lovable girl in the neighborhood. based on her social media page information, bu tejo described dian as an immoral woman. the depiction of the hoax phenomenon at least leads to certain opinions and harms society. the two descriptions show that the complexity of the hoax phenomenon is a social universe that is difficult to explain at the level of language, cultural, and literary codes (sulastri, 2010). the hoax concept in social settings contains a particular system to guide or criticize certain ideologies. hoaxes can be the tip of the iceberg that can trigger sociental conflict. the depiction of hoaxes also appears in one of the novels entitled dawuk kisah kelabu dari rumbuk randu by mahfud ikhwan. the novel was named the winner of kusala khatulistiwa in 2017. the novel dawuk kisah kelabu dari rumbuk randu tells the story of a warto kemplung who is considered a fraud but can attract the sympathy of the people of rumbuk randu village. warto made people at the coffee shop listening to the dawuk’s story, who was so tragic in his life. the tale of warto kemplung’s deceit made the people at the coffee shop lulled and became curious about the story. this story assembles dawuk’s image, leading to a perception that he was a person who needed to be hated because he was considered to have committed murder. warto kemplung's appearance reflects the emergence of a figure who becomes a medium for disseminating information in society, especially in rural areas. warto, a nobody, is just an ordinary citizen but has influences in leading a story called the kisah kelabu dari rumbuk randu. a reflection of the enticing and sensational flow of information is a characteristic of hoaxes that steals the public's attention. how warto kemplung's narrative is delivered is a strategy that captivates and intrigues the ending of a sad story, which is interested in exploring this strategy as an analytical material to see the narrative mechanism in the spread of hoaxes. previous scholars have conducted a study related to narrative structure. hidayati et al. (2016) analyzed the narrative structure in the novel daun yang jatuh tak pernah membenci angin (dyjtpma). they found it had a narrative structure pattern with 15 story sequences and the position of tania's character as a child, brother, sister, and friend. herman didipu, in the study, described the narrative structure pattern of the novel osakata anak asmat by ani sekarningsih, consisting of five narrative structures: narrative sequence, narrative duration, narrative frequency, narrative mode, and narrative voice. the narrative pattern displayed representations, narrator, and focalization techniques related to extradiegetic-heterodiegetic (didipu, 2018). in addition, fitri et al. (2016) researched the narrative structure in the saman dwilogy, showing that the beginning, middle, and end plots-built story elements and strengthened the conflict in such a storyline. rifa nurafia & lily tjahjandari 416 joall (journal of applied linguistics and literature), 7(2), 2022 meanwhile, film studies have researched hoaxes and literary works. putu nur ayomi’s study (2021) depicted the description of gossip, hoaxes, and women in the short film tilik as a critique of indonesian who like to gossip. gossip, hoaxes, and women became the mechanism for the topic of discussion in the narratives in society (ayomi, 2021). in addition, the research of tjandra setia buwana and firdha irmawati (2020) also discussed the spread of hoaxes in the tilik film, representing that character assassination through gossip can drive other people to believe gossip as truth. hoax is a phenomenon that looks simple but has something so complex and leads to the emergence of conflict in society. the hoax phenomenon raises various community system problems that unconsciously operate to form a certain legitimacy. this research will fill the gap related to the dismantling narratives in the text strategies that show the existence of certain ideologies in criticism of society. ideology in the narrative text will be seen with the discourse present in the social space. with this in mind, the current study attempted to discuss the relationship between the story narrative in the dawuk kisah rumbuk randu novel with the construction of the hoax spread in the community. in this article, we will explore how hoax strategies in text narratives show rural social spaces that function to defend one's position. the purpose of this study is to show social space as a place to be formed and formation of hoaxes. hence, this study aimed to describe the production of hoaxes operating in the social space. method this research method was descriptive-analytic with arena pierre bourdieu’s theory. the arena theory in this study was considered to view the hoax phenomenon as the content of the social context of society. hoaxes are a problem that arises from community interactions; therefore, we see the space in society as a representative of the area where the hoax appears. the descriptive method was utilized to analyze the contents of a document or text. the descriptive method aims to describe and explain things discussed in research that are not in the form of statistical calculations in numbers or coefficients. qualitative methods focus on naturally occurring data concerning the context of their existence (ratna, 2013:47). bourdieu (1993:215) portrayed the arena as an open medium by becoming a point of emergence in the aspect of dominance in interaction. bourdieu (in karnanta, 2018:4) also argued that the arena is an element for analyzing specific structures in social space. the whole place or occurrence of a social process presents different but systematically related agents with one another. thus, the arena concept focuses on the emergence of struggles for the position of agents in the social structure. hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 417 the arena’s existence in the social space leads to efforts’ validation. social space shapes and is shaped by the structure of agents with different capitals (bourdieu, 1996). regarding hoaxes, in this case, a series of actions or practices are based on the influence; owned by agents in bringing up the structure of social space (karnanta, 2018:5). furthermore, bourdieu (cited in karnanta, 2018:6) explained that social space addresses a process in which all capital is distributed in specific ways to ‘win’ or achieve something at stake in that space and arena. concerning hoaxes, the social space arena creates an accumulation system that seeks to reproduce hoax narratives. in this case, the research technique is by reading the steps closely, then paying attention to the novel’s words, sentences, and discourses that show an overview of narrative construction, after that formulating the narrative that appears as a text strategy, the narrative in the text is analyzed for the emergence of social space in the text, then analyzed in depth the emergence of narrative social space with the production of reflections from the presence of hoaxes and concluding the data gathered. findings frame narrative strategy in the novel dawuk kisah kelabu dari rumbuk randu in the novel dawuk kisah kelabu rumbuk randu by mahfud ikhwan, a frame narrative was depicted, which signified the emergence of the central and side narrator layers. there were two narrators in this novel, both of whom met in the narrative of the storyline. this was illustrated in the following quote: mungkin karena terlalu termakan cerita warto kemplung, aku merasa bahwa orang-orang rumbuk randu menyembunyikan sesuatu dari diriku. [maybe because i was too engrossed by warto kemplung’s story, i felt that the rumbuk randu people hid something from me.] (ikhwan, 20017:176) the narrator’s depiction in the novel dawuk kisah kelabu rumbuk randu by mahfud ikhwan set the two narrators in a single storyline. the story told by one narrator and then passed on by another narrator showed the complexity of the narrative in the text. this story flow indicated its construction intended to build. from the narrator’s analysis, the two characters who became the narrator were warto kemplung and mustofa abdul wahab. the two characters got involved in the story narrative and met each other in the context of the story that led to the main story, namely the main story of dawuk in rumbuk randu village. the frame narrative set showed that warto kemplung was the character who was the spokesperson in the storytelling of dawuk. the plot of the frame narrative strategy can be illustrated in the following scheme: rifa nurafia & lily tjahjandari 418 joall (journal of applied linguistics and literature), 7(2), 2022 figure 1. frame narrative scheme the depiction of warto kemplung as a connector or source of stories from the story of mat dawuk showed warto kemplung had used the gossiping technique in conveying his story. this plot structure exhibited the influence of narrative as an attempt to show warto kemplung as a messenger in the dawuk story. the storytelling flow from one narrator to another displayed a specific narrative strategy leading to the flow of information dissemination, associating the narrative text as a layer that can develop from small-scale to large-scale information. concerning this, it indicated the text framework of dawuk kisah kelabu rumbuk randu by mahfud ikhwan as a complex one. it exposed the existence of a critical ideology towards the narrator as the bearer of the story. the criticism ideology was related to the attempts to get messages or other meanings. then it drove a picture of the story of dawuk as a social phenomenon about the marginalization of a position in society. hence, warto kemplung could mediate news or information from this narrative strategy. warto kemplung as a social agency in the story of kisah kelabu dari rumbuk randu, it was clear that warto kemplung utilized a narrative strategy to direct people to listen to his story in the coffee shop. the depiction implied hoax awareness from warto kemplung, known as a boaster in the village of rumbuk randu. this was contained in the following quote: panggilan plung itu tentunya pemendekan dari kemplung alias pembual. ini dia orangnya. warto kemplung, warto si pembual, yang bisa juga diartikan secara keseluruhan sebagai ‘berita bohong’. [plung's nickname is, of course, a shortening of kemplung, or brag. here he is. warto kemplung, warto the brag, who can also be interpreted in its entirety as ‘fake news.’] (ikhwan, 2017:6) the gray story of randu rumbuk; mat dawuk's story warto kemplung mustofa abdul wahab hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 419 the depiction of the fragment described a figure who in people’s lives had an inherent identity as someone who loved telling lies. the story considered a lie can be present with warto’s position in the social order who unconsciously occupied a particular position with the story he uttered. in this case, warto’s position had a social structure as an agent well known in the community. the characteristic of the bogus stories he often uttered was a sign in warto kemplung. the storytelling ability implied the position he had obtained with the ability to tell stories excitingly. this was in line with bourdieu (in karnanta, 2018), which emphasized that every individual has dialectical abilities as part of the structure of society. thus, warto kemplung’s storytelling ability points to himself as an agency with strong social relations with the rumbuk randu community. the depiction of warto kemplung as a figure using oral speech as a storytelling technique demonstrated the existence of linguistic capital as a persuasive part of the communication media to the interlocutor. this was in line with wardani (2017) argued that language manipulation in fake news benefits from the creators’ intentions of false news. it means the narrative in each utterance becomes a strategy used to influence the people who listen to the story’s content. thus, warto kemplung’s agency in the social structure contributed to the strategy for disseminating the information he told. village as the source of information according to bourdieu (cited in jenkins, 2016), an arena is a form of cultural objects, education, work, land, and power with an actual degree specification. the arena becomes a vast field filled with many things, giving rise to particular spaces. therefore, it showed rumbuk randu village as a manifestation of the complex social world in showing the existence of autonomous powers to present and shape society. the village is associated with a structured arena occupied by individuals or institutions in a social context. the depiction of rumbuk randu village as a place to rise to a livelihood was illustrated in the following quote: entah bagaimana ceritanya ada segerombolan pohon randu tumbuh di tengah hutan jati. namun, yang lebih aneh lagi adalah orang-orang yang memutuskan untuk tinggal di situ, membabat hutan, dan menamainya rumbuk randu. [i don’t know why there is a bunch of kapok trees grow amid a teak forest. yet, what is even stranger is that the people who decided to stay there, cleared the forest, and named it rumbuk randu.] (ikhwan, 2017:92) from the quote above, the social condition of rumbuk randu village existed as a village with an area background of teak forest products. this situation portrayed that the village was not too productive and regularly generated a permanent livelihood because teak trees take a long time to harvest or sell. rifa nurafia & lily tjahjandari 420 joall (journal of applied linguistics and literature), 7(2), 2022 following warto kemplung as a spokesperson for mat dawuk’s story, it indicated a contestation of village social space set as a place for figures to share opportunities in conveying information. the social space of rumbuk randu village depicted the complexity of the area, making the rumbuk randu people who were not directly involved can contribute to forcinge the existence of dawuk’s figure. in other words, it directed the flow of information or fake news that led people to do something. besides, the role of the village was clearly defined as a mediating context in dealing with the flow of information. rumbuk randu village became the battle arena for warto kemplung to position himself as an agent who could influence the people around him. besides, the social space of rumbuk randu village raised habitus and implied the action of gathering and drinking coffee in the shop as a tendency that presented in community interactions in an area. this condition was illustrated in this line: dan, ya, beginilah. aku adalah raja malang, juga bodoh, yang pagi-pagi rela datang ke warung kopi ini, mengabaikan meliput peristiwa tidak penting untuk mendengarkan seorang pembual mengisahkan cerita yang mungkin lebih tidak penting lagi. dan jelas-jelas sama sekali tak terjamin kebenarannya. [and, yeah, this is it. i am the poor king, and stupid as well, who would come to this coffee shop early in the morning, neglecting to cover insignificant events to listen to a fraud telling a story that might be even less important. and they obviously were not at all guaranteed the truth.] (ikhwan, 2017:89) the depiction led to another space in the village, that is bu siti’s coffee shop plotting as an actual means of gathering people to interact and meet each other. the people gathered gave rise to an image of the middle-class hierarchy, starting with coffee shop visitors represented by a pair of chess players, those who gathered to play cards, people gathered to watch tv, and one of the daily journalists named mustofa abdul wahab. furthermore, mrs. siti’s coffee shop existed to address hints that many interactions occurred in the presence of people from different class backgrounds. however, they had the same goal: drinking coffee. this meant that indirectly, mrs. siti’s coffee shop also had a role in providing social space. regarding this, warto kemplung indirectly had an opportunity to show his expertise in using coffee shops as an arena for him to convey the story of dawuk. this was in line with bourdieu’s opinion explaining that territory or space can be defined as a set of objective forces that determine the existence of benefits (bourdieu, 2020: 327). the objective of warto kemplung's power led to another representation in the social space as an agent or figure who also took over to spread hoaxes in the countryside. rural social spaces and coffee shops were hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 421 common areas that only served as residences and meeting rooms. however. they emerged as the complexity of the information stream that was unconsciously the emergence part of new information. the rumbuk randu village space created a social construction as a fluid arena and can generate strength (karnanta, 2013). the social construction of the village in the description of the dkkdrr novel established a rural social space and a coffee shop space as settings that influenced the information stream. this was described in the following sections: social space in rumbuk randu village rural is an area to live, interact, and communicate in social life. a village describes a community with a life habitus, tending to be homogeneous that interaction is more intimate, leading to tight-bond customs and traditions (luthfi, 2019). a village shapes a structure for the position of agents who have power in the social hierarchy because halili 2009 (cited in luthfia, 2013) argued that the village is the smallest government unit in society. the social role of the village constructs a legitimacy system regarding the control of special powers. the village can be described as a complex element in the dkkdrr. it was represented as a place in java amidst the java sea border in the north and bengawan solo in the south. the village setting was established for muslims who mostly made their livings as migrant workers because they felt that the crops from cultivating land could not be considered permanent jobs. the social background in the village described can bring different economic capital and culture. nevertheless, this description varied high and low hierarchies of the agents. a village construction formed community leaders (represented by pak imam and bu sulaikah), the nobility as forest rulers (sinder harjo, mandor har, blandong hasan), priyayi as sub-district heads (agus), the lower-middle class (mat dawuk), and (inayatun) as the middle-class children of community leaders. rifa nurafia & lily tjahjandari 422 joall (journal of applied linguistics and literature), 7(2), 2022 figure 2. social space scheme in rumbuk randu village the illustration above displayed a distinction between economic and cultural capital that affected the role of each agent in rumbuk randu village. the scheme possessed dawuk to stand in the lower class. nevertheless, it implied that dawuk was categorized as a marginalized side existing in the village social space, making his existence vulnerable to being objectified by the upper class or becoming a victim of discrimination. social space of coffee shop in rumbuk randu village social life in society cannot be separated from habits or interactions. coffee shops were usually an inseparable part of everyday life in rural communities. the coffee shop represented communication-interaction, becoming a place for gathering, recreation and relaxation, work, and even business deals (kompas, 2017). the coffee shop was part of the social space of the rumbuk randu village community, where one could meet and greet other individuals. in the context of the kkdrr novel, the image of a coffee shop became a place for exchanging information about dawuk addressed by warto kemplung. the storyline of dawuk rolled and was listened to by all people in the coffee shop. the presence of mrs. siti's coffee shop created social agents as listeners to the story of dawuk character. the audience was represented by coffee shop visitors, mrs. siti as a coffee seller, and mustofa abdul wahab as a daily freelance journalist looking for news in rumbuk randu village. the agents’ status in the coffee shop's social structure was advantageous for warto hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 423 kemplung, which played the role of language as capital. this was in line with bourdieu (cited in harker, et al. 2009: 21), showing that language access was an indirect means that could be a strategy to maintain a position. the structure of the agent's position in the social space is illustrated below. figure 3. social space scheme at coffee shop based on the illustration above, it could be assumed that although warto kemplung was an economically low agent, he still managed to have the cultural capital of attractive language skills. this happened since warto successfully attracted people considered middle-class ones at the coffee shop with dawuk’s story. waro kemplung set dawuk as the alluring actor to get him cigarettes and coffee for free. the warto kemplung audience consisted of coffee shop visitors with varied social class backgrounds, and mustofa abdul wahab was in the highest social class rank. thus, dawuk was the main talk since he was in the lower class. this condition indicated that lower economic and cultural capital would lead the figure to be the victims of the agents with enormous capital. it implied warto kemplung’s status could be a start point for agents to create certain strategies to achieve the intended position. discussion hoax dissemination strategy in rumbuk randu village the discourse at the level used by the warto kemplug agency describes a series of battles in the social space. the discourse forms a polarization of interests in the social arena for personal gain. this gave rise to a strategy to rifa nurafia & lily tjahjandari 424 joall (journal of applied linguistics and literature), 7(2), 2022 defend warto kemplung's position by influencing everyone who listened to mat dawuk's story. the strategies used can be analyzed as follows: the latest topics discussion in the community hoaxes in everyday life cannot be separated from the latest societal issues. this issue is often discussed as it relates to people’s daily lives. the spread of hoaxes by discussing the hottest topic narratives or the latest trends is part of the strategy influencing social life in society. the description in the novel dawuk kisah kelabu dari rumbuk randu represents the beating issues in the village as the main theme conveyed by the narrator warto kemplung. warto kemplung, who incidentally was considered a fraud by the people in rumbuk randu village, carried information widely discussed in the village. this is evident provided in the quote: kalian benar-benar tidak tahu soal penyerbuan itu? [you guys really don't know about the raid?]. ia bertanya lagi, memandang ke seantero warung. menenggak panas-panas hampir separoh isi cangkir kopinya rupanya mengembalikan keheranannya yang dilontarkannya saat ia masuk warung kopi tadi. [he asked again, looking around the stall. swallowing hotly, almost half the filling of his coffee cup that apparently returned the surprise he had thrown when he entered the coffee shop earlier.] atau, kalian boleh menyebutnya pengeroyokan, terserah kalian, [or, you may call it beating, it's up to you,] ralatnya, kali ini dengan menggeser duduknya.) [he corrected, this time by shifting his seat.] (ikhwan, 2017:3) the description of the topic conversation developed by warto kemplung showed his efforts by conducting close and widely discussed social conversations. the narrative used by warto kemplung started by giving light to the latest news circulating in society. the news became something interesting because there was a violent conflict. according to deddy (cited in juditha, 2018) people prefer to discuss aspects related to violence, sensuality, drama, intrigue, and mystery. in the narrative construction that warto built as the narrator, he influenced the story by bringing news that was currently being discussed. the narration conveyed by warto kemplung drove the listeners of the story, namely the rumbuk randu people in the coffee shop, unconsciously to listen to the story. the following quote included such evidence: kalian sudah tidak labil bocah, toh? jadi tenang saja, aku akan ceritakan kalian tentangnya. juga tentang pembunuhan itu. [you guys are no longer to be labile kids, right? so don't worry, i'll tell you guys about it. also about the murder.] (ikhwan, 2017: 15) hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 425 the narrative depiction used by warto with the mention of ‘you’ demonstrated an invitation to the people in the coffee shop to listen to the story that warto will tell. the story of the ‘murder’ became a hot topic for warto kemplung, which he later retold to the people of rumbuk randu. this concept indicated that using warto kemplung’s narrative indirectly had the power to invite listeners at the coffee shop to follow the storyline he uttered. then, warto kemplung as a social agency, can run specific strategies. bourdieu (cited in john field, 2010:23) explained that specific strategies are conducted to achieve goals. in this manner, warto with his unique ability in tell the story can steal the rumbuk randu people’s attention by conveying the narration of the gray story of rumbuk randu village, namely the fraudulent story of mat dawuk’s murder. this can be seen in the quote: ini kisah yang sebenarnya belum lama terjadi, sebuah kisah kelabu penuh darah. [this is a story that actually happened not long ago, a gloomy tale, full of blood.] (ikhwan, 2017:9) the use of the word “kelabu (gloomy)” implied that the topic of discussion was profound, full of tragic stories and element of emotion. the used word provoked listeners to listen to the story he conveyed. in this case, the narrative used by warto seemed to show the strength of language and mastery of deep and actual topics of conversation. regarding this, the people of rumbuk randu sympathized with hearing this tragic story. responsive language use the language was a medium that determined the interaction in warto kemplung as he was the narrator in the gloomy story rumbuk randu emphasizing responsive language. in the same vein as bourdieu’s view (2020: 192), responsive language is a connection with successfully in reactivating the truth. warto kemplung used the language to play a role in attracting sympathy from people in the coffee shop. this was illustrated in the quote: kukira, setelah penangkapan mat mondar oleh nippon dan penjemputan dua anggota udeng ireng di desa cucukan oleh dandim dan jajarannya pas enam lima, tak akan ada lagi kejadian macam itu. ternyata. “bagaimana bisa, untuk menghadapi satu orang saja mereka datang berbondong-bondong seperti bubaran jumatan? [i thought, after the arrest of mat mondar by nippon and took two members of udeng ireng in cucukan village by the dandim and his staff at six five, nothing like this would happen again. it turns out. "how come, to deal with just one person, they come in crowds like friday prayers dispersal?] (ikhwan, 2017:4) the fragment was an excerpt from the conversation warto kemplung had in starting the story that would be conveyed at the coffee shop. warto rifa nurafia & lily tjahjandari 426 joall (journal of applied linguistics and literature), 7(2), 2022 kemplung used interactive language that asked for a response from the listeners. the illustration showed that warto kemplung was trying to get the people around him to respond to the messages he was about to make.this depiction portrayed the application of language strategies in conveying stories. the sentences arranged in warto kemplung’s utterance showed the power of attracting people in the coffee shop to respond. warto kemplung was figured as a fraud by the people of rumbuk randu, indicating there was character legitimation in the society, although it was considered negative. warto’s storytelling skills can attract people to listen to his utterance. it was illustrated in a scene: untuk sesaat, warto mematung dengan posisi badan sama dengan ia terakhir bertanya, “begitu,’kan? pertanyaan yang tampaknya ia yakini hanya ia sendiri yang mampu menjawabnya. “bukannya memang begitu?” tanya balik si penyangkal, tak seyakin sebelumnya. itu jenis kalimat yang pasti sangat ditunggunya. itu nada ragu yang jelas disukainya. [for a moment, warto froze with the same body position as he last asked, “is that so, right? a question he seemed certain only he could answer. “isn't that so?" asked the denier, not unsure as before. it was the kind of sentence he must have been waiting for. it was a doubtful tone that he really liked.] (ikhwan, 2017:7) the illustration above, indicated that the communication strategy by warto kemplung drove people to be curious and respond to the message quickly. in addition, warto kemplung was expertise in persuading people to listen and reply to what he uttered. this strategy demonstrated that the utterance given by warto kemplung provided power and strength. also, this way created a distinction or hallmark of warto kemplung that validated social status (yahya, 2016). responsive communication strategies direct people who listen unconsciously to participate in the flow of warto’s story. warto described the story in the style of asking questions on the sidelines of the story being told. the narrative strategy allows the listeners to seem to be taking part in thinking and entering into the flow of mat dawuk’s story. this showed warto kemplung’s efforts to play the power of his language to attract the listeners to respond. narrative construction as a reflection on the process of spreading hoax the mechanism for spreading hoaxes by warto kemplung in the narrative to lure the people of rumbuk randu indicated that spreading hoaxes required a particular strategy. warto kemplung used narrative description in attempt to spread out the story of dawuk to rumbuk randu people. then, the information become interesting because it was packaged with certain patterns. the strategy become a narrative mechanism that was carried out as hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 427 a way to convey information. thus, the spread of hoax information could be illustrated in the scheme below. figure 4. hoax spreading process regarding the process carried out by warto kemplung on the rumbuk randu people, it showed that there was space that warto attained a position to benefit from the momentum. bourdieu (1996) explained that social space goes beyond the normalization scale. hence, warto kemplung demonstrated that the narrative used to display the social space of rumbuk randu village also influenced the spread of hoaxes in the community. the hoax dissemination proceeded by the narrator warto kemplung indicated that there was social capital in language construction as influencing messages. this condition impacted the broader hoax dissemination due to information widespread by a figure, snowballing misconception in the community. the condition is thus illustrated below. figure 5. hoax scheme of dawuk the illustration of the hoax plot and scheme of dawuk led to the complexity of the assumption that someone's information grew into more extensive news. waro kemplung's narration about mat dawuk in a coffee shop indicated that the dissemination of information in rumbuk randu village influenced someone’s perception of dawuk so he was discriminated rifa nurafia & lily tjahjandari 428 joall (journal of applied linguistics and literature), 7(2), 2022 against until his death. the disseminating of information about dawuk showed the narrative would lead to a hoax fracture, driving to another act that was not just news but became an anarchist act by beating them up. the relationship between the distribution flow with the hoax scheme of dawuk indicated that the information stream at the time was easy to redirect, form and drag into the public’s trust. such pattern driving hoaxes led to public opinion and legitimized certain actions. concerning the narrative, warto kemplung brought the language capital he had to build and reconstruct the process of spreading hoaxes and their impacts. warto kemplung's narrative reflected that every utterance must be validated and not used as an advantage. thus, hoaxes are a phenomenon in society with certain strategies and narratives. this way is the legitimacy of language power as a tool in the social context. the construction of hoaxes in the narrative text of dawuk kisah kelabu dari rumbuk randu by mahfud ikhwan furnished an overview of the mechanism, namely: first, hoaxes develop from a personal interest perspective scale towards a provocation issue; secondly, hoaxes can come from social spaces adjacent to issues of daily life; the last, mechanisms for spreading hoaxes lead the public to participate in judgment without a fact-finding unconsciously. the comparison and contrast with previous research, were in the form of its focus. the previous research only focused on the emergence of narrative text and descriptions of hoax issues in literary texts or films. in contras this study revealed the mechanism of narrative strategies operated to build provocation or hoax ideologies in society. the problem became interesting by showing the social space situation as a basis for dismantling ideology in society. this research shows that the narrative strategy in the novel dawuk kisah kelabu dari rumbuk randu describes the existence of rural social spaces that help the spread of hoaxes grow then considered the truth. conclusion hoax is a mechanism of fraud made by someone to cover or divert attention from the truth. hoax is the systematic and organized dissemination of untrue information by controlling the use of language. the novel dawuk kisah kelabu dari rumbuk randu by mahfud ikhwan represents warto kemplung's strategy in delivering the information narrative of dawuk's character to the people of rumbuk randu. the narrative construction that warto kemplung conveyed had a strategy with the latest topic narration and responsive language. the narrative construction provided an overview of oral speech production to demonstrate the power of linguistic capital that warto kemplung had. moreover, the construction of warto kemplung's narrative indicated that the rumbuk randu village space and bu siti's coffee shop became a field hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 429 that anyone could fill to maintain a position. thus, the reflection from dawuk kisah kelabu dari rumbuk randu contributed to a constructive endeavor of a narrative in storytelling and illustrated the hoax process spread in society. the construction in the narration of the mahfud ikhwan's dawuk kisah kelabu dari rumbuk randu displayed a hoax mechanism creating a network of unconsciously justified provocations. this research has not been perfect. further research is suggested to complete this research in terms of communication that develops in rural communities, or analyze the linguistic structure in the text. references arisanty, m., gunawan w, et. al. 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(2021). ujaran kebencian di media sosial menurut perspektif islam [hate speech on social media from an islamic perspective]. journal for islamic studies, 4(1), 1-14. https://doi.org/10.31943/afkarjournal.v4i1.140 http://dx.doi.org/10.26418/jppk.v5i9.16602 http://doi.org/10.33772/etnoreflika.v9i2.868 http://dx.doi.org/10.26418/jppk.v5i7.15871 http://dx.doi.org/10.30818/jpkm.2018.2030104 https://doi.org/10.22146/poetika.v1i1.10420 http://lifestyle.kompas.com/read/2017/11/10/kulture-nongkrong-di-kedai-kopi-yang-tak-pernah-pudar.%20accessed%20on%20january%2026,%202022. http://lifestyle.kompas.com/read/2017/11/10/kulture-nongkrong-di-kedai-kopi-yang-tak-pernah-pudar.%20accessed%20on%20january%2026,%202022. https://jurnal.uns.ac.id/rural-and-development/article/view/1858 https://doi.org/10.31943/afkarjournal.v4i1.140 hoax narrative construction in the social space of rumbuk rindu village… joall (journal of applied linguistics and literature), 7(2), 2022 431 ratna, nk. (2013). teori, metode, dan teknik penelitian sastra [theory, methods, and techniquest literary research]. yogyakarta: pustaka pelajar. silalahi, rut r, puri b & windhi ts. (2017). karakteristik strategi crowdsourcing untuk membatasi penyebaran hoaks di indonesia [characteristics of crowdsourcing strategy to limit the spread of hoax in indonesia]. metacommunication: journal of communications studies, 2 (2), 128-154. http://dx.doi.org/10.20527/mc.v2i2.4090. sulastri, nfn. “ajo sidi pembual”, identitas diri sebagai “mesin pembedaan” keminangan: analisis kajian budaya.[“ajo sidi pembual", self-identity as a "machine of distinction" interests: analysis of cultural studies]. jurnal mabasan, 4(1). http://doi.org/10.26499/mab.v4i1.188. pellegrini, l. a. (2008). an argument for the criminal hoax. university of southern california. wardani, mms. (2017). manipulasi bahasa dalam teror kabar bohong [the manipulation of language in the terror of hoaxes]. makalah seminar, fakultas sastra, universitas sanata dharma yogyakarta, 26 april. received from https://www.usd.ac.id/fakultas/sastra/sasing/f1l3/dies%2024/ma nusia%20bahasa%20dalam%20teror%20hoax. pdf zidane, a., & rettob, f. (2020). dinamika persebaran hoax sebagai tantangan pemerintah di indonesia [ the dynamics of the spread of hoax as a challenge for the government in indonesia]. prosiding simposium nasional''tantangan penyelenggaraan pemerintahan di era revolusi indusri 4. o", 12731290. https://doi.org/10.22219/psnip.vol0.no0.iii|1273-1290 the author rifa nurafia obtained her bachelor of education (s.pd.) from syarif hidayatullah state islamic university jakarta in 2019. currently she is pursuing her master's degree at the department of literature, faculty of humanities, universitas indonesia. she can be contacted at rifanurafia@gmail.com / rifa.nurafia@ui.ac.id lily tjahjandari, ph.d., is currently active as a literature lecturer at the faculty of humanities, universitas indonesia. http://dx.doi.org/10.20527/mc.v2i2.4090 https://dx.doi.org/10.26499/mab.v4i1.188 https://doi.org/10.22219/psnip.vol0.no0.iii%7c1273-1290 mailto:rifanurafia@gmail.com%20/%20rifa.nurafia@ui.ac.id joall (journal of applied linguistics and literature), 8(1), 2023 75 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/23223 https://doi.org/10.33369/joall.v8i1.23223 psychosocial impact of covid-19 on achievement of adolescents with hearing impairment in english language 1samuel olufemi adeniyi , 2olaotan oladele kuku 1department of educational foundations, university of lagos, nigeria 2department of educational psychology, federal college of education (technical), akoka, lagos state, nigeria article info abstract article history: received: aug 8, 2022 revised: oct 8, 2022 accepted: jan 12, 2023 this study examined psychosocial impact of covid-19 on the achievement of secondary school adolescents with hearing disabilities in english language in lagos state. a survey research design was employed with population of hearingimpaired adolescents. a sample of hundred adolescents with hearing impairment was selected for the study using purposive sampling technique to select the participants and simple random sampling to select four schools practicing inclusion. the instruments for data collection were elat (english language achievement test) and psychosocial scale (pss) with reliabilities of 0.69 and 0.79 respectively. pearson product moment correlation coefficient and multiple regression were used to analyse data collected. the hypotheses formulated were tested at 0.05 level of significance. the results of the four hypotheses tested revealed that aggression, self-esteem and communication have positive relationship to the academic achievement of the hearing-impaired adolescents in english language as a result of covid-19. further findings discovered that there was a combined effect of aggression, self-esteem and communication on academic performance of secondary school adolescents with hearing impairment in english language. therefore, teaching methodology should be more of cooperative learning approach to motivate sense of belongings and friendliness of adolescents with hearing impairment in lagos state. keywords: academic achievement aggression communication self-esteem adolescents with hearing impairment conflict of interest: none funding information: none correspondence: olaotan oladele kuku, department of educational psychology, federal college of educaiton (technical), akoka, lagos state, nigeria. olaotan.kuku@yahoo.com ©samuel olufemi adeniyi & olaotan oladeye kuku this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): adeniyi, s.o., & kuku, o.o. (2023). psychosocial impact of covid-19 on achievement of adolescents with hearing impairment in english language. joall (journal of applied linguistics and literature), 8(1), 75-88. https://doi.org/10.33369/joall.v8i1.23223 covid-19 has impacted on all aspects of lives since its discovery in december 2019. academic activities have not been left out as its processes have been influenced because of various constraints, protocols and principles to stem the tide of rapid spread and its attendant morbidities. the potential https://ejournal.unib.ac.id/index.php/joall/article/view/23223 https://doi.org/10.33369/joall.v8i1.23223 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.23223&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.23223 https://orcid.org/0000-0002-1414-3614 https://orcid.org/0000-0002-0500-0558 samuel olufemi adeniyi & olaotan oladele kuku 76 joall (journal of applied linguistics and literature), 8(1), 2023 long-term damage to the educational, individuals and groups could be unimaginable. this is because academic activities have been moved from faceto-face interaction to online with a lot of trial and errors and uncertainty. teaching, learning and assessment via digital mode become onerous most especially in low-income countries. these have led to severe interruption in teaching, learning and assessment with assumed long-term consequences of unimaginable inequality (burgess & sievertsen 2020). findings have emerged that the effect of covid-19 pandemic is alarming (the commonwealth, 2021). the danger of inequality leads to the disregard of rights and diminishes the quality of life. almost more than a year of protocols, anguish, isolation, rules, and uncertainty has presented a serious challenge on many students’ mental health, compounding the tasks students face in the classroom, whether physical or online (kidman, et al., 2021). unesco postulates that about 1.25 billion students have been negatively impacted by the pandemic, leading to a serious challenge to the achievement of sustainable development goal four (sdg 4) (solberg and akufo-addo 2020). among these 1.25 billion students are students with hearing impairment whose academic challenges could have been compounded because of the dimension and new system of teaching and learning. the attendant effects could evidently reflect on socio-psychological cum academic behaviour of these groups of students. assessments of the effect of covid-19 have significantly reflected on the learning achievement of the hearing-impaired students during the post covid-19 era compared to pre-covid-19 period. as students suffered through the pandemic period, in the same way reflected in their learning. in the fall of 2020, though, many students appeared to have made gains from the previous year according to us department of education (2021). however, going by mckinsey teacher sentiment survey as reported by chen et al. (2021), in the united states, teachers reported that students lag behind with 2.4 months expected milestones in november, 2020 while october it was found that students were 1.5 months behind in reading levels and 3 months behind in mathematics skills. in australia, local teacher findings after their assessment suggested students have over a month of loss with total of 1.6 months. in the united kingdom, it was reported 3 months of learning loss in july 2020. the reports on students’ academic performance did not isolate learners with hearing impairment who might have suffered double jeopardy because of their circumstances. students in poor and middle-income countries especially learners with special needs could be hard hit owing to longer duration of school shutdowns where governments demonstrated less concern and weak capacity to roll out remote learning. psychosocial impact of covid-19 on achievement of adolescents… joall (journal of applied linguistics and literature), 8(1), 2023 77 studies have revealed that students with hearing impairment suffer academic gap compared to their non-hearing-impaired counterparts (ogundiran & olaosun, 2013; suman, 2019). the factors contributing to this have been linked to the impact of deafness, communication barrier, lack of understanding and adequate knowledge of teachers, poor parental concern and academic environment (adeniyi & kuku, 2018; adeniyi & lawal, 2019). this has motivated educators and teachers of students with hearing loss to have engaged different strategies in form of pedagogies and therapies aim at improving the learning and achievement of students with hearing loss. indeed, hearing loss and spoken language are parts of the major issues affecting communication, interaction, and engagement of children with hearing loss and the community (kermit, 2019). lack of oral communication significantly affects students with hearing impairment. unfortunately, the covid-19 era has impacted negatively on socio-cognitive dispositions of human being across races, social strata, economic and education. protocols put in place to mitigate the spread, such as social distancing and restriction to man’s interactions could have negatively influenced self-esteem of many, widen gap of interaction in form of communication, and increase anxiety that may spike aggression among people. it can be observed that covid-19 would significantly affect the communication ability of students with hearing loss that has hitherto impaired due to lack of significant language and vocabulary development. however, report has indicated that covid-19 has increased mutual interaction between students with hearing loss and their relations. ramadhana, et al. (2020) found that rearing of children with hearing disabilities in the family during the covid-19 era has helped mutual interaction and attachment and has created a better interface that initiated a good understanding of the function of family, care and affection. this can help in reducing the stress face by children with hearing impairment who seemed to have been neglected in family affairs. although, covid-19 may increase family ties and mutual interactions between children with hearing loss and their families, the learningat-home concept carried out remotely with the assistance of online technology during this period and the challenges frequently linked to technical difficulties that can hinder the learning process (favale, et al., 2020), may make them to not feel comfortable learning online and feel frustrated (singh & thurman, 2019). literature have revealed that covid-19 poses challenge on mental health of the students (kidman, et al., 2021), reduce learning achievement because of sudden change in classroom activities and dimension from physical interaction to online engagement most especially in low income countries like nigeria because of separation from their teachers and friends (huber, & helm, 2020; leeb, et al., 2020), limit level of communication because non-physical interaction during online learning and impact samuel olufemi adeniyi & olaotan oladele kuku 78 joall (journal of applied linguistics and literature), 8(1), 2023 negatively on their self-esteem. this may adversely affect socialisation of some students whose their social activities have been limited because of some levels intra personal challenges. in the us for instance, the national education association argues that children in the elementary school need the classroom experience and atmosphere as they are more likely to communicate and interact with one another or their teachers through face-to-face contact compared to online (di pietro, et al., 2020). lack physical interaction may negatively affect communication among learners which may adversely affect their socio-cognitive achievement. it has been reported that hearing impaired children risk lower self-esteem because of their differences with their counterparts without hearing loss relative to communication skills, physical appearance, interaction, and social maturity (adeniyi & oluokun, 2022; warner-czyz, et al., 2015). self-esteem is highly essential for life achievement as it affects the total wellbeing of anybody. mtuli (2015) observed that the vulnerability of learners that are hearing impaired included low self-esteem, poor social adjustment, psychological problems, emotional disturbances, and low self-concept which can negatively affects their personality and consequently make interpersonal relationships difficult. it can then be inferred that once personality is affected, learning will be negatively influenced, and the learning products will be endangered. arguably, learners with hearing impairment have demonstrated different types of self-esteem due to environment. while literature revealed that students with hearing impairment in special school exhibits moderate self-esteem because of no significant contrast line among themselves, students with hearing impairment attending mainstream or inclusive schools may demonstrate low self-esteem because of the perceived differences between them and learners without hearing impairment (van gurp, 2001). exhibiting different self-esteem because of the nature of environment makes one to conclude that children with hearing loss have self-esteem difficulty, this then open debate in line of psychotherapy and social inclusion. students with hearing loss are considered to be aggressive because of their adverse reaction to situation considered to be contrary to their social inclusion (huber, 2005; robins, et al., 2002), though non-hearing impaired may also react in the same way due to unmet and unachievable goal by demonstrating frustration that may exacerbate some behaviours that are detrimental to self or other in the environment (kolo & yaroson , 2014) but the frequency of exhibiting this negative temperament occur more frequently among people that are hearing impaired. one of the significant ways of reacting to frustration by many students with hearing loss is aggression. aggression is the exhibition of pervasive, violent, and inimical behaviour capable of harming others. students with hearing loss may react aggressively because of the perceived separation from the hearing world because of psychosocial impact of covid-19 on achievement of adolescents… joall (journal of applied linguistics and literature), 8(1), 2023 79 frustration experience in coping with the world around him. studies have reported that hearing impaired children demonstrate more aggressive compared to their counterparts without hearing disabilities (rostami, et al., 2014; van gent, et al., 2011), this was linked to negative self-esteem, loneliness, and occasional depression as a result of their auditory disadvantage (adeniyi et al., 2021). babaroglu (2016) did a study on the effect of deafness on aggression among children comparing children with and without hearing loss, it was found that children with hearing impairment demonstrate aggressive behaviour compared to their peers without hearing loss. this characteristic may affect the level of interaction and negatively impact on academic achievement. al majaji and alghazo (2021) carried out a study on mental health of the people with hearing loss during covid-19 measuring depression, anxiety, aggression, and fear. it was found that people with hearing impairment constitute a vulnerable proportion of the population with a spike in their mental health problems. the implication is that covid-19 could have increased the aggressive tendency of individuals with hearing impairment due to a lot of protocols and absence from physical class that make interaction with their peers limited. going by the reported negative influence of covid-19 on the nondisabled students in peri and post covid-19 era, it becomes expedient to examine the influence of covid-19 on some social and psychological constructs that influence academic achievement among adolescents’ learners with hearing impairment in nigeria. this is because these groups of learners are not immune from both clinical and social impacts of the pandemic and most importantly covid-19 might be another era to inflict unimaginable impact on the academic achievement due to some psychological and social restraints occasioned by numerous protocols during the pandemic period. therefore, this study examined psychosocial impact of covid-19 on academic achievement adolescents that are hearing impaired in english language in some inclusive schools in lagos state. hypotheses 1. aggression does not significantly relate to academic achievement of secondary school adolescents with hearing impairment in english language among due to covid-19. 2. self-esteem does not significantly relate to academic achievement of secondary school adolescents with hearing impairment in english language due to covid-19. 3. there is no significant relationship between communication and academic achievement of secondary school adolescents in english language due to covid-19 samuel olufemi adeniyi & olaotan oladele kuku 80 joall (journal of applied linguistics and literature), 8(1), 2023 4. aggression, self-esteem, and communication do not jointly influence achievement of secondary school adolescents in english language due to covid-19. method research design this study employed descriptive survey design. this method was used because it enables the researchers to collect data, analyse the data and interpret the data from a representative of the population to generalize the psychosocial impact of covid-19 on academic achievement of adolescents with hearing impairment in secondary schools in lagos state. the population were adolescents with hearing loss in secondary school in lagos state. lagos state has over 20 inclusive schools. this study used a sample of 100 hearing impaired students. the participants were selected through purposive sampling while simple random sampling technique of hat and draw method was used to select four inclusive secondary schools. instruments and procedures survey questionnaire english language achievement test (elat) and psychosocial scale (pss) were the instruments used to collect data. elat was a 20-item multiple choice test on english language. the pss was adapted from the rosenberg self esteem scale developed by rosenbery (1965), the buss-perry aggression questionnaire developed by arnold buss and mark perry (1992) and self-assessment communication survey researchers. the pss had 46 items and parts a and b. part a was used to gather demographic information of the respondents while the part b centred on the request for the respondents to fill out in response to answering the research questions posed in this study. the response format for section b of the pss was a 4-point likert type response format of strongly agree (sa), agree (a), disagree (d) and strongly disagree (sd). copies of the pss were validated using content validity carried out by five colleague researchers. the researchers ensured that the variables in the research questions/hypotheses were adequately represented in the pss. to ascertain the reliability of the pss, a trial test was carried out. twenty (20) copies of the pss and elat administered to respondents in one of the inclusive schools that were not part of the main study. a test retest was carried out with two weeks interval to determine the stability of the pss. the scores generated were analysed using pearson product moment correlation coefficient. the reliability coefficient of 0.79 and 0.69 were realised respectively. psychosocial impact of covid-19 on achievement of adolescents… joall (journal of applied linguistics and literature), 8(1), 2023 81 data analysis procedures the pss and elat were administered by the researchers to the respondents in each school after initial interactions with the respondents. the responses were collected immediately after the participants have adequately attended to the different scales and elat test. the data was collated and analysed using descriptive statistics, pearson product moment correlation coefficient and multiple regression. findings hypothesis 1: aggression does not significantly relate to academic achievement of secondary school adolescents with hearing impairment in english language among due to covid-19. table 1. inferential analysis on aggression and achievement in english language variables n mean sd df r p aggression 100 22.14 4.29 99 .209 0.037 achievement in english language 100 5.8 2.05 figure from table 1 a correlation coefficient (r) of .209 (p < 0.05) as the relationship between aggression and academic achievement of secondary school adolescents with hearing impairment in english language due to covid-19. this shows that there exists a positive relationship between aggression and achievement in english language. this means that aggression and performance in english language rise or fall in the same direction. besides, the null hypothesis was rejected in lieu of the alternative hypothesis. it was concluded that aggression and achievement in english language had positive and significant relationship among secondary school adolescents with hearing impairment due to covid-19. hypothesis 2: self-esteem does not significantly relate to academic achievement of secondary school adolescents with hearing impairment in english language due to covid-19. table 2. inferential analysis on self-esteem and academic achievement variables n mean sd df r p self-esteem 100 25.01 4.07 99 .325 0.001 achievement in english language 100 5.8 2.05 analysis from table 2 shows that a correlation coefficient of .325 (p < 0.05) was derived as the relationship between self-esteem and achievement in english language among secondary school adolescents with hearing samuel olufemi adeniyi & olaotan oladele kuku 82 joall (journal of applied linguistics and literature), 8(1), 2023 disabilities due to covid-19. a positive relationship exists between self-esteem and achievement. both self-esteem and achievement rise or fall together. also, the relationship was observed to be significant, and it was concluded that selfesteem does not significantly relate to academic achievement of secondary school adolescents with hearing impairment in english language due to covid-19. hypothesis 3: there is significant relationship between communication and academic achievement of secondary school adolescents with hearing impairment in english language. table 3. inferential analysis on communications and academic achievement variables n mean sd df r p communication 100 27.87 4.21 99 .145 0.151 achievement in english language 100 5.8 2.05 a correlation coefficient of .145 (p < 0.05) was computed as the relationship between communication and academic achievement of secondary school adolescents with hearing impairment in english language due to covid-19. a positive relationship was observed between communication and achievement in english language. this mean as communication rise or fall, it will lead to a similar change in achievement in english language. however, the changes were observed to be insignificant. it was concluded that communication and achievement in english language do not significantly relate among secondary school adolescents with hearing impairment due to covid-19. hypothesis 4: aggression, self-esteem and communication do not jointly influence achievement of secondary school adolescents in english language due to covid-19. table 4. model summary model r r square adjusted r square 1 .357a .127 .100 a. predictors: (constant), communication, aggression, self-esteem indication from table 4 shows that 35.7% as the quality of prediction of achievement in english language. also, 12.7% from the table represent the proportion of variance in achievement in english language as explained by communication, aggression and self-esteem. the joint contribution of the communication, aggression and self-esteem on the achievement in english psychosocial impact of covid-19 on achievement of adolescents… joall (journal of applied linguistics and literature), 8(1), 2023 83 language is presented in table 5. table 5: anova anovaa model sum of squares df mean square f sig. 1 regression 52.953 3 17.651 4.667 .004b residual 363.047 96 3.782 total 416.000 99 a. dependent variable: achievement in english language b. predictors: (constant), communication, aggression, self-esteem a f-calculated value of 4.667 was computed as a joint contribution of communication, aggression and self-esteem on achievement in english language. this shows that the joint contribution is significant since the fcalculated value is greater than the critical value of 3.09 given 3 and 96 degrees of freedom at 0.05 level of significance. as a result, the null hypothesis was rejected. thus, the alternative hypothesis which states that aggression, selfesteem and communication jointly influenced achievement of secondary school adolescents with hearing impairment in english language was accepted. table 6. coefficient analysis coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -.271 1.821 -.149 .882 aggression .064 .049 .134 1.324 .189 self-esteem .133 .053 .262 2.528 .013 communication .047 .048 .097 .984 .328 a. dependent variable: achievement in english language values from table 6 shows that achievement in english language positively relative with aggression (β = 0.134; p > 0.05), self-esteem (β = 0.262; p < 0.05) and communication (β = 0.097; p > 0.05). the computed values show that only self-esteem has significant positive relative relationship with achievement in english language. discussion the findings revealed that aggression had positive relationship and significantly related to academic achievement of secondary school samuel olufemi adeniyi & olaotan oladele kuku 84 joall (journal of applied linguistics and literature), 8(1), 2023 adolescents with hearing impairment in english language due covid-19 in lagos state, nigeria. from the outcome of the study, the increase in aggressive disposition to learning could be attributed to the fear that students with hearing impairment may not want to suffer further academic gap which they have hitherto experienced because of the gap in communication and some intrapersonal variables. the disposition to learning during covid-19 could have influenced performance outcome in english language among secondary school adolescents with hearing loss during covid-19. the finding ran contrary to the study by kidman, et al., (2021) who lamented that more than year of grief, isolation, rules, protocols and uncertainty has serious negative impact many students’ mental health, complication the tasks the students face in the classroom, whether online or offline. the study again revealed that self-esteem significantly related to achievement in english language among adolescents with hearing loss during covid-19 era. this result indicated that there was negative impact of covid-19 pandemic and the attendant rules and regulation that guided the spread on the psychological constructs of the hearing-impaired adolescents which present multiplying effects on the academic achievement of this group of individuals. the negative impact of covid-19 is because of threat of inequality that leads to the dereliction of rights and detracts the quality of life as reported by (the commonwealth, 2021; kidman, et al., 2021). the results further revealed that there was positive correlation between communication and achievement in english language among the hearingimpaired adolescents but no significant relationship between the two variables. the non-significance relationship was exacerbated by sharp drop in communication and interaction during the period of covid-19 because of the regulation placed on social interaction. this has its attendant impact on communication among adolescents with hearing impairment which had been hitherto found to be poor as reported by research finding and literature. this result may not reflect the report of leeb, et al., (2020) and huber et al. (2020) that there was reduce learning achievement because of sudden change in classroom activities and dimension from physical interaction to online engagement most especially in low-income countries like nigeria because students are separated from their teachers and friends. online engagement reduces physical interaction and face to face communication which is believed to have potential of positively influencing the communication of individual with hearing impairment. moreover, the findings revealed that there were joints influences of aggression, self-esteem and communication on the performance of adolescents with hearing loss in english language. the joint prediction of aggression, self-esteem and communication on achievement in english language demonstrated the strength of some psychosocial variables on psychosocial impact of covid-19 on achievement of adolescents… joall (journal of applied linguistics and literature), 8(1), 2023 85 academic achievement of student generally. hence, exhibition of aggression by students may hamper academic growth likewise low self-esteem and poor communication can have adverse influence on learning achievement of adolescents with hearing impairment. this result supported the report that covid-19 challenge mental health of the students (kidman, et al., 2021), reduce learning achievement because of sudden change in classroom activities and dimension from physical interaction to online engagement most especially in low-income countries like nigeria (leeb, et al., 2020). conclusion this study assessed psychosocial impact of covid-19 on the achievement of secondary school adolescents with hearing loss in english language in lagos state. the study revealed that aggression, self-esteem and communication impacted differently on the success of adolescents with hearing disorders in english language as a result of covid-19. the findings also revealed that there was a joint contribution of aggression, self-esteem and communication on learning achievement of adolescents with hearing loss in english language. this is a clear indication that covid-19 impacted negatively on both psychological and social constructs of students due to sudden change in life pattern occasioned by methodologies of mitigating the spread of the pandemic. it is recommended that post covid-19 period should be filled with activities that will enhance both social and psychological constructs of adolescents with hearing impairment. teaching methodology should be more of cooperative learning approach to motivate sense of belongings and friendliness. psychotherapies activities should be employed to desensitise some injurious behaviours among adolescents with hearing impairment bearing in mind that it is their formative period. acknowledgments the researchers appreciate the reception and assistance of the schools’ management and staff where the study was conducted. we commend previous authors whom we cited their studies. references adeniyi, s. o., & kuku, o. o. 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(2019). a comparative study of academic achievement of hearing impaired and normal students. international journal of scientific research and engineering development, 2(3), 105-113. us department of education (2021). education in a pandemic: the disparate impact of covid-19 on america’s students. us department of education. van gent, t., goedhart, a. w., & treffers, p. d. (2011). self-concept and psychopathology in deaf adolescents: preliminary support for moderating effects of deafness-related characteristics and peer https://doi.org/10 https://www.weforum.org/agenda/2020/04/corona samuel olufemi adeniyi & olaotan oladele kuku 88 joall (journal of applied linguistics and literature), 8(1), 2023 problems. journal of child psychology and psychiatry, and allied disciplines, 52(6), 720-728. van gurp, s. (2001) self-concept of deaf secondary school students in different educational settings. journal of deaf studies and deaf education, 6, 54–69. warner-czyz, a. d., loy, b. a., evans, c., wetsel, a. & tobey, e. a. (2015). self-esteem in children and adolescents with hearing loss. trends in hearing, 19, 1-12. the author samuel olufemi adeniyi is an associate professor (in the field of special education, with specialty in hearing impairment) from the department of educational foundations, university of lagos, nigeria. he is a member of many professional associations and has published articles in many standard peer review journals locally and internationally. olaotan oladele kuku holds a ph.d. in measurement and evaluation and is a lecturer at the department of educational psychology, federal college of education (technical), akoka-yaba, nigeria. he has published numerous articles in scholarly journals and a member of several professional associations within and outside nigeria. vol. 7 no. 2 august, 2022 vol. 7 no. 2 pages 295-508 bengkulu, 2022 ii issn: 2502-7816 eissn: 2503-524x joall (journal of applied linguistics and literature) vol. 7 no. 2: august 2022 table of contents practitioner-researcher voices efl classroom learning environment at a thai university: what variables matter for low-proficiency students? budi walyu & safnil arsyad………………………………………………………….295-310 antiracist applied linguistics, marxian utopian, and infra politics setiono sugiharto…......…………………………………………………………...…...311-320 regular articles what do nursing students need in learning english? ami pradana, wisma yunita, irma diani……………………………………….....…321-344 revealing the rhetorical moves and linguistic patterns in discipline-related undergraduate thesis risa rumentha simanjuntak……………………………………………...…………...345-361 turn-taking in conversation uttered by madurese community in jember bambang wibisono & akhmad haryono…………………………………...………....362-377 how indonesian sees the colors: natural semantic metalanguage theory muhammad kiki wardana & mulyadi………………………………………...….......378-394 novolearning: a strategic response to large class problems in teaching non-english department students emma rosana febrianti, raisa fadilla, chairil faif pasani, rizky amelia...…...........395-412 hoax narrative construction in the social space of rumbuk randu village in the mahfud ikhwan’s novel of dawuk kisah kelabu dari rumbuk randu (2017) rifa nurafia & lily tjahjandari……………...…..........................................................413-431 the implementation of the integrated performance assessment (ipa) model to improve english students' speaking skills ildi kurniawan, syafrizal sabaruddin, azhar aziz lubis…...…..................................432-443 wuthering heights’ three chinese translated versions’ reception in china: translation, publication, and dissemination qingqing zhang, charity lee, huzaina abdul halim ……...…..................................444-461 iii utilizing online video conference platforms to teach english at universitas bengkulu: non-english department students' perceptions and their problems syahrial………………………………………………..……...…..................................462-477 enhancing students’ learning creativities through the application of literacy learning model in the merdeka belajar kampus merdeka (mbkm) curriculum program holmes rajagukguk, juandi nababan, lamhot situmeang...…....................................478-488 applying the total physical response (tpr) method to hone efl students’ speaking skills alexon, nina kurniah, nopri pardianson…………………...…..................................489-504 iv editorial board chief editor: safnil arsyad, universitas bengkulu, indonesia managing editor: azhar aziz lubis, universitas bengkulu, indonesia international advisory editorial board: amreet kaur jageer singh, sultan idris education university, malaysia amrin saragih, universitas negeri medan, indonesia anamai damnet, kasetsart university, thailand i wayan arka, australian national university, australia john adamson, university of niigata prefecture, japan paul robertson, academic education inc, australia siti wachidah jawad, universitas negeri jakarta, indonesia teguh budiharso, universitas islam negeri raden mas surakarta, indonesia thi thuy loan nguyen, kalasan university, thailand editors: aprilza aswani, politeknik negeri medan, indonesia benni ichsanda rahman, universitas islam negeri sumatera utara, indonesia dian heriani, sekolah tinggi ilmu manajemen sukma, indonesia eko saputra, universitas bengkulu, indonesia fatin nadifa tambunan, universitas pembangunan masyarakat indonesia, indonesia fernandita gusweni jayanti, university of new south wales, australia muhammad yusuf, universitas sumatera utara, indonesia ramon s medriano jr, lyceum northwestern university, philippines rika wahyuni tambunan, akn putra sang fajar, indonesia sufiyandi, universitas bengkulu, indonesia sukma septian nasution, universitas pamulang, indonesia tuning ridha addhiny, universitas islam negeri mataram, indonesia winda syafitri, politeknik negeri medan, indonesia reviewers: abdul halim, universitas muhammadiyah kalimantan timur, indonesia alamsyah harahap, universitas bengkulu, indonesia audi yundayani, stkip kusuma negara, indonesia dedi sanjaya, universiti college yayasan pahang, malaysia fazri nur yusuf, universitas pendidikan indonesia, indonesia gita mutiara hati, universitas bengkulu, indonesia v hanafi, universitas andalas, indonesia i wayan dirgeyasa, universitas negeri medan, indonesia ikhsanuddin, universitas tanjung pura, indonesia ira maisarah, universitas bengkulu, indonesia ivor timmis., leeds becket university, united kingdom mario nugroho willyarto, bina nusantara university, indonesia masitowarni siregar, universitas negeri medan, indonesia mirjam anugerahwati, universitas negeri malang, indonesia muhammad farkhan, uin syarif hidayatullah, indonesia mushoffan prasetianto, universitas brawijaya, indonesia ni putu ade resmayani, sekolah tinggi pariwisata mataram, indonesia rafizah mohd rawian, universiti utara malaysia, malaysia seftirina evina sinambela, sekolah tinggi ilmu hukum graha kirana, indonesia willy ardian renandya, national institute of education, singapore yazid basthomi, universitas negeri malang, indonesia vi publisher address: unib press lembaga penelitian dan pengabdian kepada masyarakat (lppm) universitas bengkulu jalan w.r. supratman, kandang limun, bengkulu, 38371a email: unib.press@unib.ac.id doi: https://doi.org/10.33369/joall by website: https://ejournal.unib.ac.id/index.php/joall/index the editors of joall (journal of applied linguistics and literature) make every effort to ensure the suitability of all article information contained in its publications. however, the editors and the publisher of the journal make no representations or warranties whatsoever as to the accuracy and completeness and for any purpose of the articles and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. every article published in joall gives the views of the author(s) and are not necessarily the views of the editors and of the journal of applied linguistics and literature. https://doi.org/10.33369/joall https://ejournal.unib.ac.id/index.php/joall/index joall (journal of applied linguistics and literature), 8(1), 2023 59 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/22792 https://doi.org/10.33369/joall.v8i1.22792 english as medium of instruction (moi) in classroom activities: teachers’ perceptions from eastern indonesia 1sahril nur , 2auliyanti sahril nurfadhilah , 3eva meizara puspita dewi , 4jamilah 1,2,3,4english department, universitas negeri makassar, indonesia 1,2,3,4kampus unm parangtambung, jalan daeng tata malengkeri, makassar article info abstract article history: received: jul 18, 2022 revised: nov 3, 2022 accepted: nov 9, 2022 english as the medium of instruction (moi) in indonesia has experienced up and down periods, thus affecting the teachers’ use of code-switching and code-mixing strategies. this article reports on english teachers’ perceived usefulness of english as the medium of instruction (moi) in classrooms. participants of the study are english teachers from various school levels in one province in eastern indonesia. this exploratory case study used a selfassessment survey as the single instrument. as a result, teachers have a positive perception toward english as the medium of instruction (moi) as they believe it could improve students’ proficiency. however, some are hesitant and would rather have classes taught in a blend of their native language and english. this study implies that teachers should consider elements of high-quality instructions. this study suggests developing an institutional elt policy to infuse moi into classroom pedagogy. keywords: english as medium of instruction (moi) english proficiency quality instruction conflict of interest: none funding information: none correspondence: sahril nur, english department, universitas negeri makassar, indonesia sahrilfbsunm@unm.ac.id ©authors this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): nur, s., nur, a.s. dewi, e.m.p., jamilah. (2022). english as medium of instruction (moi) in classroom activities: teachers’ perceptions from eastern indonesia. joall (journal of applied linguistics and literature), 8(1), 59-73. https://doi.org/10.33369/joall.v8i1.22792 the ideal condition in english classes no matter whether esl or efl should be in english. the situation could have english teaching materials, teachers preparing lesson plans in english and of course the teaching & learning interactions conducted in english. using english as the medium of interaction is assumed to create an english environment that leads to familiarity with using english. the circumstance could encourage student-teacher to interact in english even outside the classroom. https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.22792&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/22792 https://doi.org/10.33369/joall.v8i1.22792 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.22792 http://orcid.org/0000-0002-6544-7378 https://orcid.org/0000-0002-3944-8668 https://orcid.org/0000-0002-6140-627x https://orcid.org/0000-0001-6677-4277 sahril nur, et al. 60 joall (journal of applied linguistics and literature), 8(1), 2023 however, in many regular english classes in the context of the study, most teachers prefer to use the mother tongue as the language of interaction in the classroom (basel, 2004). some of the reasons are the assumption that mother tongue could lead to effective classes. similar to this condition, teaching materials are also prepared using mixed languages. teachers usually prepare teaching materials in english but explain them in bahasa indonesia. moreover, teachers and students do not feel obliged to use english outside the classroom. the interactions and casual conversations that exist among them are merely for socialization and are more enjoyable, closer and more comfortable to conduct in their mother tongue. there are numbers of studies that explored the use of english as the language of instruction in teaching english (aguilar, 2015; galloway & ruegg, 2020; islam, 2013) to name a few and several studies also conducted in indonesia, some focus on higher education context (dewi, 2017; simbolon, 2016; simbolon, oliver, & mercieca, 2020) and several others explore school contexts (bukhari & awan, 2018; khasbani, 2019). however, research on teachers’ perception of using moi is still scarce, particularly in eastern indonesian context. for example, not all students can read and understand texts in english, thus affecting their learning comprehension and hindering them from effective english communication and interaction. this study is conducted to investigate how teachers perceive the use of moi and the kind of learning activities in the classroom. to find the answer to these questions, the researcher formulate research questions as follows: (1) how do teachers perceive students’ ability to read & understand english? (2) how do teachers perceive students’ ability to interact in english? (3) what is teachers’ language preference in the classroom, and (4) how do teachers view the impact of using english in the classroom on students’ english proficiency? this study is limited to junior and secondary school teachers in south sulawesi province. in its existence as a medium of instruction, english as the language of instruction is known as english as a moi of teaching english subject itself. while, using english for teaching academic subjects other than english, the term emi is widely used. english as medium of instruction (moi) is constantly recommended after perceptions and experimentation. it is believed to be of extraordinary significance, especially in higher education (siddiquah et al., 2021). teachers and educators use english as medium of instruction as a way toward learning and instructing that the usage could indicate the capabilities of instructors, their language and the primary language of the kids (bukhari & awan, 2018). medium of instruction refers to a language used in teaching (mcneill, 2022) or for teaching (harish, 2019). even though it is not an official language of the country, bilingual or multilingual education may exist if more than one language of instruction is used in teaching and learning (cheung & wong, 2014). english as medium of instruction (moi) in classroom activities… joall (journal of applied linguistics and literature), 8(1), 2023 61 the main benefit of moi is to improve l2 proficiency. researchers believe that familiarizing students with english could offer them more opportunities or obtaining employment after graduation (aguilar, 2015; arnómacià & mancho-barés, 2015). in addition, lecturers’ could also get an advantage from emi practices as their english proficiency could improve (floris, 2014). to this end, english as the moi appears to offer great benefits for both students and teachers. the use of english as moi in teaching academic subjects (other than teaching english itself) appears to be a rapid global transition, particularly in the context of english as a foreign language (efl). based on research conducted by dearden (2014), english is increasingly employed as the language of instruction not just in universities, but also in secondary and elementary education. aside of using english as a moi in teaching english subject, the term emi has been used interchangeably in several countries with other terms such as content and language integrated learning (clil) which is more to the methodology of language teaching. it is also occasionally mistaken with teaching english as a second language (efl) and english for specific purposes (esp), which are meant to help students succeed in english-speaking practices. students often confuse emi with eap (english for academic purposes), a program that helps them learn academic subjects in english. as indicated by dearden, this article defines emi as the way of teaching educational subjects in english that is not the primary language of most of the students in a certain country. in addition to deciding on english as the language of instruction, educators around the world are scrambling to provide materials and instructional practices to support the newly adopted moi of english. however, decisions on which language to choose is still debatable. in the context of tefl in indonesia, the debate centred on whether to use bahasa indonesia, the official language of the country or using english as the target language, or a combination of these. the emi program was originally implemented in indonesian schools through the use of english as the primary language of instruction in subjects like mathematics and science, which is known for their international standard school concept (zacharias, 2013). it was expected that through these programs the students’ english skills would improve because they were offered more opportunities to practice english. unfortunately, the program only lasted for seven years, particularly in state schools. some of the reasons are schools teachers’ have low english proficiency (kompas.com, 2010) which contributed to their unpreparedness in producing english materials, moreover, many teachers lack the background and skills to scaffold language learning, resulting in poor teaching and learning outcomes (simbolon et al., 2020). similarly, students are also reported to have limited english proficiency, furthermore, sahril nur, et al. 62 joall (journal of applied linguistics and literature), 8(1), 2023 challenges are exacerbated by the indonesian ministry of education’s lack of emi policy information (sumitomo, said, & n, 2012). this illustrates emi practices are quite problematic, and while it is still growing it is better to explore which approaches fit best. according to peyton (2015), while searching on which language to use as the language of instruction, it is considered to start with having students learn in one language, then give them the chance to switch to teaching pupils in their native language, which is known as a language right (may, 2012). many countries across the globe have seen a rise in interest in and approaches to mother tongue education during the past few decades. ball (2014) found that children are more likely to drop out of school or perform poorly in early grades if they are taught in a language other than their native one. this is consistent with unesco’s finding that children’s first language is the ideal language for primary school literacy and learning (unesco, 2008). among the many studies investigating the right language instruction to use (calderón, 2011; cheung & slavin, 2012), they stated that the quality of language education is more crucial than the language of instruction for boosting students’ academic achievement. anchored in peyton’s (2015) basic features for good quality instruction, the effectiveness of instruction features can be presented as follows. figure 1. nine basic features of high-quality instruction (peyton, 2015) these features of the high-quality instruction model are the element to consider when deciding the type of instruction to have in the classroom. the following is an illustration of the features. the curriculum is based on thematic modules or issues within those units, with teachers using approximately one week to implement vocabulary and background knowledge, build on students’ interests and knowledge, and provide multiple opportunities for students to use vocabulary related to the the curriculum comprehensive approach vocabulary appropriate materials uses of technology cooperative learning activities formal or informal support story activities content focus english as medium of instruction (moi) in classroom activities… joall (journal of applied linguistics and literature), 8(1), 2023 63 themes and topics, as well as continuing to build vocabulary over successive lessons. a complete method to teaching reading comprises phonemic awareness, phonics, decoding and word identification, vocabulary comprehension and use, and reading skill, which are implemented at the proper times and intensities. as part of their reading ability development, learners have access to decipherable books and other readers. special attention is made on vocabulary acquisition and usage. with adequate time for student engagement and detailed instruction, vocabulary is taught. activities may involve a comprehensive bodily response (acting out words) and the use of multimedia (concrete objects to represent words). teachers could simplify their terminology, introduce specific vocabulary that is likely new, and illustrate ways for independently acquiring word meaning. for instruction, mentoring, and literacy exercises, resources are selected based on the student’s competency, grade, and reading level. cooperative learning activities give students the opportunity to work in pairs or small groups. such activities could provide children with ample opportunities to employ their developing language skills in meaningful circumstances on a daily basis and boost their confidence in their language proficiency. tale exercises cultivate an awareness of print, story structure, and language. these include oral and silent reading, as well as oral and written replies to read texts. the present article examines the extent to which english teachers use instruction in their classroom and more specifically examines the quality of their instruction based on peyton’s study (2015). this empirical evidence accentuates the type of instructions used by teachers, how they used them and the quality of the instruction. the findings of the present study can serve as the basis for designing an effective instruction model to use in the classroom. method this study employed an exploratory case study, using survey as a single instrument, to understand the teachers’ perception of moi (mills et al., 2010). drawing on peyton (2015) study on language instruction, a survey was undertaken to examine teachers’ attitudes towards the use of english in the classroom. these attitudes were investigated based on four evaluative elements: (1) students’ intake/competence, (2) teachers’ views on students’ ability to communicate in english, (3) language instruction preference, and (4) teachers’ views on the impact of emi. hence, the study’s central research question is, “how do teachers assume and use english in the classroom?” to answer the question, a questionnaire was employed (see appendix). this study involved 266 school teachers ranging from secondary, vocational schools, and boarding schools in south sulawesi, indonesia. teachers answered google forms sent via whatsapp and other social platforms. the procedure of distributing the questionnaire is by contacting sahril nur, et al. 64 joall (journal of applied linguistics and literature), 8(1), 2023 teachers’ professional development groups who then distributed them to their members. the distribution of the questionnaire was coordinated with the group leaders where they were asked to confirm their members’ participation. their participation can also be monitored in the google form database where we can see how many participants have completed the questionnaire. the collected data is then analysed and interpreted. to examine respondents’ responses, descriptive statistical analysis was utilized. percentages and frequencies were used to determine the extent to which respondents rated their english proficiency, their opinion on the use of english resources, and the use of language instruction. this study uses a questionnaire as the single instrument of data collection. before its official use, it was designed and developed through four stages: 1) the design and development of the questionnaire, 2) preliminary questionnaire testing, 3) validation of the questionnaire, and 4) subsequent validation. the questionnaire consists of two sections, the first section asking about teachers’ demographic information and the second part consists of 17 items asking about teachers’ perceptions and use of english in teaching and learning. based on the preliminary questionnaire testing, these items were generated from 24 items, three questions were irrelevant, two questions were redundant, and two questions were excluded due to ethical and psychological reasoning. percentages and frequencies were utilized to determine how much respondents accepted english as moi regarding the students’ competence, teaching resources, and language instruction employed in teaching and learning. table 1 shows the characteristics of participants covering teaching assignment level, teaching location, qualification level, and certification status. table 1. demographic information of participants characteristics category number % in total n = 143 teaching assignment level mts (jhs levelreligious school) 6 37.1 junior high school (jhs) 53 4.2 senior high school (shs) 54 37.8 smk (vocational high school) 29 20.3 ma (hs level-religious school) 1 0.7 teaching location city 92 64 suburban 23 16.1 country side 28 19.6 qualification level bachelor in education 102 71 bachelor other than education 33 23.1 master in education 1 0.7 doctor 7 4.9 certification level uncertified 102 71 certified less than 5 years 33 23.1 certified between 5-10 years 1 0.7 certified more than 10 years 7 4.9 english as medium of instruction (moi) in classroom activities… joall (journal of applied linguistics and literature), 8(1), 2023 65 it was interesting to see that the majority of attendees were high school teachers. they mostly teach in the city and the majority of them had attained bachelor’s degrees and 71% of the total respondents reported uncertified. before using the survey, it went through instrument validation process that involved two experts in moi. the second part of the survey includes a number of subscales: students’ competence comprises six items that evaluate students’ ability in using english. students’ ability to interact in english comprises 4 items. three items asking about language preference for instruction and the fourth subscale asking about perceptions of benefit of using english as a moi comprises 4 items. table 2 shows the factors and instances of items in the survey. table 2. dimensions of the english as moi questionnaire perceptions of using english instructions dimensions example of items students’ competence students english proficiency the majority of students comprehend everything i say in english. the majority of learners comprehend english course materials and textbooks the ability of students to communicate in english. using english for communication the majority of students are at ease addressing inquiries in english the majority of students feel secure working in groups in english preference for language of instruction perceptions of using language of instruction learners learn better when instructed in english the students learn effectively when instructed in english and indonesian impact of english as moi on students’ english proficiency perceptions of english as (moii impact the students will improve their speaking ability significantly when taught in english the students will improve their reading ability significantly when taught in english findings students’ competence (items 1-6) as indicated in figure 2, most participants assumed that students do not get the essence of the lesson when teachers use english as the language of instruction. almost 50% of participants responded undecided to the item asking about whether students understand english instruction (item 1). interestingly, teachers mostly agree to item investigating students’ reading ability on text sahril nur, et al. 66 joall (journal of applied linguistics and literature), 8(1), 2023 materials and exam instruction (items 2 & 4). regarding students’ understanding of reading materials and exam instruction, and their ability to answer the questions, participants tended to be neutral (items 3, 5, & 6). therefore, it could be stated that teachers who participated in this study are quite unsure about their students’ competence. at one pole they doubt students’ capability to get the meaning of explanation and instruction in english but at another end they admit students reading ability as good. figure 2. participants’ response to the item asking about students’ competence another interesting finding from the study is that teachers tend to differentiate between reading ability and reading comprehension. for item asking about students’ ability to read examination instruction they confidently agree with up to 50,3% agreement (question 4). however, they responded mostly undecided (39,2 & 40,6) to items asking about whether students understand examination instruction in english (item 5) and whether they can answer the questions that are written in english (item 6). for this reason, teachers might consider using cooperative learning activities that enable learners to collaborate either in groups of two or three. teachers’ perceptions of students’ competence to interact in english (item 7-10) in responding to students’ competence to communicate in english, majority of the participants, as presented in figure 3 voiced that they have doubt whether students are comfortable asking questions in english (item 7); uncertain as to whether students are able to answer teachers’ queries in english (item 8); and are neutral in highlighting whether students are at ease conversing in english with their peers (item 10). the only strong response that almost reaches 60% is teachers’ assumption about students’ positive response to doing group work in english (item 9). these findings show that students might be able to respond to teachers’ instructions for example asking questions or replying to teachers’ questions, but english as medium of instruction (moi) in classroom activities… joall (journal of applied linguistics and literature), 8(1), 2023 67 they perform those as an obligation or routine. this might also indicate that students are restricted to contract on the agreement they had/signed upon the commencement of the semester saying that their participation in the classroom contributes to their final marks. to some extent, this finding resounds characteristics of indonesian students who are willing to do assignments and respond to questions when they are assessed (azis, 2015). this indicates that teachers should offer students multiple opportunities and types of activities that could improve their interest in the lesson and make them more engaged. in this case reflection on the curriculum should be more intense. figure 3. participants’ response to the item asking about group work/collaboration teachers’ preference for using english or indonesia instruction (item 11-13) when asked about students’ preference for the language of instruction (see figure 4) teachers argue that students learn better when they are instructed using mixed language (item 13). an almost similar agreement was given to the item asking about preference for bahasa indonesia as the language of instruction (item 12) and most participants give neutral responses on students’ preferences for english as the language of instruction (item 11). these findings signify that students in the context of the study still have limited english proficiency which could lead teachers to favour bahasa indonesia as the instructional language while teaching english. moreover, it is appealing to highlight that the majority of participants teach in the city. as this point differs from wijayatungga’s study, it signals two crucial phenomena: first, inequality of education in the context of the study, and second, researchers should consider further investigations on students’ proficiency. sahril nur, et al. 68 joall (journal of applied linguistics and literature), 8(1), 2023 figure 4. participants’ response to language instruction preference teachers’ viewpoints on utilizing english in the classroom improves learners’ english ability (item 14-17) although teachers who participated in this study assume that their students learn effectively using the mixing of english and bahasa indonesia or using bahasa indonesia totally, they are aware of the benefit of english as a moi. they respond positively to all items highlighting the issue with a high agreement level. as shown in figure 5, the highest agreement (65%) is given to the improvement of reading ability as a result of using english as the instructional language (item 17). the second highest agreement of 59.4% addresses speaking ability (item 14); 58.7% for listening ability (item 15); and 55.9% agreement given to item 16 asking about the benefit of emi to improve students’ writing ability. figure 5. participants’ response to language instruction & reading proficiency discussion referring to the mistake of the implementation of international standard schools (iss) that ended in 2013, we need to avoid similar pressure. at that time, teachers were not well prepared, some of them were only good at everyday english and not with formal instruction in the classroom. kashbani (2019) highlights the use of english as a moi in primary and secondary schools in indonesia as a waste of time and money because it was conducted without english as medium of instruction (moi) in classroom activities… joall (journal of applied linguistics and literature), 8(1), 2023 69 mindful preparation. similarly, the complicated interaction between teachers’ english competency, students’ perceived english competence, and the absence of socialization of the english as a moi policy also contributes to the problem (zacharias, 2013). back to previous findings, english as a moi was reported to be controversial in the sense means different perceptions of people. some argue that english as a moi could reduce nationality values, and the potential of english as a moi to be divisive and lead to social inequalities (dearden, 2014). furthermore, teachers were not able or qualified to communicate through emi because of the generational divide. in addition, as reflected in this finding, although it might be quite challenging, some students will not be able to cope with the workload and hence miss out on the educational material. thus it is not surprising when there are no significant differences in students’ achievement whether they are taught using english as a moi or their mother tongue. in some cases particularly in rural areas, the result could even get worsen (hu & zhang). furthermore, teachers might employ technology to extend the sources of language intake, knowledge creation, and the types of activities and interactions that they could participate in the classroom (anas & musdariah, 2018). on the other hand, participants’ confidence in their students’ willingness to interact in a group, again signals the importance to respect cooperative learning activities. it appears that students enjoy working in pairs and small groups. as peyton (2015) argues, students can practice their language abilities in a variety of real-world situations by participating in cooperative learning on a regular basis. moreover, students in the study reflect to meet the characteristics of 21st-century skills: communication and collaboration. students in this study belong to generation z who welcome challenges and enjoy group discussions in a very interactive learning environment (lase, 2019). thus, teachers should alert that the era has come, it is time to collaborate and make collaboration a tradition in various learning activities. to some extent, the phenomenon approves the position of the mother tongue as the language right (may, 2012) and could decrease the number of dropout students (ball, 2014). in this sense, teachers appear to use appropriate materials and a comprehensive approach. another insight to consider is teachers could initiate collaboration with other partners for example from different schools within the professional development group. through this, a teacher could initiate a different program from a standard course that is built to facilitate subject and english teachers’ collaboration in preparing students for emi classes (macaro, akincioglu, & dearden, 2016). interestingly, these findings are similar to wijayatunga’s (2018) study of the obstacles of utilizing english as instructional language in sri lanka. she contended that students are more responsive if they are taught in their mother sahril nur, et al. 70 joall (journal of applied linguistics and literature), 8(1), 2023 tongue. she further argues that the demand for english as a language of instruction is limited to urban communities. therefore, emphasizing the characteristics of high-quality instruction suggested to frame this study, these findings ring the bell for teachers to reconsider content-based instruction through discussion and examples of text types. the findings reveal that teachers believe in the use of english as a moi to offer a great advantage to both teachers and students. although it also reveals uncertainty, teachers’ hesitation might occur due to limited resources to use or restricted support to get from school and parents. this finding resounds simbolon’s current study where she questions the quality of english as a moi implementation in indonesia (simbolon, 2021). in responding to this circumstance, teachers should expand the use of technology as the source of language input, knowledge, types of activity, and interaction as suggested in the high-quality instruction (anas, 2019; anas & musdariah, 2018). moreover, the use of technology could create a comfortable and attractive classroom (wijayatunga, 2018). offering them an interactive learning environment means confirming that learning is unlimited, and they can study anywhere, anytime with unlimited access to new information (lase, 2019). these conditions could lead to the efficacy of using emi at schools could invite students’ higher favor (bukhari & awan, 2018). conclusion the study aims to explore four research questions (rq1 to rq4) focusing on teachers’ perception of the use of moi in their classrooms. it was sought to investigate the teachers’ perception of students’ ability to read and understand texts in english, interact with other in english, language preference in the classroom, and the impact of moi on their students’ proficiency. drawing on the findings, the participants have positive attitudes toward english as a moi and its role to improve students’ proficiency. however, beyond its perceived effectiveness, teachers realize some obstacles that hindered them from the actual use of moi in their classrooms, including students’ proficiency. moreover, the study also highlights an important insight into students’ willingness to work in pairs and groups. this is a crucial signal to respond to. teachers are considered to prepare a more comfortable and attractive classroom through collaborative work to characterize the 4.0 era, as well as utilize more technologies in the classroom, select the right methodology, and support from the management of the school, which will give better results for the schools to implement english medium instruction. in other words, awareness of the context, comprehension of students’ proficiency, and teachers’ quality are worth considered along with peyton’s (2015) features of highquality instruction. english as medium of instruction (moi) in classroom activities… joall (journal of applied linguistics and literature), 8(1), 2023 71 despite the usefulness findings presented in this article, the researcher recognizes that the present study does not embrace students’ voices. moreover, the limitation of this study is the use of a single instrument to collect data. future studies should focus on classroom observations and interviews with instructors and students to learn more about how english is used as a medium of instruction in the classroom. studying current trends of english as a 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(2013). navigating through the english-medium-of-instruction policy: voices from the field. current issues in language planning, 14(1), 93-108. doi:10.1080/14664208.2013.782797 444 joall (journal of applied linguistics and literature), 7(2), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21581 https://doi.org/10.33369/joall.v7i2.21581 wuthering heights’ three chinese translated versions’ reception in china: translation, publication, and dissemination 1qingqing zhang , 2charity lee , 3huzaina abdul halim 1postgraduate office, faculty of languages and linguistics, universiti malaya, malaysia 1postgraduate office, faculty of languages and linguistics, 50603 kuala lumpur, malaysia 2department of asian and european languages, faculty of languages and linguistics, universiti malaya, malaysia 2department of asian and european languages, faculty of languages and linguistics, 50603, kuala lumpur, malaysia 3department of language & literacy education, faculty of education, universiti malaya, malaysia 3department of language and literary education, faculty of education, 50603 kuala lumpur, malaysia article info abstract article history: received: may 11,2022 revised: july 22, 2022 accepted: august 5, 2022 this study aims to explore the reception of wuthering heights in china by conducting comparative study on its three chinese-translated versions, which were published in three periods, to examine how these versions have been translated, published, and disseminated. this study applies historical and archival research methods, close reading methods and comparative methods. the researchers collected the data from the original text of wuthering heights and its three chinesetranslated versions, relevant monographs, academic papers and information about the three versions. the academic papers were collected from china national knowledge infrastructure, the most authoritative database in china for scientific publications. the information of the three versions was obtained from the chinese online chaoxing database, which is the most extensive database that provides information on books based on big data. first, the researchers explored the translation journey of wuthering heights in china and the information of its three representative versions that appeared at different times. second, the researchers investigated the publication route of the three versions, concentrating on the information of the publishing houses, the formats of the three versions and the reprint edition. third, the researchers analyzed the dissemination of the three versions in the chinese literary field, focusing on the library collections, citations and academic circle comments. this paper concludes that the translation and circulation process of the three versions promoted the dissemination of wuthering heights in china to a great extent. the reasons for the extensive dissemination of keywords: wuthering heights translation publication dissemination conflict of interest: none funding information: none correspondence: charity lee, department of asian and european languages, faculty of languages and linguistics, universiti malaya, malaysia. charity.lee@um.edu.my https://ejournal.unib.ac.id/index.php/joall/article/view/21581 https://doi.org/10.33369/joall.v7i2.21581 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.21581%26domain=pdf https://orcid.org/0000-0003-1319-3801 https://orcid.org/0000-0002-0988-8101 https://orcid.org/0000-0003-3275-4889 wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 445 wuthering heights in china are its excellent charm, translators and scholars’ efforts and chinese readers’ passion for it. ©qingqing zhang, charity lee, huzaina abdul halim this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): zhang, q., lee, c., halim, h.a. (2022). wuthering heights’ three chinese translated versions’ reception in china: translation, publication, and dissemination. joall (journal of applied linguistics and literature), 7(2), 444-461. https://doi.org/10.33369/joall.v7i2.21581 british writer emily brontë (1818-1848) wrote wuthering heights and published it in 1847, which was her masterpiece that established her status in the british literary world. wuthering heights was an analysis of love. (phillips, 2007). in 1930, wu guangjian (1867-1943) translated and introduced wuthering heights to china (zhou&sun, 2017). later on, many translators retranslated it. this novel has attracted generations of chinese readers and researchers, and the number of its chinese-translated versions is over 100. the past nine decades witnessed its profound research achievements and chinese-translated versions. based on the academic papers on china national knowledge infrastructure (hereafter referred to as cnki), the most authoritative database for scientific publication, the research achievements on wuthering heights experienced three stages. in the 1980s, researchers focused on introducing its theme and content. in the 1990s, scholars interpreted it from diversified perspectives such as biological interpretation, gothic tradition, archetypal analysis, etc. from 2000 to 2022, the past two decades witnessed expanded research on it, the textual analysis of the original texts deepened, and the comparative analysis of its different chinese translated versions boomed, covering the perspectives of translation theory, linguistics, and comparative literature. xie (2017) argued that translation plays an essential role in the existence, circulation, acceptance and study of literary classics around the world. venuti (2008) pointed out that the foreign-language texts we call ‘classics’ do not merely attract translation but are constantly re-translated as publishers scramble to transform the cultural capital those texts have acquired into economic capital (p.27). the re-translation journey of wuthering heights in china has been lasting for over ninety years; according to readers’ feedback from dangdang.com, one of china’s largest online book-selling platforms, the versions translated by yang yi, fang ping, and sun zhili received great customer book reviews and were among the “5-star” ranking list. based on the data from cnki, chinese researchers prefer to cite the three translators’ versions compared with other translators’ versions. thus, the three versions translated by yang yi, fang ping and sun zhili were representative versions of wuthering heights, and the research on them https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.21581 qingqing zhang, charity lee, huzaina abdul halim 446 joall (journal of applied linguistics and literature), 7(2), 2022 would reflect the dissemination of wuthering heights in china to a great extent. however, we seldom have access to the research achievement that describes a clear route of their national circulation. the researchers will conduct empirical research to explore the three translators’ versions’ translation, publication and dissemination in china. the historical and archival research methods, close reading methods and comparative methods will be applied. williams& chesterman (2002) argued that data in historical research include documentary material concerning translations and translators, translation reviews, translators’ correspondence, paratexts, and bibliographies of translated works (p.91). the data of this study are the original work of wuthering heights; the three chinese translated versions translated by yang yi, fang ping and sun zhili, relevant monographs that contained the information of the three versions, journal articles that focused on the comments of the three versions. the data of journal articles were collected from cnki. this study will explore the answers to the two research questions: what were the characteristics of the chinese-translated versions translated by yang yi, fang ping and sun zhili in terms of the paratexts? how were the three versions published and disseminated in the chinese literary field? many scholars conducted research related to the three chinese-translated versions. based on the data from cnki, previous research included two categories, one was the interpretation of a single version, and the other was a comparative study between two versions. for instance, zhou and sun (2017) studied yang yi’s version from the perspective of translator behavior criticism and found that she followed the principle of “truth-seeking oriented, utility-attaining foremost” in translation. peng and zhang (2016) compared the characteristics of yang yi and sun zhili’s versions from the perspective of toury’s translational norms and concluded that the two translators made different translation strategies in light of the norms in their times. wang (2012) conducted a comparative study on the versions translated by yang yi and fang ping from the perspective of translation aesthetics. the author concluded that the two translators reflected the aesthetic values of the original text; however, yang yi’s version was better than fang ping’s version. the previous studies not only had similarities but also differences from this study. in a similar aspect, previous studies and this study focused on the comparative study of the three versions’ characteristics. in a different aspect, previous studies were mainly textual analyses between the versions and did not focus on the dissemination of the three versions, but this study explores the dissemination of the three versions. therefore, this study is to investigate the reception of three versions in china by researching their translation, publication and dissemination. wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 447 method this study adopts empirical research and employs historical and archival research methods, close reading and comparative methods. williams and chesterman (2002) defined that empirical research explores new data, new information derived from the observation of data and experimental work; it seeks evidence that supports hypotheses (p.59). williams and chesterman (2002) summarized that historical and archival research methods explore, analyze, and interpret existing documentaries and other information, such as bibliographies and historical records (p.67). smith (2016) elaborated the definition of close reading, which refers to activity concerning texts and a type of text itself: a technically informed, fine-grained analysis of some piece of writing. data collection this research used documents to collect data. this research primarily explored monographs, academic papers and relevant information referring to the library collection and publication of wuthering heights’ chinesetranslated versions from the relevant database. first, the researchers obtained data from wuthering heights, written by emily brontë (1847) and published in 2016 (second print) by world publishing corporation. the chinese-translated version of wuthering heights was translated by yang yi and published in 2011 by the yilin press. the chinese-translated version of wuthering heights was translated by fang ping and published in 2010 by shanghai translation publishing house (revised edition). the chinese-translated version of wuthering heights was translated by sun zhili and published in 2016 by shanghai literature &arts publishing house (revised edition). the monograph a history of the 20th century foreign literary translation in china was written by zha mingjian and xie tianzhen and published by hubei education press in 2007. second, the researchers obtained the journal articles referring to the research of wuthering heights from the china national knowledge infrastructure and the information about the library collection and publication of wuthering heights’ chinese-translated versions from the chinese online chaoxing database. data analysis and instruments the researchers combined close reading and comparative methods with content analysis to analyze the data. the researchers followed the four steps to analyze the data based on the research questions. first, the researchers adopted a close reading approach in reading the monographs about the translation journey of wuthering heights and the three versions of wuthering heights. the objectives are to explore the overview of its translation journey in china and understand the features of the three versions qingqing zhang, charity lee, huzaina abdul halim 448 joall (journal of applied linguistics and literature), 7(2), 2022 by comparing the paratexts of the three versions, focusing on making a comparison of the design of the formats and the content of the preface, footnotes, postface, illustrations, etc. dubbati and abudayeh(2018) pointed out that a paratextual approach to translation studies expands the focus from texts only to include external elements related to translators, readers, and publishers. second, the researchers explored the information on the publication of the three versions from relevant monographs and the official websites of the publishing houses to investigate the publication route of the three versions, concentrating on analyzing the features of publication of the three versions and comparing the unique strategies that the publishing houses adopted in the promotion. third, the researchers searched for information on library collections and citations of the three versions from the chinese online chaoxing database. the comparative analysis was based on the visualized image of data from the chaoxing database. fourth, the researchers searched for the book reviews and articles about the comments made on the three versions from the chinese online database cnki. the researchers adopted closing reading methods to analyze the articles and chose to analyze the most relevant and highest citation papers to understand the characteristics of the research focus and comments on the three versions. findings the translation journey of wuthering heights in china liang and xu (2018) stated that translation is vital in the dissemination and reception of work in foreign countries. the first chinese-translated version of wuthering heights appeared in 1930, with the title 狭路冤家 (xiá lù yuān jiā), which wu guangjian translated. in 1942, the commercial press published the version translated by liang shiqiu with the title 咆哮山庄 (páo xiào shān zhuāng). yang yi was the first translator that translates its title into 呼啸山庄 (hū xiào shān zhuāng). shanghai pingming publishing house published her version in 1956, and in 1980, the jiangsu renmin publishing house published her revised version. in 1986, shanghai translation publishing house published fang ping’s version. several publishing houses republished the two translators’ versions, which won many readers in the 1980s and 1990s. in the 1990s, one or two versions re-translated by other translators emerged every year. the following translators committed to the translation of wuthering heights: sun zhili, shen dongzi, huang shuiqi, sun kaixiang, zhao qi, xu xifa and liu wanrun, liang hong, yang guangci, song zhaolin, xu xiaowen, lv changxun, liu bangli, ma hui, yang jiang etc. (zha&xie, 2007, p.903). wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 449 yang yi, fang ping and sun zhili were three prominent translators in china who devoted themselves to the translation and research of wuthering heights. based on the data from cnki, their versions received great popularity and were widely cited compared with other translators. yang yi was a famous translator and used to be employed by the karl marx university of leipzig and nanjing normal university. her version first appeared in the 1950s. in 1981, yang yi became a member of the nanjing federation of literary and art circles and vice president of the nanjing cultural association. her version won the only translation prize in the first jinling literature prize in 1986. the version published by yilin press won the seventh national outstanding award for best-selling books. her version was the only chinese version of wuthering heights collected by the brontë parsonage museum (yang, 2013, p.5). fang ping (1921-2008), an excellent translator, was born and brought up in shanghai. he did an in-depth study of wuthering heights and published a series of academic papers to interpret the work profoundly in the 1980s and 1990s. in 1986, his version emerged, which was published by shanghai translation publishing house. fang ping also worked as a senior editor and director of the foreign literature editorial department in shanghai translation publishing house. sun zhili (1942-) had been working as a professor at pla university of foreign language. he was also a director of the chinese translators association and the vice-chairman of the henan translators’ association. he published several academic papers and monographs and committed to several national fund projects related to literary translation studies. he re-translated wuthering heights at the beginning of the 1990s, and in 1992, beiyue literature & art publishing house published his chinese-translated version (zha&xie, 2007, p.1077). the publication route of the three chinese translated versions of wuthering heights in china the publication of the three chinese-translated versions reflected the dissemination of wuthering heights in china. sapiro (2008) stated that the publisher, the series, the preface, the presentation of the text and its author, and the translation--all these elements contribute to assigning a meaning to the translated text, which must also be considered. the publication route of the three versions can be explored from the following perspectives: the publishing houses, the formats and the reprint edition. several publishing houses contributed to the publication of the three translators’ versions. yilin press is a “rising star” in china’s foreign literature’s translation and publication, which has published many foreign literary works. the “world literary classic series” was its crucial publication project that won great popularity among readers and the foreign literature research circle (zha&xie, 2007, p.804). it published yang yi’s version more qingqing zhang, charity lee, huzaina abdul halim 450 joall (journal of applied linguistics and literature), 7(2), 2022 than ten times, and her version belonged to the “world literary classic series” that promoted its dissemination in china. shanghai translation publishing house is the largest comprehensive professional translation press, founded in 1978. it published several series of literary classics. the “foreign literary classics series” and “foreign literature series in the 20th century” won the first national “special prize for excellent foreign literature classics” (zha&xie, 2007, p.805). wuthering heights was among the series. shanghai literature &arts publishing house was established in 1952 and has developed into a comprehensive publishing house that published brilliant literary works and chinese and foreign contemporary and modern works. it published a series of books that won the chinese national book award, the highest award for books in china, awarded by the national press and publication administration. according to genette (1997), in a literary work, the paratexts surround it and extend it to ensure the text’s presence in the world (p.1). genette (1997) presented the publisher’s peritext, containing formats, series, the cover and its appendages, the title page and its appendages (p.vii). alvstad (2012) emphasized that when publishers present their book lists and authors on their website, paratextual framings such as format design, including book covers, heavily influence a book’s reception. the earliest edition of yang yi’s version appeared in the 1950s, and it is not accessible. this paper chose to analyze the edition published in 2011 by the yilin press, a revised edition and republished in 2018 for the 17th time. mossop (2017) stated that covers conveyed the information of the texts and can also be regarded as freestanding art objects that influence the sales of the books. the primary colour of the cover was light yellow, with an oil painting that reflected an english village, where a gentleman and a lady were taking a stroll hand by hand. the cover contained two quotations: chinese versions of comments made by modern british novelist william somerset maugham on the love described in wuthering heights and comments made by modern british commentator arnold kettle on the theme of wuthering heights, respectively. the contents contain the chinese translated versions of the 34 chapters of wuthering heights, a preface, a character list, a chronology, a postface and 34 footnotes. in the preface, yang yi introduced emily brontë’s life experience and several reviews on wuthering heights made by western commentators; she analyzed the love between catherine and heathcliff and revealed the reasons that led to heathcliff’s tragedy. in the character list, she presented the names and roles of the characters in wuthering heights. in the chronology, the main plot of wuthering heights from the year 1757 to 1803 focused on the critical events which guided readers to have a clear mind of the story. in the postface, she explained her experience of translating wuthering heights, revising her version and the information on the publication wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 451 of different versions. there were 34 footnotes in her version, which consists of two parts. the first part appeared in the preface, which explained the quotations. the second part, dispersed in every chapter, provides cultural background information such as plants, animals, and allusions to literary works. shanghai pingming publishing house first published yang yi’s version in 1956. in 1980, her version was published by jiangsu people’s publishing ltd. the printed number was 350 thousand, which were sold out. the yilin press republished her version in the following years, which were 1992, 1997, 2001, 2004, 2005, 2006, 2010, 2011, 2012 and 2016 and 2017, etc. the year 2019 marked the 100 anniversary of yang yi’s birthday; yilin press published a new edition of wuthering heights with delicate materials. this edition contained 12 wood engravings as illustrations made by illustrator clare leighton and the brontë parsonage museum collected this edition. shanghai translation publishing house published the earliest edition of fang ping’s version in 1986, and this paper will focus on the revised one, which was published in 2010 and reprinted in 2020 for the 13th time. the colour of the cover was light blue with a wood engraving which reflected the environment of wuthering heights with a strong wind that created a gloomy atmosphere. the contents consist of the chinese translated versions of the 34 chapters of wuthering heights, a long preface covering 37 pages, a chronology, an environmental map of wuthering heights, 98 footnotes, and a postface. in the preface, fang ping made a brief introduction to the publication of wuthering heights and the comments it received in britain in the 19th century. he believed it was a talented work and analyzed the eternal charm of wuthering heights from the following aspects: artistic structure and theme, the love story on the second generation, the turning point of the plot, the hope reflected on the second generation, the two modes of love and a small society reflected in the book. in the chronology, the period from 1757 to 1802 and the main plot of wuthering heights and the corresponding chapters. in the environmental map, he showed the location of wuthering heights and thrushcross grange and the surrounding environment. there were 50 illustrations in his version, which were wood engravings made by fritz eichenbery and divided into two parts. the first part was at the beginning of each chapter, and the second part was in the whole book; each illustration occupied one page. the second part consisted of 14 vivid illustrations with each title, which reflected the significant plot of the work. in the postface, he introduced the edition of the original work and expressed the aspiration to introduce it to chinese readers. there were 98 footnotes in his version, which consisted of two parts and provided the readers with much information. the first part was in the preface that illustrated the quotations. the second part was in every chapter, which contained the speaker’s implication and qingqing zhang, charity lee, huzaina abdul halim 452 joall (journal of applied linguistics and literature), 7(2), 2022 psychology, cultural and social background, allusion, interpretation of the work, translation strategies, etc. fang ping first published his chinese-translated version of wuthering heights by shanghai translation publishing house in 1986; later, this version enjoyed a wide readership, and its revised editions were published five times. the following years witnessed the republication of his version by shanghai translation publishing house, which included 1988, 1993, 1998, 2001, 2006, 2010, 2013, 2018 and 2020. china translation corporation also published fang ping’s version in 2009. sun zhili’ first edition appeared in 1992. he revised his edition thoroughly once he republished it. this paper chose the revised edition, which was published in 2016. the colour of the cover was black and grey, and the front cover presented a picture of wuthering heights. the back cover presented a brief introduction of penguin classics and a paragraph of comments made by modern british novelist william somerset maugham on wuthering heights. the contents involved the chinese translated versions of the 34 chapters of wuthering heights, a declaration of publishing penguin classics, the preface, 35 footnotes and the translated version of a guide. in publishing penguin classics, we know that the publishing house cooperated with penguin books to publish classics and excellent chinese-translated versions. wuthering heights belonged to penguin classics, and this translated version was prominent. sun zhili divided the content into two parts. the first part from chapter 1 to chapter 14 and 15 to 34 was the second part. there was a translation version of a guide written by pauline nestor, which was the guide of wuthering heights in the penguin classics of original texts. this guide made a brief introduction of emily brontë’s life experience and critics’ comments on wuthering heights, which was valuable and broadened readers’ horizons. thirty-five footnotes presented quotations from classic works and the social background information. there was a book list of the penguin classics in the appendix. sun zhili’s chinese-translated version of wuthering heights was first published by beiyue literature & art publishing house in 1992 and then published by flower city publishing house in 1998. in the 21st century, sun zhili revised his version thoroughly. the following publishing houses published his version: foreign language teaching and research press (2013), yilin press (2014 and 2019), china astronautic publishing house (2015), shanghai literature &arts publishing house (2016), modern press company limited (2017), and sichuan literature &arts publishing house in 2019. the national circulation of the three chinese translated versions of wuthering heights in china wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 453 the existence of a literary field in which foreign literary works can circulate in translation is a key element of the ‘translation’(in the mathematical sense) of these works (gouanvic, 2005). the national circulation of the three versions happened in the literary field. within the academic field, this circulation occurs in specific settings, including conferences, journals, and books (sapiro, 2018). in this part, a circulation framework will be made to analyze the national circulation, focusing on the library collections, citations, and comments on the three versions in academic journals in china. library collections play a significant role in the circulation of literary works; one can measure the dissemination of literary works by the data of library collections. the chinese online chaoxing database provides information on the library collections of books in china, until march 2022, the number of libraries that collected yang yi’s version was nearly 1900, located in 30 provinces. her version, published by the yilin press in 1990, was collected by 768 libraries, the highest compared with her other versions. the number of libraries that collected fang ping’s version was nearly 1900, located in 27 provinces. five hundred twenty-six libraries collected his version that the shanghai translation publishing house published in 1993, the highest compared with his other versions. the number of libraries that collected sun zhili’s version was nearly 700, located in 28 provinces. his version, published by the foreign language teaching and research press in 2013, was collected by 161 libraries, the highest compared with his other versions. the library collections of yang yi’s and fang ping’s versions were similar. in the light of the data, we can conclude that library collections of the three versions reflected their wide reception and dissemination in china. the citations of the chinese versions of wuthering heights appeared in books and papers. colin and mark (2022) mentioned that research texts that receive more citations from others symbolize a degree of prominence in a field of study. according to the data from the chaoxing database, until march 2022, the citation frequency of the three translators’ versions in books and articles was 10307, 4067 and 5626, respectively. the number reflected the popularity of the three translators’ versions in china. in the light of the data from cnki, the three translators’ versions were highly cited in journal articles and thesis compared with other translators’ chinese versions of wuthering heights, which reflected the popularization of the three versions in the academic circle. the high citations of the three versions played an essential role in promoting their reception and dissemination in china. texts, and in particular source texts and translations, but also translator’s drafts, paratexts (prefaces, footnotes, blurbs) and metatexts (reviews, academic articles) constitute one of the primary sources of information in translation studies research in general (saldanha&o’brien, 2014, p.218). bourdieu (1996) emphasized that the recognition of a writer can qingqing zhang, charity lee, huzaina abdul halim 454 joall (journal of applied linguistics and literature), 7(2), 2022 be achieved by analyzing the literary prize the work awarded, the sales figures of the work or the articles written about them (p.225). this part will concentrate on the analysis of the metatexts that include reviews and academic articles. based on the data from cnki, the comments made on the three versions in the academic circle were diverse. wu (2021) emphasized the importance of studying local scholars’ reviews and comments on literary work to understand its reception in a foreign country. this part will analyze the comments on the three versions in academic journals, focusing on highly cited articles. wu mang wrote the earliest book review of yang yi’s chinesetranslated version. wu (1995) introduced yang yi’s life experience and her translation experience of wuthering heights. the comments made on yang yi’s version are divided into three types. firstly, regarding the translator’s translation strategies, zhou and sun (2017) researched her version from the perspective of translator behavior criticism. their analysis revealed that her translator behaviour was inclined to be “utility-attaining”, which contained high rationality, following the general principle of “truth-seeking oriented, utility-attaining foremost”. secondly, the research on yang yi’s version of wuthering heights’ canonization in china. zhang and tian (2014) analyzed the interaction of yang yi’s translation of wuthering heights with the original text and readers from the target language from the perspective of the polysystem theory. it concluded that the translation’s artistic value and tension were the absolute power that made it an eternal canon. the third part was the comparative study between yang yi’s and other translators’ versions. xu and yuan (2013) compared the complex attributives in five chinese-translated versions of wuthering heights from the perspective of corpus-based translation studies. the five versions were translated by wu guangjian, liang shiqiu, yang yi, fang ping and sun zhili diachronically. the study found a diachronic decrease in the number of complex attributives with “de” as the formal marker in the renditions. dong wugang (1998) wrote the earliest book review of fang ping’s version. he introduced wuthering heights and concluded four characteristics of fang ping’s version: adapting the original version’s narrative mode and applying mood particles, applying proverbs to make the language more vivid, polishing the dialogues and creatively applying diverse translation skills. the comments made on fang ping’s version can be divided into three types; first, the exploration of the features of wuthering heights by citing his version. rao (2000) analyzed his version and presented its artistic features: originality, the art of language, and the use of the stream of consciousness and symbolism. in addition, the analysis of fang ping’s translation strategies and the characteristics of his version, zhang and peng (2017) analyzed fang ping’s version from the perspective of thick translation theory and presented the wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 455 prominent features of this version, focusing on analyzing the illustrations, the preface and the footnotes in his version. last is the comparative study on fang ping’s version with other translators’ versions. wang and guan (2013) studied faithfulness in literature translation in light of translation skopos theory by conducting a comparative study on fang ping’s version with xiao yao’s version. analyzing the two translators’ translation purpose, strategies, and language structure reflected their faithfulness to the original text. wu jun wrote the earliest book review about sun zhili’s version. wu (1997) explored the narrative style of wuthering heights and concluded that sun zhili’s version reflected the narrative features of the original version, and the language was fluent, which reflected the original version’s flavour. the comments on sun zhili’s version on journals consist of three types. first is comparing the film adapted from wuthering heights and his version. zhang (2017) compared the film adapted from wuthering heights, released in 2011, with the original text. zhang (2017) presented that the film was similar to the original text, not in form but in spirit, the atmosphere created in the film was better than narration, and the film’s allusion was profound. second is the comparative study between sun zhili’s version with other versions. the perspectives were various, sun zhili’s version was the latest version of wuthering heights, so the significance of re-translation aroused researchers’ attention, which can be divided into the following two aspects. sun and zhang (2018) verified the necessity of re-translating literary masterpieces by conducting a comparative study on three chinese versions of wuthering heights. it found that re-translation could alleviate the problems, which were wrong meaning selections, rigid translations and confusing grammar relations to contribute to a better-translated version. peng and zhang (2016) analyzed yang yi’s version and sun zhili’s version from the perspective of “translation norms”.they compared the features of the two versions and concluded that the two translators followed the translation norms of their times and emphasized the necessity of re-translation. discussion the study of the translation and dissemination of foreign literary classics’ representative translated versions would reflect the reception of the original work. the successful dissemination of the three chinese-translated versions of wuthering heights in china was the combination of the efforts made by translators, publishing houses and scholars. first, the translator’s experience in literary translations and academic studies promoted the dissemination of his/her version. yang yi devoted herself to introducing wuthering heights to chinese readers, and in the 1980s, she translated and published several articles written by western commentators on it. yang yi used to be employed by the karl marx university qingqing zhang, charity lee, huzaina abdul halim 456 joall (journal of applied linguistics and literature), 7(2), 2022 of leipzig, who gave lectures referring to china’s contemporary literature. she taught selected readings in british literature in nanjing normal university from 1960 to 1980. fang ping was a famous translator who translated brilliant writers’ works and a prominent expert who did profound research on those writers. he developed a rigorous attitude towards literature translation; he pursued excellence in translation and meticulous research of the original text. sun zhili went to study at the australian national university in 1987 and majored in british and american literature. he was dedicated to literary translation and was a prolific translator who translated more than ten foreign literary works. second, the translator’s reputation in the academic community would enhance the dissemination of the version. both yang yi and sun zhili were teachers in famous universities and belonged to translation associations. academics often act as editors of series. as is the case with publishers, the series editor’s symbolic capital is transferred to the authors and books s/he publishes (sapiro,2018). after 1949, fang ping worked as a senior editor and director in shanghai translation publishing house, and he made a significant contribution to revising and supplementing foreign masterpieces. the three translators polished their versions that promoted the dissemination. third, the reputation of the publishing house and the efforts it made promoted the dissemination of the versions. a publisher’s commercial strength can also be gauged by its ability to obtain national prizes for its authors (bourdieu, 2008). the prizes that the publisher houses won helped them to enhance their influence and reputation which promoted the dissemination of the versions. each publishing house also made extraordinary efforts to promote its dissemination, for instance, participating in book fairs, holding academic conferences and cooperating with a foreign organization. yang (2011) mentioned that yilin press participated in the book fair in beijing in 1980, promoting her version dissemination (p.324). in 1988, shanghai translation publishing house cooperated with shanghai normal university to organize the first symposium on jane eyre and wuthering heights in shanghai normal university. from the conference review, shen and tao (1988) narrated that delegates from over ten universities in china participated in the conference, and most presenters focused on researching wuthering heights. thus, this successful conference contributed to the dissemination of wuthering heights in china. penguin is one of the few publisher brands that conceivably have a level of loyalty among consumers (royle&stockdale, 1999). shanghai literature &arts publishing house cooperated with penguin books to publish classics, and excellent chinese-translated versions. wuthering heights belonged to penguin classics, which contained an excellent reputation, and its chinese version, translated by sun zhili, was prominent. the wuthering heights’ three chinese translated versions’ reception in china… joall (journal of applied linguistics and literature), 7(2), 2022 457 cooperation between the two organizations promoted the dissemination of his version. fourth, the unique paratext in each version and the reprint edition of each version reflected its popularity that promoted dissemination. when publishers present their lists, books and authors on websites, advertisements, book covers, forewords, and so forth, these paratextual framings influence reception (alvstad, 2012). the three versions were different in format design, and each presented unique characteristics that reflected the original works’ features. such as, the abundant footnotes in fang ping’s version reflected the rich cultural values of the original work. yi (2018) argued that footnotes in the translated version can offer a fresh look at those versions as well as their contexts. the three translators’ versions were republished several times, which reflected the prevalence in china. in reprinting and republishing, the versions became influential and promoted the spread of the original work. fifth, the library collections, citations and comments in the academic circle reflected the popularity of the versions. the three versions’ high library collections and citations promoted the dissemination in the literary field. scholars’ comments on the three versions can represent the trend of research conducted on wuthering heights in china. the artistic features of the original work attracted the scholars’ attention. the comments made by scholars in academic circles on the three versions of wuthering heights promoted their dissemination in china. conclusion the eternal glamour in wuthering heights attracted many scholars to devote themselves to researching it. the study on the dissemination of wuthering heights’ three representative versions in china would enhance our understanding of the reception of wuthering heights in china; we can summarize our findings as follows. first, translators’ literary translation and research experience and their working experience as university professors or editors helped them to gain a reputation in the academic circle, which guaranteed the dissemination of their versions. second, the distinctive design of the formats of the version reflected the original work’s features and the translator’s translation strategies that promoted the dissemination. third, publishing houses such as yilin press, shanghai translation publishing house and shanghai literature &arts publishing house made an outstanding contribution to republishing the chinese versions of wuthering heights. the three publishing houses’ excellent reputation and the prizes they won also built their reputation that promoted the dissemination of the versions. fourth, the strategies publishing houses made, such as participating in the book fair, organizing the academic conference and cooperating with reputable publishing houses, accelerated the qingqing zhang, charity lee, huzaina abdul halim 458 joall (journal of applied linguistics and literature), 7(2), 2022 dissemination of the versions. fifth, the circulation of the three versions took place in the literary field, where the library collections, the citations in articles and books and scholars’ outstanding research achievements and comments on the three versions contributed to promoting dissemination. this study also tested the necessity of the re-translation of literary classics. the re-translated versions of wuthering heights disseminated successfully in china accelerated the circulation of the original text to a great extent. the re-translation and dissemination of wuthering heights had brought fresh air to chinese literature. wuthering heights’ classic status in british literature and its distinctive charm is the foundation. the prerequisite is chinese scholars’ efforts in translation and research, and the guarantee is chinese readers’ passion for it. to sum up, this research aims to contribute to the understanding of the factors that affect the reception of a literary work in a foreign country, applying translation, publication, and dissemination as the approaches of investigative analysis to provide a more comprehensive understanding of the work’s afterlife on a global scale. further research on wuthering heights’ chinese-translated versions can be conducted by utilizing qualitative and quantitative approaches to examine the features and their dissemination. acknowledgments the authors would like to express their gratitude to the editor and the anonymous reviewers who have given us feedback on our piece of writing. references alvstad, c. 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(2018). when notes start to speak: an investigation of footnotes and interlinear notes in contemporary chinese bible versions. the bible translator, 69(1), 56-78. https://doi.org/10.1177/2051677018754654 zha, m.j., & xie, t.z. (2007).zhōng guó èr shí shì jì waì guó wén xué fān yì shǐ[a history of the 20th century foreign literary translation in china].hubei education press zhang, q.q,&peng, s.y.(2017).a study of fang ping’s version of wuthering heights from the perspective of thick translation, english square(academic research),82(10),3-7. doi: 10.16723/j.cnki.yygc.2017.10.001 zhang, y. h. (2017). the film wuthering heights produced in 2011, reflected the poetic features of the original text, journal of education and media studies, 11(5), 88-91. doi: 10.19400/j.cnki.cn10-1407/g2.2017.05.024 zhang, z.y.,&tian d.b.(2014).road to canonized translated literature—yang yi’s translation of wuthering heights in china, journal of hefei university of technology(social sciences), 138(5),83-88. zhou, l.s., & sun, x.x. (2017). a study of yang yi’s version of wuthering heights: from the perspective of translator behavior criticism, foreign languages and their teaching,369(6),114-122,148-149. doi: 10.13458/j.cnki.flatt.004449 the authors qingqing zhang is currently a phd candidate in the faculty of languages & linguistics, universiti malaya. her primary research interests lie in translation studies and discourse analysis. charity lee is currently a senior lecturer at the faculty of languages & linguistics, universiti malaya. her main areas of research include narrative analysis and discourse analysis. huzaina abdul halim is currently a senior lecturer at the faculty of education, universiti malaya. her main areas of research include creativity in the esl curriculum and performance in literature education. https://doi.org/10.1080/25723618.2017.1339513 https://doi.org/10.1177/2051677018754654 joall (journal of applied linguistics and literature), 8(1), 2023 227 author guidelines summary of preliminary 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jan-juni handayani, request expression used by… 21 request expression used by the english department students desti handayani, dian susyla, kiagus baluqiah english department faculty of languages and arts muhammadiyah university of bengkulu email : rizsya919@yahoo.co.id abstract: in this research, the researcher wants to know what are the forms and what is the request strategy that frequently used by the english department students. the objectives of this research were to know and describe the form of request expressions used by the english department students, and also to find out what is the request strategy they used. the design of this research was descriptive method. the data were collected by using the cards, and the samples expressed the instruction based on the cards. the data were analyzed based on the category framework of request strategies proposed by blumkulka et al (1989). from the three categories of request strategies written by blum-kulka et.al (1989), direct level, conventionally indirect level, and non-conventionally indirect level. the students only used the conventionally indirect level when they expressed the request to the hearer, there were ‘can’, ‘could’, and ‘would’ that involves in query preparatory. from the result of this research, the researcher can conclude that there are some forms of request expression that used by the english department students, such as can you, could you, and would you. from the categories of request strategies written by blum-kulka et.al 1989, the students only used the conventionally indirect level when they expressed the request to the hearer, there are can, could, and would. keywords: speech act, request, expression. abstrak: dalam penelitian ini, peneliti ingin mengetahui apa saja bentukbentuk permintaan dan apa strategi yang sering digunakan oleh mahasiswa jurusan bahasa inggris. tujuan penelitian ini adalah untuk mengetahui dan menggambarkan bentukbentuk ekspresi permintaan yang digunakan. rancangan penelitian ini menggunakan metode descriptive. data dikumpulkan dengan menggunakan kartu-kartu yang berisi contoh-contoh yang mengungkapkan berdasarkann kartu tersebut. data lalu dianalisa berdasarkan kategori strategi yang ditulis oleh blum kulka (1989), direct level, conventionally indirect level, and non-conventionally indirect level. siswa hanya menggunakan conventionally inidirect level ketika mereka mengungkan permintaan kepada lawan bicara, yaitu ‘can, ‘could’, and ‘would’ yang termasuk dalam query preparatory. dari hasil penelitian ini, peneliti menyimpulkan bahwa can you, could you, and would you. dari kategori-kategori strategi permintaan yang ditulis oleh blum kulka (1989), siswa hanya menggunakan conventionally indirect level ketika mereka mengungkapkan permintaaan kepada lawan bicara, yaitu can, could, and would. kata kunci: aksi bicara, permintaan, ekspresi. mailto:rizsya919@yahoo.co.id journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 21-28 22 introduction communication is an important thing that always used in daily activity. people need communication to interact to the other, and of course, conversation is a tool that frequently used by many people. conversation is a social skill that is not difficult for most individuals (wikipedia: 2010). conversation is the ideal form of communication in some respects, since they allow people with different views, on a topic to learn from each other. a speech, on the other hand, is an oral presentation by one person directed at a group. a successful conversation includes mutually interesting connection between the speakers or thing that the speakers know. those engaging in conversation naturally tend to relate the others speaker’s statement to themselves. they may insert of their lives into their replies, to relate to the other person’s opinions or points of conversations. everyday, everyone always does communication by using speech act. speech act is a technical term in linguistics and the philosophy of language. a speech act is an utterance that serves a function in communication. according to tomic (1978) speech act is a very helpful foundation for examining the actual language used by real people people in real events of life. speech acts include real life interactions and require not only knowledge of the language but also appropriate use of that language within a given culture. according to jannedy (1994), speech act use to convey information, request information, give orders, make request, make threats, give warnings, make bets, give advice, and others. almost same with jannedy, yule (1985) state that the use of the term speech act covers action such as requesting, commanding, questioning and informing. request is one kind of speech act that frequently used in daily communication. request is an expression where the speakers expect the hearers to do something to benefit the speaker. according to celce (1991), the speech act of requesting is realized when the speaker verbalizes a wish which can be carried out by the hearer. thus, a request, if it is complete with requires, the hearer to carry out an act or to provide some information or goods for the speaker wants. request is the clearest example of face threatening speech acts. in fact, it is explicitly expressed by the speaker’s intention that the hearer performs an action, and this fact triggers the default rule, moreover the request actions have usually to be perform for the sake of the speaker. keovilay in ariyanti (2001) defines request as pre-event acts where these acts express the speaker expectation of the hearers performing in action, verbal or nonverbal. according to ellis (1994) request are attempts on the parts of speaker to get the hearer to perform or to stop performing some kind of action. a number of general were interactional, illocutionary, and sociolinguistic features of request. a handayani, request expression used by… 23 request is also expressed to give an order to the listener. however, using request is more polite than using commands, even though the listener is also expected to follow the order. based on the definition of request, it is clear that request is a speech act where the speakers expect the hearers to do something to benefit the speakers. thomson and martinet (1980) state there are several forms of request. first, the use could you in question, for instance, could you clean the board? second, will/would you + please form, where as “would” is more polite than “will”, example: would you please listen to me. third, the use of perhaps you would …form which implies confident that the other person will perform this service, such as perhaps you would let me know when your new stock arrives. the fourth is if you would form, for instance, if you’d signed the register follow the porter. the fifth is the used of i should/ i would…and also would you be good/ kind enough form. the sixth is would you mind + gerunds form, such as in would you mind signing this form? while the last form is the use of you might as, e.g. you might post these letters for me. hughes (1986) introduces several forms of request, one of the commonest forms of request in english involves the use of modals auxiliaries (can, could, will, and would), for instance: could you share with anna today, can you say that again. an extremely common variation involving the modal auxiliaries use a tag, like ending such as clean the board, would you? modal auxiliaries (can, could, will, and would), are very frequently accompanied by please, such as could you please try questioning no 5, would you come out to the front please? according to krohn (1990) the word please makes the request sentence more polite. please may be also inserted at the end, instead of beginning of the sentence. when people make a request, they concentrate on what is going to do or react for that request. request is included in speech act which is part of pragmatics subjects. request strategies are studied in order to provide sociolinguistics information about the language use. it is needed by english as second language (esl) and english as foreign language (efl) learners in improving their english speaking abilities. by looking at one example adopted from english, in requesting, in which there are ways to go about getting the things what people want. when someone with a group of friends, he/she can say to his/her friends, (“get me that book!”, if you don’t mind?), and (“i’m sorry, i don’t mean to interrupt, but i am not able to hear the speaker in the front of the room”). in different social situations, it is obligated to adjust or use of words to fit the occasions. furthermore, when the people need to take a thing from someone else, they should use politeness strategies, such as what would you do when you see some pens on your teacher desk and you one to journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 21-28 24 use one, would you say “oh, i want to use one of these!” from the description above, it is very important to use the appropriate sentence in every situation, because it can make the speakers or the hearer to avoid misunderstanding. from the reason above, the researcher was interested in investigating the request expression used by the english department students of umb especially the request expression that used by the students outside of the class. methodology the design of this research was descriptive method. the population of this research was the first semester of english department students of umb. the total number of the population is 169 students. the instrument that used by the researcher was tape recorder and the situation cards that have the instructions of the request. in collecting the data, the researcher gave the cards that had an instruction of the request to the students. there were five cards which have five kind of different instructions. then the researcher recorded the students’ voice when they were expressing the instruction of expressing the instruction of request from the card in english. the steps of data analysis among others transcribed the students’ voice in written form, identified the data by using strategies in expressing request, then analyzed what the request expression used by english department, after that the researcher interpreted the result of the research , and the last made the conclusion. finding and discussion the researcher took the data from class a, b, c, d, and e, at the first semester of english department students of umb in academic years 2010/2011. the researcher collected the data from the third of january 2011 up to the 8 th january 2011. the researcher distributed the cards that had the instructions of request to the students. there were 5 cards that had 5 kind of different instructions. then the researcher recorded the students’ voice when they were expressing the instruction of request from card in english. based on the recorded of the students’ voices, the researcher found the result. situation of the problem in point 1 in this situation, students generally expressed the request by using the modal auxiliaries (can and could). while other students express the request by utter the reason first, and then he expressed the request by saying word please. situation of the problem in point 2 in this situation, all students in each class using the same expression by used the modal auxiliaries (can), when they need a help from their friend in preparing his birthday party. situation of the problem in point 3 in this situation, students generally expressed the request by using the modal auxiliaries (can, could, and would). while other students express the request by utter the reason first, and then he expressed the request by saying word please. handayani, request expression used by… 25 situation of the problem in point 4 for this situation, almost all students also used can, could, and would when they express their request, but some students introduce themselves first before they express the request. situation of the problem in point 5 still used the modals can, could, and would, students express their request. but for some students, for this situation, they express apologize first, then the request expression. based on the result, there were five points that can be discussed by the researcher. generally, the students at first semester expressed the request based on the instruction by using simple expression, but, they still used the grammatical error. it might be some factors, such as: 1. they did not master english grammatical, because there were still at the first semester, 2. they did not master about pragmatics, especially in speech act, because they have not learned this subject yet. the data that has been collected from the subject will discussed based on blumkulka et al (1989). request expression used by the students for the situation in point one the situation happening in point one is a context where there is a woman who takes a student queue in a bank. for this situation, the students give request by using the modal auxiliary (could and can), and they add the word please at the beginning or at the end of the sentence. students 1 in class a and students 1 in class e using the modal auxiliary (can) when they give the request, while the other students such as the students 2, in class a, and the students 1 in class b expressed the request by using the word please and they give apologize before or after they give request, and there are two students in class a and class c using the modal auxiliary (could) when they expressed the request. actually, in this situation they should used the appropriate request sentence, because they speak to a woman who is older than them. based on brown and levinson (1987) politeness theory, request are face threatening acts (ftas), since a speaker is imposing her/his will on the hearer. brown and levinson (1987) proposed that when confronted with the need to perform a fta, the individual must choose between performing the fta in the most direct and efficient manner or attempting to mitigate the effect of the fta on the hearer’s face. in this case, the strategy that used by the students in this situation is conventionally indirect level, because they use “can you and could you”. request expression used by the students for the situation in point two the situation in this point is a situation where the speaker request to hearer who need help from the hearer to help them to celebrate birthday party. in this part, most of students use the modal auxiliary (can) in expressed the request. when the students give request to their friend, they popularly used the basic forms journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 21-28 26 of politeness strategy with ‘can you’. it seems that students were correctly able to assess the level of politeness. not different with the native speakers, in fact, the english department students at umb especially at first semester, also used the request form ‘can you’, when they expressed the request, so, it can conclude that they were also use the conventionally indirect level, as the request strategy. while, not different from the situation in point one, in this situation the students also use the request form ‘can you’ when they expressed the request. it is appropriate with the opinion from hughes (1986), where one of the commonest forms of request in english involves the modal auxiliary (can). request expression used by the students for the situation in point three in this situation, the students expressed the request by using modal auxiliary can, could, and would, and only the student 2 in class d and both of students in class e expressed the request by using the word please. the situation that happens here was the situation where the speaker (manager) gives the request to the hearer (secretary) to prepare a meeting with his partner. in this context, not different from the two situations before, the request strategy that use from the students is the conventionally indirect level, because the speaker (student) used can, could, and would to express the request based on the context. it also can be concluded that the request forms that used by the students were the modal auxiliary can you, could you, and would you, hughes (1986). while there were three students expressed the request by using the word please, without using the form of request. according to krohn (1990), the word please makes the request sentence more polite, but in this case the students did not use the form of request, because they only used the word please when they expressed the request to the hearer. request expression used by the students for the situation in point four in this situation, the student 1 in class a expressed the request by using modal auxiliary (could), but first she introduced herself and then she told what was her purposed. the other students, such as the students 2 in class a, and the students in class b, c, and e used the modal auxiliaries (can) when they gave the request. but, the students in class d just used the word please when he gave the request. actually, they should use the appropriate request sentence when they give a request, because the hearer is a lecturer who is teaching in the classroom. so, it is very important if the speaker (students) use polite sentence to the hearer (lecturer), the polite form such as, ‘would you mind’, ‘would i’, ‘could i’, ‘could you’. it is important to use more polite forms of request due to the formality between the lecturer and the students. but, in this situation only one student used the appropriate request sentence, ‘could’. while the other students used can, whereas in this situation they speaks with the lecturer. certainly, they should be used more polite handayani, request expression used by… 27 forms of request sentence such as could and would. according to thomson and martinet (1980), could and would are more polite than ‘can and will’. same with the 3 situation before, the request strategy that the student used is the conventionally indirect level, because they used can and could. request expression used by the students for the situation in point five the situation that happened here is the situation where the students as the speaker give request to the presenter (hearer), to repeat his explanation, because the student (speaker) did not understand about his explanation. for this situation, the students (speaker should be use the modals could or would the express the request in formal situation, because they speaks to the speaker (presenter). the students in class a and b, add the word please at the end of sentence, while the students 1 and 2 in class e, used the modal auxiliaries can and could to express the request to the hearer. according to krohn (1990) the word please makes the request sentence more polite. please may also be inserted at the end, instead of beginning of the sentence. similarly with the other situation before, the students used the conventionally indirect level, where they used can and could. as the form of request, they also used the modal auxiliaries ‘can you and could you’. conclussion from the result of the research, the researcher can conclude as follows: 1. from several form of request expression that used by the english department students of muhammadiyah university of bengkulu such: can (can you help me to prepare my birthday party?), could (could you wait for a moment please?), would (i would like to make an experiment research, and i need a help from one of the students, could you mind to help me in to do the research?) 2. from the three categories of request strategies written by blum-kulka et.al (1989), the students only used the conventionally indirect level when they expressed the request to the hearer, there are can, could, and would, that involves in query preparatory. references apriyanti, teti. 2001. a comparative study of request strategies employed by english native speakers and english study program students of university bengkulu. unpublished thesis. ary, donal. 2002. introduction to research in education. usa: wadsword group. bach, kent. 2004. speech act. http//www.speechact.com. celce-murci, marianne. 1991. teaching english as a second or foreign language. heinle and heinle publishers. boston, massachutes. ellis, r. 1994. the study of second language acquisition. oxford: oxford university press. gay, l.r. 1990. educational research. competencies or analysis and application. new york: mrill. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 21-28 28 giglioli, pier palolo. 1972. language and social context. university of milan: penguin books http: // www. cc. senet. org / journal.html hughes, g. 1986. a handbook of classroom english. oxford: oxford university press. janedy, stefanie, et.al. 1994. language files, materials for an introduction to language and linguistics. columbus: ohio state university press. krohn, robert. 1990. english sentence structure. jakarta: the university of michigan press-biinarupa aksara. paltridge, brian. 2000. making sense of discourse analysis. australia: merino lithographic, brisbane. thomson, a. and martinet a. 1980. a practical english grammar. new york: oxford university press. tomic, olga miseska and roger w shuy. 1987. the relation of theoriitical and applied linguistic. plenum press: new york. trask, rl. 1999. key concepts in language and linguistics. new york: routledge. wikipedia. 2010. conversation. wikipedia foundation, inc. yule, george. 1985. the study of language: an introduction. cambridge: cambridge university press. microsoft word jan-juni adila, an analysis of students’ ability… 1 an analysis of students’ ability in constructing information question destiantari adila, aryuliva adnan, fitrawati english department faculty of languages and arts state university of padang email : destiantariadila@yahoo.co.id abstract: constructing information question with correct grammar is an ability that should be owned by the students. the aim of this research is to find out the research question about how the students’ ability in constructing information question is. this is a descriptive research. the data were collected from twenty-eight students of eighth grade of smp 30 padang that were chosen randomly. this research used test as the instrument that consist of twelve question tests that represent question word what, where, who, why, when, and how. analysis data based on indicators of information question; question word, auxiliary verb, subject, main verb, and sentence complement. from the result of this study, it was gained that students’ abilities were very good in determining question word, not very good in determining auxiliary verb, good in determining subject, not good in determining verb, and average in determining complement. it can be concluded that students have good ability in determining question word, subject, and complement in constructing information question, while students still have low ability in determining auxiliary verb and verb in constructing information question. keywords: question, information question, question word. abstrak: kemampuan bertanya dalam belajar bahasa inggris adalah kemampuan yang harus dimiliki siswa. kemampuan bertanya yang dimiliki juga harus sesuai dengan tata bahasa yang benar. penelitian ini dimaksudkan untuk menjawab pertanyaan penelitian bagaimana kemampuan siswa membuat pertanyaan informasi. penelitian ini digolongkan kedalam penelitian deskriptif. data dikumpulkan dari 28 siswa kelas viii smp 30 padang yang dipilih secara acak. penelitian ini dikumpulkan dengan menggunakan instrument berupa test yang terdiri dari dua belas butir soal yang mewakili kata tanya what, where, who, why, when, dan how. data dianalisis berdasarkan indikator pertanyaan informasi question word (kata tanya), auxiliary verb (kata bantu), subject (subjek), main verb (kata kerja), dan sentence complement (kalimat pelengkap). dari hasil penelitian didapatkan bahwa kemampuan siswa dalam menentukan kata tanya adalah sangat baik, kemampuan siswa dalam menentukan kata bantu adalah sangat tidak baik, kemampuan siswa dalam menentukan subjek adalah baik, kemampuan siswa dalam menentukan kata kerja adalah tidak baik, kemampuan siswa dalam menentukan kalimat pelengkap adalah rata-rata. dapat disimpulkan bahwa siswa memiliki kemampuan yang baik dalam menentukan kata tanya, subjek, dan kalimat pelengkap dalam membuat pertanyaan informasi, sedangkan siswa masih memiliki kemampuan yang rendah dalam menentukan kata bantu dan kata kerja dalam membuat pertanyaan informasi. kata kunci: pertanyaan, pertanyaan informasi, kata tanya. mailto:destiantariadila@yahoo.co.id journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 1-8 2 introduction since english has important role in human’s life, it is learned to be mastered by users of english as foreign and second language. in indonesia where english still become a foreign language, it is taught at school such as junior and senior high school and become a compulsory subject to be learned by students. students of junior and senior high school who want to graduate from the school should reach the standardized score of english test. so, the students are demanded to master english. question is one of grammar lesson that should be learned by the students begun from junior high school. according to flachmann (2011), question is one type of sentence that has subjected and predicate at least where it will be a message to communicate. it becomes compulsory subject for the students to understand other english skill such as listening, speaking, reading, and writing. to create a communicative classroom, students are demanded to understand how to construct question. there are some definitions of expert about question or interrogative sentence. a question is always followed by a question mark and a part of the verb always comes before the subject. quirk (1973) adds that questions are sentence marked that have three criteria. they are place of operator immediately in front of the subject, the initial positioning of an interrogative, and rising intonation. according to leech (2006), question is a type of sentences or clauses which has an information gap. the information gap is the time when the stated event occurred. he adds that it is typically interpreted as requesting information from another person. it is a linguistic expression used to make a request for information or the request made using such an expression. the request is asked based on the questioner’s need. according to byrd and benson (2001), questions are important parts for students and teachers. students ask questions to the teachers and conversely. students will answer questions in test given by the teacher. so, good understanding about question is crucial for students to learn and for teacher to teach. question is useful in classroom to appear communication. communication happens when there is conversation between students and teacher. the conversation is begun by asking question. bibber (2002) says that questions reflect the nature interactive of conversation. so, in classroom it is essential to achieve the goal of the learning. sockalingam (2011) adds that questioning is essential in good teaching. it is also to ensure that students are attentive and engaged, and to assess students’ understanding. good learning starts with questions, not answer. questioning will enable teachers to check learners’ understanding. it also helps learners engage and focuses their thinking on key concepts and ideas. moreover, friedman (2004) says that it helps teacher completely understand the students’ situation, responding to what teacher guess adila, an analysis of students’ ability… 3 the students’ means, which may or may not be correct. questions are significant subject learnt by the students. students will ask question to the teacher and answer teacher’s question in class and on test. asking the right question is at the main point of effective communications and information exchange. according to pesacreta (2011) answering question is a fundamental component to educational and social development. students are demanded to know and understand about the questions. based on preliminary research, students face some problems in mastering the questions. first, they get difficulty in making distinction of the kind of questions such as yes/no question or information question. in the information question, students have to know question words in asking questions. they are what, when, where, why, who, whom, whose, which and how. some of the students still do not understand the question words. it is proved when students answer reading text question; they cannot answer the question well. for example the question is about place while they answer with time because they cannot differentiate between where and when. the students also get difficulties in answering teacher’s questions because they still do not understand the function of the question words in information question. on the other hand, in yes/no question, to be such as is, am, are and modal auxiliary such as will, can, may, etc. are used as the question word. the students are confused what kind of to be and modal auxiliaries are used in the question sentence. answering for yes/no question must be yes or no as the question type but the fact show that there is mistake made by the students. second, constructing a question is rather difficult by the students. in constructing a question, students should know the correct grammar. they should identify what kind of question should be created based on the information that is expected to get. they also should identify the right tenses. making information question is rather difficult than yes/no question. they have to understand yes/no question first before understanding information question. whereas, students will get more information in class if they are able to ask in information question or respond the questions. most of the students did not understand the pattern of the question. in a question sentence, there should be some aspect such as question word, subject, auxiliary verb, verb, or complement where they should be arranged based on right pattern in order to be a good question sentence. the students cannot understand perhaps because of the influence of their l1 (indonesian) with their l2 (english). there are different patterns between both languages in constructing question. according to byrd (2001), in forming an information question, students can follow some steps. first, students can add the correct question word and put it at the journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 1-8 4 beginning of the question. second, the form of be is added in front of the subject. if there is no form of be, students can use the correct form of do and then the sentence’s verb is changed to its simple form (this step is used only for simple present tense or simple past tense forms). finally, the sentence is finished by adding the question mark at the end of it. in addition, claudio (2006) formulates a method to construct question that is called 1-2-3-4-5 format. this format arranges questions (yes no question and information question) in any verb tense into a sequence of number. a number (1-5) is assigned to one particular syntactic structure in the following order. table 1: 1-2-3-4-5 format 1 2 3 4 5 information question expression yes no question expression subject of the sentence (noun phrase) main verb (verb phrase) sentence complement thus, analyzing students’ ability in constructing information question seen by the question word, auxiliary verb, subject, main verb, and sentence complement was the purpose of the study. method this study was a descriptive research. through descriptive research, an event that becomes attention without giving special treatment to the event can be described. according to gall (2007), descriptive research involves describing characteristic of a particular sample of individuals or other phenomena. gay (2009) adds that a descriptive research involves collecting data in order to test hypothesis or to answer questions concerning the current status of the subject of the study. moreover, it determines and reports the way things are as the representative about current condition. thus, it was used in this research to describe students’ ability in constructing information questions. the population of the research was the eighth grade students of smp 30 padang registered on 2013/2014 academic year. the eighth grade was chosen because the problem was found when the students learned about the information questions in the eighth grade. sample of this research was chosen among the eighth grade by using random sampling. the instrument of this research was a test. the test consists of twelve number that represent six question words (what, why, where, when, who, and how). question number 1 and 2 were for question word what. question number 3 and 4 were for question word where. question number 5 and 6 were for question word who. question number 7 and 8 were for question word why. question number 9 and 10 were for question word when. question number 11 and 12 were for question word how. there adila, an analysis of students’ ability… 5 is a situation of each number in the test. the students read the situation of each number to construct information question. the data of this research were collected from students’ test. the data were analyzed in order to get information. the data were scored by the researcher. the data were scored based on indicators below: a. the question word b. the auxiliary verb c. subject / personal pronoun d. main verb e. compliment in order to get the description of each type of students’ ability, the result will be classified into the following interval as suggested by harris (1969) that will be adapted for this research. table 2: the classification of students’ ability interval percentage classification 81 – 100 excellent 66 – 80 good 56 – 65 average 41 – 55 poor 0 – 40 very poor after tabulating the data, the result of data analysis were described to answer the research problems. finding and discussion students’ ability in constructing information question could be classified based on question’s indicators; question word, auxiliary verb, subject, verb, and complement. table 3: students’ ability seen by five question indicator test question word auxiliary verb subject verb complement 1 28 23 28 0 0 2 28 2 28 3 19 3 26 1 28 10 27 4 27 0 1 0 0 5 27 18 10 0 0 6 26 20 22 0 0 7 26 0 25 0 12 8 26 15 28 28 15 9 28 6 26 15 27 10 24 0 22 0 21 11 14 2 25 4 7 12 12 12 19 0 0 journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 1-8 6 total 292 99 262 60 128 % 87% 29% 78% 43% 65% based on the data found, there were some problems identified of students in constructing information question. first, the problems found from the first indicator of question, it is question word. almost all students answered correctly in determining the question word. unfortunately, still there were some students could not determine the question word well such as how, why, where, when and who (test number 3, 4, 5, 6, 7, 10, 11, and 12). it could happen because the students use the question rarely while the fact they knew the meaning of the question word used. based on the data, there was no student that had mistake in constructing question with question word what because they often used that question. for some students, they did not pay attention to the instruction with situation given, so that they constructed the question with wrong question word. second, mistakes made by the students from question indicator auxiliary verb. almost all students have mistakes in determining the auxiliary verb (table 3). even, there are three items that nobody could answer them. thus, there were three problems the students had in determining the auxiliary verb in constructing information question. first, students had problem in verbal sentence. students should use auxiliary verb do, does, and did in verbal sentence. meanwhile the use of the auxiliary depends on the subject and the tenses. second, students had problem in nominal sentence. many of the students did not use appropriate to be in nominal sentence such as is, are, am, was, and were where the use of to be also depends on the subject and the tenses. third, students got problems in determining the tenses. there were two tenses the students learned in the eighth grade; they were simple present and simple past tense. the use of the auxiliary verb depends on the subject and tenses. for nominal sentence, is, am, and are used in simple present tense and was and were, are used in simple past tense. for verbal sentence, do and does are used in simple present tense and did is used in simple past tense. third, in determining the subject, students should know that subject could be noun, pronoun or possessive. based on table 3, there was one item that only one student answered correctly. in a question, subject is always placed after auxiliary verb. there are 22% of the students made mistake in determining the place of the subject. fourth, there is a problem that students face in determining verb in constructing question. verb will change depending on the tenses. verb changing in simple past tense should be paid attention by the students. almost all students got problem in verb changing in this simple past tense. based on the rule, verb in past tense will change become past form for positive adila, an analysis of students’ ability… 7 sentence. in interrogative and negative sentence or question, the verb will change to base form, because there had auxiliary did in replacing it. fifth, the main problem of students in determining the sentence complement is the students do not know the vocabulary used in the questions. the most problem was in question number 11 that just seven students answered the sentence complement correctly. overall, just few students made mistakes. based on the table 3 and explanation above that students’ ability in constructing information question could be seen from the five indicators. first, in determining the question word, 87% students answered the question word correctly. it means the students have excellent ability in determining the question word. second, in determining the auxiliary verb, 29% students answered auxiliary verb correctly. it means the students’ ability is still very poor in determining it. third, students’ ability in determining the subject is good as the data showed 78% students answered subject correctly. fourth, 43% students answered verb correctly in determining the verb which means their ability still poor. finally, in constructing the sentence complement, students have average ability as the data 65% students answered correct sentence complement. all students of the eighth grade have studied about information question. some of them have good ability because they understand of what the instruction given and they could construct the question as expected although they still have mistake on the sentences. it is believed that they often use the question in dialog or conversation, so that they can construct the question easily. students that have average ability are not so careful in reading the instruction given and constructing the question. and students that have poor ability are believed that they cannot construct the question because they do not know the pattern of an information question although they have learned about it. it is also believed that they did not pay attention to the teacher’s explanation about it before. according to claudio (2006) the five indicators in question should be mastered to construct appropriate question, they are question word, auxiliary verb, main verb, subject, and complement. students should understand to each indicator in order to construct question well. conclusion based on the research findings, it can be concluded that first, the eighth grade students of smp 30 padang had excellent ability in determining the question word in constructing information question. second, the students had very poor ability in determining the auxiliary verb. third, the students had good ability in determining the subject. fourth, the students had poor ability in determining the verb. and fifth, the students had average ability in determining the complement. so, the students have been able to construct information question in terms of determining the question word, subject, and journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 1-8 8 complement, meanwhile the students still have low ability in determining the auxiliary verb and the verb. there are some aspects that limit this research. first, the time of taking the data was not conducive because it was taken after the students having final semester examination. it made them not to concentrate answering the test. second, the students were not taught about information question in specific time. it means they did not learn about information question specifically that made them not so understand in constructing information question. third, some students cheated their friend when answer the test given. there are some similar answers made by the students because of cheating each other. references biber, douglas, et al. (2002). student grammar of spoken and written english. edinburgh: pearson education. byrd, patricia and b. benson. (2001). applied english grammar. boston: thomsonlearning inc. claudio, a. munoz. (2006). 1-2-3-4-5 an easy way to make question in english (yes / no & information question). retrieved from http://www1.uprh.edu on may15 th , 2013. flachmann, kim. (2011). mosaics: reading and writing essays. bakersfield: pearson education inc. friedman, nancy. (2004). effective questioning skill. retrieved from http://www.connections magazine.com on april 18 th , 2012. gall, meredith d, joyce p. gall, and walter r. borg. (2007). educational research. boston: pearson education inc. gay, l.r. (2009). educational research: competencies for analysis and application. new jersey: pearson education. harris, david p. (1969). testing english as a second language. new delhi: mc graw hill publishing company. leech, geoffrey. (2006). a glossary of english grammar. edinburgh: edinburgh university press. pesacreta, mara. (2011). how to improve my ability to answer question. retrieved from http://www.ehow.com on april 18 th , 2012. quirk, randolph. (1973). a university grammar of english. harlow: longman. sockalingam, nachamma. (2011). questioning skill to engage students. retrieved from http:// www.facultyfocus.com on april 18, 2013. joall (journal of applied linguistics and literature), 8(1), 2023 19 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21997 https://doi.org/10.33369/joall.v8i1.21997 getting published in international journals: perception of indonesian scholars in linguistics and language education on the issues they face 1zifirdaus adnan , 2bambang kaswanti purwo 1university of new england, australia elm avenue, armidale nsw 2351 2atmajaya catholic university of jakarta, indonesia jalan jenderal sudirman rt 02 rw 04 no 51, karet semanggi, jakarta 12930 article info abstract article history: received: june 6, 2022 revised: july 18, 2022 accepted: oct 8, 2022 developing countries, including indonesia, have considered publishing research articles (ras) in international journals (ijs) increasingly crucial. for the indonesian government, publishing ras in international journals is vital to increase its competitive power academically as indonesian universities are entering a global competition to attract students. therefore, publishing ras in international journals is becoming more and more important, e.g. for promotion, especially at senior levels. this study reports on the second and most widespread national-level survey of a three-year project funded by the former indonesian government through its ministry of research and higher education (mrhe). the central question is, "what are the key factors contributing to their lack of international research publications making the number low compared to smaller nations such as thailand (before 2017)". this article reports the results of the second survey, with a much bigger population sample from many more universities located in many more regions covering all the major islands in indonesia than the first survey reported in our previous article. the bigger data size is important based on the premise that the broader and the more diverse the information sources, the more comprehensive the information will be and the better understanding we gain. some of the findings support the past results, but some are different from them. keywords: research-article international journal multicultural scholars research context conflict of interest: none funding information: directorate of research, technology and community service of dikti 2019 correspondence: safnil arsyad, english education postgraduate program of the education faculty of the university of bengkulu bengkulu, indonesia safnil@unib.ac.id ©zifirdaus adnan & bambang kaswanti purwo this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): adnan, z., purwo, b.k. (2023). getting published in international journals: perception of indonesian scholars in linguistics and language education on the issues they face. joall (journal of applied linguistics and literature), 8(1), 19-40. https://doi.org/10.33369/joall.v8i1.21997 https://ejournal.unib.ac.id/index.php/joall/article/view/ https://doi.org/10.33369/joall.v8i1.21997 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.21997&domain=pdf mailto:safnil@unib.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.21997 https://orcid.org/0000-0001-5620-2531 https://orcid.org/0000-0002-5502-4355 zifirdaus adnan & bambang kaswanti purwo 20 joall (journal of applied linguistics and literature), 8(1), 2023 publishing research articles (ras) in international journals (ijs) has been considered increasingly crucial by developing countries, including indonesia. such publication is essential both for research and practical reasons. for research, it is to expand knowledge and increase their researchers' participation in world academic conversation as they can contribute 'unique' perspectives specific to their social, cultural and political contexts. personally, publishing in reputable international journals could boost one's academic career. however, getting their article published in a reputable international journal is a complex and difficult task to do. for academics from developing countries, often termed 'multi-lingual scholars' (mlss), whose native language is not english and they were not under british rule, commonwealth countries, the task of preparing a ra and getting it published in an english-language international journal become even more difficult due to weak english and unfamiliar academic traditions and expectations. therefore, a high number of academics from different countries have studied the issue to discover the factors contributing to the issue, yielding numerous ras, book chapters and books, which are impossible to review all in ra literature review. hence, only some key ras, and the most recent ones, will be reviewed, with more coverage on publications on ras related to indonesia. a critical study was published by salager-meyer (2008), who looks at the sources of many of the difficulties from a postcolonial perspective, initially proposed by edward said (1977, 1993). a key theoretical assumption of this perspective is that even though most of the formerly colonized countries, called the oriental countries or 'the east' have declared their independence, they are not completely free from the control of their former colonial masters, termed ‘the west’, including the west european countries, especially the angloamerican countries, which have a more significant amount of power to dominate the east economically and culturally. with such a superior power, the west defines the world consciousness, whereas the east is portrayed as 'mysterious'. in contrast, the west is defined as 'logical, cultured and normal' and, therefore, is the model to be followed. regarding research and its publication, the west, especially the anglo-american countries, also dominate and have been dubbed as the 'centre' of knowledge production, while the east, developing countries, are a 'periphery' with implications including setting the rules and standards. in her analysis, salager myer argues that scholars from peripheral countries face enormous challenges to meet those rules and standards to be able to publish in a 'centre' journal. many other researchers also found the funding issue and other similar challenges. another major publication, a review of 39 studies on the issue, uzuner (2008) also cites funding problems besides english language problems, failure to comply with the standard style of international academic writing, the time-consuming and getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 21 laborious nature of writing for publication in english, lack of interaction with members of the main academic groups, and possible bias against multilingual researchers’ submission are all factors that have been reported. the issue of lack of funding to carry out studies was also cited by man et al. (2004). more recent studies on mlss from other peripheral countries have also been published, for example, from india (lahiri, 2011), poland (lopaciuk-gonczaryk, 2016), iran (maniati & jalilifar, 2018), mainland china (mu, 2019), from indonesia by arsyad et al. (2019), adnan et al. (2021) and from taiwan (chien, 2019). a concept closely related to post-colonialism, promoted by the west, is neoliberalism, which propagates 'competition' through a free market, less government subsidy for its people, zero tariffs, etc. the indonesian government seems to have been a follower of this concept, stressing that indonesian scholars have to publish in reputable international journals because publishing ras in international journals is important to increase indonesia's international academic competitive power. this is because indonesian universities are entering a global competition to attract students and academics to improve the quality of tertiary education. this point is stated in the grand national research plans (rirn) and the academic promotion guidelines (pedoman operasional penilaian angka kredit kenaikan jabatan akademik/pangkat dosen) both published by the ministry of research and higher education (ristekdikti) (2019). therefore, publishing ras in international journals is becoming more and more important for promotion, especially at senior levels. for example, a senior academic cannot gain a professorship without two international publications in a reputable journal, defined as being indexed in recognized international databases such as scopus. the former minister for research, technology and higher education, mohammad nasir, even threatened to suspend professorial allowances if the professors did not publish as expected. even though a lowest rank academic is not required to publish in an international journal, publishing in such a journal can benefit their academic career sooner or later. it is because the more they publish internationally, the quicker they can go up the academic career ladder. an academic with many international ra publications can become a professor at a young age. the government also provides a financial incentive for each ra an academic publishes in a reputable international journal. in 2015 the financial incentive was increased to rp100,000,000 or approximately us$6896 (nursalikah, 2015). with such a strong push to increase ra publication in international journals for competition purposes, indonesia falls into the trap of neoliberalism and postcolonialism, particularly the use of scopus index as the only benchmark for quality recognized by the ministry, which received strong criticism from many senior academics (supriyatno, 2016) and parliamentarians (sarnapi, 2019) as it is restrictive, preventing many senior academics from being promoted to a professorship. eventually, this policy (of singling out the scopus database) was zifirdaus adnan & bambang kaswanti purwo 22 joall (journal of applied linguistics and literature), 8(1), 2023 rightly abandoned. by 2018, other database indexes were recognized, including web of science. nevertheless, indonesia is still within the confinement of the post-colonial legacy provided by the west. it is encouraging, however, that the ministry has developed its indexation frameworks to assess ras and journals, which could be called 'sinta scientific indexation' with six rates (sinta1-sinta 6), which better cater to the needs of indonesian scholars, who cannot compete in the 'unbalanced' global competition system created in the west, due to poor funding and language issues as shown in the literature; even though the ministry recognizes non-english-language journals, in reality, it is undeniable that these days the academic world is dominated by english. although the presence of sinta frameworks alleviates the publication burden for lower rank scholars as they accept publication in indonesia language journals, generally, professors or those who aspire to become professors, still have to work hard to gain publication in english journals as there are not many indonesian-language journals which have achieved the status of 'reputable international journal'. hence, the struggle of the ministry to win in the 'unbalanced' international ra publication competition continues. by 2016, the number of indonesian ras in international journals indexed in scopus was below smaller countries such as thailand (lukman et.al., 2016, kis paper, 2016). hence, the government stepped up its campaign to address the issue and took several significant moves. these include the merging of the dikti with the ministry of research and technology (although this merger has been reversed by the current government), the establishment of the indonesian research fund, and the release of the first grand plan of national research) 2016 known in indonesia as rirn. the moves seem to have significantly pushed up the number; that is, in 2019, it reached the highest number of ra publications among the asean countries, taking over malaysia, singapore and thailand, but according to mohamad nasir, the then minister for research, technology and higher education, the quality is still in question (seftiawan, 2019). the indonesian number was boosted by conference proceedings considered lower in quality than refereed ras (redaksi fin, 2019). moreover, indonesia has yet to catch up with other smaller countries in asia and the pacific countries, such as south korea. thus, the question "why outputs of such a big country are low", remains. as well, relying too much on numbers alone has also been criticized in favour of the (direct) economic impact of research on the country. the government might need to consider this idea seriously due to depleting economic resources. many studies have looked at research and publishing in indonesia, and the influence of the unequal rivalry is obvious. they all mention a lack of financial issues, barriers connected to legislation and laws, an expansive attitude toward research, and university rules and procedures. policy and regulatory studies examine how government policies and regulations stifle getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 23 research and discourage academics from undertaking it. nielsen (2010), for example, analyzed and contrasted policies and regulations in economically rising nations like indonesia, such as brazil, malaysia, and singapore. they discovered that research funding in indonesia is insufficient and well below the desired level, at only 0.08 per cent of the national domestic product (ndb), compared to a benchmark of roughly 1%. researchers will find it challenging to secure adequate financing to do a significant study with this amount. the study also discovered that the rule is overly restrictive, making it extremely difficult to get funds and generate results when the research is done. meeting regulatory standards is quite tricky, especially when writing and publishing high-quality material. mccarthy and ibrahim (2010), who looked at the elements that influence the growth of social sciences, came to similar conclusions. they discovered problems on three scales: macro, meso (middle), and micro (individual). they discovered that the indonesian government lacked a national structure for sponsoring and producing high-quality research and a financial incentive to do so. they also discovered that financial concerns, such as academics' too-low salaries, drove them to engage in a greater number of non-research activities to augment their income, for example, working as a consultant or a teacher outside of their university. other concerns include the lack of long-term support for research facilities and the lack of job security in research occupations at the individual level. similarly, karetji (2010), who examined the knowledge sector in indonesia from a wider perspective, discovered another financing issue: the government's preference for technology and engineering over other areas. he also discovered a problem with the need for a defined career path for academics and a disconnect between research and government policy. because all of the studies mentioned above indicate a shortage of research funding, brodjonegoro and greene investigated the topic and discovered that challenges in obtaining funds and rigidity in reporting systems are substantial barriers to high-quality research. as a result, they argued for the foundation of the 'dana ilmu pengetahuan indonesia' (dipi), or the indonesian research fund, which has since received official funding. the effectiveness of this funding system remains to be seen. despite the minister of research and higher education's acknowledgment of the issue of insufficient financing and his vow to enhance it, funding for the 2017 fiscal year was cut, meaning other areas still appear to be more significant than research. two research projects are being executed. one is carried out by the university of indonesia in collaboration with the centre for innovation policy and governance, which is funded by the global development network. this research is an investigation into indonesian research reform. the macro, meso (middle), and micro (individual) levels of research are examined in this study, zifirdaus adnan & bambang kaswanti purwo 24 joall (journal of applied linguistics and literature), 8(1), 2023 which focuses on social sciences. it looks at seven case studies from indonesian provinces such as aceh and papua. this study looks at government policy and regulation at the macro level, how universities interpret policy and regulation and build their strategy and management, and how these middle-level rules and regulations affect individual researchers at universities at the micro level. the indonesian science academy (aipi) is conducting the other study, which is funded by an australian-indonesian collaboration called knowledge sector initiative (kis) (nugroho et al., 2016). this research is titled 'buku putih pendidikan tinggi' (the white book of higher education), and it focuses on the subject of indonesia's mono-disciplinary or 'linearity' approach to research vs the multi-disciplinary approach. this research has yet to be published anywhere. nonetheless, the consultative group of these two research projects indicated that the investigations should include conceptual and philosophical difficulties and provide a suitable solution to modify the constraining factors, according to nugroho et al. (2016). the concerns previously recognized in prior studies, such as the discrepancy between research and practice, are among the issues to be explored. as previously said, these studies look into structural and environmental issues inhibiting those universities from doing research. while these studies help identify the problems associated with poor research outputs, there is still much more work to be done, for instance, to consider the difficulties that individual researchers encounter in writing and publishing their studies. when academics have boosted their research output, what should they do next? many research projects funded by the ministry of education were already completed in the past. however, the low number of publications published in international journals shows that much of the work is still unpublished. it's difficult to say how many government-funded research projects haven't been published in international journals, but the minister of research and higher education's comments suggest that the number is not insignificant. according to nugroho et al. (2016), the key causes are the restricted quantity of funds available and the short amount of time available. this implies, the projects' only output is reports sent to the respective universities and funding sources. more recently, cargill et al. (2017) trained a group of indonesian university senior academics from the agricultural institute of bogor, west java, who discovered issues similar to those of previous researchers. however, just a few indonesian academics were involved in the research. the above studies are informative regarding external obstacles to carrying out research and publishing, mainly in terms of policies, and funding, involving a small number of participants and 'java centric'. what is lacking is research on the internal issues with the academics themselves from their perspectives, as they perceive them, e.g. their knowledge and skills to write internationally acceptable ras, their attitudes, and the obstacles that inhibit getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 25 them from writing ras and publishing in international journals (ijs), involving a much larger number of participants from outside java, especially the central and eastern indonesia. with the concentration of studies on western parts of indonesia, mainly in java, we need information regarding the situation in other areas, particularly in central and eastern parts of indonesia. this study addresses this information gap. the purpose of this study was to address the main question, "what are the reasons for the lack of international research publications by indonesian scholars?" involving participants not only from western indonesia but also from central and eastern indonesia. hence, this study promised a great potential to reveal information from these parts of indonesia to address the issue. specific questions accompanied the central question as below. 1) what key factors inhibit indonesian mlss from publishing in ijs? 2) how do these factors work together to lead to non-publication? what are the attitudes of indonesian researchers regarding publication in international journals whose editorial teams are mostly non-indonesians? 3) how do they perceive their research compared to the studies by researchers in developed countries such as australia, the uk and the united states of america? 4) what are the most effective ways to make researchers publish in reputable international journals? method as stated earlier, this article is the second report of a three-year project. this whole project employed a mixed method to address the research questions with a high degree of rigour, namely, quantitative and qualitative methods. this paper, however, reports mainly the results of an expanded form of the survey conducted previously. the results of this (previous) research were reported in another article (adnan et al., 2021). the quantitative method employed a national survey and statistical analyses with the assumption that the statistical tool of analyses can analyze and reduce the complex and massive amount of data to patterns that can be further analyzed. this type of data analysis is necessary because the survey for this second paper attracted 206 participants who completed the survey. the survey asked detailed questions developed from the main and specific questions presented earlier. data analysis procedure as in the first survey, the study was conducted with high reliability and validity. reliability means to what extent we minimize errors so that the results are credible. to ensure reliability, the team employed two levels of data analysis. these are a principal component analysis (pca) and a confirmatory factorial analysis (cfa), which are part of the spss statistical package. the zifirdaus adnan & bambang kaswanti purwo 26 joall (journal of applied linguistics and literature), 8(1), 2023 purpose of pca is to discover patterns in a large amount of large and complex data. the pca statistical analysis instrument isolates the 'error'. so, we can take only the 'valid' one. the cfa was conducted to confirm or otherwise the components (factors) we found in the pca. this is followed by the final review, interpretation and analysis. in short, the main steps of the statistical analysis include 1. computing the responses into the spss statistic, where the pca method is housed; 2. conducting the data reduction analysis to find the principal components or factors, conducting the cfa, reviewing the steps and the results, and interpreting them. findings the central purpose of this project was to discover the factors contributing to the issue of lack of ra publication. indonesian multilingual scholars in language-related disciplines, including linguistics, applied linguistics, and language education, have a low quantity of ras published in reputable international journals (ijs). as stated earlier, the 206 returned responses were analyzed using the principal component analysis (pca) and cfa (confirmation factorial analysis) statistical applications. the pca is the firstlevel analysis, and the cfa is the second-level of analysis, a more rigorous analysis to confirm, or otherwise, the results of the first analysis. except for the kmo and barlett's tests and data reduction analysis, only the cfa analysis results will be presented in this article for three reasons. first, they are the most reliable results; second is the limitation of journal space; finally, some of the results are similar to avoid repetition. the results of the pca the statistical analyses yielded results presented in two key tables. the tables are as follows. table 1 reveals kmo and barlett's test results; table 2 shows the overall results of the data reduction procedure. the results of the kmo and barlett's tests the results of both tests are good, meeting all the conditions required by the statistical analysis. statistically, the requirements are that the kaiser-meyerolkin (kmo) measure of sampling result has to be larger than point five (>0.5), and the significance of bartlett's test of sphericity should be 0.05 (5%) or lower. the data meet all these requirements after a kmo and bartlett's test of sphericity analysis or 'measures of sampling adequacy (msa)' as presented in table 1. getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 27 table 1. results of kmo and bartlett's test of sphericity analyses the kmo and bartlett's tests kaiser-meyer-olkin measure of sampling adequacy. 0.788 bartlett's test of sphericity approx. chi-square 2722.791 df 406.000 sig. 0.000 as table 1 shows, the kaiser-meyer-olkin (kmo) measure of sampling result is 0.788, which is significantly higher than 0.5, and the significance of bartlett's test of sphericity is 0.00, also lower than 0.05. this means that the factorial analyses could be continued. these results are higher than the results found in the first survey due to the increase in the population sample size. for example, the kaiser-meyerolkin measure of sampling adequacy (0.788) was higher than that of the first survey, which was 0.595, and the value of bartlett's test of sphericity is also better, that is, 2722.791 versus 1154.175 both with the significance of 0.00. logically, it should also increase the credibility of the results. the results of the data (variable) reduction procedure the overall results of the data reduction analysis are presented in table 2. before examining the contents of table 2, it is necessary to understand its structure. in the far left column, 'initial evs' contained the eigenvalues of all the components, and the results of the data reduction process, including those with a value below one. extraction sums of 'squared loadings' present the extraction process results, which discard the components with below one value and retain those with values greater than one (to be eligible as a component). 'rotation sums of squared loadings' shows the results after the rotation process. the key figures to consider in these columns are those under 'cumulative variance' as it indicates the explanatory power of the data. now let us examine the results. table 2 shows that the data reduction procedure yielded ten components, but only eight components have greater than one evs. these components may be classified as independent factors closely correlated with the dependent variable, i.e. lacking in the publication of ras, with different degrees of significance as indicated by the different evs; the higher the ev, the higher the correlation is. in other words, the higher the ev of a component, the higher the contribution of the component in explaining the issue in question. thus, in the 'extraction sums of squared loadings' column, only the eight retained components figures were further analyzed; the rest (components #9 and #10) were not considered. zifirdaus adnan & bambang kaswanti purwo 28 joall (journal of applied linguistics and literature), 8(1), 2023 table 2. the results of the data reduction procedure total variance explained initial eigenvalues extract of sum square loadings rotation sums of square loadings componen t tota l % of varianc e cumulativ e % tota l % of varianc e cumulativ e % tota l % of varianc e cumulativ e % 1 5,90 6 21,094 21,094 5,90 6 21,094 21,094 4,03 9 14,427 14,427 2 5,02 0 17,929 39,023 5,02 0 17,929 39,023 3,57 0 12,748 27,175 3 2,06 4 7,373 46,396 2,06 4 7,373 46,396 2,70 8 9,672 36,847 4 1,64 9 5,888 52,284 1,64 9 5,888 52,284 2,42 7 8,667 45,514 5 1,52 2 5,434 57,718 1,52 2 5,434 57,718 1,98 5 7,088 52,602 6 1,26 0 4,500 62,218 1,26 0 4,500 62,218 1,71 7 6,133 58,736 7 1,09 7 3,919 66,137 1,09 7 3,919 66,137 1,61 1 5,752 64,488 8 1,04 1 3,718 69,855 1,04 1 3,718 69,855 1,50 3 5,367 69,855 9 .847 3,024 72,879 10 .799 2,854 75,733 one key point in this table (table 2) is the ‘the total cumulative percentage of the variance’ (the last line of the far-right column) because it indicates the explanatory power or the contribution the total components make to the dependent variable. this percentage is 69.855 which is also significantly higher than the 55.560 found in the first survey, suggesting that the significant increase in the size of the population and the fact that they come from many more tertiary educations across indonesia improves the explanatory strength of the data. the other notable figures are in the column '% of variance' as these figures indicate the respective contribution of each component to the central issue under question. they will be referred to when discussing the cfa results. the results of the cfa the eight components found in the (pca) data reduction analysis were statistically re-analyzed to confirm the components, the variables and their respective eigenvalues (evs). the results are presented in tables 3 and 4. table 3 summarises the results of the cfm of the components with their respective variables identified in the statistic procedure with 'codes of analysis' (first column). these results are clarified by providing the names of the components (factors) and their variables with their respective eigen value and ranked in table 4. these results were further analyzed to group them according to the commonality of the variables, as well as the degree of the contribution of each variable to the component. chapter 5 provides the summary of the results of the grouping analysis, the components in each group, as well the degree of the getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 29 contribution of each variable relative to the component (eigenvalue) and the name of each variable. hence, this table presents the complete summary of the outcomes of the analyses of the cfa results. the results of the cfa data reduction analysis as shown in table 3, we found eight components associated with the issue in question (the dependent variable), as presented in columns 1 to 8. these components were named and presented with their rankings and variables with their respective eigenvalue in table 4. as shown in table 4, the components are component 1 (column 1), knowledge and understanding of the purposes of publishing ras in ijs; component 2, the inhibiting factor one: lack of selfconfidence; component 3, the inhibiting factor two: lack of knowledge and skills to produce ras that meet the standards of ijs; component 4, solution one: improving knowledge and skills through learning; component 5, inhibiting factor tree: negative attitudes against international journals (ijs); component 6, solution 2: improving skills and productivity through practice and external assistance; component 7, inhibiting factor 4: ineffective and/or inadequate external encouragement and support; component 8, positive attitude regarding publication. this result forms an interesting finding because we have four more components playing roles compared to those found in survey 1 (reported in the previous article) (adnan et al., 2021). interestingly, this finding suggests that the issue in question is more complex than what we found in survey 1. this shows the importance of broadening and diversifying the sample of the data sources from only 72 respondents from five universities to 206 and from many more universities across indonesia. table 3. the results of the cfa with eigenvalues rotated component matrix(a) components 1 2 3 4 5 6 7 8 codes of analysis #11 (coa) .934 coa#12 .934 coa#13 .879 coa#14 .879 coa#15 .563 coa#21 .872 coa#22 .864 coa#23 .759 coa#24 .739 coa#25 .574 coa#31 .720 zifirdaus adnan & bambang kaswanti purwo 30 joall (journal of applied linguistics and literature), 8(1), 2023 rotated component matrix(a) components 1 2 3 4 5 6 7 8 coa#32 .714 coa#33 .697 coa#35 .632 coa#34 .575 coa#41 .763 coa#42 .739 coa#43 .704 coa#44 .600 coa#51 .722 coa#52 .707 coa#53 .689 coa#61 .896 coa#62 .712 coa#71 .808 coa#72 .729 coa#82 .794 coa#81 .728 extraction method: principal component analysis. rotation method: varimax with kaiser normalization. a. rotation converged in 8 iterations. therefore, it supports the basic principle of research that the larger the data size, the closer we are to the true situation in the indonesian academic population. table 4 the summary of the analyses of the components (factors) and their variables with their respective eigen value and their rankings factors/comp onents codes of statistical analisis (coa) variables eigen value component 1 knowledge and understanding of the purposes of publication in international journals (ijs) #11 to improve self-good reputation .934 #12 to gain credits for promotion .934 #13 to gain self-satisfaction atau pride .879 #14 to improve the reputation of the institution (own department/faculty and university) .879 #15 to gain financial incentive .563 component 2inhibiting factor 1: #21 i am not confident with my analytical skills. my research output does not meet the criteria of ijs. .872 getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 31 factors/comp onents codes of statistical analisis (coa) variables eigen value lack of selfconfidence #22 i am not confident that my ra would be accepted because the quality is not equivalent to international research articles.) .864 #23 i am afraid that the quality of my ra is too low. .759 #24 i am afraid if my manuscript is not accepted by the editor and reviewer of an international journal .739 #25 the quality of my research is inadequate [for a reputable international journal .574 component 3 inhibiting factor 2: lack of knowledge and skills to produce ras that meet the standards of ijs. #31 i do not know the format of an international research article.) .720 #32 i don't have adequate knowledge regarding the publication of how to publish research articles in reputable international journals.) .714 #33 international references are inadequate in the library. .697 #34 writing a research article for a reputable international journal is too difficult for me. .632 #35 my english is too weak to write publishable articles. .575 component 4 solution 1: improving knowledge and skills through learning. #41 meningkatkan kemampuan improve knowledge and skills. (i need to improve my knowledge and skills.) .763 #42 i need to study the format of articles acceptable to international journals, e.g. from guidebooks to ra writing, and the like. .739 #43 i need to frequently attend workshops on publication in reputable international journals. .704 #44 i need to request mentoring by a successful academic. .600 component 5 inhibiting factor 3: negative attitudes against international journals (ijs) #51 i am not interested in reputable international journals. .722 #52 reputable [international] journals are not needed as they only make trouble in life. .707 #53 i don't like reputable international journals as they have become a tool by advanced countries to control other countries. .689 zifirdaus adnan & bambang kaswanti purwo 32 joall (journal of applied linguistics and literature), 8(1), 2023 factors/comp onents codes of statistical analisis (coa) variables eigen value component 6 solution 2: improving skills and productivity through practice and external assistance #61 write articles in indonesian and then ask a translator to translate them into english. .896 #62 i need to write as many ras as possible (even though in indonesian) to be published in nationally accredited journals). .712 component 7 inhibiting factor 4: ineffective and/or inadequate external encouragement and support. #71 patchy support from own university in terms of finance and facilities, e.g. international references (recent ras from ijs., books etc.) despite rhetorical encouragement. .808 #72 support from ristekdikti seems available but inadequate and/or ineffective due to various reasons, including being unknown to some, too complicated to access, no journals, and lack of info (lack of socialization). .729 component 8 positive attitude regarding publication #81 very happy if i could publish, but i do not have the capacity to do it.) .794 #82 i want to, but i do not have the time to do it due to many other tasks). .728 the results of the interpretation and grouping analyses as presented in table 5, column 1, based on the interpretation of the commonalities of the variables within each component, another interesting fact was found that the components had to be classified into three groups. group 1, the 'inhibiting factors' influencing the dependent variable ('lack of ra publication in ijs'); group 2, the solution to the issue in question (the independent variable) and group 3, the motivating factors. table 5 the summary of the grouping analysis of the components (factors) and their combined eigenvalues group names names of components (factors) the degree of the group influence is based on the combined % rates of the variance (see table 2, column 6 from left) group 1 the inhibiting factors component 2-inhibiting factor 1: lack of self-confidence; component 3 inhibiting factor 2: lack of knowledge and skills to produce ras that meet the standards of ijs; component 5 inhibiting factor 3: negative 33.93% getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 33 group names names of components (factors) the degree of the group influence is based on the combined % rates of the variance (see table 2, column 6 from left) attitudes against international journals (ijs); component 7 inhibiting factor 4: ineffective and/or inadequate external encouragement and support. group 2 the motivating factors component 1knowledge and understanding of the purposes of publication in international journals (ijs); component 8 positive attitude regarding publication. 24.81% group 3 the solutions component 4 solution 1: improving knowledge and skills through learning; component 6 solution 2: improving skills and productivity through practice and external assistance 11.32% each of these groups offers more important findings, so each is discussed concerning the research questions below. from table 5, we can identify three more interesting new findings different from those in survey 1. the first and the most important one as far as the main research question is that we found four components inside group 1: the inhibiting factors, i.e. component 2-inhibiting factor 1: lack of selfconfidence; component 3 inhibiting factor 2: lack of knowledge and skills to produce ras that meet the standards of ijs; component 5 inhibiting factor 3: negative attitudes against international journals (ijs); component 7 inhibiting factor 4: ineffective and/or inadequate external encouragement and support. this total number of components is twice the number found in survey 1 (two components), but none of them has the highest position in terms of the percentage of variance as we found in survey 1. the highest position in the current study is occupied by component knowledge and understanding of the purposes of publishing ras in ijs. however, with the four components in group 1, the inhibiting factors are still the most dominant in influencing the dependent variable because if their rates of covariance (see table 2) are combined, they form a much higher figure, i.e. 33.926% (17,929 + 7,373 + 5.434 + 3.19 = 33.926%), compared to 21.094% for knowledge and understanding of the purposes of publishing ras in ijs, suggesting they account more for the dependent variable. this suggests that although a considerable percentage of the scholars clearly understand the purpose and benefits of publishing their ras in ijs, the inhibiting factors, as a zifirdaus adnan & bambang kaswanti purwo 34 joall (journal of applied linguistics and literature), 8(1), 2023 group, are still dominant in influencing them to not publish ras. in other words, no matter how strong the awareness of the objects and benefits is, for the majority of the participants, more is needed to beat the inhibiting factors. even after combining this component with the other potentially motivating component, component component 8, positive attitude regarding publication, the inhibiting factors group still dominates/is more influential. hence, this finding confirms the corresponding finding in survey 1. this finding is surprising because most of the previous studies reviewed earlier, e.g. karetji (2010), point to lack of funding as the dominant factor influencing the low quantity of ra publications by indonesian scholars in international journals. the reason could be that the participants in previous studies on the issue mostly came from java, mainly major universities, who tend to focus more on funding as an issue, not research skills and confidence, perhaps due to better access to training and research resources such as the library and the internet; while for the large number of scholars from outside java who participated in the current study, lack access to such training and resources may be more prevalent. there is a variable that concerns inadequate financial support. however, it appears far below the rank in component number seven (see table 4), suggesting that it was not perceived as a strong influencer. the second finding is that within the inhibiting factors group, the variable 'lack of self-confidence' (table 3, coa#21) is now having greater evs exceeding 'the lack of knowledge and skills to produce ras that meet the standards of ijs' (coa#22, ev.864). this factor was the most dominant among the inhibiting factors in survey 1. this may be due to the serious extent of their perceived 'lack of knowledge and skills that has degraded the self-confidence of the majority of the participants from outside java. lack of training and resources may have contributed, too, as the adage that 'the fear of the unknown' may influence some people's perception. discussion as mentioned earlier, the components of this group, put together, are still the most dominant compared to the rest of the three groups as it has four different components, which form four underlying factors influencing the issue in question (dependent variable) (table 5). the most dominant factor is component 2, lack of self-confidence. this finding answer specific question number two. this component has five variables associated with it. the first and most important variable is 'i am not confident with my analytical skills'. 'my research output does not meet the criteria of ijs' because this variable gained the highest ev value of 0.872 (see table 4, coa#21). 'lacking confidence in own skills' leads to lacking confidence in own research output, with the ev of 0.864, and this is followed by 'lacking in confidence to meet the criteria of an ij including lacking in confidence their own ras. the low confidence level was getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 35 worsened by the fear that their research would be rejected by editors or reviewers (coas #23, #24, respectively). both are supported by a good level of evs, 0.79 and 0.739, respectively, and these are further deteriorated by yet another expression of lack of confidence in the quality of own research, albeit with a lower ev of 0.69 (coa#25). in short, the degree of self-confidence is terrible. this finding supports the hypothesis proposed in the national grand plan for research (rencana induk riset nasional or rirn) that indonesian academics lack confidence in their research and analysis. this factor confirms the finding of arsyad et al. (2019). it is also in line with the finding of brinn et al. (2001), indicating that british accounting and finance scholars were reluctant to send manuscripts to an accounting and finance journal in the usa, fearing rejection. the second important factor perceived by the scholars as holding them back from publishing in ijs concerns 'inhibiting factor 2: lack of knowledge and skills to produce ras that meet the standards of ijs'. the most critical variable that contributes to this factor (see table 4) is a lack of knowledge regarding the format of an article in an international journal (coa#31) with the highest ev of 0.872. this variable is followed by ignorance regarding how to publish in an ij (coa#22), with an ev of 0.864. the situation is worsened by a 'lack of international references', with an ev of 0.697. these references are necessary for the academics to be able to upgrade their knowledge and skills to prepare ras and, more crucially, to conduct an up-to-date literature review to ensure that their papers contribute to the existing literature, e.g. by identifying a knowledge gap. the next variable, with the ev of 632, is an acknowledgment that writing a ra of international quality is too difficult. this variable is followed by the last variable contributing to this factor which is a statement that their english is too weak to write an ra article publishable in english. the variables making up this factor resemble the multiple issues raised by salager-meyer peripheral authors have to overcome when trying to publish internationally. the third inhibiting factor is negative attitudes against international journals (ijs). this finding is not found in the literature reviewed earlier. this component also seems marginal as it has a variance of 5.434% (table 2), so it is not widespread amongst academics, and it is weaker than the positive attitude. however, it is worth explaining as it is not found in the literature. the variables, especially ‘making trouble in life’ and ‘a tool by advanced countries to control other countries.’ may be a negative response to the government's requirement that an ra be published in an ij indexed in scopus. being indexed in scopus is considered an important benchmark to measure the quality of an ra. indeed there was a strong rejection by some academics for adopting such a policy in 2016, especially when the then minister for research, technology and higher education, m. nasir, threatened to stop the professorial allowance of a professor when they do not publish ras as expected. for nationalist zifirdaus adnan & bambang kaswanti purwo 36 joall (journal of applied linguistics and literature), 8(1), 2023 academics, the requirement to publish in a scopus-indexed journal might have been considered an insult to their pride as a nation. a result of the debate is the establishment of an indonesian standard indexation called 'sinta'. the fourth inhibiting factor is 'ineffective and/or inadequate external support'. this factor doesn't seem to play a very significant role as it attracts only a small percentage of variance, i.e. 5.919% and is ranked number seven amongst the components. it is associated with two variables. the first variable is 'patchy support from own university in terms of finance and facilities, e.g. international references (recent ras from ijs, books, etc.) despite rhetorical encouragement', with an ev of 0.808. this result is in line with the finding in many previous studies reviewed in the literature earlier e.g. (karetji, 2010; nielsen, 2010; mccarthy and ibrahim, 2010), which also point to the issue of lack of financial support. the second variable is ‘support from ristekdikti seems available but inadequate and/or ineffective due to various reasons including unknown to some, too complicated to access, lack of info (lack of socialization)’. this variable suggests that the incentives provided by the ministry are felt as something distant and not easy to gain. with such a low position in the ranks of the component and with an ev of 0.729, it does not play an important role. some academics even suggested that the awarding is different from the announced criteria. conclusion this research intended to find answers to one main question, which is "what are the key factors contributing to their lack of international research publications making the number low compared to smaller nations", accompanied by more specific questions concerning specific factors, selfconfidence and solution to the problem. surprisingly, the most dominant factors are not financial as found in the literature, but the lack of confidence and capacity to produce ras that meet international standards. these inhibiting factors are backed up by two other factors, namely negative attitudes against international journals and publishing in them as well as inadequate support. the evidence for the presence of the dominant factors is strengthened by the scholars' suggested solutions, that is, the need to learn hard through selflearning, learning from others and a great deal of practice. hence, the main reason for the low quantity of ras in the fields selected for this study is not financial but lack of competence. nevertheless, a more probing qualitative investigation is still necessary, considering that all the components only accounted for slightly over 69,855% of the issue (table 2, far-right column, last line). the rest may lay in the qualitative data, the interviews. the qualitative data analysis will be reported in another article. getting published in international journals: perception of indonesian… joall (journal of applied linguistics and literature), 8(1), 2023 37 acknowledgment we would like to thank the ministry of research and higher education of the republic of indonesia for funding this research. references adnan, z. 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(2017, 15 january 2017). menristekdikti tuntut unpad tingkatkan publikasi ilmiah (minister for research, technology and higher education demands that padjadjaran university increases scientific publications, headline news report. pikiran rakyat, p. 1. retrieved from http://www.pikiranrakyat.com/pendidikan/ 2017/01/15/menristekdiktituntut-unpad-tingkatkan-publikasiilmiah-390665 http://www.kopertis12.or.id/2017/02/21/petunjuk-teknis-permenristekdikti-no-20-%20tahun-2017.html http://www.kopertis12.or.id/2017/02/21/petunjuk-teknis-permenristekdikti-no-20-%20tahun-2017.html using short story to improve students reading….. using short story to improve student’s reading comprehension (a study at the second year student of smpn 2 kota bengkulu) amelia eka frimasary syahrial university of bengkulu bengkulu, indonesia 38371 e-mail: amelia86khasanan@gmail.com e-mail: eric.syahrial@gmail.com abstract: the objective of this research was to know the differences in students score and also to know whether the student’s interest was improved or not, after did a treatment using short story and handbook. the instrument of this research was questionnaire. the result from short story was satisfactory. the mean score from pre-test was 45.1 for experimental class and 45.25 for control class. the difference both of class was 0.15 point. the result of post-test was 55.9 for the experimental class, and 51.8 for the control class. the difference in both classes was 4.1. it can be concluded that the experiment was success. the explanation above showed that the differences in improving students’ score and interest by giving the treatment, and the differences score between two classes are significant. it means that reading activity by using short story could improve students reading comprehension in class i of smpn 2 kota bengkulu. keywords: short story, reading abstrak: jurnal ini ditulis untuk mengetahui perbedaan nilai dan peningkatan nilai siswa setelah menggunakan perbandingan tekhnik antara penggunaan short story dengan penggunaan material handsbook (buku paket) sekolah. selain itu instrument penelitian ini adalah questionnaire. hasil yang di dapat ternyata memuaskan. untuk mengetahui hasil dari eksperimen ini, peneliti melakukan pre-test. hasil nilai rata-rata pre-test adalah 45.1 untuk kelas experiment dan 45.25 untuk kelas kontrol. perbedaan selisih nilai untuk kedua kelas adalah 0.15 point. sementara itu hasil post-test adalah 55.9 untuk kelas eksperimen dan 51.8 untuk kelas kontrol. perbedaan nilai kedua kelas mencapai 4.1 point. jadi bisa dikatakan experiment berhasil. dari penjelasan di atas bisa diketahui perbedaan antara nilai siswa dan ketertarikannya setelah diberikan cerpen, dan perbedaan nilai siswa yang diberikan handbook adalah signifikan. ini berarti bahwa aktivitas membaca dengan menggunakan cerpen bisa meningkatkan pemahaman siswa dalam membaca di kelas i smpn 2 kota bengkulu. kata kunci : cerita pendek, membaca introduction english is a purely foreign language in indonesia. therefore, indonesian students especially junior high school, find difficulties in learning english. there is no way for them except trying to learn english if they want to adapt themselves in these era. the success of someone in learning is often supported by his willingness to read a lot. it does not matter whether he reads scientific writing (journal or books on social or natural sciences) or popular writing (magazines, newspaper, or novels). mailto:amelia86khasanan@gmail.com mailto:eric.syahrial@gmail.com all of that give a lot of advantages to the reader to increase his knowledge. the student's interest in reading is very important for improving their achievement, because if the students do not have interest in it they will not be eager to read. reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation, leipzig (2001). it learns how readers integrate these facets to make meaning from the printed materials. emerald (1932) in ramlan (2002) says that reading is more than a symbol recognition of graphic symbols of words. its progressive comprehension of the meaning and ideas are represented by a sequence of words. it includes seeing the word, recognizing the word to its context. from the description we could say the reading is not simply thing, calling out the name of the words, but complex intellectual process, knowing the meaning of the words and massage of the text. basically, reading is an advantageous activity, although the motivation of people to read is varied. people read to get information, to learn something, or just for fun. we often hear an opinion which says that the more we read, the more knowledge we learn. reading can be entertaining as well as informative. it is not an exaggerated statement, for we really take a lot of advantages through reading, no matter what we read (whether we read scientific books or articles or popular ones). by reading we will know and get something to enrich and enlarge our knowledge. people who like reading have the biggest opportunity to improve their career. in today's school, the importance of reading has been emphasized to the students. most of us think of reading as a simple, passive process that involves reading words in a linear fashion and internalizing their meaning one at a time. but reading is actually a very complex process that requires a great deal of active participation on the part of the reader. as we can see, reading involves many complex skills that have to come together. for example, proficient readers recognize the purpose for reading, approach the reading with that purpose in mind, use strategies that have proven successful to them in the past when reading similar texts for similar purposes, monitor their comprehension of the text in light of the purpose for reading, and if needed adjust their strategy use. proficient readers know when unknown words will interfere with achieving their purpose for reading, and when they won’t. when unknown words arise and their meaning is needed for comprehension, proficient readers have a number of word attack strategies available to them that will allow them to decipher the meaning of the words to the extent that they are needed to achieve the purpose for reading. reading is also a complex process in that proficient readers give to the text as much as they take. they make meaning from the text by using their own prior knowledge and experiences. proficient readers are constantly making predictions while reading. they are continuously anticipating what will come next. their prior knowledge and experiences with texts as well as with the world around them allow them to do this. it is this continuous interaction with the text that allows readers to make sense of what they are reading bums, et all, (1984) say "teachers must show children that being able to read is rewarding in many ways that it increases success in school, bestows status, and provides recreation. then, mason and au (1990) give a concept that reading is a social process and becomes one of the means people count on to accomplish everyday goals and to make sense of their lives. here, social process means that reading is one of the means people employ to communicate with each other and to work toward the unwillingness in reading and the need to achieve a success in english among junior high school students create a problem. they want to improve their english, but they are not really willing to read english. they consider that english is difficult to learn before eventually trying to learn it. the researcher has done a presurvey in the place that will be used as target of population in this research. in smpn2 kota bengkulu especially in class viii, they always read english materials lazily in the classroom. they said the materials or the topics are not interested to read. they bored of the monotonous topic. that makes one reason for a researcher to introduce a new way to encourage the reading willingness in student itself using short story. the researcher using short story because in teenagers' level, short story is the most interested literary work to read. it becauses short story is not too long to read and has various interesting topics. so hopefully through this way, they can improve their comprehension in reading without boredom. the researcher chose smpn2 kota bengkulu to be a population and sample because as we know that smpn2 is one of the favorites school in kota bengkulu beside smpni and smpn4. the researcher chose this school because the researcher saw the real trouble like researcher explained above. in this case, it is probably useful for the students to improve their comprehension in reading. based on those explanations, the objective of this study is to know whether short story can improve the students' reading comprehension or not. methods this study was a quasiexperiment that there are two classes that will be observed , they are class i and j and using two materials that must be taught in the class. class i as experimental used the material of literary work while the class j used the book as control class. in this experiment, the materials were taught in the two classes. each group was treated by using diffirent technique whether in short story and handbook. this design was done in eight meetings. the design of both materials waas showed in the following table: table. l. design group pre-test independent variable post-test e y x y c y y furthermore, the sources of data or the population were the students of junior high school number 2 (smp n 2) bengkulu city at the second year. in this research, researcher took two classes for sample and consisting of about 80 students. they were class i and j' actually, the total class of second years students of smp negeri 2 kota bengkulu are ten, they are class a to j. but researcher just took two classes that had a same characteristic. karto (in ramlan , 2002) convey that principally, there is no fixed rule to determine how many samples or percentages (%) of its sample that must be taken from the population. the researcher analyzed the data by using the test and questionnaire. the researcher sets up the questionnaire to investigate the student's motivation in reading english. in this instrument, the opinion and the factual information were obtained. the questionnaires are in the form of statements in which the respondents are to cross the option they thought most appropriate for them. the type of questionnaire used in this research was a close questionnaire. it means that all items had four choices. then each choice was measured by using t-test. besides, researcher will use short story and some exercise from the short story to measure the reading comprehension of the students . results and discussion the data for this research was gotten from test and questionnaire. the researcher sets up the questionnaire to investigate the student's motivation in reading english. in this instrument, the opinion and the factual information are obtained. the questionnaires are in the form of statements in which the respondents are to cross the option they think most appropriate for them. the type of questionnaire that will use in this research is a close questionnaire. its mean that all items have four choices, then each choice measured by using t-test. beside that researcher will use short story and some exercise from the short story to measure the reading comprehension of the students. before conducting the research, the researcher gave pretest to gain the baseline data. the pretest was used to support the empirical data and to get basic score of students speaking before applying the strategy. the students score showed in following table: table 2. pretest score no total subject total score in control class total score in experiment class 1 40 1810 1804 mean 45.25 45.1 the result showed that the total score in control class was l8l0, and the mean score was 45.25. furthermore in the experimental class, the total score was l804 and the mean was 45.1. the differences of mark between both of classes were not too dominant' there was no one students that got the highest score (100), while in the control class there was one student. the highest just get 56 and the lowest get 36.and that's mean that there is no significant differences both of them. thus it could be concluded that the students' ability for this class was good enough. furthermore, after doing the treatment for eight meetings to the experimental class and control class using short story and handbook materials, then the researcher did the post test for both classes to know that there were differences between pretest and post-test. the score of the post-test in the following table: table 3. post-test score no total subject total score in control class total score in experiment class 1 40 2072 2236 mean 51.8 55.9 the result score of the experimental class was very different from control class. it showed that the total score in experimental class was 2236, while in the control class was 2072. the mean score in experimental class was 55.9 while in control class was 51.8. as compared class increases 164 point as compared the high score the short story with handbook there were some students who got the highest score while in the control class no one student who got that score. it could be concluded that there was differences between the result of experimental class from the result of pretest calculation, t obtained was 0.11, at degree of freedom was (40-1) + (401) = 78, and p level was determined 05. therefore, there was not df 78 in the t table, that the writer used 78 df. the t table value at 05 p level and 78 df in two tailed is 1,68. thus, the t obtained was smaller than t table (0.24 < 1.68). it concluded there was no significant difference between the mean score of both groups. it means both groups could be accepted as the sample in the study. from the result of test calculation, the t obtained was 2.54 while in the t table value of 78 df and at 05 p level 1.68. so, the t obtained was bigger than t table (2.54 > 1.68). the researcher concluded that there is a significant difference between the mean score of experimental group and control group consequently, the alternative hypothesis (h1) was accepted and the null hypothesis (h6) was rejected. in conclusion the hypothesis .there was differences in students score and improvement between the two classes of experimental class and control class in reading activity' was statistically acceptable or the research hypothesis was accepted. after the treatment, all the students of experimental group were asked to fill the questionnaire. the purpose was to know whether they were interested in learning reading english through short story or not. the total number of the students that filled the questionnaire was 40 students. the result of the questionnaire shows that 28 students (7yo/o)said that they liked learning english and 12 students (30%) of them did not like learning english. 23 students (57.5%) said that they prefer to read short story, 5 students (12.5%;) prefer prose, and 12 students (30%) prefer poetry. 36 students (90o/o) said that they liked short story and 4 students (10%) did not like short story. l5 students (37.5%) said that they always found difficulties in learning grammar in each of theme in their text book. 24 students (60%) seldom got difficulties and i students (25%) never found any difficulty in learning grammar.32 students (80%) said that their teacher seldom give the sentence pattern, 25 students (62.5%) sometimes had difficulties in creating a sentence, and five students (12.5%) said that they did not have any difficulty in making a sentence. asking about their opinions about studying english grammar by using short story, it was found that 36 students (90%) said that the story or text that is written in english helped them in learning english grammar and four students said that the story did not give any contribution in learning grammar. thirty three students (52.5%) prefer to study english grammar by using short story, and t students did not like to study grammar by using short story. conclusion based on the research done in smpn 2 kota bengkulu, it was found that short story can improve reading comprehension of the students. short story made students interest and have willingness to eager to read the text of english. in addition, after researcher used this way for the students. the result was successful to increase the score of the students. based on the conclusion, the researcher would like to give some suggestions as follows: 1. the teacher should teach reading class by using short story by using simple english and stay away from using monotonous text or handbook. because not all of the students take a course and also they have different ability and background. 2. the class can use reading materials provided by the teacher to make the students enjoyable in reading class. short story can make them fresh and knowledgable about variation of reading and its content references . burns, paul. c., roe, betty. d. and ross, elinor. p.1984. teaching reading in today’s elmentary schools. boston : houghton mifflin comapany. leipzig, d.h. 2001. what is reading. www.google.co.id. 17 november 2007. 03pm. mason, jana. m. and au, kathryn. h. 1990. reading instruction for today. usa: harper collins publishers. ramlan. 2002. improving students reading motivation by using anecdote. unpublished thesis. bengkulu: universitas bengkulu microsoft word jan-juni purnamasari, the use of appropriate vocabulary… 38 the use of appropriate vocabulary of the first grade students of sma negeri 6 kota bengkulu novita purnamasari bambang suwarno english education postgraduate program university of bengkulu email : echaecha.np@gmail.com abstract: the purpose of this study was to evaluate the use of appropriate vocabulary by the first grade students of sman 6 kota bengkulu. population of this research was all of the first grade students of sman 6 kota bengkulu. they were 198 students. the number of the sample was taken 25 % of the population. they were 50 students who were selected randomly. they were given a multiple choice vocabulary test with four choices. the result of this research showed that the vocabulary appropriateness by the first grade students of sman 6 kota bengkulu were as follows: deficient category was 6 %, mediocre category was 58 %, good category was 28 %, and very good category was 8 %. from the result of the study, it can be concluded that the vocabulary appropriateness by most of the first grade students of sman 6 kota were in mediocre category. for further research, it is recommended to find out the factors that was faced the students in the use of appropriate vocabulary. keywords: appropriate vocabulary, first graduate students, sma negeri 6 kota bengkulu. abstrak: penelitian ini bertujuan untuk mengevaluasi kesesuaian dalam penggunaan kosa kata bahasa inggris pada siswa tingkat petama sma negeri 6 kota bengkulu. populasi penelitian ini yaitu seluruh siswa tingkat pertama sma negeri 6 kota bengkulu. jumlah sampel yaitu 25 % dari populasi. sampel tersebut dipilih secara acak dengan menggunakan teknik random sampling. alat ukur yang dipakai yaitu tes kosa kata dengan bentuk pilihan ganda dengan empat pilihan. dari hasil yang di dapat, dapat dilihat bahwa siswa yang tergolong kemampuannya kurang 6 %, cukup 58 %, baik 28 %, sangat baik 8 %. dari hasil penelitian ini dapat disimpulkan bahwa kesesuaian dalam penggunaan kosa kata bahasa inggris pada sebagian besar siswa tingkat pertama sma negeri 6 kota bengkulu adalah pada kategori cukup. sangat dianjurkan untuk menemukan factor yang mempengaruhi kesesuaian dalam penggunaan kosa kata bahasa inggris pada siswa. kata kunci: kesesuaian kosa kata, siswa kelas pertama, sma negeri 6 kota bengkulu. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 38-48 39 introduction vocabulary is a set of words, which can be used to build utterances or sentences. ur (1996) defines vocabulary as the word that is taught in the foreign language, while ricard (1992) says that vocabulary is a set of lexemes, including single words, compound words, and idioms. actually, vocabulary is an important aspect in language, because vocabulary serves as foundation to four language skills, namely listening, speaking, reading, and writing. besides, this is important for the students in developing their english, because basically, to master a language, the learner should master vocabulary. nunan (1991) says that the students who have rich vocabulary succeed in learning english. while rivers in nunan (1991), states that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. in addition by zimmerman (in coady and huckin, 1998) states that vocabulary is central to language and critical importance to the typical learner. without having enough vocabulary, the students will get difficulties in communicating their ideas orally and in writing. it means that vocabulary is the key to the mastery of english skills. the report of the national reading panel (2000) concluded, “the importance of vocabulary knowledge has long been recognized in the development of reading skills. as early as 1924, researchers noted that growth in word knowledge.” while fauziati (2005) says that vocabulary is central to language and of critical importance to typical language learner. without a sufficient vocabulary, one cannot communicate effectively or express his ideas in both oral and written forms. it means that we must master english vocabulary and its grammatical rules to make good communication to the other people. the gbpp sma (senior high school) states that by the end of the third year, the students should have a sufficient capability in four language skills (reading, listening, speaking and writing). while there are 500 words that students should have mastered for the first year, 500 words for the second year and 500 words for the third year. after graduation from the smp (junior high school), the students expected to master 1.000 words. thus, the senior high school students should have mastered of about 1.500 english words when they graduated from the senior high school plus 1.000 words, which comes to 2500 words. furthermore, some theses that researcher had reviewed are concerned on mastery vocabulary. the results of their research were also different, depend on their research object. so what about students’ mastery on the use of appropriate vocabulary? the use of vocabulary itself, depend on the context. purnamasari, the use of appropriate vocabulary… 40 as you begin to improve your vocabulary, it is very important for you to learn when and how to use it. knowing a large word is not enough to showcase your skill. you must also be able to know when and how that word should be used. if you use the word in the wrong way, it may not make sense, or it could be taken out of context. it is also important for you to know your audience, and be familiar with the type of vocabulary they will be able to identify with. once you understand this, you will be able to adjust your words to suit the situation. to enhance your selection of words, you should make it your goal to learn a new word each day. have you ever heard someone use a fancy word, but you could tell that they didn't know how to use it? this can be quite humiliating. one thing that i must emphasize to you is that using a fancy word improperly is just as bad as having poor grammar. when you do this, it becomes apparent that you are trying to sound intelligent and well informed, and people will be able to see through you like glass. if you don't know how to use a word properly, it is best for you not to use it all. you will save yourself a lot of headaches and humiliation. if you use fancy words improperly, some people will correct you, and this can be one of the most embarrassing situations you can find yourself in. we may think that we already know these words. but, can we use them? when the researcher was on practice of field experience at the first grade students of sma negeri 6 kota bengkulu, researchers and also some english teachers there, found several mistakes made by students in the use of vocabulary. for example, when the students were asked to write a procedure text about how to make a cake, they often use the word burn, whereas they could use bake to indicate baking the cake. to become a master at using your vocabulary properly, you must know when to use words, and when not to use them. according to the reason above, the researcher wants to investigate the use of appropriate vocabulary of the first grade students of sma negeri 6 kota bengkulu through descriptive method. methodology this study used an evaluation research. according to gay (1990), an evaluative study is the systematic process of collecting and analyzing data in order to make decisions. this research was an approach that discuss and discribe the problem which researcher experience itself, to know whether experts opinions were true or not. this study was analyzed evaluatively through testing. the subject of this study concerned on the use of appropriate vocabulary of the first grade students of sma negeri 6 kota bengkulu in the 20092010 academic year. the population of this study consisted of all first grade students of the sma negeri 6 kota bengkulu, in the 20092010 academic year. the total populations were 198 students. this school was choosen because the researcher was on practice of field experience at that school. sampling is journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 38-48 41 the process of selecting a number of individuals for a study in such a way that the individuals represent the larger group from which they were selected. according to arikunto (2006), when the subject is less than 100, preferably taken all, so the research is the study population. however, if large number of subjects, can be taken between 10-15% or 20-25% or more. the sample of this study was choosing based on the random sampling technique. the sample consists of 25% from the population. from the total population of 198 students, 50 students were taken as sample (see table). the distribution of population and sample could be described in the table below: table 1: the distribution of population and sample no. class population sample 1. xa 32 8 2. xb 32 8 3. xc 34 9 4. xd 34 9 5. xe 32 8 6. xf 34 8 total 198 50 the instrument of this research was an achievement test in multiple choice forms which was written by the researcher to find out the use of appropriate vocabulary of the first grade students of sma negeri 6 kota bengkulu. it was developed on the basis of the senior high school english vocabulary in the english syllabus. the items of the test were tried out to 20 students who did not belong to the sample. the try out was conducted to determine the validity and the reliability of the test items. the try out procedure was as follow: 1. the test draft was tested on 20 students. 2. the students were asked to answer the test item. 3. the students’ score were arranged from the highest to the lowest, 1 st to 10 th ranks formed to upper group while 11 th to 20 th ranks formed to lower one. 4. the facility value and discrimination index for each item was calculated. to know the validity of the instrument, the researcher was used the procedure for measuring the felicity value and discrimination index (heaton, 1997). the formula was as follow: where: fv : felicity value di : discrimination index u : the correct answer of the upper group l : the correct answer of the lower group n : the number of each group heaton suggests to accepting items with facility value between 0,3 and 0,7 while discrimination index between 0,3 and +1,02. the reliability of the test items was found by the k – r.21 formula (gay, 1991): where: k : the number of items in the test sd : standard deviation range 401 500 301 – 400 201 – 300 101 200 0 100 purnamasari, the use of appropriate vocabulary… 42 the correct answer of the upper group the correct answer of the lower group the number of each group heaton suggests to accepting items between 0,3 and 0,7 while discrimination index between 0,3 and the reliability of the test items was r.21 formula (gay, 1991): : the number of items in the test : mean the test score were analyzed by using the general formula bellow: w = where: w : weighted score or score obtained x : number of the true answer y : total number of the item test r : range of the score sudjana (2009) suggests that, in order to make classification, the total range were divided into some lower level range that decided in advance. the total range is 50 words. if 5 range levels are used, the same interval for each level is: i = = 100 the table of range levels will be constructed as follows: table 2: score criteria qualification 500 very good 400 good 300 mediocre 200 deficient strongly deficient purnamasari, the use of appropriate vocabulary… score were analyzed by using the general formula bellow: : weighted score or score obtained : number of the true answer : total number of the item test sudjana (2009) suggests that, in order classification, the total range were divided into some lower level range that decided in advance. the total range is 500 are used, the same = 100 the table of range levels will be qualification very good strongly deficient (sudjana, 2009) journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 38-48 43 based on the data, the researcher also makes the distribution of students’ answer in types of vocabulary in order to find out which types of vocabulary that was difficult for the students. result the items of test were tried out to the first grade students of sma negeri 6 kota bengkulu in 2009 – 2010 academic year. the participants of the try out items test were 20 students. the try out was conducted to determine the validity and the reliability of the test items. try-out result consisted of verification of validity, item characteristics and reliability. to know the validity of the instrument, the researcher used the procedure for measuring the felicity value and discrimination index. while heaton (1988) suggests to accepting items with felicity value between 0,3 and 0,7 and discrimination index between 0,3 and +1,02. the researcher found only 60 out of 100 items with felicity value between 0,3 and 0,7 and discrimination index between 0,3 and +1,02. it means that 60 items were valid and 40 items were not valid. 50 items were taken for the instrument of the research. the reliability of the test items was found by the k-r.21 formula (gay, 1991). according to gay, the reliability was acceptable 0, 900 (r > = 0,900). the reliability index of the passed items was 1, 01. the results of this research were divided into two main points, there were the result of students’ vocabulary appropriateness in five category qualifications namely very good, good, mediocre, deficient, and strongly deficient; and the second was students mastery of vocabulary in different classificasions of vocabulary namely noun, verb, preposition, adjective, and adverb. after collecting and analyzing the data, the researcher presented result of students’ vocabulary appropriateness in five category qualifications namely very good, good, mediocre, deficient, and strongly deficient. the result could be seen as follow: table 3: the result of students’ vocabulary appropriateness in five categories category frequency % very good 4 8 % good 14 28 % mediocre 29 58 % deficient 3 6 % purnamasari, the use of appropriate vocabulary… 44 strongly deficient total 50 100 % from table 3, could be seen the total scores of the sample. the result of students’ vocabulary appropriateness by the first grade students of sman 6 kota bengkulu in 2009/2010 academic year was 8 % was in very good category, 28 % was in good category, 58 % in mediocre category, 6 % was in deficient category, and there was no students were in strongly deficient category. after collecting and analyzing the data, the researcher presented result of students mastery of vocabulary in different classificasions of vocabulary namely noun, verb, preposition, adjective, and adverb. the result could be seen as follow: table 4: the result of students’ mastery in different classification of vocabulary classification of vocabulary the distribution of students’ answer total frequency of true answer frequency of false answer noun 36 (72 %) 14 (28 %) 50 (100 %) verb 34 (68 %) 16 (32 %) 50 (100 %) preposition 31 (62 %) 19 (38 %) 50 (100 %) adjective 18 (36 %) 32 (64 %) 50 (100 %) adverb 27 (54 %) 23 (46 %) 50 (100 %) from table 4, could be seen the distribution of students answer in types of vocabulary, namely noun, verb, preposition, adjective, and adverb. the result of students answer in types of vocabulary by the first grade students of sman 6 kota bengkulu in 2009/2010 academic year, in noun type of vocabulary, there were 36 students (72 %) could be answered true, while 14 students (28 %) were answer false. in verb type of vocabulary, there were 34 students (68 %) could be answered true, while 16 students (32 %) were answer false. in preposition type of vocabulary, there were 31 students (62 %) could be answered true, while 19 students (38 %) were answer false. in adjective type of vocabulary, there were 18 students (36 %) could be answered true, journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 38-48 45 while 32 students (64 %) were answer false. in adverb type of vocabulary, there were 27 students (54 %) could be answered true, while 23 students (46 %) were answer false. from the result, it could be concluded that most students found difficulty in adjective type of vocabulary. discussion after the data had been calculated and analyzed, the result of students’ vocabulary appropriateness by the first grade students of sman 6 kota bengkulu in 2009/2010 academic year was 58 % in mediocre category, 28 % was in good category, 8 % was in very good category, 6 % was in deficient category, and there was no in strongly deficient category. furthermore, the result of students answer in types of vocabulary by the first grade students of sman 6 kota bengkulu in 2009/2010 academic year, in noun classification, there were 36 students (72 %) could be answered true, while 14 students (28 %) were answer false. in verb classification, there were 34 students (68 %) could be answered true, while 16 students (32 %) were answer false. in preposition classification, there were 31 students (62 %) could be answered true, while 19 students (38 %) were answer false. in adjective classification, there were 18 students (36 %) could be answered true, while 32 students (64 %) were answer false. in adverb classification, there were 27 students (54 %) could be answered true, while 23 students (46 %) were answer false. from the result, it could be concluded that most students found difficulty in adjective type of vocabulary. the average score was 33.95 with standard deviation of 235.84. the result in the use of appropriate vocabulary, because the students’ were good or good enough in the use of appropriate vocabulary depends on the context. if the researcher sort the result from the largest to the smallest amount of students, at the first position there are 29 students (58 %), they were in mediocre qualification. mediocre means the students vocabulary appropriateness were in moderate position. while according to cambridge advanced learner’s dictionary, mediocre means not very good. on the informal observation, students in mediocre qualification is still difficult to distinguish a few vocabularies, but they can overcome these difficulties by guessing the meaning of these words depends on the context. at the second position, there were 14 students (28 %) in good qualification. at the third position there were 4 students (8 %) in very good qualification. good and very good qualification indicates that they were good enough in the use of vocabulary especially that is related to the choice of vocabulary as the appropriateness of vocabulary in their context, appropriate of vocabulary and another, and appropriate of vocabulary with a topic. and the last, the smallest amount of students were three students or 6 % in deficient qualification. deficient qualification means their ability in vocabulary appropriateness is still purnamasari, the use of appropriate vocabulary… 46 lack. they were still find difficulties in the use of vocabulary especially that is related to the choice of vocabulary as the appropriateness of vocabulary in their context, appropriate of vocabulary and another, and appropriate of vocabulary with a topic. there were 47 students who occupied mediocre to very good qualification. based on informal interview with some students from those students, they were like english. it means that they were having motivation in learning english. on the other side, they were three students in deficient qualification. based on an informal interview with those students, the researcher knew that they were unserious in learning english. it was happen because they think that study english is not useful for them. besides, they usually fell bored in learning english, lack in practicing, and less in doing exercises. in conclusion, the students who have motivation in learning english will be better in english ability. and most of the first grade students of sman 6 kota bengkulu in the 20092010 academic year were achieved mediocre category. conclusion based on all facts presented in the previous chapters, the use of appropriate vocabulary by the first grade students of sman 6 kota bengkulu in 2009/ 2010 academic year was 58 % in mmediocre category, 28 % was in good category, 8 % was in very good category, 6 % was in deficient category, and there was no in strongly deficient category. the average score was 33.95 with standard deviation of 235.84. the result in the use of appropriate vocabulary, because the students’ were good or good enough in the use of appropriate vocabulary depends on the context. furthermore, the result of students answer in types of vocabulary by the first grade students of sman 6 kota bengkulu in 2009/2010 academic year, in noun type of vocabulary could be concluded that most students have found difficulty in adjective type of vocabulary with 18 students (36 %) were answered true and 32 students (64 %) were answer false. based on informal interview with some students from those students, they were like english. it means that they were having motivation in learning english. on the other side, they were three students in deficient qualification. based on an informal interview with those students, the researcher knew that they were unserious in learning english. it was happen because they think that study english is not useful for them. besides, they usually fell bored in learning english, lack in practicing, and less in doing exercises. in conclusion, the students who have motivation in learning english will be better in english ability. but in conclusion, the students who have motivation in learning english will be better in learning english, especially vocabulary than the students who have no motivation in learning english. there were some suggestions, the first one for english teachers in sman 6 kota bengkulu. the teachers must develop a good technique for teaching vocabulary, journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 38-48 47 they should find better ways to teach vocabulary in order to motivate the students to learn vocabulary themselves. the teachers also should be taught the words in context, because the meaning of certain words change according to their use in particular sentence. furthermore, the teacher also should be pay more attention in teaching adjective, because most of the students have found difficulty in this type of vocabulary. english books and dictionaries should be added continually in the library, which can be used by the students to support learning english. besides, important facilities sch as language laboratory, teaching media, etc, should be available at school in order to improve students ability of vocabulary. another suggestion was for the students. they should study hard in developing their english, especially in vocabulary. the students can do some vocabulary learning strategies, such as: contextualisation, elaboration, inferencing, translation, personalisation, keeping own dictionary or vocabulary book, and grouping the vocabulary. besides, they should be give more time in practicing and doing exercises in order to increase their vocabulary ability. besides, the students should be pay more attention in adjective, in order to improve their vocabulary ability. for further researcher, they need to be conducted other research to find out the factors that was faced the students in the use of appropriate vocabulary and with different type of schools, for example, vocational school. further research can examine the appropriate vocabulary depend on the majors at that school or other school. references arikunto, suharsimi. 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(2003). the mastery of english vocabulary by the third year students of the smu negeri 1 mukomuko in the 20022003 academic year. unpublished thesis bengkulu : universitas bengkulu. http://www.fltr.ucl.ac.be/fltr/germ/etan/bibs/vocab/cup.html http://www.fltr.ucl.ac.be/fltr/germ/etan/bibs/vocab/cup.html http://www.eduplace.com/ http://www.eduplace.com/ microsoft word jan-juni zarwin, improving students’ ability in listening… 103 improving students‘ ability in listening to a recount genre through song analysis technique zarwin university of bengkulu email : zarwinos@yahoo.co.id abstract: this research was conducted to improve ix a grade students’ ability in listening to recount genre. in doing this research the researcher applied analyzing song technique. there were 32 students involved in this research. the data of this research was taking in two ways; test and observation. in taking the observation data the researcher was helped by two english teachers to know how far that the teaching process worked. the test was used to know the students progress from cycle to cycle. the test result showed that in the cycle one there are 41.25 % students still had problem with the grammar, 38.78% students still had problem with the spelling and 31.87% students had problem in area of hearing, while the average score of the student’s achievement is 61.00. in the cycle two the students made improvement significantly. there were only 25.00% students still had problem with the grammar, 23.00% students had problem with spelling and 27.19% students had problem with hearing, and the average score of the students’ achievement was 75.00. from the result it can be concluded that song analysis technique can improve the ixa grade students ability in listening to a recount genre keywords : improving students‘ ability, recount genre, song analysis. abstrak: penelitian ini diadakan untuk meningkatkan kemampuan siswa kelas ixa dalam mendengarkan genre recount. dalam melaksnakan penelitian ini peneliti menerapkan tehnik menganalisa lagu. jumlah siswa yang terlibat dalam penelitian ini adalah 32 orang siswa. data pada penelitian ini diambil dengan dua cara, yaitu test dan observasi. untuk mengam,bil data observasi peneliti dibantu oleh dua orang guru bahasa inggris. hal ini dilakukan untuk mengetaahui perkembangan proses pembelajaran dari satu siklus ke siklus berikutnya. test digunakan untuk mengetahui pencapaian siswa dari satu siklus ke siklus berikutnya. hasil test menunjukan bahewa pada siklus pertama terdapat 41,25% bermaslah dengan tata bahasa, 31,78% siswa bermasalah dengan pengucapan dan 31,87% siswa bermasalah dengan menyimak sementara nilai rata-rata siswa kelas ixa adalah 61. pada siklus dua terdapat peningkatan yang cukup signifikan. hanya 25% siswa bermasalah dengan tata bahasa, 23% siswa bermasalah dengan pengucapan (spelling errors) dan 31, 87% siswa bermasalah dengan salah dengar (slip of the ears) dari hasil tersebut dapat disimpulkan technik menganalisa lagu dapat meningkatkan kemampuan mendengar genre recount pada siswa kelas ix a. kata kunci: meningkatkan kemampuan siswa, genre recount, analisa lagu. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 103-113 104 introduction smp negeri 15 kota bengkulu is one of schools which still applied school based curriculum (ktsp) in its teaching and learning process. the students are introduced to the five genres. these genres were taught in the four skills, two cycles and four steps of teaching. but the result has not satisfactory yet. based on the researcher observation and discussion with his colleagues it was concluded that the most difficult genre was encountered by the students was in recount genre, especially in listening to text recount. this could be seen from their listening test in recount genre. the result was still under 4.00. (data was taken from the vii a grade student’s daily test on recount genre). in listen this genre the students often found problems with a) the grammar. we often found when students answering the question like “when did dhe come to the village? “by“ she come last week” rather than “ she came last week. brown (1980) stated that second language learning basically involved the overcoming of the diffrences between the linguistic system –tyhe native and the target language and it becomes the cause of errors. littlewood (1996: 23) said “ when learning a foreign language, someone tends to transfer his entire native language system in the process. in english, people usually give response in accordance with the form or the tense they are using. but because those differences they sometomes ignore the agreement they give wrong response. b) spelling error. we often found that the student spell balon, baloon when they hear the word balloon. this happened when they answer questions from the text they listened. for example “how many balloons rudy bought in the market?” actually the expected answer is “he bought five balloons.” in this case many students write “he bought five baloon or ballon. c) slip of the eras, based on the writer observation, and in his data quite a lot of this kind of errors may be found. spelling arrors happens when the listeners know and understand what they hears but they do not know how to spell the words. usually the words are then unknown either in the source or the target language. the students most likely do not hear the distinction which they will be called on to make in the second language. they translate the unfamilliar one into familliar one in order to be able to process what they have heard ( castein 1978 : 288 ). for example , by writing [mijut] for the word [ mute] or [wes] for [wears] . based on the researcher observation the students usually give irrelevant answer to the question; like “ what was sandra making ?”. the expected answer actually “she was making chicken curry with rice”. while the students answer were: “she was making chicken curly with rice or “she was making chicken hurry in rice.”. in this case most of the students don’t think about the link between chicken and hurry in race. the phrase that they heard is significantly different from the intended zarwin, improving students’ ability in listening… 105 phrase. they change other words to make sense out of the whole phrase. another error often made by the students was slip of the ears. slip of the ears are mispreception of unintended speed signal this means tha a listener report hearing , as clearly and distinctly as any correctly preceived strecth of speech something that does not correspond to the speaker’s actual utterence (bond 1999:1) slip of the ears should not be confused with slip ofthe tongue in which the speaker intend to utter one thing but erroneoudsly produce another. speech production errors, for example anry result in phonological segments being disordered, such as saying cooke, bare while intended to say cooc and door in the subtitution of the whole words or malapropisms such as saying a cook and denish heard s coconut denish (fay & cutler 1977), or several type of blends reversala, or errors made by the speaker ( bock 1996) accordintg to field ( 2004:266-267). the data of slips of the ears can be analyzed at the phoneme level so called phonemic slips. fromkin in laufer (1991:30) explained that phonemic slips are common errors in language use. there are three types of errors in slips og the ears, especially with consonants; a) deletions where no consonant is herad, b) additions where consonant is inserted fro which there are no cues in the signal, and c) subtitutions where the reported consonant resembles thhe target one. with vowels, there is an assumtion that stressed syllables are much less prone to misinterpretation that the unstyressed words. several methods and techniques of teaching has been done to improve this problem but no one of them run well. so in this case the researcher treid to overcome the problem by using song analysis technique. songs are assumed can motivate students in learning language. children of all ages enjoy listening to songs, and singing and learning with it. that is why music is an essential part of the teaching – learning process for young learners. all kinds of songs – from traditional to pop ones – can be used by the teacher (gayne 2000). further gayne (2000) said the point is that the teacher should select – or compose – songs which can be used either for singing together or for action. the best one is of course, those that can be used for both singing and doing some action. (anugrahwati. 2000 : 12) says that the objectives of using songs in the classroom are : 1) to associate action and object with words, 2) to internalize english sounds,3)to develop a sense of rhythm, 3)to recognize parts of the body. furthermore (anugrahwati 2000) said that there are some points to remember when selecting songs for young learners. they are: 1) are the words clear enough ? 2) is language to difficult ? journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 103-113 106 3) is the theme suitable ? 4) is the length sufficient to reinforce the language point? kasihani (2000: 18) noted that the teachers should always integrate song with the lesson they are teaching, and as with games, it needs to explain to the students before they listen to the song. here are the steps in using songs in the classroom; 1. tell the students the title of the song. 2. play or sings the song once, let the students just listen to it, without doing anything. 3. give them the words of the songs. 4. read the words slowly, and let the students repeat the words. 5. sing the whole songs together with the students slowly. 6. repeat the whole song, this time using the normal speed. 7. if the song an action song, have the students stand in a circle, and do the action with your example. based on the the description and the problem above this action research attempt to adress the following question; 1). can song analysis technique improve the ability of students smp negeri 15 kota bengkulu in listening to recount genre ? 2). can song analysis technique motivate the students of smp negeri 15 kota bengkulu in learning listening recount genre? the objectives of the research the objectives of the research were: 1) to prove whether the song analysis technique can improve the student’s ability in answering listening task in recount genre. 2) to know whether the song analysis technique can motivate the students learning listening in recount genre significance of the research the result of this research is hopefully having benefit as reference and information about teaching recount genre. for smp 15 english teachers this research can be as a feed back to improve their teaching technique. this research is also hoped can motivate the teachers in order they can find other technique of how to motivate their students. method participants and contexts the aperticipant of this study were 32 students thay ere ix a grade styudents of smp 15 kota bengkulu. they were consist of 12 male and 21 famela. this calss was taken because it was representative enogh as the sample of the research. this class was considered to the active class in smp negeri 15 kota bengkulu. the researcher took this class to make sure that the data taken did not change because of the absence of the students. design and procedure this research used model collaborative participatory classroom action research. it was conducted in ix a grade students by total samples were 32 students. each cycle consist of planning, action / observation, reflection and revise plan as the following diagram: zarwin, improving students’ ability in listening… 107 the instruments of this research were; 1) test, to measure the students’ achievement from cycle to cycle. 2) observation, to know how well the teaching and learning process was going on. the indicators of the achievement are; 1. the improvement of the students test achievement from one cycle to another cycle and it will be evaluated form the formative test. 2. the motivation of the students in learning process increasingly make progress, this was proved by questionnaire which was given at the end of this study. 3. the involvement of the students both in group and individually during the process of teaching learning activity, this was proved by teachers’ observation. finding and discussion implementation of cycle 1 first activity: the researcher gave the theme that would be used by the students in their listening. the teacher explains about the objectives of the activities. before the students come to the main activities, the teacher brainstorm the students a song; the song was “right here waiting “by richard mark. in this case the teacher gave model of how to analyze the grammar, the function of the text and the purpose of the speaker, then the teacher and the students sang the song together the objective of this step is to motivate and focus the student with the subject matter. second activity, the researcher explained about the objective of the teaching and learning activities. the objective was answering question based on the song they would hear. then the teacher gave an incomplete song text to the students. after that, the teacher turned the song on and the students worked in pairs to find the missing words of the song they heard. the title of the song is “sad movies “. each pairs was given different words to analyze. students a analyze the verb and the students b analyze the pronunciation of the certain word. the verb that the students journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 103-113 108 analyzed was in the past form because they would hear the story in the past event. during the work the students were not allowed to discuss about their work. the objective of this activity was to let the students discuss about the words they analyzed by themselves. after that the students change their work with their pairs and analyze some mistake they wrote. during discussion teacher guided the students to find the real meaning of those words and the category of the words. after that the teacher gave a chance to the students to practice to pronounce the word in some sentence. the second step was finding the event in the song and arranges them in a good order. the purpose of this step was to get the stream of consciousness of the song story, so they could understand the story happened in the song. the last step was listening to the story and the teacher gave them some questions to answer. result in cycle i based on the implementation of cycle one there were two conclusions can be drawn; a) the result of formative test and b) the result of observation. table 2. the destribution of the students errors based on the type in cycle 2 zarwin, improving students’ ability in listening… 109 the result of the result showed that in the cycle one there are 41.25% students still had problem with the grammar, 38.78% students still had problem with the spelling and 31.87% students had problem in area of hearing, while the average score of the students’ achievement was 61. this is not satisfactory yet, because according to the standard minimum criteria is around 75 to 100. if we refers to the standard minimum criteria in smp 15, it is enough (standard minimum criteria is 56). observation result based on the observation result iot was obtained that the observer i gave score 34,40 the observer ii gave score 3,20 so the total score of both observers were : 3,30. according to sudjana (1991), this score showed that the process of teaching and learning was good but somehow there were some process need to improve. reflection from the test results it was found that there were thirty students still had problem with form and language (grammar). the most error made by the students was the use of tense agreement. question in past form sometimes answered by present form. such as; how did the writer feel? the expected answer is; she felt surprise but the students answer was she feels surprise. in area of spelling there are 12 students made errors. these errors happened because of the unfamiliar words. the students actually knew the words but they didn’t know how to spell the words. as the consequences, they translate the unfamiliar sounds into familiar one in order to be able to process what they have heard, such as; “the writer see” written as “the water sea”. beside the spelling errors, the slip of the ears was also dominant. this occurred because the students were trying to edit what they heard into meaningful utterance and it changed other words to make sense out of the whole phrases. the words were usually meaningless. such as; “she felt surprise” from the observation results the researcher and the observers tried to analyze the problems of how the result was not satisfied yet. from discussion, the researcher and the observers concluded that there were several factor made the teaching process was not so satisfactory yet, they were; a) time organization was not so accurate. b) the classroom activity was relatively still dominated by the teacher. to overcome these problems the researcher together with the observers made some revision for the next cycle by; a) managing the time more accurate, b) more focus on learning community to give students more time to share and time allocation was added into 3x 40 minutes (three period of study). based on the weakneses from cycle one the researcher design cycle two to improve the weakneses in cycle one. the setting of the cycle two was the same as cycle one it was in the class ix a. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 103-113 110 implementation first activity: in this activity the teacher first asking about the past activities that the students do during their holiday. this activity is to brainstorm the students about the past event. this activity lasted for about 15 minutes. the teacher and the students then have small discussion about the tense that they use in when they told about their experiences second activity: this activity was just the same as the first cycle at first, the teacher explained about the objective of the teaching and learning activities. the main purpose of this activity was answering the questions based on the text they hear. their answering must correct both in grammar or spelling. to avoid spending the time, the first step was the teacher separates the students into two big groups. the first group guessed the missing grammar from the song they heard and another group analyzed the spelling of the grammar in the song they heard. in this activity the song that the students analyzed was “yesterday “by the beatles. the objective of this activity to teach the students both grammar and spelling of the text the second step was modelling text. the students in each group discuss about their works this activity lasted for about 25 minutes. and then they were asked to come back to their pairs. each student shows their work to their pairs and then matched it with their works. to make sure whether their work correct or not, the teacher then asked student to find the meaning of the words in their dictionary. the third step was joint construction of the text. the teacher gave the students a text. the exercises of the text were close procedure. the students are required to fill in the blank in the text with the suitable verb and then change the verb into the past form. after completing the text the students were asked to answer the questions from the text read. this activity was focus on the tense and to remain the students about generic structure of recount text (recount genre). the teacher together with the students then discussed about the verb they read. the forth step was individual construction of the text. the teacher asked the students to listen to the text that read by the teacher, the students then answered the question given by a long answer. this activity was design to search for the errors made by the students when the answer the questions based on the text they heard. result in cycle ii based on the implementation of cycle two there were two conclusions can be drawn; a) the result of formative test. b) the result of observation. zarwin, improving students’ ability in listening… 111 table 2: the distribution of the students errors based on the type in cycle from the table we can see that 25% problem are caused by grammatical errors and 27,19% were caused by spelling errors and 23,75% caused by slip of the ears. while the average score of the students’ achievement was 75. this means that there were improvement in this action although there was decreasing on the slip of the ear (mishearing). these factors can be understood. it may be caused by the level of difficulty of the text was quite different and this would be discussed on the nest action. observation result based on the observation result we can see that the observer i gave score 3,40 the observer ii gave score 3,35 so the total score of both observers were : 3,38. according to sudan (1991), this score showed that the process of teaching and learning was good but somehow there are some processes need to improve. reflection from the test results it was found that there were progress on grammar and spelling on the written, total students who made error on the grammar could be eliminated. from the data above we can see that total student who made error on grammar was 1 student of 13 students in cycle i, and the total students who made error on the spelling was 10 students of 12 students in the cycle i, while in area of slip of the ear or journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 103-113 112 mishearing was 11 students of 12 students in the first cycle. the average score that the students should get was 76. the researcher found that the result was already achieved the target of the achievement the writer stops this research in the cycle two the researccher felt that the techniques was sucessful enough and the research coud be stopped the research. discussion based on the finding from the two cycles it was found that teaching recount genre through song analysis made students easy to analyze every words that they hear from the native speaker talk, especially in the three areas of errors that are usually made by the students. this finding was also in accordance with the theory of quantum teaching and learning which assumes that if the teacher wants their students become part of their work he or she must come to the students’ world and then take them to their world. in the researcher mid this theory also implies that teacher must be able to understand the students need and hobby, this means that however, this technique is not suitable for those students who do not like singing this finding also proved that song can improve students listening ability especially in those three areas of errors (grammar, spelling and mishearing). the students seem to enjoy listening to songs, and singing and learning with it. as (gayne 2000) says that music is an essential part of the teaching – learning process for young learners. all kinds of songs – from traditional to pop ones – can be used by the teacher gayne (2000: 23). but the point that for those wjo want to apply this technique should select – or compose – songs which can be used either for singing together or for action. the best one is of course, those that can be used for both singing and doing some action. in doing his research the researcher tried to implement pop kind music to motivate his students. when this first conducted the students felt that they would face the same way of teaching, this was happened in the first cycle, because the researcher explained the element of language to be learnt before playing the music. this cycle took relatively much time because before the students came to whilst activity the researcher played previous music and it little bit took time. that was why the result was not satisfyactory yet, some of the student just enjoyed the song rather than preparing to study. when the researcher came to the second cycle it was improved by making the group work with the different tasks. it was begun with listening to the whole song and then the students were asked to analyze some missing words in the text they had. the objectives of this activity were, to internalize english sounds, to develop a sense of rhythm, and to recognize some vocabularies of the text they listen. the result significantly improved. this activity answers kasihani suggestions that the teachers should always integrate song with the lesson they are teaching, and as with zarwin, improving students’ ability in listening… 113 games, it needs to explain to the students before they listen to the song. conclusion from the two cycles that the researcher conducted in this classroom action research it can be concluded ; 1) song analysis technique can improve the ability of students smp negeri 15 kota bengkulu in listening to recount genre 2) song analysis technique can motivate the students of smp negeri 15 kota bengkulu in learning listening recount genre references assinder w. peer teaching peer learning eenglish teaching forum. anugrahwati, nunung ( 2004 ); teaching english through song analysis: paper presented on training of trainer of english teacher in six provinces. bock, c. (1996). unfied process spesification language: requirment for modelling process. nstir 5910: national institute and technology. cutler, a .& norris, d (1988). the role of strong syllable in segmentation for lexical access. journal of experiment psychology: human preception and performance. (13.3) pp 1-4 depdiknas, (1996). garis – garis besar program pengajaran( gbpp ) sltp, jakarta : dirjen dikdasmen. depdiknas.(2004). kurikulum berbasis kompetensi .standard kompetensi mata pelajaran bahasa inggris smp dan mts. depdiknas,(2004).kurikulumberbasiskompetensi. standar kompetensi mata pelajaran bahasa inggris smp dsam mts. djoehana,d.(2002). inquiry dalam pembelajaran bahasa inggris. paper presented on training of trainer of english teacher in six provinces. fay, d & cutler. a. (1977). malaporism and the structure of the mental lexicon. ling. 8.3.505-20. field, john. (2004) psycholinguistic: the key concepts: new york routledge. hobsar, david (1996). classroom action research and its application.london: houghton mifflin company. haesley brendan. (2003). english for communication for sltp students. jakarat penerbit. erlangga. kasihani. (2002). contextual teaching and learning (ctl) dalam pengajaran dan pembelajaran bahasa. paper presented on training of trainer of english teacher in six provinces. littlewood, w, (1986). foreign english as a second language: language acquisition research and its application for the classroom. new york: cambridge universitypress. mukarto.(2002). english on sky 1. for junior high school . jakarta penerbit, erlangga. norton, d.e. (1980). the effective teaching of language arts. london: e. merril publishing company. paulston, c.b and m.n brudder.(1981). teaching english as a second language, technique and procedure. boston : little, brown and company. richard, j.c and t.s rodgers.(1980). approach and method of english teaching. a descriptive and analysis. new york :cambridgeuniversitypress. sudjana. (1993). dasar – dasar evaluasi pendidikan. jakarta penerbit, bumi aksara. 1 the effect of picture card games to students of elementary school’s vocabulary mastery riky oktavianus depari azwandi syahrial english education study program department of languages and arts faculty of teachers training and education of bengkulu university bengkulu city, indonesia e-mail: rikynuzz@gmail.com abstract: the aim of this study was to investigate the effect of picture card games technique toward students’ vocabulary mastery. the participant was all the fifth year students of sd n 99 kota bengkulu that consisted of 68 students, the students divided into two classes, namely class va and vb. the sample were the two classes which 34 students in each class. the students were divided into two groups, the experimental and the control groups. the experimental group received treatment by using card games techniques, while the control group was taught by using conventional technique. the pretest was given to the two groups before giving the treatment. it found that there was no significant between the two groups in vocabulary mastery before giving the treatment. however, after giving the treatment, post-test was given and it found that there was a significant difference between the two groups. it can be concluded that card games technique gave positive effect toward the students’ english vocabulary mastery of sd n 99 kota bengkulu. keywords: picture, card, games, vocabulary mastery abstrak: penelitian ini bertujuan untuk mengetahui pengaruh teknik permainan kartu bergambar terhadap penguasaan kosakata. peserta dalam penelitian ini adalah seluruh siswa kelas lima sd n 99 kota bengkulu yang terdiri dari 68 siswa, siswa dibagi menjadi dua kelas, yaitu kelas va dan vb. sampel dari penelitian ini terdiri dari dua kelas yang 34 siswa di setiap kelas. para siswa dibagi menjadi dua kelompok yaitu kelompok eksperimental dan kelompok kontrol. kelompok eksperimen menerima perlakuan dengan menggunakan teknik permainan kartu bergambar, sedangkan kelompok kontrol diajar dengan menggunakan teknik konvensional. pre-test diberikan kepada kedua kelompok sebelum memberikan perlakuan tersebut. sebelum melaksanakan penelitiantidak ditemukan perbedaan yang signifikan antara kedua kelompok dalam penguasaan kosakata. namun, setelah memberikan perlakuan, post-test diberikan dan ditemukan bahwa ada perbedaan yang signifikan antara kedua kelompok. dapat disimpulkan bahwa teknik permainan kartu menimbulkanpengaruh positif terhadap penguasaan kosa kata bahasa inggris siswa dari sd n 99 kota bengkulu. kata kunci:, gambar, kartu, permainan, kosakata, penguasaan mailto:rikynuzz@gmail.com 2 introduction vocabulary is the word we teach in the foreign language (ur, 1996). it means that all of the words, which are taught in the foreign language can be called vocabulary. it is not so easy to make a sentence without mastering vocabulary. therefore, english teachers in elementary schools must concern to teach english vocabulary at the class since vocabulary is important thing to teach at a basic level to learn a foreign language. the teacher expected hopefully to encourage the students’ mastery vocabulary. vocabulary is a basic for leaning a language that is very important for language learners. linse and nunan (2005) said that acquisition of an adequate vocabulary is essential for second language, because without extensive vocabulary, it is difficult to use structures and functions to make comprehensible communication. further, without vocabulary, communication to the others may have found problems. there will be no use of function and structures to give the idea to do communication to somebody. in addition, the fewer vocabulary capacity, the lesser understanding can be obtained about the ideas from other people in communicationlaufer and nation (1999). as in indonesia, english introduces to children at early stage, it is taught from elementary school. english at elementary school is not only aimed to introduce simple english but also taught as one of the local need subjects (depdikbud, 2004). it means that the students will not learn english as the other elementary compulsory subjects. there are two major reasons to this policy. the first reason greatly relates to the psycholinguistic phenomenon called critical period. and the second is related to the aim of the teaching of english itself. in the elementary school, english is considered as a local content subject.coady and huckin(1997) the human brain is not fully developed at birth. however, it matures gradually over a period of several years. there has been some speculations that language and other cognitive skills must be acquired prior to the completion of this maturational process, also called the critical period. during the critical period, children actively develop their brain. as a result, the brain can easily absorb any sort of cognitive information that may take place during the teaching and learning activities (bialystok, 1999). thus, it is very important to introduce english to children as soon as possible regarding that they are in their most valuable critical period. in addition, vocabulary in elementary school emphasis on the words that will be used by the student’s experiences on their life (blackowicz and fisher, 2002). concerned on that opinion, it needed to apply many activities in teaching vocabulary, especially for elementary students. activities can 3 encourage the students to gain new experience in learning vocabulary. however, it needed many various activities which will makes and helping students easy to understand and enjoyable. in teaching vocabulary, there are two kinds of vocabulary; active and passive vocabulary. according to nuttall (1996) states that there are two categories of known words. an active vocabulary is the words you know well enough to use in producing sentence or utterance. in other hand, the passive vocabulary is the words you recognize and response to, but confidently use. therefore, the active vocabulary is the words used by the students in speaking and writing skills, while the passive one is in reading and listening skills. it does not mean all material vocabularies are has to teach through explanation and the other techniques which unrelated with activities as well. the important is that how the teacher can help elementary students to expand and enrich students’ vocabulary knowledge. however, in learning process, some problems arise. one of the problems that the students are difficult to remember the words have been taught (sedita, 2005). this problem makes them unmotivated to learn english. some students say that they cannot pronounce the word correctly. when the teacher is saying the words, the students are confused because they do not to know what the teacher say. the teachers reported that the students have the problem to learn english. they cannot remember the material that have been given. when the teacher asks some questions to them, they are confused because they do not know how to answer. however, talking about elementary school cannot be separated from children. in this period they are interested in learning if the lesson enjoyable and fun, including in learning english. games are useful for teaching english as a foreign language. krashen and terrell (1993) state that games qualify as an acquisition activity since they can be used to give comprehensible input. game can be used as a tool to acquire a language. ur (1996) also states that games in one source of interest for children in the classroom. the students become more involved, quickly with an activity if it presented in a game format than study in general. games are useful for teaching english as a foreign language. so, the teacher suggests using games in language classroom, mostly as a mechanism for stimulating interest. gaudart (1999) state that games qualify as an acquisition activity since they can be used to give comprehensible input. game can be used as a tool to acquire a language. ur (1996) also states that games in one source of interest for children in the classroom. the students become more involved, quickly with an activity if it presented in a game format than study in general. 4 english games can make students interested, give motivation and invite to participate in learning process. al neyadi (2007) and al zaabi (2007) stated that games for learning are intrinsically motivating: they contain novelty and provide players with a sense of efficacy and personal control. games can function simply as attention-getter, as a pleasant way to spend the last ten minutes of an otherwise dense class. it is useful to get students’ attention in a big class, when they do not pay attention in a big class, when they are not pay attention to teacher. the same as huyen (2003) state that the games require active participation by all involved; thus, the possibility of student learning is enhanced. it means games can turn the ordinarily passive student into an active one. there are several advantageous of card games technique. hong (2002) stated that games can create a sense of fun and healthy competition that stimulates natural and purpose use of language. however, if it played in the class, the students can learn in the class with relaxed atmosphere. this situation makes the students feel interest and motivate to learn. as the interest of children in activity in the target language increases, so will their interest in communicating in the language. developing such interest will therefore put the children on the road to spontaneous use of language forms (bekiri, 2003). there are four types of card games using in this study which including matching, pop song, guessing sounds, and take a number have the same function that it is to improve the learner’s vocabulary mastery. clearly about the procedure of the games are illustrated as following. cards puzzle. ask the students to arrange the cards with the appropriate kind of topic, which described by the teacher. students have to put and give the name of cards according to teacher’s explanation. it can be discussed ingroup of five. sharing cards. the students divided into group consisted of two students. each student take a set of card. then, the students shared their cards each other in the group. after find the same card, the students are asked to give the name of each cards. the student who gets more couple of cards is the winner. guessing cards. every student gets a set of cards on their own. then, the teacher explains the characteristic of card being discussed by describing the topic, characteristic, and color of the card. then, the students have to guess the card that being explained by the teacher. the student who answers the most is the winner in this game. collecting cards. in this game the students must collect cards according to the topic. then, the students have to arrange the cards to be a set of card. this game can be discussed ingroup of fi 5 methods design and procedure this study employed a quasiexperimental design. quasiexperimental research is an experimental research that does not meet all the requirements necessary for controlling the influence of extraneous variable. in this study, participants had been divided into two groups of subject, namely an experimental group and control group. the researcher was not able to select the population randomly. so, the two classes were chosen as experimental group and control group. both of groups were given a pretest and post-test from the same test. the experimental group was treated by applying card game technique for eight meetings, while the control group was taught by using the conventional technique. the successful of the treatment is determined by comparing pre-test score and post-test score. the result of pre-test score and post-test score also used to know whether there is significant effect of card game technique in students’ vocabulary mastery. participants the participant of this research was all of the fifth year students of sd n 99 bengkulu in academic year 2008-2009. this school did not have any special class (there are no upper class and lower class). there were two classes of the fifth year of this school, namely class a and class b. in addition, pre-test already conducted in order to see students’ vocabulary mastery and it found there was no significance difference between them. research instrument and data analysis the instrument of this research was a vocabulary test, which was prepared by the researcher himself. it was prepared based on the fifth grade syllabus in sd n 99 bengkulu. furthermore, the instrument was prepared based on students’ hand book entitled “grow with english.” it has of 50 items of multiple choice forms, and which consist of four options. the instrument of the pretest items was the same as the posttest items. the time for doing this was 60 minutes. all items were validated to another school which had the same background to find out its validity, reliability, discrimination index, and facility value. the study was carried out in five phases: phase one: administrating try out test the try out test was given to another class in another school beside the sample chosen. this test was given in order to know the quality of the test before the test were used to get the data of the researcher. the test was given to get a good quality if it has good reliability and good validity and also the test is not too easy or too difficult. phase two: administering pre-test the test was administered to both experimental and control class. this test was given in order to know 6 whether the two classes have the same mastery of vocabulary before giving the treatment. phase three: conducting the experiment in this occasion, the researcher applied the card game technique in experimental class, and usual technique for the control class. the experiment was conducted in eight meetings for each class. phase four: administering posttest this test was given after conducting the experiment to both groups. the test given to know the students vocabulary mastery after they received the treatment. phase five: analyze data the data obtained through pre-test and post-test score are collected and analyzed, to find out the total score and the value of t-calculation. findings and disscussion pre-test result the pre-test was given before the treatment to see the starting point of the two groups, experimental and control group. the test consists of 45 items which had been tried out. the pre-test was given to 68 students (34 students from experimental group and 34 from control class). the pretest took 60 minutes. table 1. calculation of the pre-test result groups highest score frequency lowest score frequency total score mean score control 77.8 1 31.1 4 1757.8 51.69 experimental 71.1 2 26.7 3 1675.6 49.28 in order to determine whether the research hypothesis is accepted or rejected, the t-test formula was applied in this research. the t-test was used to see whether the calculated indicates difference between the mean score of both groups. from the t-calculation of pre-test result, it showed that the tcalculation was 0.71, at degree of freedom was 34 + 34 2 = 66, and p level was determined 0.5. therefore, there was no df 66 in the table, so the researcher used the nearest df, which is 60. the t-table value at 0.5 and 60 df in two tailed is 2.00. thus the tcalculation was smaller than t-table 0.71<2.00. therefore, the null hypothesis was accepted and the alternate hypothesis was rejected. it can be concluded that there was no significant difference between the mean score of both groups. both of them have the same level of ability and it means that those groups can be accepted as the sample of this research. post-test result after doing the treatment for eight meetings to the experimental group, the post-test was given to see the improvement made by experimental 7 group. both of experimental group and control group was given a posttest to see the score. the post-test result of both of groups was also to find out the highest score, the lowest score, and the mean score. furthermore, the calculation of the post-test was to get the information about the score which both classes got after the treatment. table 2. calculation of the post-test result groups highest score frequency lowest score frequency total score mean score control 95.6 2 51.1 4 2415.6 71.05 experimental 100 2 60 2 2728.9 80.26 the t-test was used to see whether the calculated indicates difference between the mean score of both groups. the total score of tcalculation (t-count) of both groups was 2.97. furthermore, the value of t-count was compared to the value of t-table at 0.05 (5%) level of significance and 66 degree of freedom (df). the value of t-table was 2.00, so t-count was higher than t-table (2.97>2.00). so, it can be concluded that there is a significant difference between control group and experimental group in mastering vocabulary. analysis of the pre-test and posttest result there was a significant difference in the pre-test and post-test between the experimental and the control group. table 3. mean of the pre-test and post-test group mean of correct answers pre-test post-test experiment group (n1) 22.18 36.12 control group (n2) 23.26 31.97 n1 n2 -1.09 4.15 to test the hypothesis, the t-test formula was applied in this research. to know whether the t-obtained indicates a significant difference between the mean score of both groups, the t-test was used. based on the calculation of the t-test of the pre-test result, it was showed that the t gained was 0.71, at degree of freedom was (34 + 34 – 2 = 66), and p level was determined 0.5. because there is no df 66 in the table, so the researcher used the nearest df, which is 60. the t-table value at 0.5 p level and 60 df in two tailed is 2.00. so that the t-obtained was lower than ttable (0.71<2.00). it can be concluded that there is no significant difference between the mean score of both groups. it means that both 8 groups could be accepted as a sample in this research. from the result of the post-test calculation, the t-obtained was 2.97, while in the t-table value of 60 df and at 0.5 p level 2.00. so, the tobtained was higher than the t-table (2.97>2.00). the researcher concluded that there is a significant difference between the mean score of experimental group and the control group. in other word, there is a significant difference in post test average between the group that is taught with card games and the group that is taught with conventional technique. so, it can be said that the alternative hypothesis was accepted and the null hypothesis was rejected. hypothesis testing to test the hypothesis, the t-test formula was applied in this research. to know whether the t-obtained indicates a significant difference between the mean score of both groups, the t-test was used. based on the calculation of the t-test of the pre-test result, it was showed that the t gained was 0.71, at degree of freedom was (34 + 34 – 2 = 66), and p level was determined 0.5. because there is no df 66 in the table, so the researcher used the nearest df, that is 60. the t-table value at 0.5 p level and 60 df in two tailed is 2.00. so that the t-obtained was lower than ttable (0.71<2.00). it can be concluded that there is no significant difference between the mean score of both groups. it means that both groups could be accepted as a sample in this research. from the result of the post-test calculation, the t-obtained was 2.97, while in the t-table value of 60 df and at 0.5 p level 2.00. so, the tobtained was higher than the t-table (2.97>2.00). the researcher concluded that there is a significant difference between the mean score of experimental group and the control group. in other word, there is a significant difference in post test average between the group that is taught with card games and the group that is taught with conventional technique. so, it can be said that the alternative hypothesis was accepted and the null hypothesis was rejected. discussion from the result description, it can be seen that there was an improvement made by the experimental group after teaching vocabulary through card games technique. meanwhile, in the control group was got the treatment by using conventional technique for eight meetings. it can be seen that there was no significant improvement made by this group. it means that the card games technique can be valuable for the students in leaning vocabulary. furthermore, from the t-test calculation the t-count was compared to the value of t-table. t count was higher than t-table. the post-test result showed that t-count was 2.97 and t-table was 2.00 the tcount compared to the t-table was 9 2.97 > 2.00. gay (2006) said that tcount was higher than t-table; it means that the alternative hypothesis was accepted. briefly, the research was success. from the explanation above, it is clearly see the improvement made by the experimental group after teaching vocabulary by using card games technique. the treatment was given to the experimental group for eight meetings. the students in the experimental group had more selfconfidence to answer the questions. they enjoyed learning english and they focused on the lesson. as ur (1996) said that games in one source of interest for children in the classroom. the students become more involved, quickly with an activity if it presented in a game format than study in general. the improvement score that made by the students in the post-test in the experimental group indicates that card games technique were effective in order to improve students mastery of vocabulary. furthermore, the students that were taught using card games more creative and active compared to the students that are taught with conventional technique, because game is an interesting way in teaching vocabulary to children. therefore, it can be concluded that card games is one of technique to improve the students’ vocabulary mastery.it proved that the technique gave positive effect towards students ability in mastering english vocabulary can be seen from the calculation of post-test result. the mean score in experimental group was higher than control group and it increased from the pre-test result. however, the mean score of control class was smaller than the mean score of experimental group because the mean score of the control group increased smaller than the increasing of experimental mean score. in addition, the result of this research was accordance to liasrawati (1997), sulastri (2002), andyetta(2002) who stated games are fun, highly motivating and entertaining for the children so it can made the students learn vocabulary with high motivation, enthusiast and more interesting. in same line with it rachmawati (1998) stated that games have been shown to have advantages and effectiveness in leaning vocabulary in various ways. first, game bring in relaxation and fun for the students, thus help them learn and retain competition and they keep learners interested. these created the motivation for learner of english to get involve and participle actively in the learning activities. third, vocabulary games bring real world context into the classroom, and enhance students’ use of english to flexible, communicative way. it also accordance to karo (2000) that stated the teaching technique applied for the students should make them enjoy, whether inside or outside the classroom. so, the students can enjoy the teaching and learning process. they will be more interested in studying so it will increase their motivation in learning 10 and their understanding of material which given by the teacher. in same line with it, suardi (2001) stated that the children would be interest to learn english in the classroom if the materials are enjoyable and fun. to create the situation which makes learning become interesting, there are many ways that teacher can follow for example using picture, story and games. so, game is one of the interesting way in teaching english. from the explanation above it can be concluded that card games technique was one of the technique that can give positive effect towards students’ vocabulary mastery. the researcher hopes that the elementary teachers can use this technique in teaching vocabulary. conclusion it can be concluded that there is significant different between vocabulary mastery of the students who are taught by using card games and vocabulary mastery of the students who are taught only by using conventional technique. card games could be used as alternative media in teaching vocabulary. the average score of experimental group was significantly higher than the average score of the control class in the post-test result. thus card games was one of an effective technique to be applied in teaching vocabulary. the t-count was higher than ttable (2.97>2.00) by using the t-test calculation formula. in short, it can be concluded that h1 (alternative hypothesis was accepted and ho was rejected). it means that the treatment (card games) could be use as one of the technique that could give the positive effect towards students’ vocabulary achievement at fifth year students of elementary school number 99 bengkulu. in brief, it can be concluded that card games have a positive effect to the students’ vocabulary mastery.the effectiveness of card games could be defined as follow; first, games can make positive learning atmosphere in class supported the teaching learning process; second, the students did not feel under-pressure while study, because games make the situation relaxed and interesting, third, picture card games technique can really motivate them (the students) in learning english, especially vocabulary. references al neyadi o. (2007). the effects of using games to reinforce vocabulary learning. cambridge: cambridge university press. al zaabi hr. (2007). the use of memory and guessing games in teaching vocabulary. cambridge: cambridge university press. 11 bekiri, r. (2003). playing with questions-a game for young learners.the internettesl journal (august, 8). [on-line serial]: retrieved on 15-102008, at url: http://iteslj.org/lessons/bekiriquestiongame/. bialystok, e. (1999). cognitive complexity and attentional control in the bilingual mind. child development, 70(3), 636–644. blackowicz, c. l., & fisher, p. (2002). teaching vocabulary in all classrooms (2nd ed.). upper saddle river, nj: pearson. coady, j., and huckin, t.. (1997). second language vocabulary acquisition. cambridge: cambridge university press. depdikbud. (2004). kurikulum berbasis kompetensi untuk pendidikan dasar dan menengah: mata pelajaran bahasa inggris. bengkulu: depdikbud. gaudart, h. (1999). games as teaching tools for teaching english to speakers of other languages. simulation & gaming vol. 30, no. 3, pp. 283-291. hong, l. (2002). using games in teaching english to young learners.the internet tesl journal (august, 8), [on-line serial]: retrieved on 15-102008, at url: http://iteslj.org/lessons/linusi nggames.html huyen n, ngak. (2003). learning vocabulary through games. cambridge: cambridge university press. karo, ulina br. (2000). an analysis of language games used by english teacher at the fifth years students of junior high school (sltp n 2) bengkulu. unpublished thesis: universitas bengkulu. krashen d and terrel t. (1993). the natural approach. language acquisition in the classroom. great britain: prentice hall international. liasrawati. (1997). increasing students’ vocabulary mastery by using language games. unpublished thesis: universitas bengkulu. laufer, b. & p. nation. (1999). a vocabulary size test of controlled productive ability. language testing 16, 33-51. linse, c. t. &nunan, d. (ed). (2005). practical english language teaching: young learners. new york: mcgrawhill esl/elt. maherni, yetta. (2002). the effect of memory games toward students’ vocabulary mastery to the fifth year students of sd n 62 bengkulu. unpublished thesis: universitas bengkulu. nuttall, c. (1996). teaching reading skills in a foreign language. oxford: heinemann. http://iteslj.org/lessons/bekiri-questiongame/ http://iteslj.org/lessons/bekiri-questiongame/ http://iteslj.org/lessons/linusinggames.html http://iteslj.org/lessons/linusinggames.html 12 rachmawati. (1998). the effectiveness of improving vocabulary by using crosswords of the first years students at smu 1 kerkap. unpublished thesis: universitas bengkulu. sedita, joan. (2005). effective vocabulary instruction. insights on learning disabilities: 2(1) 33-45. suardi, harun. (2001). the language games used by english teachers at elementary schools in kota bengkulu. unpublished thesis: universitas bengkulu. sulastri, devi. (2002). the effect of matching games toward students’ vocabulary mastery to the fourth year students of sd n 60 bengkulu. unpublished thesis: universitas bengkulu. ur, penny. (1996). a course in language teaching. massachusetts: cambridge university press. joall (journal of applied linguistics and literature), 8(1), 2023 125 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/ https://doi.org/10.33369/joall.v8i1.26128 combining extensive reading while listening (erwl) with cooperative learning 1kaoru tsuda, 2noriko muramatsu, 3willy a renandya , 4george m jacobs 1graduate college of education, temple university, japan campus, japan 11-14-29 taishido, setagaya-ku, tokyo 2meiji university meiji high school and meiji junior high school, japan 24-23-25 fujimi-cho, chofu-city, tokyo 3department of english language and literature, nanyang technological university, singapore 31 nanyang walk, singapore 637616 4department of language and literacy education, faculty of education, university of malaya, malaysia 450603 kuala lumpur malaysia article info abstract article history: received: jan 17, 2023 accepted: jan 19, 2023 in this teaching-oriented project, we propose an extensive reading while listening (erwl) program in which cooperative learning (cl) tasks are also implemented. we believe that by implementing erwl combined with cl tasks, teachers can invite their learners to improve all four language skills while simultaneously enhancing their motivation for erwl. we will first explain the benefits of erwl and cl for second language (l2) learners and then the rationale for combining these two learning methods. next, we will present cl tasks designed for students to improve all four language skills while doing erwl. keywords: extensive reading extensive listening extensive-reading-while-listening cooperative learning conflict of interest: none funding information: none correspondence: kaoru tsuda, graduate college of education, temple university, japan campus, japan kaoru.tsuda.tesol@gmail.com ©kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): tsuda, k., muramatsu, n., renandya, w.a., jacobs, g.m. (2023). combining extensive reading while listening (erwl) with cooperative learning. joall (journal of applied linguistics and literature), 8(1), 125-145. https://doi.org/10.33369/joall.v8i1.26128 https://ejournal.unib.ac.id/index.php/joall/article/view/ https://doi.org/10.33369/joall.v8i1.26128 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.26128&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.26128 https://orcid.org/0000-0002-1183-0267 https://orcid.org/0000-0002-7640-1842 kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 126 joall (journal of applied linguistics and literature), 8(1), 2023 input plays an essential role in second language (l2) acquisition (day & robb, 2015). this article provides ideas on how to increase the comprehensible input that l2 learners provide themselves via extensive reading (er) and extensive listening (el). the article then suggests that student can beneficially combine these two by listening while they do extensive reading in the form of extensive reading while listening (erwl). furthermore, output activities can be added to erwl in the form of cooperative learning (cl). in this way, students can enhance the quantity of the input they receive, thereby potentially boosting their receptive language skills: listening and reading. at the same time, students can enhance the quantity of the output they produce, thereby potentially boosting their productive language skills – speaking and writing. details are provided. extensive reading and extensive listening extensive reading (er) refers to “the reading of a large amount of material with high comprehension and minimal interruptions” (waring, 2023, p. 384) and a substantial body of research has suggested that er can promote the acquisition of reading skills of l2 learners by enhancing their word recognition skills, vocabulary, grammar, reading comprehension, reading fluency, and positive attitudes toward reading (brown et al., 2008; jacobs & gallo, 2002; jacobs & renandya, 2015; nation & waring, 2019; renandya & farrell, 2011; renandya & jacobs, 2002; waring, 2023). extensive listening (el) rests on foundations similar to those of er and involves listening to a large amount of comprehensible and enjoyable auditory input (chang & millett, 2014; chang et al., 2019; renandya & farrell, 2011). compared with er, whose effectiveness in improving reading skills has been well validated, el is a comparatively new concept. however, some studies have suggested that el can improve learners’ l2 proficiency in general especially for foreign language learners who do not receive sufficient meaningful auditory input outside of the classroom (pamuji et al., 2019; renandya & farrell, 2011). extensive reading while listening extensive reading while listening (erwl) is a combination of er and el, where learners extensively read comprehensible reading materials (i.e., written scripts) while simultaneously listening to auditory input. advanced learners can use authentic materials created for native speakers, such as podcast programs and their scripts, and books and their audio versions for erwl. for elementary and intermediate learners, however, such authentic materials can be too challenging, and therefore, erwl programs for elementary and intermediate learners are often implemented using graded combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 127 readers, which are books specifically written for l2 learners with vocabulary and grammar control and less sentence complexity (for detailed information on graded readers, see chapter 2, what are graded readers? in nation & waring, 2019). some studies have suggested that erwl can improve listening comprehension (chang & millett, 2014; chang et al., 2019), reading comprehension (woodall, 2010), a rate of incidental vocabulary acquisition (brown et al., 2008), vocabulary recognition and reading rate (gobel & kano, 2014), and enhance positive attitudes for erwl both for adult (brown et al., 2008; chang & millett, 2014; chang et al., 2019; woodall, 2010) and young learners (tragant & vallbona, 2018). two studies are particularly important in understanding the effectiveness of erwl in improving listening comprehension. chang and millett (2014) investigated the effects of three different input modes, reading only (ro), listening only (lo), and reading while listening plus lo (rwl+lo) on listening comprehension as measured by one pre-test and one post-test created based on both familiar and unfamiliar texts. the study involved 113 lower intermediate university students in taiwan who formed three groups, and all groups studied 10 level-1 graded readers for 13 weeks, each group with a different mode. each group had a 100-minute reading and a 100-minute listening class per week. the ro group read graded readers without audio (reading class) and practiced listening using a coursebook (listening class), the lo group practiced reading using a coursebook (reading class) and listened to audio graded readers without texts and simultaneously answered listening practice questions (listening class), and the rwl+lo group read while listened to graded readers (reading class) and listened to the same audio graded readers without texts and simultaneously answered listening practice questions (listening class). the rwl+lo and lo groups showed statistically significant improvement both for familiar and unfamiliar texts while the ro group did not for neither text. among the three groups, the rwl+lo group showed the highest and most consistent gains. chang et al. (2019) conducted a study involving 69 higher beginning and lower intermediate college students in taiwan, the design of which was similar to that of chang and millett (2014) but with one major change, i.e., in the latter study 10 level-1, 10 level-2, and eight leve1-3 graded readers were used for 13 weeks for each level (39 weeks in total). three post-tests created based on both practiced and unpracticed texts with three corresponding levels were administered after the participants finished each level (post-tests 1, 2, and 3). the rwl+lo group showed a statistically significant improvement in all three post-tests for both practiced and unpracticed texts. the lo group also showed a statistically significant improvement in all three post-tests for practiced texts and in the post-test 1 for unpracticed text, but the gains were smaller than those of the rwl+lo group. the ro group showed no kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 128 joall (journal of applied linguistics and literature), 8(1), 2023 significant improvement in their listening test scores. considering only the rwl+lo group consistently showed high listening comprehension both for practiced and unpracticed texts even when the difficulties of the texts and speech rate of the audio were increased, chang et al. (2019) concluded that the rwl+lo group’s superior performance probably resulted from listening support (i.e., texts) and repeated listening practice (i.e., practicing first rwl and then lo) and that such textual support and repetition could motivate learners to continue listening by helping learners experience enjoyable and successful listening. possible explanations for effectiveness of rwl researchers have offered possible explanations why rwl can be advantageous compared with ro and lo. rwl can be helpful especially to foreign language learners whose reading comprehension is significantly better than their listening comprehension, because rwl can bridge the gap between their reading and listening comprehension (brown et al., 2008; chang et al., 2019) by helping learners segment texts and form letter-sound correspondence (brown et al., 2008; chang et al., 2019; stephens & aoki, 2021; tragant & vallbona, 2018; woodall, 2010). it is considered that this assisted decoding might impose a lighter cognitive load, which in turn enables learners to deal with the input more efficiently and hence achieve better listening comprehension (chang, 2009; chang & millett, 2014; chang et al., 2019), reading comprehension (woodall, 2010), and a higher rate of incidental vocabulary learning (brown et al., 2008). woodall (2010) argued that rwl could be helpful especially for beginning level l2 learners, because learners at this level have difficulties in forming connections between sounds and written words even for familiar words. furthermore, in brown et al.’s (2008) study, the 35 participants (japanese university students with lower intermediate or intermediate level proficiency in english), after experiencing three different modes (rwl, ro, and lo), were asked to choose their most preferred mode, and 25 (72%) chose rwl, 10 (28%) ro, and none chose lo. the researchers investigated the reason for the overwhelming preference for the rwl mode and concluded that “a key reason for favoring the reading-while-listening mode was that the necessity of having to segment or chunk the text of the story as they read it was done for them by the narrator on the cassette” (brown et al., 2008, p. 156). the researchers further hypothesized that the higher comprehension achieved by assisted decoding increased learners’ enjoyment of the listening/reading experience, which led to the participants’ positive attitudes toward rwl. conklin et al. (2020) conducted an eye-tracking study involving 31 first language (l1) and 32 l2 speakers of english to identify how eye-movement combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 129 patterns differ in rwl and reading-only modes. the l2 participants were students in a uk university with an advanced level of english of different l1s. in the reading-only condition, the l2 participants had longer and more fixations (i.e., slower reading) than their l1 counterparts. in rwl, on the other hand, l1 and l2 readers had very similar eye-movement patterns: the eye movements of both l1 and l2 readers were generally not aligned to the auditory input (l1 readers’ reading and the audio were aligned about 17% of the time, while l2 readers’ reading and the audio were aligned about 33% of the time), and when reading and the audio were not aligned, the reading generally preceded the audio for both groups (l1 readers were ahead about 89% of the time, and l2 readers about 79%), although l2 readers had more instances where their fixations lagged behind the auditory input. furthermore, results of vocabulary size tests for both the l1 and l2 participants suggested that vocabulary size was a significant predictor of reading ahead or behind and that the participants with larger vocabulary sizes had less alignment between visual and auditory words and higher odds of reading ahead. conklin et al. (2020) concluded that “[i]t seems plausible that having visual cues about segmenting upcoming auditory information might be helpful to listeners” (p. 273), indicating that reading while listening is probably in fact reading immediately before listening. they also argued that the fact that the l2 participants’ reading was aligned with the audio more frequently than the l1 participants’ might suggest that l2 readers make more use of visual texts as a support for their listening than l1 readers and that rwl might be more beneficial to less proficient l2 learners with smaller vocabulary. implementation of erwl programs these studies suggest that erwl can be effective in enhancing l2 proficiency in general. the implementation of erwl, however, can be more challenging than er or el, because most learners are probably unfamiliar with this learning method, i.e., reading and listening simultaneously. therefore, if learners do not receive adequate explanation on how to implement erwl and what benefits they can possibly gain from it, they are likely to become demotivated especially when an erwl program is implemented not as inclass activity but as homework. furthermore, teachers need to be aware that the speed of the audio may exceed learners’ reading speed (stephens & aoki, 2021) and that when the audio is too fast for learners, they might not be able to use written scripts as visual support for upcoming auditory information because they cannot read ahead of the auditory input. therefore, when choosing materials for erwl, it is recommended that learners actually practice not only ro but also rwl with a part of the audio and choose a level in which they can understand stories comfortably in rwl mode. as for the kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 130 joall (journal of applied linguistics and literature), 8(1), 2023 time to be allotted to erwl, although there are no fixed criteria, it is advisable that students spend at least half of the class time on erwl (25 minutes for a 50-minute class and 45 minutes for a 90-minute class) and if possible, an hour or more in total per week, based on the suggestion of nation and waring (2019) that learners should practice er for at least an hour a week. moreover, 45 minutes of erwl might help learners prepare for standardized tests, because such tests tend to have long listening sections (brown et al., 2008). for example, the listening section of the test of english as a foreign language (toefl) ibt test is 41–57 minutes and that of the test of english for international communication (toeic) is 45 minutes. however, according to gobel (2011), an average of 16 minutes of rwl per week seemed to have a positive effect on toefl scores of japanese university students. therefore, teachers might want to give erwl a try even with a small amount of time as one way of increasing the amount of auditory input. motivation is crucial for er, el, and erwl programs because the amount of comprehensible input can be an important predictor of learning gains both in er (nation & waring, 2019; renandya & jacobs, 2002) and rwl programs (gobel, 2011; gobel & kano, 2014), and in order to encourage learners to read and listen extensively, teachers need to keep learners motivated. there are different ways to increase learners’ motivation, and one possible way is to combine er or erwl with cooperative learning (cl). combining cooperative learning with extensive reading while listening cooperative learning (cl) is defined as “[p]rinciples and techniques for helping students work together more effectively” (jacobs et al., 2002, p. ix). unlike impromptu group activities done without any forethought, group activities based on the principles of cl are “group activities done with thought” (jacobs & kimura, 2013, p. 7) and help learners work with each other effectively. different cl theorists have proposed different sets of cl principles. many, however, consider positive interdependence to be the most important principle in cl (jacobs & farrell, 2012; jacobs & gallo, 2002; jacobs et al., 2002). positive interdependence is “a feeling among group mates that everyone is important and necessary and that what helps one member helps others and what hurts one group member hurts the rest” (jacobs & kimura, 2013, p. 19). this positive interdependence is usually lacking in er or erwl, because they typically involve independent reading without peer interaction. however, by combining er or erwl with cl (i.e., combining individual reading with cooperative activities such as group activities on reading), er or erwl can become a cooperative activity where learners can increase each other’s motivation through peer interaction such as providing each other with an audience in discussions on their reading and peer book suggestions (jacobs & farrell, 2012; jacobs & gallo, 2002; jacobs & renandya, 2015). furthermore, combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 131 er, el, and erwl are all input-focused activities where learners are exposed to a large amount of comprehensible input, while cl tasks are output-focused activities where learners are encouraged to produce comprehensible output. learners should be provided with both inputand output-focused activities because both input and output are crucial for language acquisition. according to krashen’s input hypothesis (1982, 1985), language learners acquire their l2 by receiving l2 input that is slightly more advanced than their current level. moreover, according to swain’s output hypothesis (2005), output plays a significant role in language acquisition by providing learners with opportunities to notice the gaps between what they want to say and what they can actually say. thus, an erwl program combined with cl tasks can motivate learners to read, listen, speak, and write in meaningful ways, which in turn can improve all of these four language skills in an enjoyable way. this erwl program with cl tasks can be implemented in-class for different levels of l2 learners. it is recommended that learners each choose their own erwl materials (most probably graded readers with accompanying audio) and individually perform rwl using earphones and an audio player, so that students can enjoy a sense of autonomy in choosing their books according to their own interests and levels, and in their ability to control the pace of the audio. however, previous studies have suggested that in-class erwl programs in which the entire class reads the same books can also be successful in both improving reading (woodall, 2010) and listening (chang & millett, 2014; chang et al.) comprehension and enhancing positive attitudes toward erwl (brown et al., 2008; chang & millett, 2014; tragant & vallbona, 2018; woodall, 2010). nation and waring (2019) argued that getting learners to understand how to implement er and what effects they can get from it can motivate them to read and recommended teachers to discuss goals and issues of er with learners on various occasions. therefore, it is assumed that also for erwl programs, it is crucial that students understand the programs’ potential effectiveness in improving their l2 proficiency and how to practice erwl. cl tasks also need explicit teaching of cl techniques (examples below) and cooperative skills such as asking for clarification and disagreeing politely in order to be successful (jacobs & chau, 2021; jacobs & farrell, 2012; jacobs & gallo, 2002; jacobs et al., 2002). therefore, in the first class, as well as in later classes, teachers should explain the why and how of both erwl and cl while referring to the evidence as to their efficacy provided by previous studies. teachers should also conduct a demonstration as to how to do erwl. last, but not least, students need to experience initial success. thus, initial erwl texts should be easily comprehensible, and initial cl tasks should be fairly easy to do. kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 132 joall (journal of applied linguistics and literature), 8(1), 2023 cooperative learning tasks we present four cl tasks which can be combined with erwl: (1) circle of interviewers (jacobs et al., 2002), (2) dictogloss, (3) book recommendation, and (4) class readers. all of these cl tasks are aimed at improving learners’ cooperative skills and enhancing motivation for erwl. please note also that cl activities can be varied according to circumstances. thus, teachers and students can (and certainly should and will) tweak the techniques described below. cl task 1: circle of interviewers circle of interviewers (jacobs et al., 2002) is a cooperative speaking task which involves both pair and group work. in this task, students first form pairs and take turn interviewing their partner (i.e., asking questions and taking notes). after the interviews, each pair joins another pair, creating a group of four, and then group members take turn reporting their partner's answers to the other pair in their foursome. because students are required to report about what their partner has told them in the reporting phase, they are motivated to listen attentively to their partner in the interviewing phase, as well as providing their partner with comprehensible output. circle of interviewers, as with other cl techniques, can be used with any topic, for example, cl itself (e.g., possible benefits and drawbacks of cl, reflection on their experiences of working collaboratively with others), different modes of reading and listening (i.e., rwl, ro, and lo) and their possible benefits and drawbacks, or books students have read for their erwl program (i.e., book discussions). book discussions are particularly useful because they can enhance students’ motivation to read more by providing them with opportunities to discuss what they have read. plus, discussion provides more chances for more l2 input, as well as output and interaction. furthermore, book discussions also work as peer suggestions for new books. for book discussions, it is recommended that students be provided with support such as guidelines (e.g., appendix a) especially for elementary and lower intermediate learners. students, however, do not need to adhere strictly to the guidelines. rather, students should have the freedom to add their own questions individually and as a class. combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 133 cl task 1: circle of interviewers collaborative speaking task: circle of interviewers procedure collaborative principles used objectives students will be able to: 1. improve their cooperative skills while enhancing their speaking fluency. 2. improve their motivation for continuing their erwl by providing each other with an authentic audience and book suggestions. teacher instruction the teacher should: 1. carefully observe peer interaction to analyze which cooperative skills they are using (or not using) and whether their usage is effective or not. 2. take notes if there are recurrent and prevalent mistakes in pragmatics, grammar, suitable wording, etc., and later point them out to the whole class. the teacher, however, needs to be aware that the main focus of this activity is to develop collaborative skills and enhance motivation for erwl. (pre-task preparation) teacher and students discuss a topic and students write down their ideas in dot points. note: students jot down key words for their ideas for personal use only. in order to encourage students to listen carefully to each other, these personal notes should not be shared with others. (step 1: interviewing in pairs) students form pairs and take turn interviewing their partner. (step 2: reporting in a group of four) each pair joins another pair, creating a group of four. group members take turns reporting answers of their partner to the whole group. (post-task activity) the teacher gives feedback mainly on the content of students’ discussions and also their use of collaborative skills. if necessary, the teacher can also do a mini-lesson on a collaborative skill on which students might need help. note: teaching collaborative skills includes teaching set phrases for particular situations, showing video clips in which the target positive interdependence: in this task, a gain for one student is a gain for another (students can provide each other with new ideas and an authentic audience). furthermore, students absolutely need each other to perform the task. individual accountability: each student first needs to form their ideas during the pre-task preparation and then perform the roles of interviewer, interviewee, and reporter, i.e., individual public performance is required. equal opportunity to participate: each student takes turns assuming the roles of interviewer, interviewee, and reporter for the same amount of time. thus, their participation has the opportunity to be more or less equal. the teacher, however, needs to teach students how to encourage their peers to speak more by asking questions to confirm their comprehension and giving hints. maximum peer interactions: during step 1, 50% of students are speakers at any given time and in step 2, 25%. thus, this task encourages maximum quantity of peer interaction. furthermore, because in step 2, each student needs to kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 134 joall (journal of applied linguistics and literature), 8(1), 2023 collaborative speaking task: circle of interviewers procedure collaborative principles used skill is used, and roleplaying. more detailed explanation on how to teach collaborative skills can be found in chapter 7, principle: collaborative skills of jacobs et al., (2002). report their partners’ responses, not their own, to the others in their foursome, students may feel the need to engage in active interactions with their partner in step 1 (maximum quality of peer interaction). cl task 2: dictogloss dictogloss is a collaborative writing task which consists mainly of three steps: (1) the teacher reads a short text at normal speed while students take notes, (2) learners reconstruct the text together in small groups based on their notes, and (3) learners compare their reconstructed versions with the original text as a whole class and the teacher gives feedback (swain, 2001). in most versions of dictogloss, teachers read a text twice in the second step: first at a normal speed while students just listen without taking notes and then at a slower speed while students take notes. in dictogloss, learners can enhance their four language skills: listening (to the teacher and their partner), speaking (to their partner), reading (notes, the reconstructed text, the original text), and writing (taking notes and reconstructing the text), while enhancing their cooperative skills through active peer interactions during the reconstruction (jacobs & small, 2003). furthermore, the effectiveness of dictogloss in improving learners’ accuracy has been pointed out by researchers (swain, 2001; swain & lapkin, 2001; swain & watanabe, 2013). they have argued that dictogloss can encourage learners to pay attention to not only meaning but also grammatical forms, which can lead to their improved accuracy because dictogloss provides learners with a highly proficient speaker model text to be analyzed, and the activity requires learners to produce written language collaboratively by putting their joint attention on grammar (swain, 2001; swain & lapkin, 2001; swain & watanabe, 2013). texts used for dictogloss need to be suitable for learners’ level both in length and difficulty (i.e., vocabulary, grammar, and sentence complexity). for this task, book descriptions and/or short passages of various graded readers of different genres (e.g., fantasy, non-fiction, and biography) which students can choose as their next book can be used. combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 135 however, various kinds of texts can be used for dictogloss as long as they are suitable for learners’ proficiency level. cl task2: dictogloss collaborative writing task: dictogloss procedure collaborative principles used objectives students will be able to: 1. improve their cooperative skills while enhancing their four language skills. 2. improve their motivation for continuing their erwl by listening to book descriptions and passages from different books and deepening their understanding on different styles used in different genres. teacher instruction the teacher should: 1. observe students carefully during step 3 and give feedback. the purpose of this task is learning collaborative skills and enhancing all the four language skills. the focus of the writing is accuracy, and thus the teacher needs to give feedback on grammar when necessary. (pre-task preparation) the teacher writes the title of the book on the whiteboard and shows the front cover of the book to the whole class using a projector and then asks students to guess the genre of the book and what it is about. students write down their ideas in dot points. (step 1) the teacher reads the text aloud at normal speed as students listen for comprehension without taking notes. (step 2) the teacher reads the text again at a slower rate and students take notes. (step 3) students form pairs and reconstruct the text in full sentences. note: the reconstruction does not need to be a word-for-word copy of the original text, but students are encouraged to reconstruct the meaning and grammar of the original text as accurately as possible. pairs who have finished their reconstruction are asked to help other pairs. (step 4) positive interdependence: in this task, students need each other to reconstruct the text successfully. individual accountability: each student first needs to form their ideas during the pre-task preparation and then individually takes notes during step 2. equal opportunity to participate: each student has different notes to contribute to the reconstruction, which encourages all students to participate. maximum peer interactions: this task mainly involves a simultaneous interaction in each pair (maximum peer interaction in quantity). furthermore, each pair has a clear goal (reconstruction) to achieve and they need to discuss both the meaning and grammar of the original text (maximum peer interaction in quality). group autonomy: during the reconstruction, students are encouraged to help each other as pairs and then extend their help to other pairs before the teacher’s presentation of the original text. thus, they can learn to help each other and kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 136 joall (journal of applied linguistics and literature), 8(1), 2023 collaborative writing task: dictogloss procedure collaborative principles used the teacher displays the original text to the whole class using the projector and students compare their reconstruction with the original text in terms of meaning and grammar. develop mutual respect and comradery. these two tasks, circle of interviewers and dictogloss, can be regularly implemented at various points of the class time. cl task 3: book recommendation book recommendation is a writing task in which students create small cards which contain their book recommendation in order to recommend appealing books they have read to future listeners/readers or to warn peers about books they might not enjoy. it can be difficult for l2 learners to find materials that are both appealing and at the appropriate difficulty levels. here, peers can help, as they are likely to be closer to each other as to interests and proficiency. peer suggestions can lead students to take a chance with unfamiliar genres, authors, and topics. although the actual writing of book recommendations is done individually by students, this task can enhance students’ sense of collaboration because they can help each other find interesting books through their book recommendations. if teachers prefer to add more collaboration to writing, a teacher and students can collaborate to write guidelines for book recommendations or even a sample recommendation. alternatively, students can provide each other with peer feedback on their writing. research has suggested that peer feedback can help learners become both better readers and writers by providing each other with useful comments and a specific audience (rollinson, 2005). teachers, however, first need to carefully prepare students for peer feedback (see for example, chapter 8, implementing peer response in ferris, 2003). in order to implement this task, teachers need to explain to students in advance that they are going to write book recommendations and thus need to finish reading their book by a certain class in which they create book recommendations. teachers should provide students with cards (e.g., appendix b) and examples (i.e., book descriptions of various graded readers) and explain that they need to include three points for fiction books: (1) main character(s), (2) a main event (problem to be solved and/or goal to be achieved), and (3) a reason to read or not to read the book and three points for non-fiction books: (1) main topic, (2) interesting information (facts and ideas) readers can learn, and (3) a reason to read or not to read the book. book combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 137 recommendations can be posted on a bulletin board and/or kept with recommended books (e.g., a pocket made of an envelope can be attached to the inside of a front book cover to keep book recommendations). if teachers provide students with easy access to those book recommendations including via online media (e.g., class blogs), they can share their recommendations with students from different classes and different times. book recommendation task can be implemented not just once but several times during an erwl program to provide students with sufficient opportunities to introduce books they have read for the program. cl task 4: class readers class readers is a collaborative reading and speaking task in which collaborative comprehension of stories is achieved through peer assistance. students, by providing assistance to each other, can achieve a better comprehension of the story, vocabulary, grammar, and cultural aspects. for example, ro (2019) analyzed er book club interactions and found that the participants not only focused on the content of the book but also on language forms (e.g., pronunciation, spelling, and morphological form) and thus expanded their linguistic knowledge through their peer interactions. peer assistance, which is the core of class readers activity, is valuable because peers are more accessible and can provide personalized, localized, and contemporized assistance. furthermore, this peer assistance can lower the anxiety of reading a whole book and enables students to enjoy the story. this task is suitable for students who have already become used to doing in-class erwl and therefore they can practice erwl individually out of class. if students are still not familiar with how to practice erwl, erwl can be implemented as an in-class activity, but only until they understand the procedure, and the class time should be spent for group activities. the same book is assigned to the whole class. teachers need to choose books for class readers carefully. the level of the book should not be too difficult in terms of background knowledge and language (i.e., vocabulary, grammar, and sentence complexity), because if books are too difficult, students will not be able to enjoy the story. therefore, if a story has a very different setting from what students know, it is probably necessary for teachers to provide students with some background knowledge before starting the reading. also, the content of the book should include topics that are suitable for class discussion (i.e., teachers need to avoid topics that are too sensitive to discuss in class). for group discussions, groups of four are recommended because with groups of four, the circle of interviewers’ task can be easily implemented, when necessary, as a part of group discussion. although students may prefer working with their friends, heterogeneous grouping in terms of proficiency kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 138 joall (journal of applied linguistics and literature), 8(1), 2023 level, work attitude, personality, gender, etc. is recommended because students may learn to collaborate with people with different ideas and backgrounds through working together to achieve a common goal (jacobs et al., 2002). before forming groups, teachers should explain to students the benefits of heterogeneous grouping. for example, with heterogeneous groups, students can practice how to work with a diverse group of people, which is a crucial skill for any student, because in life, people seldom get to choose their groupmates. instead, people need to interact with different kinds of people as colleagues, customers, etc. (jacobs et al., 2002), and this skill is becoming more important than ever in this increasingly global world. moreover, when a group consists of students of different proficiency levels, not only can less proficient students learn from more proficient students, but also more proficient students can learn by teaching others. this ability to teach others is also crucial in life, because people often need to help others understand information, procedures, etc. (jacobs et al., 2002) (for more practical ideas to help groups function well, see chapter 15, helping groups that aren’t functioning well in jacobs et al., 2002). also, if students seem to have a fear of risking their own chances of academic success by improving their classmates’ outcomes especially in norm referenced assessment (i.e., a student’s learning progress is compared to that of other students for evaluation, instead of being compared to fixed standards), teachers can refer to jacobs and greliche’s (2017) study, which explained, using mathematical calculations, that when students help peers, there is only a small chance for students to suffer negative impacts on their own grades and their scores on standardized exams. the class readers task consists of mainly two activities, erwl and group discussions. students individually practice erwl of the same book out of class, and during the class time, teachers provide discussion questions at regular intervals (e.g., after finishing every chapter). teachers should ask not only summarizing/factual questions (e.g., who did …? when did … occur?) but also interpretation questions (e.g., how and why did they do it?), hypothesis questions (e.g., if you were the character, what would you do in that situation?), and personal opinion/evaluation questions (e.g., was the action of the character good/bad? why?). teachers can also encourage students to discuss their prediction of what will happen in the next chapter of the story before starting a new chapter. cl task 4: class readers collaborative reading and speaking task: class readers procedure collaborative principles used objectives students will be able to: (step 1) students form groups of four. the teacher positive interdependence: in this task, students need each other to conduct group combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 139 1. enhance their motivation for continuing their erwl through group activities and improve their listening and reading skills through erwl and their speaking skill through the activities. 2. learn to read an english book in detail through discussions. 3. provide peer assistance to each other using their cooperative skills. teacher instruction the teacher should: 1. prepare general comprehension questions according to the level of students. 2. observe group activities and give hints or aid to those whose discussion is not proceeding well, or if a group does not comprehend the story correctly. provides some background information of the story if the setting is unfamiliar to students. a handout can be provided in which the setting and relationships of main characters are explained. (step 2) the teacher provides discussion questions and students have group discussions. the teacher goes around the groups to check their answers and/or briefly confirms students’ answers as a whole class. discussions and provide peer assistance. individual accountability: each student first needs to practice erwl individually out of class and then provide answers during group discussions in class. equal opportunity to participate: each student has different ideas to contribute to discussions. group autonomy: students are encouraged to help each other comprehend the story. through this mutual peer assistance, they can learn how to teach and learn from each other. conclusion we have proposed an erwl program combined with cl tasks, which can help students improve their four language skills and collaborative skills in an enjoyable and friendly environment. reading is normally seen as a solitary activity, and in a world where many people plug their headphones into mobile devices, such as smart phones, listening is also often an activity done alone. however, if you combine reading and listening with cl activities, students can take part in lively collaborative activities which can not only help them learn second languages but, crucially, also enjoy reading and listening. if students come to enjoy reading and listening, they will probably become independent learners who continue learning even when teachers are not hovering over them. we hope that our proposal will help practitioners understand and implement erwl and cl tasks and encourage researchers to kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 140 joall (journal of applied linguistics and literature), 8(1), 2023 investigate their efficacy in different aspects of language learning, such as four language skills and motivation. references brown, r., waring, r., & donkaewbua, s. 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(2002). reading alone together: enhancing extensive reading via student-student cooperation in second-language instruction. reading online, 5(6). https://files.eric.ed.gov/fulltext/ej815119.pdf https://doi.org/10.1016/j.system.2009.09.009 https://doi.org/10.1093/elt/cct052 https://doi.org/10.1177/0033688217751468 https://doi.org/10.1177/0267658320921496 https://ksu.repo.nii.ac.jp/?action=repository_uri&item_id=1694&file_id=22&file_no=1 https://ksu.repo.nii.ac.jp/?action=repository_uri&item_id=1694&file_id=22&file_no=1 https://doi.org/10.1080/09588221.2013.864314 https://doi.org/10.33508/bw.v9i1.3042 combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 141 https://www.researchgate.net/publication/234652426_reading_alon e_together_enhancing_extensive_reading_via_studentstudent_cooperation_in_second_language_instruction jacobs, g. m., & greliche, n. (2017). convincing students that their groupmates' success can increase, not diminish, their own success. insight, 12(2017), 145–157. https://researchonline.jcu.edu.au/50241/3/50241%20jacobs%20and% 20greliche%202017.pdf jacobs, g. m., & kimura, h. (2013). cooperative learning and teaching. tesol international association. jacobs, g. m., power, m. a., & loh, w. i. (2002). the teacher's sourcebook for cooperative learning: practical techniques, basic principles, and frequently asked questions. corwin press. jacobs, g. m., & renandya, w. a. (2015). making extensive reading even more student centered. indonesian journal of applied linguistics, 4, 102– 112. https://doi.org/10.17509/ijal.v4i2.691 jacobs, g. m., & small, j. (2003). combining dictogloss and cooperative learning to promote language learning. the reading matrix, 3(1). https://www.readingmatrix.com/articles/jacobs_small/article.pdf krashen, s. (1982). principles and practice in second language acquisition. pergamon. krashen, s. (1985). the input hypothesis: issues and implications. longman. nation, i. s. p., & waring, r. (2019). teaching extensive reading in another language. routledge. pamuji, k. d., waring, r., & kurniawan, e. (2019). efl teachers’ experiences in developing l2 proficiency through extensive listening. teflin journal, 30(2), 257–273. http://dx.doi.org/10.15639/teflinjournal.v30i2/257-273 renandya, w. a., & farrell, t. s. (2011). ‘teacher, the tape is too fast!’ extensive listening in elt. elt journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015 renandya, w. a., & jacobs, g. m. (2002). extensive reading: why aren’t we all doing it? in j. c. richards & w. a. renandya, (eds.), methodology in language teaching: an anthology of current practice (pp. 295–302). cambridge university press. ro, e. (2019). how learning occurs in an extensive reading book club: a conversation analytic perspective. applied linguistics, 40(1), 152–175. https://doi.org/10.1093/applin/amx014 rollinson, p. (2005). using peer feedback in the esl writing class. elt journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003 stephens, m., & aoki, y. (2021). student difficulties when reading-whilelistening. extensive reading in japan, 14(1), 7–9. https://www.researchgate.net/publication/234652426_reading_alone_together_enhancing_extensive_reading_via_student-student_cooperation_in_second_language_instruction https://www.researchgate.net/publication/234652426_reading_alone_together_enhancing_extensive_reading_via_student-student_cooperation_in_second_language_instruction https://www.researchgate.net/publication/234652426_reading_alone_together_enhancing_extensive_reading_via_student-student_cooperation_in_second_language_instruction https://researchonline.jcu.edu.au/50241/3/50241%20jacobs%20and%20greliche%202017.pdf https://researchonline.jcu.edu.au/50241/3/50241%20jacobs%20and%20greliche%202017.pdf https://doi.org/10.17509/ijal.v4i2.691 https://www.readingmatrix.com/articles/jacobs_small/article.pdf http://dx.doi.org/10.15639/teflinjournal.v30i2/257-273 https://doi.org/10.1093/elt/ccq015 https://doi.org/10.1093/applin/amx014 https://doi.org/10.1093/elt/cci003 kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 142 joall (journal of applied linguistics and literature), 8(1), 2023 https://hosted.jalt.org/er/sites/jalt.org.er/files/erj/erj_issue_14.1.p df swain, m. (2001). integrating language and content teaching through collaborative tasks. canadian modern language review, 58(1), 44–63. https://doi.org/10.3138/cmlr.58.1.44 swain, m. (2005). the output hypothesis: theory and research. in e. hinkel (ed.), handbook of research in second language teaching and learning (pp. 471–483). lawrence erlbaum. swain, m., & lapkin, s. (2001). focus on form through collaborative dialogue: exploring task effects. in m. bygate, p. skehan & m. swain (eds.), researching pedagogic tasks: second language learning, teaching, and testing (pp. 99–118). longman. swain, m., & watanabe, y. (2013). languaging: collaborative dialogue as a source of second language learning. in c. chapelle (ed.), the encyclopedia of applied linguistics (pp. 3218–3225). wiley-blackwell. tragant, e., & vallbona, a. (2018). reading while listening to learn: young efl learners’ perceptions. elt journal, 72(4), 395–404. https://doi.org/10.1093/elt/ccy009 waring, r. (2023) extensive reading. in e. hinkel (ed.), handbook of practical second language teaching and learning (pp. 384–394). routledge. woodall, b. (2010). simultaneous listening and reading in esl: helping second language learners read (and enjoy reading) more efficiently. tesol journal, 1(2), 186–205. https://doi.org/10.5054/tj.2010.220151 the authors kaoru tsuda is a master’s student currently studying tesol at temple university, japan campus. her research interests include extensive reading while listening (erwl), shadowing, and multilingualism. she has been practicing erwl as a learner for more than 15 years for different languages. noriko muramatsu is an english teacher and director of international collaboration at an affiliate school of meiji university in tokyo, japan. her research interests include the effects of extensive reading in the efl context and teaching teenagers. dr. willy a renandya teaches language education courses at the national institute of education, nanyang technological university, singapore. he has extensive experience teaching in asia and has published extensively in the area of second language education. he maintains a large teacher professional development forum on fb called teacher voices: https://www.facebook.com/groups/teachervoices https://hosted.jalt.org/er/sites/jalt.org.er/files/erj/erj_issue_14.1.pdf https://hosted.jalt.org/er/sites/jalt.org.er/files/erj/erj_issue_14.1.pdf https://doi.org/10.3138/cmlr.58.1.44 https://doi.org/10.1093/elt/ccy009 https://doi.org/10.5054/tj.2010.220151 https://www.facebook.com/groups/teachervoices combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 143 george m jacobs has a phd in education from university of hawaii at manoa. his research interests include cooperation, student-centered learning, ecolinguistics, and humane education. many of his publications can be found on researchgate. kaoru tsuda, noriko muramatsu, willy a renandya, george m jacobs 144 joall (journal of applied linguistics and literature), 8(1), 2023 (appendix a: circle of interviewers guidelines) circle of interviewers guidelines procedure 1: you are invited to interview your partner about the book s/he read. follow the questions below, and please feel free to add more. 2: your partner may wish to interview you. thus, you might wish to prepare your answers in english. 3: after the interviews, the other two members of your group might enjoy hearing from you about your interviewee’s book. do not prepare your answers in sentences, but you may take notes of words and phrases. sample interview questions: (1) what is the title and who is the author of the book? title: author: (2) what is the setting of the story? when does it take place? over what period of time does the story take place, e.g., a year? the story takes place in … (3) who are the main characters in the story? (4) what happens in the story? (don’t tell the ending! no spoilers.) (5) what is your favorite section in the book? why? my favorite section is … (6) did you like the book? why or why not? thank you for the interview. combining extensive reading while listening (erwl) with… joall (journal of applied linguistics and literature), 8(1), 2023 145 (appendix b: book recommendation card) name: _________________________ date: _________________________ book recommendation title: _________________________ series: __________________________ author: ______________________ genre: __________________________ evaluation: ☆ ☆ ☆ ☆ ☆ code – mixing in english classes of smpn 14 kota bengkulu: views from the teachers tri ramadhaniarti safnil arono postgraduate program of english education faculty of teacher training and education bengkulu university. triramadhaniarti@gmail.com abstract: english teachers in all levels of education in indonesia try hard to make their students able to speak and write english. teachers sometimes use code-mixing in their classroom instructions. this study is conducted to investigate code – mixing in english classes of smpn 14 kota bengkulu: views from the teachers. the participants were the english teachers who teach english at smpn 14 kota bengkulu. the data were collected from audio-recording and interviewing to the teachers. the results indicated that teachers used inter-sentential code-mixing more frequently than intra-sentential codemixing. it also found that all of the teachers used code-mixing in pre-activity, while activity and post-activity of teaching and learning process in their english classes. they also used code-mixing for giving instruction, translation and asking for clarification. the english-indonesian pattern is the most frequently used by the teachers in teaching english. the teachers used code-mixing in teaching english in the english classes to make the students able to understand the purpose of teaching and learning process easily. keywords: code-mixing, inter-sentential code-mixing, intra-sentential code-mixing abstrak: guru-guru bahasa inggris di semua tingkat pendidikan di indonesia mencoba membuat siswa-siswanya mampu berbicara dan menulis dalam bahasa inggris. guru kadang-kadang menggunakan alih kode (code-mixing) dalam komunikasi di kelas. penelitian ini meneliti tentang alih kode di kelas bahasa inggris di smpn 14 kota bengkulu : pandangan dari guru. subjek penelitian ini adalah guru-guru yang mengajar bahasa inggris di smpn 14 kota bengkulu. data di kumpulkan dari rekaman dan wawancara kepada guru-guru. hasilnya menunjukkan bahwa guru-guru menggunakan alih kode antar kalimat lebih banyak daripada alih kode dalam kalimat. penelitian ini juga memukan bahwa semua guru menggunakan alih kode di aktivitas awal, selama aktivitas dan di akhir aktivitas proses belajar dan mengajar di kelas bahasa inggris. mereka menggunakan alih kode untuk memberikan perintah, menerjemahkan kata dan memberikan penjelasan. pola bahasa inggris-bahasa indonesia paling banyak digunakan oleh guru-guru dalam mengajar bahasa inggris. guru menggunakan alih bahasa dalam mengajar bahasa inggris di kelas-kelas bahasa inggris untuk membuat siswa mengerti tujuan dari proses belajar mengajar dengan mudah. kata kunci : alih kode, alih kode antar kalimat, alih kode dalam kalimat. introduction english teachers in all levels of education in indonesia try hard to make their students can speak and write english. to make their teaching and learning success, they sometimes mix english with bahasa indonesia in their classroom instructions. all language classrooms input must be in the target language. an effective model of language used can ensure that the intended learning was successful (krashen cited in ahmad, 2009). therefore, classroom instructions from the teacher are most valuable input for learners in english classes. code – mixing (cm) is shifting from one language to another in a conversation. it refers to the combination of several languages or dialects in the same conversation or sentence by bilingual people (gardner-chloros, 2009 cited in horasan, 2014). we can find it in everyday practice among people in the world for various reasons and usually a unconscious activity. this language mixing not be the whole sentence, but also can occur in brief phrases or words, in this case the teachers mix english (l2) with bahasa indonesia (l1). they use their first language (l1) and their second language (l2) in different domains. they do this is not only used in everyday communication but also in the classroom interaction between teacher and students, and students and students. we call this as classroom code-mixing. english as an international language has been taught in many countries in this world as a foreign or second language. as a foreign language, english is also taught in indonesia because english is one of the lessons in every level of education from elementary school until university level. in this study especially in junior high school level. it is stated in peraturan menteri pendidikan dan kebudayaan no. 68 tahun 2013, it is about “kerangka dasar dan struktur kurikulum sekolah menengah pertama / madrasah tsanawiyah”. it is clear that english is a main lesson in curriculum for junior high school level in indonesia. based on ktsp (kurikilum tingkat satuan pendidikan) in junior high school level, there are four skills in english that should be taught to the students, they are listening, speaking, reading and writing. in those skills, teachers sometimes use code-mixing in teaching english. they do this because of many reasons. one of the reasons is to achieve teaching english goals. it is found by david chen (2009) , conducted a study about teacher code-switching in secondary english and science in malaysia. english lessons necessitates use of code-mixing / code-switching to convey the message to the students. code mixing is also a necessary tool for teachers to achieve teaching goals and to make teachers‟ messages more comprehensible to students. based on researcher‟s observation at smpn 14 kota bengkulu, teachers mix english with bahasa indonesia is an usual thing to do in teaching and learning process in english classes. rezvani.e and rasekh.ae (2011) also found that code switching is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. the phenomenon of teachers using their first language when teaching a second language is a form of codemixing and it is common to occur in situations where the teacher and the students share the same language or mother tongue. the use of indonesian was common among both the teacher and the students. in my experience, i found that was hard to maintain and that it sometimes actually seemed to benefit the students more to use indonesian instead of english. this phenomena makes researcher interested to do analyzing why code – mixing is necessary for teachers in teaching english. according to muysken (cited in didar h., 2015), “code-mixing is a process in which lexical items and grammatical features of two or more languages exist in the same sentence. in another book, muysken ( cited in didar h., 2015) used the term code-mixing to refer “to all cases where lexical items and grammatical features from two languages appear in one sentence. based on jendra (cited in sumarsih. 2014) ”code-mixing is a symptom of language usage in which „a mixing or combination of different variations within the same clause‟. the mix of code mixing describe in the sentence: “this morning i sudah bawa my baby tu near babysitter lah”. based on this example occurs code mixing due to mixing speakers of both language (code) in a mixed sentence. on code means there is a dominant language used, e.g. in the predominantly english – speaking. speech as the dominant indonesian officials, but interspersed with the occasional foreign language to make it look cool or acceptable. so that it can be concluded that code-mixing is a mixture between two or more languages in which there is a dominant language and inserted with different language to make it sound cool and give appropriate context to the listener. code-mixing is actually the mixing of different varieties of language. it refers to mixing of two different codes within a sentence. wardhaugh (1992) defines code–mixing as the deliberate use of two languages without an associated topic change. it is basically found in multilingual places. it is closely related to code-switching. code–mixing does not necessarily result in a change of topic or section. it occurs when conversant use both languages together to the extent that they change from one language to the other in the course of a single utterance. this kind of alteration is called code– mixing. the purpose of code–mixing seems to symbolize a somewhat ambiguous situation for which neither language on its own would be quite right. to get the right effect the speakers balance the two languages, then a few words of the other, and then back to the first for a few more words and so on. the changes generally take place more or less randomly as far as subject-matter is concerned, but they seem to be limited by the sentencestructure. based on didar h. ( 2015 ) code–mixing involves mixing of:a). two languages, b). two or more languages, c). two or more diglossic varieties‟ methodology this study applied a qualitative research design based on the classifications of the research design from djajasudarma (2006), this study can be characterized as a qualitative study and it categorized as a case study because the research was carried out in a limited or small scale single case and not to be generalized. in this study, the research only dealt with analyzing particular document from the interview to all of the english teachers and recording teaching and learning process of the three english teachers who teach in grade ix at smpn 14 kota bengkulu. then, the results was not to be generalized as general conditions of the whole teachers in kota bengkulu. in gaining the data, researcher conducted naturally without making the hypothesis for the study. researcher chose smpn 14 kota bengkulu as the place to carry out this study, because researcher is one of the english teachers in this school and researcher felt convenience to carry out this study here. convenience factor should be taken into consideration to support the researcher to carry out the research (aswasilah : 2009 cited in refdi: 2012). the researcher is also familiar with the participants as well as professional relationship with them, that also helped researcher to carry out this research. the participants of this study were six english teachers in smpn 14 and three english teachers who teach in ninth grade of junior high school at smpn 14 kota bengkulu. they all are professional teachers, it can be proof by the certificates they have as the professional teachers from the government. the teachers chosen by researcher because researcher intended to discover the views from the teachers based on valid information from the participants. therefore, the participants belonged to the teachers who teach english in this school. an audio-recording and interviewing were used as the instruments in order to get the data from the teachers. the audiorecording was used to discover the types of code-mixing used by the teachers most frequently in conversational discourse and the pattern of code-mixing used by the teachers. the interviewing was used in order to get the data about the reason of the teachers using code-mixing in english classes of junior high school. the audio-recording would be done while teaching and learning process in the classroom. afterwards, the records were transcribed in order to compute the occurrences of types of code-mixing and the patterns of code-mixing. the types of analysis were intra-sentential codemixing ( phrase, words, clause or sentence) and inter-sentential codemixing (outside the phrase, clause or sentence). first step is recording the data from the respondents. the recording would be taken while teaching and learning processes by using three recorders. researcher just put the recorders on the tables. one recorder put on the first row of the table, second recorder put on the middle of student‟s table and the third recorder put on the last row of the student‟s table. researcher would not stay in the classroom while recording because the teachers said that they would not feel comfortable if the researcher stayed in their classroom. after that, the recording would be transcribed, then, it would be analyzed by three inter raters / coders reliability into the types of code mixing, they are (1) intra-sentential code-mixing, and (2) inter-sentential code-mixing. then, it would be percentage by using a formula. the formula would be used as proposed by sugana, (1986), cited in dewi, (2013): p = percentage f p = ------------- x 100% n f = frequency n = total of code-mixing the interviewing was used as an instrument too in order to gain the information of the teachers‟ reasons in using code-mixing in english classes at smpn 14 kota bengkulu. the transcript of the interview is defined as “any written documents that present respondents with series of questions or statements to which they are to react either by writing out their answers or selecting among existing answers ( brown: 2001 as cited in refdi: 2012). the interview is a way of collecting data to take direct information from the resource (riduwan, 2007). the interview would be done to get the information from the respondents about why the teachers use code-mixing at junior high school english class, in this case the code-mixing used by the teachers as the respondents. the interview consist of series of questions, the respondents have freedom to explain and answer the questions from the interview. the interview were conducted in english and the teachers had to answer in english too because they all are english teachers. this interview was a structured question which the questions are totally made by the researcher ( nunan, 1992). the questions that the teachers were asked dealt with their code-mixing habits and opinions of code-mixing they use in the english classes. in this study, data analyses were conducted over the course of study. the data analyses and interpretation were based on data from the interview to the participants and audio-recording from teaching and learning process in the classroom. finding and discussion there are three raters who analyzed the audio-recording and six teachers as the respondents for the interview in this study. the raters are english teachers in junior high school and also the students of english education postgraduate study program. they are chosen as the raters because they understand well about the code-mixing utterances so that it really helps researcher to identify and analyze the types of code-mixing. two weeks needed by researcher to make the transcription from the audio recording and then two weeks needed by raters to analyzed them. mean while, the six teachers as the respondents for the interview in this study are the english teachers of smpn 14 kota bengkulu. they all are professional teachers and have been teaching english for more than 16 years so that they have good experiences in teaching english and it can be said that they are experienced teachers. to know about the types of codemixing used by teachers in english classes, the researcher used audio recording while teaching and learning process in the classroom. here is the total number of code-mixing utterances and their types distribution. the result is shown in table 1. table 1. types of code-mixing used by the teachers table 1. indicates that the teachers used two types code-mixing, they were intra-sentential code-mixing (within phrase, words, clause or sentence) and inter-sentential code-mixing (outside the phrase, clause or sentence). intersentential code-mixing which is emphasizes the most in teaching english used by the teachers of junior high school, it is found 66 times of utterances, while the average of inter-sentential code-mixing used by each the teacher is 22,33 times and it is about 55,46% from the total utterances. it is followed by intra-sentential code-mixing. the teachers used inter-sentential codemixing in three activities in teaching, preactivity, while activity and post activity. the higher frequency occurrence for inter-sentential code-mixing can be attributed to teachers‟ intention of giving clearer instruction and eliciting more responses (qian et al., 2009) or sustaining students‟ interest and encouraging their participation (richards, 1998). the patterns of code-mixing the table below showed the transcription analysis of code-mixing pattern used by the teachers. we can see the number of code-mixing patterns were addressed to the students by the teachers while teaching and learning process in the english classrooms table 2. the frequency of the patterns of code-mixing n o patterns frequen cy percenta ge (%) 1 englishindonesi an 62 52,10 2 indonesi an7 5,88 no types teacher teachers‟ utterances total of teacher‟s utterances average percentage (%) 1. intrasentential codemixing 1 st 16 53 17,66 44,54 2 nd 15 3 rd 22 2. intersentential codemixing 1 st 26 66 22,33 55,46 2 nd 23 3 rd 17 total 119 119 100 english 3 englishindonesi anenglish 32 26,89 4 indonesi anenglishindonesi an 18 15,13 total 119 100 in this research, it is found that there are four patterns used by the teachers. the teachers mostly used englishindonesian pattern, 62 times from 119 times of utterances. they use englishindonesian pattern quite a lot, it about 52,10%. they used english first then they mixed to indonesian. the sample of this kind of english-indonesian pattern. the reasons of the teacher using codemixing in english classes of junior high school it is found that teachers‟ reason used code mixing in teaching is the purpose of teaching and learning process more understand easily to students, their students have limited vocabulary, poor english, and students can not understand their teachers‟ if the teachers use full sentences in english. the aim of this study was to discover the type of code-mixing used by teachers most frequently in conversational discourse in english classes of junior high school, the patterns of code-mixing used at junior high school english classes and the reason of the teachers use code-mixing in english classes of junior high school. the first question for this research is what the type of code-mixing used by teachers most frequently in conversational discourse in english classes of junior high school. the result of this research shows that intersentential code-mixing is used most frequently by the teachers of grade ix of smpn 14 kota bengkulu. this result is similar to the previous study (horasan, 2014). rezvani (2011), in his research also found that inter-sentential switching occurred more frequently than intrasentential code-switching because the teachers seemed to be concerned that his students may not understand the directions correctly in the target language, so he resorted to students first language to help their comprehension. inter-sentential mixing was practiced by the most balanced bilinguals only (poplack,1980). it can be said that the teachers used inter-sentential codemixing because they are able to speak two languages fluently in the same time. the teachers used inter-sentential codemixing in three activities of teaching, they are pre-activity, while-activity and post activity. it is proved by jingxia (2010) in her research about teacher‟s code-switching to the l1 in efl classroom, she found that inter-sentential code-switching is the dominant one used by the teachers in efl classroom. the second question of this research is on the patterns of code-mixing used at junior high school english classes. four patterns are found that teachers used during the teaching and learning process in the english classes. the patterns are english-indonesian, indonesian-english, english-indonesian-english and indonesian-english-indonesian. among the four patterns, englishindonesian is the most frequently used by the three teachers. the teacher is the only one of english speaker model in the classroom, they have to give input in english to the students. the input must be in target language so that she/he has to speak english as much as possible to make the learning process successful (krashen cited in ahmad, 2009). it is supported by josefsson (2010) in her journal, she said that the more the students hear english the better it is for their language development. the third question of this research is about the teachers‟ reasons in using codemixing in english classes of junior high school. the language function of codemixing that the teachers used because of giving instruction, asking for clarification and translation the new english words. they used code-mixing for two main reasons, first, the information would be easy understood by the students and second it is because students‟ lack of vocabulary. grosjean (1982) states that people switch when they cannot find the suitable term or when the language being used does not have the appropriate translation. here, the teacher translate the english word directly to the students because it seem that the teacher had no other way to explain the word instead of translate it into indonesian. teacher said code-mixing help her students to understand and comprehend the concepts and terms in english, teachers‟ code-mixing is helpful in solving this problem. this study found that code-mixing helps students to enjoy their learning due to their ability to comprehend the teacher‟s input. the comprehensible input allowed them to feel less stressful and to become more comfortable to learn. once they are comfortable with the environment, without any unnecessary anxiety (lai, 1996; chi, 2000; burden, 2001). the teacher would give the instruction in english, then if the students did not understand or no respond from the students, the teacher will mix the language with indonesian. using english as much as possible in the classroom was taken for granted by the teachers, beside to teach students to learn english, teacher needs to communicate in english, but the teachers felt that the students would be understand better if they talk in indonesian instead of english. the reason of using code – mixing in teaching english is the same as the finding of research from china by shujing (2013). he found the possible reason for using code-mixing by the teachers. it was, the teacher fell that the content is extremely important and therefore uses code-switching to make sure that the information is conveyed. conclusion and suggestions based on the above discussion, several conclusions can be drawn from this study based on the research results and discussion. first, the type of codemixing which is the most frequently used in teaching english by the teachers of junior high school is inter-sentential code-mixing. inter-sentential codemixing could be found in three activities of teaching and learning process in the classroom, they are pre-activities, while activities and post-activities, the second, it is found four patterns that teachers used during the teaching and learning process in the english classes. the patterns are englishindonesian, indonesian-english, englishindonesian-english and indonesianenglish-indonesian. among the four patterns, english-indonesian is the most frequently used by the three teachers. the english should be used as much as possible in the classroom was taken for granted by all the teachers. it is interesting that students appreciate teachers‟ using english most of the time but also complain that they do not understand it when the teachers speak only english in the english class. the third, the reason of the teachers to use code-mixing in english classes is because the teachers want their teaching and learning would be understand easily by the students and the teacher found that their students have limited vocabulary so that they think it is necessary to use codemixing in their teaching and learning process. they usually used code-mixing in while activity in teaching. the teacher wanted the lesson would be understandable by the students. codemixing really help the students to understand and comprehend the meaning of the words, sentences and phrases. code-mixing is one of the teachers strategies to help them build interaction to the students in the classroom. teachers think it is necessary to used code-mixing in teaching in english classes because code-mixing also could contribute a better teacher-students classroom interaction and communication. codemixing helped them in giving instruction, translate the new english words and clarify the lesson to the students. based on the result of this study which has been explained in the previous chapter, there are some suggestions which related to this study. it is stated as follows: 1. for english teachers first, it is found that the teachers used inter-sentential code-mixing in teaching english. here, i suggest it is better if the teacher not translating the new words directly. try to explain the new words by using body language and media such as guessing picture or bring the real thing of that thing. by using this way students will remember the word longer. second, it is found that the pattern english-indonesian used by teachers mostly. it is good that the teachers have tried to speak english as much as possible in their english classes as the model for their students but even teachers have tried to speak english as much as possible, i suggest it is better to reduce using indonesian in english classes because the students is in the ninth grade of junior high school level. it means they have been studying english for three years, it does not mean that the students know nothing about english so that it is no need for teachers to translate every single words or sentences. third, generally the teachers‟ reason using code-mixing in teaching english in their english classes is to make their students understand the english materials easily because their students have limited vocabulary. but here, again, the teacher have to consider the level of students when they use code-mixing in teaching. the occurrences of code-mixing are acceptable in lower levels (arifin, 2009) . since the level of the students is low, teachers may feel needed to employ lot of code-mixing to facilitate understanding and attract students‟ attention. try to teach them understand english from the context of the language. 2. for other researchers the area of code-mixing among teachers could very well be studied further. further study can be conducted in a large scale with a larger sample. future studies may also conduct at investigating the effect of code-mixing on students‟ learning in second language context, the relationship between using english-indonesian and indonesianenglish to students‟ achievement and the effect of using english-english dictionary in teaching english. the researcher hopes that this result of this study can give more information for the readers that code-mixing is one of strategies in teaching english. references ahmad, b.h and jusoff. k. 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(1991) educational research: a quide to the process. new york, ny: mc graw-hill inc. wardhaugh r (first published: (1986), second edition: (1992) an introduction to sociolinguistics. oxford: blackwell publishers. joall (journal of applied linguistics and literature), 8(2), 2023 245 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/24934 https://doi.org/10.33369/joall.v8i2.25462 screen distractions during memrise mall experience: courseof-action study on students’ performance and perception azwar abidin english education department, faculty of education and teacher training, iain kendari, indonesia sultan qaimuddin road no.17, baruga, kendari, southeastern sulawesi article info abstract article history: received: dec 20, 2022 revised: jan 07, 2023 & jan 27, 2023 accepted: march 26, 2023 this study employed course-of-action methodology in a mixed-methods approach to examine the impact of screen distractions on memrise mall experience in an efl flipped classroom setting. an exploratory sequential design was utilized to analyze the two-week memrise mall experience and its impact on the screen behaviors of 46 indonesian first-year university students. descriptive and nonparametric inferential statistics were employed to analyze the quantitative data, while confrontative interview data were transcribed and encoded using in vivo coding to mark key phrases in the participants' comments. results of the study indicated that social media and entertainment apps were the most common type of distraction and that these distractions had a detrimental effect on task performance. the participants expressed their appreciation for the customizable learning experience and found the app layouts and gamification features were encouraging; however, they found it challenging to switch between multiple tabs or windows on a mobile screen. there was a small correlation between total screen distractions and total vocabulary learned, as well as a strong correlation between total screen distractions and the total time spent on the task. keywords: memrise mobile learning screen distraction flipped classroom language acquisition conflict of interest: none funding information: litapdimas kemenag ri correspondence: azwar abidin, english education department, faculty of education and teacher training, iain kendari, indonesia. azwar.iainkendari@gmail.com ©azwar abidin this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): abidin, a. (2023). screen disctractions during memrise mall experience: course-of-action study on students’ performance and perception. joall (journal of applied linguistics and literature), 8(2), 245263. https://doi.org/10.33369/joall.v8i2.25462 the advent of mobile apps such as memrise has revolutionized language acquisition and foreign language teaching (dore et al., 2019). boasting a combination of gamification, memorization, and other engaging screen activities, mobile-assisted language learning (mall) is a valuable instructional tool for language instructors, particularly in a hybrid or flipped https://ejournal.unib.ac.id/index.php/joall/article/view/24934 https://doi.org/10.33369/joall.v8i2.25462 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.25462&domain=pdf mailto:azwar.iainkendari@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.25462 https://orcid.org/0000-0002-5834-7440 azwar abidin 246 joall (journal of applied linguistics and literature), 8(2), 2023 classroom setting (pea & sharples, 2022). however, it is also vulnerable to onscreen distractions such as games and social media (hollis & was, 2016), making it difficult for language learners to stay focused on their learning objectives. several behaviors have been documented, either in a controlled classroom environment or laboratory setting, on how students deal with the screen distractions caused by incoming calls or notifications (hollis & was, 2016; kay et al., 2017; mccoy, 2013; winter et al., 2010). specifically, taking notes with note-taking apps, reading message boards, performing a distracting cognitive task while screen learning, and scrolling social media by means of taking breaks from screen learning all produce more distractive effects than learning without mobile apps. another study showed that students learned to manage distractions by integrating competing screen activities and attending to task-related requirements (lee et al., 2018). studies documented a range of behaviors students adopt in response to the interruption of calls or notifications on digital devices (may & elder, 2018). research has consistently indicated a link between screen distractions and decreased learning performance, with multitasking often being identified as a distraction that may impede learning. however, the cases were often supported by self-reports but not always by actual performance data. strategies for managing time spent on screens, such as blocking notifications and developing self-managed task-switching, have been developed. recent research in the context of self-regulated learning has shown that the effectiveness of these strategies depends heavily on the individual and environmental contexts in which they are implemented (li & chan, 2021). implementing these strategies can lead to varied experiences of psychological flow, like immersion or engagement, which ultimately shape students’ interpretations of on-screen distractions. screen multitasking and window switching are altering student behavior concerning screen learning (levine et al., 2012). in many cases, students often utilize mobile devices for activities other than learning. mall has considered this and proposed some principles for effective implementation and strategies for dealing with the issues in various mall settings. studies have indicated that the presence of multimedia content has an adverse effect on focus and cognitive performance, particularly when visual processing is necessary (ruck, 2022). despite efforts to minimize screen distractions, more than 20% of students reported that they found mall quite affordable due to its integration of conventional and digital learning and did not perceive smartphones as distracting while studying. however, if their learning tracks were lost, they tended to spend much time reading messages and accessing social media (hardyansyah, 2021). some studies suggested appropriate strategies for students to deal with screen distractions and improve their mall experience (azli et al., 2018; mulyawan & resmayani, 2022). first, screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 247 learners need to identify the sources of distraction that impede their focus and create a plan for avoiding them. second, they should set ground rules for how frequently they allow themselves to check notifications and missed calls. third, they should create a conducive environment for screen-based learning by finding a quiet place to access their apps or using headphones to listen to multimedia materials. current studies on the impact of screen distractions on english as a foreign language (efl) learning via mobile phone devices (corkin et al., 2021; eirich et al., 2022; lee et al., 2018) suggest that distractions are unavoidable and hard to ignore, but screen learning may continue to occur. in different settings, studies (kaminske et al., 2022; pielot et al., 2014; sato et al., 2015) have demonstrated that notifications and calls can be a significant distraction for students during lectures and other classroom activities. the study highlighted that when students employed smartphones in the classrooms, their susceptibility to distractions from incoming calls and messages, social media, and other online activities was heightened compared to when they used paper notes. in the flipped classroom design, the research (dudeney & hockly, 2015; hollis & was, 2016) has demonstrated that students who use smartphones in lecture-based classes are more likely to look up additional information online and less likely to be dissuaded by off-task activities. further research is needed in this area, yet current studies indicate that mobile screens can serve as a distraction or a learning tool, depending on their configuration. the research trends in the field focus on the psychological impacts of screen distractions on students’ learning in classroom contexts (flanigan & titsworth, 2020; green, 2019; li & chan, 2021). studies have sought to elucidate how using mobile devices for classroom learning can lead to heightened anxiety and stress. however, the academic discourse has been limited in terms of strategies to effectively implement mobile learning experiences that reduce the potential for screen distractions. the current discussion in the field of efl learning via mall lacks empirical studies that provide a comprehensive understanding of the impact of mobile phone applications on language teaching and learning. while there is a growing body of literature that examines the potential of mall, there is a need for more rigorous studies that investigate the efficacy and effectiveness of smartphone-based mall in comparison to the conventional mall approaches. additionally, there is a need for further research that examines the impact of mall on different types of language learners in different contexts. further research is necessary, specifically in a flipped classroom context, to ascertain the impact of screen distractions on mobile learning in terms of engagement, retention, and completion rates. the present study examined the impact of 25 unit learning encompassing a total of 948 target azwar abidin 248 joall (journal of applied linguistics and literature), 8(2), 2023 vocabularies via the memrise application on android smartphone devices regarding first-year non-english major university students' completion of targets, total time spent, individual engagement with on-screen activities, and their perception of memrise mall in the presence of screen distractions. it sought to investigate how participants dealt with screen distractions and how they perceived them in relation to the completion of mall objectives. this study hypothesized that screen distractions would have a substantial impact on the completion of desired learning objectives, as well as augment the overall time spent learning through the memrise mobile app. additionally, the individual perception was anticipated to elucidate how screen distractions affected the memrise mall experience. specifically, the design of the present study concerned the following research questions: (a) how did first-year nonenglish majored university students complete mall objectives using the memrise app on android smartphone devices?, (b) what impact did screen distractions have on the overall performance of the memrise mall?, and (c) what were the individual perceptions regarding the impact of screen distractions on the overall memrise mall experience? method research design and memrise mall context this study employed the course-of-action methodology in a mixed-methods approach to investigate the memrise mall experience within an efl flipped classroom setting. participants were instructed to take screenshots of their account details from the profile page and to record their screen activities during each unit lesson. screenshots and recordings were then uploaded to distributed google drive folders to serve as raw data to understand participants' behaviors as they navigated different screen activities and encountered distractions. the behaviors documented in both screenshots and recordings included the duration of each unit lesson, the number of hours spent using apps, the number of sessions and repeats for each unit lesson, and the frequency of distractions. additionally, the participants' experiences and perceptions of memrise mall, including the disruptive interference of screen distractions, were explored in depth through confrontative interview sessions consisting of small groups of six to seven members. the interview sessions sought to gain insight into how participants reacted to and perceived screen distractions throughout the screen activities. participants a sample of 46 indonesian first-year university students, 16 males and 30 females, were selected for this study as they met the inclusion criteria: nonenglish majors, with no prior experience with an android-based mall. all participants were enrolled in the general english subject at the time of the screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 249 study. informed consent was obtained from all participants, who agreed to enroll in premium accounts with monthly subscriptions, and to share their personal and private details of the memrise mall experience for research purposes only. instruments and procedures documented screen behaviors after downloading the memrise app (version 2021.9.8.0) onto their smartphones, the participants created new accounts with monthly subscriptions. both groups were assigned 25 units to complete, including levels a1 and a2 of the app, encompassing 948 target vocabularies. in order to maximize their vocabulary gains, they were required to meet the objectives of the unit lessons, including lexical activities, spelling and pronunciation exercises, and listening comprehension. to better understand of the participants' screen behaviors, they were asked to use the inbuilt screenrecording feature on their smartphones to record their activities with a timestamp. once all unit lessons had been completed, the participants were instructed to take a screenshot of their account details from the user page. these screenshots and their screen recordings were then uploaded to shared google drive folders. confrontative interview confrontative interview is designed to provoke a reaction and force truthful information out of the interviewee. this interview method is specific to the course-of-action research method (dieumegard et al., 2021). they involve assertive questioning techniques, confirmations, and hard-proof evidence showing. the interviewer presented evidence to the interviewee or challenged their statements with facts, which were the participants’ screen recordings and screenshots of their account details. the interview method distinguished itself from other interviews, such as informational or behavioral, which are more informal and less confrontational, typically involving open-ended questions. the purpose of the confrontative interview was to gain insight into the participants' experience with memrise mall, as well as their impressions when navigating through the app. specifically, it aimed to confirm participants' behaviors in concerning their documented responses to screen distractions. before initiating the memrise mavl, procedures were outlined to ensure compliance and anticipate potential technical issues that may arise during screen activities. this study aimed to evaluate the impact of screen distractions on memrise mavl screen activities. participants were provided with informed consent sheets and daily mavl goals. they were also briefed on the number of unit lessons required to be completed. to maintain azwar abidin 250 joall (journal of applied linguistics and literature), 8(2), 2023 communication between the researcher and participants, a whatsapp group was created whereby participants could report their daily screen activities and receive daily reminders from the researcher regarding memrise mavl screen learning and deadlines. a week after the mall target had been met, confrontative interview sessions were organised and conducted separately. the interview sessions involved open-ended questions to confirm why the participants responded in particular behavior while dealing with screen distractions judging from their screen recordings. it also challenged any inconsistencies or contradictory statements made by the interviewee while showing the screen recordings and historical progress from the account profile page they uploaded themselves. data analysis procedures an exploratory sequential analysis was utilized to elaborate on the two-week memrise mall experience and its effects on participants' screen behaviors. descriptive and non-parametric inferential statistics were employed to analyze quantitative data utilising ibm spss version 26. descriptive statistics were employed to calculate quantitative findings, including mean values, standard deviations, and standard error of means for the total time spent in memrise mall, the total screen distractions, and the total time wasted from screen distractions. additionally, a linear regression was applied to determine the impact of total screen distractions on total time wasted and time spent in memrise mall. in a separate section, qualitative data from confrontative interviews were transcribed and further analyzed using in vivo coding to identify key phrases in the participants’ comments, which were used to contextualize and elaborate the quantitative findings. the keywords or key phrases in the excerpts were marked based on the following categories: memrise experimental learning, material delivery, layout design, screen navigation, material organization, material presentation, and visual appeal for memrise mall experience. the following categories were marked in relation to screen distractions: pleasant and unpleasant experiences, intrusive occurrence, temporarily disabled service, inner drive to switch between screen activities, external motivation, time allocations, notification checking and clicking, and multi-tasking tendencies. findings quantitative results: descriptive and nonparametric the data displayed in table 1 and chart 1 were used to address the first research question on the completion of mall objectives by first-year nonenglish majored university students through the use of the memrise app on android smartphones. table 1 reveals that 48% (n=22) of the participants completed the target vocabularies, while 41% (n=19) achieved 90% or more screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 251 ,and 11% (n=5) completed approximately 80%. regarding the memrise mall experience duration, 35% (n=16) of the participants took less than 600 minutes or around 7 days. however, 11% (n=5) took 10 days, 13% (n=6) took 800 minutes, 20% (n=9) took 700 minutes, and 22% (n=10) spent more than 600 minutes in 8 days. overall, 31587 minutes were accumulated based on the documented screen recordings. table 1. descriptive statistics n min max mean sd variance statistic sd vocabulary gains 46 792 948 914.02 6.961 47.214 2229.177 total time spent 46 408 995 686.67 23.490 159.318 25382.225 screen distractions 46 16 1935 361.26 60.349 409.310 167534.597 time wasted 46 1 226 48.22 7.878 53.433 2855.063 chart 1. screen distractions documented by participants chart 1 illustrates that a total of 16539 screen distractions were attended to by participants. social media and entertainment apps were the most distracting, accounting for 63.43% of all memrise mall screen activities. web browsing was the second most common source of distraction (22.29%), followed by incoming notifications and pop-up messages (11.45%). incoming calls accounted for a small portion of distractions (2.83%). the participants collectively spent 2220 minutes (7.03%) attending to the present distractions during their memrise mall experience. table 2 presents the spearman's nonparametric correlation analysis between total screen distractions and other variables. table 2. nonparametric spearman’s correlation results vocabulary gains total time spent screen distractions time wasted vocabulary gains correlation coefficient 1.000 -.300* -.295* -.320* sig. (2-tailed) . .043 .047 .030 n 46 46 46 46 time spent correlation coefficient -.300* 1.000 .859** .949** sig. (2-tailed) .043 . .000 .000 n 46 46 46 46 screen distractions correlation coefficient -.295* .859** 1.000 .936** sig. (2-tailed) .047 .000 . .000 1894 468 10490 3687 0 2000 4000 6000 8000 10000 12000 notifications & pop-up messages (np) incoming calls (ic) social media and entertainment (se) web-browsing (wb) azwar abidin 252 joall (journal of applied linguistics and literature), 8(2), 2023 vocabulary gains total time spent screen distractions time wasted n 46 46 46 46 time wasted correlation coefficient -.320* .949** .936** 1.000 sig. (2-tailed) .030 .000 .000 . n 46 46 46 46 *. the correlation is significant at the 0.05 level (2-tailed). **. correlation is significant at the 0.01 level (2-tailed). the quantitative results presented in table 2 were intended to address the second research question: what impact did screen distractions have on the overall performance of the memrise mall? table 2 reveals that the spearman rank correlation coefficient between total screen distractions and total vocabulary learned is estimated at -0.295, with a 95% confidence interval (0.5389, -0.0048). this indicates that the spearman rank correlation coefficient is statistically significantly different from 0, with a p-value of 0.047 and a type i error rate of 5%. however, the estimated coefficient is small in size. regarding the association between total screen distractions and total time spent throughout the memrise mall experience, the spearman rank correlation coefficient is estimated to be 0.859, with a 95% confidence interval (0.7583, 0.9202). this is also found to be statistically significantly different from 0, with a p-value of <0.001 and a type i error rate of 5%. screen distractions significantly correlated with the time spent attending distractions, resulting in an increase in the total time spent in the memrise mall experience. the association between the two variables was estimated to be 0.936, with an asymptotic 95% confidence interval (0.8862, 0.9642). the statistical test of a zero spearman rank correlation coefficient yielded a p-value of <0.001, indicating that the spearman rank correlation coefficient is statistically significantly different from 0 at a type i error rate of 5%. qualitative results: participants’ individual perceptions the following results from confrontative interviews were used to address the third research question what were the individual perceptions regarding the impact of screen distractions on the overall memrise mall experience? most participants reported perceiving the memrise mall experience as effective and convenient. perceptions were associated with ease and convenience in completing all target vocabularies in the unit learning activities on the screen. in particular, the app's layout and the gamification features surrounding the lesson material presented on the screen, as well as the vocabulary tasks related to the topic, were found to create an environment that strongly encouraged active engagement. participants also expressed appreciation for the ability to customize their learning experience to better suit their needs and goals. generally, participants reported positive perceptions of self-paced time schedules when they could customize them. positive ratings were recorded screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 253 for single-word or short-phrase length, with participants reporting increased satisfaction with their memrise mall experience. this ultimately resulted in improved learning outcomes. the comments of the following three participants on the issue were translated into english: “based on my personal experience, i think that memrise is a great app for learning english. it is very user-friendly and has a lot of great features. it is also very affordable. the delivery of the material was great, i mean the way texts and videos were presented on a single screen. basically, it was like the games i had on my phone; i play through it and see how i progressed so far. thank you, though, for putting me on the list in this experimental learning.” (p4) “well, i feel pretty good. i mean the app because, other than the schedule we should focus on, the app really allowed me to set my own goals. i can switch between unit learning and learn whatever i want to learn when i had the opportunity to open the app. the sample sentences and expressions were easy to memorize because they were quite short and applicable in everyday conversations. oh, if i may add, i had an unpleasant experience when i tried to connect my phone to my external bluetooth speaker. the sync was delayed.” (p23) “i love the experience. the layout design in the app was just perfect on my big screen and also, it was easy to navigate. i like how the app was organized and how the lessons are presented. the app is also visually appealing and easy on the eyes.” (p35) participants perceived social media distractions during the memrise mall experience to negatively impact their ability to focus and learn. this led to compensatory cognition, where participants invested more attention in onscreen entertainment than screen learning. as a result, participants exhibited poor motivation and attentiveness, negatively affecting their capacity to stay on the app. consequently, this had a detrimental effect on their performance and resulted in a negative attitude toward the task. this attitude resulted in reduced cognitive investment and enthusiasm for reaching daily objectives. participants perceived that such digital activities increased the time necessary to accomplish tasks yet decreased the quality of material acquired. additionally, they observed that social media notifications were especially distracting, with participants reporting feeling obligated to inspect their mobile device or social media profile each time they received a notification. azwar abidin 254 joall (journal of applied linguistics and literature), 8(2), 2023 moreover, they found it difficult to return to studying after being diverted by social media and felt that social media utilization impeded their capacity to concentrate on their learning targets. the following are the comments reproduced in english from two participants: “well…what can i say (laughing). social media can be very addictive, and it was difficult for me to focus on memrise learning when there were constant notifications and updates coming in. i tried my best to limit social media use by promising not to switch between windows until a topic has been completed and i had already put new vocabularies on my list.” (p2) “actually, i found it less intrusive and can be easily ignored if i wanted to. you know, many social media platforms now have features that allow users to temporarily disable notifications or limit the amount of time they spend on the screen, which can help minimize distractions. the main problem was me. i couldn't resist my inner drive to check on instagram posts or whatsapp messages. what if my friends tagged me or sent me some messages that i should respond to? what would they say about me when i replied late?" (p37) there was a range of perceptions among participants regarding notifications and pop-up messages, with some finding them informative and helpful while others deemed them intrusive and annoying. it appears that participants preferred notifications and pop-up messages which were pertinent to the task at hand and did not disrupt their screen activities. furthermore, participants likely valued notifications and pop-up messages which were succinct and straightforward, allowing them to quickly and easily respond without having to exit the memrise app window. participants noted that an excessive amount of notifications and pop-up messages could interfere with the efficacy of the on-screen learning experience. they concurred that notifications and pop-ups should be used judiciously and only attended to when necessary. the following two translated excerpts are representative of the responses of the participants on this issue: “i don't know what notification you are referring to because memrise also has notifications. i really appreciated it, since it allowed me to keep on track with my progress. other notifications, such as from messaging apps or pop-ups, were usually helpful in staying connected to my family when i was learning to use the screen. no, i do not think it slowed my screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 255 progress, i just needed to respond with short replies and went on to continue my screen activity." (p9) “in my case, i disabled them. they were so annoying and distracting. screen learning in memrise took only a few minutes for a unit. i applied a basic rule for window-switching; 10-5-10 and full break. i mean 10 minutes for screen learning, 5 minutes for checking notifications or social media interlude, 10 minutes for another screen activity and after that a complete break from my phone. i usually continue to learn on my screen after 15 to 20 minutes of a complete break. (p26) the participants found it difficult to multitask between web-browsing and onscreen learning content. this was due to the complexity of window-switching and additional information seeking, which increased the cognitive load and made it harder to view webpages clearly on a mobile screen. although some participants felt the need to be constantly connected to the internet to open browser tabs, most could use the app offline by downloading the content and accessing it without an internet connection. it was concluded that web browsing significantly distracted participants' focus on memrise mall. participants indicated that phone calls could be a source of annoyance during on-screen learning, as they hamper the enjoyment of material acquisition and can be a distraction. furthermore, it was reported that phone calls could interfere with the ability to hear pronunciation from video contents, making pronunciation practices more challenging to follow. concerning the issues, the participants commented: “browsing allowed me to look up information or resources that i need such as definitions or more examples. my friends found it quite distracting when they browsed the web while trying to have a more focused memrise experience. honestly, i agree that memrise is more than enough. no need to browse for more example sentences. i usually use the app without connection to the internet. when i was on campus, i looked for wifi and downloaded materials on topics i wanted to learn in my dorm.” (p10) “we documented some potential issues when browsing the web to support on-screen learning, including difficulty reading text on a small screen, having to scroll frequently, and dealing with a lot of pop-ups and ads. i found it quite tricky to find specific information or navigate to the desired content to learn more than just memorizing memrise azwar abidin 256 joall (journal of applied linguistics and literature), 8(2), 2023 vocabularies. but, it was so difficult to switch between apps and to maintain focus after a lot of browsing.” (p18) “definitely, calls bother me a lot. they disrupted the flow of my screen learning. this is especially true if i was focused on something specific, like retaking the lessons i had failed before or there were vocabularies i missed out. even when the call ended, it was difficult to retain information or simply returned to my screen activities. i think everyone agrees with me in this one.” (p21) “i must admit, making phone calls require more attention than simply looking at a screen. i found it difficult to multitask and pay the same attention to the phone calls and the on-screen learning.” (p46) participants reported that it was challenging to remain focused when multiple windows were open and that phone calls were particularly disruptive. it was difficult for them to effectively multitask and provide both the phone calls and the on-screen learning with adequate attention. discussion the participants perceived the memrise app to be particularly effective and convenient, with the customization was being highly appreciated. the bitesized, concise, and adjustable content was well-received, as it was easy to follow and readable on mobile devices. the layouts, gamification features and material presentations were also favored for their ability to facilitate screen learning in an efficient manner. the findings of this experimental study demonstrate that the app can serve as a useful tool for improving vocabulary acquisition and retention, as well as assisting with the development of reading and listening skills (chen et al., 2019; kohnke et al., 2019; yu et al., 2022). furthermore, research has determined that memrise is an efficacious resource for grammar instruction (paradhina & laksman-huntley, 2021), with the potential to supplement traditional language learning approaches in the classroom. the results of this study were highly satisfactory, with no participants attaining a score lower than 80% on the target vocabulary. despite screen-based distractions during the memrise mall experience, the participants managed to reach the target faster than anticipated. research on users’ perceptions of their experience with memrise mall is substantially limited. this scarcity of research on the subject is probably because the memrise app is relatively new, having been released in 2010, and the initial reviews of the app did not emerge until 2012 (golonka et screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 257 al., 2014; gutiérrez-colón et al., 2020). due to the dearth of empirical evidence, this study examined the participants' perceptions based on their performance with the memrise mall experience, particularly their responses to current screen distractions while using the app. research has suggested that memrise mall may serve as an efficient tool for foreign language learning, with numerous studies indicating beneficial outcomes in terms of users' language proficiency (aminatun & oktaviani, 2019; fathi et al., 2018; paradhina & laksman-huntley, 2021; taebenu & katemba, 2021). evidence suggests that memrise mall may be more effective than traditional classroom instruction, particularly when learners can access to mobile devices for communication tasks (fathi et al., 2018). the present study has identified various factors that may contribute to successful memrise mall experiences, such as engaging and interactive content, feedback, and gamification features tailored to the student’s level. previous findings on the impacts of screen distractions on mall concluded that screen distractions could lead to increased error rates and lower comprehension levels (yu et al., 2022). it has been noted that screen distractions can impede the formation of long-term memory for language learning (shin et al., 2016). this study identified that screen distractions during memrise mall sessions had a detrimental effect on learning in some ways. initially, the shallower processing of information caused by distractions resulted in decreased learning outcomes. additionally, increased task switching due to distractions contributed to a significant cognitive load. lastly, distractions caused a lack of focus and concentration, decreasing the quality and quantity of the memrise mall experience. some studies implied that social media could be beneficial for mall in several ways (ansari & khan, 2020; giunchiglia et al., 2018). research has indicated that social media can offer learners various advantages in informal language learning outside of the classroom, such as providing access to resources (ansari & khan, 2020), tips, and peer feedback (giunchiglia et al., 2018). on the contrary, the present study noted that using social media could have some drawbacks for memrise mall, such as causing learners to become overwhelmed by the range of resources available, diminishing motivation, or leading to procrastination. therefore, educators need to be aware of these potential risks and help learners use social media to maximize its positive impact on their memrise mall sessions. studies have also indicated that notifications and pop-up messages can potentially enhance learners' engagement with mall tasks and materials (chang et al., 2017; pielot et al., 2014). learners are reminded of upcoming tasks or deadlines and are provided with useful information about the language learning process by these tools, which are beneficial for their learning (norrie & murray-smith, 2015). the present study found that some azwar abidin 258 joall (journal of applied linguistics and literature), 8(2), 2023 participants perceived notifications and pop-up messages as both intrusive and disruptive, particularly when they were not pertinent to the task. these findings suggest that, when utilizing such messages within the memrise mall tasks, it is necessary to carefully contemplate the timing, content and frequency of these messages. other distractions, such as incoming calls, were perceived to disrupt the focus of the mall and elicit negative emotions, including anxiety and frustration (huang et al., 2021). the results of the present study indicate that incoming calls have a detrimental effect on task performance and material comprehension. participants were less likely to continue with their learning session once interrupted by a call, suggesting that these interruptions impair working memory and attention, which are essential for successful language acquisition. furthermore, participants who received calls took longer to complete their memrise mall learning objectives, with no significant difference in vocabulary gains. regarding web-browsing, one study found that learners were more likely to be distracted by web browsing during a task if they were using a mobile device with a smaller screen, such as a smartphone, as opposed to a larger screen, such as a tablet (lee et al., 2018). other research has found that web browsing can negatively impact task performance, specifically in terms of working memory and task-switching ability (chen & yan, 2016). discovered that web browsing on mobile devices can have detrimental effects on memrise mall screen learning. findings revealed that participants who windowswitched to access the web during the screen learning session were less likely to recall vocabulary words and grammar rules and more prone to making errors when inputting answers on the screen. concerning this, lee (2012) demonstrated that web browsing can lead to declining task completion and comprehension rates. mirzaee and gharibeh (2016) reported a similar result, indicating that web browsing can decrease motivation to learn a language. screen distractions have been shown to have detrimental effects, including a decrease in focus and attention, reduced learning outcomes, an increase in wasted time and energy, and feelings of frustration and inadequacy. additionally, the comparatively small size of mobile devices may impede the process of reading text or instructions, requiring students to expend extra effort to comprehend the material and to ensure the successful acquisition of language skills. it is recommended that mall be strictly regulated during screen learning activities to ensure students remain focused and engaged with the material. this is due to students being occupied with notifications, scrolling through social media, playing games, watching videos, or using other apps, rather than concentrating on their language studies. notifications, alerts, or messages on students’ devices can act as a distraction that detracts from the time that could be spent on language learning. screen disctractions during memrise mall experience: course-of-action study on… joall (journal of applied linguistics and literature), 8(2), 2023 259 consequently, these kinds of screen distractions can pose a significant challenge in the context of mall, particularly in a flipped classroom setting. conclusion this study aimed at understanding the impacts of screen distractions on participants’ memrise mall experience in an efl flipped classroom setting. a small correlation exists between the total amount of screen distractions and the total vocabulary gained. additionally, a strong correlation can be observed between the total screen distractions and the total duration of the memrise mall experience, as well as between the total time allocated to the distractions and the total time spent in the experience. most participants reported that their experience of memrise mall was effective and convenient, with app layouts and gamification features stimulating their active engagement. they appreciated the ability to customize their learning experience and the self-paced time schedules, leading to more positive ratings of the learning experience and improved results. additionally, participants recognized that social media distractions while using memrise mall had a detrimental effect on their performance. social media notifications were particularly distracting, making it challenging to return to learning after being interrupted. participants expressed varied perspectives on notifications and pop-up messages, with some individuals perceiving them as beneficial, while others may deem them intrusive. cognitive overload was observed when transitioning to another window. participants reported feeling disgruntled when their phone rang while engaging in on-screen learning, as it hindered their enjoyment of material acquisition and made pronunciation practices more challenging to comprehend. the current study has been instrumental in advancing our knowledge of the detrimental effects of screen diversions on screen-based learning, specifically memrise mall in a flipped classroom setting. it has yielded novel insights and perspectives, enabling instructors and educators to make informed choices and devise effective mall tactics. additionally, the investigation has pinpointed specific facets of screen distractions to consider when screen learning occurs, thereby facilitating the creation of groundbreaking methods and assessing the efficacy of existing approaches. despite the limited sample size and short duration, this study was based on participant screen recordings and personal reports in a flipped classroom setting. as such, the results cannot be generalized to other mall settings and may not represent the entire population. to draw more accurate conclusions about long-term trends and changes over time, future studies should involve more language learning applications, larger samples, and multiple flippedclassroom or virtual settings. azwar abidin 260 joall (journal of applied linguistics and literature), 8(2), 2023 acknowledgments studying the mall experience in an efl flipped classroom setting was very expensive and resource-intensive. i am incredibly grateful to the research and community service institution of iain kendari's litapdimas program, which provided financial aid for this paper's larger project. i also want to express my sincerely thank to mirdad and gita rahmayanti of iain kendari for their assistance in participants’ performance control and project documentation. references aminatun, d., & oktaviani, l. 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(2010). effective e-learning? multi-tasking, distractions and boundary management by graduate students in an online environment. alt-j, 18(1), 71-83. https://doi.org/10.1080/09687761003657598 yu, j., zhou, x., yang, x., & hu, j. (2022). mobile-assisted or paper-based? the influence of the reading medium on the reading comprehension of english as a foreign language. computer assisted language learning, 35(1-2), 217-245. https://doi.org/10.1080/09588221.2021.2012200 the author azwar abidin, assistant professor, english education department, faculty of education and teacher training, iain kendari, indonesia. the author has devoted his career to studying lexical acquisition and processing within efl settings. his work covers a broad range of topics, including lexical-related tasks, lexical retrieval and understanding, vocabulary learning, foreign language processing, and methods and strategies in english language teaching (elt). his passion for his field is evident in his published works, which include a book that reviews various approaches and methods in language teaching and learning, as well as several journal articles covering the topics mentioned above. https://doi.org/doi https://doi.org/10.1080/09571736.2020.1752291 https://doi.org/10.1080/10494820.2015.1076851 https://doi.org/10.1080/09687761003657598 https://doi.org/10.1080/09588221.2021.2012200 microsoft word jan-juni revola, the analysis of significance difference in… 84 the analysis of significance difference in writing achievement among the students who are introvert, extrovert, and ambivert yashori revola alamsyah harahap bambang suwarno university of bengkulu email : revolory@yahoo.com abstract: the objective of this research was to investigate significant difference among personality types in students’ writing achievement. the samples of the research comprised the third semester students of english department of iain bengkulu, academic year 2015/2016. the research design was ex post facto. the result showed that the comparison result of writing achievement between introvert and extrovert types showed that sig < α, thus the alternative hypothesis was accepted. comparison between introvert and ambivert types showed that sig < α, thus the alternative hypothesis was accepted. then, comparison between extrovert and ambivert types showed sig > α, thus the alternative hypothesis was rejected. in conclusion, there was significance difference in writing achievement between introvert and both of extrovert and ambivert types. meanwhile there was no significant difference in writing achievement between extrovert and ambivert types. this means that introvert students were stronger than extrovert and ambivert students in writing achievement of narrative text. keywords: introvert, extrovert, ambivert, writing achievement. abstrak: tujuan dari penelitian ini adalah untuk menyelidiki perbedaan yang signifikan antara tipe kepribadian dalam prestasi menulis siswa. sampel dalam penelitian ini adalah mahasiswa semester iii jurusan bahasa inggris iain bengkulu, tahun akademik 2015/2016. desain penelitian ini adalah ex post facto. hasil penelitian menunjukkan bahwa hasil perbandingan prestasi menulis antara introvert dan ekstrovert menunjukkan bahwa sig <α, sehingga hipotesis alternatif diterima. perbandingan antara introvert dan ambivert menunjukkan bahwa sig <α, sehingga hipotesis alternatif diterima. kemudian, perbandingan antara ekstrovert dan ambivert menunjukkan sig> α, sehingga hipotesis alternatif ditolak. kesimpulannya, ada perbedaan yang signifikan dalam prestasi menulis antara introvert dengan ekstrovert dan ambivertt. sementara itu tidak ada perbedaan yang signifikan dalam prestasi menulis antara ekstrovert dan ambivert. ini berarti bahwa siswa yang berkepribadian introvert lebih kuat dari ekstrovert dan ambivert dalam prestasi menulis teks naratif. kata kunci: introvert, ekstrovert, ambivert, prestasi menulis. mailto:revolory@yahoo.com journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 84-96 85 introduction writing is a subject in english language teaching curricula of state islamic institute of bengkulu. the students get the subject when they are at second semester. through writing activity, the students are expected to be able to express meaningful ideas in term of functional text and simple short essay. however, to write any kinds of paragraph is not easy because it needs more knowledge in writing a good passage. in writing a passage, students should pay attention and consider the characteristics of a good passage namely unity, coherence, and completeness. there are some problems that seem related to personality in writing skill such as difficulties in finding ideas, lack of grammar, lack of vocabulary, lack of exercise and lack of technical writing (djuhari as cited in nadrah (3,2012)). based on the the data of observation in learning process of writing class, the researcher found that each student had different achievement in all four english skills. some students performed better in only a certain skill, not better for other skills. it could happens because there are many factors that influence the result of a study beside the treatment given by the lecturer or the quality of lecturer. relating to the information, the researcher interviewed the writing lecturer in english department of state islamic institut of bengkulu on 25 october 2015. based on the interview, there were students who got really high score while the others got really low score even though the students were taught with the same treatments. furthermore, the lecturer said that the students who tended to be physically less active and tend calm sometimes they tended to get high score, they also indicated by other factors that may influence the students’ writing. the students writing capability is possibly influence by students personality. this is practically caused by active and passive personality that could influence the achievement of the students in writing. there are two types of personality. they are extroversion and introversion. extraversion is one of the variables in classifying type of personality. it refers to the relationship of extrovert-introvert personality. in this category, personality can be arranged into two types, they are extroversion and introversion. then, extraversion is the act, state, or habit of being predominantly concerned with and obtaining gratification from what is outside the self while introversionis “the state of tendency toward being wholly or predominantly concerned with and interested in one’s own mental life”extraversion and introversion are part of a single continuum. thus, a person who is high on extraversion is low on introversion and vice versa (shina and fatima, 2013: 1). besides, personality has been proven as one of element influencing performance in efl. both introvert and extrovert personality show difference achievement in speaking and writing of efl. the students with extrovert personality seem better than those with introvert personality in speaking revola, the analysis of significance difference in… 86 performance. however, in writing performance students with inrovert personality are more capable to deal with linguistic form and grammar ( qomarudin cited in hendarwan, 2012). in accordance with previous discussion and theoretical empirical findings, researcher wants to investigate whether the personality is a factor that influences students’ writing. that is why researcher is desire to investigate whether introvert students are different from extrovert and ambivert students or not in their writing achievement, or introvert students are even better in their writing especially in writing narrative text at the third semester students of english language teaching program. according to hougue (1997:02) writing is a progressive activity. this means that when someone first writes something down, she has already been thinking about what he is going to say and how is going to say it. then after he has finished writing, he reads over what he has written and makes changes and corrections. based on frendo (2005:81) stated that writing is a key part of the day-to-day activities that used in a vast range of different situations. it allows communication across time and space, and provides an invaluable medium for storing records and others information. written communication offers different challenges from spoken interaction. in one way, writing is easier than speaking, in that it is not usually spontaneous and near instantaneous. writing requires planing and organizational skills, as well as skill in linking paragraphs and sentences together, skill in spelling, punctuation, word order, word choice, and so on. according to jhonson (2008:19), a process approach to writing instruction involves five stages such as prewriting, drafting, revising and editing, proof reading, and publishing. personality is one of the main topics in psychology. there have been many scientists who tried to make discussion about the meaning of personality. until recently, there is no definition which is agreed by all scientists as the standard definition to explain the meaning of personality according to their point of views. extroverts are more energised when they have others around them. a cosy night in for them would probably involve about half a dozen friends or family as well as yourself and they love other people. some other will love them with compassion and a genuine interest, others because they offer the opportunity to have an audience (anthony, 2015: 01). they can also be very demanding, liking centre stage, and prepared to do almost anything to keep the spotlight on them. extroverts need stimulation or they become bored quite quickly. repetitive tasks will be a turn off unless they are fun or have some kind of payoff – like attention. their concentration is span, particularly in solitary pursuits, tends to be shorter than introverts. they are happy to share their thoughts even if they have not been thought through fully. in addition the extroverts often are easier to journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 84-96 87 change their minds than an introvert and they tend to have a wide circle of friends. so far, we only know two types of personality: extrovert and introvert. however, there is one type of personality that go unnoticed: ambivert. in a study led by dr. grant, a psychologist at the university of pennsylvania, explained that half of the total world population has a personality ambivert. quoted from the wall street journal, dr. grant explained that only a third of the world's population who have extrovert and introvert dominant. ambivert someone who has characteristics that exist in both classes. however, there is no dominant trait possessed by a ambivert. in studies on ambivert published in the journal psychological science in 2013, explained that the ambivert very easy to adapt to environmental conditions that can make an extrovert, or the introvert. from the study also made clear that an ambivert at a time will be very happy sociable, while at other times, too comfortable living alone. in fact, the study of ambivert already been done in 1920 by a researcher named carl jung. however, the concept of personality it just becomes a theory that he could not give a name. new in 1940, the type of personality ambivert could eventually be explained in detail. methods in this research, the researcher used a quantitative approach, an expost facto or causal comparative design, which contrasting the introvert , extrovert, and ambivert students’ in writing achievement. a quantitative approach intended to describe current condition, investigate relationships, and study cause-effect phenomena (gay, 2000). furthermore, in quantitative method the data is in numerical form and the analysis uses statistic (sugiono, 2013). in this case, the researcher used this method to investigate the significance different in achievement among introverts, extroverts, and ambiverts in writing narrative text. the population of this research was students in the third semester of english department of iain bengkulu academic year 2015-2016. there are four classes of the semester which are divided into a, b, c and, d. each of the class consists of 30 students. the total of the sample that will be taken by the researcher is 50% x 116 = 58. in addition, taking the number of samples by following the sampling technique. technique sampling is a technique to taking sampling (sugiyono, 2010:56). the sampling technique using proportionate stratified random sampling technique. the reason using this technique because the population in this study is only the third semester students of english department of iain bengkulu that divided into four classes. so that all classes can be represented, then samples were taken from each class in the same proportion. the sampling procedure is by lottery. the reason using lottery is fairly simple for researchers and allowing injustice can be avoided. moreover, the research design was ex post facto and the procedure of this research revola, the analysis of significance difference in… 88 were included determining the population and selecting the samples, distributing questionnaire, selecting writing test, conducting writing test, analyzing, interpreting and concluding the data. in collecting the data, the researcher used two stages as follow; 1. questionaire firstly, the researcher gave the students questionaire in order to know their personality types. the questionnaire consisted of 32 items. they also have to answer the following question t (true) or f (false). after the students answered the question, they add up the true answer and check the scoring at the end of the list to see if they are an introvert, an extrovert, or an ambivert. 2. writing test in this study, writing test as the instrument of the study. the researcher asked the students to choose which topic they like and write it in narrative text. then, the researcher checking out the the result of the test. after that, the result would be classified based on their group of personality to find out whether introvert students are different from extrovert students or not in their writing achievement, or introvert students are even better in their writing achievement especially in writing narrative text by analyzing students writing ability. on the other hand, the scoring analysis on writing skill of the students that used by the researcher was as follow: maxn – minn r = 100 – 34 = 66 interval = ோ ௡೎ = ଺଺ ହ = 13,2 no interval category 1 86,9 100 very good 2 73,7 – 86,8 good 3 60,5 – 73,6 fair 4 47,3 – 60,4 poor 5 34,1 – 47,2 very poor (weigle sara cushing. 2002) in this research, the researcher used questionnaire as the tool to know the students’ personality wheter extrovert, middle of continuum or introvert . the questionnaire was taken, and translated into bahasa indonesia in order to minimize the misinterpretation by the students. the questionnaire consisted of 32 items. they also answered the following question t (true) or f (false). after the students answered the question, added up the true answer and check the scoring at the end of the list to see if they are an introvert,fall in the middle of the continuum or an extrovert. as the criteria to knowing students who were introvert is 20-32, journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 84-96 89 middle of the continuum 10-19, and extrovert is 1-9. then, after known the personality of the students, the researcher devided the scores of writing based on their personality.in analyzing the data, the researcher used t-test to determine whether there are differences in outcomes between the groups writing introvert, extrovert, and ambivert into write a simple paragraph in the form of narrative text on the third semester of english department iain bengkulu academic year 2014 2015. the tests of difference employ the spss 20. the value of this research is a test of the three groups, then significance testing using ttest. if f count ≤ f table, the a formula is used it means that the both samples have equal variance. thus, we used the t-test for independent score were equal variants (formula a). the formula as follow: ௖௢௨௡௧ݐ = ௑భି ௑మ ௌ೏೔೑೑ ܺଵ = ∑௑భ ேభ ; ܺଶ = ∑௑మ ேమ ௗܵ௜௙௙ = ඨ ∑௫೔ మି (∑೉భ) ಿభ ା ∑௫మ మି (∑೉మ) ಿమ ேభା ேమ ି ଶ ቘ ଵ ேభ + ଵ ேమ ቙ if f count ≥ f tables, the b formula is used ௖௢௨௡௧ݐ = ௑భି ௑మ ඨ ೄభ మ ૚షࡺ ૚ ା ೄభ మ ૚షࡺ ૚ the t form of the formula will be called t count. t count will be compared to t-table at α = 0.05 and corresponding df two result may occur: if ௖௢௨௡௧ݐ > ;௧௔௕௟௘ݐ ଵܪ will be accepted and ଴ܪ will rejected. if ௖௢௨௡௧ݐ < ;௧௔௕௟௘ݐ ଴ܪ will be accepted and ଵܪ will rejected. the calculation of t-test for writing test in this research was compared to watch out the writing achievement between introverts and extroverts, introverts and ambiverts, and extroverts and ambiverts. result and discussion result validity and reliability of the questionaire to know the validity and reliability, the questionnaire was given to the fifth semesters students of english department of iain bengkulu academic year 2014/2015 as the try out. the draft consisted of 80 items of questionnaires. only 32 items of the questionnaire were focused to be valid and the reliable was used cronbach alpha coefficient between 0 and 1. the result showed that the alpha was 0.890 (α>0.5). personality types of the students the questionnaire test was done to classify the sample into groups based one their type of personality. the test was distributed in the first meeting in each sample class. it consisted of 32 item, and it was administered in 10 minutes. based on the result of the test, the researcher analyzed the score then grouped the sample. out of 58 students who followed the test, 23 students or 39.7 % are classified into introvert, 27 students or 46.5 % are classified into extrovert. and the other 8 students or 13.8 % are put into middle of the continuum or ambiverts group. revola, the analysis of significance difference in… 90 writing achievement after doing the analysis, the result are performed in the table bellow: table 1: the distribution of frequences of writing test category no interval frequency percentage (%) 1 86,9 100 4 6,9 2 73,7 – 86,8 43 74,14 3 60,5 – 73,6 11 18,96 4 47,3 – 60,4 0 0 5 34,1 – 47,2 0 0 total 58 100 % the table above showed the distribution of frequences of writing test category. the table described that the students who got very good was 6,9 %. then, there were 43 students got good score with percentage 74,14 %. meanwhile, there were also 11 students got fair score with percentage 18,96% and there were not students who got poor and very poor score in this composite score of writing test. table 2: writing achievement of the student based on personality type personality type writing achievement category percentage (%) very good (%) good (%) fair (%) poor (%) very poor (%) introvert 6,90 32,76 0 0 0 39,66 extrovert 0 27,59 10,34 0 0 46,55 ambivert 0 18,96 3,45 0 0 13,79 total 6,90 79,31 13,79 0 0 100 % the table above showed the total of the student based on their personality type in writing achievement categories. it showed that the student who got very good were 6,90% students that consist of 1 introvert. then, 79,31% students got good score that journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 84-96 91 consist of 32,76% introvert, 27,59% extrovert, and 18,96% ambivert. after that, there were 13,79% students got fair score that consist of 10,34% extrovert and 3,45% ambivert. meanwhile, there were not students who got poor and very poor score in this composite score of writing test. hyphotesis testing table 3: group statistic between introvert and extrovert personality type mean score t-count sig remark introvert 82,32 5,806 (0.000 < 0,05) s extrovert 74,14 note: s = significance the table above showed that sig = 0,00, α = 0,05. it was found that the value of sig < α, (2-tailed test, α = 5%). thus, the difference in means is significant. table 4: group statistic between introvert and ambivert personality type mean score t-count sig remark introvert 82,32 3,95 (0,02 < 0,05) s ambivert 74,59 note: s = significance the table above showed that sig = 0,02, α = 0,05. it was found that the value of sig < α, (2-tailed test, α = 5%). accordingly, the difference in means is significant. table 5: group statistic between extrovert and ambivert personality type mean score t-count sig remark extrovert 74,14 0,21 (0,83 > 0,05) ns ambivert 74,59 note: ns = not signigficance revola, the analysis of significance difference in… 92 the table above showed that sig = 0,83, α = 0,05. it was found that the value of sig > 0,05, (2-tailed test, α = 5%). furthermore, the difference in means is not significant. based on the result of the statistic analysis above, the researcher can summarize the t-test result as the table bellow: table 6: summary of the significance difference in writing achievement among the students personality types personality type introvert extrovert ambivert introvert sig sig extrovert sig not sig ambivert sig not sig the table above showed that there was significance different of writing achievement between introvert students with both of extrovert and ambivert students. meanwhile, there was no significance difference of writing achievement between extroverts and ambivert students. discussion in this research, the researcher carry out 3 times t test between introvert and extrovert student, introvert and ambivert student, and extrovert with ambivert student. first, the t test result between introvert and extrovert was that ha is accepted. second, the t test result between introvert and ambivert was that ha is accepted too. finally the third, the t test result between extrovert and ambivert was that ha is rejected. based on the result above, the researcher found that the introvert students has better achievement in writing than the extrovert and ambivert student; especially the student at the third semester of english department of iain bengkulu. it is probably more related to their characteristics as an introvert. since the introvert characteristics which are thoughtful, careful, and passive support them to have better performance in writing. meanwhile the extrovert characteristics that are talkactive, sociable, and active even; the ambivert students who always changeble that could not be predicted what is their personality exactly that support them to have better performance in the other skill, i.e., speaking. the characters of someone who is introvert are like to stay alone, not really friendly but to close friends, does not like interaction with other people, passive, pessimistic, not aggressive, like reading than chatting, shy typed, considerate, does not like crowd, calm, stable, love monotonous work. furthermore, young as cited in soufi (2012:613) explain some more details of the characteristics of extroversion and introversion. he state that journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 84-96 93 extroverted person directs vital energy (libido) to outside the self and focus on external events, people and situations that is highly under the influence of environmental forces, friendly and confident. whereas, introverted person directs libido flows to inside the self. introverted person are more perspective andresistant against external influences. they are less confident and less friendly in relation to others and outside the world compared to extroverted person extrovert people are usually fluent in speaking, free of feeling worry and not easily get ashamed and awkward, love to work with others, and good at adapting with their surroundings. they also put interest in athletic. in the other hand, introvert people are more fluent in writing than speaking, tend to be serious and anxious, like working alone, often find difficulty in behaving, and love to read. whereas, an ambivert people is those who has characteristics that exist in both classes. however, there is no dominant trait possessed by a ambivert. in a study of ambivert report published in the journal psychological science in 2013, explained that the ambivert very easy to adapt to environmental conditions that can make an extrovert, or the introvert. in classroom particularly, one needs to be able to master exercise, drills, and other analytical oral and written activities. considering the characteristics of introvert students which is thoughtful and tend to be analytical, it is speculated that introvert student will perform better in writing rather than extrovert student does. above statement is supported by the result of a research done by shahila (2012:33). her study done to extroversion-introversion and risk-taking in the context of second language acquisition. the result show that introvert personality be better suited to classroom learning, especially reading and writing skills. similar result can also be found in mukundan (2011:161). his study indicate that personality type had no significant effect on learners progress in writing. nevertheless, self-correction method showed to be significanly effective at 0.5. in addition, the statement above was supported by opinion of muslim (2014:105) that to master writing, one should read a lot because better writer tends to be better reader. academic writing assigment require students to master the knowledge of good writing. evaluation judgments of the different fields of learning are mainly based upon writing. student who are skilled in writing can get better grades than those who are unskilled. thus, the basic of good writing should be taught and practiced from the early year of learning. on the basis of the previous paragraphs, the researcher assumed that introvert students would perform better in writing. it is due to the fact that introvert students pose those characteristics which are in line with writing process. in order to produce a good writing, one needs to consider many principles in order for the writing to be understandable by the readers. in short, it is a complicated process that requires time and revola, the analysis of significance difference in… 94 a lot of thought, something that extrovert people do not really like. furthermore, students who are ambivert actually have some qualities of the introvert and some of the extrovert. it means that if there is a factor which influence them, the personality types might be changed. in other words, the personality types of the middle of the continuum or ambivert students are changeable. when they answered the questionnaire, it could not predict what is their personality exactly. eventhough they could us predicted what is their personality exactly, but the researcher keep decided them to be calculate. the result of the calculation as explained before. in this study, the extrovert people can build better communication with other people since they are sociable and openminded whereas the introvert people who are passive and just liking solitary activity made them to be used to listen other people speaks. this statement is supported by muharrami (2013:08) that extrovert people are usually fluent in speaking, free of feeling worry and not easily get ashamed and awkward, love to work with others, and good at adapting with their surroundings. however, there is no dominant trait possessed by a ambivert. in a study of ambivert report published in the journal psychological science in 2013, explained that the ambivert very easy to adapt to environmental conditions that can make an extrovert, or the introvert. furthermore, students who are ambivert actually have some qualities of the introvert and some of the extrovert. it means that if there is a factor which influence them, the personality types might be changed. in other words, the personality types of the middle of the continuum or ambivert students are changeable. when they answered the questionnaire, it could not predict what is their personality exactly. eventhough they could us predicted what is their personality exactly, but the researcher keep decided them to be calculate. the result of the calculation as explained before. having known the result of this study as stated previously and as related to the some theories and previous study, this research, this research presented the positive side and negative side or the weaknesses and the strengths of this study. specifically this study is the further study of some debatable or arguable about the differences achievement between the introvert and the extrovert in the context of foreign language acquisition through learning activity in particular setting of school institution. therefore, theoretically this study supported and strengthened related theory that considers that the introvert got better writing achievement than those extrovert. the other strength of this study was different from other studies that only focused on the introvert and the extrovert meanwhile this study not only on those variables but also the hidden which was not covered in previous study where this study also investigated the achievement of ambivert in writing. from this study, it indicated that the students with the ambivert got better achievement that closely similar with the journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 84-96 95 extrovert achievement. in addition, the weaknesses of this study was that this study used limited samples and also need more related theories particularly that can support the finding of this study related to the ambivert achievement in writing because there was no any researches or theories found by researcher related to the ambivert as implied in this study. therefore, it is important to find out information and to do further study related to the ambivert characteristics. relating to the research discussion, this research contributes theoretical and empirical finding, as consideration to the teaching english as foreign language in education particularly for efl teachers to give attention on the variety of characters of their students in their classroom because the characteristics can be the gap among the students in the term of achievement in writing as implied on previous discussion. thus, in the teaching of writing for efl, it is important for the teachers to give extra attention to the extroverts and ambivert students in writing class because their writing is significantly lower than the introvert students. conclusion and suggestion in this study, the researcher found that 23 students or 39.7 % are classified into introvert, 27 students or 46.5 % are classified into extrovert. and the other 8 students or 13.8 % are classified into ambiverts group. moreover, there was significant different achievement in writing ability among personality types. the students of introvert type have better result than extrovert type in writing skill test as well as the students of introvert type have better result than ambivert type in writing skill test. meanwhile, the students of extrovert type have almost the same result as ambivert type in writing skill test. since personality influenced students’ achievement in writing, efl teachers are suggested to pay more attention to their students personality types at their classroom. it is necessary for the teachers to know all students’ personality and they have to attempt to make balances among introvert students and extrovert students . that is why through this study it is recomended for the efl writing teachers to give more attention to the students who are extroverts and ambivert because the students with the characteristics tended to get less success result than the introverts. furthermore, since the study provided the information related to the personality contribution on students writing achievement, the researcher recommended for other researchers to find out further scientific investigation to strengthen the finding of this study in order to answer the natural phenomenon factor found in this study comprehensibly which is related to the personality effects in writing english as foreign language. reference anthony. 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(2011). impact of self-correction on extrovert and introvert students in efl writing progress. english languange teaching. journal of canadian center of science and education, vol. 4, no. 2; june 2011: universitiputra malaysia. muharrami, l.(2013). a comparative study between introvert and extrovert students personality in listening achievement. http://jurnal.fkip.unila.ac. id/ index.php/123/article/view/1538, vol2, no 8 (2013). nadrah. (2012). assesment in improving students’ writing ability. jurnal bahasa allughah, vol. 1 no.2 desember 2012, issn: 2302-9986: iain bengkulu / (2), 1-12. soufi, m. (2012). the studying of the relationship between personality type (extrovert or introvert) and personals organizational citizen behaviour. interdisciplinary journal of contemporary research in business, vol. 4 no. 8: islamic azad university. sugiyono. 2013. metode penelitian kuantitatif, kualitatif. bandung: alfabeta. shahila, z. (2012). a study on the relationship between extroversion-introversion and risk-taking in the context of second language acquisition. international journal of research studies in language learning, volume 1 number 1, 3340. weigle, sara cushing. 2002. assessing writing, cambridge: cambridge universitypress. joall (journal of applied linguistics and literature), 8(2), 2023 281 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/26821 https://doi.org/10.33369/joall.v8i2.26821 online remote esl education challenges, opportunities and readiness among high school students during school closure lois gwyn peter , adelina asmawi 2department of language and literacy education, faculty of education, universiti malaya, malaysia 50603, kuala lumpur, malaysia article info abstract article history: received: mar 8, 2023 revised: mar 18, 2023 & may 11, 2023 accepted: june 10, 2023 the covid-19 outbreak caused mass school closure, pushing teachers and students into online remote education and forcing them to adapt to unfamiliar pedagogical norms. drawing on koole’s (2009) framework for the rational analysis of mobile education (frame) model, this study explored the challenges and opportunities of online remote esl learning as experienced by four selected high school students from urban and rural sarawak, malaysia. it also explored the extent of their readiness for online remote esl education one year into school closure. this study employed a multiple case study approach which included observations, document analysis and in-depth interviews of participants from multiple demographic categories. findings discovered challenges that affected the students’ online remote esl learning experience included the teacher’s physical absence, lack of engagement during lessons and unfavourable learning conditions. online remote esl learning also presented students with educational opportunities, particularly independent learning, online social learning and skills development. findings suggested that urban students were ready, capable and equipped for online remote esl learning whereas rural students were not as urban students had better digital resources, higher digital competency, sturdier support system, robust modes of instruction for online remote english lessons and higher language proficiency. this study concluded that individual characteristics of students, digital resources, language proficiency and appropriate learning environments play essential roles in supporting online remote esl learning. therefore, this study holds a significant theoretical implication for esl education and the construct of koole’s frame as it validates that when aspects related to the learner, device and social interactions in online remote learning are fulfilled, it can result in an ideal online remote learning experience. keywords: online remote esl education opportunities student readiness high school students school closure conflict of interest: none funding information: none correspondence: lois gwyn peter, faculty of education, university of malaya, malaysia loisgwynpeter96@gmail.com ©lois gwyn peter & adelina asmawi this is an open access article under the cc-by-sa international license. how to cite (apa style): peter, l.g. & asmawi, a. (2023). online remote esl education challenges, opportunities and readiness among high school students during school closure. joall (journal of applied linguistics and literature), 8(2), 281-302. https://doi.org/10.33369/joall.v8i2.26821 https://ejournal.unib.ac.id/index.php/joall/article/view/26821 https://doi.org/10.33369/joall.v8i2.26821 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.26821&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.26821 https://orcid.org/0009-0003-8550-1102 lois gwyn peter & adelina asmawi 282 joall (journal of applied linguistics and literature), 8(2), 2023 english education had taken a huge hit after the pandemic struck and forced mass school shutdowns. hassan et al. (2021) stated that students must focus on learning basic skills of language acquisition, as well as digital skills as esl education shifted to web-based learning due to safety concerns. despite various challenges faced during the abrupt switch to virtual modes of learning, it was found that online learning was able to encourage collaborative, independent and flexible learning, and develop ict competence (hassan et al., 2021). in malaysia, the covid-19 pandemic caused mass quandary as the ministry of education made back-and-forth decisions to close and reopen schools throughout 2020 and 2021 due to spikes in cases. students had experienced major setbacks as a result of school closure especially when english, a mandatory subject for school students, could not be taught in its previous instructional normalcy. in the state of sarawak, telecommunications coverage is present throughout most of the region. however, internet coverage is still very limited and some regions are not equipped with access to basic infrastructure such as hospitals and schools. during the nationwide lockdown, news of students from the rural district of lubok antu went viral when they had to take 3-hour hikes to gain internet access following school closure. a university student who camped atop a tree in the bornean rainforest just to access the internet and download assignments also made headlines across the country. this sadly reflects the plights of underprivileged students in malaysia who could not cope with online learning. hence, this study investigates the challenges and opportunities faced by high school students as well as perceived readiness for online remote esl learning a year into school closure. online remote learning had not been previously practised in malaysian schools. however, the pandemic forced malaysia to implement this method as an alternative to physical classes during nationwide closure of schools. that said, online remote education should be acknowledged as a feasible solution for whenever physical classes are impossible (joshi, et. al, 2020). this becomes more crucial as past studies have proven influenza-related pandemics occur every 1 to 3 decades (morganstein, et. al, 2017). although we have become better-prepared for pandemics over the years, we caannot always prevent them from happening and may only anticipate, detect and respond as they occur (marín-hernandez, et. al, 2021). in response to the outbreak, countries saw online remote education as the best solution to school closure, despite its many difficulties of execution (hossein-mohand, et. al, 2021; lau & lee, 2020; teymori & fardin, 2020). thus, the pandemic highlighted that there is a need to find sustainable educational solutions for times of crises. online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 283 esl education had shown a significant progress in innovative pedagogical practices due to school closure (mahapatra, 2021). many countries were able to move their education online through numerous online platforms, thus restoring some form of normality among students. despite that, the world and our education systems were still unprepared to handle crises of this scale (nomura et. al, 2021; lai & widmar, 2020). worse, school closure during the pandemic further aggravated the digital gap between learners of low-income and high-income households. therefore, students of varying backgrounds, geographical locations and socioeconomic statuses suffered different challenges from online remote education. as the crisis brought on negative and positive implications to malaysian education sectors and the teaching and learning process in schools, the study of such a topic may help schools and educational institutions become better prepared for management, primarily of teaching and learning, during times of crises in the future. the significance of this study emerged from the educational issues we face today stemming from the pandemic. jin et. al (2021) found despite online learning methods increasing in practice during covid-19, its actual effectiveness and potential had not been reached. there are few studies exploring how online remote esl education has been adapted since covid19 forced school closure worldwide. in order to equip ourselves with relevant knowledge to embrace similar situations in the future, we must first understand and look closely into issues in esl education experienced during school closure amidst covid-19. thus, this study explores the different challenges and opportunities presented by online remote language learning for esl students of various backgrounds. it may help the education ministry and policymakers to explore complexities of online remote esl education in a time of crisis, assess their preparedness for it and implement appropriate strategies to improve issues related to online remote esl education during school closure. findings are confined to a four case study sample of two students from urban high schools and two students from rural high schools. their participations were selected based on their individual backgrounds, socioeconomic status and geolocation. in any type of case study, findings can never be generalised to a population (verleye, 2019). in fact, polit and beck (2010) believed that extrapolation in qualitative case studies are always rooted within a context. therefore, valuable findings of this study are not for the purpose of generalizing to the entire population of high school students in sarawak, malaysia. research boundaries were set by exploring online remote esl learning experiences of the students throughout the malaysian school closure period in the final quarter of 2021, over a year since the pandemic mandated school closure. thus, findings reflect the online remote english lois gwyn peter & adelina asmawi 284 joall (journal of applied linguistics and literature), 8(2), 2023 learning challenges, opportunities and perceived readiness of four selected students during school closure within that specific time period. drawing on the construct of koole’s (2009) framework for the rational analysis of mobile education (frame) model, the study aims address these questions: 1) what are the online remote esl learning challenges faced by selected high school students of urban and rural sarawak while engaging in online remote esl learning during school closure? 2) how does online remote esl learn present educational opportunities to the students? and 3) to what extent are sarawakian high school students prepared for online remote esl learning after a year of school closure? frame posits effective mobile learning (m-learning) allows learners to move within physical and virtual locations to interact with other people, information or systems, and is not hindered by time and space (koole, 2009). the ideal m-learning experienced is shaped by individual and converging aspects, including device (d), learner (l) and social (s). figure 1. the frame model as conceptual framework of this study the device (d) aspect of the model comprises physical components, technical and functional attributes of a mobile device (koole et. al, 2018). in the context of this study, d encompasses all technological tools used by the students for their online remote esl classes. the learner (l) aspect pertains to users’ cognitive capacity, previous knowledge, memory, individual values, online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 285 emotions and motivations (koole et. al, 2010). device intersects with learner to form device usability (dl). for this study, dl comprises mobility of a learning tool, accessibility and availability of information, psychological comforts while using the device and users’ satisfaction towards the device. the social (s) aspect encompasses the users’ social interactions and cooperation during esl learning. social combines with device to create social technology (ds). in this study, it involves device networking, system connectivity and digital platforms used for collaboration. meanwhile, social and learner integrate to form interaction learning (ls). in this context, ls covers student-teacher and student-student communication, support within their community and authenticity of class activities. the mobile learning process (dls) is the backbone of the frame model. it integrates all three aspects, device (d), learner (l) and social (s), and includes all characteristics of all intersected aspects. although frame model is a construct for ideal m-learning, differences between m-learning and online remote learning will not affect the viewpoint of this model in this study. ozdamli and cavus (2011) defined mlearning as an educational process whereby learners acquire learning materials via mobile technology and internet network, regardless of time and place. meanwhile, firdoussi et. al (2020) describe remote learning as the use of alternative educational methods outside the traditional classroom. ozmaden and yildiz (2020) further explain that remote education occurs regardless of the time and place and generally assisted by electronic communication tools. hence, remote learning during covid-19 is correlated with m-learning. methods research design this study utilised a multiple case study since research questions rely on the experience and perceptions of participants. as they came from different backgrounds, the online remote esl learning experiences during school closure were unique to each individual. employing a case study approach allowed in-depth investigation of participants’ individual experiences. this could not be considered a case without the context: online remote education during the covid-19 pandemic. as summarized by griffee (2012), case studies are beneficial for education-related research as they are particularly good at answering “why”, “how” and “what” questions, explore realities, recognize complexities in social truths and form descriptive materials for interpretation. a multiple case study approach was able to accommodate the need for this present study, which was to inform policymakers, educators and major stakeholders in education about the various challenges, opportunities lois gwyn peter & adelina asmawi 286 joall (journal of applied linguistics and literature), 8(2), 2023 and readiness of selected students from sarawak for online remote esl education. for this study, the online remote esl learning experiences from the perspective of high school students of distinctly different backgrounds in rural and urban sarawak were investigated from november 2021 to february 2022. the selection of participants was based on criterion sampling, which is a type of purposive sampling. this process involved selecting different participants who share at least one predetermined criterion of significance (suri, 2011). participants were high school students who underwent online remote esl learning during the pandemic, but differed in geolocation, school and socioeconomic backgrounds. since the participants were students and unemployed, the researchers took into consideration their parents’ education status and occupation as markers for their socioeconomic status. participants’ household incomes were not included as a measurement of their socioeconomic status as they were private information undisclosed by their parents. all four participants were lower high school students aged between 13 to 15 years. the locality of their schools, where they lived (either rural or urban) and their socioeconomic background, ranging from low-, middleand high-income households were criteria for their selection. details of selected participants are summarised in the following table. table 1. details of selected participants case no. community school socioeconomic background pseudonym 1 urban urban affluent diana 2 urban urban middle class ezra 3 rural rural poor robin 4 rural rural middle class noah instruments and procedures observation, document analysis and focus-group interview were methods to collect data. the researchers first carried out observation of the online classes as participant observers by attending the classes as they were conducted. private documents, such as homework or tasks given during or after their online remote classes were used as supporting evidence to the observation field notes and statements made by participants. focus group interviews were conducted among participants to establish their respective backgrounds, personal experience with online remote esl learning throughout the pandemic, general views on the issue and their perceived readiness for online remote esl learning during school closure. two separate focus-group online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 287 interviews were conducted: one with urban participants and one with rural participants. these were conducted to produce a comfortable and less intimidating environment for the young participants, allow them to speak more freely, and reduce their shyness when answering questions. in another attempt to ensure trustworthiness of data through statements made by the participants, the researcher collected additional or corroborating information from sources close to the participants, such as their parents, family members or teachers. data analysis procedures after data from observations, documentation and interviews were collected, the researchers referred to the frame model to analyse and compare information, and draw conclusions. in identifying information that could be used as data, the researchers looked closely into the way students struggled with online remote esl learning and the skills they exhibited during their online remote esl lessons. from the raw data, the researchers formed three categories which included their issues, educational opportunities, and perceived readiness for online remote esl learning. after immersing in the data, the researchers were able to identify themes for each category before coding the data. table 2. coding of the online remote esl education challenges, opportunities and readiness among high school students in sarawak themes subthemes category 1: online remote esl learning challenges teacher’s physical absence students’ negligence due to teacher’s physical absence, difficulty maintaining focus, lack of guidance, lack of supervision. lack of engagement in class boredom from teacher-centric and repetitive approach in class, unenthusiasm, lack of interest to engage unfavourable learning conditions teacher’s poor digital literacy and home environment, poor digital resources and lack of support, weak internet network. category 2: education opportunities presented by online remote esl learning independent learning student responsibility, self-reliance. online social learning online discussions, active discussion among peers, online interactions for learning purposes. lois gwyn peter & adelina asmawi 288 joall (journal of applied linguistics and literature), 8(2), 2023 themes subthemes skills development sharpen ict skills, improved digital literacy, using the internet to aid learning. category 3: readiness for online remote esl learning student readiness capable and equipped, less capable and ill-equipped findings case 1: diana (urban, affluent) esl education challenges there were two challenges established from diana’s online remote esl learning experience. first of all, diana struggled with the physical absence of her teacher during her online remote classes. the physical separation between teacher and students became an obstacle for diana’s teacher to properly exercise classroom management and control, which in turn caused her to lack concentration in class. apart from that, she also grew negligent of online remote english classes as the lack of engaging activities failed to pique her interest. as a result, two aspects of the frame model, such as interaction learning (ls) and learner (l) were not fully met. esl education opportunities online remote esl learning has also presented diana with several educational opportunities. among them were independent learning habits, where she completed class work assigned to her and carried out revision independently. despite the lack of concentration during class, her responsibility in completing class work was consistent to the learner (l) aspect. additionally, online remote esl learning enabled her to participate in online discussions among friends. this allowed her to socially interact and exchange ideas and information simultaneously. this indicated that the interaction learning (ls) aspect was enabled during her online remote esl learning experience. her ability to use tools such as whatsapp, google meet and discord to discuss answers with peers implied that the social technology (ds) aspect was also met. simultaneously, she was able to improve her ict skills from frequently attending online remote esl classes. in other words, she was able to navigate online websites and applications appropriately, develop information management skills and hone critical thinking skills when searching for information online. this highlighted that the device usability (dl) aspect, which encompassed diana’s learnability to use learning tools, was fulfilled. although diana’s educational opportunities presented by online remote esl learning showed certain features of interaction learning online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 289 (ls) and device usability (dl) aspects being met, these aspects were only partially met, as she still struggled with the physical absence of her teacher and a lack of interest in the lessons, which are also characteristics that fall under those aspects. esl education readiness diana’s case indicated that she was ready and equipped for online remote learning. firstly, she possessed positive traits that would enable her to cope with online remote learning long-term. she was disciplined and independent, and was aware of her student responsibility by completing the homework assigned to her despite her lack of concentration. furthermore, she was equipped with digital devices that could aid her online remote esl education, such as a laptop, computers, tablet and smartphone. she also possessed a strong internet connection. thirdly, diana was immersed in a community that supported and aided her learning experience, as she had peers to actively discuss answers with, a teacher who answered students’ queries online and in class, and a mother who provided assistance when needed. these factors indicated that several aspects of the frame model had been met in order for diana to be perceived as ready, competent and equipped for online remote esl learning, which included the learner (l), device (d), social technology (ds) and interaction learning (ls) aspects. case 2: ezra (urban, middle class) esl education challenges ezra faced three challenges throughout his online remote english learning, including the lack of his teacher’s authoritative presence in class, poor engagement in class activities and disruptive learning conditions. first of all, he struggled with the physical absence of his teacher during the online remote english lessons. the lack of supervision from his teacher caused difficulty in focusing his attention on his online remote lessons, which eventually led him to procrastinate in completing his english exercises. as the interaction learning (ls) aspect encompasses student-teacher interaction and how it affects students’ learning in the classroom, his teacher’s inability to monitor him during lessons demonstrates how this aspect was affected. secondly, ezra grappled with engaging more in class, as the topics did not kindle his interest, the class activities were recurrent and the attendance among his classmates was generally poor. this indicated that the device usability (dl) and social (s) aspects in his online remote esl learning were unfulfilled, as ezra grew bored of lessons and struggled to participate in class activities. ezra also faced disruptive learning conditions such as his teacher’s poor digital literacy and the occasional network and audio disruptions during online class, which impacted his online remote english lessons. this shows both device usability lois gwyn peter & adelina asmawi 290 joall (journal of applied linguistics and literature), 8(2), 2023 (dl) and social technology (ds) aspects during online classes were not achieved because the means of teaching and psychological comforts of the student were affected by these inconveniences. esl education opportunities online remote esl learning presented ezra with several educational opportunities. for instance, he developed student independence as a result of online remote english classes. although his attention was not fully invested in ongoing online remote classes, he still practiced student responsibility in completing all the class tasks assigned to him by his teacher. consequently, he always submitted his assignments on time and had no disciplinary issues in that regard. this shows that the learner (l) aspect of his online remote learning experience was at least partially reached, because although he was frequently inattentive during online remote english classes, he still fulfilled his duties as a student. another benefit of online remote esl learning for ezra was social learning. for ezra’s case, the social learning mainly occurred beyond online remote english classes. he regularly used discord after class to discuss answers and class tasks with his classmates, and communicated with his teacher using whatsapp and google meet. these interactions between ezra and his peers occurred beyond their english classes as they enjoyed discussing and exchanging ideas to complete their online remote class tasks. this showed that both the interaction learning (ls) and social technology (ds) aspects had been achieved. other than that, ezra was able to refine his digital skills thanks to online remote english learning. within a year, he was able to grasp various functions of google meet and google classroom, and used different online resources to complete his online exercises. his ability to navigate different online platforms to aid his learning process showed the learnability characteristic in his device usability (dl) aspect had been met. despite struggling with his teacher’s lack of digital literacy, which also falls under the device usability (dl) category, his own digital competence aided him in learning through online discussions with friends and information-searching using online resources. esl education readiness ezra’s case implied that he was capable and equipped for online remote esl learning. to begin with, ezra already possessed several digital devices that could support his online remote english learning, which included three computers, a laptop, smartphone and good wi-fi connection. furthermore, he was digitally literate before the pandemic struck, which allowed him to navigate different online platforms for education purposes with ease. at the same time, ezra had extensive support from his peers when it came to discussing his online class tasks. despite his lack of interest in the lessons, online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 291 ezra was well-aware of his duties as a student. this, in turn, helped him to complete and submit class tasks assigned by his teacher within the specified deadline. in short, these factors indicate that five aspects of the frame model were present in his online remote esl learning experience, which are device (d), learner (l), device usability (dl), social technology (ds) and interaction learning (ls). case 3: robin (rural, poor) esl education challenges robin’s challenges with online remote esl learning can be divided into three: teacher’s physical absence, lack of engagement, and unfavourable learning conditions. firstly, the physical absence of his teacher made it difficult for him to cope with lessons without her guidance, since he had poor english proficiency. as his teacher was only available through messages sent via whatsapp, and not through synchronous conversation carried out on virtual classroom platforms, this further aggravated his struggles. furthermore, since the teacher was unable to maintain physical control of her students, robin often slept through his online remote english classes and procrastinated doing his homework. secondly, robin struggled with a lack of engagement in his lessons. the asynchronous nature of his online remote esl classes rendered it difficult for him to engage with his classmates as they did not attend classes at the same time. consequently, robin did not respond much to his teacher’s prompts or actively participate in the class whatsapp group. this indicated that the social (s) and interaction learning (ls) aspects of robin’s online remote esl learning were unfulfilled, as there was a lack of interaction between robin and his teacher as well as robin and his peers. additionally, robin struggled with online remote english learning due to unfavourable learning conditions, which included limited digital resources to support his online remote english learning and insufficient support from the environment where he lives. the poor internet network and the sole use of one phone to support his online remote english lessons showed flaws in the device (d) aspect. although using mobile phones for online education allows ubiquitous computing, it is ultimately inferior to computers in terms of technological functionality and ergonomics (ferri et al., 2020). meanwhile, his parents’ inability to assist him due to their similarly poor english proficiency and the lack of support from his community highlighted flaws in the interaction learning (ls) aspect of his online remote learning. esl education opportunities robin was exposed to several opportunities thanks to online remote english learning during school closure. for one, he developed independent learning habits. although he often procrastinated regularly completing his english lois gwyn peter & adelina asmawi 292 joall (journal of applied linguistics and literature), 8(2), 2023 homework, he adapted to his asynchronous online remote esl classes by searching up information on the internet independently and reaching out for help whenever necessary in order to complete his class tasks within the deadline. consequently, he was able to grow as a responsible and independent learner. despite his lack of enthusiasm in his english lessons, his responsibility and independence at completing tasks assigned by his teacher indicated his learner (l) aspect was achieved. next, robin participated in online interactions for learning as a result of online remote esl classes. robin learned to use communication tools to aid his learning by asking for assistance from his teacher, family or friends when completing the class tasks assigned to him. his ability to communicate with others to assist him using whatsapp showed that characteristics in the frame model such as peer interaction in interaction learning (ls) and access to digital tools that enable collaboration in social technology (ds) were fulfilled. apart from that, robin developed basic ict skills for learning from online remote english learning. even though he had no prior experience using digital tools for learning, or even online english lessons, robin had quickly adapted and sharpened his ict skills for his online remote english classes. he was able to use google translate to aid his limited vocabulary, navigate english websites to complete online english quizzes and record himself for a speaking class activity. this highlighted that the device usability (dl) aspect of his online remote learning experience was met. esl education readiness robin’s case suggested that he was not fully capable and equipped for online remote esl learning. although robin exhibited responsibility when it came to completing class tasks within the deadline, his procrastinating attitude and poor proficiency in the english language limited his learning process. this affected his engagement and interest in the online remote english lessons. at the same time, he lacked awareness on the importance of english language learning as he believed the community where he lived had no need for the language. furthermore, he did not receive sufficient guidance or assistance from his teacher and parents to understand what was being taught or complete class exercises. aside from that, he did not possess adequate digital materials to support his online remote esl learning. he only relied on his handphone and limited internet network to attend online remote classes and complete classwork. although he was able to access google translate and google search to help him search for information, he frequently faced difficulty with the internet connection at home. therefore, these factors implied that four aspects of robin’s online remote english learning had not been met, which were learner (l), interaction learning (ls), device (d), and social technology (ds). to clarify, robin’s ability to use whatsapp to attend online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 293 his online remote esl lessons partially fulfilled the social technology (ds) aspect as it showed he possessed a digital tool that enabled collaboration. however, the poor internet connection he experienced throughout his online remote esl learning suggested that the device network and system connectivity characteristics from that same aspect were flawed. therefore, robin faced multiple obstacles which hindered his readiness for online remote esl learning. this included his poor discipline, lack of interest in the english subject and awareness on its importance, inadequate support and guidance from teacher and parents as well as limited digital resources at home to support his online remote esl learning. case 4: noah (rural, middle class) esl education challenges noah’s struggles with online remote esl learning can be divided into three: teacher’s physical absence, lack of engagement, and unfavourable learning conditions. firstly, the physical absence of his teacher made it difficult for him to cope with online remote english lessons. since there was nobody to monitor him at home as his parents worked during the pandemic, noah was left to his own devices throughout his online remote english classes, which were conducted exclusively via whatsapp. this caused him to become distracted, procrastinate and carry out class tasks cursorily, indicating that the learner (l) and interaction learning (ls) aspects had not been met. secondly, noah found difficulty engaging in lessons due to the asynchronous nature of his online remote english lessons which did not require him to attend the classes simultaneously or have live conversations with his teacher and classmates. the repetitive pattern of class activities also led him to lose interest in the lessons conducted by his teacher. this disengagement from lessons reflected that the social (s) and interaction learning (ls) aspects were not fulfilled, as his interactions between peers and with his teacher was affected. thirdly, noah struggled to cope with his online remote english lessons due to the limited digital devices available to him. he only depended on his smartphone and unstable wi-fi connection to attend his online remote english lessons. this affected the submission of his class work, restricted his ict literacy and made him prone to distraction and procrastination, which showed that the device (d) and social technology (ds) aspects of his online remote esl learning were compromised. esl education opportunities online remote esl learning also provided noah with several opportunities. for one, he developed independent learning skills throughout his online remote english learning. despite his struggles, he completed class tasks within the given timeframe and exhibited awareness of his responsibilities as lois gwyn peter & adelina asmawi 294 joall (journal of applied linguistics and literature), 8(2), 2023 a student. despite the lack of discipline in completing class tasks immediately, his attitude in independently completing all the work within the deadline set by his teacher indicated that his learner (l) aspect was at least partially fulfilled. in addition to that, noah’s lessons also allowed him to participate in online interactions for learning. as his lessons were conducted completely via whatsapp, it became the platform for teacher-student and student-student interactions. noah used whatsapp to share ideas with his friends about class work when asked. the collaborative learning effort between noah and his friends highlighted the interaction learning (ls) aspect of his online remote learning experience. despite the intermittent internet connection, his online interactions carried out with friends showed that the social technology (ds) aspect was also met. thirdly, online remote esl learning enabled noah to acquire basic digital skills for english learning and revision. since his online remote lessons relied on whatsapp, noah learned to use different features in the application to aid his learning. he also carried out english revision by going through documents, audio, links and media on whatsapp, as well as youtube and educational television programmes. noah’s learnability using different online, digital applications for english learning demonstrated his device usability (dl) aspect was achieved. esl education readiness ultimately, noah’s case suggested that he was not prepared for online remote esl learning. even though he was independent and responsible in completing class exercises on time, he exhibited a lack of interest and possessed limited digital resources to cope with online remote esl learning. he often procrastinated doing the english exercises and rushed through his work so he could have more time to play mobile games instead. he also hardly participated in their whatsapp class group and often got away with the procrastination due to the asynchronous nature of their online remote esl lessons. additionally, he depended only on his handphone and unstable wifi connection to attend his online remote english classes, which frequently disrupted his ability to attend lessons and submit class work. despite advancements in mobile technology, rouadi and anouti (2020) found that students and teachers prefer to have access to more than one digital tool to support online remote esl education as they feel it is more convenient for them. in interviews, noah, his father and his teacher agreed that it was difficult for him to cope with online remote esl learning without proper access to digital tools necessary for online remote learning to occur. this indicated that the learner (l), device (d) and social technology (ds) aspects were compromised. online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 295 discussion the study found that the students encountered several challenges throughout their online remote esl education. these challenges are divided into three themes. first, both rural and urban students struggled with the physical absence of their english teachers during their online remote esl classes. when a teacher cannot exercise physical control of student behaviour, it can lead to their neglect of responsibilities (gurung, 2021). in addition to that, the students also struggled with the lack of engagement in the online remote esl lessons. student engagement may decline significantly when language lessons lack attention-grabbing and communicative elements which they are supposed to contain (manolescu, 2021). on top of that, students were affected by unfavourable learning conditions such as teacher’s poor digital literacy and home environment, limited digital resources and lack of support. moral, technical, material and financial support are essential for the success of learning from home (chand et al., 2021). this showed that several characteristics within the frame model aspects such as interaction learning (ls), device usability (dl), social (s), device (d) and social technology (ds) were compromised. however, findings also indicated that online remote esl learning had presented students with educational opportunities, which are split into three themes. the first opportunity brought upon by online remote esl learning during school closure was the independent learning habits of students. the flexible nature of online remote learning allows students to perform independently since they are not constrained by place and time (rahman, 2020). next, online remote esl learning encouraged online social learning among students. online messaging applications are advantageous for online remote learning because they help students develop feelings of connectedness to learning (mulyano et al., 2021). finally, online remote esl learning presented both urban and rural students with the opportunity to develop digital skills. the user-friendly and readily-accessible features of online platforms enabled students to participate, interact in scholastic discussions and acquire learning-related information (mulyano, et al., 2021; elly & abd karim, 2022). it is revealed that some characteristics of the learner (l), interaction learning (ls), social technology (ds) and device usability (dl) aspects of the frame model were fulfilled. last but not least, the study revealed that student readiness for online remote esl learning varied between urban and rural students. by taking account of the resources available to each participant as suggested by lau and lee (2020) and the statements given by participants during interviews, the selected urban students from high and middle-income backgrounds were capable, competent and equipped for online remote esl learning after a year into school closure. they had several advantages over their rural peers such lois gwyn peter & adelina asmawi 296 joall (journal of applied linguistics and literature), 8(2), 2023 as more digital resources, a supportive learning environment, digital competence, better english proficiency and real-time virtual interactions that ultimately helped them better cope with online remote esl education. meanwhile, findings implied that the selected rural students from middle and low-income households were not fully capable or equipped for online remote esl learning, even though over a year passed since school closure. they needed assistance in respect to stable internet connectivity, digital devices, teacher guidance and supervision to exercise discipline, motivation and support to cope with online remote esl education in the long run. figures 2 and 3 break down the fulfilled and unfulfilled aspects in the frame model which suggest the urban and rural participants’ extent of readiness for online remote esl education. figure 2. aspects of frame model suggesting the extent of readiness of urban participants online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 297 figure 3. aspects of frame model suggesting the extent of readiness of rural participants it was expected that each participant would demonstrate different esl education challenges, opportunities and levels of readiness for online remote esl education reflective of their socioeconomic backgrounds. while that was evident, findings also underlined some interesting points that embodied english language education during school closure. despite the challenges students faced such as lack of interest, internet connection, little guidance and support, limited digital resources, and language proficiency, they all developed self-reliant habits to complete the homework assigned to them. according to shrestha et al. (2021), students lacking technological support for online learning often exhibited low attendance, motivations and academic performance. yet, the rural student cases demonstrated independence and an awareness of their student responsibilities to complete and submit their classwork on time. despite the apparent absence of interest and discipline, they carried out their duties by independently downloading lesson materials, doing online exercises and respecting the deadline. this highlights that students who do not display keenness for their esl lessons may not be a lost cause, as they may still accomplish what is required of them. although some students do not possess motivation to learn, they may still be able to make progress in learning (bai et al., 2021). this implies that the learner (l) aspect is significant in producing a positive outcome for online remote esl education and that individual student characteristics can affect their response towards online remote esl learning. while the other aspects of the frame lois gwyn peter & adelina asmawi 298 joall (journal of applied linguistics and literature), 8(2), 2023 model are also necessary, without the students’ willingness to attend lessons or complete classwork as stated in the learner (l) aspect, the online remote esl learning may not occur at all. thus, teachers can do more to build on students’ sense of responsibility and apply teaching approaches which can induce interest in esl learning to boost the learning process. to conclude, the findings highlighted that fulfilment and unfulfillment of aspects in the frame model play an essential role in the success of online remote esl education. while the unfulfillment of several aspects may have negative consequences on the students’ online remote esl learning experience and vice versa, the extent of student readiness for online remote esl education is still reliant on their individual experiences. the respective characteristics and values of each student can also affect their response towards online remote esl learning. conclusion this study examined esl education challenges, opportunities and student readiness for online remote esl learning among selected rural and urban high school students in sarawak during school closure. findings showed that online remote esl education was challenging for students due to teacher’s physical absence, lack of engagement in lessons and unfavourable learning conditions. however, it also presented students with education opportunities such as independent learning habits, online social learning and skills development. lastly, urban participants of this study were capable, competent and equipped for online remote esl learning after a year into school closure. meanwhile, the rural participants were less capable and illequipped for online remote esl learning. the urban participants had better digital resources, supportive learning environment, digital competence, higher english proficiency and real-time virtual interactions which allowed them to cope with online remote esl education long-term. the fulfilment and unfulfillment of aspects in the frame model are vital in the success of online remote esl education. although the fulfilment of several aspects may have positive outcomes on the students’ online remote esl learning experience and vice versa, the extent of their readiness for online remote esl education is still dependent on the learner’s experiences combining all aspects relating to learners themselves, their learning device and social interactions. for future studies on online remote esl learning during a time of crisis, it is recommended that researchers observe participants for a more extensive period in order to fully comprehend the situation and individual experiences as faced by them. researchers could also use a larger sample of participants in order to identify the challenges, opportunities and readiness of students from different socioeconomic backgrounds to increase the generalizability of online remote esl education challenges, opportunities and readiness among high… joall (journal of applied linguistics and literature), 8(2), 2023 299 the study. in addition, researchers may investigate the online remote esl learning experiences of participants from an alternative age demographic, as this can lead to different challenges and opportunities that may reflect stark contrasts from the findings of this study. apart from that, researchers may also consider investigating the challenges and opportunities of online remote esl learning during other times of crisis, such as natural disasters or wars. since past studies have proven that influenza-related pandemics occur every 10 to 30 years (morganstein et al., 2017), research related to remote esl education during times of crisis may be crucial for the development of esl education. this may play an important role in our ability to anticipate, detect and respond effectively to esl education issues brought upon by global crises (marín-hernandez, et. al, 2021). as participants were high school students from urban and rural schools in sarawak, it is hoped that this research may be beneficial to other schools and institutions in malaysia in improving the quality of education, be it online remote learning or otherwise. this study is expected to provide a deeper understanding to students, educators, schools and future teachers on the challenges and opportunities of online remote esl learning, as well as the extent of student readiness for it during school closure due to covid-19. it also aims to shed light on the importance of access to education during times of crisis, such as the covid-19 pandemic. as a way to improve online remote esl education experiences of students and teachers, especially during times of crisis such as a pandemic, the ministry of education and stakeholders should ensure that all schools are more prepared and equipped to provide students and teachers with accessible platforms 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(2019). designing, writing-up and reviewing case study research: an equifinality perspective. journal of service management, 30(5), 549576. the authors lois gwyn peter obtained her bachelor of education (hons.) in tesl from the university of malaya, kuala lumpur. she has taught english in several secondary and primary schools as well as private educational institutions around malaysia between 2019 to 2022. she is now pursuing her masters by research degree at universiti malaya. dr adelina asmawi is a senior lecturer and former head of department (2018-2022) and deputy dean of undergraduate studies at the faculty of education, universiti malaya (2014-2017). as a researcher, she actively publishes in the areas of higher education, instructional technology, creative thinking, tesol and professional development. the effect of concept oriented reading instruction (cori) strategy toward students’ reading comprehension umi kalsum bambang suwarno i wayan dharmayana english post graduate study program the faculty of teacher and training education university of bengkulu email: umkagoan@gmail.com abstract: the purpose of this study is to find the effect of cori (concept-oriented reading instruction)strategy on students’ reading comprehension. this reseach was focused on whether cori strategy affected students’ reading comprehension. this research employed a quasi-experimental design. the subjects comprised 48 students of grade viii of smpn 4 kota bengkulu, divided into two classes, the experiment and control class. the instrument was a reading test. the result showed that cori strategy was effective to improvestudents’ reading comprehension. in addition, the students also had positive attitudes toward the use of cori strategy. it is recommended to conduct an experiment for another school level. keywords: reading comprehension, cori strategy abstrak: tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari cori (concept-oriented reading instruction) strategi terhadap pemahaman membaca siswa. penelitian ini fokus pada apakah cori strategi mempengaruhi pemahaman membaca siswa. penelitian ini menggunakan quasi eksperiment. subjek penelitian terdiri dari 48 siswa dari kelas viii s mpn 4 kota bengkulu. subjek penelitian dibagi menjadi dua kelompok, kelompok eksperimen dan kelompok kontrol. instrumen penelitian adalah tes bacaan. hasil penelitian menunjukan bahwa cori strategi berdampak dalam meningkatkanpemahaman membaca siswa. selain itu siswa memberikan tanggapan positif terhadap penggunaan cori strategi. oleh sebab itu disarankan untuk melakukan penelitian pada level sekolah yang berbeda. kata kunci: pemahaman membaca, cori strategi introduction reading is an important point for students to gain knowledge as many as possible. the level of knowledge of a person can be seen by how much he reads. furthermore, the main purpose of reading is to make comprehension in getting meaning of the text and measure the extent of topics understanding. thus, students will get more information from their reading activity. morever, comprehension is a developmental skill in discribing idea which is begun by the word level and proceeding to attach meaning to an entire reading selection (kintsch, rawson, snowling, and hulme, 2005). according to seyed et al (2010), the word comprehension refers to “the ability to go beyond the words, to understand the ideas conveyed in the entire text”. neverthless, based on the previous observation result at grade viii smpn 4 kota bengkulu, the researcher found some obstacles existing. the first obstacles, students still can not understand the text properly and less motivation to read text, so it is difficult to determine the meaning with only once reading. then, the students are often out of focus or concentration when they are reading a text, so it is still difficult to determine the meaning of the text and the main idea of a text. for the rest obstacle, the students often get hard to find out the answer of the questions given after reading the text. thus, these obstacles must be solved since reading is one of important skill to gain the students knowledge. one way to resolve these obstacles is the teacher must seek reading strategy which is suitable to make teaching and learning become more effective. however it is exactly what encourages teachers to seek an accurate strategy and develop it to the fullest in order to improve students' reading comprehension. there are some strategies and methods in teaching reading especially for junior high school level students namely; posse, pqrst, reap, thieves, cori strategy, and etc. in this research, cori (conceptoriented reading instruction) strategy used to help the teacher to solve the obstacles in reading. it is because concept-oriented reading instruction (cori) is a reading comprehension instructional program that can involve students in reading, understand the text better, and motivate students to read. literature review reading is one of the important skills for all of educational level, including junior high school level. through reading students can get new ideas, obtain needed information, can support for their ideas, help to complete their assignments and additional their motivation to know all of the world.not only as an important skill for the student in their life but also as an important aspect in the national final exam. many of students know about reading benefit but for many students, reading is a tedious job, especially in english reading because they are consider that english is complicated. they are cannot understand the meaning of the text. the awareness of english as foreign language in indonesia makes them feel hard in study english. the definitions of reading are variously stated by some experts. reading comprehension is a foundation to students’ overall academic success in school (alvermann& earle, 2003; guthrie, 2004; oecd, 2009; zywica& gomez, 2008). according to mcnamara (2007:3) reading is an extraordinary achievement when one considers the number of levels and components that must be mastered. reading comprehension becomes especially important in the later elementary grades (sweet & snow, 2003) and provides the basis for a substantial amount of learning in secondary school (kirsch et al., 2002). without reading comprehension skill and the motivation for reading to learn, students’ academic progress is limited (alvermann& earle, 2003). readers who are metacognitively aware are able to monitor their understanding while reading, developing and monitoring within their strategy repertoires to address any gaps when deriving meaning from text, thus facilitating comprehension (hong-nam &leavell, 2011). 1. definition of reading comprehension comprehension is a developmental skill in describing idea beginning at the word level and proceeding to attaching meaning to an entire reading selection (kintsch, rawson, snowling, and hulme, 2005). according to seyed et al (2010), the word comprehension refers to “the ability to go beyond the words, to understand the ideas conveyed in the entire text”, beside that according to (woolley. g., 2011), reading comprehension is the process of extracting meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. the purpose of reading comprehension 2. kinds of reading brown (2001: 312) states that there are two types of classroom reading performance, those are oral and silent reading. oral reading is preferred to the beginning level. at the beginning and intermediate level, oral reading can serve as an evaluative check on processing skills, double as pronunciation check, and serve to add some extra students’ participation while silent reading is better to the advance one. silent reading can be subcategorized into intensive and extensive reading. according to brown (2001: 312 313), intensive reading is usually a classroom oriented activity in which students focus on the linguistics or semantics details of passage. intensive reading call students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications and rhetorical relationship, while extensive reading is carried out to achieve a general understanding of a usually somewhat longer text. in the other word extensive reading applies to texts of more than a page, up to and including professional articles, essays, technical reports, short stories, and books. most extensive reading is performed outside of class time. 3. teaching reading comprehension in reading strategy there are namely predicting, skimming, scanning, inferring, guessing of new words, self monitoring. a. predicting predicting means predicts what is in the text, predicting involves thinking about what might happen next in the text. predicting applied by the reader by using images, title text, as well as the personal experiences of the reader, but to determine whether the reader correctly predicting the use of text and reader confirm or disprove predictions to support the text. b. skimming skimming is one way the reader for quick reading which aims to get an overview or general idea and the essence of a text. used skimming readers who want to get a specific information in a manner that does not skip reading sought. in skimming techniques: use of quick glance through the pages, pay attention to the title, read the opening sentence and the conclusion, read the first and last sentence of the paragraph to find the main idea c. scanning scanning is a technique to reading quickly by scanning information in the search without reading the entire text. this technique often used when the reader just want to find information specific to a quick reading without seeing or reading all the contents of the text, usually by looking at the title of the text, table of contents and so on. most readers know about the information or answers that will be search, so the reader will be concentrate on specific answer. in this way, we can say that scanning is reading quickly intervening to locate specific information (test association word wise, 2006). d. inferencing prezler(2006) said that “inferences are evidence -based guesses i.e. in case of reading; students use their prior knowledge to make inferences about the text”). inferences are often referred to as what you “read between the lines” that means the author wants the reader to make the jump to the same conclusion the author has made. the inferences are the conclusions that a reader draws about the unsaid passage based on what is actually said by the author. e. guessing the meaning of new words one of the most difficult problems that make an obstacle for students in the comprehension of reading is unfamiliar/new words or lack vocabulary. the ability to guess meaning from context is a useful skill to practice and try to improve. there are many things that could help students such as: (1) guess the meaning of the text which surrounds it (2) the way the word is formed (3) background knowledge of the students about the subject. f. self monitoring a student must take responsibility for their own behavior and able to make changes, then these students have done one step to self-monitor reviews their performance. self-monitor also serves as the academic and behavioral assessment of students in improving their academic performance and behavior towards the better. g. summarizing oxford (2006) defines “summarizing as a short description of the main ideas or points of something without any details. tips for teaching comprehension strategy: making connections, learners make personal connections from the text with: something in their own life (text to self), another text (text to text), something occurring in the world (text to world). (2) predicting, learners use information from graphics, text and experiences to anticipate what will be read/ viewed/heard and to actively adjust comprehension while reading/viewing/listening. (3) questioning, learners pose and answer questions that clarify meaning and promote deeper understanding of the text. (4) monitoring, learners stop and think about the text and know what to do when meaning is disrupted.(5) visualising, learners create a mental image from a text read/viewed/heard. (6) summarising, learners identify and accumulate the most important ideas and restate them in their own words. cori is one of strategies that can lead the students reading comprehension. it is suggested by guthrie (2004) as an instructional strategy, cori strategy helps students to cope their problem in reading comprehension. conceptoriented reading instruction is a reading comprehension instructional program for grades 3–9 that integrates reading and science through activities and the use of science books during reading instruction. the program supplements a school’s standard science and reading curricula and offers instruction in reading strategies, scientific concepts, and inquiry skills. concept-oriented reading instruction intends to improve reading comprehension and increase reading engagement. the program aims to improve comprehension by teaching students the following strategies that they can use to better understand text they are reading (documented in the national reading panel report, 2005): (1) activating background knowledge, (2) questioning, (3) searching for information, (4) summarizing, (5) organizing graphically, and (6) identifying story structure. the program aims to increase student engagement in reading through five practices: (1) using content-area goals for a conceptual theme during reading instruction, (2) giving students choices and control over their reading topics, (3) providing hands-on activities, (4) using interesting texts for instruction, and (5) organizing opportunities for students to collaborate and learn from text there are three steps of cori, each steps of cori strategy improves the effectiveness of teaching and learning process which is also aimed to improve the students’ reading comprehension. first, perceiving text structure, this makes the student to identify the text structure of descriptive texts. second, inferencing, when the students read the text, they just focused on answering the question given. in inferencing the students try to analyze the words in the texts and make inference on the content of the story. third, concept mapping, this activity asks the students to recall all the specific information about the text by mapping the concept according to the feature of the texts. the purpose of cori strategy is to help students become active readers, make them focus on the text, attract their motivation, have a long-term memory in comprehending the text and increase their score on the test. according to guthrie (2007), cori has some goals. firstly, cori’s primary aim is to increase students’ reading comprehension by increasing their reading engagement. secondly, the reading goals include the following comprehension strategies: understanding the main idea, making inferences, monitoring comprehension, and using fix-up strategies for information and narrative texts. we included oral reading fluency and vocabulary as enabling competencies. thirdly, cori goal is to increase students’ knowledge of life science in the domain of environmental science. cori also includes instruction in the science processes of observation and experimentation. fourthly, cori’s goal is to increase students’ motivation to read, with an emphasis on intrinsic motivation, self-efficacy, perceived autonomy, social interaction, and mastery goals in reading. method experimental research method is a method of research that aims to find whether there is influence to a certain treatment to another by conditioning the desired situation. quasi-experimental designs identify a comparison group that is as similar as possible to the treatment group in terms of baseline (preintervention) characteristics. the comparison group captures what would have been the outcomes if the programme/policy had not been implemented (i.e., the counterfactual). hence, the programme or policy can be said to have caused any difference in outcomes between the treatment and comparison groups. (sugiyono: 2013). according to hatch and farhady (1982), a quasi experimental design is a practical agreement between true experimental and the nature of human language behavior. porte (2002) also explains that quasi experimental design is appropriate for educational study since many studies of that field usually involved the use of classes that have already been assigned before. hatch and farhady (1982) also state that pre-test and post-test are of used in classroom experiments when experimental and control groups are naturally assembled groups. table 1 randomized group, pre-test and post-test grou p pre test independe nt variable post -test e c yı yı x1 o y2 y2 notes : e = experiment group c = control group y1 = pre-test x1 = treatment on the experiment group using cori strategy x2 = treatment on the control group y2 = post-test in this research, the population on the research included all the eight grade students of the smpn 4 bengkulu in academic year 2016. there were 25 students for each class. the sample of this research was decided based on the students pre-test. there were two classes that will be the sample of this research. one class was as experimental group and another class was as control group. instrument on this research was reading test. reading test aimed to measure students’ reading comprehension. the researcher used multiple choice forms (a b c d options).there were thirty numbers. the procedure of this research consisted of three steps, pre-test, treatment, and post-test. it explained more as below, 1. pre-test the research gave a pre-test to the students before giving an action or treatment, the purpose of the pre-test to know the students reading ability before treatment. 2. treatment http://webcache.googleusercontent.com/search?q=cache:ps8sqaisx7ij:devinfolive.info/impact_evaluation/ie/img/downloads/quasi-experimental_design_and_methods_eng.pdf+&cd=2&hl=id&ct=clnk&gl=id#16 http://webcache.googleusercontent.com/search?q=cache:ps8sqaisx7ij:devinfolive.info/impact_evaluation/ie/img/downloads/quasi-experimental_design_and_methods_eng.pdf+&cd=2&hl=id&ct=clnk&gl=id#16 http://webcache.googleusercontent.com/search?q=cache:ps8sqaisx7ij:devinfolive.info/impact_evaluation/ie/img/downloads/quasi-experimental_design_and_methods_eng.pdf+&cd=2&hl=id&ct=clnk&gl=id#16 http://webcache.googleusercontent.com/search?q=cache:ps8sqaisx7ij:devinfolive.info/impact_evaluation/ie/img/downloads/quasi-experimental_design_and_methods_eng.pdf+&cd=2&hl=id&ct=clnk&gl=id#16 http://webcache.googleusercontent.com/search?q=cache:ps8sqaisx7ij:devinfolive.info/impact_evaluation/ie/img/downloads/quasi-experimental_design_and_methods_eng.pdf+&cd=2&hl=id&ct=clnk&gl=id#16 http://webcache.googleusercontent.com/search?q=cache:ps8sqaisx7ij:devinfolive.info/impact_evaluation/ie/img/downloads/quasi-experimental_design_and_methods_eng.pdf+&cd=2&hl=id&ct=clnk&gl=id#16 treatment was given through cori strategy for at least 6 meetings. in treatment group the research give steps in cori strategy : perceiving text structure, inferencing, and concept mapping. this activity asks the students to recall all the specific information about the text by mapping the concept according to the feature of the texts. control group treatment in the control group was different from experiment group. in experiment group the research should be do : the teacher gave reading text to the students (descriptive text), students read the text to comprehend the text, the students find the new word and the teacher help the students, students answered the question based on the text, and the teacher correction and valuated the students answer. 3. post-test the post-test had given after the treatment to the students. post-test was given at the end of the treatment to know the improving reading comprehension ability at two classes. finding and discussion results of normality test a. pre-test reading normality test the normality test in this research use kolmogorov-smirnov method is spss v.16 for windows with criteria ρ > 0.05. the steps are analyze – descriptive statistics – explore. based on the output of calculation, the significance of normality pre-test score in experimental and control class is 0.52. it can be concluded that the data are normally distributed because 0.052> 0.05. it means that the distribution of the data is normal. b. post-test reading normality test based on the output of calculation, the significance of normality post-test score in experiment and control class are 0.156. it can be concluded that the data are normally distributed because 0.156> 0.05. therefore, the data are normally distributed because 0.156> 0.05. it means that the distribution of the data is normal. results of homogeneity test a. pre-test reading homogeneity test based on the calculation of normality, the researcher got the result that all data in pre-test both experimental class and control class have been distributed normally. the next step of the calculation was finding the pre-test and post-test homogeneity of the data by using spss v.16 for windows, specifically by using kolmogorovsmirnov method. the steps are analyze – compare means – one way anova. the output of calculation shows that the significance of pre-test homogeneity result between experimental class and control class is 0.987. it can be concluded that there is no significant difference between experimental class and control class because 0.987> 0.05. b. post-test reading homogeneity test based on the calculation of normality, the researcher got the result that all data in post-test both experimental class and control class have been distributed normally. the next step of the calculation was finding the pre-test and post-test homogeneity of the data by using spss v.16 for windows, specifically by using kolmogorovsmirnov method. the steps are analyze – compare means – one way anova. the output calculation shows that the significance of post-test homogeneity result between experimental class and control class is 0.417. it can be concluded that there is not significant difference between experimental class and control class because 0.417> 0.05. the effect of concept oriented reading instruction (cori) strategy toward students’ reading comprehension calculation showed that there is significance difference between students’ reading comprehension in control class and experiment class before and after treatment. the hypotheses for research question are as follow: hypotheses h0 = there is no a significant difference between group means with respect to reading comprehension. h1 = there is a significant difference between group means with respect to reading comprehension. the pretest and post-test result can be seen on the following table: table 2 pre test and post test score no control class experiment class nama pre test post test nama pre test post test 1 a 45 55 ae 70 80 2 ah 85 85 a 80 80 3 as 55 55 at 45 85 4 ba 65 70 aa 85 75 5 dml 60 60 ca 60 80 6 dml 80 75 djs 75 60 7 eha 75 70 di 75 80 8 em 65 65 epa 80 90 9 f 50 60 flc 50 95 10 h 75 80 hf 70 70 11 j 85 70 hs 75 75 12 ll 80 80 ip 40 85 13 ma 40 70 lp 75 85 14 mm 65 65 l 70 90 15 na 45 75 ll 45 85 16 ri 60 65 myk 50 95 17 ra 55 65 mr 60 90 18 rhh 40 90 ps 65 65 19 sda 60 75 rds 70 70 20 tn 70 90 ru 85 85 21 wm 55 80 ra 60 80 22 wn 75 75 rwh r 50 75 23 yep 60 65 rda 65 80 24 yz 70 60 uj 55 75 an analysis of pre-test and post test score can be seen on the following table: table 3 analysis for reading comprehension no test group mean t sig comp differences in mean conclusion 1 pre exp 64.79 0.432 0.668 p˃0.05 1,79 not significant h0 was accepted control 63.00 2 post exp 80.41 3.525 0.001 p˂0.05 9,58 significant h0 was rejected control 70.83 the result of pre-test showed the mean score of experiment class was 64.79 and the mean score of control class was 63.00. however t= .432 and p= 0.668>0.05, indicating that the two groups did not differ significantly, but were homogeneous with mean difference was about 1.79. thus, it showed that h0 was accepted and h1 was rejected. therefore, it can be concluded that both groups were homogenous at the outset of the study. furthermore, the result of post test showed the mean of experiment class was 80.41 and the mean of control class was 70.83. however t= 3.525 and p= 0.01˂0.05, indicating that the two groups differ significantly. so the null hypotheses stating that no significant difference existed in the reading score was rejected. thus, after treatment both groups had difference in ability. in other words cori strategy is effective for teaching and learning whole reading comprehension. this research was done in six meetings. in the first meeting the researcher gave reading pre-test to the students. then the researcher explained about what descriptive text and asked the students to read the text. after that the researcher used cori strategy as a strategy to help the students in reading comprehension. while doing the research, the students interested with using cori strategy. furthermore, in the treatment process the researcher divided the students into five groups then they identified the text structure of descriptive texts. and the next the students analyzed the words in the texts and make inference on the content of the story. after that the teacher asked the students to recall all the specific information about the text by mapping the concept according to the feature of the texts. moreover, the use of cori strategy created a positive atmosphere in the class. cori strategy helped the students to be active readers, made them focus on the text, attracted their motivation, improved their long-term memory in comprehending the text and increased their score on the post test. cori is one of strategies that can lead the students reading comprehension. it is suggested by guthrie (2004). as an instructional strategy, cori strategy helps students to cope their problem in reading comprehension. concept oriented reading instruction intends to improve reading comprehension and increase reading engagement. the program aims to improve comprehension by teaching students the following strategies that they can use to better understand text they are reading (documented in the national reading panel report, 2005): (1) activating background knowledge, (2) questioning, (3) searching for information, (4) summarizing, (5) organizing graphically, and (6) identifying story structure. the program aims to increase student engagement in reading through five practices: (1) using content-area goals for a conceptual theme during reading instruction, (2) giving student choices and control over their reading topics, (3) providing hands-on activities, (4) using interesting texts for instruction, and (5) organizing opportunities for students to collaborate and learn from text however, this research also gives produces a similar result to another relevant previous studies. this research and the previous researchers proved that cori strategy was able to increase the students’ reading comprehension and motivation. the first was azis (2015) at the smp level in siak. the result of research showed that the use of cori strategy improved the effectiveness of teaching and learning process. the second was nailatun (2014) at the smp level in central java. she found there was a significant difference on reading comprehension before and after being taught by using cori. the third was saraswati (2013),who compared cori and di at the smk level in sampit. the result of her research showed that (1) the teacher is suggested to implement cori to teach reading manual text in order that thestudents reading comprehension ability is better; (2) cori is suitable for students having high reading interest, whereas di(differentiated instruction) is for those who have low reading interest; and (3) the other researchers can also develop the methods used in this research as a way of making revision to the weaknesses of this research. in addition, the result by lndah (2011) at the university level in medan was also similar to this research. it showed that (1) both concept oriented reading instruction (cori) and strategic instruction model (sim) significantly affect students' reading comprehension achievement;(2) self efficacy has a significant effect on students' reading comprehension achievement; and (3) there is a significant interaction between reading instructions and self efficacy on students' reading comprehension achievement. conclusion it found that cori strategy was effective to improve students’ reading comprehension. the use of cori strategy created a positive atmosphere in the class. cori strategy helped the students to be active readers, made them focus on the text, attracted their motivation, improved their long-term memory in comprehending the text and increased their score on the post test. based on the conclusion, the researcher would like to give some suggestions related to this research. firstly, english teachers need to stimulate students to be active in the teaching and challenge them to read more effectively in teaching and learning process. based on the reason, the language teachers should choose a certain teaching method or strategy that can build a good atmosphere of teaching learning process such as using cori strategy. secondly, student needs great motivation. with a great motivation, they will practice more in order to explore their english. they also should practice the reading comprehension more, because it can give more knowledge for them. cori strategy is an effective strategy that can be used to improve students’ reading comprehension and to make the students be an active reader. thirdly, it is better for further researcher to conduct a study in the smp level with different methodology, such as action research. besides, probably the results will get better if the study conducted in other schools which have better language facility such as modern laboratory. then it would be better for further research on other aspects of reading comprehension. references abdullah azis. 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(2002).reading for change: performance and engagementacross countries. paris: organisation for economic co-operation and development mcnamara, s. daniel. (2007). reading comprehension strategy. newnyork: taylor& francis group, llc nailatun, j. (2014). the effect of the use of concept-oriented reading instruction (cori) to improve teaching and learning of reading narrative texts to the eighth grade students of smp ma’ariftegalsambijepara in academic year 2013/2014. journal english language teaching (elt) volume 1 nomor 1, maret 2015 national reading panel report.(2005). students’ reading result.newyork. oecd. (2009). reading for comprehending. santa monica, https://en.wikipedia.org/wiki/special:booksources/0883772027 ca: office of education research and improvement. oxford. (2006). word power dictionary(pp 717). new york: oxford university press. prezler, j. (2006). strategies to help readers make meaning through inferences grade 4 12. (pp 4).south dakota department of education. rand reading study group. (2002). reading for understanding: toward a research and development program in reading comprehension. santa monica, ca: office of education research and improvement. saraswati. (2013). the use of cori strategy to improve students’ interest in reading acivity.journal english language teaching (elt) volume 1 nomor 1, maret 2015 seyedhosseinfazeli, m. e. (2010). language in india:some gaps in the current studies of reading in second/foreign language learning. (vol.10).issue4.(pp376380). sweet, a. p., & snow, c. e. (2003).rethinking reading comprehension. new york: guilford press. testassociation word wise.(2006). strategies to help readers make meaning through inferences grade 4 12. (pp 4).south dakota department of education. woolley. g. (2011). reading comprehension: assisting children with learning difficulties. retrieved from http://www.springer.com/cda/c ontent/document/cda_download document/9789400711730c1.pdf?sgwid=0-0-451158048-p174102871. zywica gomez. (2008). the practice of social research. cape town: oxford university press southern africa. http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048-p174102871 http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048-p174102871 http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048-p174102871 http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048-p174102871 http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048-p174102871 http://www.springer.com/cda/content/document/cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048-p174102871 joall (journal of applied linguistics and literature), 8(2), 2023 321 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/26821 https://doi.org/10.33369/joall.v8i2.27430 alignment and embodiment in a play script writing process: a sociocognitive perspective 1eka margianti sagimin , 2setiono sugiharto 1doctoral program in applied english linguistics, atma jaya catholic university of indonesia, indonesia and english department, universitas pamulang, indonesia 1jalan puspiptek, buaran, tangerang selatan 2 doctoral program in applied english linguistics, atma jaya catholic university of indonesia, indonesia 2jalan jend. sudirman 51, jakarta article info abstract article history: received: may 09, 2023 revised: jun 27, 2023 & jul 15, 2023 accepted: jul 17, 2023 recent development in second language acquisition scholarship has advanced our understanding of how language is acquired by aligning the mind, body, and socio-material world. although many studies have been conducted from this perspective, more study on alignment focusing on writing a play script story in literature is needed. drawing upon the idea of socio-cognitive alignment, this study investigated english literature student interactions during the process of writing a play script. it aims were to find out how mind-body-world as socio-cognitive alignment could contribute to a meaningmaking process during writing a play script. a moment analysis was used as a method for analyzing data which were elicited from an audio/videotape recording and semi-structured interviews using a digital platform. results revealed that the integration of mind, body, and world was well-coordinated during the process of writing the play script. that is, the integration of mind-bodyworld was evident in how the students employed both verbal resources and other multimodalities in working with literary works and fiction. the study also demonstrated the importance of alignment and interaction for the development of fiction writing and language competence of efl students. keywords: play script story second language acquisition sociocognitive alignment mind-body-world moment analysis conflict of interest: none funding information: none correspondence: eka margianti sagimin, doctoral program in applied english linguistics, atma jaya catholic university of indonesia, indonesia dosen00481@unpam.ac.id ©eka margianti sagimin & setiono sugiharto this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): sagimin, e.m., & sugiharto, s. (2023). alignment and embodiment in a play script writing process: a sociocognitive perspective. joall (journal of applied linguistics and literature), 8(2), 321-337. https://doi.org/10.33369/joall.v8i2.27430 https://ejournal.unib.ac.id/index.php/joall/article/view/26821 https://doi.org/10.33369/joall.v8i2.27430 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.27430&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.27430 https://orcid.org/0000-0003-2215-5276 https://orcid.org/0000-0001-9435-5264 eka margianti sagimin & setiono sugiharto 322 joall (journal of applied linguistics and literature), 8(2), 2023 recent developments in second language acquisition theories have embraced different, but interrelated, kinds of important notions such as sociocognition (atkinson, 2002) extended, embedded cognition (atkinson, 2010a), and alignment (atkinson et al., 2007). all these notions have captured the scholars’ attention to further investigate issues related to how language is acquired both in second and foreign language contexts. atkinson (2010a) contends that sociocognitive approach is an approach to studying language learning and teaching which views the social and the cognitive aspects of language learning as integrating the mind-body-world as a whole. in line with mind-body-world integration, atkinson et al., (2007) previously proposed the term alignment, which means human actors should perform and maintain their work in a coordinated and dynamic way. hence, the term alignment is the compounded means which learners can give some effects in coordinated interaction as well as maintaining the dynamic interaction in adaptive ways (atkinson et al., 2007). he views the term alignment as "adapted to adapt" which means a description of humans' evolved disposition to align. it views learning as a process of adaption/alignment with environment which are made up substantially. it then becomes how social actors are dynamically adapt-depending on, integrating, and constructing the ever-changing mindbody-world environments based on socio-cognitive principles. when it comes to learning any language, particularly a second language, the idea of sociocognitive alignment becomes crucial for both language learners and teachers. within the framework of sociocognitive approach to sla, human cognition is reconceived as an adaptable intelligence. it can also be seen as serving the principal evolutionary purpose of promoting adaptation to ecosocial environment (clark, 1999, cited in (atkinson, 2014). the focus area of this study begins with the notion that studies on second language acquisition (sla) have traditionally been dominated by the cognitivist orientations – which privilege the role of mind/brain in the learning process (larsen-freeman, 2007 in ortega (2011) as well as in (atkinson, 2012; canagarajah, 2018c; gobbi, 2019) by following the concept of “the mind” from the chomsky-an. the cognitivist orientation has also been influenced by chomsky’s cognitive development theory (chomsky, 2006). some scholars also alleged that competence is served as cognitive internalization of grammatical knowledge for learners (jacoby & mcnamara, 1999; in (canagarajah, 2018b). we, therefore, may not able to disregard the existence of cognition as it is typically used to designate the mind/brain which is not only necessary and sufficient locus of human thought and learning, but it is also as a form of processing the information (nishino & atkinson, 2015). by following this concept, learners of english may find the way of learning by using the brain or reasoning. alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 323 however, what has not been investigated is how the integration of mind, body, and world as the sociocognitive alignment embedded the fl learners in writing a play script for fiction genre. it also includes the process of writing a play script involving the fiction skills that students should master on both the language competence and writing a literary work in drama performance classrooms for efl learners of english. this study intends to bridge the gap that not only the brain uses for learning but also it involves the social interaction and any kind of tools in the environment. it also because the alleged ideology of monolingualism, the teaching of writing is also thought to have a harmony between mind, body and material object in the world (sugiharto, 2015). it can be said that, human can learn anything including language not only involving cognitive but also body and social interaction with human or non-human. in addition to this, piece of studies also discusses the term sociocognitive approach, in learning a language. it defined as the impetus of learning a second or foreign language through sociocognitive alignment. this perspective on language learning and instruction may also assert that social, cognitive, embodied, and material aspects of human activity, including learning, are intertwined (churchill et al., 2010). it implies when a person learning a language, their mind-body-world can grow simultaneously through social interaction with others as well as with their environment, including tools and their affordances. moreover, second language writing (slw) could be viewed as a sociocognitive process since all aspects of the process involve mind, body, and ecosocial world function integratively (nishino & atkinson, 2015). they claimed that writing is substantially a cognitive activity. after all, writing can be presented in the mind, body and material social ecology that exerts an effect on its users. however, we have to see how the learner may succeed in acquiring a second or foreign language. some critical aspects, which consider as the crucial indicator, are language competence and its material to support them. by viewing the sociocognitive perspective, so as the writing skills, the learner will get the process on it, she or he also must know to write as well as the grammatical knowledge. initially, the work of l1 alignment greatly influenced research on l2 alignment. the idea of alignment in sociocognitive orientation has gained prominence in applied linguistics with the use of mind-body-world integration on meaning construction and language learning (canagarajah, 2018c). however, research methods on second language acquisition are increasingly being applied to investigate l2 alignment (kim & michel, 2023). in referring to alignment, some previous studies focusing on the sociocognitive alignment in the interaction between human and nonhuman activity also become the basic notion of this study. nishino and atkinson (2015) focused on how two american doctoral students composed their eka margianti sagimin & setiono sugiharto 324 joall (journal of applied linguistics and literature), 8(2), 2023 papers in 13 face-to-face writing sessions. another study also focuses on how interaction occurs between the learner and tutor when doing a worksheet (atkinson, 2010b). indeed, similar research has been focused on the cognitive process of how mind, body, and world work together in slw contexts with collaboratively co-constructed a journal article together and in concert with their nonhuman. studies on sociocognition by (atkinson et al., 2007) investigated two japanese students, ako, a japanese junior high school student, and tomo as ako's aunt as the participant. the study focuses on how the participants engage in english-related activities. ako typically passed the time by using the computer, watching tv, eating sweets, and chatting with her aunt. it also focuses on the workings of mind-body-world alignment in second language acquisition by using videotaped interaction from ako and tomo's tutoring session. tomo, on the other hand, was an accomplished user of english. based on that and subsequent experiences, she believes that explicit grammar instruction and real-world communication are crucial for acquisition. atkinson (2010a) also addresses the three basic concepts of the sociocognitive approach; first, the concept of inseparability that keeps mind, body, and ecosocial world together in producing social action like writing in an integrative and inseparable manner. clark (2001) stated, cited in nishino & atkinson (2015), that our cognition is integrated with the socio-material environment, including body, other human beings, and a non-linguistic semiotic system like written sources, literacy, computers and the internet. further, (sugiharto, 2016) argues that sociocognitive alignment can also be considered as vital input for second language acquisition. therefore, it has been believed that alignment takes place not just between human beings but also between human beings and their social and physical environments. bateson's (1972 ) and lemke's (1997) examples, quoted in (atkinson, 2014), point out that the stick, the street, the people on the street, nonhuman affordances (such as handrails) and obstacles, the stick users hands, muscles, nervous system, circulatory system, endocrine system, brain, and various other features of the sociocognitive environment are all part of the same larger circuit of meaning and understanding, each part of them is existing in a dynamically adaptive relationship to the whole. in addition, the language competence for second/foreign language learners is also deeply elaborated. in his research, (canagarajah, 2018a) conducted interview-based research by interviewing 24 chinese stem scholars in a mid-western us university, exploring their competence in professional communication in their workplace. however, the result of students' competence was not successful since the students have a lack of advanced grammatical proficiency in english. the author revealed that the dominant assumptions of competence derive from structuralist linguistics as alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 325 a model of sla. they then argue for situating language in spatial and material ecologies, treating language as one among diverse other semiotic resources, and understanding his informants' communicative success. there are three features as the characteristics of language competence; 1) cognitive process, 2) form of knowledge, and 3) grammatical knowledge. for this reason, the learner should focus on those three criteria to master language competence (canagarajah, 2018a). in line with this study, we adopted the term language competence as the guideline to analyze the english literature students in the process of writing, which means, students may defined competence in language when they have a competency in the three area above (canagarajah, 2018a). recently, much studies concerning the issue on alignment, interaction and competence (atkinson et al., 2007; canagarajah, 2018a; kim & michel, 2023; nishino & atkinson, 2015; uzum, 2011) in second language writing has become widely discussed by scholars. although many studies have been conducted from the sociocognitive perspective, more study on alignment focusing on a play script story writing process in literature is needed. in so doing, this study bridges the missing gap on how the integration of mind, body, and world as the alignment which includes the process of writing a drama script involving the fiction skills that students should master on both the language competence and fiction writing of literary works in drama performance classroom for english learners. the study is based on the previous article written by atkinson (2002), which draws on the concept of alignment as the complex processes through which human being effects coordinated interaction, both with other human beings and (usually humanengineered) environment situations, tools, and affordances. therefore, it is interesting to investigate the extent to which cognitive process of mind, body, and world can work together in writing a play script for english literature students. thus, this recent study attempts to investigate how the 6th semester students of english literature at unversitas pamulang develop their writing process for play script by aligning themselves with their cognition, and sociomaterial world affordances. as a detail information, the 6th semester students have a drama performance subject as the output of the subject in previous semester. in this semester, they are demanded to create a project of drama performance starting from the storyline writing until the performance. hence, in this recent study, it focused on the process of writing a play script in one class only. the process started on how the students making the storyline mapping, find the fiction story they would re-written and how the script writer start writing based on the storyline mapping until the story is ready to be used by the actor. it focused on the coordinated activities of an eka margianti sagimin & setiono sugiharto 326 joall (journal of applied linguistics and literature), 8(2), 2023 english literature student in doing writing activities for a play script along with their sociocognitive world. the above background has a significant influence on this study and is exciting to be investigated. therefore, it seeks to answer the following research questions: 1. how were the mind-body-world integrated (socio-cognitive alignment) in the process of writing a play script? 2. how did the mind-body-world work in alignment to activate competence and apply it into a storyline writing? method research design the recent study focused on the process of how mind, body, and world can work together as a sociocognitive alignment in second language writing for writing a play script. the qualitative approach is considered appropriate for this research by employing video/audio recorded data of respondents and semi-structured interviews. the nature of qualitative data mention that qualitative works with a wide range of data including recorded interviews, various types of texts (for example, field notes, journal and diary entries, documents) and images (photos or videos) (levy et al., 2008). they also mentioned that during data processing, most data should be transformed into a textual form (interview recordings are transcribed) since most qualitative data analysis is done with words. moreover, the video recorded is done during the writing process of the script writer writing its story, then it transcribed into picture as seen in the data finding. meanwhile, in-depth interview is done by online platform zoom since the data was gathered during the pandemic situation due to covid 19 pandemic. in order to investigate participants' language use vis-à-vis their mindbody-world environment and their adaptive alignment to it, the moment analysis (wei, 2011) was employed. moment analysis is conducted through spur-of-the-moment actions, which prompted such actions and the consequences of such a moment, including the reactions by other people. by observing the integration of mind-body-world alignment during the process of writing a drama script involving their nonhuman environment, the gap on sla and slw studies can be better understood. further, this study focuses on the alignment principle, which elaborates on moment-by-moment processes that coordinate ecosocial elements. besides, (atkinson et al., 2007) clarifies the term alignment as the 'the complex means by which human beings effect coordinated interaction and maintain that interaction in dynamically adaptive ways". they confirmed that 'coordinated interaction' is not limited to human beings alone but also happens among humans and non-human environments. meanwhile, the moment analysis adapted from (wei, 2011) is used to analyze the data to alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 327 investigate sociocognitive alignment. wei clarifies that moment analysis focuses on the spur-of-the-moment actions, what prompted such activities, and the consequences of such a moment, including the reactions by other people. moment analysis requires data from several sources, but it is essential to observe and record naturally occurring interaction and metalanguage data, i.e., commentaries on the language user's own language practices as lived experience. wei explicitly used the term critical moments reflection methodology (cmrm), which adapted from colab (http:/web.mit.edu/colab) as a tool to help people to retrieve knowledge they acquire through experience. based on this method, its goal is to enable individuals or groups to understand their own experiences to improve their future actions. moment analysis places a strong emphasis on the person and their cognitive processes surrounding the imaginative and essential moment of action. therefore, this recent study focuses on how the scriptwriter team develops their creativity and crucial moments of action during the process of writing a play script. instruments and procedures for the detailed data, three students of the english literature study program were selected as the participants in this research who created a storyline and wrote a drama script for their class project in terms of the drama performance course. two students, "firly" and "romano", are the content creator and conceptor, and one student ", meirizka" is the scriptwriter. the activities during the writing are recorded in video/audio recording. creswell contends that setting the boundaries for the study, collecting the unstructured or semi structured observations and interviews, documents, and visual material including the establishment of the protocol for recording information are the step of data collections (creswell & creswell, 2018). moreover, three students of english literature study program at universitas pamulang were joint this research as the participant. in the english literature study program, there is a drama performance subject which is taught for the 6th-semester students. drama performance subject is also a course that can treat the students to interpret the script or narrative into the art of body movement, including expressions inspired by the script and the harmony of stage artistic arrangements and musical illustrations. this was emphasized by suroso (2015) that, " naskah drama belum sempurna tanpa dibacakan dalam drama reading atau dipentaskan dalam drama panggung di hadapan sejumlah penonton". "the play scripts are yet perfect without being read in a reading drama in stage with the presence of many viewers". the play stage is one of the platforms for students to show their artistic appreciation on a stage. besides, the drama performance course aims to make students explore their ability to express scripts into gestures, create stage performance which eka margianti sagimin & setiono sugiharto 328 joall (journal of applied linguistics and literature), 8(2), 2023 based on the story settings, manage blocking, be trained in acting, be able to direct, know the production process of drama shows and other important aspects in show production. the first process of teaching and learning activities begins with drama script writing training that is practiced properly in a workshop. then, the script was corrected and developed in class sessions to become a good script. after going through the script selection process from the student's production, the best manuscript was chosen and then developed into a story and agreed to be staged by students among the sixth-semester class. students are given the freedom to express and develop ideas either in their literary fiction work or in adapted fiction work such as novels or films. data analysis procedures the data sources used were video recording and online interview. the participant did the video during the process on mapping story and writing the script. from this video recording, it can be seen clearly how the writer interacted with the tools around her, the activities every moment during the writing and what was she doing while writing and typing in her laptop. meanwhile, in-depth interview was done after the writing process. some open-ended questions were delivered to three participants in different time. therefore, the data collection instruments only focused on the use of video camera recording and in-depth interviews by using the video call from the zoom meeting application and whatsapp. all activities during the process of developing the idea from the scriptwriter team until the process of writing into a piece of the script on the storyline are recorded by the participants. we obtained the video recorded through the application whatsapp from one of the respondents. while the semi-structured interview will also be used based on the pre-pared guiding question. some questions were personal ones such as reasons for the fondness of writing a fiction story, the collaboration process with the team, and the way they developed the ideas into a storyline. we adapted semi-structured interview questions from the researchgate.net as the source. the questions were: who helped you create this story?, what do you usually do when doing writing?, are there interactions with other people or objects around you?, how do you build imagination or create a character in a story?, tell the process of making this play story from an idea into a play that is ready to be staged. findings the research result came up with the basic or personality information of the respondents who participated in this study, as well as with the first process of making the concept. two students were the content creators, while one student was the scriptwriter. based on the information gained in the interview session, the students designed the story from the concept of mixing the two alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 329 different stories, ' robin hood' and 'little red riding hood.' they adopted those two stories into one storyline. at last, they found the title become 'prince of thief' which was adapted from robin hood and little red riding hood. the integration of mind-body-world as socio-cognitive alignment in regard to the first research question: how were the mind-body-world integrated (socio-cognitive alignment) in the process of writing a play script? we provide evidence by demonstrating some instances of how the participants develops the idea during the process of writing the play script. figure 1. concepting the storyline figure 2. drafting plot and characterization from both figure 1 and 2, we can see the creators (student a and student b) designed the plots from the scratch into a draft of the storyline by brainstorming any ideas that emerge from their brain. these ideas are made more tangible when the creators align themselves with the surrounding objects (pouring out the ideas in the whiteboard using the markers), so as it helps them able to visualize the ideas more concretely. brainstorming ideas by making mind mapping and drafting is clearly a cognitive activity. after finding the story adaption, they give the concept to the scriptwriter, student c to continue writing the complete storyline. in this step, the group interaction ensues so that both the plot creators and the scriptwriter can have the same perspective in developing the idea from the story to be adapted. then they start pointing the planning and choosing a cast or actor. from the draft, they can easily transfer the ideas to the script writer who are to write the whole story with a complete dialogue pertinent to social interaction among the participants. eka margianti sagimin & setiono sugiharto 330 joall (journal of applied linguistics and literature), 8(2), 2023 figure 3. scriptwriter writing a story line figure 4. scriptwriter writing a story line in figure 3 and 4, the scriptwriter, m was busy aligning herself with writing a storyline using the available-tools – laptop, paper, and pen. she was trying to develop the plot and suit each character in the story. the alignment and embodiment that takes place between cognition, body and non-human materials such as computer, cozy place, and other semiotic resources constitutes an assemblage. figure 5. a scriptwriter googles some words from the internet figure 6. a scriptwriter googles some words from the internet the embodied activity continues with the scriptwriter looks up some important words by googling them from the internet, as shown in figure 5 and 6. the alignment with this non-human tool not only complements the inadequacy of human cognition in generating ideas, but can also facilitates writing competence. the alignment of mind-body-world in activating writing competence to answer the second research question, we used an in-depth interview with the scriptwriter team, which are transcribed in the following excerpts: excerpt 1# who helped you create this story? 01 f: this story was created with the help of the director, all divisions also participating in giving the story ideas but mainly from the director alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 331 02 r: all crew has helped us. start from scriptwriter, property, assistant director, and refined again by scriptwriter 03 m: some people helped me write this story, the drama crew2 were very helpful especially if i was having trouble writing, they gave me input so that makes me much easier to put the plot and dialogue in each scene. in excerpt 1 above, those three students (f, r, and m) were assisted by the other divisions in this drama performance project, which means that they need input or suggestions from a different point of view in choosing the story of its plot and characterization. there is an interaction here between the scriptwriters and their surroundings, which provide evidence of an embodied and aligned activity. excerpt 2# when you write a story, what do you usually do while writing? 04 f: i usually find a quiet place without any noise 05 r: listening to music 06 m: when writing a story, i usually reading quotes from the books to get an inspiring idea or googling the professional words, it helps me. to attest to the evidence of the mind-body-world interaction into nonhuman surroundings, excerpt two can be seen as an exemplary instance. the participants here develop their own way of creating a story. f can only do the writing process in a quiet place, r did the writing by listening to music, and m read some quotes from books and searched the professional word to help them finish the story. excerpt 3# are there interactions with other people or objects around you? 07 f: no. 08 r: playing with the cat 09 m: if i'm writing a fiction story, i prefer alone. i just need music from youtube or inspiration from google or books so i can improve my writing even more. excerpt 4# how do you build imagination or create a character in a story? 10 f: i usually see the idea from new stories i read or films that i have watched recently 11 r: using references from like novels that i've read 12 m: making a character is difficult. so i have to make the pros and cons. finding the strength and weaknesses of the character. what makes him weak, what makes him cheerful. in my opinion, it's eka margianti sagimin & setiono sugiharto 332 joall (journal of applied linguistics and literature), 8(2), 2023 complex, so it is better if you want to make the story from a new character, the plot can be much easier in relation to the mind-body-world integration, excerpts 3 and 4 are clear evidence of this alignment. f responds with no interaction with other people or objects around him during the process, while r was busy playing cat amidst the writing. the interesting part was that m prefers to be alone while writing and just listening to music from the youtube to inspire her to find the ideas. further, their imagination is built when they read the storybook or watch the latest movie (f), using the like novel as the reference (r). however, m found a complicated way to finish the writing. she needs to make the pros and cons of describing the character to find an easier way in explaining the plot. further, to see how they activates the knowledge through cognitive and apply it into a storyline they create then the story is ready to be staged by the actor. excerpt 5 demonstrates this. excerpt 5# tell the process of making this drama story from an idea into a drama play that is ready to be staged. 13 f: initially this story was the idea of the director and his assistant to combine the robin hood and red riding hood story and then developed again by the scriptwriter 14 r: from the selection of ideas, my friend and i wanted to combine 2 stories, namely robin hood and little red riding hood at first, then we all built the plot one by one starting from the exposition to the resolution and the plot, so i gave it to the scriptwriter to finish. 15 m: i didn't participate with the initial process of making this prince of thief, only other crews who created the story or adapted the story from robin hood. then they told me the essential story then i found the idea of robin hood which better combined by the myth of king midas so that there seems to be a challenge between midas, someone who looks arrogant, and robin is more humble in the last part of the interview section, we sum up the process of making the storyline of the drama project. the three students yielded a similar answer in responding to the question, as seen in excerpt 5. they combine the two stories between robin hood and red riding hood and add king midas as another character. finally, they found the new story adaptation entitled "prince of thief". discussion the first research question concerned with how mind-body-world is integrated as socio-cognitive alignment. it was found that learners who had alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 333 experience in developing the idea of making a storyline which and writing a play script are always entangled in a complex web of an assemblage of both cognitive activity and other multimodalities. they claimed that while doing brainstorming together in the first session, they came up with the brilliant idea to build the story adaption. this process of acquiring language especially in second language writing reflect to the learning and teaching which views the social and the cognitive aspects of language learning as integrating the mindbody-world as a whole in embodiment (atkinson, 2014). thus, the students as the team could share the idea and find the best story which was later adapted into the new story. the influence of their circumstances was affected by the interactional aspect (atkinson et al., 2007). it means, group interaction can also generate innovative ideas for the great story. the second research question concerned with how the mind-bodyworld work in alignment to activate competence and apply it into a storyline writing. it relates to the phenomena of the mind-body-world integration and human-non-human interaction (atkinson, 2010a). they can successfully align themselves into their mind and body coordination (nishino & atkinson, 2015) with a semiotic resources. however, not all participants can align themselves to the social interaction while concentrating in writing process. one participant focused on her interaction with material object rather than her group of script writer, e.g., m prefers doing alone rather than doing with peer due to lack of concentration in a crowd situation. the result shows that regardless of integration of mind-body-world, participant claimed that they have different perspective in maximizing their cognition. it means, every learner has their own path to acquire such language and being competence. interestingly, all the findings in the previous studies revealed similar results. nishino and atkinson (2015) found that masa and tomo could pass the writing process by involving their gesture sharing and associated linguistic action. both participants either overlap or latch the other's turns. meanwhile, atkinson et al., (2007) conclude that based on that and subsequent experiences, they believed that explicit grammar instruction and real-world communication were crucial for acquisition. in line with the sociocognitive alignment, canagarajah (2018b) also demonstrated that the dominant assumptions of competence derive from structuralist linguistics as a model of sla is inadequate to account for the notion of competence, arguing instead for the importance of situating language in spatial and material ecologies, treating language as one among diverse other semiotic resources, and understanding the communicative success of his informants. comparing with the data in the current study, it showed that three script writers performed naturally when creating a storyline and indeed viewed the integration of their mind-body with any kind of tool as the environment affordances. unlike the result of atkinson and canagarajah’s eka margianti sagimin & setiono sugiharto 334 joall (journal of applied linguistics and literature), 8(2), 2023 study about two japanese students, there was one student typically passed the time by using the computer, watching tv, eating sweets, and chatting with her aunt. it also focuses on the workings of mind-body-world alignment in second language acquisition by using videotaped interaction from ako and tomo's tutoring session. if we compare with m as the script writer, she also had an interaction with the tools surrounding her such as eating activity, and browsing the internet. it revealed that this recent study may argue that alignment and embodiment in sociocognitive perspective can also be viewed into how english literature students align between their surroundings, tools, e.g. laptop, whiteboard, utensils, books, food, etc., in writing a play script can run successful. it is proved that computer skills, physical and mental condition, the atmosphere in the room, coziness of the chair, who and what else are in the room, and time and weather also contribute directly and indirectly to writing process (nishino & atkinson, 2015). conclusion based on the result from the observation in video recording and interview section via zoom and whatsapp, there are some essential points that can be foregrounded. first, the coordination between mind, body, and world on the three students were different, particularly in the interaction during writing and the process of gaining the idea on the story. f likes to write the story in a quiet situation, while r and m are likely to have the same fondness that is interaction with surroundings or listening to music. it implies when a person learning a language, their mind-body-world as an embodiment can grow simultaneously through social interaction with others as well as with their environment, including tools and their affordances. it means, the writing process also demand the cognitive coordination on human. this situation has connected to the perspective on language learning and instruction which may also assert that social, cognitive, embodied, and material aspects of human activity, including learning, are intertwined (churchill et al., 2010). the most important aspects of writing a play script that the scriptwriter should master, are language competence, cognitive process, a form of knowledge, and grammatical understanding. not only that, s(he) must have fiction skills to elaborate the story in his/her imagination. yet, they might develop or adopt the concept of the story based on literary works. in addition, as a scriptwriter of a play, we can see how they create their imagination into a story play become the product of english literature students' writing. henceforth, this study has explored how english literature students develop their idea for drama act/ playwriting script, how she/he plans the activities, and activates the knowledge through cognitive and applies it into a storyline they create. alignment, as atkinson (2014) defines it is the sophisticated means by which human beings affect coordinated interaction and maintain that interaction in alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 335 dynamically adaptive ways. it can be seen that the integrated of mind-bodyworld is really clear to see how they work with language and engage with their language competence including the ability to understand the literary works and fiction. the study also demonstrates the importance of alignment and interaction for the development of fiction writing and the language proficiency of efl students. finally, the process of making the storyline of the play project viewed that the three students revealed a similar answer in responding to the question as seen in excerpt 5. they combine the two stories between robin hood and red riding hood and add king midas as another character. finally, they found the new story adaptation entitled "prince of thief". based on the above analysis, it can be seen that the integrated mind-body world is really clear in how the participants worked and engaged with language, including the ability to understand literary works and fiction. this showed that the three script writers performed naturally when creating a storyline and indeed viewed the integration of their mind-body with any kind of tool as the environment affordances. this study hopes to give a contribution for readers in that educators and learners consider not only cognition or brain to acquire the knowledge but must also involve the body and material objects. references atkinson, d. 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(2016). comprehensible input as sociocognitive alignment: a response to cho and krashen (2016). turkish online journal of english language teaching, 1(2), 101–104. https://doi.org/10.32959/tojelt.229323 suroso, s. (2015). drama: teori dan praktik pementasan. in elmatera publisher. elmatera publisher. uzum, b. (2011). an investigation of alignment in cmc from a alignment and embodiment in a play script writing process: a sociocognitive… joall (journal of applied linguistics and literature), 8(2), 2023 337 sociocognitive perspective. calico journal, 28(1), 135–155. https://doi.org/10.11139/cj.28.1.135-155 wei, l. (2011). moment analysis and translanguaging space: discursive construction of identities by multilingual chinese youth in britain. journal of pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035 the authors eka margianti sagimin is an english lecturer at english literature study program of faculty of letters of universitas pamulang banten, indonesia who is interested in english language teaching, second language acquisition and applied english linguistics. she is currently pursuing her doctoral program at the doctoral program in applied english linguistics, atma jaya catholic university of indonesia, jakarta. setiono sugiharto is a professor at the doctoral program in applied english linguistics, atma jaya catholic university of indonesia, jakarta. his interests are english education, english language teaching and current issue of applied linguistics. marisa febrianti, deixis found in… 25 deixis found in kamio youko’s hana yori dango in english version mariska febrianti university of dehasen bengkulu rika.samsuar@gmail.com abstract : deixis cannot be separated to language itself because deixis is a part of language. one of language forms in our environment are comics. it is the popular literary works that teenager read besides novel and short story. the objectives of this research can be further detailed as the following; (1) to find kinds of deixis that are in kamio yuoko‟s hana yori dango. (2) to know the situation of deixis are in kamio youko‟s hana yori dango. the design of this research is descriptive qualitative research. it describes deixis found in hana yori dango comic. this research uses the descriptive qualitative research. the result of this research are; (1) the kinds of english deixis found in hana yori dango comic are; eighty five person deixis, twelve place deixis, thirteen time deixis, thirteen social deixis, and seventeen discourse deixis. so, it can be concluded the the dominan deixis which is used in hana yori dango comic is person deixis and the minor deixis is place deixis and (2) the dominant situation in hana yori dango comic is utterance situation related to person and social deixis in finding. so, the theory of deixis analysis from jaszczolt (2002, p.191) is sticked with the result of deixis found in hana yori dango comic. in this study, the kinds of deixis most commonly found is person deixis. it indicates that the author extremely want to show the figures in the story of comic. it can be seen from the portion of conversation made by the author is simple and short utterance and also related to some elements in comic itself. keywords : deixis, hana yori dango comic. deixis tidak dapat dipisahkan dengan bahasa itu sendiri karena deixis merupakan bagian dari bahasa. salah satu bentuk bahasa di lingkungan kita adalah komik. karya sastra ini populer di kalangan remaja selain novel dan cerita pendek. tujuan dari penelitian ini sebagai berikut; (1) untuk mengetahui jenis deixis yang ada di kamio yuoko komik hana yori dango. (2) untuk mengetahui situasi dari deixis yang ada di kamio youko komik hana yori dango. penelitian ini menggunakan penelitian deskriptif kualitatif. hasil penelitian ini adalah; (1) jenisjenis bahasa inggris deixis ditemukan di hana yori dango komik; delapan puluh lima person deixis, dua belas place deixis, tiga belas time deixis, tiga belas social deixis, dan tujuh belas discourse deixis. jadi, dapat disimpulkan deixis yang dominan digunakan dalam hana yori dango komik person deixis dan place deixis adalah yang paling sedikit dan (2) situasi yang dominan di hana yori dango komik adalah situasi ujaran yang berkaitan dengan person dan social deixis. dalam penelitian ini, jenis deixis paling sering ditemukan adalah person deixis. hal ini menunjukkan bahwa penulis sangat ingin menunjukkan tokoh-tokoh dalam cerita komik. hal ini dapat dilihat dari bagian percakapan yang dibuat oleh penulis adalah ucapan journal of applied linguistics and literature, vol 2, no 2, 2017 sederhana dan pendek dan juga terkait dengan beberapa elemen dalam komik itu sendiri. kata kunci : deixis, komik hana yori dango. introduction communication is one of the most important matters for living aspects, especially for human. people do communicate in order to help us fulfill our needs, because we cannot get what we want without say it. communication itself divided into two ways, such as : verbal and non-verbal. writing letter, sending message via email or telephone are examples of non-verbal communication, where as the parties involving in the communication are not doing the communication orally. communication non-verbal is the most important things. in such communication, they have to involve at least two parties to considered as speaker and the other one as the listener. speaker and listener not always come from the same background, such as : gender, education, social background, status, and age. so, they may use various language style in speaking and sometimes it makes the sentence is hard to understand to another party who involves in speech event. imagine if speaker says “how are you?” when there are more than one listener. the speaker may not get direct answer from the listener because they cannot get which “you” that she is talking to. another example if speaker says : “are you okay there?” when she asks to her friend in distance. she chooses the word “there” instead of “here” because it strongly refers to how the condition of the listener is. the word you and there here, indicate that a system of language which is means to point person, time, place, social, discourse, that is called as deixis. based on explanation before, deixis also related to speaker, listener and also speech event and that way is deixis included in pragmatic study. while pragmatic as yule (1996, p.3) stated that concern to study of meaning as communication of speaker and hearer that related to contextual meaning. conversation not only occurs in direct way by talk face to face but also indirect, for example write a message by telephone as tools. then conversation happen in written and is influenced by imagination namely literary works like drama, short story, film, novel, etc. deixis has been issues in some studies because in many literary works contain pointing words. it is proved by some researchers that have investigated, such as : bejo sutrisno, m.pd investigate deixis on interactional oral discourse with the title “conversation analysis between vegetable seller and buyers at a complex of taman kintamani – tambun, bekasi, ike endah rachmawati, diponegoro university semarang entitled the use of person deixis in relation to politeness function, rosmawaty from state university of medan with her research analysis the use of the kind of deixis on ayat-ayat cinta novel by habiburrahman el-shirazy, deixis in raditya dika‟s utterances in standup comedy show by harna malau and lince sihombing and dimas pramianto from university of muria kudus with his research deixis found in “one piece” comic. marisa febrianti, deixis found in… 27 one of that researchers above used comic as the object of this research, therefore it supported the writer to choose comic in this study because it is also example of literary works besides novel, short story, poetry and drama but seldom be the object to investigate not only in linguistic even in literature. then, next point of writer conducts a research about deixis in hana yori dango because manga comic from kamio youko very popular in teenager. it is proved by hana yori dango won award of shogakukon, that means best seller comic all of time in japan. that is why the title of this research is deixis found in kamio youko‟s hana yori dango in english version. pragmatic is study about meaning that related to the context. it concern to study of meaning as communication of speaker and listener that related to contextual meaning, (yule, p.3). pragmatic has some aspects that should concern such as speaker, listener and context. as those considering that pragmatic also happen in conversation to communicate, there is study brought of it which called deixis. understanding the definition of deixis, many linguists have presented the definition of deixis. jaszczolt (2002, p.191) stated that „deixis‟ derives from ancient greek which means „to show‟, „to point out. deixis is the phenomenon of encoding contextual information by means of lexical items of grammatical distinctions that provide this information only when paired with this context. in other words, it means lexicalizing or grammaticalizing contextual information, that is making it into obligatory grammatical or lexical distinctions. they give instructions to the addressee that context has to be consulted in order to grasp the meaning of the utterance. in another side, fromkin in her book an introduction to language (1991, p.199) said that in all languages there are many words and expressions whose reference relies entirely on the situationsal context of the utterance and can only be understood in light of these circumstances. this aspect of pragmatics is called deixis . first and second person pronouns such as ; my, mine, you, your, yours, we, ours, and us are always deictic because their reference is entirely dependent on context. you must know who the speaker and listener are in order to interpret them. according to yule (1996, p.9) stated that deixis is a technical terms for one of the most basic things people do with utterances. it means „pointing‟ via language. by knowing and understanding deixis, the reader can easily determine the aspects of deixis such as person, spatial or place, temporal or time, social and discourse deixis. besides fromkin et al. (1991, p.1) stated that deixis are those words in a language that entirely depend on context. furthermore, cruse (2000, p.319) defined that deixis means different things to different people. moreover, davis (2000, p.3) said that deixis is equivalent to pointing. it derives from the same greek. brown & yule (2000, p.27) elaborated three root that occurs on digit, index, indexical namely expressions whose reference is a function of the context of their utterance. some deictic forms like here, now, you, this and that are considered some of the most obvious linguistic elements which require contextual information for their interpretation. journal of applied linguistics and literature, vol 2, no 2, 2017 from the descriptions above, it can be concluded that deixis is changing of word or utterance that are in same context and the reference. it also not static and has function as pointing word and to replace current words. according to jaszczolt (2002, p.205), deixis has been classified in the literature as (1) person deixis; (2) place deixis; (3) time deixis; (4) discourse deixis; and (5) social deixis. those kinds of deixis are discussed as follows: (1) person deixis person deixis encodes the role of participants in the speech event, such as speaker, addressee, other entities. person deixis is encoded in pronouns: „i‟ for the speaker, „you‟ for the addressee, „he‟, „she‟, „it‟, „we‟, „they‟, for others. pronoun system different from language to language: different information is grammaticalized. person deixis can be grasped only when we understand the roles of the speaker, source of the utterance, recipient, the target of the utterance, and hearers who are not addressees or targets. only then can we successfully replace the pronoun and adjectives as in the examples of (a) by those in (b) or (c) in processing the utterance. (a) give me your hand. (b) give him your hand. (c) i give him my hand. (2) place deixis place deixis encodes spatial locations relative to the interlocutors. here we allocate demonstratives – proximal and distal in english, and adverbs of place: „here‟ and „there‟. place deixis specifies the location relative to the speaker and the addressee as in „ten meters further‟, „ten miles east of here‟, „here‟, „there‟. „here‟ as the unit of space the includes the place the location of the speakers at the time of the utterance or a location proximal to the speaker‟s location at the time of the utterance the place pointed at if the use of „here‟ is gestural. in some cultures, demonstratives can be distinguished on principles other than distance from the speaker, such as (i) close to the addressee, (ii) close to the audience, (iii) close to persons not participating in the event as well as (iv) on the basis of directions – above, below, or even (v) visible-non-visible to the speaker or (vi) upriver-downriver from the speaker, depending on the system of conceptualizing space used in the particular language. time deixis (3) time deixis encodes temporal units relative to the time of the utterance. here we distinguish coding time (time of utterance) and receiving time (time of the recovery of the information by the hearer). tense markers and adverbs of time („now‟, „tomorrow‟, „next year‟) also belong to this category. time deixis is also oriented towards the in discourse. „now‟ means the time at which the speaker is producing the utterance. it is the coding time, different from the receiving time, although in practice the events of coding and receiving are, with an allowed approximation, co-temporal. the deictic centre can be projected on to the addressee as in an example below. „now‟ refers to the time at which the addressee learns the truth, which follows the time at which the author of the letter coded the message. for example: you know the whole truth now. i knew it a week ago, so i wrote this letter. (4) discourse deixis discourse deixis encodes reference to portion of discourse. discourse deixis is not one of the marisa febrianti, deixis found in… 29 basic deictic categories. by means of this device we can rever to portions of discourse, as in „in the last paragraph‟, „this story‟, sentence-initial „therefore‟, „in conclusion‟, „anyway‟, „all in all‟, where the reference is relative to the utterance. (5) social deixis social deixis encodes social relationships and other social distinctions. social deixis concerns social relationships between participants, their status and relations to the topic of discourse. relationships that are relevant in their type of deixis include these between the speaker and the addressee, between other participants, the speaker and the object spoken about and soon. devices used for the purpose of this deixis include varying forms of address, pronouns of politeness, kinship terms and honorifics, in particular addressee and referent honorifics. from the five types of deixis above, some linguists (charles fillmore, stephen levinson), in jaszczolt, analyze all five types of deixis as instances of the same phenomenon. but discourse and social deixis seem to differ from the three basic categories of person, place and time deixis . they grammaticalize or lexicalize certain distinctions relative to context, but may not need context for interpreting them. the theory to analyze semantic issues of natural language called as situations. whereas situations semantic is an information theory, that seeks to understand linguistic utterances in terms of the information conveyed. it supported by devlin and rosenberg (1990, p.56) showed that situations theory could also be used to analyze language use from an action perspective. besides that barwise and perry (1980, p.4) wrote of situations are parts of the world, clearly recognized in common sense and human language, because situations is not just of objects, properties, and relations. but objects having and standing in relations to one and the other. events and episodes are situations in time, scenes are visually perceptions and facts are situations enriched or polluted by language. therefore based on those descriptions, situations is the goal that provides some indication of manner in which method may be applied. the basic idea of situationss is utterance. in the simplest version, analyzes utterances in terms of three situations, namely utterance situations, resource situations and focal situations. a. utterance situation is context in which the utterance is made and received. it related to speaker and listener. b. resource situation can become available for exploitation in various ways, such as by being perceived by the speaker, the objects of the some common knowledge about the world, the way world is, and built up by previous discourse. c. focal situation also known as described situation. focal situation is part of the world the utterance is about like features of the utterance situation. method in this research, the writer used descriptive qualitative method and critical analyzing which analyze and to identify every utterances in comic using deixis. the data analysis technique used in this research is descriptive qualitative. whereas, descriptive qualitative is a technique stated by statement, quotation or journal of applied linguistics and literature, vol 2, no 2, 2017 description by explanation. it is used to give more clear description about the study qualitatively by choosing, considering, defining and arranging the fixed data. critical analyzing is an analyzing that make people to be more focus with main purpose of research, macmillan (2001, p.38). then the writer will describe the data which will answer two questions in statement of problem. object of this research is manga comic by kamio yuoko entitled hana yori dango in english version series. the writer used deixis theory based on jaszczolt (2002, p.191) in data analysis as approach by following steps as follows: 1. read the comic, 2. underlined the utterance related to deixis, and code it. 3. put the utterance on the table instrument, 4. identified and separated it into each kinds of deixis, 5. read more for next finding, 6. analyzed the situation of deixis 7. made conclusion the data which have been collected. finding and discussion in this chapter consist of finding is found by the writer in hana yori dango by kamio youko. after collecting the data, the types of deixis in makino utterance in comic show are classified based on the types of deixis by jaszczolt theory (2002, p.191). there are five types of deixis namely person deixis, place deixis, time deixis, social deixis, and discourse deixis. it is found that there were one hundred fourthy occurrences of deixis which are divided into eighty five person deixis, twelve place deixis, thirteen time deixis, thirteen social deixis, and seventeen discourse deixis. here some examples of deixis : it looks like he is leaving the school. he is here today to get his stuff. (p.3) the utterance it above as example of person deixis as subject pronoun. whereas it refers to the view of speaker saw at makino‟s class. then the word he also represent the example of person deixis as subject pronoun which makino said to point her friend. in addition, it and he included into utterance situation because it refers to context in which utterance is made and received by devlin and rosenberg (1990, p.56). makino made the utterance it to show the situation at class when her friend back to school just for collect his stuff and make her utterance can received by the listener. then he as the utterance of makino made to called her friend who did it. i wear a fake smile every day. myself, who didn‟t have the courage to talk to kimotokun. to tell the truth, i hate myself most of all. (p.19) the utterance most of all refers to the characterization of makino who had changed after she becomes the students of eitoku academy. she can‟t be herself as makino which brave, strong personality and never give up to problem she occur. that is why most of all included into discourse deixis. based on the utterance which discourse deixis has, it can be found that it including to resource situation. it caused of the utterance describe or built up by previous act who happen before of speaker and hearer. marisa febrianti, deixis found in… 31 what a childish and cruel game. and those bastards, the f4. (p. 8) the word bastards including into social deixis because it showed status and relation of listener to speaker. according to example above, speaker used bastard to represent her point of view to f4. besides that it also related to attitude of f4 in school. therefore the utterance bastards included into social deixis moreover, based on the function of the utterance bastards in that example as listener who said by speaker, if connected to situation theory by devlin and rosenberg (1990, p. 56) it included into utterance situation. it can be liked that because bastards is part of listener or in the other word it represent as participant who received the utterance in speech event. based on the findings, many kinds of deixis are found in kamio youko‟s hana yori dango comic. while, it divided into five types are person deixis, discourse deixis, social deixis, time deixis and place deixis. kamio youko as the author of that comic used deixis to arrange and avoid the repetition in conversation between each figures in there. besides that, it also influenced by comic features which provide as location of author to put the conversation. that is why the utterance in comic contains with simple and short utterance of dialogue. in this study, the kinds of deixis most commonly found is person deixis. it indicates that the author extremely want to show the figures in the story of comic. it can be seen from the portion of conversation made by the author is simple and short utterance and also related to some elements in comic itself. the finding supported by deixis theory according to jaszczolt (2002, p.191) which stated that person deixis indicates the role of participants in speech event, such as speaker, listener, other entities. person deixis has closely related to the reader to understand the role of speaker, source of utterance, recipient, the target of the utterance, and listener who are not the targets. for example: this all started when he talked back to f4 in defense of another student. (p. 6) makino tsukushi as central figure of hana yori dango comic says certain utterance, she used person deixis by the author made to decrease the repetition in conversation. like to called domyouji, rui, nishikado and mimasaka, she usually used them and f4 as person deixis in her conversation. furthermore, in situation theory based on devlin and rosenberg (1990, p. 56) there are three types of situation namely : utterance situation, resource situation and focal situation. person deixis as the dominant kinds of deixis in hana yori dango comic related to situation of that conversation made and received. in the other word, it can called utterance situation where as it concern to speaker and listener. actually, in fact between three types of situation based on devlin and rothenberg theory, utterance situation also be the most situation is used because person deixis and added with social deixis be the most appears in hana yori dango comic than the other. person deixis and social deixis has closely related to subject or pronoun in conversation. after that, discourse deixis is the second kinds of deixis which dominant appears in hana yori dango journal of applied linguistics and literature, vol 2, no 2, 2017 comic. discourse deixis can be related to conclusion of speaker dialogue in comic. it can be exist without the other aspect to built up. for example to say all of that in the dialogue the author need to add some previous discourse to support the deictic of discourse deixis. after the author elaborate that before, then discourse deixis appears to replace that. in hana yori dango comic, kamio youko as the author also used that point in her comic. she wrote some actions that acted by f4 to makino, then to called that actions again kamio used the utterance of discourse deixis. that case also happen in situation aspect. according to devlin and rosenberg theory (1990, p. 56) about types of situation, resource situation is related to discourse deixis. resource situation is available for exploitation of perceived by speaker, the object of some common knowledge about world to built up by previous discourse. so resource situation are in discourse deixis. on the other hand, the kinds of deixis is time deixis which relate to reference to participant and also distinguish the moment of utterance from moment of reception. the word indicates this kinds of deixis is adverb of time such as : today, the next morning, now, yesterday and tomorrow. that words are pointing changes of time when speaker says the utterance. makino used the deictic of time deixis to show when the event happen. the last kinds of deixis is place deixis. according to jaszczolt theory (2002, p. 191), place deixis concern to location of participant in speech or dialogue. it connected to the deictic which indicate this deixis are here and there. based on hana yori dango comic, place deixis less used by makino to the figure in that comic because some figures usually deliver the information to the other than mention about relative to location of participant. time deixis and place deixis interconnected each other in situation aspect. it cause of they have same function to described situation. as devlin and rosenberg (1990, p. 56) elaborate in their theory, part of the world that described the situation known as focal situation. therefore time and place deixis including to focal situation. based on hana yori dango comic focal situation be the second dominant of types the situation after utterance situation. it is because after subject and object, adverb is also important aspect of sentence. conclusion based on the research, the writer found many deixis are in hana yori dango by kamio youko. after collecting the data, the kinds of deixis in makino utterance in comic show are classified based on the kinds according to jaszczolt theory (2002, p.191). there are five types of deixis namely person deixis, place deixis, time deixis, social deixis, and discourse deixis. it is found that there were one hundred fourthy occurrences of deixis which are divided into eighty five person deixis, twelve place deixis, thirteen time deixis, thirteen social deixis, and seventeen discourse deixis. it indicates that speaker and listener are important aspect in utterance of conversation. when person want to talk something or make a conversation, he need the listener as participant in speech event. it‟s not wrong if the conversation did not have listener as who received the topic but marisa febrianti, deixis found in… 33 the purpose of speaker want to deliver in the utterance to make conversation can‟t be implement. in another side, the chosen language of speaker and listener as participant said in society can reflect the status and social situation. it can called as social deixis. from the definition social deixis has similar to person deixis but in social deixis, there are statuses or social situation that consider in society. social deixis is used by the author in hana yori dango comic related to difference social situation makino has central with her friends status at school. there are seventeen discourse deixis which found by the writer in hana yori dango comic. it can be seen that in comic also concern to the use of expression by the utterance refers to portion of discourse content although the author used simple and short utterance in conversation. there are thirteen time deixis refers to the moment of utterance from moment reception. the words which indicate time deixis are tomorrow, now and yesterday. and there are twelve place deixis related to spatial location of participants in speech. it usually used here or there as indicate the location. time deixis and place deixis have similar function to describe situation in comic. from the situation that author emphasizes in the utterance, person deixis and social deixis included into utterance situation with the role related to context in which utterance made and received. in another word, it related to the situation of speaker and listener in the utterance. then, discourse situation included into resource situation because resource situation is available for exploitation of perceived by speaker, the object of some common knowledge about world to built up by previous discourse. lastly, time and place deixis included into focal situation that known as described situation. time and place deixis are represented by adverb in the utterance that has function to explain the situation. that is the reason time and place deixis related to focal situation. therefore, based on explanation above comic still has the same aspect to another literary works like novel, short story, film, etc. besides the difference characteristic of comic with short and simple utterance, it still concern to purpose and the rules to built good sentence in conversation. in generally, the author of comic used deixis and utterance situation as dominant finding in this research to show the figures that followed by certain situation in story. references barwise, j. and perry. the situation underground, in stanford working paper in semantics. sag, stanford cognitive science group. 1980. cruse, d. alan. meaning in language: an introduction to semantic and pragmatics. oxford: oxford university press. 2000. davis, b20nd.www.usersurvey. (n.d).retrived march 20, 2009, from http://www.slideshare.net/yusu f_k/deixis-concept devlin and ronsenberg, d. language at work : analyzing communication breakdown in the workplace to inform systems design, stanford journal of applied linguistics and literature, vol 2, no 2, 2017 university : csli publications and cambridge university press. 1996. fromkin, victoria and robert rodman, h and hyyams, n. an introduction to language. massachusetts: thompson wadsworth. 1991. jaszczolt, k.m. semantics and pragmatics . longman. 2002. macmillan and bell, suzanne. teaching with educational technology in the 21st century. united stated america : information science publising. 2001. yule, george. pragmatics. new york: oxford university press. 1996. joall (journal of applied linguistics and literature), 7(2), 2022 311 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21475 https://doi.org/10.33369/joall.v7i2.21475 antiracist applied linguistics, marxian utopian, and infra politics setiono sugiharto doctoral program in applied english linguistics, atma jaya catholic university of indonesia jalan jenderal sudirman 51, jakarta 12930 article info abstract article history: received: april 28, 2022 revised: july 27, 2022 accepted: august 02, 2022 the notion of (anti) racism in applied linguistics has been feverishly accentuated and animated, making it the buzzword du jour in the field. drawing upon the insights generated mainly from postcolonial studies, applied linguists have become eager to resuscitate this notion, often implicitly averring that racism has long been insidiously penetrating in the field and surreptitiously operating under the so-called raciolinguistic ideologies. it is these ideologies that are alleged to perpetuate, and even to further the hegemony of white supremacy and empire, eventually giving rise to racial inequalities and racial hierarchies. the antiracism movement, it has been asserted, needs to be enacted. this article will argue that the fervent pronouncement of linguistic racism, and of antiracist movement in applied linguistics may amount to both political mystification and conceptual obfuscation of racial inequalities and racial hierarchies. moreover, professing and even providing evidence of the existence of racism without accounting for the critiques of its intellectual basis, to which the idea of antiracism is affiliated and irrevocably rooted, is such an avant-garde endeavor that the notion masks the very fundamentals of humans as social and political beings. in the end, the article provides examples of how the so-called “racialized subjects” subvert their identities as a manifestation of doing infra politics. keywords: racism postcolonial studies raciolinguistic ideologies antiracism movement infra politics conflict of interest: none funding information: none correspondence: setiono sugiharto, doctoral program in applied english linguistics, faculty of education and languages, atma jaya catholic university of indonesia. setiono.sugiharto@atmajaya.ac.id ©setiono sugiharto this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): sugiharto, s. (2022). antiracist applied linguistics, marxian utopian, and infra politics. joall (journal of applied linguistics and literature), 7(2), 311-320. https://doi.org/10.33369/joall.v7i2.21475 https://ejournal.unib.ac.id/index.php/joall/article/view/21475 https://doi.org/10.33369/joall.v7i2.21475 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.21475&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.21475 https://orcid.org/0000-0001-9435-5264 setiono sugiharto 312 joall (journal of applied linguistics and literature), 7(2), 2022 applied linguistics today has often been besieged by the accentuation and animation of the so-called “linguistic racism.” heavily influenced by the postcolonial insights, applied linguists seem eager to resuscitate this notion in their publications by either implicitly or explicitly averring that racism has long been insidiously penetrating in the field under the neutral-race agenda, and surreptitiously operating under the so-called raciolinguistic ideologies. additionally, it has been accused of being complicit with white supremacy and colonialization (see for example, kubota & lin, 2009; kubota, 2015, 2020; bhattacharya, jiang & canagarajah, 2020; motha, 2020). it is raciolinguistic ideologies and complicity with white supremacy that have been alleged to perpetuate, and even to further the hegemony of white supremacy and empire, eventually giving rise to racial inequalities and racial hierarchies. to counter these ideologies, scholars have so far exhorted that antiracist movement is imperative to be enacted, so that “applied linguistics can ever be disentangled from and even actually work against white supremacy and empire” (motha, 2020, p. 129). this article will first discuss the most recent claims on linguistic racism in the field of applied linguistics (especially by those raised by kubota (2020) and motha (2020)), and then argue that its fervent pronouncement, along with the implicit declaration of antiracist movement, in the field may amount to both political mystification and conceptual obfuscation of racial inequalities and racial hierarchies. additionally, professing and even providing evidence of the existence of racism without accounting for the critiques of its intellectual basis, to which the idea of antiracism is affiliated and irrevocably rooted, is such an avant-garde endeavor that the notion masks the very fundamentals of humans as social and political beings. the article will end with examples of how the so-called “racialized subjects” enact their quiescent capacity as social and political being in subverting identities in the perceived dominant language (i.e., english) as a way of doing infra politics. claims on racism in applied linguistics admittedly, the issue of race, more specifically, racism in the field of applied linguistics has long attracted considerable attention of scholars, and therefore it is no novel topic (see kubota, 2020 for a review). yet, in keeping with the dynamics of the field, which some scholars see as still being entangled with the underrepresentation of scholars of color (bhattacharya, et.al., 2020), we can in recent years witness the surge of interest in resuscitating the issue of racism, with scholars being eager to elevate and animate it through their published works. among these scholars in applied linguistics, kubota (2020) is probably one of the leading forces who vehemently uplifts the discussion on racism occurring in applied linguistics. focusing primarily on what she terms antiracist applied linguistics, marxian utopian, and infra politics joall (journal of applied linguistics and literature), 7(2), 2022 313 “epistemological racism,” especially in knowledge production, she calls for a critical examination of this type of racism in scholarly activities, for its presence can “produce and maintain racial hierarchies and inequalities of different academic knowledges, further impacting the institutional status of racialized scholars.” kubota goes on to alert us that in our academic practices (teaching, researching, and mentoring, amongst other) we need not be complicit with the dominant white euro-american knowledge systems for the sake of increasing our perceived legitimacy in knowledge production. being complicit with this knowledge system, as kubota further contends, is tantamount to continuing to seek membership in the white euro-american club of knowledge, and to reinforce the existing unequal system and hierarchy. more recently, motha (2020) further brings the issue of racism in applied linguistics to the fore, posing a rhetorical question that becomes the title of her article “is an antiracist and decolonizing applied linguistics possible? in it, she points out that we applied linguists tend to become complicit and intimate with white supremacy, which “materializes in many configurations” (motha, 2020, p.129). as such, the field has become an effective conduit for the sustenance of white supremacy and empire. as she avers: part of our complicity with white supremacy is evident when we applied linguists spend our energies trying to understand how to successfully acquire and teach languages without attention to the broader consequences of such language learning, such as the successful acquisition of english apart from the constellation of social, political, and economic factors that produces desires for english, and relatedly for whiteness and all it represents, and the material consequences of those desires for the english teaching industry globally (motha, 2020, p.129) motha’s message is that racism has been part of applied linguistics, wittingly or otherwise. it is embedded in the field, and masquerades itself under neutral and innocuous language practices. however, she envisions that an antiracist energy to resist racism in the field is possible, though “it is not a natural progression in our profession” (motha, 2020, p.132). both kubota’s (2020) and motha’s (2020) claims on racism in applied linguistics are indicative that racism in its various forms, including epistemological racism, has long been part of the field, and that it is not dissociable with the academic practices we applied linguists do in the profession. for both of these scholars, the challenges applied linguists are facing today is to confront white supremacy with its euro-american centric orientation to knowledge system, as well as academic practices by enacting setiono sugiharto 314 joall (journal of applied linguistics and literature), 7(2), 2022 antiracist practices. in essence, what these two scholars call for is clearly the enactment of antiracist applied linguistic movement. antiracism as a postcolonial legacy: a critique we need to bear in mind that any intellectual endeavors that attempt to challenge the euro-american hegemony, be they in politics, ideologies, economies, cultures, races, and linguistic practices, indubitably owe their foundations to postcolonial insights and theories. the two most recent exemplary pieces discussed above are no exception. kubota (2020) has demonstrated that applied linguistics has been besieged by racial biases that favor more euro-american whiteness in knowledge systems and knowledge productions than any other knowledges outside the euro-american boundaries, while motha (2020) views applied linguistics as an effective vehicle for the sustenance of white supremacy and empire due to applied linguists’ intimacy with whiteness. their well-intentioned efforts to unpack the insidious racism, and, in turn, to call for an antiracism movement, in the field obviously lend support to postcolonial theories. the idea of antiracism is, ipso facto, the long-lasting legacy of postcolonialism. nonetheless, the above scholars’ ardent pronouncement and exhortation of antiracist enactment in applied linguistics can run the risk of politically mystifying and conceptually obfuscating essential constructs such as racial inequalities and racial hierarchies, against which the antiracist movement intends to combat. this is because they are “seeking changes in the representational realm” (i.e., how to change the status of scholars of color to attain equality in knowledge production), “without adequately addressing the material realms that produced such inequalities… (krishna, 2009, p. 109, italic mine), as well as ignoring the everyday politics the people are doing to resist these inequalities. in this regards, the idea of racial inequalities and hierarchies become vacuous, and aiming for equalities in knowledge production remains unattainable lofty ideals. to borrow krishna’s phrase, both kubota (2020) and motha (2020) have succumbed to “idealism” (in a marxian sense), which is “the tendency to regard changes in the representational realm as real and consequential, when in actuality, they are merely epiphenomenal (or superficial) if they were not accompanied by more basic, fundamental, and consequential changes in the economic, political or material realms” (krishna, 2009, p. 109, italic added). this is an instance of the marxian utopian. we can therefore infer that drawing their insights from postcolonial theories, kubota and motha …energetically proclaim their resistance to eurocentrism and the importance of provincializing europe as a step toward genuine decolonization. yet, in their own obsession with the colonial period; in their tendency to see secularism, scientific rationality, bourgeois antiracist applied linguistics, marxian utopian, and infra politics joall (journal of applied linguistics and literature), 7(2), 2022 315 freedoms, human rights, and other such values as emergent from the european enlightenment; their continuous theoretical engagement with the latest in western philosophical and intellectual movements; and their disinterest in ways in which europe (and euro-america) plays such a central role in contemporary neoliberal globalization, postcolonial theorists are themselves complicit in the continued hegemony of eurocentrism (krishna, 2009, pp. 114-115). related to the above points, kubota’s and motha’s pronouncement lay a considerable emphasis on normative deconstruction “at the expense of an engagement with the “real.”” (krishna, 2009, p. 104, quotation mark in original). in their efforts to promote the import of antiracism in applied linguistics, both kubota and motha are trying to “mobilize” those who are directly engaged in practicing applied linguistics (mostly scholars and language practitioners), but dismiss what i shall call the engagement of the politics of the grassroots. also, they have less to say about the discursive effects of the hegemonic role of english over other languages. they fail to deal with “an attempt to understand how languages, cultures, knowledge and identities have been taken over, appropriated, adapted, adopted, and reused” (pennycook, 2000, p. 116). what’s more, the overarching focus on normative deconstruction might eventually repudiate the practical political contribution made by the polity, or even by lay people on their own to counter the constant presence of racism in the field of applied linguistics. thus, what kubota and motha have done in promoting antiracist applied linguistics is akin to what “elite politics” did in the idea of “elite historiography” narrated by one of influential thinkers of postcolonialism, ranajit guha. guha argued that elite politics in colonizing indian at that time “mobilized vertically, relied on colonial institutions, was legalistic and constitutionalist in its form, and largely circumspect and deferential in its demeanor, which is in a stark contrast to the grassroots politics which “mobilized horizontally through kinship, territoriality, and rumors; was more violent and thoroughly disruptive in its expression; and often spontaneous in its emergence” (as quoted in krishna, 2009, p. 82). it is the latter that has been summarily dismissed by kubota and motha, the point i shall illustrate in the subsequent section. doing infra politics: some examples unlike elite politics (hence, the politics of elite applied linguists as has been demonstrated by kubota and motha in this context), grassroots politics is often performed by lay people in their attempts to resist the dominant discourses, and to create oppositional and alternative discourses and identities. they often do this by using covert, yet creative discourses that may setiono sugiharto 316 joall (journal of applied linguistics and literature), 7(2), 2022 not at all be congenial to the desire of the dominant discourse communities. parodying, joking, speaking behind the back, and satirizing the dominant discourses, among others are such forms of creative oppositional discourses. in most contexts of language use, these forms are carried out on the sly, and are hidden from the publics’ eyes. it thus represents the “infra politics” of underlife behavior (scott, 1990). it also constitutes a micropolitics, in that it “is not very conspicuous in the impact it has on wider social life” (canagarajah, 2004, p. 134). consider, for example, the following instances of enacting this infra politics. one is the case of a classroom teacher activating their agency as a non-native english teacher hailing from the javanese ethnicity (one of the biggest ethnicities in indonesia). i show here how a local teacher, while teaching english imperative sentences to junior high school students, resorted to mixed linguistic practices in their attempt to a create space for his own agency exploration, and the same time to deracialize english. the point here is to demonstrate that despite the imposition of the english-only-policy (as a mandated macro-centric policy) in the school contexts, the teacher as a multilingual speaker is able to surreptitiously enact his own spontaneous linguistic expressions by shutting different linguistic codes (english, javanese dialect, and indonesian) for the sake of making the teaching effective and efficient. teacher :...so students, let’s finish about report text. ...imperative sentences (writing on the board). some of you have already known, mungkin ada yang sudah tahu [maybe some of you have known] about imperative sentences, atau mungkin ada yang tidak tahu? [or maybe some of you don’t’ know?] please give your opinior about the imperative. try to understand first!mengerti dulu ya [understand it first, okay]. catatanny lengkap tidak mengerti ya podo wae [if you’ve a complete note, but don’t understand, it’s just the same].... perhatikan dulu kalimatnya [pay attention to the sentence]. oh...ini tho namanya [i see] order or instruction. ‘leave the class!’, ‘put your book on the table!’ always an order or instruction begins with verbs. which one? verb one, verb two, verb three? student a : verb one. teacher verb one. good! other instruction may begin with verb one always verb kata dasar, kerja dasar ya [infinitve].... (hutami, 2016) antiracist applied linguistics, marxian utopian, and infra politics joall (journal of applied linguistics and literature), 7(2), 2022 317 in the above interaction, the teacher explains imperative sentences by assuming that the students might have and have not known about them. interestingly, he did this by shuttling from english to indonesian and then back to english again. yet, prior to letting students opine about the notion of imperative, the teacher gives a piece of advice by mixing both indonesian and javanese mengerti dulu ya. catatannya lengkap tidak mengerti ya podo wae. here he playfully and jokingly exhorts the students to have metalinguistic knowledge about the imperative sentence by switching to a javanese expression podo wae (literally mean just the same), suggesting that the note-taking students did will be of little help unless they have a metalinguistic knowledge about imperative sentences. another example is an act parodying english in a playful and fun fashion by deliberately meshing the language with a local javanese dialect (one of indonesia’s local vernaculars), hence the creative neologism “javenglish” (the blending of javanese-english), creating a humorous effect to the readers. this can roughly be translated as follow: this night, the cloud is hanging on the sky. the thunders sound like a big bang like firecrackers. the lightning strikes many times. my clothes hanging on the clothesline are flying to my window because they are blown by the wind. the swinging trees also almost fall. the rain sounds like something falling hard on the roof. it is very dangerous! now i’m afraid alone while lying relaxed in my room. i miss you so much my lovely darling. instead of sitting quietly alone, i heard sound of gamelan setiono sugiharto 318 joall (journal of applied linguistics and literature), 7(2), 2022 (javanese traditional music instrument). i’m getting curious. i checked it out. damn, it was a ginger drink (a javanese traditional beverage) seller! i’m running in a rush to the ginger drink seller, then i call him and buy a mug of it. then i sip it until finish. now i’m heavily full. cheers... this is an instance of what maher (2010) calls “metroethnicities” where ethnic identity (in this case javanese ethnicity) is treated as a playful and parodic form of community and identity. for maher, “identity can be a toy. something you play with” (maher, 2010, p. 584). such is a way an individual from a certain community playfully adopts alternative identities to resist the seriousness of the imposed ethnicities. the creative meshing of a wealth of javanese expressions with english is actually intended to satirize the english language with the purpose of indexing and elevating the writer’s identity as a javanese. this parody indicates that even such a dominant language can be appropriated through a “lamination” (bakhtin, 1986) process of meshing english with a vernacular language to express the writer’s deep feeling of being lonely and scared without losing the essence of the story. though the story is narrated by patching simple sentences with an oral-like rhythm (for instance sentences the gluduks sound jlegar jlegar like mercon, the trees geal-geol also almost fall, now i’m afraid alone while turon-turon in my room, instead of lenger-lenger alone), its grammatical construction is overall well-formed, and more importantly, its flow can easily be understood by the javanese, but probably not for the english-native speakers. this indicates the writer’s high metalinguistic awareness in both languages. furthermore, almost all of the sentence construction in the narration is dominated by the javanese expressions, giving the impression that the writer wanted to create a nuance that evokes his/her identity more than that of a foreign identity. while code-meshing in the playful parody occurs mostly at the lexical level, the writer also code-mixes at the morpho-syntactic level by meshing the indonesian prefix keand the javenese lexeme sebul (blow), thus forming kesebul (being blown). the two examples above are indeed a strategic horizontal mobilization of the grassroots politics conducted through territoriality (i.e. from the perspective of javanese dialects), which is disruptive in its expression, and spontaneous in its emergence. thus, rather than view them as “racialized subjects” who are grappling with the obscure notion of racial inequalities and hierarchies, both the classroom teacher and the writer prove themselves resourceful language users who are capable of enacting their quiescent capacity as social and political being in subverting identities in the perceived dominant language (i.e., english) as a way of doing infra politics. references bakhtin, m. (1986). speech genres and other late essays. trans. v. w. mcgee. university of texas press. antiracist applied linguistics, marxian utopian, and infra politics joall (journal of applied linguistics and literature), 7(2), 2022 319 bhattacharya, u., l. jiang, & s. canagarajah. (2020). race, representation, and diversity in the american association for applied linguistics, applied linguistics, 41(6), 999-1004 https://doi.org/10.1093/applin/amz003. canagarajah, s. (2004). subversive identities, pedagogical safe houses, and critical learning. in b. norton & k. toohey (eds.), critical pedagogies and language learning (pp. 116-137). cambridge: cambridge university press. hutami, n.s. (2016). teachers’ mediun of instruction and attitudes towards english as a medium of instruction in the classroom: a case study. unpublished master thesis. krishna, s. (2009). globalization and postcolonialism: hegemony and resistance in the twenty-first century. plymouth, uk: rowman & littlefield publishers, inc. kubota, r. (2015). race and language learning in multicultural canada: toward critical antiracism, journal of multilingual and multicultural development 36: 3–12. https://doi.org/10.1080/01434632.2014.892497. kubota, r. (2020). confronting epistemological racism, decolonizing scholarly knowledge: race and gender in applied linguistics, applied linguistics, 41(5), 712-732. https://doi:10.1093/applin/amz033. kubota, r. & a. lin, (eds). (2009). race, culture, and identity in second language education: exploring critically engaged practice. new york: routledge. maher, j. (2000). metroethnicities and metrolanguages. in n. coupland (ed.), the handbook of applied linguistics (pp. 575-591). new york: wiley blackwell. motha, s. (2020). ‘is an antiracist and decolonizing applied linguistics possible?,’ annual review of applied linguistics 40, 128–133. https:// doi:10.1017/s0267190520000100. pennycook, a. (2000). english, politics, ideology: from colonial celebration to postcolonial performativity. in t. ricento (ed.), ideology, politics, and language policies: focus on english (pp. 107-119). amsterdam: john benjamins. scott, j.c. (1990). domination and the art of resistance. yale: yale university press. the author setiono sugiharto is a professor of english at atma jaya catholic university of indonesia. his works have appeared in applied linguistics, international journal of applied linguistics, journal of philosophy of education, international journal of foreign language teaching, journal of multilcultural discourses, tesol https://doi.org/10.1093/applin/amz003 https://doi.org/10.1080/01434632.2014.892497 setiono sugiharto 320 joall (journal of applied linguistics and literature), 7(2), 2022 journal, the journal of asia tefl, the routledge handbook of educational linguistics, and bloomsbury education and childhood studies. his research focuses on language, politics and ideology, and the sociolinguistics of globalization. journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 1 using think-pair-square-share strategy to improve students’ speaking ability for indonesian senior high school students devi rufiana mulyadi english education study program department of languages and arts faculty of teachers training and education of bengkulu university bengkulu city, indonesia e-mail: missdevi96@gmail.com e-mail: mulyadi@unib.ac.id abstract: the objective of the research was to determine how the think-pair-square-share (tpss) strategy can improve the frequency, duration and accuracy speaking students. the subject wasthe second year of language class, consists of 19 students. the quantitative and qualitative data were applied to see the improvement of students’ speaking ability and improvement of learning situations for the strategy applied. the instruments used to gather the data werea students’ speaking ability test and observation sheet. based on the results of the test conducted at the end of the study and analysis of observation sheets, it could be said that the speech and behavior of students during the learning process had increased. the students' speaking frequency, duration and accuracy orderly increasedfrom 31%, 47%, and 37% at baseline to 79%, 84% and 79% at the end of the study. results showed that the number of students at the end of the research had achieved success indicator. the students also showed motivation, interest, participation, and enthusiasm better for the learning process. key words: speaking ability, think-pair-square-share strategy abstrak: tujuan dari penelitian ini adalah untuk menentukan bagaimana think-pair-squareshare (tpss) strategi dapat meningkatkan frekuensi, durasi dan akurasi berbicara siswa. subjek penelitianiniadalah tahun kedua kelas bahasa, terdiridari 19 siswa. data kuantitatif dan kualitatif diterapkan untuk melihat peningkatan kemampuan berbicara siswa dan peningkatan situasi belajar terhadap strategi yang diterapkan. instrumen yang digunakan untuk mengumpulkan data adalah tes kemampuan berbicara siswa dan lembar observasi. berdasarkan hasil uji yang dilakukan pada akhir penelitian dan analisis lembar observasi, dapat disimpulkan bahwa ucapan dan perilaku siswa selama proses pembelajaran meningkat. frekuensi, durasi dan akurasi berbicarasiswateratur meningkat dari 31%, 47%, dan 37% di awal menjadi 79%, 84% dan 79% di akhir penelitian. hasil penelitianini menunjukkan bahwa jumlah siswa pada akhir penelitian telah mencapai indikator keberhasilan. siswa juga menunjukkan motivasi, minat, partisipasi, dan antusiasme yang lebih baik dalam proses pembelajaran. kata kunci:kemampuanberbicara, think-pair-square-share strategy mailto:missdevi96@gmail.com mailto:mulyadi@unib.ac.id journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 2 introduction speaking is a crucial part in language teaching and learning, and the goal of teaching speaking is that should be based on improving students’ communicative ability. by this way, students can express themselves and learn how to follow the social and cultural rules appropriately. this reality makes teachers and parents think that speaking ability should be mastered by their students or children. these facts have the teacher to concern in teaching speaking in order to develop the students’ communicative ability. consequently, teacher should be able to create a good strategy in one method in teaching english more interest and fun. nunan (2003) describes a language teaching method is a single set of procedures which teachers are to follow in the classroom. method is needed in order to motivate students to learn and to help students to understand about the materials they learn. a method will be a bridge between teacher and students in processing the material. cooperative learning is introduced as a method that requires students to work together to improve their own learning. in cooperative learning, students may have interaction each other over subject matter which make easier to students collaborate through team working, discussing, and sharing in learning process. kagan (1992) states that cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability use a variety of learning activities to improve their understanding of a subject. cooperative learning delivers many strategies in its contribution in teaching and learning. as cited in kagan (1992), frank lyman has developed a simple but very powerful thinking skills structure which is as one of cooperative learning technique, think-pair-square-share or tpss. think-pair-square-share is the development of think-pair-share strategy which has three steps, but tpss is a strategy that deals with four steps; think the subject matter, discuss in pair, communicate again in square and share it to the whole class. think-pair-square-share is involving four steps cooperative structure. during the first step individuals think silently about a question posed by the teacher/instructor. individuals pair up during the second step and exchange thoughts in square for the third step. in the fourth step, the square shares their responses with other square, other teams, or the entire group. kagan (1992) describes in tpss after a problem is posed, students think alone about the question for specific amount time, then form pairs to discuss the question with someone in the class, usually teammates, for the square is a team discussion (so, the students get more time to think), and last students called upon to share the answer with the class as a whole. think-pair-square-share is helpful because it structures the discussion. tpss is believed as a discussion strategy that brings students to be cooperating each other. nunan (2003) says that pair work or group work activities can be used to increase the amount of time that learners get to speak during lessons. this statement is appropriate to think-pair-square-share strategy in which students work in a small group and gets to speak. on the other hand, tpss can be used in the four skills; listening, speaking, speaking and writing. critical thinking, discussion and cooperation are the main point of think-pairsquare-share technique. in speaking, those points are needed; where critical thinking is the underlayment speaking that will be back up students in find ideas; discussion helps students in exploring ideas; and to get it all of those goals, cooperative each other will strengthen the result. thus tpss is believed as a technique that requires and appropriate in supporting teaching and learning process. there are some findings that related to improve students’ speaking ability by using think-pair-square-share.first is isnaini (2011), with entitled ‘improving the speakingability of the tenth graders of smk negeri 1 singosari malang through think-pair-square strategy’. the finding of the research indicated that thinkpair-square strategy was successful in improving students' speakingability. the improvement could be seen from the increase of the number of journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 3 students who achieved the minimum passing grade 22.5% in preliminary study, 67.7% in cycle 1, and 90.3% in cycle 2. second is abdul wafi (2011), with entitled ‘using the think-pair-share strategy to increase students’ active involvement and toimprove students’ speaking ability at islamic the university of malang’. this study was designed to increase students' active involvement and toimprove their speaking ability using the thinkpair-share strategy at islamic university of malang. the increase could be seen from the number of students who were categorized as actively involved from only 7 students (29%) in the preliminary study to 20 students (78%) of 26. both of these studies have related to the research variable. these findings studies show that think-pair-square-share is an effective way to improve students’ speaking ability. considering the succesfulness of those previous study, the resercher is willing to conduct a research in improving the students speaking ability by using the same strategy which is thinkpair-square-share at xi language class of sman 4 bengkulu. both of studies will be hint to the result later. the researcher had done teaching experience at xi of language class in sman 4 bengkulu, the problem frequently found that the students’ speaking skill are low. even though the language class is a class that concerns to language subjects, such as english, not all of the students have good speaking. they got difficult in delivered their speech. this problem was seemed based on the researcher’s observation in that class, when the teacher gave the students speaking task (expressing), the students were just silent, spent too much time to think of and how to start to speak. when the teacher gave speaking test, the students would ask to make writing at least 2 pages of the topic given and then memorize it. they had no chance to speak freely in the class. because in speaking class, again, they just wrote and memorized it. beside, based on the informal interview to the students, most of them said that they were afraid to take part in the conversation or gave an argument in speaking. they were still shy and afraid of making mistakes in speaking. it was proven by no more than 3 of 19 students who raised hand to speak. further, xi language class has only 20% of students who got highest score in speaking. based on the problems above, the research question was formulated as follow:how can think-pair-square-share strategy improve the students’ speaking ability at xi language class of sman 4 bengkulu?this research question was elaborated into following specific questions:how does think-pair-square-share strategy improve the students’ frequency in speaking?how does think-pair-square-share strategy improve the students’ duration in speaking? methodology participants and contexts the setting of this research was the students of xi language class of sman 4 bengkulu in academic year 2012/2013. the number of the students were 19 consists of 11 females and 8 males. the researcher chose this class as the subject of the research because it is a language class which is language learning is concerned to be prominent than others subjects. beside, the students’ speaking ability was still low where 18% of them didn’t achieve the minimum standard of passing grade 68. \ design and procedures the design of this research was classroom action research because there were several identified problems that need to be solved with the aims are for improvement and involvement. moreover, watts in ferrance (2000) stated that action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research with the intent that the research will inform and change his or her practices in the future. the researcher designed a speaking test to the students of xi language class of sman 4 bengkulu. the types of test in this research are journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 4 test before cycle (pre test) and test after cycle (post test). test before cycle was given to the students before the researcher applied the strategy. it was used to support the baseline data of this research. and test after cycle was given to the students after the researcher applied the strategy. both pre and post test was in oral form where the students were asked to speak in front of the class about their daily activities at least 30 words individually. it helped the researcher to see the improvement of ability of students in speaking. the test was made based on the syllabus and the school curriculum. action research was done through repeated cycles in action research. one cycle of classroom action research consist of plan, action, observation and reflection. procedures of this research as follow; 1. planning, in planning activities, the researcher prepared lesson plans for teaching speaking ability by using think-pair-square-share technique. the lesson plans contained the materials based on the syllabus that the school used. the lesson plans were arranged for 3 meetings. 2. acting, in action steps contained the steps in teaching speaking ability by using think-pair-square-share for each meeting in cycle 1 based on lesson plan and review of thinkpair-square-share in chapter ii. 3. observating, in observation step used observation checklist and fieldnotes. by the instruments, both researcher and collaborator together observed the students’ activities during learning process. 4. reflecting, the step was done to measure the successfulness of thinkpair-square-share technique. the data gathered during and after the cycle was compared to the indicator of success. it was been the reflection or guide decide whether or not the research continue to the next cycle. if the indicator of success had achieved then the cycle would be stopped. research instruments and data analysis the instruments were students’ speaking test and observation checklist and fieldnotesthat contained the information about how students learn speaking in class and their response about think pair square share strategy in their speaking class. both test and observation and fieldnotes were made to gather the data. the researcher designed a speaking test to the students of xi language class of sman 4 bengkulu. the types of test in this research are test before cycle (pre test) and test after cycle (post test). test before cycle was given to the students before the researcher applied the strategy. it was used to support the baseline data of this research. and test after cycle was given to the students after the researcher applied the strategy. both pre and post test was in oral form where the students were asked to speak in front of the class about their daily activities at least 30 words individually. it helped the researcher to see the improvement of ability of students in speaking. the test was made based on the syllabus and the school curriculum. this instrument contained the information about how students learn speaking in class and their response about think pair square share strategy in their speaking class. both observation and fieldnotes was made in one checklist form. in these instruments, the researcher collaborated with the english teacher as collaborator/coresearcher of this research. the collaborator helped the researcher in observing and assessing the learning process based on learning situations in the classroom. after gathering the data, the researcher analyzed the data. the data analysis was taken from data collection, quantitative and qualitative. in the process of, the researcher cooperated with the collaborator (teacher). and to analyze the data, the researcher used formulas. the formula below was used to find p (students’ percentages of speaking ability), where f as the total of students who active in speaking criteria (each frequency, duration and accuracy) and divided to n (the total number of students 21), then timed to 100%. journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 5 since speaking is hard to mark, the researcher used scoring criteria for the categories of the learners speak, (handayani: 2010) as follow: table 2 scoring criteria frequency per class meeting quantity of words per students speak/duration accuracy per students speak often more than 3 times long more than 31 words very good 0 – 1 mistake sometimes 2 – 3 times medium 21 – 30 words good 2 – 5 mistakes seldom 0 – 1 time short 0 – 20 words poor more than 6 mistakes 1) if the students are involved in the communication activities 2) 75% or more students are not reluctant any more to speak (the students’ frequency is sometimes and often) 3) 75% or more students are speak in long and medium duration 4) 75% or more students are speaking at very good and good accuracy findings and discussion description of test before cycle before conducting the research, the students were given a test. the test was given to get the basic score of students’ speaking ability before applying the strategy. from the result, it was concluded that the students’ speaking ability was still low and the indicator did not achieve yet. besides, from observation of the classroom situation done before doing the research, the researcher also found that the teaching and learning process was still monotone, where the activities were only let the students to wrote what they would speak and memorized it. some of the students read their note in speaking test. seemed, there was no variation both in the way of introducing the topic speaking and the types of task given to the students. as the result, the students had no interested in speaking. in this case, a variation in teaching strategy was needed to be applied to improve the students’ speaking ability and create a better teaching and learning process. therefore, tpss as the chosen strategy was expected to solve these problems. description of cycles in the first cycle, there were some improvements of the students’ speaking frequency, duration and accuracy in the implementation of think-pairsquare-share (tpss) strategy in cycle 1. the result of the observation checklist and field notes showed that the students’ attitude was not improved. there were still some things that should be improved in the teaching and learning process and also in applying the tpss strategy to make it more effective in the class. in the learning process, the students show their enthusiasm toward the new strategy. it was proven when the students discussed together in pair or square along the teaching and learning process, the students tried to involve in that process by listen and respond to their friend. they also tried to ask the teacher when got some words that was hard for them. but some weaknesses still found in the teaching and learning process. more than 50% of the students still spoke in bahasa with another, making a joke to the friends. some of them went out of classroom. the worse thing was they shouted when answer the questions from their friends in sharing the ideas. so the class was very noise. based on the observation explained, the indicator was not achieved yet. the students’ attitude was also low. so then, the next cycle or cycle ii was needed in order to solve the problems above. journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 6 before doing the action andusing think-pairsquare-share as the strategy to improve students’ speaking ability in cycle 2. the researcher and collaborator analyzed again the result of cycle 1 as the consideration in planning the lesson plan and preparing the material. based on reflection discussed above, it seemed that the students’ speaking frequency, duration and accuracy was still low. so then, the teacher should remake the lesson plan, the topic and the way in delivering the material. it was influence the students in learning speaking more enjoy and fun. like in cycle 1, the researcher and research collaborator prepared all the materials that the researcher needed in doing the research. the lesson plan was designed based on the syllabus and the school curriculum used. the material learned by xi language class students were still conditional sentences. besides, the observation checklist was designed to get the data needed effectively. but, in this cycle 2, the researcher as the teacher made some improvement in implementing the strategy. in cycle 1 the teacher had prepared material and only used the whiteboard in delivering the material. it made the students felt boring in learning speaking. so, the teacher tried to use a media to help students in speaking. it was picture as an alternative media in teaching speaking through applying think-pair-square-share strategy. it was measured to gain the students in developing the topic or ideas given. in the cycle 1, the teacher got difficult in controlling the class. they were busy to chat among their friends. in order to overcome these problems, the teacher initiated to make a leader in every square. the leader had a duty in controlling and leading the square in order to keep discussing without shouting or disturbed the others. there were some improvements in the implementation of think-pair-square-share (tpss) strategy in cycle 2. the result of the observation checklist and field notes showed that the students’ attitude was improved. it meant that the alteration in the teaching and learning process and also in applying the tpss strategy was good enough to make it more effective in the class. in the learning process, the students show their enthusiasm toward the strategy. it was proven when the students discussed together in pair or square along the teaching and learning process, the students tried to involve in that process by listen and respond to their friend. they also tried to ask the teacher when got some words that was hard for them. some weaknesses such as spoke in bahasa with another, making a joke to the friends, and went outside of class were diminished. there was no more shouted to the others students during implementing the strategy. based on the result of cycle ii, comparing with cycle 1, it concluded that the percentages of students’ frequency, duration and accuracy, and observation checklist were significantly increased. the indicator was also achieved. it is assumed that pictures make students faster to understand the instruction and knowing the idea to say. after discussing to the collaborator of research and the supervisor, the researcher stop to implements the action and would give post test as the end of this research. the improvement of students’ speaking ability in this stage, the improvement of the students speaking was showed. the first data were the baseline data that gotten from the test conducted before the implementation of the strategy. the test was given to see the improvement of the students’ speaking ability of xi language class before given the strategy.moreover, the data was turned into a chart below: journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 7 chart 1.the improvement of pre test and post test from the table, it can be said that the students’ speaking ability was low with only 31 % in ofte and sometimes pars, 47% in long and medium parts, 37% in very good and good parts. then, in the end of post test was increased with percentage 79% in often and sometimes pars, 84% in long and medium parts, 79% in very good and good parts. it was above the indicator of success set by the researcher which said that the use of think-pair-square-share strategy can be categorized as success. based on the table above, it can be seen that there was significant improvement of the students’ speaking ability. the data on the table showed that the students who passed the test improved in each stage; from the baseline data to final result . discussion based on the result above, it showed that there was significance improvement of the students’ speaking ability using think-pair-square-share strategy. it meant this strategy was success in improving the students’ speaking ability, even though the result was not satisfied. the result also showed that the students’ score from test before cycle compared with test after cycle was improved significantly. the observation checklist and field notes also showed that the students’ attitude during the implementation of think-pair-squareshare (tpss) strategy was improved. the students cooperated in following the class and the activities. they were fully involved in the process of teaching and learning. they were more confident when they worked in pair, square and share step. more than half of class raised hand and no more reluctant in asking their miss understanding.in implementing the strategy, classroom action research (car) gave its contribution in teaching and learning process by using thinkpair-square-share strategy at xi language class of sman 4 bengkulu. according to gay (1990) the purpose of car is to solve the problem through the application of the scientific method. cooperative learning as the method used in this research was success improving the students’ problems and think-pairsquare-share was one of its strategies applied. based on the problems as presented in previous chapter, before the researcher 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% before cycle (pre test) after cycle (post test) frequency duration accuracy journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 8 implement think-pair-square-share (tpss) strategy in teaching and learning process, the students’ speaking ability was low. the observation and informal interview had been done in order to gather the students’ problems. the problem frequently occurred was the students’ reluctant. it meant the students were afraid of speaking class. shyness and unconfident to spoke up made the students afraid of joint into conversation. if there was a student might join into a conversation, his/her duration in speaking was short, not more than 20 words. the students’ accuracy was also poor. it was proven by the result that more than half of class made mistakes in 3 times and more. to overcome the problems, tpss had been applied. during the implementation of the strategy, students were asked to involve in the teaching and learning by sharing there ideas. by using this strategy, the teacher redefined the students’ reluctant, duration and accuracy in speaking. the students were also stimulated to be more cooperative with the teacher while doing the individual, pair, square and share. the researcher who acted as the teacher guided, monitored, and made sure that the students followed the steps and procedures of think-pair-square-share (tpss) strategy. the three categories were; first was frequency as how many time students want to speak, second was duration as how long or many words students use in speaking, and the last was accuracy, as how many times students made mistake in speaking. these indicators were properly to the successful speaking activity. in mora (2010) a successful speaking activity would be seem if the learner talks a lot, participant is even and motivation is high. the students talked a lot showed by the students’ speaking duration where the students’ had started to speak more in long duration. participant is even showed by the students’ speaking where more than half of the students joint the activity. motivation is high showed by a lot of students tried to speak in good accuracy even though they had mistake before it answered the research question, how think-pair-square-share (tpss) strategy can improve the students’ speaking ability at xi language class of sman 4 bengkulu. tpss strategy answered the question through the implementation of tpss to the students. by thinking first the topic, it gave an opportunity to the students had critical thinking and self sufficient in solving the topic before go to the group discussion (pair and square). thus, in pair step, the students could practice to speak up with their partner. it also gave opportunity to the students in sharing and developing the ideas. while in square step, the students had another chance to become cooperate for the best result, encouraged each other and got more practice in speaking. finally, in share was time to listen and respond the others ideas. through the four steps, the students’ speaking ability, duration, frequency and accuracy could be improved. by implementing a group work gave them opportunity to practice to speak in pair and square. it encouraged them to speak to the whole class. the procedures of tpss strategy also helped the students to speak more and more, so they had times to produce as much as many words. then, by the four steps of procedures of tpss strategy (think, pair, square and share), the students who did mistakes, could consult and ask their friend in pair or square, so that, the mistakes done before could be diminished. after pre test done, cycle 1 was applied. the teacher started to apply the new strategy in teaching and learning process. based on the data finding, the students’ speaking frequency, duration journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 9 and accuracy were improved than pre test. even though the result showed the improvement, but the students’ attitude in the class was still low. they made noise, chatted with friends, shouted and went out of class. to overcome the problems, the teacher decided to conduct the next cycle. in cycle 2, based on the result, the teacher made a variation. mulyadi and puspita (2009) explained that a variation is to create an activity different from common activity. in order to solve the problems above, the teacher modified the way in delivering the material by using pictures. as kayi (2006) explained that picture fosters the creativity and imagination of the learners as well as their public speaking skills. so, to overcome the problems in cycle 1, pictures as a media in teaching and learning process had been applied. it was proven that the students’ seemed more interested to the material and also they could develop the ideas more deep. furthermore, the teacher also made a leader in every group in order to diminish noise, shouting and going out of class. the result observation finding showed through a leader in every group made them more focused on the topic. on the end of the research, post test was conducted to see the students’ improvement. the result finding not only showed the significant improvement in the students’ speaking frequency, duration and accuracy but also the students’ attitude. it meant the implementation think-pair-square-share strategy at xi language class of sman 4 bengkulu was success. unfortunately, every meeting in this cycle was different. not all of the students presented and follow the action. in first meeting, all of the students were present, but on the second and so on, two students were absent and miss the class. it could become one of the reasons why the result did not increase as much as expected. this research also reflected to the previous study. there were some gaps or weaknesses of the previous study. first, the previous study did not provide enough assistance for the low achievers during the square session. so that was why the teacher made a team leader in every square. the duty of the leader was to control the square in discussion time in order to decrease shouting and chatting to others square. second, the previous study also did not give time limitation during the sharing session, so the students were confused when to stop. to avoid this problem, the teacher gave limited time in every step of think-pair-square-share strategy. so, the students could be ready before going to the next step. finally, after the implement of the strategy, the result finding the improvement where a comfortable learning in which the reluctant, unconfident or shyness, not knowing to say, nervous in making mistakes were no longer bothered. otherwise, the students felt comfort learning together with friend. furthermore, in tpss strategy classroom activities was succeed to improve the students’ speaking ability; frequency, duration and accuracy. conclusion based on the results of the research that had been done at xi language class of sman 4 bengkulu, it can be conclude that: teaching speaking by using thinkpair-square-share strategy is important both for the teacher and the students. through this strategy, the english teacher can solve the speaking class problem effectively. by using this strategy, students have motivation to learn and involved actively in an interaction to explore their idea in order to win the games and attain good results. journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 10 think-pair-square-share (tpss) strategy helped students to reduce their reluctant and nervous since by pair works and square works students had responsibility to deliver information or ideas to others. the students’ got opportunity in practice speaking more. furthermore the improvement was also showed through the students’ frequency, duration, and accuracy percentages. based on the percentage result in the previous chapter, there were 6 students spoke in long and medium parts in pre test, 42% students in cycle 1 become 79% or15 students in cycle 2 and post test. for the students’ duration, there were 47% students had long and medium duration in pre test, 58% students in cycle 1, 79% students in cycle 2, and 84% students in post test who spoke had long and medium duration in speaking class. for the improvement of students’ speaking accuracy, the improvement could be seen from the difference of the percentages of students’ speaking accuracy results. there were 37 % students who spoke in good part in pre test, 69% students in cycle 1 who spoke in good and very good parts. then there were 79% students in cycle 2 and post test who spoke in good and very good. as conclusion, using think-pairsquare-share (tpss) strategy was effective to improve students’ speaking frequency, duration, and accuracy at xi language class of sman 4 bengkulu. references bygate, m. (1987). speaking (language teaching: a scheme for teacher education). oxford: oxford university press. castillo, c.y.p. (2007). improving eleventh graders’ oral production in english class through cooperative learning strategies. bogotá, colombia. thesis. p. 77-78. gay, l. r. (1990). educational research: competencies for analysis and application, 3 rd edition. republic of singapore: merrill publishing company. handayani, r n. (2010). improving students’ speaking english in the classroom through the use of jigsaw at vii a smpn 13 kota bengkulu. bengkulu: universitas bengkulu. unpublished skripsi. hornby, a s. (2007). oxford advanced learner’s dictionary of current english, 7th edition. new york: cambridge university press. isnaini, m. h. 2011. improving the speakingability of the tenth graders of smk negeri 1 singosari malang through think-pair-square strategy. unpublished skripsi. malang: university of malang. abstract. istudy. (2012). cooperative learning. journal internet, from http://tlt.its.edu/suggestions/teams/about/ benefits.html jolliffe, w. (2008). cooperative learning in the classroom; putting it into practices. great britain: cpod, trowbridge, wiltshire. kagan, s. (1992). cooperative learning. california: resources for teacher, inc. kayi, h. (2006). teaching speaking: activities to promote speaking in a second language. the internet tesl journal, vol. xii, no. 11, retrieved november 2006 from http://iteslj.org/articles/kayiteachingspeaking.html. koshinsky, e. (2008). how to teach speaking. computer assisted language learning, retrieved april 24 from http://teacherscall.com/2008/04/how-to-teachspeaking.html/trackback. mulyadi and puspita, h. 2009. pengajaranterbatas (micro teaching). bengkulu: universitas bengkulu. mora, m. (2010). teaching speaking. medan: state university of medan. http://tlt.its.edu/suggestions/teams/about/benefits.html http://tlt.its.edu/suggestions/teams/about/benefits.html http://teachers-call.com/2008/04/how-to-teach-speaking.html/trackback http://teachers-call.com/2008/04/how-to-teach-speaking.html/trackback http://teachers-call.com/2008/04/how-to-teach-speaking.html/trackback journal of applied linguistics and literature, vol. 2 no. 1, january-june 2017 11 nunan, d. (2003). practical english language teaching, 1 th ed. singapore: mcgrawhill companies, inc. p. 55. plnu. (2004). think-pair-square-share. point loma nazarene university, from http://plnu.com priyana, j., machfutra, d., &zayin, a. m. (2008). interlanguage: english for sman students xi. jakarta: pusatperbukuan,departemenpendidikan nasional. susanti, a. d. h. (2007). using role play in teaching speaking (a pre-experimental study at islamic junior high school soebonomantofanijombang-ciputat). yogyakarta: state islamic university. skripsi. wafi, a. (2011). using the think-pair-squareshare strategy to increase students’ active involvement and toimprove students’ speaking ability at islamic the university of malang. unpublished skripsi. malang: university of malang. abstrac. wulandari, m, f. (2012). improving students’ speaking comprehension by usingexperience-text-relationship (etr) strategy (a classroom action research at grade viiia smp negeri 11 kota bengkulu). unpublished skripsi. bengkulu: universitas bengkulu. zainil. (2010). actional functional model (afm): classroom action research. padang: sukabina offset. http://plnu.com/ joall (journal of applied linguistics and literature), 8(1), 2023 173 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/24572 https://doi.org/10.33369/joall.v8i1.24572 the hybridity of indies culture in indonesian novel translation into french 1arwatrisi ediani , 2sajarwa 1,2department of linguistics, faculty of cultural sciences, universitas gadjah mada, indonesia jl. nusantara 1, bulaksumur, yogyakarta 55281 article info abstract article history: received: nov 6, 2022 revised: jan 6, 2023 accepted: feb 22, 2023 postcolonial novels incorporating hybrid culture elements into the story present new problems for translation. the hybrid elements that appear in the source text can be maintained or removed in the translation process, depending on the strategy adopted by the translator. this research focus on the hybrid elements of an indonesian postcolonial novel and the strategy for maintaining and eliminating hybridity in its french translation. the data source in this research is the novel bumi manusia (1980) by pramoedya ananta toer as the source text and its translation in french. using a qualitative approach with a comparative method, the analysis results show that most of the efforts to maintain hybridity are carried out in translating social life terms and self-names because they are related to the frequency of occurrence, the complexity of meaning, and identity. however, on the whole, the translation is less hybrid as more dehybridization occurs. moreover, hybridity in bumi manusia and its french translation, le monde des hommes, is manifested differently. although the translation tends to create a homologous space of one culture, it still shows linguistic and cultural hybridity. keywords: hybridity novel translation indies culture postcolonial conflict of interest: none funding information: none correspondence: arwatrisi ediani, linguistics department, faculty of cultural sciences, universitas gadah mada, indonesia arwatrisi.ediani@gmail.com ©arwatrisi ediani & sajarwa this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): ediani, a., & sajarwa. (2023). the hybridity of indies culture in indonesian novel translation into french. joall (journal of applied linguistics and literature), 8(1), 173-194. https://doi.org/10.33369/joall.v8i1.24572 hybridization and dehybridization of cultural elements can occur in translating an indonesian novel into french. in general, hybrid texts appear as a translation process (schäffner & adab, 2004) since there is a hybrid space or “in-between” between the source language and culture with the target language and culture. it assumes that the source text pertains to a single culture. however, some scholars reject the “pure text” concept because hybridity can refer to cultural and linguistic differences expressed by the same language (nouss, 2004; snell-hornby, 2004). therefore, the source text can also be considered a hybrid text, and the translation may become a dehttps://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.24572&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/24572 https://doi.org/10.33369/joall.v8i1.24572 https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.24572 https://www.zotero.org/google-docs/?vn9wti https://www.zotero.org/google-docs/?0vo5wj https://orcid.org/0000-0002-1805-028x https://orcid.org/0000-0002-4862-2664 arwatrisi ediani & sajarwa 174 joall (journal of applied linguistics and literature), 8(1), 2023 hybridizing agent and produce a monolingual text (pym, 2001). the translated text becomes “more hybrid” and “less hybrid” depending on the translator’s strategy (schäffner & adab, 2004). regarding postcolonial novels, the writer of the novel uses colonial language to express his thoughts and creates non-western literature. therefore, non-western colonial language varieties emerged (new lexical, foreign dialects, and hybrid languages) that challenged the standard language hegemony. postcolonial fiction inherently involves polylingualism and heteroglossia phenomena (bandia, 2012). according to simon (2011), there are three main characteristics of hybrid objects, namely 1) requiring pure and uncontaminated artifacts, 2) being the product of coercion or voluntary affiliation, and 3) being temporary and appearing for a certain period of time. since cultural contact in society also gives birth to hybrid languages, it is divided into linguistic hybridity, cultural hybridity, and racial hybridity. based on language and culture hybridity, farahzad (2004) offers categories for hybrid elements forms in the text, which can be seen in table 1. table 1. hybrid elements classification (farahzad, 2004) name unusual syntax food religious concept clothes political concept social life language code-switching word borrowing foreign spelling date/time idiom previous research has conducted many studies on hybrid texts translation in novels (carrasco, 2019; hu & roberto, 2019; iyer, 2019; lindfors, 2015; stawecka-kotuła, 2021), an autobiography (yaman topaç, 2021), and audiovisuals (attig & derrick, 2021). several studies have focused on language hybridity, such as carrasco (1019), which looked at moroccan community multilingualism in the novel l'ultim patriarca (2008), translated into english and spanish. cultural hybridity was investigated in the cultural elements’ translation of an indian immigrant in new york into polish (stawecka-kotula, 2021). while indies culture in novels is more likely to be conducted with a postcolonial approach (hardiningtyas, 2014, 2018; istiqomah, 2019) and sociology of literature (hastuti, 2018; ridwan & sofianto, 2019). the indies culture is considered the interaction and power relations result of the colonizer-colonized and indigenous mimicry and is presented mainly as material and social culture. in french-indonesian translation, the study of the novels focuses on shifting translation (sajarwa, 2016; zuhdi & sunendar, 2022), aspects (hapsari, 2013; sajarwa, 2019), and translation techniques or strategies (arrasyid & sajarwa, 2022; fasa & sajarwa, 2021). meanwhile, translating indonesian novels study into french https://www.zotero.org/google-docs/?hwzfoz https://www.zotero.org/google-docs/?qhghun https://www.zotero.org/google-docs/?qjioa7 https://www.zotero.org/google-docs/?wwehyb https://www.zotero.org/google-docs/?wwehyb https://www.zotero.org/google-docs/?wwehyb https://www.zotero.org/google-docs/?hhfqbh https://www.zotero.org/google-docs/?qshvzw https://www.zotero.org/google-docs/?qshvzw https://www.zotero.org/google-docs/?rp5anb https://www.zotero.org/google-docs/?ens1hc https://www.zotero.org/google-docs/?sscndc https://www.zotero.org/google-docs/?sscndc https://www.zotero.org/google-docs/?ni7eas https://www.zotero.org/google-docs/?ni7eas https://www.zotero.org/google-docs/?yiwcsa https://www.zotero.org/google-docs/?yiwcsa https://www.zotero.org/google-docs/?k0exnz https://www.zotero.org/google-docs/?m2iall https://www.zotero.org/google-docs/?m2iall the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 175 is still limited to metaphors (astari et al., 2019; kuswarini et al., 2018), idioms (harahap et al., 2017), and interpersonal meanings (astuti & tou, 2016). research on hybridity is not a new topic in translation studies. however, previous research has not touched explicitly on mixed culture terms translation and (de)hybridization that occurs in indonesian novels translated into french. hybridity in cultural concepts is seen as overlapping and interwoven, resulting from colonialism and/or migration (said, 2012). narratives concerning western and eastern cultures' interaction appear in the works of pramoedya ananta toer, including the novel bumi manusia (1980). cultural interaction gives rise to a hybrid culture, indies, so bumi manusia (hereinafter will be shortened to bm) is considered a hybrid text. one of the indies cultural terms found is inlander which in its french translation is preserved in the same form. the word borrowing strategy maintains the hybridity of st language and culture. however, the term kamarbola translated into club shows dehybridization since tt's meaning is more neutral and no longer refers to a particular community of dutch and indigenous officials. therefore, this study hypothesizes that bm translation into french provides two possibilities, namely the preservation of the hybrid elements of st in tt and the removal of the hybrid elements of st in tt. based on previous research, the hybrid signs analysis in indonesian text (language source/ls) and its translation into french (language target/lt) are rarely conducted. this research fills this gap by limiting the analysis to terms that refer to indies culture in bm and its translation, le monde des hommes (hereinafter will be shortened to lmh). with the (de)hybridization possibility, this research's general aim is to identify and analyze hybrid elements in bm and its translation strategy into french, as well as to show the hybridity of indies culture in its french translation. the research questions can be formulated as (1) how the types of hybrid elements appear in bm and its translation in french, (2) how the strategies for maintaining and eliminating hybrid elements in bm are translated into french, and (3) how the hybridity of indies culture is shown in its french translation. method the data to be analyzed include words, phrases, and sentences that refer to indies culture in an indonesian novel and its translation in french. this study use data in indonesian and other foreign languages, such as dutch, which is considered to refer to indies culture. one data example in dutch is the phrase majoor der chineezen, a military rank from the colonial government for chinese community leaders in the dutch east indies. in addition to culture-specific terms, data showing language switching that is common in indies society is https://www.zotero.org/google-docs/?dheeyg https://www.zotero.org/google-docs/?ax5s4q https://www.zotero.org/google-docs/?cjrqi8 https://www.zotero.org/google-docs/?cylf6x arwatrisi ediani & sajarwa 176 joall (journal of applied linguistics and literature), 8(1), 2023 also analyzed, for example, data in the form of mixed dutch and malay sentences: "verdomme, apa kowé masih tidak mengerti? (verdomme, do you still not understand?) (bm, p. 393)". such data demonstrate linguistic hybridity. the data sources are the 34th edition of pramoedya ananta toer's bumi manusia (1980) as st and its french translation le monde des hommes (2017) by the translator dominique vitalyos as tt. the first book in the buru tetralogy, bumi manusia (bm), follows the life of minke, a curious native journalist. in this novel, minke meets a dutch concubine, nyai ontosoroh. both characters desired freedom against dutch east indies colonialists at the turn of the 20th century. this data source was chosen because the first book of buru tetralogy introduced the characters through socio-cultural depictions of the people in the dutch east indies. although the main characters, minke and nyai ontosoroh, are indigenous, they live in a colonial setting with an indo group. therefore, they are closer to the indies culture than the indigenous or javanese culture. another reason for choosing this data source is pramoedya ananta toer's prominence as indonesia's most influential writer and buru tetralogy's worldwide popularity. bm has been reprinted more than 30 times and translated into more than 42 foreign languages. this study uses a qualitative descriptive approach with comparative analysis. the qualitative method is a method that collects and analyzes data in words and human action forms. the researcher does not try to calculate the qualitative data obtained and therefore does not analyze the numbers (afrizal, 2016). therefore, this study collects and analyze specific data on indies culture and classify them based on the type of hybrid elements. comparative analysis is comparing to find basic answers concerning cause and effect by analyzing the factors that cause the occurrence or emergence of a certain phenomenon (nazir, 2005). with comparative analysis, this study compares data from the novel bumi manusia (bm) as the source text (st) with its translation in le monde des hommes (lmh) as the target text (tt). data analysis was carried out in four stages: data collection, data analysis, data presentation, and conclusion. first, data collection begins with reading st and tt as a whole. next, collect and record words, phrases, or sentences that refer to indies culture in st and see their equivalent in tt. the next stage is data analysis with classification based on the hybridity type by farahzad (2004) (see table 1) to see the forms of hybrid elements that appear in st. later, the identification of st hybridity maintenance or removal in tt is carried out by semantic analysis, looking at the context for each data, and comparing st and tt data. based on the strategy used by the translator, the hybridity maintenance strategy and the hybridity elimination strategy can be seen. at the data presentation stage, we present data examples representing the findings in the table according to the previous categorization. percentages are also displayed to show translation strategies' tendency to maintain or the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 177 eliminate hybridity. the findings interpretation is discussed in the form of a narrative. the last stage is concluding an answer to this research question. findings the hybridization and dehybridization of indies culture in bumi manusia into le monde des hommes there are 120 hybrid elements of indies culture in st, and they can be classified into six hybridity types: social life, political concept, language codeswitching, word borrowing, and food. 46 st data showed their hybridity in tt, while 74 data lost their hybridity. in each category, the indies culture dehybridization is always more common than hybridization in translating bm into french. table 2. hybridization and dehybridization indies culture hybrid elements no. hybridity type hybridization dehybridization total 1. social life 21 32 53 2. name 11 15 26 3. political concept 11 14 25 4. language code switching 3 4 7 5. word borrowing 6 6 6. food 3 3 total 46 74 120 based on table 2, social life dominates the hybrid element (53 data) and is also the most dehybridized (32 data). this category includes sub-categories of work, leisure activities, transportation, currency, and social class. some data on social life are “rumahplesir” (brothel) ‘maison de la plaisance’, “mindring” ‘colporteur’, “juffrouw” (madam) ‘mademoiselle’, “karper” ‘karper’, and “sinyo” ‘sinyo'. the amount of data in names and political concepts is similar, amounting to 26 and 25 data, respectively. hybrid elements in the name category include the name of the company or institution, the publication title, and the personal name. for example "boerderij buitenzorg" 'boerderij buitenzorg' and "maatschappij nederland” ‘compagnie maritime des pays-bas’, “indische gids” ‘indische gids’ and “een buitengewoon gewoone nyai die ik ken” ‘rencontre et extraiordinaire ordinaire ordinai ma connaissance'. political concepts include the colonial government administrative system, political and legal concepts, for example, "gubernur jenderal" (governor general) 'gouverneur general’, “connexiteit”, and “teori asosiasi” (association theory) ‘théorie de l’association'. code-switching is found in using and mixing malay, dutch, and french in speech. word borrowing and food are the least found data related to indies culture. the terms "standen" (acrobatics) 'acrobates’ and arwatrisi ediani & sajarwa 178 joall (journal of applied linguistics and literature), 8(1), 2023 “criminil” (criminal) ‘scélérats’ are examples of borrowing words from dutch, and “tarcis” ‘une part de gateau’ is a type of food that developed in indies society. strategy for maintaining or eliminating indies culture hybrid elements in bumi manusia table 3 outlines various strategies for maintaining the hybridity of indies culture in the french translation of bumi manusia. table 3. strategy for maintaining indies culture hybridity translation strategy type of hybrid element % st tt word borrowing with explanation social life 19.6% (1) sinyo? (bm, 135) sinyo? (lmh, 18) glosarium: (du portugais senhor) terme of d’adresse javanais désignant un jeune européen, métis ou indigène européanise. name 13% (2) seorang siswa s.i.b.a*., seorang calon ambtenar hindia belanda (bm, 137) ‘a student of s.i.b.a., a candidate of dutch east indies government employee’. *school voor inlandsche bestuursambtenaren. school of indogenous official candidate c’était un élève de la siba , l’école qui formait les futurs administrateurs des indes néerlandaises. (lmh, 136) political concept 10.9% (3) aku punya forum privilegiatum. (bm, 125) ‘ i have a privilegiatum forum’. je bénnficie d’un forum privilegiatum, j’ai le droit d’être jugé selon les mêmes lois qu’un neerlandais et devant les mêmes tribunaux. (lmh, 124) word borrowing social life 21.7% (4) panggilan nyai akan mengikuti aku [...]; on me désignerait toute ma vie par “nyai”. (lmh, 97) the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 179 translation strategy type of hybrid element % st tt without explanation terus, seumur hidup. (bm, 98) ‘nyai’s call will follow me, for the rest of my life’. name 10.9% (5) “siapa yang membaca indische gids ini?” (bm, 256) ‘who read this indische gids?’ qui lit le indische gids? (lmh,257) language codeswitching 2.2% (6) ya, harus kulepaskan annelies. adieu, ma belle! (bm, 210) ‘yes, i must let go annalies. adieu ma belle!’ qui, il fa lla it que je me détache d’annelies. adieu, ma belle! (lmh, 209) common equivalent political concept 13% (7) [...] di depan residen, assisten residen, [...]. (bm, 136) ‘ [...] in front of resident, resident assistant, [...]. [...] devant le résident, le résident adjoint, [...]. (lmh, 135) social life 2.2% (8) [...] sampul itu berisikan uang dua puluh lima gulden. (bm, 87) ‘ [...] that envelope contains twenty five gulden’. [...] l’enveloppe rendermait ving t-cinq florins. (lmh, 86) literal translation language code switching 4.3% (9) ia mulai bercericau dalam jawa bercampur belanda, kadang juga perancis. (bm, 57) ‘she starts babbling in javanese mix with dutch, sometimes also french’. may babillait en javanais mêlé de néerlandais et parfois en français. (lmh, 56) social life 2.2% (10) [...] menghina semua golongan indo eropa yang berasal dari pergundikan dan pernyaian. (bm, 324) ‘ [...] insulting all indo-european [...] pour tous les indoeuropéens nés d’un concubinage, [...]. (lmh, 325) arwatrisi ediani & sajarwa 180 joall (journal of applied linguistics and literature), 8(1), 2023 translation strategy type of hybrid element % st tt groups who came from concubines and mistress’ total 100% hybridity maintenance is carried out with four translation strategies, namely word borrowing with explanation (43.50%), word borrowing without explanation (34.80%), common equivalent (15%), and literal translation (6.50%). word borrowing with explanation is a strategy for translating several hybrid elements of social life, names, and political concepts. meanwhile, word borrowing without explanation is carried out on hybrid elements of social life categories, names, and language code-switching. in tt, explanations can be placed after the borrowing word (data 2-3) or written in the glossary (data 1). common equivalence strategies and literal translation can also maintain hybridity in certain elements. for example, gulden (data 8) has another name, florin, a common equivalent that refers to dutch east indies currency. in literal translation, hybridity can be maintained in phrases that indicate the occurrence of language code-switching (data 9) and social class in the dutch east indies, namely the indo-european group (data 10). table 4. strategy for eliminating indies culture hybridity translation strategy type of hybrid element % st tt social life 13.5% (1) […] membawa persen satu ketip. (bm, 379) ‘[...] brings salary ten cents’. […], enrichi d’un pourboire de cinq cents. (lmh, 382) political concept 9.5% (2) […] oleh hukum ditaruh onder curateele?* (bm, 78) ‘[...] by law put onder curateele’ ' *onder curateele (dutch): under pardon/forgiveness. […], reconnu “irresponsable” et placé sous tutelle par le tribunal? (lmh, 77) name 4.1% (3) [...] sejauh yang pernah diajarkan dalam nederlandsch-indische geschiedenis: sejarah hindia belanda. (bm, 383) […] du moins est-ce ce que nous ont appris nos professeurs d’histoire et leurs manuels néerlandais. (lmh, 386) the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 181 translation strategy type of hybrid element % st tt paraphrase ‘[...] as far as ever taught in nederlandschindische geschiedenis: history of dutch indies’ food 2.7% (4) [...] nyai pergi juga ke belakang mengambil dua piring nasi ramas, sendok-garpu dan minum. (bm, 196) ‘[...] nyai went to the back to take two plates of ramas rice, spoonfork and drink’. elle avait rapporté peu après deux plats de riz à la viande et aux légumes, ainsi que des cuillères, des fourchettes et à boire. (lmh, 196) word borrowing 2.7% (5) siapa tahu kelak kita bisa jadi engko*? ‘who knows someday we can be ally’ *engko from & co (dutch) en compagnie = and company/ally. (bm, 194) qui sait, un jour peutêtre pourrions-nous devenir associés? (lmh, 193) literal translation name 13.5% (6) judulnya: uit het schoone leven van een mooie boerin* (bm, 235) 'the title: : uit het schoone leven van een mooie boerin* *from beautiful life of a beautiful peasant woman. elle est intitulée de la belle vie d’une jolie paysanne. (lmh, 235) political concept 2.7% (7) pernah kau dengar tentang teori assosiasi? (bm, 159) ‘have you ever heard about association theory?’ as-tu entendu parler de la théorie de l’association? (lmh, 159) language code switching 2.7% (8) “daag, jean, minke, tumben pada dudukduduk berdua sepagi ini,” sapa tuan telinga dalam melayu. (bm, 205) ‘daag, jean, minke, it’s surprise to see you’re sitting together early bonjour, jean, minke. que se passe-t-il? pourquoi êtes-vous assis là dehors de si bonne heure? nous héla-t-il en malais. (lmh, 204) arwatrisi ediani & sajarwa 182 joall (journal of applied linguistics and literature), 8(1), 2023 translation strategy type of hybrid element % st tt this morning, greet mr. telinga in malay’. food 1.4% (9) “sup makaroni, mevrouw.” (bm, 200) ‘macaroni soup, mevrouw’. de la soupe aux macaronis, madame. (lmh, 199) social life 10.8% (10) babu dan jongos pun tidak? (bm, 283) ‘even the servants?’ pas de domestique? (lmh, 286) translation with more general words word borrowing 2.7% (11) […] yang dipelajari orang dari eropa – sepakbola, standen, kasti. (bm, 7) ‘[...] what people learn from europe – football, acrobatics, baseball.’ […] les européens aimaient à cultiver – football, acrobaties, softball. (lmh, 7) name 1.4% (12) atau ia seorang jurubayar pada borsumij atau geowehrij? (bm, 166) ‘or he’s a broker in borsumij or geowehrij?’ [...] sinon en tant que caissier dans une grande maison de commerce néerlandaise. (lmh, 165) social life 12.2% (13) kalau mindring tentu berkuncir. (bm, 295) ‘if she’s mindring surely she has ponytail’. si c'était un colporteur, il porterait une natte. (lmh, 297) translation with more neutral words political concept 2.7% (14) […] datang ke pengadilan untuk mengakui* robert dan kau sebagai anak tuan mellema. '[...] arrive to the court to admit robert and you as the child of mister mellema'. *to admit (dutch: erkennen), so that those children become “erkend natuurlijk kind” sibling. […] s’est rendu avec moi au tribunal pour vous faire reconnaître, robert et toi, comme ses enfants. (lmh, 96) words omission language code-switching 2.7% (15) “boven water houden, jangan tenggelam.” (bm, 311) ‘boven water houden, don’t drown’. ne vous laissez pas couler. (lmh, 313) the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 183 translation strategy type of hybrid element % st tt social life 1.4% (16) “sahaya membeli rujak di sini hampir setiap hari, ndoro tuwan.” (bm, 206) ‘i buy rojak here almost everyday, sir.’ j'achète du rujak ici presque tous les jours, ndoro. (lmh, 205) name 1.4% (17) baca syair roorda van eysinga, menggunakan nama sentot, hari terakhir ollanda di jawa itu. (bm, 209) ‘reading roorda van eysinga verse, using the name of sentot, the last day of ollanda in that java’. dans le poème les derniers jours des neerlandais a java, chaque mot de roorda van eysinga, [...]. (lmh, 208) word borrowing 1.4% (18) sekarang aku sudah mulai jengkel dengan apegieren, cekikikan, mereka. (bm, 151) ‘now i’m getting annoyed by their apegieren, giggle’. et les deux filles se remirent à pouffer de rire. leur attitude commençait à m’agacer. (lmh, 151) culture substitution political concept 4.1% (19) satu pasukan maresosé* baru menyelesaikan latihan di malang, […]. (bm, 388) 'one maresosé troop has just finished their training in malang, [..]' *maresosé (marechaussee): dutch east indies army strike troops; was founded near the end of the 19th century to suppress riots, particularly in aceh. une compagnie de gendarmerie tout juste rentrée de manoeuvres à malang. (lmh, 391) word borrowing 1.4% (20) [...] orang-orang gila dan kriminil* […]. (bm, 294) ' [...] crazy people and criminal [...]'. [...] tels les fous et les scélérats, [...]. (lmh, 296) arwatrisi ediani & sajarwa 184 joall (journal of applied linguistics and literature), 8(1), 2023 translation strategy type of hybrid element % st tt *kriminil (dutch: krimineel) a criminal, usually in big cases. this word became the preferred designation of the conversation at that time. common equivalent social life 2.7% (21) ia adalah sri ratu wilhelmina. (bm, 7) ‘she’s queen wilhelmina’. c’etait sa majesté wilhelmine. (lmh, 7) wrong translation social life 2.7% (22) seorang belanda hitam, yang nampaknya menggantikan kedudukannya, [...] (bm, 388) ‘a black dutch who seems take his place, shouting orders to dispel louder’. un ambonais des moluques, très noir, prit la direction des opérations à sa place [...] (lmh, 391) total 100% the translation of indies culture eliminates rather than maintains hybridity in tt. the strategy also used more diverse techniques, including paraphrasing (32.50%), literal translation (20.30%), translation with more general words (14.90%), translation with more neutral words (14.90%), word omission (6.90%), cultural substitution (5.50%), common equivalent (2.70%), and incorrect translation (2.70%). data analysis results, strategies for maintaining and eliminating hybridity, and the hybridity of indies culture in the translated text is explained further in the discussion section. discussion types of indies culture hybrid elements in bumi manusia the novel bm shows cultural and linguistic hybridity. cultural hybridity is shown, mainly by minke through european thought mimicry (maulana, 2019) and nyai ontosoroh through european lifestyle mimicry (wardani & widyahening, 2020). language hybridity is shown through code-switching and word borrowing. most postcolonial novels attempt to change the colonial language by mixing it with the native language and combining written and oral traditions (cachucho, 2021). later, hybridity in the dutch east indies resulted from the east's mimicry of the west and the west's adaptation to the east (murwani, 2013). therefore, indies culture hybrid elements appear in indonesian terms, such as ketip (11), babu and jongos (20), and belanda hitam https://www.zotero.org/google-docs/?hs3vx5 https://www.zotero.org/google-docs/?fv5cec https://www.zotero.org/google-docs/?fv5cec https://www.zotero.org/google-docs/?ofyzve https://www.zotero.org/google-docs/?dy93us the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 185 (black dutch) (32), and dutch terms, such as onder curateele (12) and indische gids (5). since dutch is considered a “dead language” in indonesia, its usage evokes memories of the dutch east indies (maier, 2005). onder curateele, for example, is a dutch legal term and is currently included in the indonesian legal system (nursadi, 2015). however, in the context of the dutch east indies, the same legal term only applies to european groups in the netherlands and its colonies, such as the character herman mellema in bm (toer, 2002). by using more than one language, bm presents language hybridity if language is seen at the level of discourse, that is, what is seen by the reader of the text. at the narrative level, language hybridity is shown when language becomes an object in speech, such as data (25) in dutch and malay, and language becomes a medium for code-switching (9). code-switching is found using malay, javanese, dutch, and french. another example of language hybridity in data (18) is the use of “daag” (good morning in dutch) as an object and the phrase “sapa tuan telinga dalam melayu" (greet mr telinga in malay), which indicates language as a medium, so that mr telinga is known to use two languages, namely dutch and malay. in comparison, data (6) shows the use of french as an object. the analysis found two main reasons for indies culture’s dominance in the social life category in bm. first, the story focuses on describing the dutch east indies community’s life, especially the life of indigenous figures (minke) in the midst of european and indo-european groups who received education and experienced western civilization (hastuti, 2018; murwani, 2013). educated natives such as minke are among the prominent supporters of indies culture (soekiman, 2011). second, colonialism impacts social and cultural life, with a new social order emerging in the colonized area (rustamaji, 2020). the new order will be followed by new terms creation (data 1 and 15) and a shift in meaning to old words (data 14 and 4). for example, sinyo (1) comes from the portuguese senhor (a formal address for men) and is a nickname for european and indo-european boys, and engko (15) comes from the dutch phrase en compagnie’ dan sekutu’ (and ally). next, the verb mengakui (admit) (14) experienced a shift in meaning to be more specifically related to the status of a child in a european or indo-european family, and nyai (4), which was initially a respectful call, became a negative connotation in colonial times. furthermore, the term “indies culture” is also found in the names and political concepts. as harris, (2008) stated, cultural encounters during the colonial period also changed the political policies of the colonized areas. the dutch arrival changed the government system and policies in various fields such as land, education, and maritime (mulya, 2018; stroomberg, 2018; sumakto, 2013; winarni et al., 2021). in the name category, most use dutch, for example, uit het schoone leven van een mooie boerin (6) and s.i.b.a. (24), and https://www.zotero.org/google-docs/?uawwyk https://www.zotero.org/google-docs/?cqgcya https://www.zotero.org/google-docs/?dz0xui https://www.zotero.org/google-docs/?zvalvp https://www.zotero.org/google-docs/?ufrrg0 https://www.zotero.org/google-docs/?whxg1p https://www.zotero.org/google-docs/?v1fyb6 https://www.zotero.org/google-docs/?psbazm https://www.zotero.org/google-docs/?psbazm arwatrisi ediani & sajarwa 186 joall (journal of applied linguistics and literature), 8(1), 2023 the indonesian translation is usually given in the footnote. the dutch language appears as a sign of linguistic hegemony, and the depiction of minke as a native who has european insight (ardianto, 2014). in addition, this novel is told like minke’s memoirs of her actions in the colonial press world, so the publications that appear are in dutch and are aimed at european groups (murwani, 2013). the hybrid elements related to food appear the least, although it is known that rijsttafel, as an indies eating culture, is a popular cultural heritage (rahman, 2016). in the javanese elite, rijsttafel was more considered a search for political opportunities and social status in the dutch east indies (windyastika & priyatmoko, 2020). while the main characters in bm do not adopt the javanese elite lifestyle, the text finds few elements of indies-specific food. haq & hardjanto’s research supports this finding since this novel does not contain many words about culture in the food category (haq & hardjanto, 2019). strategy for maintaining and eliminating indies culture hybrid elements in bumi manusia most of the hybrid elements retained are indonesian/malay (1,4, 7-10), some from dutch (2-3, 5) and other foreign languages (6). word borrowing is carried out mainly on terms with a high frequency of occurrence, social life category, or names, such as sinyo (1), s.i.b.a (2) and nyai (4). this strategy dominance also occurs in greeting in bm into english (tumbole & cholsy, 2022). the theme concerning nyai often appears in colonial and postcolonial novels (jatmiko, 2020); therefore, the term nyai colors the novels in the buru tetralogy, including bm. the untranslatable term nyai indicates a traumatic social experience in the indies (gogwilt, 2007). in addition, nyai has a complex meaning in st, seen from various social and linguistic perspectives. it was originally a respectful greeting for javanese women and later changed to the status of an indigenous concubine in a colonial household (gogwilt, 2007). later, there is a tendency to maintain the acronym form of the institution name, for example, s.i.b.a. (2). this is also the same as what has been done in english journalistic texts into persian translation (zandrahimi & afzoon, 2017). the hybrid elements of social life and names do not change their form and meaning since they are related to the characters' identities and are considered to represent indies cultural identity by translators. this reinforces the idea that identities within a language framework are not easily changed to other languages (talukder, 2019). later, the common equivalence strategy and literal translation can maintain cultural hybridity when tl readers know the concepts in sl terms. for instance, in the example data (8), the translator chose to use the currency symbol of gulden, florin, since it is more commonly known in europe. https://www.zotero.org/google-docs/?n98obf https://www.zotero.org/google-docs/?pgckvy https://www.zotero.org/google-docs/?lmjavd https://www.zotero.org/google-docs/?kjjbne https://www.zotero.org/google-docs/?yxx7jl https://www.zotero.org/google-docs/?yxx7jl https://www.zotero.org/google-docs/?l96b4h https://www.zotero.org/google-docs/?z7felr https://www.zotero.org/google-docs/?sbaxyr https://www.zotero.org/google-docs/?sbaxyr https://www.zotero.org/google-docs/?nkb4oj the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 187 based on the analysis, dehybridization or removal of st hybrid elements in tt is more common than its maintenance. therefore, tt becomes “less hybrid” than st. dehybridization trends are also found in translating west african texts into finnish (lindfors, 2015). the strategy for eliminating hybrid elements in bm translation is oriented towards tt (domestication). not only hybrid elements but the translation of idioms into french is also more often domesticated by paraphrasing (floranti & mubarok, 2020; harahap et al., 2017). according to oloruntoba, domestication in a french translation is carried out when the translator thinks the tt reader understands st culture well (oloruntoba, 2021). in general, cultural dehybridization is characterized by the loss of specific indies cultural meanings in tt, such as teori asosiasi (association theory) (17), which refers to the politics of association in the dutch east indies, becoming théorie de l’association and mengakui (admitting) (24) as faire reconnaître. although equivalent, the word “admitting” in the st has a more specific meaning related to european or indo-european family policies in the dutch east indies. french culture does not recognize the concept of “mengakui” (admitting). therefore, the translation omitted this specific meaning. in contrast to the previous data, maresosé (29) and sri ratu (31) tend to adopt tt culture and lose their specific meaning in the context of the dutch east indies. maresosé is a military unit formed by the dutch colonial government to fight the guerrilla forces in aceh and consists of europeans and indigenous people (ambon, javanese, minahasa). meanwhile, the gendarmerie concept in europe, including france and the netherlands, is a military force for public security. in the netherlands, gendarmerie troops are known as royal marechaussee, which is different from the maresosé of the dutch east indies. in addition, incorrect translations, such as sample data (32), eliminate the general and specific meaning of the st. belanda hitam (black dutch) (32) or zwarte hollanders (netherlands) or londo ireng (javanese) refers to enslaved people from africa who were brought to the dutch east indies to serve as the royal netherlands east indies army or knil (koninklijk nederlands indisch leger). when translated into ambonais des moluques’ orang ambon dari maluku’ (the ambonese from maluku), the reference is different and disguises the existence of the black dutch. later, language dehybridization occurred due to paraphrasing and literal translation, mainly for names for scientific publications or indies literary works (13, 16). the omission of words/phrases in dutch (25, 27-28) also eliminates the language hybridity. cachucho (2021) sees that language hybrid elements domestication in postcolonial novels can be caused by the current translation policy. therefore, in some cases, the translation even becomes a stump cultural reproduction of a hybrid text (martín ruano, 2021). https://www.zotero.org/google-docs/?vpui15 https://www.zotero.org/google-docs/?tko6cp https://www.zotero.org/google-docs/?tko6cp https://www.zotero.org/google-docs/?moudsl https://www.zotero.org/google-docs/?2dseih arwatrisi ediani & sajarwa 188 joall (journal of applied linguistics and literature), 8(1), 2023 hybridity of indies culture in the translated text le monde des hommes the previous discussion found that most of the indies culture items in bm were de-hybridized in lmh, and the rest of the hybrid elements were maintained. it suggests that bm and lmh, considered hybrid texts, manifest the hybridity of indies culture differently. cultural references to the characters' hybrid identities and the multilingual indo society demonstrate st's hybridity. in contrast to st, the hybridity of tt does not show in the portrayal of the multilingual society, as the majority of the dutch names of organizations, dutch titles of indo authors' literary works, and colonial political concepts have been translated into french. there is a tendency to create a homologous space that emphasizes the contradictions of two cultures—indigenous culture (mainly javanese) and european culture (primarily dutch)—and obscures the existence of a hybrid indies culture. a similar trend is observed in the word borrowing from french in english novels and their translations into french (wolf, 2017). however, le monde des hommes highlights the hybridity of indies culture by retaining its cultural terms that describe the hybrid character, such as minke. moreover, it also keeps the cultural references with complex meanings and terms that are part of the major themes of the narrative. the slovak translator also maintained the hybridity of the characters and idiolects in the hungarian texts in his translation as they are fundamental to the story (huťková, 2019). maintaining the indies culture through word borrowings leads to code-switching in lmh. since the mingling of two languages leads to the mingling of two cultures in the same text (tawfiqhamamra & qararia, 2018), it can be concluded that tt also demonstrates st's linguistic and cultural hybridity. conclusion the most maintained hybrid elements appear in the social life category and the self-name category. the high frequency of use, complex meaning, and function as identity reinforcement of hybrid terms make translation problematic. however, dehybridization also occurs most frequently in the social life category. in a multicultural society, cultures that are no longer developing, such as indies culture, make it difficult to identify or distinguish these cultures from other cultures. eventually, the tendency to minimize cultural and linguistic hybridity will make the translation less hybrid, hide cultural colors, and further accentuate the conflicts between the two cultures that comprise the hybrid culture. this study explores the implications of the indies' cultural translation strategy on the translated text's hybridity. it attempts to escape eastern and western cultural opposition discussions in postcolonial indonesian novel discourse. bumi manusia, a postcolonial novel, contrasts javanese and dutch https://www.zotero.org/google-docs/?0taubl https://www.zotero.org/google-docs/?1ihkte https://www.zotero.org/google-docs/?bjuo8p https://www.zotero.org/google-docs/?bjuo8p the hybridity of indies culture in indonesian novel translation into french joall (journal of applied linguistics and literature), 8(1), 2023 189 cultures and values (hastuti, 2018; nasution et al., 2020). however, this article found that bumi manusia depicts the other culture, indies/indische culture, between the two cultures. indies culture as a no-longer developing culture makes it difficult to identify or distinguish in multicultural settings. the unfamiliarity of indies culture and the expectation of the concept of self and others in postcolonial literature may have influenced the translator's approach to translating the cultural terms in bumi manusia into french. however, the findings support bandia's (2012) argument that contemporary african postcolonial novels show how languages—indigenous, colonial, and hybrid—interact in society; hence homogenizing translation should be avoided. today, source literature may not be monolingual or monocultural; therefore, translators must be aware of this and comprehensively understand source culture to see "hidden cultures" such as indies culture. this study found that french translations of indonesian novels disregard the 'between' or 'in-between' culture in the original text, so 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(2022). a review of the act of category-shifts in giving an equivalence in french-indonesian novel translation “orang asing” by albert camus. jurnal onoma: pendidikan, bahasa, dan sastra, 8(1), 319–330. https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 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https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 https://www.zotero.org/google-docs/?l6aac8 arwatrisi ediani & sajarwa 194 joall (journal of applied linguistics and literature), 8(1), 2023 the authors arwatrisi ediani is a final-year student in master in linguistics study program, faculty of cultural sciences, universitas gadjah mada, indonesia. her research interests are french language and translation studies. sajarwa (dr.) is a senior lecturer and researcher in the french department, faculty of cultural sciences, universitas gadjah mada, indonesia. he has been engaged in translation, french literature, and language studies. journal of applied linguistics and literature, vol 2, no 2, 2017 102 the quality of english coursebook for nursing department student (based on students’, lecturers’, and experts’ perspective) qoriatur rahma safnil arono university of bengkulu abstract: this research was aimed to find out the students’, lecturers’, and experts’ perspective toward the quality of the english coursebook for nursing department students. this research was an evaluative study. the participants of this research were 3 experts, 3 lecturers and 80 nursing students. the instrument of this research was an evaluation checklist based on mc.donough and shaw’s criteria. the findings of the research were (1) over eighty percent participants agreed that syllabus fulfills the criteria for quality a nursing coursebook; (2) over eighty percent participants agreed that the content area fulfills the criteria for quality a nursing coursebook; (3) over ninety percent participants agreed that layout and physical appearance fulfills the criteria for quality a nursing coursebook; (4) over eighty percent participants agreed that practicality fulfills the criteria for quality a nursing coursebook; (5) over eighty percent participants agreed that language use fulfills the criteria for quality a nursing coursebook. key words: english for specific purpose (esp), coursebook, perspective introduction english is an international language and its importance causes people to use it around of the world. esp is an abbreviation that implies english for specific purposes. the main definition of this word is to teach some of the specific english vocabularies that are related specially to the learners with specific aims, fields of study, or occupation, such as medicine, engineering, etc. we can define this word, esp, from different aspects, but all of these definitions show that how esp course is designed to teach its specific learner to learn english. based on dudley-evans and st. john (1998), the countries in which english is considered as a foreign language not as a second language, the main and the only source of english is esp classroom. according to riazi (2003), in second or foreign language contexts, after teachers textbook is the prominent factor. therefore, one of the factors that can be helpful in designing esp courses is provided by textbook analysis and evaluation. the language of the most of the educational textbooks notably in medicine or engineering in foreign language countries such as in indonesia is english. therefore, the universities of these countries in their rahma, safnil, arono, the quality of english course book… 103 curriculums have the esp course as an essential course. moreover, the use of coursebooks in elt is more popular than ever before, especially after innumerable elt preparatory classes have been established for a large number of departments at universities, private schools, and some state schools. moreover, the school administrations and circles of english teachers prefer ready-made coursebooks because they possibly provide ready-made syllabi to be followed by teachers. thus, the coursebooks have gradually become the most pervasive tool for language instruction. as richards and rodgers (2001) state, coursebooks are an unavoidable element of the curriculum because they specify content and define coverage for syllabus items. and also for the efl learners, coursebook has become the source they have with language apart from the input provided by the classroom teacher and other reference materials (hutchinson & torres, 1994). at the other extreme, coursebooks are seen to have a tendency to dictate what is taught, in an intentional order, and they have a serious impact on how teachers use them (mcgrath,2006). although coursebooks are seen as an indispensable tool of the language arts instruction, they are hardly evaluated for their appropriateness to meet teachers’ and learners’ needs and interests (ajayi, 2005). as one of esp coursebook, english ii coursebook for nursing science study program poltekkes provinsi bengkulu became the object to be analyzed in this research. since the content of this coursebook was not appropriate to the students’ needs, the content was also not repetitive and unsuitable with part of speaking content material instruments tools, for example; the unit materials explains about medical instruments ( the tools and use) in unit 5 but in the speaking skill part, the material which is explained is about self-introduction to other people. for the next, the example in the part of talk on pregnancy unit 7, the author gives writing task, the question is to read articles and write simple present tense. and also for listening skill, the practice tasks are not clearly enough defined. the researcher’s analysis result also found that the author designed the book without analyzed the students’ needs first, and as the impact, the students got low score in final test. however, the researcher realized that her analysis result was not enough to evaluate this coursebook, therefore the researcher conducted a research about the quality of english the quality of english coursebook for nursing department student (students’, lecturers’, and experts’ perspective) based on mc. donough and shaw. methodology this study used a descriptive qualitative method (evaluative study). according to sukamadinata (2010) descriptive qualitative research is a design and procedure evaluation in collecting and analyzing data in systematic to determine the value or benefit of a practice. the participants of this research were 80 nursing students journal of applied linguistics and literature, vol 2, no 2, 2017 104 who used the textbook, 3 experts (sy, id, mgh) and 3 lecturers (eu, mi, ym), they are education background sy (s3 university of jakarta), id (s3 university linguistic ugm), gmh (s2 english education study program malang). and 3 lecturers (eu, mi, ym) they are education background are eu (s2 universisty of jakarta, mi (s2 university of padang), and ym( s2 university of jakarta) then they are ( who had experience in teaching english for nursing students. the main data source of the research were all the contents in english course book entitle english for specific purpose english for nursing course book, all of students nurse, program third and third semester in politeknik kesehatan bengkulu in academic year 2015/2016. evaluation checklist developed for the evaluation course book based on mc.donough and shaw’s criteria in general, checklist is list of questions which describes the things which relevant with current phenomenon being checked. in collecting data, the researcher used an mc.donough and shaw’s criteria checklist which were distributed to the students, writers, lecturer, and expert. in the process of collecting data, the researcher helped by supervisor, co supervisor and two validators. result and discussion the instruments that have been used to collect the data about this research is an evaluation checklist with field note. since this research discusses about perspective, the checklist was used to collect the data about the participants’ perpectives and field note was used to know about the suggestions that were given by the participants. the participants of this research were divided into three professions, namely; students, lecturers, and experts. there were 80 students, 3 lecturers, and 3 experts who gave their perception and evaluation toward the quality of english coursebook for nursing department students. all of the data that has been collected was displayed as the finding of this research. in addition, the summary of the participants’ perspective for syllabus criterian will be revealed in figure below. figure 4.1 the respondents’ perspectives on the syllabus of the course book 34% 54% 10% 2% 0% 20% 40% 60% strongly agree agree disagree strongly disagree percentage rahma, safnil, arono, the quality of english course book… 105 regarding to figure 4.1 above, 54% of participants agreed all the positive statements in syllabus evaluation checklist. it means that the students’, lecturers’, and experts’ perspective toward the syllabus criterian of english coursebook for nursing students was positive with 54% of participants agreed all the items mentioned in syllabus evaluation. overall, the lecturers and experts suggested about the text used in the coursebook and some of pictures that can be used as an additional of the coursebook. in addition, the summary of the participants’ perspective for subject and contents criterian will be revealed in figure below. figure 4.2 the respondents’ perspectives subject and contents of the course book regarding to figure 4.2 above, 50% of participants agreed all the positive statements in subject and contents evaluation checklist. it means that the students’, lecturers’, and experts’ perspective toward the subject and contents of english coursebook for nursing students was positive with 50% of participants agreed all the items mentioned in syllabus evaluation. mostly lecturers and experts suggested to add some pictures to make the book more interesting and also to check the font size of the title and sub title of the book. however, the sugestions became the evaluation of the quality of this book. then, the summary of the participants’ perspective for layout and physical appearance criterian will be revealed in figure below. figure 4.3 the respondents’ perspectives layout and physical appearance of the course book 37% 50% 11% 2% 0% 10% 20% 30% 40% 50% 60% strongly agree agree disagree strongly disagree percentage 33% 57% 9% 1% 0% 20% 40% 60% strongly agree agree disagree strongly disagree percentage journal of applied linguistics and literature, vol 2, no 2, 2017 106 regarding to figure 4.3 above, 57% of participants agreed all the positive statements in layout and physical appearance evaluation checklist. it means that the students’, lecturers’, and experts’ perspective toward the layout and physical appearance of english coursebook for nursing students was positive with 57% of participants agreed all the items mentioned in layout and physical appearance evaluation. to summarize how the participants’ perspective toward practical and layout criterian, the researcher displayed it in the figure below. figure 4.4 the respondents’ perspectives practicality of the course book regarding to figure 4.4 above, 63% of participants agreed all the positive statements in practical and consideration evaluation checklist. it means that the students’, lecturers’, and experts’ perspective toward the practical and consideration of english coursebook for nursing students was positive with 63% of participants agreed all the items mentioned in practical and consideration. however, the sugestions became the evaluation of the quality of this book. in addition, the summary of the participants’ perspective for layout and physical appearance criterian will be revealed in figure below. figure 4.5 the respondents’ perspectives language of the course book 22% 63% 12% 3% 0% 20% 40% 60% 80% strongly agree agree disagree strongly disagree percentage 27% 65% 6% 2% 0% 20% 40% 60% 80% strongly agree agree disagree strongly disagree percentage rahma, safnil, arono, the quality of english course book… 107 regarding to the figure 4.5 above, 65% of participants agreed all the positive statements in language terms evaluation checklist. it means that the students’, lecturers’, and experts’ perspective toward the language terms of english coursebook for nursing students was positive with 57% of participants agreed all the items mentioned in language terms evaluation. after describing the finding of the five criterians of the quality of english coursebook for nursing students based on the participants’ perspective, the researcher concluded the final finding of this research into the table as follow. table 4.1the participants’ perspective toward the quality of english coursebook for nursing students aspects syllabus subject layout practicality language mean strongly agree 34% 37% 33% 22% 31% 31% agree 54% 50% 57% 63% 57% 56% do not agree 10% 11% 9% 12% 11% 11% strongly disagree 2% 2% 1% 3% 2% 2% table 4.1 revealed that there were 87% (31% strongly agree and 56% agree) of participants agreed all the evaluation items in five criterians; syylabus, subject and content, layout and physical makeup, practical and consideration, and language. to conclude, over eighty percent of the participants agreed that all of the item evaluated fulfill the criteria for quality of a nursing book. discussion there were five findings related to the research questions of this reseach. the first finding of this research is over eighty percent participants think that syllabus fulfills the criteria for quality a nursing coursebook. in making an english coursebook, syllabus was as foundation, the author decides the contexts in which the language, the degree of recycling or revision. as hutchinson (1987) said that, syllabus is framed in the terms of grammatical structures, this reflects a view that knowing a language consists of knowing the constituent structures. it would be impossible to produce an evaluation syllabus without having a view of what language is and thus how it can be broken down. the second finding of this research is over eighty percent of the participants agreed that the content area fulfills the criteria for quality a nursing coursebook. mc.donough and shaw (2003) make reference to distinguish the teaching general learners and teaching english for specific purposes (esp). as esp design, the designer needs to develop the knowledge contents of the materials such as; the content of coursebook connected with situation, theme, topic, pattern skills, or maybe journal of applied linguistics and literature, vol 2, no 2, 2017 108 a coursebook which included variety learning motivations. the third finding of this research is over ninety percent participants think that layout and physical appearance fulfills the criteria for quality a nursing coursebook. according to david (1995) layout and physical appearance of a coursebook should be made in detail such as; feasibility graphs (the elemental composition of the layout (title, author, illustrations, logos, etc.) balanced and in tune with the layout of the content, layout element is proportional with size of book, elements colors layout harmonious and clearly the functions, appearance consistent layout elements based on model or design. it was required to make the coursebook be interesting to be read by the students. the fourth finding of this research is over eighty percent participants think that practicality fulfills the criteria for quality a nursing coursebook. in esp material and development the author needs to practice and consider the evaluation of the coursebook. the course book should be available on its content or selective with activities, the course book serves as supplementary such as; in instruments coursebook up-todate, coursebook easily accessible, coursebook affordable, coursebook have supplementary (materials tapes, visuals etc). and the last finding of this research is over eighty percent participants think that language use fulfills the criteria for quality a nursing coursebook. there four indicators of a good course book based on language terms according to mc.donough and shaw (2003), namely; the relevance of the language towards learners’ development, communicative, the coherence and unity of ideas, and language content. however there were still some participants who disagreed to some items of the syllabus criterian. eventhough there was only less than twenty five percents participants who diagreed, the resarcher needs to evaluate and gave the suggestion to the author to revise the coursebook in a better improvement. despite the fact that textbooks are an important element in most of efl classes, there has been little investigation done in terms of how and why materials are selected by teachers. the reason for this may lie in the fact that in the age of communicative teaching, experts who advise on the use of textbooks may seem out of step with current language teaching methodology. yet, regardless of how great an emphasis is placed on the use of authentic materials, teachers frequently do not have the time and the administrative support to collect and adapt all the necessary materials for their classes. therefore, it is disappointing that researchers have not provided more guidance to enable teachers and administrators to make wiser decisions. (soori, et al., 2011) to prabhu (1987) textbooks are fully specified and preconstructed materials that provide a certain amount of uniformity in what occurs in many different classes with different teachers and students, which serves the interests of accountability. moreover, yasemin (2009) discusses an evaluation of the three english textbooks which have been prescribed for use in grade 4 classes by the turkish ministry of national education in state primary rahma, safnil, arono, the quality of english course book… 109 schools. teachers and students responded to a 37-item textbook evaluation scheme (smiley questionnaire) to express their perceptions concerning various aspects of the textbooks. both groups of participants were also interviewed to gain further insights into the use of the textbooks. findings revealed the extent of appropriateness of the three textbooks used by young learners of english. suggestions are offered for the future revision and/or designing the textbooks for young learners of english. furthermore, sheldon (1988) has offered several reasons for textbook evaluation. he suggests that the selection of an elt textbook often signals an important administrative and educational decision in which there is considerable professional, financial, or even political investment. a thorough evaluation, therefore, would enable the managerial and teaching staff of a specific institution or organization to discriminate between all of the available textbooks on the market (david, 2001) evaluating a coursebook is an important endeavor for matching materials to both teacher and student. just as there is no universal coursebook for the learners; there is not one model for evaluation (tomlinson, 1990, cited in mcdonough and shaw, 2003). the process is not static, as the success or failure of that match cannot be determined until after the book has been implemented (mc.donough and shaw, 2003). material evaluation critically judges book planning, design, and implementation processes (white, 1998). according to redickins and germaine (2001), the criteria should focus on language learning aims and context as well as teaching methods and procedure for the activities. rubdy (2003) claims; that a good evaluation framework help match flexibility, adaptability, and relevance of a course book with the learners and their changing needs. to find a suitable evaluation method, past frameworks and their explore. related to the findings of this research, the quality of english coursebook for nursing students was good since more than a half of participants agreed all the positive statements mentioned in evaluation checklist based on mc.donough and shaw (2003) theory. mc.donough and shaw (2003) make reference for distinguish between teaching general learners and teaching english for specific purposes (esp). as stated introduction, students develop confidence and skill in using english for communication, and develop of contents knowledge in materials such as; the content of coursebook connected with situation, theme, topic, pattern skills, or maybe coursebook include variety learning motivations. the effectiveness in general english conversation class has been clearly in context materials. in esp material and development we have need practice and consideration in evaluation course book available the course book heavily on its content or selective with activities, the course book serves as supplementary such as; in instruments coursebook up-to-date, coursebook easily accessible, coursebook affordable, coursebook have supplementary (materials tapes, visuals etc). journal of applied linguistics and literature, vol 2, no 2, 2017 110 5.1. conclusion based on research findings, there were five conclusions of this research; the level agreements, students lectures, and experts quality, syllabus, subject and contents, layout and physical appearance, practical consideration, and language. in the quality of coursebook was adequate by students, lectures, and experts, the source by level of agreement. however of the five aspects there are weakness in contents areas, and practical consideration for quality a nursing coursebook. in terms contents aspect based on the english coursebook nursing department students based on the health ministry of curryculum, coursebook was good, but stilll have revised by supplementing textbooks with up to date materials and cultural aspects. in order that fullfill the criteria of a good coursebook, especially in content aspect. in terms of presentation aspect based on the coursebook evaluation devised mc.donough and shaw’s criteria, the presentation layout and phisical appearance was looks good category. however, need improvement pictures, and design in related nurse job or medical in learning to open minded our students and make students fun in english learning. these coursebook fullfill the criteria of a good book, especially in layout and physical appearance. in terms of language aspect textbook evaluation devised mc.donough and shaw’s criteria, coursebook shown good category. these coursebook was include grammar, vocabulary, pronunciation, and coherence and unity of ideas. in order that, these textbooks fullfill the criteria of good book, especially in language aspect. 5.2. suggestion from the conclusion above, it is suggested that an analysis of the evaluation and perception toward esp course book based on another theory except mc. donough and shaw (2003) is still needed to be done to ensure the esp coursebook is relevant to be used in teaching english language for special purposes. 1. for lectures lectures should choose a textbook or coursebook match with curriiculum, the appropriate coursebook, and the material in the coursebook implemented in the classroom and many ways to improve the quality of teaching and learning process are in lectures hands. 2. for publisher as publisher, in creating and developing english coursebook must be matched and suitability with curriculum implemented in that time, and also create what students students need learnings ways, based on the standard students. 3. for further studies. this study was aimed to know the students’, lectures’, and experts’ perspective toward the quality of the english coursebook for nursing students’ based on another theory except mc.donough and shaw’s criteria (2003) is still needed to be done to ensure the esp coursebook is releveant to be used i teaching english language for special purposes. rahma, safnil, arono, the quality of english course book… 111 references al-ghazalo, abeer and oqlah m. smadi, (2013). a content analysis of the english reading text’s autenticity in student’s book of action pack eleven in jordan. european scientific journal, vol.9 arifin, samsul. 2007. sukses menulis buku ajar & referensi. jakarta: pt grasindo arikonto, suharsimi. (2006). prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta. brown, h.d (2000). principles of language learning and teaching (4 ed.). new york: addison weasley longman incorporation. christoper shaw and jo.mc.donough and shaw’s (2015) materials and methods in elt teacher’s guide, american. creshwell, jhon w. (2003). research design: qualitative, quantitative and mixed methods approaches. (2 nd ed). california sage publication inc. dudley-evans, t., & st john, m. j. (1998). developments in english for specific purposes.cambridge: cambridge university press. ellis, r. (1997). “the empirical evaluation of language teaching material.” elt journal, vol.5 number 1, pp.3642. feez,s & joyce h (2002) text based syllabus design, nws: awes fitri celia (2015) a textbook evaluation and students’ perception on english textbook entitled “ when english rings a bell” used by students of smpn 2 bengkulu city. hutchinson, t. & waters, a.(1993), english for specific purposes: a learning centered approach. cambridge university press. hutchinson, t. and torres, e. (1994). the textbook as agent of change. elt journal, vol.7 pp 48 jones sarah (2009) a retrospective evaluation a elt coursebook for a korean university conversation course. jakovos tsiplakides (2011) the researcher selecting an english coursebook, show theory and practice english teacher in secondary education. gholamreza zareian (2015) an evaluation of question in two esp coursebook based on bloom’s new. domain international journal of education and research vol.3 no. 8 august. lori, siebert and ballard. (1992). making a good layout, usa: north light books. mahmood, khalid. m. zafar and m. saeed. (2009). “textbook evaluation through quality indicators: the case of pakistan, journal of research and reflections in education, vol.5, no 2, pp 170-190. mc. donough, j., shaw’s (2013). materials and methods in elt: a teacher’s guide (3 rd ed). united kingdom: jhon wiley & sons, inc. richard jack (2001) curriculum development in language teaching, usa cambridge university press. journal of applied linguistics and literature, vol 2, no 2, 2017 112 rossi petter and mark freeman (2000) evaluation a systematic approach. american. riazi, a. m. (2003). what do textbook evaluation schemes tell us? a study of the textbook evaluation schemes of three decades. shiraz university. richard jack (2001) curriculum development in language teaching, usa cambridge university press. arono, emelda syafrina, features of english textbooks for the… 1 features of english textbooks for the firstyear of senior high school implementing the 2013-curriculum arono emelda syafrina university of bengkulu e-mail: emeldasyafrina372@yahoo.co.id abstract: this research aimed to investigate the quality of english for the first year of senior high school implementing the 2013 curriculum the academic years 2016/2017. the method applied in this research was descriptive method. data collection techniques used observation check list. there were three textbooks observed. the aspects that were observed consisted of content, presentation, language, and graphic. the result indicated as follows. for the appropriateness the content of view; there were only two textbooks which belong to „good‟ category books, namely pathway to english for senior high school grade x, published by erlangga and bahasa inggris sma/ma/smk/mak kelas x, published by kemdikbud. an others textbook had „fair‟ category namely bahasa inggris untuk sma-ma/smk kelas x, published by yrama widya. there was one textbook which was categorized into „very good‟ presentation, namely bahasa inggris sma/ma/smk/mak kelas x, published by kemdikbud. while two other textbooks, namely pathway to english for senior high school grade x and bahasa inggris untuk smama/smk kelas x had „good‟ category. concerning the language aspect, there was one textbook, nemely bahasa inggris sma/ma/smk/mak kelas x had „very good‟ category. two other textbooks, namely pathway to english for senior high school grade x and bahasa inggris untuk sma-ma/smk kelas x had „good‟ category. concerning the graphic aspect, there were two textbooks which belonged to „very good‟ category, namely pathway for senior high school grade x and bahasa inggris sma/ma/smk/mak kelas x. an others textbook namely, bahasa inggris smama/ smk kelas x had „good‟ category. thus, three textbooks had good category and be worthy to use because they fulfilled the quality of good textbook. key words: 2013curriculum , textbook, textbooks quality abstrak: penelitian ini bertujuan untuk mengetahui kualitas dari buku pelajaran bahasa inggris kelas sepuluh sma yang menerapkan kurikulum 2013 tahun ajaran 2016/2017. metode yang digunakan adalah metode deskriptif. teknik pengumpulan data yaitu observasi yang menggunakan daftar cocok. ada tiga buku teks yang diamati. aspek yang diamati terdiri dari kelayakan isi, penyajian, bahasa, dan kegrafikan. hasil kelayakan isi menunjukkan hanya ada dua buku yang masuk kategori buku bagus yaitu pathway to english yang diterbitkan oleh erlangga dan bahasa inggris diterbitkan oleh kemdikbud. satu buku lain memiliki kategori cukup yaitu bahasa inggris yang diterbitkan oleh yrama widya. hasi kelayakan presentasi ada satu buku dikategorikan ke dalam presentasi yang sangat baik yang yaitu bahasa inggris yang diterbitkan oleh kemdikbud. sementara dua buku lain yaitu pathway to english yang diterbitkan oleh erlangga dan bahasa inggris yang diterbitkan oleh yrama widya memiliki kategori baik. temuan dari aspek bahasa, ada satu buku yaitu bahasa inggris diterbitkan oleh kemdikbud memiliki kategori sangat baik yang dua buku lain yaitu pathway to english yang diterbitkan oleh erlangga dan bahasa yang diterbitkan oleh yrama widya memiliki kategori baik dan dari aspek grafis, ada dua buku yang termasuk kategori sangat baik yaitu pathway to english yang diterbitkan oleh erlangga dan bahasa inggris diterbitkan oleh kemdikbud. satu buku lain yaitu bahasa inggris yang diterbitkan oleh yrama widya memiliki kategori baik. mailto:emeldasyafrina372@yahoo.co.id journal of applied linguistics and literature, vol 2, no 2, december 2017 dengan demikian, tiga buku teks memiliki kategori baik dan layak untuk digunakan karena memenuhi kualitas buku teks yang baik. kata kunci : kurikulum 2013, buku teks, kelayakan buku introduction curriculum is a set of planning and organization of aim, content, and learning material as the guidance to learning activity to achieve a particular educational objective. nowadays, curriculum 2013 for senior high school in indonesian had been implemented from grade x or first year of senior high school. related to this explanation, there are several changes in some parts of education. according to richards (2001) curriculum changes are of many different kinds likes content, methods and assessment in learning teaching process. related to explanation above curriculum may affect teachers’ pedagogical values and beliefs, teachers’ understanding of the nature of language or second language learning, or their classroom practices and the use of teaching and learning materials. among several changes in education parts teaching material also need to be adjusted because it is one of the most important factors in teaching and learning process. this argument is supported by richards (2001). that argues that teaching materials are regarded as a key factor in most language programs. teaching materials can be developed from many learning sources, the material can be written or unwritten material likes student worksheet, visual, audiovisual, cd, vcd, and internet. one of them it is from textbook. then it needs special attention regarding its changes toward recent applied curriculum. the adjustment of textbook to the recent curriculum should be conducted because english teachers tend to display a strong reliance on textbook usage. a textbook means a created material designed as materials for teaching learning process in order to increase the learners’ knowledge and experience. cunningsworth (1995) stated that textbook is best seen as a source in achieving aims and objectives that have already been set in terms of learner needs. textbook also can be defined as a book prepared for school’s students in teaching learning process. it is used as a main component to deliver the material framework designed in the curriculum. they may deliver the foundation for the content of the lessons, the balance of skills taught and the types of language practice the students take part in. in actually, textbook can varies based on the language teaching stakeholders. it can adapt the curriculum, the teacher needs, and also the students’ needs. that is why, we can find a different textbook used in a different schools. therefore, teachers have to choose the appropriate and ideal textbook as beneficial for both students and teacher as possible. however, on a particular occasion, learners’ needs sometimes become the pin point for the teachers to determine a textbook. in other words, english teachers must be able to evaluate textbooks in order to find out if they were still worth using or need replacing. according to greene and petty (1985) in tarigan (2009) explain the criteria of good textbook. such as: a textbook must be interesting and attractive toward the learners for instance the news information, newness material. thus, they will be interested in using textbook, a textbook must be able to motivate the learners, a textbook should consider the linguistic aspect. in order that, it will be suitable with the learner’s and a textbook must stimulate the personal activity of the learners. correlated that in 2007 bsnp also launched instruments to evaluate english textbook in indonesia they are: arono, emelda syafrina, features of english textbooks for the… 3 (1) content feasibility (2) language use feasibility (3) presentation feasibility and (4) graphic feasibility. from the criteria above teachers were responsible for selecting good materials and needed to be able to make judgment about the textbook. the selection of textbook used by teachers become relatively crucial because the textbook has to fit with the current curriculum, schools syllabus along with student’s needs and also the aims and goals of teaching. thus, researcher interested to analyzing english textbooks for the first year of senior high schools implementing 2013 curriculum by bsnp. based on the explanation above the research questions was formulated as follow: how was the content aspect of english textbook for the first-year of senior high school cover the basic competencies of the 2013 curriculum?, how was the presentation aspect of english textbooks for the firstyear of senior high school?, how was the language use in english textbooks for the first-year of senior high school?, how was the graphic of english textbook for the firstyear of senior high school?. the objective of this research is to describe the quality of english textbooks for first year sman 4 in bengkulu city, covering as follow: the coverage of basic competencies of the 2013curriculum, the presentation, the language use and the graphic. methodology the method used in this research is descriptive method. this is a research for non-statistical data analysis. this research focused how to analyze english textbook that implementing criteria of good textbook and curriculum 2013 requirement. according to sugiyono (2012) descriptive method is a research that aims to understand the phenomenon of what is experienced by the subject of the study such behavior, perception, motivation, action and others. the subjects of this research were the english textbooks for the first year of senior high school based on the 2013 curriculum. the textbooks are “pathway to english for senior high school grade x” published by erlangga, “bahasa inggris untuk sma-ma/ smk kelas x” published by yrama widya and “bahasa inggris sma/ ma/ smk/ mak kelas x” published by kamendikbud. the instrument in this study was a checklist based on the textbook evaluation criteria based on bsnp (2016). there are four aspects of the textbooks to be evaluated in this research namely; content aspect, language aspect, presentation aspect and graphic aspect. the evaluation checklist used of a graduated scale 14, researcher used by bsnp (2016) criteria with scale: 1 (very poor), 2 (poor), 3 (good) and 4 (very good). the techniques of collecting data used in this research are documentation and observation checklist. the techniques of collecting the data in this research were done in several steps as follow (1) getting and distributing the document; (2) distributing the evaluation checklist to all evaluators; and (3) filling in the evaluation checklist done by evaluators by ticking the choice of scale 1-4 and filling in their opinions about the strengths and weaknesses of the material in the column provided. data was conducted (may 2016 september 2016). the time was selected with consideration of the usefulness of the results of this study. in analyzing the data, the researcher took some steps they are: the researcher prepared english textbooks for the tenth grade student of senior high school. then the researcher selected the chapters of each textbook to be analyzed, the researcher and two observers analyzed the relevance of four aspects analysis based on bsnp by using formula: x 100% where: p = descriptive percentage f = frequency of each respondents answer n = total number of respondents journal of applied linguistics and literature, vol 2, no 2, december 2017 table 1. interpretation of cohen’s kappa value of kappa level of agreement % data that are reliable 0 – 20 none 0 – 4 % 21 – 39 minimal 3 15% 40 – 59 weak 15 – 35 % 60 – 79 moderate 35 – 63 % 80 – 90 strong 64 – 81% above 90 almost perfect 82 – 100% adopted from mchugh (2012) since the observation check list gave 4 alternatives (1 to 4) of answer, the interval of each category will be obtained by the formula: table 2. mean category of textbook score category 3,41 – 4,00 very good 2,81 – 3,40 good 2,21 – 2,80 fair 1,61 – 2,20 poor 1,00 – 1,60 very poor after that, the researcher described and elaborated the findings of the analysis and the researcher determined the conclusion. findings and discussion result reliability interrater analysis of english textbooks for high school class x involves three assessors. they are two english teachers sman 4 bengkulu as corater 1 and corater 2 and the researcher herself. this research was conducted by analyzing the english language textbooks based on content aspects, presentation, language use and graphic by bsnp. the score had correlated from interrater. the score was correlated when the score from the raters in the same category or interval. in this research reliability inter-rater illustrated in table 3. arono, emelda syafrina, features of english textbooks for the… 5 table 3. summary calculation of percent agreement between raters english textbooks % agreement level of agreement % of reliable textbook 1 86.85% strong almost perfect textbook 2 85.93% strong almost perfect textbook 3 91.24% almost perfect almost perfect average 88.00% strong almost perfect inter-rater correlation analysis result shown the average in textbook 1 was (86.85%), indicating strong agreement and almost perfect reliable. the average in textbook 2 was (85.93%), indicating strong agreement and almost perfect reliable. the average in textbook 3 was (91.24%), indicating almost perfect agreement and almost perfect reliable. total percent of agreement between three raters was (88.00%), indicating the level of agreement of interraters is strong and reliable of interraters is almostperfect. the result of four aspects of textbooks content aspect the result of analysis based on the contents aspect which consists of the material conformity with ki and kd, accuracy of the materials, and supporting materials. it shown in figure 1. from figure1, it can be seen that the result was follows: the average in textbook 1 was (3.20), indicating good category, the average textbook 2 was (2.73), indicating fair category, and the average textbook 3 was (3.39), indicating good category. the textbook that got scale enough result, it should be corrected. there are three components based on the bsnp (national education standards assessed). the components are the relevance of materials to the curriculum, accuracy of the material, and learning support materials. presentation aspect the result of the presentation aspect illustrated in figure 2. from figure 2, it can be seen that the results of the second instrument of presentation aspect of three textbooks were known the average of textbook 1 was (3.10), indicating good category. the average of textbook 2 was (2.84), indicating good category. the average textbook 3 was (3.47), indicating very good category. there are three component aspects in presentation such as presentation technique, teaching and 0 5 content aspect textbook 1 textbook 2 textbook 3 0 5 presentation aspect textbook 1 textbook 2 textbook 3 journal of applied linguistics and literature, vol 2, no 2, december 2017 learning technique, and presentation coverage. a. language aspect the result of the language aspect presented in figure 3. from figure 3, it can be seen that the result of the third instrument of appropriateness of language of three textbooks were known the average of textbook 1 was (3.38), indicating very good category. the average of textbook 2 was (2.82), indicating good category. the average of textbook 3 was (3.57), indicating very good category. three textbook fulfilled the appropriateness of language such as the match between language and the students’ development, communicative, the coherence and unity of ideas, four skill (listening, speaking, reading and writing) other language aspects (vocabulary, grammar and pronunciation). however, should be improvement for some aspect that still indicated low score. b. graphic aspect the result of the graphic aspect used instrument of bsnp. it shown in figure 4. from figure 4, it can be seen that the result of the forth instrument of graphic aspect of three textbooks were known the average of textbook 1 was (3.67), indicating very good category. the average textbook 2 was (3.30), indicating very good category. however, it still less in illustrated book content the score was (2.77), indicating fair category. it was because the letters used more than two kinds, used much of ornamental letters, illustrations reveal the contents of the object less proportional and less harmonious between the title, text, caption, illustration, in whole pages. the average textbook 3 was (3.45), indicating very good category. it concluded, three textbooks fulfilled the graphic aspect of bsnp. discussion the result of analysis of the contents aspect of three textbooks as follow: two textbooks are good categorized that are pathway to english by erlangga and bahasa inggris by kemdikbud because most of contents in textbooks were relevant to sk and kd 2013 curriculum. the source material was varied and up to date, and deeper. it can also increase the knowledge, attitudes, and skills of students. however, one other textbook considered sufficient, the 0 5 language aspect textbook 1 textbook 2 textbook 3 3 4 graphic aspect textbook 1 textbook2 textbook 3 arono, emelda syafrina, features of english textbooks for the… 7 textbook is bahasa inggris by yrama widya. it was stated enough because most of the material presented less depth, less functional exercises, the material presented on the immediate environment did not familiar with the daily life of the participants (contextual). it conclude that the textbook did not display the contextual. according to richards (2001), textbooks are used in different ways in language programs. for example, a reading textbook might be the basis for a course on reading skills, providing both a set of reading texts and exercises for skills practice. a writing textbook might provide model compositions and a list of topics for students to write about. a grammar textbook might serve as a reference book and provide examples as well as exercises to develop grammatical knowledge. a speaking textbook might provide passages for students to read and discuss. a listening textbook together with audiocassettes or cds might serve as the primary listening input in a listening course. that is way, we can find a different textbook used in a different schools as a basic guideline in teaching and learning process. the finding of research by prasojo (2014) also found the english textbook of pathway to english for senior high school grade x compatible with the curriculum 2013, as every single ki and kd successfully implemented in the textbook, and the materials provided in the textbook completely completed as all suggested english language skills exercises of writing, speaking, reading and listening materials in the curriculum 2013 were implemented. (harimasyah, et al, 2008) stated that a textbook can be said to be good in content aspect, if noticed a complete reference that was accordance to the curriculum or syllabus, relevant science, and needs of learners. generally, textbook 1 facilitated learners very well in improving learners’ reading, writing, listening, and speaking skills through various functional texts and monologues. this can be seen in the integration of those four skills in enabling learners to comprehend and produce those functional texts both oral and written. besides, given learners explicit guidance to acquire comprehension about the elements of functional texts production. that called social functions, generic structure, and linguistic features. also the supporting materials in textbooks was contextual because generally adjusted so it can be used. moreover, this textbook lack of up to date material. it was because less equipped with a source of reference and the reference more than five year ago.as suggested by ramadhan (2016) every item in supporting the materials and exercise provided within textbook (tables, pictures, texts, references) should be taken from a relevance and newest sources available. it can be conclude that textbook 1 should be revised by supporting material such as text, table, picture, attachment, and others should be taken from the references that was relevant to the topic discussed and newest references about the topic discussed. textbook 2 was less required the learners to express quite many types of texts with various topics those were relevant to learners’ daily life. in exploring narratives there were some stories only from local folktales. this textbook also was poor given the learners explicit guidance to acquire comprehension about the element of functional text production especially in guidance of generic structure. text was given no explanation about structure of the text. as a result, the learners were difficult to understood, analyzed and produced a text. in particular, supporting materials in this textbook was contextual because commonly adjusted so it can be used. although less in up to date material it was because some texts did not taken from the up-to-date references and the textbook did not equipped with a source of reference. those texts should be replaced with newest texts of the same journal of applied linguistics and literature, vol 2, no 2, december 2017 type. besides, this textbook less promoted of cultural diversity which covers local, national, and global contents of various cultural values. it can be concluded that textbook 2 should be revised by doing some adoption. it was because the textbook did not provide depth of content which each texts were less completed by exposure, retention, formatting rules text, text production, and the extension through loading element (social function, elements and structures of meaning and linguistic features. textbook 3 relevance in sk (the core competence) and kd (the basic competence) which covered of four skills. commonly, this textbook facilitated well in improving learners’ listening, speaking, reading and writing skill through various text and monologue. this can be seen in the integration of those four skills in supporting learners to comprehend and produce functional texts both oral and written. this textbook also was given learners explicit guidance to acquire comprehension about the elements of social function, generic structure and linguistic features. besides, in supporting learning materials was contextual because almost category adjusted such as it was up to date material, developed life skill, developed insight and diversity, and character building. but this textbook still lacks on cultural aspect which the materials were less promoted cultural aspect that covered local, national and global content of various cultural values. it can be concluded that textbook 3 the materials should be revised and add more texts that containing the cultural aspects in order to improve aspects of student local, national and global culture. the result of presentation aspect of three textbooks indicated good category. it was because textbooks content accordance with the level of ability of the students, the easily language understood, in this way, students want to read the textbook also required interesting presentation. according to tarigan & tarigan (2009) a good textbook is a textbook that can make students desire, happy doing what instructions on textbooks, and adds student interest in learning also it has to do through presentation. presentation was seen from the beginning of the book until the end of textbook. if the illustration of introduction was not interesting consequently, the students were unenthusiastic to read, and if the material presented was difficult so that the students were reluctant to read it. textbook 1 fulfilled a good textbook in presentation aspect. it was because the materials and tasks were systematization and balance among units. besides, in teaching and learning technique was learners’ centeredness, developed of learners’ initiative, creativity, and critical thinking, developed of reflection and selfevaluation ability, genre based approach, and scientific approach. then in opening has preface and table of content. nevertheless, this textbook still needs improvement because it lack of reference, summary and reflection. it was because a good textbook should contain reference, summary and reflections to facilitate learners’ to understand the content of chapter, and conclusion of attitudes and behaviors that was succinctly and clearly. also this textbook lack in closing. it was because this textbook does not provide glossarial pages, indexes, author information, and only references was provided. similliarly to prasojo (2014) the textbook pathway to english did not provide complete reference of the sources of their learning materials. only a few parts cited their references. the conclusion part was also removed. it is perhaps removed due to the book itself that has already had self-reflection issues by the end of every chapter. however, a conclusion was still needed because it concluded that what the learning outcome, learning morale, and many others are. arono, emelda syafrina, features of english textbooks for the… 9 in order that , textbook pathway to english by erlangga should be revised. the textbook should add glossary for each text or unit. thus, learners’ unfamiliarity of difficult words can be facilitated explicitly. besides, textbook can guide learners to make summary after each lesson. this will be helped for them concluded the material. also the textbook should be completed about author information based on bsnp 2016. it was because allows people to know and communicate with the elements of book publishing, and can be delivered directly to the author or through the portal / page prepared, so that there is public involvement to control the quality of the book. textbook 2 indicated good category in presentation aspect. it was because some of criteria were fulfilled of a good textbook. in presentation technique the materials and tasks were systematization and balance among unit. in teaching and learning technique was developed of learners’ initiative, creativity, and critical thinking, development of reflection and self-evaluation ability, genre based approach and scientific approach. moreover, this textbook still needs revision in learnercenteredness. it was because each chapter did not contain of complete layout presentation that very encourages interaction in english among the student, between the student and the teacher and between student and wider environment and the activity cannot be used for self-study. also this textbook indicated good in opening which was realized preface and table of content and also good in closing that was textbook completed of glossary, bibliography and index. but lack in the content that as textbook less of introduction, learning load, reference, summary and reflection. it can be conclude that textbook 2 should be revised based on bsnp to be a good textbook that can be used for students. textbook 3 indicated very good category in presentation aspect. it was because all aspect criteria fulfilled based on bsnp. in presentation technique the materials and tasks were delivered systematization and balance among unit, the presentation of materials and tasks prompts interaction in english among the learners, between the learners and the teacher and learners’ circumstances, and the activities can be used for selfstudy, on development of learners’ initiative, and critical thinking. the presentation of material and tasks prompts learners to do some communicative activities both oral and written also to be responsible towards their own learning process. on development of reflection and selfevaluation ability, the presentation of materials and tasks prompts learners to know their success and lack in doing learning activities and in communication. in genre based approach, the activities for building knowledge, modeling the text, joint construction of the text and independent construction of the text. in scientific approach the activities for knowledge and comprehension, application, analysis, evaluation and creation implemented 2013 curriculum. in opening the textbook has preface and table of content. on content has introduction, the core of the textbook content, reference, summary and reflection. in closing has glossary, bibliography, indexes and information about author. it can be concluded that textbook 3 completed the presentation aspect. because all aspects was fulfilled based on bsnp. the subject and the right materials are only useful and can be understood when it was described with language who can understood by the students. the result of language aspect of three textbooks indicated good category and fulfilled the aspect in language aspect. it was because the language use on three textbooks match with student development, communicativeness, also the materials presented the coherence and unity ideas, focus of four skills (listening, speaking, reading and writing) and other language aspect such journal of applied linguistics and literature, vol 2, no 2, december 2017 as vocabulary, grammar and pronunciation. languages were determined by the level of language skills of students and using standard language, the intent of the standard language effective sentence, to avoid a double meaning, modest, polite, and interesting (tarigan & tarigan, 2009 ). mainly, the language used within each model text (interpersonal, transactional, and functional) was not significant mistakes in terms of grammar and vocabulary. every single text used correct grammar and appropriate vocabulary according to the context. in conclusion, three textbooks was fulfilled the criteria of accurate and appropriate language based on bsnp. for textbook 1, the language used in each explanation and instruction was relevant to learners’ cognitive development. the explanation on grammar theories, vocabulary, social functions, generic structure, and linguistic features of certain text types was easily understood by learners. the summary on texts’ purpose, text organization, and language features in the end of each unit also facilitated learners to comprehend the points of the lesson much faster and much more easily. in this textbook the message presented in each unit was clear and easily understood by the learners. it was because the grammar and vocabulary explanation were brief and used familiar language. in addition, the topics chosen for each unit was learners’ daily life and appealing for them. in turn, learners would find it easy to understand the message within the texts. besides, this textbook was lack of coherence and unity of ideas among units. it was because there was a sufficient similarity of topics between one unit and another, also lack of coverage of language content that was covering grammar, vocabulary, and pronunciation. it was because the texbook paid attention to grammar and vocabulary, but very little attention to pronunciation. similarly to kinasih (2014) she also discussed pathway to english. the language used within the instructions, explanations, or texts is very scientific and unfamiliar for the tenth graders and was not facilitated explicitly with glossary of unfamiliar words. thus, it was not relevant to learners’ cognitive development. the language also was not relevant to learners’ socio-emotional development, because most of the topics are scientific and therefore too demanding for learners. pathway to english was lacking in terms of language content, because there was not enough explanation and practice for vocabulary comprehension. the lack of vocabulary lessons was a huge problem considering that this texbook has a lot of scientific and unfamiliar words. on the other hand, the texts contained many scientific words which were hard for learners to comprehend. it can be conclude that textbook 1, the vocabulary lessons and explanation of pronunciation should be improved to make learners more familiar to the scientific terminologies in the textbook in textbook 2, the language used in each explanation and instruction was relevant to learners’ cognitive development. the explanation on grammar theories, vocabulary, social functions, generic structure, and linguistic features of certain text types was easily understood by learners. the summary on texts’ purpose, text organization, and language features in the end of each unit also facilitated learners to comprehend the points of the lesson faster and more easily. in this textbook, the message presented in each unit was clear and easily understood by learners. this was because the grammar and vocabulary explanation were brief and used familiar language. in addition, the topics chosen for each unit are of learners’ daily life and are appealing for them. in turn, learners would find it easy to understand the message within the texts. arono, emelda syafrina, features of english textbooks for the… 11 moreover, in the textbook there was lack of coherence and unity of ideas among units. this was because there was sufficient similarities of topics between one unit and another also deficiency of coverage of language content that was covering grammar, vocabulary, and pronunciation. this was because the book paid attention to grammar and vocabulary, but very little attention to pronunciation. in textbook 3, the language used in each explanation and instruction was relevant to learners’ cognitive development. the explanation on grammar theories, vocabulary, social functions, generic structure, and linguistic features of certain text types was easily understood by learners. the summary on texts’ purpose, text organization, and language features in the end of each unit also facilitated learners to comprehend the points of the lesson much faster and much more easily. in this textbook, the message presented in each unit was clear and easily understood by learners. this was because the grammar and vocabulary explanation were brief and used familiar language. in addition, the topics chosen for each unit are of learners’ daily life and are appealing for them. in turn, learners would find it easy to understand the message within the texts. the materials presented on coherence, show unity and sequenced from easy to complex. then the result of three textbooks indicated good category in graphic aspect. it was verified textbook 1 indicated very good category, textbook 2 and textbook 3 indicated good category. (muslics,2010) stated that graphic note in the textbook are : a) the size of the book; b) design leather book / appearance of the cover (appeal, typography, and illustration); c) design of contents book; d) illustration (type, attractiveness, anatomy); e) the suitability of the paper;. the textbook must be interesting and attractive toward the learners. thus, they will be interested in using textbook (greene and petty: 1971). based on explanation above a good textbook was the content matter, need to be more physical. appearance supports the content, without the appearance of good students will not be interested to read it, and without good content, students will not be understood what is contained in the book. it can interesting to have students in terms of physical, cover, illustration, and appearance of each chapter, as well as the color, fonts. conclusion based on the results of research and discussion, it can be concluded that: in terms of contents aspect based on the textbook evaluation devised bnsp, that textbooks 1 and textbook 3 belong to good textbooks. however, it should be revised by supplementing textbooks with up to date materials and cultural aspects. textbook 2 still falls onto fair category. this book requires heavier revision in material depth, generic structure, up to date materials and cultural aspects. in order that fulfill the criteria of a good textbook, especially in content aspect. in terms of the presentation aspect based on the textbook evaluation devised bnsp, textbook 3 got a very good category. textbook 1 and textbook 2 belongs to good category. however, need improvement in learning centeredness, genre based approach and presentation coverage on content and closing. in order that, these textbooks fulfill the criteria of a good book, especially in presentation aspect. in terms of language aspect textbook evaluation devised by bnsp, textbook 3 shown that very good category. textbook 1 and textbook 2 belongs to good category. besides, need revision in the coherence and unity of ideas and presentation and practice in other language aspect such as vocabulary, journal of applied linguistics and literature, vol 2, no 2, december 2017 grammar and pronunciation. in order that, these textbooks fulfill the criteria of a good book, especially in language aspect. in terms graphic aspect based textbook evaluation devised by bnsp shown textbooks 1 and textbook 3 had very good category. besides, textbook 2 had good category. references agus, a. 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(2008). pengembangan model pembelajaran: uji efektivitas bahan ajar bipa. jakarta:pusat bahasa departemen pendidikan nasional. journal page 1 the effect of using “edmodo and quipper school” in blended learning method towards students’ writing skill at the second year students of sman 1 bengkulu tengah dian permata sari bambang suwarno deddy sofyan university of bengkulu abstract this research aims to compare whether there was an effect on students’ writing quality when students were taught with blended learning method, combined with edmodo or quipper school. this was a quasi-experimental research with 72 students at grade xi mipa sman i bengkulu tengah, indonesia as the samples. the experiment group was taught with edmodo while the control group was taught with quipper school. the instrument was a writing test. the findings of this research, with respect to the comparison of post test mean scores between the experimental group and the control group, were as follows. there was a significant difference on students’ general writing ability. there were significant differences on students’ writing ability in the aspects of content and language use. however, there was no significant difference.the students’ responses were positive toward the use of edmodo as a blended learning. further studies are recommended for other school levels. it seems that edmodo is more effective than quipper school in writing lesson since the learning platform in edmodo gives facilities for the students to work independently, enables them to improve their quality and has more practical, interactive, and interesting features. key words: writing ability, edmodo, quipper school abstrak penelitian ini bertujuan untuk menemukan apakah terdapat pengaruh pada kualitas menulis siswa ketika siswa diajarkan dengan metoe pembelajaran campuran menggunakan edmodo dan quipper school. penelitian ini adalah penelitian kuasi eksperimen dengan 72 siswa kelas xi mipa sman 1 bengkulu tengah sebagai sampel penelitian ini. hasil penelitian ini, yaitu (1) terdapat sebuah perbedaan yang signifikan pada kemampuan menulis siswa secara umum antara kelompok eksprimen, dengan menggunakan edmodo, dan dibandingkan dengan kelompok kontrol yang diajarkan menggunakan quipper school, (2) terdapat perbedaan signifikan pada kemampuan menulis siwa pada aspek isi dan penggunaan bahasa. namun, tidak terdapat perbedaan pada kemampuan menulis siswa pada aspek organisasi,(3) respon siswa positif terhadap penggunan journal page 2 edmodo sebagai metode pengajaran campuran pada kemampuan menulis. berdasarkan hasil penelitian, dapat dilihat bahwa edmodo lebih efektif dari pada quipper school dalam pembelajaran menulis karena platform belajar yang disediakan di edmodo memberikan fasilitas bagi siswa untuk bekerja secara mandiri, kemudian mampu membantu siswa lebih fokus pada kualitas kerja mereka. itu juga mungkin disebabkan oleh fitur-fiture edmodo yang lebih praktis, interaktif, dan menarik. kata kunci: kemampuan menulis, edmodo, quipper school introduction the use of technology in language learning, specifically writing, is no longer a new phenomenon. teaching paradigm has radically been changed by technology which makes teaching simpler without time or space restriction (alonso et al, 2005). technology is also trusted to provide language learners with a great number of possibilities to enhance language learning (dudeney & hockly, 2007). they specifically argue that technology, with its perpetual development, can give learners exposures, allow them to practice the knowledge, and bridge teachers to assess the learners’ language ability. westwood (2008) claims that in this information era, writing is not paper-based only, but it also uses richer media such as multimedia platforms. applying technology in writing, which has been taught on paper especially in the past, becomes increasingly improved by the rapid development of technology. there are many strategies that can be use to improve students’ english proficiency, especially in writing skill. there are many selection of teaching strategies that can be used. it can be e-learning bases educational social networking sites. e-learning is a learning that can be done by using blended learning method that can give stimulus for students in creating active and pleasing learning. so the students can increase their proficiency in knowledge and achievement. blended learning method is a learning media that active, creative, interesting and pleasing. garrison and vaughn (2008) describe the basic principle of blended learning as a situation where face-to-face oral communication and the online writing communication are optimally integrated so that the strength of each are blended into a unique learning experience congruent with the context and intended educational purpose. many educators all over the worlds develop effective learning platforms to support blended learning. one of favorite learning platforms is edmodo. edmodo, as a form of technological development journal page 3 for educational purposes, is believed to be of assistance for teachers in language classrooms. edmodo is designed very modestly, almost similar to facebook, and provides space for teachers, students, and even parents to maximize teaching and learning process (kongchan, 2012). writing, which seems to be burdensome and boring, will be less demanding, as edmodo provides a lot of convenient features to practically aid teachers and students to conduct and organize teaching writing in such a baby step (scaffolding) either in classroom sessions or students’ individual learning time at home (lara, 2013). edmodo enables teacher and students to connect outside class. teacher can post materials, video, quizzes, and polls at edmodo where the students can easily comment, download or submit assignments anytime anywhere without coming to the lass. the features on edmodo really support learning and communication between teachers and students. parents also can have discussion directly with teachers at edmodo because it provides class for parents so that they can monitor their children progress at class. another platfrom is quipper school. the use of quipper school aims to revolutionize the way people learn and share knowledge, by leveraging the mobile internet (morron, 2015). additionally, francisco (2014) suggested that teachers should use quipper school to vary their instructional strategies. students learn in different ways and quipper school offers a fun way of online learning. all the paper works is lessened through electronic grading and you can create a class and assignments in a flash. this will definitely save time and effort on the part of the teacher and the students. furthermore, the use of quipper school is free. it is one interactive way of e-learning. based on the elaboration above, the researcher makes investigation about the effect of using edmodo and quipper school in blended learning method towards students’ writing skill at second year students’ of sman 1 bengkulu tengah. methodology this research was quasiexperimental research. hamid (2011) states that quasi-experimental is kind of experiment design by certain controlling condition. the researcher chose quasi-experimental because the researcher only used the existing class and it is imposible for the researcher to change the existing class to determine the subject of research. moreover, experiment design is generally believed as a suitable research to examine hypothesis. this research design is chosen to explain between two variables or more or find out the effect toward another variable. in addition, this research was a quasi journal page 4 experimental with nonequivalent control group. in this case, the experiment class were not chosen randomly. the researcher used two classes: experimental class and control class. the experimental class is the class which was given a treatment by using edmodo in blended learning method, while control class is the class that was taught by using quipper school in blended learning method result and discussion result this research was conducted in six meetings. two meetings are for administering pre-and post-test while the rest meetings are for treatment activity. there were two different group who received different treatment. first group was experiment group who employed edmodo and another group was control group who employed quipper school as the technique in teaching writing. in experiment class, the teacher did some steps in accessing edmodo, firstly the teacher opened site edmodo at : http://www.edmodo. com/, then the teacher signed in then making a group learning. after that the teacher invited the students to join by giving them the code of the group learning. the teacher gave the students five themes of descriptive text to be discussed and written by the students. in the process of treatment, the teacher looked that the students were anthusiast in learning writing by using edmodo in a blended learning. on the other hand, the teacher used quipper school in teaching writing in control group. since using quipper school was almost similar to edmodo, the teacher and the students are also sign in the website firstly before using it. moreover, as an online platform of teaching and learning, quipper school was only for sharing some terms of teaching and learning media such as picture and video. there was no available platform for the students to work grouply in writing a text. it only can be used to write or answer the teachers’ question individually. however, there were several students looked confuse in using quipper school. finally, the researcher gave the post test at the last meeting. table 1 data description of pre-test n range minimum maximum mean control 36 2.00 5.00 7.00 6.30 experiment 36 2.00 5.00 7.00 6.11 valid n (listwise) 36 journal page 5 the data that was displayed in table 4.1 showed that the minimum score of control class was 5,00 and maximum was 7,00. it was similar to the minimum and maximum score of experiment class. moreover, the meanscore of control class was 6,30 and experiment class was 6,11 in pre-test. the description of post test data was as follow. table 2 data description of post-test n range minimum maximum mean control 36 3.00 5.00 8.00 6.52 experiment 36 2.00 6.00 8.00 7.13 valid n (listwise) 36 the data description of post test revealed that the minimum score of control and experiment class were 5,00 and 6,00 while the maximum score of both classes were 8,00. moreover, the meanscore of control class was 6,52 that was less than meanscore of experiment class. the meanscore of experiment class was 7,13. the students’ meanscore both pre-and post-test of each class was in the chart below. chart 1. the students’ meanscore chart 1. the students’ meanscore 6.3 6.52 6.11 7.13 5.5 6 6.5 7 7.5 pre-test post-test control experiment journal page 6 chart 1 showed that there was a little bit difference on students’ writing ability before and after the treatment in control class. the mean difference was about 0,22 in control class. however, a better improvement can be seen in experiment class after the treatment. the meanscore difference was 1,02. to know how siginficant the students’ meanscore difference both control and experiment class, the researcher did hypothesis testing. table 3 summary of hypothesis testing post_test score t sig. (2-tailed) conclusion writing in general -3.376 .001 significant aspect of content -1.907 .041 significant aspect of organization -0.745 .459 not significant aspect of language use -2.782 .007 significant table 3 revealed that all of the post-test data was different significantly with the sig. (2-tailed) was < 0,05. for general writing ability, the sig. (2-tailed) was 0.001 with t=-3.376. it means that there was a significant difference on the students’ witing score after using edmodo as blended learning both experiment and control class. it can be concluded that edmodo was effective to improve students’ ability to write hortatory text both writing in general. moreover, edmodo was also effective to improve students’ writing ability in various aspects of writing. first, the result showed that sig. (2-tailed) on the aspect of content was 0,041<0,05 which means that edmodo was effective to improve students’ writing ability on the aspect of content. edmodo can help the students to make their writing be better. the students can generate their ideas while using edmodo. second, the sig. (2-tailed) on the aspect of language use was 0,007<0,05 which means edmodo was effective to help the students to use various and appropriate language in their writing. however, edmodo was not effective on the aspect of organization. edmodo can not facilite the student in organizing their ideas with sig. (2-tailed) was 0.459. discussion the findings of research were; first, there was a significant difference on students’ writing ability between the experimental group which employed edmodo as a blended learning method and the control group which employed quipper school as a blended learning method after the treatment at grade journal page 7 xi of sman 1 bengkulu tengah. second, there was a significant difference on students’ writing ability of experiment group which employed edmodo as a blended learning method in aspect of content and language use after the treatment at grade xi of sman 1 bengkulu tengah. third, mostly students responded positively toward the use of edmodo as blended learning to help the students to write hortatory text. the first flow in the implementation was an initial step in which students were introduced to the course. the teacher motivated the students to get involved in the learning process followed by introducing texts to discuss. this is considered as an initial exposure to build students’ knowledge as suggested by emilia (2011). bersin (2004)agrees that this is an introductory step for opening the course. the present research suggests edmodo facilitates students’ engagement cognitively through note menu. this is a delight fact since basically students’ engagement accommodation in learning is one of the promises offered by e-learning or blended learning (adrews, 2004; coffman, 2009; clark & mayer, 2011; rank, warren & millum, 2011). first, edmodo through note menu allowed students to work independently within the small group feature. edmodo confirms that collaborative work in edmodo is intended to personalize learning, in which students will have their own space for learning without any disturbance from others. the idea is supported by reading (2008) as well as reading and levins (2010), that technology including learning platform should give facilities for students to work independently. second, it enabled students to concern on their quality of work. from the documents posted it could be concluded that the students were eager to correct their works by welcoming teachers’ feedback, showing that participation and work involvement took place (reading, 2008).this is also the students’ strategy to be skillful in writing as a part of cognitive engagement: how to work on tasks and how they master learning materials (davis, summers, & miller, 2012; appleton, christenson, and furlong, 2008). psychologically, the strategies are students’ efforts to finish working on the tasks (newmann, wehlarge, & greene, 1992; as cited in smiley & anderson, 2011). third, it enabled students to take parts in learning situations (by getting involved into discussions). during the discussion, questionsanswers activities were commonly applied. these activities are one indicator of cognitive engagement criteria according to reading (2008). however, having observed online and offline classes, not all students took part actively in online and offline classes. high users and low users were then identified from the frequency of students’ attendance and involvement observed in note menu. this involvement shows student’s interest towards learning (zake et al., 2010) reflected in doing tasks or activities (appleton et al., 2006; reeve et al.,2004). those who were interested commonly signed-in edmodo very often, while the rest did not. as confirmed by some students in the interview session that they preferred offline to online learning. fourth, it directed students journal page 8 to see edmodo as a part of learning. the interviewees revealed that they utilized edmodo because it had to do with academic matters. school assignments and learning preferences were the main reasons. those observed facts, to coates (2007) in trowler (2010) indicate students’ involvement in academic activities to enrich their schooling experience. another facility provided by edmodo was interaction and meaningful tasks. note menu provided opportunities for the students and the teacher to interact by posting something or giving comments to a post. interaction also took place when the students post or ask genuine questions to the teacher such as when they find difficulties to access edmodo features. interaction in communication among technology users, in the view of kearsley and shneiderman (1999), is a basic requirement in language-based teaching and learning (see also bates, 2005). the communication occurred in note menu also indicates interaction types (moore & kearsley, 1996; as cited in lonn, 2009) experienced by the students and the teacher which are learner-content interaction, learner instructor interaction and peer interaction. while meaningful tasks are observed for edmodo through note menu provides students with facility for writing tasks or assignments. the writing tasks comprise of a lot of activities, started from composing, posting, revising to publishing writing (brown, 2001; gebhard, 2009; emilia, 2011). those heaps of activities are believed to be meaningful, which at the end coach students’ ability to define the tasks and apply ideas for another task (kearsley & shneiderman, 1999). personally, the students admitted that learning writing with edmodo was easy and simple as well as it motivated them to write. benefits in writing online have been claimed by adas and bakir (2010), pop (2013), lara (2013) and abadi, ahmadi and mehrdad (2015) as it provides students with good writing mechanism. the students were also in agreement that edmodo gave them unlimited time and space for learning such as learning from smartphones and learning in leisure time. rosenberg (2001) acknowledges this as 24/7 learning as technology now has made learning accessible almost anywhere and anytime and available 24 hours a day. besides, the students admitted that they were able to get access to multimedia learning materials. wilson and smilanich (2005) recognize that widen reach including access into multimedia sources is one of the advantages of blended learning. bonk and graham (2005) admit the fidelity of such materials in blended learning as another strength of blended learning (see also garrison and kanuka, 2004; jenkins, 2006). conclusion there were significant differences on students’ writing ability in the aspects of content and language use. however, there was no significant difference.the students’ responses were positive toward the use of edmodo as a blended learning. further studies are recommended for other school levels. it seems that edmodo is more effective than quipper school in writing lesson since the learning platform in journal page 9 edmodo gives facilities for the students to work independently, enables them to improve their quality and has more practical, interactive, and interesting features. references andrews, r. (2004). the impact of ict on literacy education. new york,ny : routledge falmer. arikunto,suharsimi. (2012). prosedur penelitian : suatu pendekatan praktis. jakarta, indonesia : rineka cipta. deeson, eric (1991). dictionary of information technology. glasgow, uk : harper collins publishers. dudeney, g., & hockly, n. (2007). how to teach english with technology. essex, uk : pearson education limited. erben, t., ban, r., &castañeda, m. (2009). teaching english language learners through technology. oxford, uk : routledge. fauzi, adin. (2017). the effect of edmodo on students’ writing skill in recount text. ijpte : international journal of pedagogy and teacher education vol. 1 no.2, 115132 harmer, j. (2007a). how to teach english. united kingdom, uk : pearson education limited. hourdequin, p. (2014). edmodo: a simple tool for blended learning. the language teacher. retreived from : http://jaltpublications.org/tlt/departmen ts/tlt-wired/articles/3547edmodo-simple-toolblendedlearning, at july 10, 2017 mcmillan, j., & schumacher, s. (1997). research in education. a conceptual introduction . 4 th ed. newyork, ny : longman plato.（1999). the great dialogues of plato. new york, ny: penguin books. raimes, a.（1983. techniques in teaching writing. oxford, uk : oxford university pres http://jalt-publications.org/tlt/departments/tlt-wired/articles/3547-edmodo-simple-toolblended-learning http://jalt-publications.org/tlt/departments/tlt-wired/articles/3547-edmodo-simple-toolblended-learning http://jalt-publications.org/tlt/departments/tlt-wired/articles/3547-edmodo-simple-toolblended-learning http://jalt-publications.org/tlt/departments/tlt-wired/articles/3547-edmodo-simple-toolblended-learning http://jalt-publications.org/tlt/departments/tlt-wired/articles/3547-edmodo-simple-toolblended-learning journal of applied linguistics and literature, vol. 2 no 2, june 2017, pp. 76-87 76 english for agriculture vocational school students: a need analysis study at smk negeri 2 south bengkulu desi veranita syahrial irwan koto university of bengkulu bengkulu, indonesia 38371 desiveranita@gmail.com eric.syahrial@gmail.com abstract this research was aimed to identify the need of the students of agriculture study program on english materials. this research focused in find out the most important english skills and subskills for the students of agriculture study program and find out the english topics are needed for the students of agriculture study program at smk negeri 2 south bengkulu. the research used mix method (combine both qualitative and quantitative method). this research was conducted in agriculture vocational school 2 south bengkulu (smk negeri 2 south bengkulu). the data was taken from the assistance of curriculum, the english teachers, productive teachers and the alumni of smk negeri 2 south bengkulu. the data was collected by using questionnaire and interview. the result of the research shows that: first, the most important english skills for the students of agriculture study program at smk negeri 2 south bengkulu are speaking and reading skills. reading sub-skills classified as; reading in general comprehension, understanding the plan of the text, guessing the meaning of unfamiliar words, do skimming and scanning activities and understanding the organization of the text. speaking sub-skills classified as; speaking with fluency, attention of choice and pronunciation and using the correct ways/ manners of speaking. second, english topics for the students of agriculture were the english topics related to the agriculture term. the topics of reading were; reading the text of part of plants, reading the text of the technique of maintenance of plants and operating hart equipment farming. the topics of speaking were; do direct conversations related to agriculture terms, presenting the report of filed productive practice, describing of how to operate hard equipment farming and maintenance of the plants. key words: need analysis, english for agriculture students. mailto:adelia.puspa@gmail.com mailto:eric.syahrial@gmail.com desi veranita, syahrial, irwan koto, english for agriculture… 77 introduction english learning materials are kind of subject which learned for the students to support the students in mastering english either english for general language or english for specific purposes. according to tomlinson (2001) the materials can be anything that is useful for studying. materials are anything used to assist students in language learning. they can be in the form of textbook, workbook, cassette, cd-rom, video, photocopied handout, newspaper, paragraph written on the whiteboard or anything which presents or informs about the language being learned. the materials that will be taught to the students should match with the students need. additionally, both english for academic purposes (eap) and english for specific purposes (esp) must be practiced among the students, particularly for the students on vocational schools as smk negeri 2 south bengkulu of agriculture: agribusiness and agro technology study program. the agriculture vocational school is a school which is prepared the students for organized in workplace, academic, and professional. therefore, esp textbook must fulfill some of the students need (karimi and sadeghi, 2013). need analysis is the most important stage in english for specific purposes (esp). needs analysis has a vital role in the process of designing and carrying out any language course, whether it is english for specific purposes (esp) or general english course (songhori, 2008). needs analysis is defined as a process of determining the needs of a group of learners that requires a language and arranging the needs according to priorities where it uses both subjective and objective information (richards, 1992). smk negeri 2 south bengkulu is one of high vocational school in spouth bengkulu. the school focuses on agriculture department, and it is divided into four study program; plantation corps (atp), seeding plant tissue culture (apkjt), horticultural (atph), and animal husbanding (atu). according to the researcher knowledge, implementing the materials based on the students need is very important in smk negeri 2 south bengkulu because some of the reasons, there are: the first are english for agriculture is type of english for specific purposes. the english materials should suitable with the need of the students, whether used for reading the agriculture theories or practicing the theories on the field or for preparing the students for facing the world of work. rata, et al (2012) state that english for agriculture is a type of english for specific purposes. the second are smk negeri 2 south bengkulu is implementing the curriculum 13 (kurikulum k13) as a basis of teaching learning activities. the 13 curriculum (k 13) was developed based on current globalization and various issues related to environmental issues, technological advances and information, the rise of the creative and cultural industries, and the development of education at the international level. globalization will shift the lifestyle of the people of agrarian and trade traditionally been industrial society and modern trade as can be seen in the world trade organization (wto), the association of southeast asian nations (asean) community, the asia-pacific economic cooperation (apec) and asean free trade area (afta) (kemendikbud, 2012). the curriculum 2013 (k 13) aims to prepare the indonesian man to have the ability for live as individuals and citizens who believe, productive, creative, innovative, and affective and able to contribute to the society, nation, state, and world civilization (permendikbud no 70, 2013). journal of applied linguistics and literature, vol. 2 no 2, june 2017, pp. 76-87 78 the principles in preparing the curriculum have been referring to the principle of development (permendiknas 22, 2006). the principles are centered on the potential of the development, the needs and the interests of the learners and the environment. the position of the learners are as central of education, learners are the subject of education that should develop their competence and relevant to the needs of life; community, the business world and the world of work. thus, the teaching materials should provide to the students to support the students‟ needs (depdiknas, 2006). the third are the primary goals of smk negeri 2 south bengkulu are to equip the students with the education and to train through actual competencies which are needed in business or industry world (internal document of smk negeri 2 south bengkulu: 2011). javid (2013) define that esp was teaching of english for any purposes that could be specified and teaching of english used in academic studied or teaching of english for vocational and professional purposes. practicing english learning materials based on the students need are giving many advantages because the students are expected to achieve various abilities that has something to do with career, competency, flexibility, encouragement to build up a professional attitude in their field, create the students who capable to enlarge themselves in the future independently through on higher education. therefore, the materials presented to the students in smk negeri 2 south bengkulu have to comply with the students need based on the background of their school. harding (2007) suggested three recommendations to consider while coming up with a set of materials; use context, texts, and situations from the students‟ subject area. whether they are real or stimulated they will naturally involve the language the students‟ need, exploit authentic materials that students use in their specialism or vocation. do not be put off by the fact that it may not look like „normal english‟, make the tasks authentic as well as the tasks. get the students doing things with the materials that they actually need to do their work. based on the background above can be inferred that implementing english learning materials based on the students need is very important for maximizing the benefits and the goals of learning english for the students. method this research used mixed method (collection of qualitative and quantitative data). mixed methods involve the collection and “mixing” or integration of both quantitative and qualitative data in a study. in this approach, a researcher collects both quantitative and qualitative data, analyzes them separately, and then compares the results to see if the findings confirm or disconfirm each other (convergent parallel mixed methods design). according to creswell (2014) mixed method is used both predetermined and emerging methods, both open and closed-ended questions, several forms of data drawing on all possibilities, statistical and text analysis, across databases interpretation. the purposes of mixed methods are containing the overall intent of the study and the information about both the quantitative and qualitative technique of the study, and a rationale of incorporating both techniques to study the research problem (creswell, 2014). the respondent of the research the respondent in this research was the english teachers at smk negeri 2 south bengkulu, productive teachers, the assistant of curriculum and the alumni of smk negeri 2 south bengkulu. according to sugiyono (2010) the participants are the generalization region consisting of objects or subjects that have certain qualities and characteristics desi veranita, syahrial, irwan koto, english for agriculture… 79 defined by the researchers to be studied and then drawn conclusions. the total respondent were used in this research divided into 15 respondents, they are; 2 english teachers, 6 teachers of productive program, 1 the assistant of curriculum and 6 the alumni of smk negeri 2 south bengkulu. the alumni who was interviewed are work in some of place which are fixed in the agriculture divisions. one of the alumni works in the agriculture office of south bengkulu, in pt. sbs company south bengkulu as the employee, in cv sinar tani pino raya as the worker, as the teacher in vocational school 2 south bengkulu, and the owner in tani mandiri store which provide the agriculture materials such; seed, fertilizers, toxic, and the others. research instrument in order to collect the data of the research, the researcher used interview techniques and questionnaire (closeended question). according to margono (2014) interview is a technique which are collect the data by filing each number of questions orally to be answered orally. interview is a process of getting the information of the research that is being done. according to sugiyono (2010) questionnaire is the technique of collecting the data by giving some of the questions or statement to the respondent. in close-ended questionnaire, respondent were given 3 options and can only choose one fix answer/statement. need analysis interview the interview was given to the respondents of 1 english teacher, 1 the assistant of curriculum, 1 productive teacher and 1 alumni of agriculture vocational school 2 south bengkulu (smk negeri 2 south bengkulu). the questions of interview were in bahasa indonesia and it is covered of 10 questions. need analysis questionnaire this questionnaire was given to the respondents of 2 english teachers, 1 the assistant of curriculum and 6 productive teachers and 6 alumni of agriculture vocational school 2 south bengkulu (smk negeri 2 south bengkulu). this question included of english language skills/sub-skills and english topics. it covered four english skills and each skill divided into several topics/ statements. the technique of analysis data the challenge in a convergent mixed methods design is how to actually converge or to merge the data. there are several ways to combine the two databases. the first approach is called a side-by-side comparison. these comparisons can be seen in the discussion sections of mixed methods studies. the researcher will first report the quantitative statistical results and then discuss the qualitative findings that either confirm or disconfirm the statistical results. on the other hand, the researcher might start with the qualitative findings and then compare them to the quantitative results. mixed methods writers call this a side-by-side approach because the researcher makes the comparison within a discussion, presenting first one set of findings and then the other (creswell, 2014). quantitative statistical result the quantitative data was achieved from the questionnaire given to the respondents of the research. since each question in questionnaire has been answered, the result was based on the percentage of answer. the percentage of the answer was achieved by using the following formula: f : frequency of respondents of each statement ∑f : number of respondents in whole for the alternative question journal of applied linguistics and literature, vol. 2 no 2, june 2017, pp. 76-87 80 interval for mean interpretation since the questionnaire gave 3 alternatives (1 to 3) of answers, the interval of each category will be obtained by the formula: p : length of interval n : number of alternative in this research, the p was 0,6 interpretation table 3. mean interpretation score interpretation 2,4 – 3 very important (strongly important) 1,7 – 2,3 important (positive) 1 – 1,6 not important (negative qualitative result after gathering the information of the interview and questionnaire from the respondents, the researcher analyzes the data by: a. writes the conversation transcript the researcher creates or rewrites each interview conversation conducted with the respondents by repeating the record and reading important notes written by researchers during the interview. b. classification the data / information after the researcher rewrites the interview conversation, the researcher categorized the various answers into the categories of information needed by the researcher as an answer to the problem that was asked in this research. c. writing the conclusion the next steps are the researcher writes the conclusions of all the data gathered from the respondents to each question submitted. d. describe the result based on the objectives of this research, the researcher is classifying the answers obtained from the interview. combination of qualitative and quantitative result the final steps are the researcher combines both qualitative and quantitative data gathered by using two ways of analysis the data of mixed method based on creswell theory (2014). the first approach is called a side-by-side comparison. these comparisons can be seen in the discussion sections of mixed methods studies. the researcher will first report the quantitative statistical results and then discuss the qualitative findings that either confirm or disconfirm the statistical results. on the other hand, the researcher starts with the qualitative findings and then compares them to the quantitative results. mixed methods writers call this a side-by-side approach because the researcher makes the comparison within a discussion, presenting first one set of findings and then the other (creswell, 2014). finding english skills the most important english language skills for students of agriculture study program are speaking skill and reading skill. there was a figure that showing the percentages of the skills are needed for the students of agriculture studyprogram; desi veranita, syahrial, irwan koto, english for agriculture… 81 figure 1 the most needed english skills for the students of agriculture the figure 1 indicated 80% respondents measured that reading skills is the most useful skills should be mastered for the students of agriculture study program. then, the similar result in figure 1 showed that 80% respondents were very agree that speaking skills is the most important skills should be mastered for the students of agriculture study program. both skills are getting the highest percentage of english skills to be mastered for the students of agriculture study program. english subskills there were several ways (subskills) required by the students of agriculture study program for mastering reading and speaking skills. the table below were classified the sub-skills should be applied in activities; table 2 reading sub-skills for the students of agriculture study program reading sub-skills percentages very important important not important reading in general comprehension 100% 0 0 understanding the plan of the text 100% 0 0 making prediction of the topics 20% 80% 0 local comprehension 13% 87% 0 guessing the meaning of unfamiliar worlds 100% 0 0 do skimming 100% 0 0 do scanning 100% 0 0 understanding the organization of the text 100% 0 0 making short note 73% 27% 0 table 2 showed the activities should be implemented in reading class for the students of agriculture study program, those were; reading in general comprehension, understanding the plant of the text, guessing the meaning of unfamiliar words, do skimming and scanning activities and the last understanding the organization of the text. there were some of speaking activities should be implemented in speaking class. it was showed in figure 2; 0% 20% 40% 60% 80% 100% reading speaking listening writing very important important quite important not important journal of applied linguistics and literature, vol. 2 no 2, june 2017, pp. 76-87 82 figure 2 speaking sub-skills for the students of agriculture study program figure 2 showed the most important speaking sub skills in english class for the students of agriculture, that are; speaking with fluency, taught the accuracy with words and pronunciation, use the true vocabulary, use correct ways/manners of speaking. english topics table 3 demonstrated reading topics are needed for the students of agriculture study program at smk negeri 2 south bengkulu; table 3 reading topics for the students of agriculture study program reading topics percentages very important important not important reading text related to agriculture terms 67% 33% 0% reading text of part of plants 87% 13% 0% reading the instruction of using tractor/ hard equipment farming 73% 27% 0% the instruction of using laboratory instrument 73% 27% 0% reading text of part of farming instruments 60% 40% 0% reading technique of maintenance of plants 80% 20% 0% reading technique of irrigation 80% 20% 0% reading the instruction of using fertilizer 80% 20% 0% reading text of marketing product 80% 20% 0% reading report of productive practice 67% 33% 0% reading scholarship advertisement 53% 40% 7% reading job advertisements 73% 27% 0% fluency accuracy with words and pronounciation use true vocabulary use good grammar use good intonation and spelling very important 100% 100% 100% 100% 100% important 0 0 0 0 0 not important 0 0 0 0 0 0% 20% 40% 60% 80% 100% 120% p e rc e n ta g e desi veranita, syahrial, irwan koto, english for agriculture… 83 table 3 showed the most useful reading topics related to agriculture terms were very important for the students of agriculture study program, that are reading part of plants, reading technique of maintenance of plants, reading technique of irrigation, reading the instruction of using fertilizer, reading text of marketing products, reading the instruction of using tractors/ hard equipment farming, reading the instruction of using laboratory instrument, reading job advertisement, reading text related to agriculture terms, reading report of productive practice, reading part of farming instrument, and reading scholarship advertisement. the most useful speaking topics related to agriculture terms were very important were illustrated in the figure below: figure 3 the result of speaking topics are needed for the students of agriculture study program figure 3 showed the most useful speaking topics and activities should be presented in speaking class, those were: do direct conversation related to agriculture terms, describe of using hard equipment farming orally, describe of maintenance the plants orally and presenting the field practice. discussion finding out the needed of the students of agriculture in learning english are very important. as bastrukmen (2010) stated that target situation analysis is a process to identification of the learning tasks, activities and skills learners are/ will be using english for. accordingly, identification the most needed english skill, english sub-skills and english topics for the students of agriculture study program are very important. the data collected explain that implementing the english materials related to agriculture terms will give many highquality effects for the students of agriculture study program at smk negeri 2 south bengkulu. the information and the data collected previously find that the most important skills for the students of agriculture study program are reading and speaking skills. reading skills is very useful for the students of agriculture because the language contained in the vocational textbooks used by the students in the classroom or contained in the package of agricultural 53% 80% 67% 67% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% do direct conversation related to agriculture terms presenting the report of field productive practice describing of using hard equipment farming describing the maintenance of the plants journal of applied linguistics and literature, vol. 2 no 2, june 2017, pp. 76-87 84 products and in the hard equipment farming used by the students to practice in the field are still using english and do not translate into indonesia. meanwhile, the students of agriculture study program did not mastering english agriculture well because they were not implementing english agriculture in the classroom. it was make them difficult in understanding the information being read. thus, deliver english language teaching materials related to agriculture terms will greatly help the students of agriculture achieve the learning objectives of vocational materials, such as; reading topics related to agriculture terms are reading part of plants, reading technique of maintenance of plants, reading technique of irrigation, reading the instruction of using fertilizer, reading text of marketing products, reading the instruction of using tractors/ hard equipment farming, reading the instruction of using laboratory instrument, reading job advertisement, reading text related to agriculture terms, reading report of productive practice, reading part of farming instrument, and reading scholarship advertisement. all the topics above was supporting the students in following the instruction of using hard equipment farming, how to use the fertilizer, planting the seeds based on the instruction and understanding the information contained in the agriculture textbook that are using english. it is claimed that the topics is useful to provide students with general and academic vocabulary which is done through word formation (karimi, sadeghi, et al: 2013). the result finding was similar with the english for agriculture from mounfort (2013). he was explained some of english topics for agriculture in his book, those are; the activities of reading and comprehension which are labeling the diagram and read the text of the definition part of a plant and general statement of the functions of the topics, reading texts related to the process of life cyrce of a plan, reading texts related definition, description and identification of draining and irrigation, reading the text of manures and fertilizers, reading the text of control of weeds and plant disease and the last are reading the text of market gardening/ marketing products. mazdayasna and tahririan (2008) claimed that presenting reading topics of agriculture terms serves two functions: first, it provides opportunities for practicing linguistic features of the text in different forms and context. another one is prevention of boredom and the last feature that we deem essential is providing opportunities for practicing extensive reading. considering these features, it is strongly claimed that the present volume is much superior to any other similar reading topics in helping students of agricultural improve their reading comprehension comparing the data above was persuading the researcher that implementing the english topics in reading activities related to agriculture terms are very important and will giving the excellent effect for the agriculture students. another advantage in implementing english for agriculture for the students of agriculture at smk negeri 2 south bengkulu are make the students know the function of english they are learned and will motivated them in learning english because they were knowing the goals the english to be. it was similar with the statement of the function of analysis the students need in learning english from (munby,1978 in tahir, 2011) that l e a r n i n g n e e d s c a n b e viewed from psychological & cognitive needs. it means that implementing english materials related with the students need will show up the desi veranita, syahrial, irwan koto, english for agriculture… 85 students motivational, recreational and emotional needs. speaking skill is very useful for preparing the students of agriculture study program for facing the world of work after finished their study at the vocational high school. nowadays, finding work is too difficult for everyone, especially for the people which are not have special ability or good communication ability. the international language that be approved in the world are english language, the language could be used in everywhere. speaking skills give many impacts is almost all sectors around the human life, such as; in economic, business, social, touris, and eduction. in every country, especially the country that using english as the foreign language, english as one the language should be mastered for the human works. it can be seen from the fact that the asean countries has entered into a declaration of cooperation called asean economic community (aec), it is mean that every citizen of the state of aec are free to seek work or create jobs in the countries included in aec, such indonesia. therefore, mastering english language should be possessed for students of agricultural in smk negeri 2 south bengkulu to enable them in facing work competition in global labor. it also will open the employment opportunities for the students of agriculture in smk negeri 2 south bengkulu. zaremba (2006) pointed that speaking skills were usually placed ahead of work experience, motivation, and academic credentials as criteria for new recruitment of employment. for that reason, speaking activities related to agriculture terms are very important to be practiced, such as; speaking with fluency, taught the accuracy with words and pronunciation, use the true vocabulary, use good grammar and use correct ways/ manners of speaking during do speaking activities in english class. other than, from the experience of the learner who following the national competition in recent years, mastering speaking skills related to agriculture terms are very important to be mastered, it is because when they were presenting the report of field activities to the audience they must presenting by using english. the most useful speaking topics and activities should be presented in speaking class, those were: do direct conversation related to agriculture terms, describe of using hard equipment farming orally, describe of maintenance the plants orally and presenting the field practice. the speaking topics and activities are very useful to train the students mastering speaking english very well, whether used to communicate or used to present the productive report. the result finding was demonstrated the appropriate english materials for the students of agriculture study program at smk negeri 2 south bengkulu. the students are needed taught the english materials which are suitable with their need. they are not only need learning the general english as usual but also they are needed learning english in specifically which are connected with the background of the students. it is because they will know the function of english they were learned and will be very useful for their life. they just do not learn english because english materials are kinds of the subject of the school but they know for what they are learning english. journal of applied linguistics and literature, vol. 2 no 2, june 2017, pp. 76-87 86 conclusion this research produced very useful information related to need analysis, specifically a need analysis of english materials for the students of agriculture study program at smk negeri 2 south bengkulu. the result of this research showed the obvious conclusions based on the finding and the discussion described previously. first, the findings and the discussions showed that 80% respondents measure that the most important english skills for the students are speaking and reading skills. both skills are giving greatly effects for the students of agriculture in learning english. then, the following conclusion was the most reading and speaking subskills are needed for the students of agriculture study program. reading sub skills are needed for the students of agriculture were; reading in general comprehension, guessing the meaning in unfamiliar works, doing reading exercises through scanning and skimming and the others. speaking sub skills are needed for the students of agriculture was investigated in this research were; speaking with fluency, attention of choice and pronunciation, use correct ways/manners of speaking. the second result in this research was showing the most important english topics for the students of agriculture study program. it was investigated and explained in each english skill (reading and speaking skills). this research found that english topic for reading was preseting the text related to the agriculture terms, that are; reading text related to part of plants, reading text related to technique of maintenance of plants, reading text related to the technique of irrigation, reading the instruction of using tractors/ hard equipments farming, reading text related to the instruction of using laboratory instruments and reading report of productive practice. english topics for speaking should be practiced in english class for the students of agriculture were; presenting the report of field productive practice, describing the instruction of using hard equipment farming, describing the maintenance of plants and do direct conversation related to another agriculture terms. suggestion the researcher suggested this research to: the teacher for the english teachers who teach at agriculture vocational school, they can implementing the english materials based on the agriculture terms or based on the english topics presented in this research. the further researcher the result of this research may have some flaws because the researcher did not get the information from the students of agriculture study program at smk negeri 2 south bengkulu. for the other researcher who interest in analysis english for agriculture students, the researcher recommends to analyze the students need based on the students‟ perspectives itself. the researcher wishes that the next research will find the larger information about the students need, specifically for the student of agriculture study program and the research finding will give the excellent effect in the education world. desi veranita, syahrial, irwan koto, english for agriculture… 87 references creswell, john w. 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(2006). standar isi untuk satuan pendidikan dasar dan menengah. jakarta permendikbud no 70 tahun 2013. (2013). kerangka dasar struktur kurikulum sekolah menengah kejuruan/ madrasah aliyah kejuruan. jakarta rata, georgeta. florin sala. et al. (2012). agriculture english. cambridge scholars publishing. cambridge songhori, mehdi haseli. (2008). introduction to needs analysis. shahi bahonar university. kerman sugiyono. (2010). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung. alfabeta tomlinson, brian. (2001). materials development in language teaching cambridge. cambridge university press. zaremba, a.j. (2006). speaking professionaly. thompson south-western. canada the effect of scientific approach based on tutorial video on students’ reading comprehension of procedure text (a quasi-experimental research at grade viii of smpn 4 kota bengkulu) ahyauddin ma’id azwandi arono university of bengkulu abstract this research aimed to find out whether there was any effect of implementation scientific based approach using tutorial video on students’ reading comprehension as a whole and various aspects in procedure text at grade viii of smpn 4 kota bengkulu. the design was a quasi-experimental research. the sample consisted of 50 students at grade viii smpn 4 kota bengkulu, 25 students for experiment group and 25 students for control group. the instrument was a reading test which comprised 50 multiple choice questions, the instrument was tried out with r=0,970. the research findings were as follows; (1) scientific approach based on tutorial video affected students’ whole reading comprehension; (2) scientific approach based on tutorial video affected students’ reading comprehension in various aspects of reading comprehension, namely; finding general information, finding specific information, integrating information, and learning from text. further study is recommended for other text types. key words: reading comprehension, scientific approach, tutorial video abstrak penelitian ini bertujuan mengetahui pengaruh pendekatan saintifik dengan menggunakan tutorial video pada kemampuan membaca dan berbagai aspek dalam prosedur teks pada kelas viii smpn 4 kota bengkulu. desain penelitian ini yaitu kuasi eksperimen. sampel penelitian ini, yaitu 50 siswa kelas viii smpn 4 kota bengkulu, 25 siswa untuk kelas eksperimen dan 25 siswa untuk kelas kontrol. instrumen penelitian ini, yaitu tes membaca yang terdiri atas 50 pilihan ganda. hasil penelitian ini, yaitu (1) pendekatatan saintifik menggunakan tutorial video mempengaruhi kemampuan membaca siswa secara menyeluruh; (2) pendekatatan saintifik menggunakan tutorial video mempengaruhi kemampuan membaca siswa pada aspek yaitu; menemukan informasi umum, menemukan informasi khusus, menggabungkan informasi, dan belajar dari teks. kata kunci: kemampuan membaca, pendekatan saintifik, tutorial video introduction as another language, english also has four skills to be acquired by the students. they are listening, reading, speaking and writing. it is not only for english as second language but also as foreign language. from those skills, reading is one of english skills in which the standard of competency stated that its purpose to comprehend many various meaning brought by the written text those objectives in page 1 communication, text structure and specific linguistic. it means that students need to be trained in order to have a good reading skill. reading is about understanding written texts. learning to read is an important educational goal. for both children and adults, the ability to read opens up new worlds and opportunities. it enables us to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, advertisements, instruction manuals, maps and so on. according to broek and espin (2012), reading is defined as a cognitive process that involves decoding symbols to arrive at meaning. reading is an active process of constructing meanings of words. reading with a purpose helps the reader to direct information towards a goal and focuses their attention. reading comprehension is a complex interaction among automatic and strategic cognitive processes that enables the reader to create a mental representation of the text. hence, reading activity has important role in language learning, in that sense of teaching reading, the teacher should consider among others likes; facilities, students background knowledge and method. to understand a text, the student must have good understanding on vocabulary of the target language, as learning a language does not mean merely learning word. vocabulary proficiently will enable the student to acquire the skills of listening, speaking, reading, and writing. reading becomes an important part of language teaching, and it has complicated problem. some teachers considered that reading is not favorite activity for most students. therefore, english teachers should find strategies to overcome this problem. they are expected to find appropriate strategies or activities to make students understand reading text and moreover enjoy reading. based on pre-observation at grade viii of smpn 04 kota bengkulu found some problems that related to learning process in reading. the first problem was students’ poor of vocabulary. vocabulary is important when learning languages including english, there are thousands of vocabulary. in many cases, even native speakers do not know all the words of the language. in fact, according to many sources the researcher have encountered, there are only some words that you must know to communicate in a language. problem encountered in learning vocabulary or english vocabulary is that they learn new words. second problem was students’ lack of motivation to become an active readers. the motivation was required in learning language both internal or external motivation. the last problem was students’ low score in reading comprehension. it was proven by the students’ meanscore on mid test was 71,03. it was less than minimum standard score criterian which was 75,00. however, these problems must be solved soon. since smpn 4 kota bengkulu applied k-13 curriculum, scientific approach was implemented in every subject included english subject. this aproach was also implemented by the english teachers in teaching reading for several text types. according to modul pelatihan pengembangan kurikulum 2013 (2016: 50), the scientific approach page 2 believed to be the golden bridge and the development of attitudes, skills and knowledge of students. scientific method refers to the techniques of investigation of one or several phenomena or symptoms, acquire new knowledge, or correcting and integrating previous knowledge. to be called scientific, search methods should be based on evidence of the object observable, empirical and measurable principles specific reasoning. therefore, the scientific method generally includes a series of activities of collecting data through observation or experiment, process information or data, analyze and formulate and test hypotheses. scientific approach was implemented in teaching some types of text in junior high school students, such as; narrative, procedure, recount, report and descriptive. however, procedure text became the only one of text types that could give a direction or way how to do or make something. this type of text can be found in food recipe in magazine, on the pack of noodle and other food, manual or instruction of electronic products, etc. procedure text can be formed in steps how to do something and how to make something like a creative things. furthermore, procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. it explains how people perform different processes in a sequence of steps. this text uses simple present tense, often imperative sentences. it also uses the temporal conjunction such as first, second, then, next, finally, and so on. anderson and anderson (2003:50) state that procedure text is a place of text that gives us instructions for doing something. the purpose of procedure text type is to explain how something can be done. there are many teaching media that can be used in teaching procedure text, such as graphic, picture, video, etc. however, tutorial creatie video became one of an interesting media in teaching procedure text. video is one of the audio visual media that can be used in teaching and learning process. it is box containing a type magnetic tape used for recording moving pictures and sound. however, the researcher believed that the implementation of scientific based approach using tutorial creative video can foster the students’ reading comprehension of procedure text. furthermore, there were three relevant previous studies that similar to this research. the first was a research from yuniar reza (2008) entitled ”improving students’ reading comprehension of procedure text by using picture series”. based on the research finding, there are improvement of students’ interest and the result of the test in each cycle conducted by the teacher. in the first cycle, the amounts of students who reach the score higher than 60 were 63%, while in second cycle were 87%. even though not all of the students (100%) who reach score higher than standard score but using picture series in improving students reading comprehension of procedure text showed the significant improvement and as media picture series are effective in teaching. second, a thesis by arinawati (2012), the result of this research shows that students’ comprehension was improved in each cycle after they were taught using video. they page 3 were better in their advertisement text’s reading. it was signed by their improvements in the result of each test. it means that video can be used as a medium that can help the students to understand the material. the school can make an innovation by using video as media in every lesson. third, a thesis by samuel a. perez (2014), the ten approaches described in this article can be succesfully utilized for improving the comprehension skills of most methodology this research was conducted as an experiment research. the purpose of experimental research was to explore the possibility relation between cause and effect with manipulating one independent variable to influence the others variable(s). this study attempted using tutorial video to increase students’ procedure text reading ability. both of the classes were given pre-test, treatment, the two classes would be given post test. the samples of this research were two classes with total sample 50 students at grade viii in smpn 4 kota bengkulu, they were experimental group and control group. during the experiment, the experimental group was given several treatments in period of five meetings. the reason why the researcher chose these two classes were because look like purposive sampling and the average score of english was not significant different and the same teacher taught these classes. in this research, the researcher used reading test to know whether readers. therefore, the researcher conducted a quasi-experimental research which enrolled two groups. it is to find out the data about the effect of implementation scientific based approach using tutorial creative video which will be employed in experiment group and scientific based approach using picture which will be employed in control group to foster students’ reading comprehension of procedure text. there is difference of students’ score in reading before and after they taught by using tutorial creative video courtesy by youtube. the test is divided into two times, the first is pre-test. it was given before the treatment and the last one was posttest. it was given after the researcher has given the treatment to the class. the researcher tried out in smpn 4 kota bengkulu. in this test the researcher used multiple choice forms. the researcher also used some medias in the research, there are laptop, speaker, video, and worksheet. the data was analyzed using nomality test, homogeneity test, and independent sample t-test. before doing the pre-test, the test of the research was tried out in class viii in the same school. the try out was used to find the validity and item characteristics of the original draft. from 100 item test, 50 were found to be valid. the reliability index of reading instruments was 0.97 (high). then 50 items of reading comprehension were used as the research instrument. page 4 result & discussion result in the treatment process on experiment class, the researcher applied scientific approach based on tutorial video in teaching reading. there were four meetings of the treatment which was done in experiment class. the researcher applied scientific approach using tutorial video in teaching reading. there were five reading phases of scientific approach. as permendikbud no. 103 in 2014, it was stated that learning with the scientific approach consists of five steps; observing, questioning, collecting, associating, and communicating. the teaching process will be explained as follow. there were five steps of scientific approach. first, the step of observing. in this step, the researcher tried to activate the students’ prior knowledge as well as encourage them to predict what will be learned. the researcher gave the students apperception about the text given. the students tried to observed what was learned. the tutorial video was displayed in this step. the second step was questioning. the aim of click and clunk were to teach the students to examine their reading comprehension and to identify when they have broken down in understanding. in this step, the students formulate questions about what parts of reading that were hard to understand by the students (clunks). to answer the questions of this step, the next step must be done. this step was done after showed the students a tutorial video. however, the video was similar to the text that was given to the students. the next step was collecting, in this step, the students tried to get the gist. the students learned to get the gist by identifying the most important idea in a paragraph of text. the students collected as much as possible the important information about the text given by re-reading the sentence and looking for key ideas to help the students understand the word. the fourth and fifth steps of scientific approach are the students used the data or information that has been collected to construct and answer the questions that have been prepared by the researcher related to the text given. the students learned to wrap up by formulating questions and answers after reading. they constructed their own questions to check for understanding of the passage, answer the questions, and summarize what has been learned. finally, the students did communicating step by submitting the students’ worksheet in written. the treatment process that was explained above had an important role in improving students’ reading comprehension. since scientific approach helped the students to recognize their ideas in step by step of reading process, it affected the students’ motivation and score in reading comprehension. the scientific approach that was applied helped the students to think scientifically. it was also helpful for the students who were hard to understanding the meaning of difficcult vocabulary. the phase in during reading; click and clunks and get the gist became the most important phase of scientific approach that was applied in this research. after doing the treatment, the researcher administered the post test at the last meeting. moreover, in page 5 the treatment process, there were some students felt confuse in applying scientific approach for the first meeting of treatment. they felt hard to follow the step by step which was explained by the researcher. however, for the next meeting of the treatment, the students looked anthusiast to learn reading, it can be seen from the students’ reading score which improved from first meeting to the last meeting. besides reading test, the questionnaire and interview were also used to know the students’ interests in implementation of scientific approach. the normality test in this research use kolmogorovsmirnov method is spss v.22 for windows with criteria ρ > 0.05. the steps are analyze – descriptive statistics – explore. the output of normality test was as follow: table 1 tests of normality kolmogorov-smirnov a shapiro-wilk stati stati stic df sig. stic df sig. pre_control .107 25 .200 * .971 25 .675 pre_experiment .158 25 .110 .942 25 .161 post_control .209 25 .116 .923 25 .110 post_experiment .170 25 .161 .935 25 .116 a. lilliefors significance correction *. this is a lower bound of the true significance. based on the output of calculation, the significance of normality pre-test score in experimental and control class were 0.110 and 0.200. it means that the data are normally distributed because more than 0.05. moreover, the significance of normality post-test score in experiment and control class were 0.161 and 0.116. it means that the data are normally distributed because more than 0,05. thus, both pre-test and post-test were distributed normally. based on the calculation of normality, the researcher got the result that all data in pre-test both experimental class and control class have been distributed normally. the next step of the calculation was finding the pre-test and post-test homogeneity of the data by using spss v.16 for windows, specifically by using kolmogorov-smirnov method. the steps are analyze – compare means – one way anova. the result of homogenity test was in the following table. table 2 homogeneity test data levene statistic df1 df2 sig. pre-test .143 1 48 .707 post-test .311 1 48 .580 page 6 the output of calculation shows that the significance of pre-test homogeneity result between experimental class and control class is 0.707. it means that there is no significant difference between experimental class and control class because 0.707> 0.05. in addition, the output calculation shows that the significance of post-test homogeneity result between experimental class and control class is 0.580 which means that there is not significant difference between experimental class and control class because 0.580> 0.05. the sumary of hypothesis testing result of post-test was displayed in the table below: table 3 summary of hypothesis testing on post-test post_test score t sig. mean conclusion (2-tailed) difference whole reading comprehension -3.372 .001 8.32 significant finding general information -3.041 .004 3.96 significant finding specific information -3.139 .003 3.92 significant learning from text 2.870 .006 2.42 significant integrating information 2.737 .008 2.20 significant regarding to table 3, there was a significant difference on students’ reading comprehension after implementing scientific approach based on tutorial video. it can be seen on the table that, the sig. (2tailed) < 0,05 for whole reading comprehension, finding general information, finding specific information, learning from text, and integrating information. even it was significant, the mean difference of learning from text and integrating information aspects were only 2.42 and 2.20 with sig.(2-tailed)=0,06 and 0,08. the small number of mean difference of these two aspects were because the treatment process of using tutorial video through scientific learning did not focus on learning discussion the result showed that scientific approach with tutorial video is effective to improve students’ reading comprehension at grade viii students in smpn 4 kota bengkulu. from text and integrating information dominantly, for example; memorize main ideas and write the text. however, using tutorial video through scientific learning can improve the students reading comprehension in the aspect of finding general and specific information better since using scentific learning can help the students to explore the information from the text. to be concluded, scientific approach based on tutorial video was effective to improve students’ reading comprehension on the aspect of finding general information, finding specific information, learning from text, and integrating information. it was proven by the results of posttest in which the experiment class gained 8.32 higher than the control class. moreover, scientific approach with tutorial video is effective to page 7 improve four aspects of reading comprehension, namely; reading for finding general information, reading for finding specific, reading to integrate infomation, and reading to learn from text. this is supported by mulyana(2004) who claimed that scientific method has three characteristics, namely; centered on student, involves the science process skills in constructing the concept, law and principle, involves the cognitive processes of potential in stimulating the development of intellect, especially high-level thinking skills of students and be able to develop the character of students. it means that both two approaches apparently buildsome communication skills.in learning activity, sais applied through five steps: observing,questioning, experimenting, associating andnetworking or communicating while gba is conducted through building knowledge of field, modeling of text, join construction and independent construction. moreover, baldwin (2014) stated that there are six learning objectives of scientific approach, they are to improve the ability of intellect, especially high-level thinking skills of students, to establish the ability of students to solve a problem systematically, the creation of the conditions of learning in which students feel that learning is a necessity, tbtaining a high learning result, to train students in communicating ideas, especially in writing a scientific article, and to develop students‟ character. this theory supported the result of the research which revealed that scientific approach improved the students’ reading comprehension in finding general information and specific information by establishing high-level thinking skills of students. related to the use of tutorial video, there are also some theory which supported the result of this study as harmer (2003) states that to help students comprehend the text, there are many media that can be used. one of them is video. video allows teachers to not only tell students what they need to learn from a specific lesson, but show them examples that helps develop understanding. video can be used in a variety of ways to enhance any lesson plan or subject. sharing that video could be enhance simulations, not only because it could provide feedback when students could be watched themselves and evaluate their performance, but also because the presence of a video helped to make students feel more realistic. furthermore, harmer (1998) pointed out four advantages of using video. the first is students can get to see the language in use. by seeing language in use, students can see a whole lot of paralinguistic behaviour. second, the students can pick up a range of cross – cultural clues. the film or video allows students to entry into a whole range of other communication worlds, and unspoken rules of behaviour in social and business situation are easier to see. furthermore, film or video can be used as main focus of a lesson sequence or as parts of other language sequence. the last is video or film associates with relaxation. students have to be provided by good viewing and listening task, so that they may give their full attention to what they are hearing and seeing. students can watch a huge range of film clips or short video on the internet at sites such as you tube. page 8 this research result also in line with the previous studies. first, a research from septiana (2017) who found that the implementation of the scientific approach in the teaching of reading comprehension for the tenth grade students of sman 2 karanganyar was good, because was appropriate with the regulation, and in applying scientific approach, the teacher used five phase, those are observing, questioning, experimenting, associating, and communicating. the teacher used authentic assessment in the evaluation. it covers three aspects namely, students‟ attitude, students‟ knowledge and students‟ skill. based on the second meeting, the english teacher uses writing test to assess the cognitive aspect of the students. another previous study was from ahmad (2015) who found that there was significant improvement from attempting the scientific approach. similar to this research result, scientific approach is effective to improve students’ reading comprehension. this research result also in line with arinawati (2012) who found that students’ comprehension was conclusion there were two conclusions of this research, which was about the effectiveness of applying scientific approach based on tutorial video at grade viii smpn 4 kota bengkulu; (1) scientific approach based on tutorial video affected students’ reading comprehension in whole improved in each cycle after they were taught using video. they were better in their advertisement text’s reading. it was signed by their improvements in the result of each test. it means that video can be used as a medium that can help the students to understand the material. the school can make an innovation by using video as media in every lesson.furthermore, this study has different result from another studies, for instance; pqrst, cori, reciprocal reading, smart, and gist strategy which failed on improving all various aspects by using another teaching reading. however, the small class taken as the sample and kinds of text used in this research becomes the limitation of this research since it was only conducted in limited time and place of research. the researcher also suggested for english teachers to determine the kind of text used. it must be appropriate to the level of students. thus, further research studies can be conducted to compare the effects of using scientific approach with tutorial video on students’ reading skill for senior high school level. reading comprehension; (2) scientific approach based on tutorial video affected students’ reading comprehension in various aspects of reading comprehension, namely; finding general information, finding specific information, integrating information, and learning from text. page 9 references arikunto,s. 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(2010). teaching reading to english learners: insight from linguistics. new york;ny. the guilford press macleod. (2003). types of reading, at oxford learner’s pocket dictionary. new york: oxford university press mark anderson and kathy anderson. (1998). text types in english 3. australia; mcmillan education ltd nunan, d. (1992). practical english language teaching of reading. singapore: the mcgrowhill education (asia). pachler, norbert and ana redondo. (2007). a practical guide to teaching modern foreign language in secondary school. new york; ny. routledge. patricia l. and grabe. (2002). “reading”, on norbert schmitt (ed. an introduction to applied) linguistics. new york; ny. oxford university press richard r. day and julian. (1998). extensive reading in the second language classroom. united state of america; usa. cambridge university press sudjana, n. (2002). metode statistika. bandung; indonesia. tarsito sugiyono. (2001). metode penelitian. bandung; indonesia. alfabeta ur, penny. (2004). a couse in learning teaching. camridgeuniversityvanden broek & espin. (2012). reading comprehension. new york; ny. amy l. moore, m.a page 10 478 joall (journal of applied linguistics and literature), 7(2), 2022 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/22879 https://doi.org/10.33369/joall.v7i2.22879 enhancing students’ learning creativities through the application of literacy learning model in the merdeka belajar kampus merdeka (mbkm) curriculum program 1holmes rajagukguk , 2juandi nababan , 3lamhot situmeang 1,2,3english education department, universitas sisingamangaraja xii tapanuli, indonesia jl. siborong borong parapat, silando, kec. muara, kabupaten tapanuli utara, sumatera utara 22312 article info abstract article history: received: july 21, 2022 revised: august 10, 2022 accepted: september 11, 2022 the purpose of this study is to investigate the improvement of elementary students’ learning creativities during online learning through the application of the literacy learning model. therefore, classroom action research (car) was applied in this study and practice, this study implemented two cycles in which one (1) cycle consisted of planning, action, observation and reflection. a test which consists of observing, asking, reasoning, trying and communicating elements was used to collect the data. as a result, this study indicates that there was a significant improvement in test results which only 47% of students passing in cycle one (1) and an increase to 94% in cycle two (2). thus, the use of the literacy learning model is very much recommended to be implemented to enhance students' learning creativities during online learning. keywords: learning creativity literacy learning model technology conflict of interest: none funding information: none correspondence: holmes rajagukguk, english education department, universitas sisimangaraja xii tapanuli, indonesia. holmesrajagukguk540@gmail.com ©holmes rajagukguk, juandi nababan, lamhot situmeang this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): rajagukguk, h., nababan, j., situmeang, l. (2022). enhancing students’ learning creativities through the application of literacy learning model in the merdeka belajar kampus merdeka (mbkm) curriculum program. joall (journal of applied linguistics and literature), 7(2), 478-488. https://doi.org/10.33369/joall.v7i2.22879 creativity is included in the basic needs of an individual, namely the need for the realization of self-actualization which is the highest need of an individual. creativity can be identified (identified) and nurtured through proper education. through proper education, we can produce something new by using something that already exists. the notion of literacy now has a broader meaning that includes various other important fields. factors that lead to the development of understanding literacy begin with the demands of https://ejournal.unib.ac.id/index.php/joall/article/view/22879 https://doi.org/10.33369/joall.v7i2.22879 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.22879%26domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.22879 https://orcid.org/0000-0001-6151-0600 https://orcid.org/0000-0001-8701-447x https://orcid.org/0000-0002-5237-2258 enhancing students’ learning creativities through the application of literacy… joall (journal of applied linguistics and literature), 7(2), 2022 479 the times, which require more abilities, not only the ability to read and write. for this reason, literacy culture plays an important role in this era of globalization [1]. because that is what causes the development of the notion of literacy, the concept of teaching literacy is defined as the ability to read and write. a person can be called literate if he already has the knowledge to use in every activity that demands an effective literacy function in society and the knowledge he achieves by reading and writing that allows him to use it for himself. literacy in the context of the school literacy movement is the ability to access, understand, and use something intelligently through reading, viewing, listening, writing and communicating activities. the school literacy movement launched by the government is an effort to make schools a learning organization whose citizens are literate for life. the school literacy movement is a participatory business or activity, involving school residents and stakeholders under the coordination of the directorate general of primary and secondary education [2]. because by reading students can obtain information, reading is one of the literacy activities that cannot be separated from the world of education in the learning stage. from the results of the researcher's observations, it can be identified problems that occur in class iiiiv sd negeri 175795 lobutangga, muara district, namely (1) lack of learning creativity of students so that many students cannot read and write (2) influence on students' abilities in memorizing and writing. understand the material in mbkm learning. from the problems above, some solutions can overcome the low learning creativity and the ability of students to memorize and understand mbkm material. that is by using the literacy learning model [3]. in the activity of the literacy learning model, the teacher provides comfortable facilities for students by creating a conducive classroom atmosphere for reading activities and preparing a reading corner consisting of fun reading books which can increase learning creativity and the ability of students to memorize learning material. following the background of the study, the objective of this study is formulated as follows: 1) to investigate the improvement of students' learning creativities when they were taught through the application of the literacy learning model in the merdeka belajar kampus merdeka (mbkm) curriculum program. following the research objective, the research question is formulated as follows: 1) is there any improvement in students learning creativities when they were taught through the application of the literacy learning model in the merdeka belajar kampus merdeka (mbkm) curriculum program? the mbkm program is a new policy from the minister of education and culture that has been implemented by universities. the main points of holmes rajagukguk, juandi nababan, lamhot situmeang 480 joall (journal of applied linguistics and literature), 7(2), 2022 the mbkm policy include: (1) opening a new study program as regulated in permendikbud no. 7 of 2020 concerning the establishment, amendment, dissolution of state universities, and the establishment, amendment, revocation of permits for private universities, as well as permendikbud no. 5 of 2020 concerning accreditation of study programs and universities; (2) higher education accreditation system regulated in permendikbud no. 5 of 2020 concerning accreditation of study programs and universities; (3) legal entity tertiary institutions regulated in permendikbud no. 4 of 2020 concerning changes in state universities to state universities as legal entities and permendikbud no. 6 of 2020 concerning acceptance of undergraduate students at state universities; and (4) the right to study for three semesters outside the study program as regulated in permendikbud no. 3 of 2020 concerning national higher education standards. one of the keys to the success of implementing the mbkm policy is to make the learning process in higher education more autonomous and flexible [4], to create a learning culture that is innovative, unfettered, and follows the needs of higher education institutions. in this case, the study program seeks to develop a curriculum by adjusting to the times and producing alumni who are ready to work under the expected learning outcomes [5]. the era of the industrial revolution 4.0 has a main need, namely achieving mastery of integrated literacy and numeracy materials. in maximizing this mastery, it is necessary to make a breakthrough in the field of education, one of which is the merdeka learning program, merdeka campus. this program is expected to be able to improve the competence of graduates, both soft skills and hard skills, to be more prepared and relevant to the needs of the times, prepare graduates as future leaders of the nation who are superior, moral and ethical [6]. independent learning itself has the essence that students will have the freedom to think either individually or in groups so that in the future they can give birth to students who are superior, critical, creative, collaborative, innovative, and participating. it is hoped that with the independent learning program there will be an increase in the involvement of students in learning [7]. the policy of the independent learning program is not only proclaimed at the basic education level but also at the tertiary level. the independent learning program for higher education is called the merdeka learning campus. in the independent learning campus program, there are various kinds of activities that can be carried out by students, one example of which is the teaching campus program at sisingamngaraja xii tapanuli university. the teaching campus of sisingamangaraja xii tapanuli university as well as universities throughout indonesia is a program where during this pandemic period students, especially students of the education faculty, are enhancing students’ learning creativities through the application of literacy… joall (journal of applied linguistics and literature), 7(2), 2022 481 given training from various competent parties so that they are ready to assist the implementation of learning in schools in their area. the purpose of holding this program is so that schools affected by covid-19 can continue to carry out learning and implement the independent learning program that has been launched by the government. schools that become partners of the teaching campus program themselves must be at the elementary school level. studies related to the literacy movement in indonesian language learning based on local wisdom towards character students. the study resulted that the literacy movement in indonesian language learning can be linked to local wisdom considering that the values that apply to society have not been fully understood by students. the development of student character values in indonesian subjects is carried out through learning language skills, namely writing and reading skills [8]. studies related to the role of literacy learning in developing adolescent thinking and emotional intelligence (as a discourse). in this study, literacy learning is one of the efforts launched by the government in shaping the personality of adolescents, especially in the formation of cognitive and emotional intelligence, so that adolescents can carry out their roles as a society well and prosocial [9]. studies related to the implementation of independent learning through campus teaching pioneers in elementary schools. in this study, it has been proven that it can have a positive impact on students, such as increasing interest in learning, and increasing integrated literacy and numeracy skills. in addition, the benefits for students include being able to provide direct teaching experience so that they can develop their interpersonal and leadership skills [10]. a study related to the implementation of the teaching campus program for batch 1 affected by the covid-19 pandemic (case study of sds abc north jakarta). in this study, the existence of the teaching campus program can encourage and spur national development by fostering community motivation to participate in development. schools as centres of formal education reflect an advanced society, due to optimal utilization of science and technology. the teaching campus program can develop students' insight, character, and soft skills so that students become qualified and professional graduates [11]. studies related to the campus teaching program as an effort to improve student learning at sdn 127 sungai arang, bungo dani, bungo regency, jambi province. this study resulted in students being responsible for assisting the school in the teaching process, assisting technology adaptation, and assisting administration. in addition, students have a holmes rajagukguk, juandi nababan, lamhot situmeang 482 joall (journal of applied linguistics and literature), 7(2), 2022 responsibility to improve students' morals and increase students motivation and interest in learning during this pandemic [12]. method participants the participants of this study were elementary students at primary school namely sekolah dasar (sd) negeri 175795 lobutangga, muara district. this school is one of the elementary schools that implements the mbkm curriculum program. the selection of the research participants took into account where the mbkm campus teaching program was carried out at the school. action research procedures this classroom action research uses the kemmis & mctaggart ptk model, the data collection method is carried out in 2 cycles for 2 meetings. that is used in this research are planning, action, observation, and reflection. the first stage is planning, researchers prepare tools and materials used to collect data and observe students in the learning process, especially in reading and writing (literacy), besides that researchers also prepare to teach tools such as syllabus, lesson plans, and learning outcomes tests. which is adapted to the applied literacy learning model and plans a research schedule together with the relevant homeroom teacher. the second stage is action, at this stage, the educator applies a learning model, especially literacy, following the syntax or stages that have been prepared. all learning steps are written in the lesson plan. the third stage is observing, the teacher makes observations of his students. what the teacher observes includes student learning activities and their daily activities. so that teachers can conclude and get results, whether from the research they do there is an increase from passive to active, or vice versa what they get through student learning creativity tests. the fourth and final stage is reflection, at this stage, the homeroom teacher refreshes the learning he has done. and rearranging the plan to fix a problem that existed when realizing cycle ii, whose stages were the same as cycle i, namely re-planning to the reflection stage, until in the end a problem was considered to have been found a solution and the researcher felt safe about the problem, this is where the research can be stopped. enhancing students’ learning creativities through the application of literacy… joall (journal of applied linguistics and literature), 7(2), 2022 483 figure 1. research flowchart instrument the instrument used in this study was a test which contains elements of observing, asking, reasoning, trying and communicating. this test was administered to all participants in every cycle (pre, one and two) data & technique of analysis the data were the students’ test results. the score was taken in the range of 1 to 100 and the minimum passing grade (kkm) is 80 over 100 (following the mbkm curriculum implemented in the school). the students' results were categorized into two; 1) below kkm and 2) kkm & above. then, the percentage of students' results below kkm was compared to kkm & above using descriptive statistics. findings the test results of the application of the literacy learning model to improve student learning creativity can be seen in appendix 1. the kkm is 80. the research observation research planning cycle ii cycle i observation research planning collecting data next cycle research reflection realizing cycle ii research implementation application of the literacy learning model in mbkm reflection reseach implementation holmes rajagukguk, juandi nababan, lamhot situmeang 484 joall (journal of applied linguistics and literature), 7(2), 2022 comparison of students' percentages who got below kkm and kkm & above can be seen in the figure below. figure 2. the comparison of students’ percentage figure 2 describes the percentage of students who passed and did not pass the kkm (80/100). stood at pre-cycle, 100 % of students got below kkm as they have not been introduced to the literacy learning model. in cycle1, the students have been familiarized with the literacy learning model their results slightly increased which is 47% of them got 80 and above (kkm & above). interestingly, 94% of the students achieved the kkm & above in cycle 2. the comparison of students' score means for each cycle is presented in the following figure. 0 20 40 60 80 100 120 pre-cycle cycle 1 cycle 2 p e rc e n ta g e car cycles kkm & above below kkm 59,41 74,82 88,53 0 20 40 60 80 100 pre-cycle cycle 1 cycle 2 score 1 100 c a r c y cl e s mean enhancing students’ learning creativities through the application of literacy… joall (journal of applied linguistics and literature), 7(2), 2022 485 figure 3. comparison of mean figure 3 illustrates the comparison of students’ score mean from pre-cycle, cycle 1 to cycle 2. beginning with pre-cycle, the students’ score mean did not achieve the kkm (80/100) as in fact, according to appendix 1 none of the students got kkm & above. in cycle 2, students almost reached the kkm which is 74.82. surprisingly, in cycle 2 the students’ scores are dramatically increased and the mean is 88.53. according to appendix 1, only one student did not pass the kkm. discussion based on the results of this study, there was a significant improvement in students' learning creativities when they were taught through the literacy learning model in the merdeka belajar kampus merdeka (mbkm) curriculum program. the percentage of students who passed the kkm increased 47% from cycle 1 (47%) to cycle 2 (94%). moreover, the student's score means enhanced by 13.71 from cycle 1 (74.82) to cycle 2 (88.53). according to appendix 1, there was only 1 student who did not pass the kkm even though the student's score was improved from pre-cycle (40) to cycle 1 (50), then to cycle 2 (75). thus, the implementation of the literacy learning model in enhancing the learning creativity of elementary students is very much recommended as the improvement of students' test results was very significant which is 0% of students who passed the kkm in pre-cyle but 94% of students who passed the kkm in cycle 2. this result is in line with brownell et al, (2017). they claimed that learning literacy model teachers demonstrated a significant change in the instructional time allotted to, and quality of, word study and fluency instruction. from this claim, students made significantly greater gains in word attack skills and decoding efficiency (creativity) through the implementation of the literacy learning model. additionally, rohde (2015) said that literacy is important to support children's creativity. therefore, the result of this study and previous related research findings tend to give the fact that the literacy learning model improves the students' learning creativities in the merdeka belajar kampus merdeka (mbkm) curriculum program. conclusion to sum up, the students’ learning creativities can be improved in the merdeka belajar kampus merdeka (mbkm) curriculum program through the right implementation of the learning literacy model. this model significantly enhanced the students' learning creativities from 0% of students who passed the kkm in pre-cycle to 94% in cycle 2. therefore, the implementation of a literacy learning model to improve students' learning creativity is holmes rajagukguk, juandi nababan, lamhot situmeang 486 joall (journal of applied linguistics and literature), 7(2), 2022 recommended. moreover, research on the application of the literacy learning model to other variables such as language skills in a larger sample/participants is suggested for the better of education in indonesia. references aan widiyono, saidatul irfana, dan kholida firdausia. implementasi merdeka 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(2015). the comprehensive emergent literacy model: early literacy in context. sage open, 5(1), 1 – 11. https://doi.org/10.1177/2158244015577664 siregar, n., sahirah, r., & harahap, a. a. (2020). konsep kampus merdeka belajar di era revolusi industri 4.0. fitrah: journal of islamic education, 1(1), 141–157. suhartoyo, e., wailissa, s. a., jalarwati, s., samsia, s., wati, s., qomariah, n., dayanti, e., maulani, i., mukhlish, i., rizki azhari, m. h., muhammad isa, h., & maulana amin, i. (2020). pembelajaran kontekstual dalam mewujudkan merdeka belajar. jurnal pembelajaran pemberdayaan masyarakat (jp2m), 1(3), 161. https://doi.org/10.33474/jp2m.v1i3.6588 yusuf, m., & arfiansyah, w. (2021). konsep “merdeka belajar” dalam pandangan filsafat konstruktivisme. al-murabbi: jurnal studi kependidikan dan keislaman, 7(2), 120-133. the authors holmes rajagukguk is an english lecturer at universitas sisingamangaraja xii tapanuli. he earned his bachelor’s degree in english language and literature from unita and his master’s degree in english applied linguistics from universitas negeri medan. his research interest includes linguistics and language education. he can be contacted through email at holmesrajagukguk540@gmail.com juandi nababan is a lecturer at english education program, universitas sisingamangaraja xii tapanuli. he finished his bachelor's and master's degrees from universitas hkbp nomensen. his research interest includes language and education. he can be contacted through email at juandinababan@gmail.com lamhot m. situmeang is a lecturer at english education program, universitas sisingamangaraja xii tapanuli. he finished his bachelor's and master's degrees from universitas hkbp nomensen. his research interest includes language and education. he can be contacted through email at lamhotsitumeang@gmail.com https://doi.org/10.1177/2158244015577664 https://doi.org/10.33474/jp2m.v1i3.6588 mailto:holmesrajagukguk540@gmail.com mailto:juandinababan@gmail.com mailto:lamhotsitumeang@gmail.com holmes rajagukguk, juandi nababan, lamhot situmeang 488 joall (journal of applied linguistics and literature), 7(2), 2022 appendix 1 students’ test result scores no pre cycle cycle i cycle ii 1 50 80 95 2 50 75 90 3 50 80 90 4 50 65 85 5 40 50 75 6 75 80 95 7 50 65 85 8 50 70 85 9 60 75 85 10 50 75 85 11 75 80 90 12 70 85 90 13 75 80 90 14 65 77 90 15 70 75 90 16 65 80 90 17 65 80 95 total 1010 1272 1505 mean 59.41 74.82 88.53 joall (journal of applied linguistics and literature), 8(1), 2023 101 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/24364 https://doi.org/10.33369/joall.v8i1.24364 successful indonesian startups’ product blogs: a digital genre analysis and its pedagogical implications 1nugrahaningtyas fatma anyassari , 2novitasari, 3tri astuti handayani, 4cita nuary ishak , 5nafisya alfiani aisyah 1,5english for business and professional communications, politeknik negeri malang, indonesia 1,5jalan soekarno hatta no. 9, jatimulyo, lowokwaru, malang, jawa timur 65141 2,3english for tourism industry, politeknik negeri malang, indonesia 2,3jalan soekarno hatta no. 9, jatimulyo, lowokwaru, malang, jawa timur 65141 4graduate program of english language education, faculty of letters, universitas negeri malang, indonesia 4jalan semarang no.5, sumbersari, lowokwaru, malang, jawa timur 65145 article info abstract article history: received: oct 25, 2022 revised: nov 7, 2022 accepted: dec 7, 2022 blogs can be deemed as an alternative digital media which have been strategically employed for business communication. one of the realizations is product blogs. as startups, which are identically linked to digital media, have been skyrocketing in number, product blogs play an integral role to accommodate their business communication. in writing an article for the product blogs, startups often open an internship vacancy for, among others, polytechnic students majoring english for business communication. however, generic structure of a product blog article is quite different from academic essays. there is a need to equip the students with adequate product blog article writing skills before they embark on internship. this study aims at empirically delving into generic structure of successful indonesian startups’ product blogs. to achieve the aim, this research employed corpus-based research methodology. there were 33.430 tokens of product blogs from two unicorn startups. the framework for analysis was adapted from askehave and nielsen (2005). the findings show that there were three moves in the corpus, namely contextualizing product, detailing product, and soliciting response. each move consisted of steps which were categorized into reading mode and navigating mode. the findings lead to pedagogical implications—inculcating the moves to polytechnic students majoring english for business communication—as an attempt to link and match between vocational pedagogy and industry requirements. keywords: product blog corporate blog digital genre analysis move analysis business communication conflict of interest: none funding information: politeknik negeri malang correspondence: nugrahaningtyas fatma anyassari, english for business and professional communications, politeknik negeri malang, indonesia nfanyassari@polinema.ac.id ©authors this is an open access article under the cc by-sa 4.0 international license. https://ejournal.unib.ac.id/index.php/joall/article/view/24364 https://doi.org/10.33369/joall.v8i1.24364 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.24364&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://orcid.org/0000-0001-5300-8856 https://orcid.org/0000-0002-6048-1323 nugrahaningtyas fatma anyassari, et al. 102 joall (journal of applied linguistics and literature), 8(1), 2023 how to cite (apa style): anyassari, n.f., et al. (2023). successful indonesian startups’ product blogs: a digital genre analysis and its pedagogical implications. joall (journal of applied linguistics and literature), 8(1), 101-124. https://doi.org/10.33369/joall.v8i1.24364 blogs and businesses can be deemed as two inseparable entities. businesses, by nature, need to communicate their goods, services, even corporates to target audience. traditionally, printed media, such as newspapers, and broadcast media, television for example, were primarily chosen to accommodate the communication needs. as internet has been massively occupying human’s life, digital media conjure up prominence. blogs, one of digital media, eventually perform as a strategic instrument for corporate communication. cho and huh (2010) argue that blogs offer unique channel to accommodate oneor two-way communication process between a corporate and its public. similarly, maurya (2011: 72) asserts that blogs have evolved to be an “indispensable and potential” medium to facilitate online business communications. more and more companies have used blogs for their business communication (colton and poploski, 2018). blogs employed as a corporate communication tool to achieve organizational goals are called corporate blogs (puschmann, 2010). one of the suggested approaches to analyse corporate blogs seen from applied linguistics field is genre analysis (breeze, 2013). swales’ (1990) genre analysis in english for academic purposes and bhatia’s (2014) genre analysis in english for specific purposes are two fundamental theories to depart from. there is a need to extend previously well-established genre analysis, which focuses more on printed texts, as corporate blogs are considered as a (emerging) digital genre (puschmann, 2010; fronczak, 2021). basing their research on swales’ genre analysis, askehave and nielsen (2005) extended the analysis on digital genre. they prominently underline that in analysing digital genre, researchers are required to distinguish between two modes: reading and navigating mode. reading mode positions a reader as a traditional reader who reads the text sequentially; while, navigating mode allows a reader to construct reading path through interconnected sites via hyperlinks. despite having significant inputs on how to analyse digital genre, askehave and nielsen overlooked the other nature of digital genre, that is, being multimodal. xia (2020) asserts that in analysing digital genre researchers need to consider multimodality, which involves the use of multiple communicative modes such as images and videos. xia’s suggestion is worth elaborating as digital genre, in nature, is interlinked and multimodal. corporate blogs as digital genre can be further categorized to accommodate different communication objectives and audience. puschmann and hagelmoser (2015) divide corporate blogs into five types based on functions, authorship, and audience: product blog, image/lobbying blog, https://doi.org/10.33369/joall.v8i1.24364 successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 103 recruitment blog, executive blog, and knowledge blog. product blog can be deemed as the first blog an early-stage corporate—a startup—must have. a startup needs to communicate its products or services to prospective customers, and product blog can play a role in it. compare to other types of corporate blog, product blog is the most open to public, even an external party such as a product customer may write one (ho, chiu, chen, and papazafeiropoulou, 2015). interests in digital genre analysis in the area of corporate communication have been growing profoundly. some studies have focused on website homepages such as five-star hotels’ websites (suen, 2009), malaysian smes’ websites (johari and ali, 2015), crowdfunding websites (liu and deng, 2016), oil and gas companies’ websites (isa, ali, fadzillah, and mohamad, 2017), and pakistani clothing brand website (farrukh and shehzad, 2019). following the interests, some other studies have paid attention to corporate blogs. puschmann (2010) has studied corporate blogs from pragmatics and language point of view. seen from digital genre analysis, fronczak (2019, 2021), using puschmann’s corporate blogs corpora, analysed 500 blog articles from five it corporates and focused her study on language use and common patterns of article structures. despite being influential, fronczak’s and puschmann’s works shared little attention to generic structure of product blog type. the scarcity of research focusing on product blogs might be due to unawareness of blog as an important business communication medium and preference to other media such as electronic product catalogs (e.g. palmer, 1997). as now digital marketing is fast growing, product blog is becoming prominent, and it gradually will usurp traditional media (maurya, 2011). in addition, customers nowadays have a tendency to seek comprehensive information about a product via internet before their purchase. of course, product descriptions as in product catalogs will not suffice. as a result, product blog, then, plays an important role in accommodating the behavior. as the number of startups is growing, the needs to write a product blog have come to attention. this might be the reason why job vacancy as content writers and copywriters has been high in demand. the practice sometimes invites student interns to occupy the needs. internships are identical to polytechnic education, at least in indonesia. as a vocational education, polytechnics adjust their curriculum to job and industry requirements (e.g. handayani and brodjonegoro, 2015). despite the industry requirements on writing skills, some writing classes in vocational education remain focusing on academic writing. students in the class are exposed to essay and argumentative writing, which in fact contain more academic values rather than practical ones. therefore, it is important to equip students with apt writing skills which go in line with the recent industry requirements. by nugrahaningtyas fatma anyassari, et al. 104 joall (journal of applied linguistics and literature), 8(1), 2023 knowing generic structure of product blog, for example, students can get an initial exposure on what writing skills is currently sought for by the industries. this study is an attempt to bridge the gap in literature. there are three research questions this study addressed: 1. what is the generic structure in reading mode of successful indonesian startups’ english product blog articles? 2. what is the generic structure in navigating mode of successful indonesian startups’ english product blog articles? 3. what is the generic structure prototype of indonesian-based startups’ english product blog articles? by empirically delving into digital genre analysis of indonesian startups’ product blog, this study provided generic structure prototype of product blog articles both in reading and navigating mode. we argue that the generic structure is, then, beneficial in vocational education as an attempt to link and match learning outcomes to industry requirements. method research design this research employed corpus-based approach as it brings authentic data from the field (baker, 2010). the corpus built for this research is categorized as specialized corpus because it is small in size and a restricted set of texts (baker, 2010: 99). a framework for digital genre analysis by askehave and nielsen (2005) and multimodality suggested by xia (2020) were applied in a pilot study to develop an analytical framework. based on askehave and nielsen’s framework, researchers should distinguish between reading mode and navigating mode in analysing digital genre. although askehave and nielsen’s framework was used as the basis, their findings only focused on analysing website homepages. as a result, an analytical framework to analyse product blog needed creating. the corpus was then analysed based on the analytical framework. to assist the analysis stage, a corpus toolkit named antconc 4.0.11 (anthony, 2022) was used. in addition, following safnil (2013), inter-coder reliability was employed in this study to corroborate the findings. building the corpus three criteria were constructed to build the corpus. they were: (1) successful startups mean those which have been labelled ‘unicorn’ startups by 2021, (2) those startups’ websites contain ‘blog’ as the breadcrumb, (3) there are english product blog articles posted within january 2021-february 2022. based on tempo (2022) and kompas (2022), there were nine unicorn startups by 2021, namely gojek, tokopedia, traveloka, bukalapak, ovo, j&t, xendit, ajaib, successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 105 and kopi kenangan. the unicorn startups’ websites were then observed to accommodate second and third criterion. table 1 shows the result of the observation. table 1. observation results based on criteria to build the corpus criterion 1: unicorn startup criterion 2: blog as the bread crumb criterion 3: product blog in english criterion 3: articles in jan 21-feb 22 remark gojek yes yes yes included tokopedia yes no yes excluded traveloka yes yes yes (only two articles) excluded bukalapak yes no yes excluded ovo no no no excluded j&t no no yes excluded xendit yes yes yes included ajaib no no no excluded kopi kenangan no no yes excluded from table 1 above, product blog articles from gojek and xendit were included in the corpus as they achieved all three constructed criteria. traveloka, despite meeting all of the criteria, was excluded due to inadequate number of articles (only two articles). from these selected product blogs, the corpus accounting for 33.340 tokens was built. pilot study a pilot study to build an analytical framework was conducted by randomly selecting 20 articles, 10 from each startup. those articles were then analysed by one researcher and two co-researchers. the co-researchers have frequently conducted move analysis on various academic or esp texts. discussions between the researcher and the co-researchers were done before and after analysis. table 2 below shows the pilot study findings. table 2 pilot study findings: an analytical framework move steps multimodality and digital navigation contextualizing product (cp) 1. greetings (gre) image, video, hashtag, hyperlink keywords 2. problem (pro) 3. solution (sol) 4. opportunity (opp) 5. venture growth (ven) detailing product (dp) 1. overview (ove) nugrahaningtyas fatma anyassari, et al. 106 joall (journal of applied linguistics and literature), 8(1), 2023 move steps multimodality and digital navigation 2. procedure (proc) image, infographic, table, video, hyperlink keywords 3. strengths (str) 4. target market (tar) 5. faq (faq) 6. venture growth (ven) 7. testimonial (tes) 8. traction (tra) soliciting response (sr) 1. call to action (cal) hyperlink keywords, email, action button, hashtag, social media share button 2. take away phrases (tak) 3. restatement of product strengths (res) 4. venture growth (ven) from table 2 above, three moves structure product blog articles namely contextualizing product, detailing product, and soliciting response. each move has several steps in reading mode. in addition, it has multimodality and digital navigation in navigating mode. the pilot study findings above were then used as the analytical framework to analyse the corpus. data analysis procedures analysis was done by the following procedure: (1) tagging generic structure in reading and navigating mode based on the analytical framework from pilot study, (2) inter-coder reliability and discussing discrepancies, (3) rechecking the analysis results by using antconc4.0.11, (4) counting and summarizing the occurrences, (5) calculating the percentage. in reading mode, the corpus was manually tagged based on the analytical framework from pilot study. in navigating mode, the corpus was analysed in its digital form as it appeared on the websites, and the result were added to reading mode tags. these two analyses from each article were juxtaposed simultaneously to maintain validity. to corroborate the analysis results, following safnil (2013), inter-coder reliability was employed. one coder was trained to analyse the corpus. the coder was preferred because of various experiences in analysing genre on esp texts. inter-coder reliability was analysed by using cohen’s kappa which valued for 0,69. the cohen’s kappa value allows tentative conclusions to be drawn between coders successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 107 (carletta, 1996; di eugeneio and glass, 2004). tagged corpus was then rechecked by using word, kwic, and plot feature in antconc 4.0.11 (anthony, 2022) and quantitatively calculated in percentage. the findings were then presented in table and interpreted qualitatively. findings generic structure in reading mode the finding of generic structure in reading mode is shown in table 3 below. table 3. generic structure in reading mode move step xendit % gojek % cp gre 0 0% 11 24% pro 10 59% 20 43% sol 10 59% 20 43% opp 14 82% 32 70% ven 6 35% 18 39% dp ove 12 71% 41 89% proc 13 76% 29 63% str 8 47% 34 74% tar 3 18% 5 11% faq 0 0% 5 11% ven 2 12% 9 20% tes 1 6% 2 4% tra 0 0% 5 11% sr cal 17 100% 37 80% tak 0 0% 11 24% res 1 6% 5 11% ven 3 18% 1 2% move 1 contextualizing product (cp) provides introduction about the product by narrating the context in which the product is applicable—to solve a problem for instance. in reading mode, there are five steps namely opportunity (opp), problem (pro), solution (sol), venture growth (ven), and greetings (gre). the first four steps prominently occurred in both startups; meanwhile step gre appeared only in gojek’s product blog articles. interestingly, step problem (pro) and solution (sol) appeared consecutively in both gojek’s and xendit’s product blog articles. although product blog articles may be deemed as a result of creativity, from which patterns can barely be extracted, this study found frequently-appearing patterns in move 1. the patterns were opp-ven, pro-sol, opp-pro-sol. excerpts below describe those patterns. nugrahaningtyas fatma anyassari, et al. 108 joall (journal of applied linguistics and literature), 8(1), 2023 excerpt 1 [x160321b] paymaya is one of the biggest e-wallet players in philippines. with the growing number of users of paymaya, the needs of making this channel available as one of the payment methods available for the customers to checkout through wix has been growing rapidly (opportunity). xendit is proud to announce that we can now help merchant in the philippines to enable paymaya payments on their wix store (venture growth). excerpt 2 [x150321] we understand that transaction reconciliation is a complex and painful internal process that all businesses, including our merchants have to go through (problem). xendit always aims to make payments simple. that’s why in addition to our new views, transaction and balance, we have recently released two sets of api to help automate the reconciliation process: generate report api and transaction view api (solution). excerpt 3 [g101121] have you started investing yet? lately, investment has become a hot topic. especially during the pandemic, a lot of people talked about it and started using their funds to invest. especially now that there’s a lot of available access that people can use to invest (opportunity). if done right, investment can indeed help us meet financial needs such as buying a house or even achieving financial freedom. however, doing it wrong can make us lose money instead. this is why a lot of people hesitate to start investing (problem). for those of you who are still not sure because of this reason, you can start first by joining cuan festival (solution). move 2 detailing product, as its name, proceeds to explaining the product in details. there were eight steps in reading mode namely overview (ove), procedure (proc), and strength (str), target market (tar), faq, venture growth (ven), testimonials (tes), and traction (tra). unlike move 1, frequently-appearing patterns in move 2 were not able to detect. excerpts below show each step. excerpt 4 [g310521] so, the ganbatte game show quiz is a 30 days quiz program, starting from monday to saturday. there will be different games every day, such as trivia, guess songs, guess pictures, guess scenes, instant ganbatte, and many more. also, this event will be hosted by exciting hosts such as vedie, liza, rifky & ayonk and even, there will be robot go as a host! it’s really exciting, right? (overview) successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 109 if you can make it to the top 3 on monthly quiz, 2 free tickets to travel to japan will be yours! but if you don't make it to the top 3, it's okay too, because you still have the opportunity to win gopay worthed up to millions of rupiah by scoring high in other ganbatte quizzes (strengths). how to join ganbatte game show quiz: 1. download the goplay app or you can visit this site https://goplay.co.id/live 2. login / register your goplay account using gojek registered phone number 3. choose the ganbatte game show quiz on the live events list 4. join the game show every day at 20.00 wib and gather the points as much as you can 5. ever correct answer will be count as 1 point 6. don’t forget to turn on the reminder, so you’re not miss the quiz (procedure) [x020221a] interested in getting these new features? we have just released the new features in beta to selected customers. please check your email to see if you’re already selected. otherwise, if you’re interested to try the feature before the release, you can contact us to become a beta tester and become an important part of our development. your participation and feedback will help us keep improving. once you’re selected to try this feature, the following toggle will appear on the bottom left of your dashboard sidebar. click the switch button and you will see the new view right away. you can switch back to the old view anytime by clicking the switch button again, and you will be reverted to the old view immediately (procedure). excerpt 5 [x061021] direct debit is ideal for • ecommerce business – increase payments acceptance rates for high value items with direct debit and receive payments with fast settlement times • subscription services – auto debit (recurring) from your user’s bank account without the need for authentication each time. some examples include collection of membership fees, saas services, over-the-top (ott) media services (target market) excerpt 6 [g020821] for now this feature will only available in solo, but don’t worry soon your city will taste this experience as well (venture growth) excerpt 7 [x061021] on top of that, merchants can enjoy instant settlement and fees significantly lower than traditional credit card fees. one of xendit’s merchants who have enabled direct debit channels on their platform is aqwire, a global property nugrahaningtyas fatma anyassari, et al. 110 joall (journal of applied linguistics and literature), 8(1), 2023 marketplace that fully utilizes smart contract technology to process crossborder real-estate transactions. xendit’s direct debit helped them to reduce cost by more than 95%. before xendit, we could only accept card and e-wallet payments. xendit’s online banking option helped us reduce our fees by more than 95%. inno maog, chief marketing officer (testimonial) excerpt 8 [g240821] during the pandemic, gofood recorded a 20% increase in transactions, mainly due to an increase in the number of newly registered sme merchants. at gofood, sme merchants account for more than 80% of the overall transactions and also dominate the rtd (ready to drink) business (traction). move 3 soliciting response (sr) invites readers—who are expected to be prospective consumers—to do an action after being exposed to content in move 1 and move 2. the action varied from customer service, product trial, or product purchase. in reading mode, there were four steps. step call to action (cal) appeared significantly high in the entire corpus. the remaining steps are taken away phrases (tak), restatement of product strengths (res), and venture growth (ven). excerpts below show those steps. excerpt 9 [x020221a] join thousands of other businesses in making payments simple with xendit (call to action). as you can see in this post, we keep on improving to deliver the best experience for our customers and help them grow (venture growth). find out more about xendit, or sign up now to try our dashboard! (call to action) excerpt 10 [g030221] by implementing j3k protocol together, #thereisalwaysaway to make life more comfortable. (take away phrases) excerpt 11 [g150921] at gojek, your safety and protection as a passenger are our top priorities. along with procuring reliable insurance facilities that can protect you from the risk of accidents, we also continue striving to provide training for driver partners. we provide complete protection so you can drive without feeling anxious. (restatement of product strength) in conclusion, three moves in reading mode were realized by various steps. some steps appeared more frequently over others. in addition, patterns were detected in move 1 contextualizing product. successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 111 generic structure in navigating mode the findings of generic structure in navigating mode are shown in table 4 below. table 4. generic structure in navigating mode move multimodality total % digital navigation total % cp image 50 79% hashtag 2 3% video 1 2% hyperlink keywords 3 5% dp image 24 38% hyperlink keywords 19 30% video 7 11% infographic 1 2% table 5 8% sr action button 35 56% hyperlink keywords 18 29% email address 13 21% hashtag 6 10% social media share button 63 100% move 1 contextualizing product was mostly equipped with images illustrating the content of articles. they appeared usually under the articles’ titles. the images also functioned to attract readers to read the articles. there were also hashtags and hyperlink keywords in move 1 despite having low frequency. figure 1 and 2 below depict the finding. figure 1. an image in move 1 nugrahaningtyas fatma anyassari, et al. 112 joall (journal of applied linguistics and literature), 8(1), 2023 figure 2. hyperlink keywords in move 1 move 2 detailing product consisted of images, videos, and hyperlink keywords. images in move 2 were a bit different from those in move 1. images in move 2 were frequently found in step procedure (proc) to extend the information visually. likewise, videos were oriented to provide motion visual on step procedure (proc) explanations. hyperlink keywords mostly appeared in move 2. the function of hyperlink keywords was to connect existing product blogs to other pages either within or outside the startups’ websites. figures below show those steps. successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 113 figure 3 images and videos in move 2 figure 4 hyperlink keywords in move 2 move 3 soliciting response consisted of hashtag, email, hyperlink keywords, action button, and social media share button. all of move 3 steps in navigating mode were situated to accommodate readers to do actions. figure below shows those steps. nugrahaningtyas fatma anyassari, et al. 114 joall (journal of applied linguistics and literature), 8(1), 2023 figure 6 move 3 steps in navigating mode to conclude, in navigating mode, multimodality appeared in move 1 contextualizing product and move 2 detailing product; meanwhile digital navigation appeared in move 2 and move 3 soliciting response. generic structure prototype the generic structure of startup’s product blog based on the findings in this study is divided into reading mode and navigating mode. in reading mode, there are two move categories namely obligatory and optional. obligatory moves were inferred from prominent percentage of occurrence, which ranges from 35%-100%. meanwhile, low percentage of occurrence, which ranges from 0%-25%, was categorized as optional ones. in navigating mode, each move in reading mode was equipped with digital navigations. findings presented above lead to a generic structure prototype of a product blog as a digital genre. the prototype is explained in table 5 below. table 5. a product blog generic structure prototype move steps steps realizations reading mode navigating mode move 1: contextualizing product obligatory: opportunity multimodality: illustration image narrating the context or trends in which a product is successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 115 move steps steps realizations reading mode navigating mode applicable and a business can grow problem describing a painful problem which a product can solve solution explaining how a product can solve the previously mentioned problem venture growth (new product) introducing a new product based on the trends and potential business growth optional: greetings addressing target market personally and uniquely move 2: detailing product obligatory: overview multimodality: procedure images/videos digital navigation: hyperlink keywords describing a product in general procedure describing how to use a product in details strengths writing product strengths and benefits the prospective customers may get as an attempt to promote the product optional: target market indicating to whom a product is oriented faq providing answers for frequently asked questions related to a product venture growth (product growth) describing how well a product has been circulating in the market and indicating the growth of the product (e.g. opening new branch) nugrahaningtyas fatma anyassari, et al. 116 joall (journal of applied linguistics and literature), 8(1), 2023 move steps steps realizations reading mode navigating mode testimonials inserting testimonials from key source person about product use traction providing valid data as the evidence that a product has been gradually sold in the market move 3: soliciting response obligatory: call to action digital navigation: action button hyperlink keywords email address hashtag social media share button inviting prospective customers to do an action related to a product optional: take away phrases writing a phrase or sentence that remains in prospective customers’ mind to conclude a product blog article restatement of product strengths restating product strengths which have been mentioned in move 2 venture growth (personal) creating prospective customers’ desire to try the product by mentioning that many people have been using the product then inviting them personally to join generic structure prototype of product blog above was drawn from two modes. in reading mode, the texts were treated as a ‘printed’ format which readers usually read sequentially; meanwhile, in navigating mode, the texts were analysed as a medium to bring to other texts. properties of texts as a medium such as hyperlink keywords, action buttons, images, and videos were added to the first analysis. as the nature of digital genre, these two modes, therefore, should not be separated. successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 117 discussion communicative purposes the first finding is about the generic structure in reading mode. move 1 highoccurrence steps were opportunity (opp), problem (pro), solution (sol) and venture growth (ven). step opportunity (opp) indicated that the startups follow the trends where their business can grow. mentioning opportunity or setting where a business run is important for a business because it is expected to grow sustainably in the future. a business should keep on improving the products based on the trends as it realized in step venture growth (ven). puschmann and hagelmoser (2015), in their corporate blog classification, mention that the target audience of a product blog is customers. indicating business growth is one way, among others, to pitch customers (baehr and loomis, 2015). step problem (pro) discussed realistic, yet painful problem, and step solution (sol) explained how the product solved the problem. step problem (pro) and solution (sol), which appeared consecutively, are also an attempt to convince customers. baehr and loomis (2015) assert that the core of business is problem solving. the finding of step problem (pro) and solution (sol) was in line with the analysis on common structure of corporate blogs by fronczak (2021) although the researcher did not clearly state what type of corporate blogs used for the corpus. the researcher found that problems or challenges in business world were introduced in corporate blogs. step overview (ove), procedure (proc), and strengths (str) in move 2 appeared frequently high in both startups. since products in this study are in the form of apps, customers need to know how to use them. easilyunderstood explanation and interesting presentation in step procedure (proc) may become an external factor of choosing the products. customers love simple operating apps. the finding shows that step procedure (proc) was written step-by-step either in the form of list or block. step strength (str) explained product uniqueness among competitors. by knowing the strength of the product, customers are expected to convince themselves in choosing the product. step call to action (cal) in move 3 appeared high in frequency. the step invited customers to do an action regarding the product. this is in line with the nature of blog which accommodates two-way communication (herring et al., 2004). however, the finding seems to contradict to puschmann (2010) who stated that readers can post a comment to respond to the blog author. there was no comment section in both startups’ product blogs. this clearly indicates that the anticipated responses of product blogs are taking an action rather than discussion. the actions varied from providing customer support, product trials persuasion, or product purchase persuasion. the directed actions are in line with company website’s purposes proposed by nugrahaningtyas fatma anyassari, et al. 118 joall (journal of applied linguistics and literature), 8(1), 2023 nielsen (2002). this can be understood because the product blog is embedded on the corporate website. from the findings above, it can be drawn that the communicative purpose of a product blog is to persuade audience—customers in this case— to take an action about the product. the communicative purpose is similar to promotional genre, advertisement, for example (bhatia, 2014). planning advertising in order to promote a product needs a careful execution. one of considerations is customer’s decision-making process. belch and belch (2003) point out that there are several stages of customer’s decision-making process, namely problem recognition, information search, alternative evaluation, purchase decision, and post-purchase evaluation. product blogs can perform as a tool to provide information to persuade customers to take an action, that is, product purchase. steps in move 1 may accommodate problem recognition, and move 2 may accommodate information search and alternative evaluation simultaneously. after being well-informed about a product, a customer usually makes a comparison with other similar products. advertising planners have to be able to get the customer remained to choose their products by stating a “sustainable competitive advantage that a competitor can hardly copy” (belch and belch, 2003: 257). multimodality and interactive communication the second finding is about generic structure in navigating mode. it was divided into two, multimodality and digital navigation. multimodality was included in navigating mode because its tendency to attract readers to navigate what information they want to read. multimodality in the form of images appeared frequently in move 1 and 2. the finding is in line with herring et al. (2004), despite taking personal blogs as their data, who found image entry as one of blog features. the similar blog characteristic indicates that blogs in nature is multimodal by employing relevant images. digital navigations frequently appeared in move 2 and move 3. they were in the form of hyperlink keywords, email address, social media share button, and action button. those navigations are identical to findings of personal blog (herring et al., 2004) and other digital genre analyses such as website homepages (suen, 2009; johari and ali, 2015; liu and deng, 2016; isa, ali, fadzillah, and mohamad, 2017; farrukh and shehzad, 2019). the navigations characterize digital genre compare to traditional one. in digital genre, users have full control on what information they want to be exposed via digital navigations. product blog, simultaneously, performs as a medium for its readers to do further actions. the action may vary such as sharing product blog articles to social media platforms, contacting customer services, trying or purchasing the products. those anticipated responses are in line with michael ray’s successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 119 alternative response hierarchies in belch and belch (2003). according to the hierarchy, customer’s response after being exposed to advertising message may vary from cognitive (learn) to affective (feel) to conative (do). if the anticipated response is affective (feel) in which customers develop fondness upon the article content, social media share button may accommodate the action. if the anticipated response is cognitive (learn) in which customers want to know more about the product, hyperlink keywords or customer service email address may help. if the anticipated response is conative (do) in which customers want to try or purchase the product, action button may facilitate. product blog writers should be aware of this characteristic in order to maximize the communicative purpose. product blogs and academic essays the third finding is about generic structure prototype of english product blog articles. finding shows that the generic structure of a product blog consisted of three moves namely contextualizing product, detailing product, and soliciting response. this is similar to common academic essay structure namely an introduction, a body, and a conclusion. students might be more familiar with types of academic essays rather than product blogs. the former embodies traditional genre, meanwhile the latter is more on digital. based on the finding, product blogs share some similar structures with academic essays. the purpose of contextualizing product is almost similar to an introduction. davis and liss (2006: 8) state that an introduction “engage(s) readers’ attention (and) give(s) broader picture of the subject matter to be discussed.” move 1 contextualizing product aims at orienting readers to the context, in which products are applicable, by narrating the business trends (opportunity), introducing products as part of the trends (venture growth), posing problems (problem), and situating products as the solution (solution). move 1 has similarity to introduction of problem-solving essay. step problem (pro) and solution (sol) in move 1 contextualizing product appeared hand in hand in both startups. it indicates that to convince readers, product blog writers can post a problem to which a product provides a solution. in a problem-solving essay’s structure, evans (1998: 78) introduces problem in introductory paragraph. it then is followed by some possible solutions in body paragraphs. although the appearance of solution is different in the structure, problem-solving essay may become a mnemonic that eases students to write product blogs. the purpose of detailing product is in line with a body in an essay. a body “contain(s) the supporting details” of the subject matter, which has been initiated in introduction (davis and liss, 2006: 9). detailing product explains and describes products in details. it can be done by providing an overview of nugrahaningtyas fatma anyassari, et al. 120 joall (journal of applied linguistics and literature), 8(1), 2023 the product (overview), describing the procedure on how to use the products (procedure), and boosting product strengths or specialties among similar products (strengths). although both essays and product blog have ‘conclusion’ part, the purpose of each is different. davis and liss (2006: 11) mention that “a conclusion brings an essay to a close.” this means that the discussion in an essay has finished by a conclusion. the communication process in an essay is one-way as an essay author does not invite readers to interact. in a product blog, on the other hand, based on the findings, the purpose of soliciting response—the same level as a conclusion—is to invite readers to do an action related to the products. conclusion this study analysed generic structure of product blog articles in english from two unicorn startups in indonesia. this study has proposed a prototype of product blog generic structure which is important to equip polytechnic students’ writing skills, as vocational education is oriented to industry requirements. to teach writing a product blog article, it is better to introduce the communicative purpose of product blogs to students. students need to know about the concept of customer’s decision-making process as the basis to develop a product blog article. then, they also need to know about the concept of response process, so that they can adjust the content of a product blog article to anticipated response from target audience. by putting these all together, polytechnic students will not only be capable of writing a product blog article but also aware of what they write. the commonalities between product blogs and academic essays can be used as schemata to inculcate the generic structure of a product blog article in writing classes. learning should not be made discretely from students’ background knowledge. brown (2007) suggests that associating new information to students’ existing knowledge will lead to better retention and make learning more meaningful. by connecting product blogs to types of essays, problem-solution essay for example, students are expected to transfer their general writing skills to industry-driven writing skills, which is very strategic to polytechnic students. last but not least, the nature of product blogs as a form of digital genre should not be neglected. it is not enough to write a product blog article on a piece of paper. students should be exposed to writing on digital media along with steps in navigating mode. free blog sites or web sites may facilitate the practice (see anyassari, 2022 for an example). there, students can simulate writing a product blog article by implementing generic structure in reading mode and navigating mode. successful indonesian startups’ product blogs… joall (journal of applied linguistics and literature), 8(1), 2023 121 this study, however, mainly focused on software application products. as a result, the findings transferability to other forms of products needs investigating. in addition, this study analysed generic structure of product blog articles. it is suggested that further studies extend the findings by analysing linguistic features of product blog articles. acknowledgments this study received a full funding from annual research competitive program held by politeknik negeri malang year 2022. references anthony, l. 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(2020). genre analysis in the digital era: developments and challenges. esp today, 8(1), 141-158. https://doi.org/10.18485/esptoday.2020.8.1.7 the authors nugrahaningtyas fatma anyassari is a faculty member of diploma iv english for business and professional communications politeknik negeri malang. she teaches writing, english for presentation, and english for advertising. she earned her master’s degree in english language teaching from universitas negeri malang. her research interests vary from second language writing, tefl, and genre analysis. novitasari is a faculty member of diploma iv english for tourism industry politeknik negeri malang. she teaches english for travel and tourism industry, english for marketing, and english for customer services. she obtained her master’s degree in english language teaching from universitas http://dx.doi.org/10.15639/teflinjournal.v24i2/180-200 https://bisnis.tempo.co/read/1546423/ada-kopi-kenangan-ini-6-startup-unicorn-indonesia-2021 https://bisnis.tempo.co/read/1546423/ada-kopi-kenangan-ini-6-startup-unicorn-indonesia-2021 https://doi.org/10.18485/esptoday.2020.8.1 nugrahaningtyas fatma anyassari, et al. 124 joall (journal of applied linguistics and literature), 8(1), 2023 sebelas maret. her research interest is english for specific purposes in vocational higher education. tri astuti handayani is a faculty member of diploma iv english for tourism industry politeknik negeri malang. she teaches english grammar, writing, speaking for business communication, introduction to linguistics, reading, and english for preseantation. she obtained her master’s degree in literature from universitas indonesia. her research interests vary from literature and culture, gender study, and tourism. cita nuary ishak is a non-permanent lecturer at english department politeknik negeri malang. she teaches english skills, business english, and english for journalism. she is now pursuing her doctoral degree in english language education at universitas negeri malang. her research interests include business english and l2 writing. nafisya alfiani aisyah is a faculty member at english department politeknik negeri malang. she teaches english skills, english for public speaking, and business simulation. she obtained her master’s degree in english language teaching from universitas negeri malang. her research interests vary from critical thinking skills, discourse analysis in english teaching, as well as language skills. microsoft word jan-juni monarisa, teaching reading comprehension through… 29 teaching reading comprehension through the interactive technique (a quasi-experimental research at the smpn 1 bengkulu city) aleti monarisa bambang suwarno mulyadi english study program, faculty of teacher training and education, university of bengkulu email : aletimonarisa1986@gmail.com abstract: the objective of this research was to find out whether the interactive technique could improve students’ reading comprehension. this was a quasiexperimental research. the population of this research was the eighth grade students of sltp negeri 1 kota bengkulu which consisted of 193 students. the sample of this research was the class viii.2 (34 students) as the experimental group and the viii.3 (40 students) as the control group. the instrument was a reading comprehension test, which consisted of 40 items. before the pre-test was given, it was tried out to the students of the same level. the result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). this indicated that the groups were of equal ability. for the post-test, in contrast, the tcount was greater than ttable (2.7 > 2.042). this indicated that the interactive technique could improve students’ reading comprehension. keywords: reading comprehension, the interactive technique, quasi-experimental, smpn 1 bengkulu city. abstrak: tujuan penelitian ini adalah untuk membuktikan dapat tidaknya teknik interaktif meningkatkan kemampuan siswa dalam pemahaman membaca. penelitian ini menggunakan metode kuasi eksperimen. populasi penelitian ini adalah siswa kelas viii sltp negeri 1 kota bengkulu. sampel penelitian adalah kelas viii.2 (34 siswa) dan viii.3 (40 siswa). instrumen yang digunakan adalah tes pemahaman membaca yang terdiri dari 40 soal yang telah diuji coba terlebih dahulu sebelum tes awal dilaksanakan. hasil pre-test menunjukkan bahwa t-hitung lebih kecil dari t-tabel (1.26 < 2.042) sehingga kedua kelompok terbukti memiliki kemampuan yang sama. hasil akhir penelitian, yakni melalui post-test menunjukkan bahwa t-hitung lebih besar dari t-tabel (2.7 > 2.042). terbukti bahwa teknik interaktif dapat meningkatkan kemampuan pemahaman membaca siswa kelas viii sltp negeri 1 kota bengkulu. kata kunci: pemahaman membaca, teknik interaktif, kuasi eksperimen, smpn 1 kota bengkulu. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 29-37 30 introduction english is the most important foreign language. this can be seen from almost all the sources of knowledge are written and transferred in english. the other examples also can be seen from the job application and students-exchange program that use english as a main qualification to get the job and to succeed in the program. in order to be able to communicate in english fluently, students should master the four language skills that are essential for the purpose of communication, namely, listening, speaking, reading and writing. as one of the four skills, reading plays an important role in enhancing students’ english ability. in the junior high school, the reading skill is still given the first priority. reading is an important for students nowadays because many sources of book are written in english. more importantly, reading functions as a tool to access information. reading is a highly effective means of extending our command of language, so it has an important place in classrooms, where language learning is the central purpose (nutall, 1983). however, according to mclaughlin in celce-murcia (2001) reading is the most complex and difficult skill that students should master at school. the reason is that the students have to engage in complex interactive processes in reading. the objective of teaching english in the junior high school is the development of communicative ability in english that embraces four language skills (reading, writing, listening, and speaking) with an emphasis on reading ability. the order of language skills to be taught has been changed from reading, listening, writing, and speaking to reading, listening, speaking, and writing. (huda, 1999). wells (in depdiknas, 2003) puts forward four literacy levels namely performative, functional, informational, and epistemic levels. at performative level, students need to be able to read and write, and speak with use symbols. at functional level, students are expected to be able to use language for daily needs such as reading newspaper. at informational level, students need to access knowledge with their language. at epistemic level, students need to be able to transform knowledge to certain language. most students at the eighth grade of sltpn 1 bengkulu have difficulties in reading english text. it can be seen while the researcher was teaching during the field teaching service (ppl) at the school from september 2007 until january 2008. the students were confused when they found new vocabularies in their reading text. it made the students could not catch the correct idea from the text and spent much times in comprehending a word. they also have difficulties in guessing the meaning of a word based on the context given in the text. they just translated the word but difficult to understand the whole meaning of the sentence appropriately. based on an informal observation, the students’ motivation in reading english monarisa, teaching reading comprehension through… 31 text is still low. the students felt boring in following english teaching and learning process in the classroom because they should do the same activity in every occasion. it was caused by some factors, such as the students’ strategy in reading the text and the teachers’ technique not fit with the situation of the classes. every class at sltpn 1 bengkulu has the big class each class includes 34 to 40 students. the teachers gave them a text, after that they asked the students to classified the word in the text into noun, adjective, and verb. the last is the students should find the meaning of each word based on the class of the word. it means that the students do not learn english in various activities. it is very important to make them learn english in various activities to avoid boring, uncomfortable, afraid, etc. those, the teaching of english in indonesia, in general, and in the junior high schools, in particular, are not successful (huda, 1999). this situation causes a great concern not only for teachers and students, but also for parents. in order to solve the problems the researcher proposed to use an interactive technique in teaching reading. the interactive technique is one of the techniques that should be used by the teacher. by using this technique the students will be motivated, be interested, and be more active in following the teaching and learning process in the classroom. the present research tries to investigate the effectiveness of the interactive technique by teachers and students on the teaching of reading comprehension through the interactive technique. the reasons for choosing this kind of technique, among other things, are as follows:  firstly, this technique is believed to be effective to boost students’ reading comprehension (krashen & trelease, in herrel and jordan, 2004).  secondly, it allows teachers to validate their teaching reading strategy in support of their students.  thirdly, this technique is very effective in helping slow learners or students that have low reading ability. hopefully, this research can assist and support teachers in meeting some of the more daunting challenges of teaching reading. according to the explanation above, the researcher conducted a research entitled teaching students’ reading comprehension through the interactive technique (a quasiexperimental research at the smpn 1 bengkulu city). reading is an important skill for the junior high school students to absorb the information from the text books. whole the materials to be taught in the classroom proceeded by reading materials. if the students’ reading abilities are not good, they will have difficulties in comprehending the text books. it will make them hard to catch the idea from the journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 29-37 32 text. there are many various definition of reading process. one of them is discussed by goodman, (1988) who says that reading is a receptive language process. it is a psycholinguistic process that starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader constructs. there is thus an essential interaction between language and thought in reading. the writer of the textbooks encodes thought as language and the reader decodes language to thought. further, proficient readers are both efficient and effective. they are effective in constructing a meaning that they can assimilate or accommodate and which bears some level of agreement with the original meaning of the author. reading comprehension here has been adopted from ruddell (1994), who defines comprehension as a process in which a reader constructs meaning while, or after, interacting with text through the combination of prior knowledge and previous experience, information in text, the stance she or he takes in relationship to the text, and immediate, remembered, or anticipated social interactions and communication. meanwhile, according to taxonomy of comprehension and levels of thinking (ruddel, draheim, & barnes, 1990) there are four levels of comprehension: the first is literalrecall of textbased information (e.g., “do you remember the name of sangkuriang’s dog?”). the second is the interactive techniquemanipulation of text-based information to infer new meaning (e.g., “why do you suppose sangkuriang and dayang sumbi would live together happily?”). the third is applicativetransfer and use of text-based and personal knowledge to develop new meaning in a novel situation (e.g., “well, suppose that at the end of the story you were feeling the way sangkuriang was feeling, would you still try to marry dayang sumbi? why?”). the last is transactive empathetic use of text based and personal knowledge and values to encourage the reader to identify with a character and to enter into and respond to the story more fully (e.g., “have you ever wanted to be like sangkuriang at the end of the story? why?”). the interactive technique is the reading of books out loudly with the use of expression, different voices for different characters and gestures, and the active participation of the listeners through predicting, discussion, and checking for understanding (barrentine in herrel and michael, 2004). it is the technique that can be more interested to the students. it also involves the exploration of the structure of text and think-aloud strategies that demonstrate how the reader gains meaning from text. this form of read-aloud is a powerful teaching tool to be used by english language learners because it produces a strong english model and it reduces anxiety monarisa, teaching reading comprehension through… 33 in the students since they can listen and comprehend due to the use of voices, illustrations, and gestures. it allows students to see their teachers as role models and in the interactive technique the teacher demonstrate what good readers do. teaching reading comprehension through the interactive technique helps students learn reading strategies and how to comprehend the text in a no stressful environment. students discuss and build knowledge more effective and efficient. students also can learn about story structure, new vocabulary, and a variety of reading strategies. the steps in implementing the interactive technique (herrel and jordan, 2004) are as follows: the first is choosing an appropriate book—choose a book that is above the instructional reading level of the students that will give the teacher an opportunity to provide a rich read-aloud experience through the use of different voices, excitement, and drama. the teacher needs to set aside a time each day when he/she will read aloud the interactive technique with his/her students. the second is pre-reading and planning interactions—before beginning the readaloud sessions, read the book he/she has chosen thoroughly. he/she needs to use sticky notes to mark places for discussion, predicting, and connections to other books the students have read or personal experiences they can relate to the story. the third is stopping for interaction select a 10-15 minute section of the text to read each time, stopping at logical places between readings. the teacher should read with enthusiasm, using gestures and voices, and review the events of each day’s reading and involve the students in relating the events of the day to their own experiences or similar literary experiences. he/she should use graphic devices like story mapping or daily illustrations of the events to keep the students interested. the fourth is assessing student progress and understanding—students’ abilities to paraphrase or retell events in a story are indicative of their understanding of the story. it is to be remembered that, english learners may understand the story but not have the vocabulary or confidence to retell or paraphrase. they can often draw illustrations or act out scenes to indicate their comprehension. to determine whether the strategy of the interactive technique is effective, the teacher needs to pause occasionally to allow students to demonstrate their understanding by paraphrasing, illustrating, or acting scenes. anecdotal records of these types of informal assessments can be kept in individual student portfolios. the teacher also needs to perform teaching appreciative reading (thompkins, 1991). this involves three steps: before reading, during reading, and after reading. 1. the first is “before reading”—the teacher activates students’ prior knowledge, provide necessary new information related to the story or the author, and arouse interest in the story. the teacher might discuss the topic or theme, journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 29-37 34 show pictures, or share objects related to the story to draw on prior knowledge or to create new experiences. before beginning to read, the teacher set the purpose for reading so that students have reason for listening to the story. 2. the second is “during reading”— the teacher reads the story aloud, during which students should be actively involved with the story. 3. the last is “after reading”—students share their reading log entries and, through discussion, relate the story to their lives and to other stories they have read. discussion can be valuable when it leads students to think critically about the story; the focus of discussion should always be on higher level thinking skills, not factual questions. a previous research dealing with the interactive technique was a research conducted by frimasary (2008) entitled “the use of short story to improve students’ reading comprehension (a study at the second year of students smpn 2 kota bengkulu)”. she found that the use of short story was effective in improving students’ reading comprehension. humisah did a research (2001) entitled “teaching reading comprehension through reading stories aloud at elementary school (sdn 3) kota bengkulu”. humisah found that the use of reading stories aloud was effective in improving students’ reading comprehension {tobtained > t-table (3.25 > 2,00)}. fadhli (2003) performed a research entitled “teaching reading comprehension by using drama text to the second year students of man 1 curup”. the result of his research showed that there was a significant improvement of using drama text on students’ reading comprehension at the man 1 curup. another research was conducted by rezki (2004), entitled “teaching reading comprehension by using discussion technique (a study of teaching reading comprehension to the second year students at sltpn 17 bengkulu)”. he found that discussion technique improved the students’ reading comprehension. from all the researches above, there is one technique that is not researched yet. it is the interactive technique. this is the reason why the researcher held this research. this research was a quasi-experimental research, in which random sampling was performed on groups, instead of on individuals. the groups consisted of the experimental and the control groups. in this case, the researcher taught reading comprehension through the interactive technique in the experimental class and without the interactive technique to the control class. pre-test was given in order to know the equality of students’ achievement in reading before treatment. after treatment for 8 meetings, the researcher gave the post-test in order to know the student’s ability on reading comprehension after the treatment. all of the students in the eighth grade at the sltpn 1 bengkulu (viii.1 to viii.6). the total number of population was 193 students. the viii.2 (34 students) class monarisa, teaching reading comprehension through… 35 was the experimental class and the viii.3 (40 students) class was the control class. the instrument used in this research was an objective reading comprehension test, which consisted of 40 items. it consisted of 30 items from fiction texts and 10 items from non-fiction texts. it was taken from the previous relevant studies that conducted by riyanna (2000) and widiasih (2001). in constructing the research, the research used two groups, which were taught in the same period of time and with the same material. the difference was on the kind of treatment. discussion  the result of this research proved that through the interactive technique can improve students’ reading comprehension.  this result gave field evidence of what berrentine (2004) said about the interactive technique.  according to informal observation, the interactive technique could improve students’ motivation.  various techniques are needed in teaching reading comprehension in the classroom. conclusion the pre-test result showed the t-count < ttable (1.26 < 2.042). this means that the two groups were of equal ability. the posttest result showed the t-count > t-table (2.7 > 2.042). this means that, after treatment, there was a significant difference in reading comprehension post-test score average between the two groups. suggestion based on the conclusion above, the researcher would like to propose some suggestions: english junior high school teachers could use the interactive technique in teaching english reading comprehension, as the interactive technique could improve the students’ comprehension. the interactive technique may also improve students’ motivation in learning english reading comprehension. when students observe a teacher reading fluently and with enthusiasm they often choose to read the same book, or another book by the same author for leisure reading. however, this should be verified by another research. in this respect, the next researchers could also investigate the other types of texts, such as recount text or report text for materials for the junior high school students. references ansori, azwar. 1999. increasing students’ reading comprehension through sq3r at the second semester of english study program university of bengkulu. unpublished thesis. bengkulu: universitas bengkulu. arikunto, suharsimi. 1991. prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. carrell, patricia l et al. 1988. an interactive technique approaches to second language reading. new york: cambridge university press. celce-murcia, mariane. 2001. teaching journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 29-37 36 english as a second of foreign language. 3 rd edition. boston: heinle& heinle publishers. http:// tesl –ej.org /ej20 /r4. html. accessed on 3/17/2006. depdiknas. 2003. kurikulum 2004: standar kompetensi mata pelajaran bahasa inggris.jakarta: depdiknas. dimyati.1994. belajar dan pembelajaran. jakarta: depdikbud. erlianti, eka. 1999. teaching reading comprehension through listening to stories to the eight grade students of sltpn 6 bengkulu. unpublished thesis. bengkulu: universitas bengkulu. erwantoni. 2000. the effect of cooperative learning toward the students reading comprehension at the eight grade of smun 1 lebong selatan. unpublished thesis. bengkulu: universitas bengkulu. evaliani, desi. 2001. the effect of schema theory toward the students’ reading comprehension at the first year of smkn 3 bengkulu academic year 2001/2002. unpublished thesis. bengkulu: universitas bengkulu. ferbasari, lisa. 2005. the effect of the jigsaw technique toward students’ reading comprehension achievement at sma negeri 3 kota bengkulu 2004/2005 academic year (a quasi experimental research). unpublished thesis. bengkulu: universitas bengkulu. heaton, j.b. 1995. writing english language test. london: longman. huda, nuril. 1999. language learning and teaching; issues and trends. malang: ikip malang publisher. hudelson, s. 1994. literacy development of second language children in educating second language children. cambridge: cambridge university press. gay, l.r. 1990. educational research. new york: macmillan. goodman, kenneth. 1988. the reading process. journal. new york: cambridge university press. grabe, william. 1988. reassessing the term “an interactive technique”. journal. new york: cambridge university press. jordan, michael&adrienne, herrel. 2004. fifty strategies for teaching english language learners. new jersey: pearson prentice hall. http://iteslj.org/articles/jordan-english. accessed on 2008. molinsky, steven.j and bliss, bill. 1983. line by line english through grammarstories 1a&1b. new jersey: prentice-hall. neyman, patricia f. 2002. helping children learn to think in english through reading storybooks. soel: soel education training institute. http://iteslj.org/articles/neymanstorybooks. accessed on 8/8/2002. nunan, david. 1991. language teaching methodology:a textbook for teachers. hemel hempstead: prentice limited. nuttall, christine. 1983. teaching reading skills in a foreign language. london: heinemann. paul, david. 2003. teaching english to children in asia. hong kong: pearson http://iteslj.org/articles/jordan-english. accessed on 2008 http://iteslj.org/articles/jordan-english. accessed on 2008 http://iteslj.org/articles/neyman-storybooks. accessed on 8/8/2002 http://iteslj.org/articles/neyman-storybooks. accessed on 8/8/2002 monarisa, teaching reading comprehension through… 37 education north asia limited. riyana. 2000. improving students’ reading comprehension by using homework at the eight grade of sltpn 3 kodia bengkulu in academic year 1999/2000. unpublished thesis. bengkulu: universitas bengkulu. ruddell et al. 1994. theoretical models and processes of reading. delaware: international reading association inc. http:// iteslj.org/ articles / ruddell international reading association. accessed on 2007. scarcella, robin c and oxford, rebecca l. 1987. the tapastry of language learning. new york: newbury house/harper & row. sirkin, r. mark. 1998. statistics for the social sciences. london: international educational and professional publisher. smith, frank. 1988. understanding reading: a psycholinguistic analysis of reading and learning to read. new jersey: lawrence erbaum associates inc., publishers. sugiyono, 2006. metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r&d). bandung: alfabeta. stauffer, russel g. 1969.directing reading maturity as a cognitive process. new york: harper and row. uploaded by: jessica soltesz / kent state university / deaf education major. accessed on 2007. resakti alamsyah bermani, safnil, arono, an analysis… 47 an analysis of argument structure of research article of english postgraduate program of bengkulu university published in journal resakti alamsyah bermani, sb safnil arono university of bengkulu email : resakti2010@gmail.com abstract this study investigates the argument pattern in research articles by postgraduate students of english and education university bengkulu, based on toulmin‟s theory (1958). this study analyzed the argument pattern, and reveal the type of data used by the student to support the claim in their argument contains in introduction section and discussion section of journal applied lingusitic and literature (joall) 2016. the data analysis result show that (a) the common argument pattern employed for arguments in introduction section of research article published in joall is semi-complete pattern; (b) in discussion section the authors also commonly employ semi-complete pattern. in addition (c) there are five types of data used by the authors to ground their arguments they are, facts, statistics, example, expert opinion, and a note on visual. it can be conclude that the research article author published in joall have a good argumentative text based on toulmin‟s theory. keyword: argument structure, argument pattern, research article, toulmin‟s argument theory, introduction section, discussion section, types of data in arguments. 1. introduction as a product of academic writing indonesian research article has played as a media in sharing important information, publishing the research article means that the scientist join the scientific community, later scientist use the information contained in research article as a factual source to construct a new research in order to gain a new knowledge, from the new knowledge scientist evaluate or revise the current knowledge. these communicative events between scientists are very important for the scientific community in order to enhance their credibility (safnil, 2000). today these communicative events forcing indonesian researchers from different disciplines to write their research article in english as an international languages which is used by majority people in the world, it seems that by publishing research article in english, indonesian scientist can communicate to other scientist and scientific community around the world, these international communicative events accelerated by the technology advances such as electronic journal that can be accessed online (mirahayuni, 2002). 1.1 argumentation in research article mailto:resakti2010@gmail.com journal of applied linguistics and literature, vol 2, no 2, 2017 48 studies on research article focused in discussion section reveal the researchers not only present information or knowledge but also express their opinions or points of view, therefore the main focus of discussion section is to answer the research question made in the introduction section (bavdekar, 2015), researchers give a brief explanation by interpreting and analyzing the data found in the research finding, relating to the research questions or research hypothesis (branson, 2004), on the other hand, discussion section claimed as an important sections of research articles to show that the research finding fill the gap of current knowledge (safnil 2013) by relating the research finding to the current knowledge, discussion section also indicate the researchers knowledge in order to persuade the reader, if the research questions raised in background sections remain unanswered, along with suggestions for the kinds of research that would help to answer them. another study focused on research article found that the discussion section as an argument and research finding as an evidence to prove the author‟s knowledge claim (parkinson, 2011), for that reason in discussion section researchers construct an argument to influences the readers to accept the new knowledge claimed based on the data of research finding. construct a clear arguments are the basic ability to convince the reader to accept new knowledge (stab and gurevych, 2016), therefore in discussion section of research article, structured argument is needed for readers to get information from the article because of the arguments that have enough explanation and description about context discussed will become a determining point whether the readers agree with the findings of research or not, next for researchers through a structured argument would greatly help to present their interpretation of the research results. 1.2 argument in scientific writing from the current knowledge, the component of an argument consist at least claim, support and warrant (rotenberg, 1988), as well as in logic and philosophy theory define several components of an argument for example claim and premise (toulmin,1958; walton et al, 2008), several studies investigate argument in academic discourse such as the relation between each component of argument (kirschner, 2015), the relation between one argument to another argument (cohen, 1987; henkemans, 2000; stab and gurevych, 2016). consider that argument discourse in academic writing are similar to formal logic and contribute the same base of claim and evidence (toulmin, 2003), the argument model which are widely used for academic discourse to provide a structure of written argument is toulmin argument pattern. the arguments include a claim, data that support the claim, warrants that provide a link between the data and the claim, backings that strengthen the warrants and rebuttals that indicate the circumstances under which the claim would not be true. toulmin also considered qualifiers as showing the degree of reliance that can be placed on conclusions arising from arguments. toulmin‟s theory (1958) is still acceptable and valid to be used in analyzing the argumentative text. it can be seen by the commonly used of this theory by the researchers in analyzing written and spoken argument despite this theory is not the newest theory. further, toulmin‟s theory (1958) can be used to provide a pattern for arguments. resakti alamsyah bermani, safnil, arono, an analysis… 49 a study by rusfandi (2015) on indonesian argumentative essay reveals that the absence of refutation section which in this part aims to provide counter-argument, this happens when they write an argumentative essay in english. the possible reason is that the students seem not aware of the important from this refutation section and the lack of confidence in using english, this problem influence on students argumentative essay in constructing credible and persuasive essays. another study also shows that the students most at level 2 of argumentation, they are able to make claim and present support and warrant for their argument, but only a few of the students provide rebuttal section in their argument, the statements which contradict the data or warrant. this study reveals the similarities between indonesian and australian students argumentation pattern present toulmin argument pattern (widodo et.al, 2016). 1.3 rationale for this study and research questions an effective research article actually persuasive or argumentative writing and follows the rules of formal rhetoric in order to convince the reader to accept new knowledge contained in the research article as a form of scientific writing. given the importance of the argument in research article, the results from initial analysis and to writer knowledge, there is no one conduct a research focus on the argumentation of research article from postgraduate students of bengkulu university, and this show a need to conduct a study that discusses the arguments quality contained in the research article. this study aimed to analyze the written argument in research article of postgraduate students of english and education university bengkulu, and analyze the argument components to determine the quality of written arguments in a postgraduate students research article, by using toulmin argument pattern (tap). therefore, the researcher sets out the research question as follow: a) what is the common argument pattern found in introduction section journal applied linguistics and literature 2016? b) what is the common argument pattern found in discussion section journal applied linguistics and literature 2016? c) what kind of data was used to ground the argument in introduction section and discussion section of journal applied linguistics and literature 2016 2. research method this study was used a qualitative approach, which qualitative study aims to understand the phenomenon of what is experienced by the subject of the study such behavior, perception, motivation, action, etc. in holistic view of a phenomenon (moleong, 2006, darlington and dorothy, 2002), a qualitative research using non-structured approach which in the preparation process such as object of research, study design, sample more flexible, in other word qualitative research was aimed at gaining a deep understanding of a specific organization or event. this research was qualitative descriptive which focus on the event without giving treatment to the event (gall, 2007), moreover gay (2009) add that descriptive research involves collecting data in order to test a hypothesis or to answer research question. in journal of applied linguistics and literature, vol 2, no 2, 2017 50 this study, qualitative descriptive method used to analyze and describe arguments structure in research article of joall (journal of applied linguistics and literature) the main data sources in qualitative research are text and additional data taken from documents and others (meleong, 2006), in this case, a variety of additional data from written sources such as books and magazines, thesis, dissertation, journals and other scientific works are used. primary data in this study was the whole paragraphs contained in research article of journal of applied linguistic and literature (henceforth joall). table 1 the distribution of research articles in the corpus of this study no joall vol date number of research articles 1 1 st june 2016 10 2 2 nd dec 2016 10 joall was a collection of research article from postgraduate students of english and education program department of teacher training and education faculty of university bengkulu. the population of this study was joall volume 1 published on 1 st june and 2 nd december 2016. observation and record were used as data collection techniques (in this case read), each paragraph in the research article were read and then recorded then the data was taken from the observation into research instrument. observation was useful for generating indepth descriptions of organizations or events, unit analysis technique was used in this study, in which the unit analysis was the argumentation paragraphs consist in the joall vol 1 and vol 2, from the result of unit analysis, a general conclusion raised about the pattern of argument, the type of data to ground the argument in unit paragraphs contained in the research article of joall. further, from the analysis the argument patterns was identified, and also the type of data to ground the arguments. the formula based on sudjiono (2012) was used to calculate the percentage of argument pattern in the introduction and discussion section. this formula also used to calculate the types of data used to ground the argument. the formula as follow : ( ) note : p : the percentage of argument pattern and the percentage of types of data used to ground the argument in research article. f : frequency of argument pattern and the frequency of types of data used to ground the argument research article. n : total number (accumulation) of unit argument in the introduction and discussion section. 100% : the rule of formula. resakti alamsyah bermani, safnil, arono, an analysis… 51 inferential method also used in study, which in this method uses researcher knowledge and interpretation (krippendorff, 2004). the instrument of this research was researcher, below are the steps used to collect and analyze the data: this study used inferential method in which in the process and the result of analysis relied on the subjective judgment. the classifications of argument components were the core analysis in this study because argument pattern and types of data used by the author in the argument were drawn from the result of arguments components. by consider the important of validity from the analysis result, therefore, in this study two raters employed to help ensure the validity of the results analysis such as argument pattern and types of data. this means that the results were double checked by the raters. the two raters was an indonesian who was a postgraduate student. the inter-rater reliability was calculated and interpreted into percent agreement in order to correlate the score from two raters. the score called correlated when the score from rater i and rater ii are in the same category interval. further, if the score were not correlated short discussion done to get the same perception about the results of analysis. the category interval used in this study based on mchugh (2012). the categories illustrated in the following table. table 2 interpretation of cohen‟s kappa value of kappa level of agreement % 0-20 none 0-4 21-39 minimal 4-15 40-59 weak 15-35 60-79 moderate 35-63 80-90 strong 64-81 above 90 almost perfect 82-100 3. results 3.1 common argument pattern in discussion section for the first purpose of this research, the data were taken based on argument components contained in the argumentation paragraph of research article then classified the patterns formed from the component based on the completeness of the components the patterns namely, incomplete, semi complete, almost complete and complete pattern. table 3 argument pattern in introduction section of research article pattern description frequency % complete arguments in paragraphs contain six components of toulmin argument model. for 0 0% journal of applied linguistics and literature, vol 2, no 2, 2017 52 example argument contain : claim, ground, warrant, backing, rebuttal, and qualifier almost complete arguments in paragraphs contain four or five components of toulmin argument model. for example argument contain : claim, ground, warrant, backing, rebuttal/qualifier 25 22,3% semi complete arguments in paragraphs contain three components of toulmin argument model. for example argument contain : claim, ground, warrant 63 56.2% incomplete arguments in paragraphs contain only two components of toulmin argument model. for example argument contain : claim and ground 24 21,4% total 112 100% from the table above it can be seen that the most common argument pattern found is semi-complete argument pattern found in 63 (56,2%) unit of argument. the argument pattern determined based on the completeness of argument components. this pattern consists of three components of toulmin argument model they were claim, ground, and warrant. the example of this pattern can be seen below. example1 claim : mastering speaking in junior high school level still becomes the common problem found in indonesia ground : this skill cannot be easily acquired by the learners as it is a productive skill that consists of producing systematic verbal utterances to convey meaning (nunan, 2003). in the implementation, this activity is different from other skills, reading for example, where process is only focusing on the transforming the written words into sound and readable words while speaking is an interactive process of conducting meaning that involves producing, receiving, and processing information (brown, 2001; nunan, 2003). warrant : hence, the conditions of speaking to be done include of sharing idea and internalizing process of information, (a12-p10-p1) based on toulmin argument model the argument above could be drawn schematically as below. figure 1 schematic semi-complete argument pattern in introduction ground claim warrant resakti alamsyah bermani, safnil, arono, an analysis… 53 the unit argument was taken from research article number 12, page 10, and paragraph number 1, from the figure above the author starts the argument with a claim that mastering speaking in junior high school level still becomes the common problem found in indonesia. the authors try to support the claim by giving expert opinion indicated by the use of citation. further, the author produces more statement hence, the conditions of speaking to be done include of sharing idea and internalizing process as a bridge between claim and ground. the second common argument pattern called almost-complete pattern which consists of four to five toulmin argument component. this pattern is found in 25 unit arguments. the example of this pattern can be seen below. example 2 claim : teaching speaking highly requires teachers to be more creative and innovative. the ability to ensure students and make the situation in which students might feel confident and comfortable in speaking is necessarily needed for every teacher. ground : unfortunately, very few teachers are concerned with the importance of speaking skill. warrant : as a result, students lose their opportunities to explore their potential and have less chance to practice their english skill. moreover, lawtie (2004) states that if students do not learn how to speak or do not get any opportunity to speak in the classroom, they may soon get de-motivated and lose interest in learning. on the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner‟s motivation and making english language classroom a fun and dynamic place. one of ways to overcome this issue is by using literature. backing : literature might be enjoyable instrument for english teacher in teaching language skill including speaking. to help students improve their speaking skill through literature, colie and slater (1987) in their book literature in the language classroom recommended some technique that can be applied by teachers in teaching to improve language skill. one of which the writer highly interested in is chessboard technique. (a12-p3-p3) from the example 2 above it can be seen that the authors employ four toulmin argument components. the schematically almost-complete pattern can be seen in the figure below. ground claim warrant backing journal of applied linguistics and literature, vol 2, no 2, 2017 54 figure 2 schematic almost-complete argument pattern in introduction the argument above starts with a claim about teaching speaking requirements, the author provides ground with a real condition that very few teacher are concerned with the importance of speaking skill. here, the author present warrant, it can be seen that the claim and ground was causally connected the author also provide solution in his warrant …one of ways to overcome this issue is by using literature. the author realizes that this warrant was not enough without backing in order to support the warrant. thus, the author presents evidence to support warrant. the third common argument pattern commonly found in this study is an incomplete pattern which consists of two arguments components, this pattern found in 24 arguments or 21,4 %. the example from the incomplete pattern can be seen below. example 3 ground : based on preliminary research claim : students face some problems in mastering the questions.first, they get difficulty in making distinction of the kind of questions such as yes/no question or information question. (a1-p3-p9) the schematically incomplete pattern can be seen in the figure below. figure 3 schematic incomplete argument pattern in introduction from the example and figure above it can be seen that the authors employ two argument components from toulmin argument model. the author produces arguments with a claim on student‟s problem based on the result of preliminary research the argument starts with a claim directly followed by ground. 3.2 common argument pattern in discussion section to answer the second research question, the argument analyzed based on the completeness of the arguments components. the patterns formed from the component based on the completeness of the components the patterns similar to the argument pattern analysis in introduction section namely, incomplete, semi complete, almost complete and complete pattern table 4 argument pattern in discussion of research article pattern description frequency % complete arguments in paragraphs contain six components of toulmin argument model. 0 0% ground claim resakti alamsyah bermani, safnil, arono, an analysis… 55 for example argument contain : claim, ground, warrant, backing, rebuttal, and qualifier almost complete arguments in paragraphs contain four or five components of toulmin argument model. for example argument contain : claim, ground, warrant, backing, rebuttal/qualifier 31 25,2% semi complete arguments in paragraphs contain three components of toulmin argument model. for example argument contain : claim, ground, warrant 56 45,5% incomplete arguments in paragraphs contain only two components of toulmin argument model. for example argument contain : claim and ground 36 29,2% total 123 100% from the table above it can be seen that the most common argument pattern found is semi-complete argument pattern found in 56 (45,5%) unit of argument. the components which construct the argument were similar to the semi-complete argument in the introduction section. the component contained in the argument were from the first triad (claim, ground, and warrant), the example from this pattern can be seen in example 4. example 4 ground : from the result of the research, the responses to personal problems employed by male and female students of the english study program, as shown in table 1. warrant : table 1 shows that responses to personal problems occurred in two groups, they are; male and male sex, where as female group 16 responses to personal problems occurred, and 13 responses to personal problems occurred in male group claim : so, the highest use of responding to personal problems occurred in female group and the lowest occurrence in male group. (a17-p67p1) from the example above it can be seen that the authors employ three toulmin argument component. based on the toulmin argument model the argument above could be drawn schematically as below. ground claim warrant journal of applied linguistics and literature, vol 2, no 2, 2017 56 figure 4 schematic semi-complete argument pattern in discussion section the argument above taken article 17. the arguments start with a ground based on the author's research result and directly followed by a claim about the highest use of responding to personal problems was occurred in female group and the lowest occurrence in the male group. after that, the author writes more sentences for his argument to show the connection between ground and claim by giving a description about the table 1. the second common argument pattern found in the data called incomplete pattern. this pattern found in 36 arguments or 29,2 %, the example from the incomplete pattern can be seen in the following example. example 5 ground : based on the try out result, among 50 reading test items, there were 40 valid items to be accepted as the research instrument. the reliability result was 0.89, claim : and it showed that the instrument had very high reliability. (a19p88p1) the unit argument produce by the author consist of two toulmin argument components they were claim and ground, the argument schematic can be seen below. figure 5 schematic incomplete argument pattern in discussion from the schematic above the authors concluded that his instrument had very high reliability, this claim already supported by the tryout result in which among 50 reading test items, there were 40 valid items to be accepted as the research instrument. the third common argument pattern found in the discussion section called almostcomplete pattern which consists of four to five toulmin argument component, this pattern found in 31 arguments from overall arguments found. the example of this pattern can be seen in the following example. example 6 rebuttal : although the using of cue cards to improve students‟ descriptive speaking competence in grade viii 2 of smpn 3 bengkulu city could not achieve the level of satisfaction as expected, claim : it did not mean that this media fail. ground claim resakti alamsyah bermani, safnil, arono, an analysis… 57 ground : the result showed that 56% of students were improved in descriptive speaking competence. warrant : this media can give the even opportunity to practice and develop students‟ descriptive speaking competence (brown, 2004). the motivation of speaking was also increased because students know exactly what to say. besides, the implementation of cue cards in speaking class proved that students became active and interested in speaking english as stated by hamalik (1998).. backing : those finding was caused by several reasons. firstly was students‟ focus on cue cards description was the big challenge. the grammatical competence of students was found as the second challenge in improving students‟ speaking competence. the last was students‟ vocabulary mastery limited students in describing pictures. (a2-p16,17-p16) . this example taken from discussion section of article 2 page 16 and 17 paragraph 16. the pattern is similar to the almost complete pattern in introduction section, the difference is the use of toulmin argument component but the total component used were similar it can be four component or five component, schematically this argument pattern can be seen below. figure 6 schematic almost-complete argument pattern in discussion in the argument above the author present counter argument for his argument it can be seen by the use although as indicator word. after that the author mentions his claim that the use of cue cards to improve students‟ descriptive speaking competence was not fail. the authors support his argument by provide the result which showed that 56% of students were improved in descriptive speaking competence. further, the author provide warrant by mentioned the other advantages from the use of cue card, and then the author provide support for his warrant based on his finding on the advantages of using cue card. 3.3 types of data used to ground the arguments ground . claim warrant backing rebuttal journal of applied linguistics and literature, vol 2, no 2, 2017 58 to answer the third research question of this research, the data to ground the argument classified into five types there were, (1) facts, (2) statistics, (3) example, (4) expert opinion, and (5) a note on visual, table 4 types of data used to ground the argument types of data the frequency of unit argument percentage facts 116 49,3% statistic 26 11% example 22 9,3% expert opinion 54 22,9% a note on visual 17 7,2% total argument 235 as can be seen in the table above the use of fact to ground the argument was more frequent. it also can be noticed that the data in form of fact was used more dominantly in the introduction section and discussion section of joall 2016. although in its use the claim could have more than one ground, in this study most dominant ground were determined to represent the data in the argument. the first types of data used by the author were facts refer to all information come from observation, findings or personal experience, through these characteristic researchers found most of the arguments employed this type of data as grounds. in example 13 the author uses a form of fact derived from preliminary research. example 7 based on preliminary research (ground), the students face some problems in mastering the questions. first, they get difficulty in making distinction of the kind of questions such as yes/no question or information question. (a1-p3-p9) another type of data to ground the argument was statistics. the authors use statistics because statistics use logic and facts. statistics was also used in various argument patterns, one of them as in the followed example. example 8 based on the table 3 and explanation above that students‟ ability in constructing information question could be seen from the five indicators. first, in determining the question word, 87% students answered the question word correctly (ground). it means the students have excellent ability in determining the question word. (a1-p7-p10) resakti alamsyah bermani, safnil, arono, an analysis… 59 from the example 14, the author employs a percentage of student answer question word correctly and directly followed by the claim that the students have excellent ability in determining question word. the next type of data used by the research article author was example in this case example used in 26 arguments or 8,6 % from all arguments, the example as follow, example 9 have you ever heard someone use a fancy word, but you could tell that they didn't know how to use it? this can be quite humiliating (ground). one thing that i must emphasize to you is that using a fancy word improperly is just as bad as having poor grammar. when you do this, it becomes apparent that you are trying to sound intelligent and well informed, and people will be able to see through you like glass. (a5-p40-p11) the example above shows that the author tries to convince the reader by giving a reallife example of someone use a fancy word but they do not understand how to use it, from the example above it‟s clear that this type of data can be used as a ground of argument, because this type of data give a clear description on the writer assumption, besides it also provides specific and details in support of a claim. in this study there was found the use of expert opinion as ground in arguments, the expert opinion refers to the use of someone knowing it can be in form of citation or quotation, one of the examples as follows. example 10 the picture is effective to use because it can attract the students and give them motivation in writing, and through picture the students can get enough stimuli (wright, 1989:2) (ground). when the students‟ attention was attracted and they could feel that the atmosphere of the teaching and learning process were „lived‟ and interesting, they would participate in the teaching and learning process enthusiastically. according to oller (1979:105), “no one seems to doubt that attitudinal factors are related to human performances. so, using pictures to attract the students‟ attention will be effective to stimulate their activities in writing narrative text. (a11-p7-p3,4 ) the last type of data used by the authors to ground the argument was a note on visual, which integrated into the paper as charts, figures, tables, or illustration. example 11 table 1 gives insight of the lexical density measured over the 12 reading texts contained in the k13 english textbook of class x (ground). from the table above, it can be seen that the lexical density index is considerably high, with the average lexical density for all reading texts in k13 english textbook is 51.55%. text titled journal of applied linguistics and literature, vol 2, no 2, 2017 60 bj habibie has the highest lexical density with percentage of 62.32%. and the lowest one is title diary with percentage of 43.98%. the text titled issumboshi has the highest total number of words is 670 with the lexical density come number second with 57.91%. (a14-p33-p1,2) the example taken from discussion section of article 14 page 33 paragrap 1 and 2, from above the authors employ a note on visual as a ground for his arguments, the data in form of table, contained with lexical density measure as ground directly followed by claim and then warrant. discussion as presented in the results of this study. semi-complete argument pattern is the most common argument pattern. this pattern consists of claim, ground, and warrant (toulmin 1984). this in line with huda (2016) who found that in introduction section the authors provide claim, data, and a warrant. further alfiyatun (2015) point out that the argument quality in a semi-complete pattern can be classified into the medium quality of arguments. the second common argument pattern in introduction section is the almostcomplete pattern, and the third common pattern is incomplete pattern. this indicates that the authors of research article realize the importance of argument for their introduction section. as stated by safnil and dian (2014) readers relied on the argument contained in introduction section if the authors impressed the readers they will continue reads the entire article. similar to the common argument pattern in the introduction section the most dominant argument pattern found in the discussion section is also a semi-complete pattern. it implies that the authors commonly generate one side argumentation (hatch in safnil 2015:113). one-side argumentation means that the argument provides claim, ground, and warrant without considering readers possible opposing views or rebuttal. in line with rusfandi (2015) who found that the indonesian essay tends to employ a one side argumentative structure when writing in english. however, as suggested by parkinson (2011) argument in discussion section leads the reader from the proof of data to the proof of the claim via explanation. the findings of this study confirm the findings of safnil (2013) who found that one of the most dominant moves were explanation (move 5) in which the authors rhetorically convince the readers logically in order to show the contribution of research finding to the current knowledge. berland and hamer (2012) states a person has the argumentation ability through his acquisition in understanding the phenomena by expressing what he understands and then trying to convince people to accept his idea and to do this it is required sufficient knowledge and critical thinking ability. we suppose that we agree that the completion of argument component reflects the author's knowledge, but not all arguments can have a complete component. the argument will go wrong by forcing arguments to have complete components without consider the relevance from each components. as stated by toulmin (1984) one important step in assessing the strength of any argument is recognizes the relevance or irrelevance of the argument components. resakti alamsyah bermani, safnil, arono, an analysis… 61 in this study semi-complete pattern consists of three arguments components (toulmin, 1984), in which the component used in constructing the argument based on the basic component of the argument. according to rottenberg (1988) argument consists of at least claim, ground, and warrant. it seems that the research article authors focus on the argumentation for introduction and discussion section but they were less focused to present the complete argument component. it was proved by the absence of complete pattern which consists of six toulmin (1984) arguments components from the first triad to the second triad. its implies that the research article author realize that they cannot force the argument to have complete components because they do not want the argument to go wrong. the result also shows that the research article authors employ five types of data to ground their arguments in which the data in form of facts was dominantly used by the authors. in line with toulmin‟s theory (1984) that facts are a common ground for arguments. it seems that the authors realize the importance of facts for their readers especially new fact that find from their research. as stated by booth (2003) that providing a new factual knowledge is an important part to do as the author's role in order to get the readers trust, the other reason that facts are mostly employed by the authors it can be because of the needs of concrete reasons as the foundation for their research. besides that the authors also employ other kinds of data such as statistics, example, expert opinion and note on visual, it was reasonable for the authors employ five types of data, since the data are an important foundation for arguments. according to the finding from pandey et al (2014), one possible reason for the readers to change their opinion was struck by evidence (data) provided in the persuasive message, thus the authors employ five types of data for their argument. 4. conclusion and suggestion 4.1 conclusion from the finding of this study, it can be concluded that : a) the common argument pattern employed for arguments in introduction section by the research article authors published in joall is semi-complete pattern, it can be implied that the authors realize the important of argument for their introduction section in order to persuade the reader to reads the entire article. b) in discussion section the authors commonly employ semi-complete pattern. it indicates that the authors rhetorically convince the reader logically in order to show the contribution of research finding to the current knowledge. c) there are five types of data used by the authors to ground their arguments they are, facts, statistics, example, expert opinion, and a note on visual. it can be noticed that the authors aware on persuasive message contain in the argument. since the data are important foundation for the argument. 4.2 suggestion based on the findings of this research, it is suggested that : journal of applied linguistics and literature, vol 2, no 2, 2017 62 a) the absence of a complete pattern of toulmin argument components in one argument shows that there is a need to introduce toulmin argument model to the postgraduate students of english and education program of university bengkulu in order that they can produce more persuasive and strength argument for their research article. b) for other researchers who are interested in arguments especially based on toulmin argument model, it is suggested to conduct a comparative study of argument written in english between native and nonnative english writers. reference adnan, zifirdaus. 2009. some potential problems for research articles written by indonesian academics when submitted to international english language journals. the asian efl journal quarterly 11, no. 1: 107–125. alfiyatun n. 2015. “pola dan kadar ketajaman argumen paragraf argumentasi bagian pembahasan artikel jurnal terakreditasi bidang kelautan”. universitas brawijaya” unpublished thesis. 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(152), 237–284, woods, a. 1989. english tutorial notes. university of nsw widodo a, b. waldrip, d. herawati. 2016. students argumentation in science lessons: a story of two research projects. jurnal pendidikan ipa indonesia. doi: 10.15294/jpii.v5i2.5949 valencia college, types of evidence in persuasive, viewed on 16 april 2017 https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanargument.pdf university of montana, three ways to support an argument viewed on 16 april 2017 https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanargument.pdf https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanargument.pdf https://www.umt.edu/writingcenter/docs/resourcesforwriters/waystosupportanargument.pdf joall (journal of applied linguistics and literature), 8(2), 2023 355 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/26955 https://doi.org/10.33369/joall.v8i2.26955 the motivation of university students in speaking english on extracurricular activity: extrinsic or intrinsic? 1mawardin m. said ,2ferry rita ,3sriati usman 1department of language and art education, tadulako university, indonesia 1jalan soekarno-hatta km 9 palusulawesi tengah 94119 article info abstract article history: received: mar 23, 2023 revised: may 11, 2023 & jun 11, 2023 accepted: jul 23, 2023 research on the students’ motivation to speak english in extracurricular activities has been conducted, but university students in indonesia still tend to be reluctant to use english in extracurricular activities. in order to explore this problem in more depth, this paper examines the motivation of english education students in the department of language and art education at the faculty of teacher training and education, tadulako university to speak english outside the classroom. the broader aim is to express how to create an academic atmosphere in which students will be more willing to use english skills to interact with other english speakers. participants in the research were 25 english education students. the data were collected through identification (as a procedure) using questionnaire (as an instrument) and then analyzed using descriptive method. results indicate that university students join the program to be able to communicate in english and get a certificate. motivations are thus both extrinsic and intrinsic. most students appear to be self-motivated, exhibiting stronger intrinsic motivation than extrinsic one. this implies that teachers need to support the decisionmaking of university students in developing their english-speaking skills and provide more opportunities for extracurricular activities in which students can practice their english orally. keywords: motivation speaking english extracurricular activity conflict of interest: none funding information: faculty of teacher training and education, tadulako university correspondence: mawardin m. said, department of language and art education, tadulako university, indonesia mawardinmsaid@yahoo.com ©mawardin m. said, ferry rita, sriati usman this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): said, m.m., rita, f., usman, s. (2023). the motivation of university students in speaking english on extracurricular activity: extrinsic or intrinsic? joall (journal of applied linguistics and literature), 8(1), 355-378. https://doi.org/10.33369/joall.v8i2.26955 motivation must be had by someone who carries activity out to support the spirit of reaching success based on an objective designed. human https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.26955&domain=pdf https://ejournal.unib.ac.id/index.php/joall/article/view/26955 https://doi.org/10.33369/joall.v8i2.26955 mailto:mawardinmsaid@yahoo.com https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.26955 https://orcid.org/0000-0003-1543-703x https://orcid.org/0009-0007-8962-722x https://orcid.org/0000-0001-9796-2019 mawardin m. said, ferry rita, sriati usman 356 joall (journal of applied linguistics and literature), 8(2), 2023 beings must have principles to integrate their abilities. the abilities consist of affective ability covering attitude and behavior, psychomotor ability focusing on skill, and cognitive ability dealing with knowledge. those are integrated to develop motivation to identify extrinsic and intrinsic motivation deeply. university students must have motivation in learning and developing english, especially speaking english in extracurricular activities, so this title is necessarily researched to be published in scientific work. this research is popular since it is a way to freely develop englishspeaking skills and can be followed by university students at any level. it aims to identify english education students’ motivation to speak english in extracurricular activities. it was carried out at english education study program having students who are able to speak english. they join extracurricular activities to practice and develop their english-speaking skills effectively and efficiently to improve oral english. there is no research about motivation in speaking english on extracurricular, except this one, so this is a research result needed for motivating students to practice english orally. besides, extracurricular activity for speaking english has not been carried out regularly at tadulako university except in english education study program once a year. “academic environment can contribute to academic perception and learning preferences.” (mumin & salleh, 2021). the students joined the program to speak english, but their motivations have not been clear yet. real data dealing with developing english-speaking skills in extracurricular activity are needed. the result of this research is detailly to express initial scientific information about the motivation of english education students in speaking english in extracurricular activities. english speaking skills at a tertiary level should be developed through extracurricular activity to support its intracurricular one; however, at tadulako university it has not been effective yet in all study programs except english education. therefore, its academic atmosphere has not been ideal, so that the students have not been duly able to speak english yet. these problems can be solved by answering the following research questions. 1. what extracurricular activity did the university students join in speaking english most? 2. who motivates university students to speak english in extracurricular activities? 3. what motivates university students to speak english in extracurricular activities? 4. does extrinsic or intrinsic motivation influence university students to speak english in extracurricular activities more? anyone who learns english must have motivation that consists of extrinsic motivation and intrinsic motivation. “motivation is an important the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 357 aspect of successful teaching and learning.” (muslim et al., 2020). “motivation is an important factor for success in learning a foreign or second language. creating such motivation among learners through adopting certain teaching practices is likely to stimulate learners to learn.” (ahmed & al-ward, 2020). integrating culture into the language teaching programs has an effect on the motivation of the language learners and the process of teaching and learning (rohmani & andriyanti, 2022). traditionally, motivation has been perceived as dichotomous: intrinsic versus extrinsic and instrumental versus integrative (griffiths & soruç, 2021). it is the only motivation theory that claims the possibility of extrinsic motivation to change into more intrinsic types, given internalization happens (basikin, 2020). so, the extrinsic motivation must be in human beings as social creatures to have intrinsic motivation. intrinsic motivation, influenced by the extrinsic one, enables learners to have a principle to use the target language even though they produce errors. “a non-native english student often produces errors in using the target language. however, those errors should be corrected wisely by her teacher.” (muslem et al., 2021). “for efl students, making errors in using the target language is very common.” (muslem et al., 2021). “nearly all learners make errors when learning english because it is hard to separate errors. errors are deviations from the truth that affects understanding and distribution.” (alhamzi et al., 2023). “the teacher should not see them as failures but as signs of learning. if a teacher tries to prevent a learner’s errors, they never learn what they do not know.” (al-hamzi et al., 2023). thereby, intrinsic motivation is an inner impulse as a principle and intention to be realized using language expressed in evaluating communication to develop attitudes and behaviors. communication happens by encoding and decoding messages. the former is addressed to the listener(s) and/or reader(s) since the communicator/encoder speaks out like a monologue and/or writes something down like paper(s), and the latter is done by communicatee to get the message(s) from the communicator. they need each other in communication and evaluation. “language has different ways of expressing evaluation.” (shorabek et al., 2021). “evaluation, implemented verbally, is mainly studied by such sciences as linguistics, sociolinguistics, and psycholinguistics.” (shorabek et al., 2021). the evaluation influences human minds and language. human minds can be expressed through understandable language visually to readers and orally to listeners in a community like society for applied linguistic research. “we do hope that the readers of research in applied linguistics will find the papers both enjoyable and informative.” (izadi & jalilifar, 2022). in addition, linguistic pragmatics deals with studying the speaker’s attitude (especially evaluative) to what he reports (shorabek et al., 2021). the psycholinguistic strategies focus on solving a linguistic problem mawardin m. said, ferry rita, sriati usman 358 joall (journal of applied linguistics and literature), 8(2), 2023 in communication through self-expression (zhu et al., 2019). thereby, evaluation and communication can be applied to motivate students to speak a language. speaking english directly, like offline or indirectly, like online meetings can be done after having competence/knowledge and performance/skill in that language. since english in indonesia is a foreign language as a formal subject from the secondary up to tertiary levels, all learners have to learn it by skill priority. they can communicate in it if they want to express their ideas internationally. someone having performance of course has competence, but not automatically that someone having competence has performance. speaking devices consist of monologue and dialogue. the former is speaking individually whereas the latter is speaking in pair interactively. to avoid spontaneity in learning the speaking skill, learners are to make texts, monologue text called composition and dialogue text called conversation for reading comprehension. “reading comprehension is also an active process in which a reader uses prior knowledge to comprehend the text and create meaning.” (erdiana & panjaitan, 2023). thus, the monologue is supported by composition, whereas the dialogue is supported by conversation. speaking and writing are productive skills that should be had by english education students. speaking is a skill under time pressure (kahng, 2020). speaking (expressing thought, idea, and feeling orally) exists before writing (expressing thought, idea, and feeling visually). skill is a psychomotor ability to do something. thereby, speaking skill is a psychomotor ability to express thoughts, ideas, and feeling orally, whereas writing skill is a psychomotor ability of expressing thought, idea, and feeling visually. good writing skill supports speaking skill development. a writer has the priority of expressing something grammatically. in contrast, a speaker has the priority of expressing something to be understood by the listener even though ungrammatically, so speaking is easier than writing. “writing is the most difficult skill among the language skills.” (bairmani et al., 2021). advanced writing skills are an important aspect of academic performance as well as of subsequent work-related performance (queroda, 2018). to have good writing skills, one must not only learn them but also practice them regularly (abdul et al., 2022). “knowledge about writing plays an important role as a source in the writing process and product.” (rofiqoh et al., 2022). as a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when writing academic texts in english (marina et al., 2022). “correct spelling, grammar and punctuation are key factors in written communication.” (marina et al., 2022). the receptive skills (listening and the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 359 reading) decode knowledge, whereas the productive ones (speaking and writing) encode knowledge. fluency, accuracy, and appropriacy as components of speaking skill are hopefully had by the learners to reach proficiency. they are motivated to speak english fluently, accurately, and appropriately to have it proficiently. “one key aspect of human development in the indonesian context is good english proficiency.” (muslim et al., 2020). “globalization and internationalization of higher education in developing countries have become synonymous with the americanization of universities where english becomes the lingua franca of higher education institutions.” (nicolas & annous, 2021). the nature of english as the world lingua franca and the nature of indonesian multicultural students call for the application of intercultural language learning approach in english education in indonesia (morganna et al., 2020). the students hopefully become global learners who have english proficiency. english is needed in any field but people still have different assumptions. students should be able to choose appropriate strategies to bring their performance close to the goal or to self-evaluate their writing tasks (suwanarak, 2018). the students express something in meaningful english sentences, and their lecturer has to be an educator, facilitator, instructor, assessor, and motivator to develop their english-speaking skills. educational people have to be aware of the significance of english as a global language. english speaking skills can also be developed by expressing things in our surroundings to increase our english vocabulary, which is then made into sentences realized in speaking as a priority skill. “in learning a second or foreign language, mastering is essential to support the development of reading, listening, speaking, and writing.” (damanik, 2022). within the limited speaking practice, the participating teachers prefer to emphasize language structure in their teaching (setyarini et al., 2020).“writing is a complex mental process that requires a specific level of linguistic knowledge, written norms, vocabulary and grammar.” (alzahrani, 2022). it is important first to understand how meanings of words are typically learned (pham et al., 2020). the meaning of ‘thing’ is very general and close to the meaning of ‘something’ (auwera & krasnoukhova, 2021). we construct sentences by using vocabulary to communicate. vocabulary is a collection/list of words that have meanings. language use is characterized by messages orally and/or visually. the messages expressed are based on principles of use and usage. use concerns with performance, whereas usage deals with competence. we use language to transfer messages to audience in society. “languages mirror the social history of their speakers.” (aikhenvald & maitzb, 2021). society and language cannot be separated, both have a relationship where society can be formed by the language they use (agustine et al., 2021). since the speakers or the learners mawardin m. said, ferry rita, sriati usman 360 joall (journal of applied linguistics and literature), 8(2), 2023 are anxious, they cannot express ideas and thoughts fluently (said & weda, 2018). certainly, formal speaking or oral presentation skills are abilities that are required in most job interviews and frequently demanded of at the workplace (seau et al., 2018). the messages have to be expressed communicatively. communicative competence and performance are to use vocabulary in communicating anything. language competence and performance can be integrated into science applied in real life (said et al., 2021). we should have competence-based performance (said et al., 2021). “the language performance covers two productive skills, speaking and writing and two receptive skills, listening and reading.” (said et al., 2021). “our actions arise from our beliefs about life: what we need and how best to achieve it.” (renandya et al., 2023). “reading is an activity of acquiring knowledge and information by involving a cognitive process in understanding texts from printed or nonprinted media.” (erdiana & panjaitan, 2023). “the readers’ cognitive processes are involved while reading because they attempt to understand and learn from what they read.” (erdiana & panjaitan, 2023). “thus, the students in english study program need to master language skills including listening, speaking, reading, and writing skills.” (sabaruddin et al., 2023). performance and competence are integrated. this work signifies to support decision-making in developing englishspeaking skills. “language teachers make decisions all the time they need to choose, for instance, what textbook to use, which role to adopt, or how to treat their learners.” (strugielska et al., 2021). “learning can be carried out effectively and efficiently if the teacher as a learning designer can select, determine, and use various media, appropriate learning resources.” (lisnawati, 2021). “thus, learning english by watching movies or tv shows spoken in english may improve learners’ proficiency.” (damanik, 2022).the skill is hopefully developed through various atmospheres. the learning and teaching are integrated. “in language learning, adult learners are known to have specific characteristics.” (damanik, 2022). “language learning is a process for restructuring identity among learners.” (rashidi & esmaeeli, 2023). “various learning resources can now be used by teachers and students, such as textbooks, e-books, journals, newspapers, websites, youtube, and magazines.” (erdiana & panjaitan, 2023). “english teachers, material developers, and syllabus designers can gain insight from the result of the study to enable students to do self-reflection and selfevaluation.” (yulianawati et al., 2022). learning assessment is done by listening, observing, and talking to students when completing assignments (jafar et al., 2023). students can learn from assessments and develop their knowledge and skills through self-evaluation (jafar et al., 2023). teachers adapt their teaching practices according to student performance (jafar et al., the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 361 2023). the students have the motivation to speak english in extracurricular activities. studentship activities cover intracurricular activities and extracurricular one. the former is associated with the formal curriculum as government rule, whereas the latter deals with the intern program to fulfill needs. dominantly the intracurricular activity leads the students to be competent, whereas the extracurricular one leads to performance. those are results of learning activities through lesson plans that can be applied in lifelong learning. “the lesson plan should cover learning activities not only inside but also outside the classroom.” (muamar, 2022). “life-long learning is usually associated with learning new knowledge and skills throughout one’s life. learning new things, however, is not the only thing that enables us to grow.” (renandya et al., 2023). learning a language is often associated with learning the grammar of the language (renandya et al., 2023). the underlying belief of this association is that one has to master the language’s grammar in order to speak it (renandya et al., 2023). thereby, competence and performance correlate in speaking english in extracurricular activity. students have to interact in intracurricular and extracurricular activities. they are motivated to be a part of the solution, not a part of the problem. they join english extracurricular activities to develop english skills. “there is no doubt that anything experienced in social life directly affects learners' educational experiences.” (taskiran et al., 2018). in extracurricular activities, teachers can communicate with students by email or in other ways to answer students’ learning questions (wang & zeng, 2018). discussion in its various types, group discussion, small group work, big class discussion, classroom presentation, and even debate needs to be well prepared by the teacher and lecturer in the umbrella of student-centered approach (weda et al., 2021). this principle is necessarily realized. realization of intention in learning and teaching should be based on appropriate instructional model to produce materials. the models are designed to support the effectiveness of learning and teaching a target language for effective communication. communication consists of a source or sender, message, channel, receiver, and feedback (chanwanakul, 2021). communication in the language class and especially in a foreign language class plays a key role in ensuring a sense of achievement of learning objectives and fulfillment for teachers and learners (aromaih, 2021). “it is widely accepted that communication is the main aim of language teaching and learning.” (gholami et al., 2021). “students also need to be trained to give and receive feedback.” (boonma & swatevacharkul, 2020). feedback, particularly corrective feedback, is one of the ways to improve a student’s ability to use a target language (muslem et al., 2021). in general, most students like to receive oral corrective feedback from their lecturer (muslem et al., 2021). the purpose mawardin m. said, ferry rita, sriati usman 362 joall (journal of applied linguistics and literature), 8(2), 2023 of communicative methods is seen in developing the students' communication skills (hrydzhuk et al., 2021). thereby, learning and acquisition happens in communication. communication happens by combining attitude and behavior. attitude is a principle as one of the affective aspects which can be analyzed to assess someone’s thoughts and feelings (said et al., 2021). “behaviour is an action as one of affective aspects which can be seen to indicate someone good or bad. it affects life experience.” (said et al., 2021). the affective fluctuation is also hard to control since it integrates the individual’s personality and emotional management with the surroundings (ma et al., 2022). “selfconfidence and emotions are also affected by contextual factors.” (ma et al., 2022). human beings must integrate their attitudes and behaviors to be consistent human resources (said et al., 2021). communication can be done by students and lecturers to realize their english-speaking skills but maybe in various motivations, attitudes, and behaviors. students’ motivation in speaking english during extracurricular activities can be influenced by their parents, family, lecturer, expert, government, friends, place/situation, and condition. people are interested in and affected by events around them (kaku-macdonald et al., 2020). human resources and natural ones influence the students’ motivation to develop their skills like english speaking skill in extracurricular activities. the students can practice their english in extracurricular activity freely to support their competence from intracurricular activities. in teaching english as a foreign language social networking sites enhance active participation of learners for real purposes (taskiran et al., 2018). this helps them gain motivation and reallife experience through gaining different roles, such as authors and readers (taskiran et al., 2018). the students can get motivation to speak english and play roles to have different experiences as if they participate in real english activities. lecturers/teachers may use multimedia to facilitate students in learning english materials. “the use of multimedia is intended to facilitate the presentation of learning materials by teachers and understanding of the material by students.” (lisnawati, 2021). “teachers can also encourage students to discuss their prediction of what will happen in the next chapter of the story before starting a new chapter.” (tsuda et al., 2023). “the process of learning by using multimedia enables the various senses (audio, visual, etc.) of learners so that the learning is done effectively and efficiently.” (lisnawati, 2021). thereby, they do teach and learn english globally through real-life development. students can cooperate with their lecturer/teacher in getting english materials by using smartphones and having facilities like email and whatsapp. “cooperative learning is more effective than traditional teaching the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 363 in learning english and developing academic achievement.” (al-mubireek, 2021). “cooperative learning activities give students the opportunity to work in pairs or small groups.” (nur et al., 2023). the students and lecturer have to interact reciprocally. university students should have the motivation to speak english. through lots of practice, the skill becomes automatic (salehuddin, 2018). motivation is one of the driving factors of individual behavior in reading activities (yah, 2018). the students want to practice their english speaking skills in extracurricular activities. the extracurricular activity for speaking english must be designed to support the academic atmosphere to reduce students’ anxiety. “the language practitioners and lecturers at the university should reduce students’ anxiety”. (said & weda, 2018). students’ anxiety can be reduced in all levels of language learning by implementing a good atmosphere and relaxed situation to attract students’ involvement in the language learning process (said & weda, 2018). anxiety is naturally experienced by students learning english. the students may communicate alone and interact with their lecturer. “the tradition of learning a foreign language through communication alone has a long history.” (mohammed & mohammed, 2021). various teaching methods can improve the students’ interest in english learning, their enthusiasm to participate in classroom learning, and the autonomy of learning after class (wang & zeng, 2018). when the students are aware of the progress as a result of their effort, they become more appreciative of their learning success over the grade received (boonma & swatevacharkul, 2020). in english class, willingness to communicate is essential (said et al., 2021). therefore, teachers are required to be able to motivate english learners (said et al., 2021). this research result expresses the motivation of the english education students in speaking english in extracurricular activity: extrinsic or intrinsic? method research design this research has accurate data obtained to answer the research questions. it was carried out over six months. descriptive qualitative data were collected to find out the main points to be a standard for decision making in a program design supported by principles from the references. thus, the descriptive method was applied to describe important things expressed qualitatively for duly solving the main problem stated. this descriptive qualitative research was conducted at tadulako university in palu, central sulawesi, indonesia. its subjects/respondents are 25 english education study program students as in the following table 1. they were from odd semesters: iii, v, vii, ix, and xi (five for each mawardin m. said, ferry rita, sriati usman 364 joall (journal of applied linguistics and literature), 8(2), 2023 representatively). each has a different initial appeared to keep privacy. they were various students chosen from the different semesters but the same amount. they filled out a questionnaire having three questions. their answers resulted accurate data analyzed carefully. instrument and procedure questionnaire the instrument of this research is questionnaire (as in the appendix). it has been used to have the respondents and data. they have filled it out individually. the data were obtained effectively and efficiently. identification the data were identified to solve the problem by answering the research questions. those were collected through identification. it was done to pay attention to the subjects and real data. the actual data have been obtained through the questionnaire filled out individually by the respondents. data analysis technique this scientific research has data obtained and analyzed descriptively. its description is expressed qualitatively. it is to develop the english-speaking skill of english education students. the descriptive qualitative procedure was carried out by using descriptive qualitative analysis technique to have real data expressed through table and figures accurately and explained in paragraphs in detail. findings we can identify university students’ motivation by paying attention to data. the following table contains extracurricular activity joined with and motivator and something which motivates for identifying extrinsic or intrinsic motivation. those may be analyzed separately or integratively. the data analysis is used to answer the research questions. table 1. extracurricular activity joined and motivator and something which motivates for identifying extrinsic motivation or intrinsic motivation the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 365 no. initial extracurricular activity joined for speaking english motivator in speaking english something which motivates in speaking english extrinsic motivation or intrinsic motivation in speaking english e n g l i s h c a m p e n g l i s h d e b a t e e n g l i s h d a y e n g i s h c l u b e n g l i s h c o u r s e t o u r i s t f e s t i v a l s e l f m o t i v a t i o n t e a c h e r / l e c t u r e r / s t a f f p a r e n t s / f a m i l y s e n i o r / f r i e n d oral english communication freely and awarely to be better than before institutioal rule for developing english skill extrinsic motivation intrinsic motiva -tion 1 rs √ √ √ √ √ √ 2 md √ √ √ √ √ √ √ √ 3 rs √ √ √ √ √ √ √ 4 msl √ √ √ √ √ √ 5 ras √ √ √ √ 6 mhlp √ √ √ √ 7 y √ √ √ √ 8 mtp √ √ √ √ 9 w √ √ √ √ 10 sfa √ √ √ √ 11 ins √ √ √ √ √ √ √ √ √ √ √ 12 a √ √ √ √ 13 nm √ √ √ √ √ √ √ 14 rl √ √ √ √ √ √ √ √ √ √ √ 15 an √ √ √ √ √ √ √ 16 o √ √ √ √ 17 jk √ √ √ √ √ √ 18 apm √ √ √ √ √ √ √ 19 as √ √ √ √ √ 20 s √ √ √ √ √ 21 tw √ √ √ √ 22 mf √ √ √ √ 23 ah √ √ √ √ √ 24 wy √ √ √ √ √ 25 rua √ √ √ √ √ mawardin m. said, ferry rita, sriati usman 366 joall (journal of applied linguistics and literature), 8(2), 2023 no. initial extracurricular activity joined for speaking english motivator in speaking english something which motivates in speaking english extrinsic motivation or intrinsic motivation in speaking english e n g l i s h c a m p e n g l i s h d e b a t e e n g l i s h d a y e n g i s h c l u b e n g l i s h c o u r s e t o u r i s t f e s t i v a l s e l f m o t i v a t i o n t e a c h e r / l e c t u r e r / s t a f f p a r e n t s / f a m i l y s e n i o r / f r i e n d oral english communication freely and awarely to be better than before institutioal rule for developing english skill extrinsic motivation intrinsic motiva -tion total 23 3 7 3 1 1 20 7 3 8 25 2 13 25 table 1 contains extracurricular activity joined and motivator and something which motivates for identifying extrinsic motivation or intrinsic motivation. motivation is to increase the spirits to do something. its opposite is demotivation. “demotivation is the negative counterpart of motivation. learners who experience demotivation are characterized by reducing or losing interest in learning.” (iftanti et al., 2023). “lecturers play a significant role in determining students’ motivation and involvement during learning. in other words, if lecturers fail to play their role during online learning, students will experience demotivation.” (iftanti et al., 2023). data in table 1 are identified by analyzing the questionnaire that has three questions: question 1, question 2, and question 3. their results can also be looked at in figure 1 for question 1, figure 2 for question 2, and figures 3 and 4 for question 3. the data have been analyzed by having the following four figures (1, 2, 3, and 4). 23 3 7 3 11 extracurricular activity joined for speaking english english camp english debate english day english club english course tourist festival the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 367 figure 1. extracurricular activity joined for speaking english figure 1 contains extracurricular activities joined for speaking english. the english education students developed their english skills by joining the extracurricular activity. that activity consists of five activities: english camp, english debate, english day, english club, and english courses. “using english as the medium of interaction is assumed to create an english environment that leads to familiarity with using english.” (nur et al., 2023). the circumstance could encourage student-teacher interaction in english outside the classroom (nur et al., 2023). “in normal social interactions, society communicates ideas and thoughts using a nonverbal language known as paralanguage.” (fougty et al., 2023). various extracurricular activities should be carried out to create an environment for english learning (wang & zeng, 2018). figure 1 indicates that the university students dominantly joined english camp (23 of the 25 students). they then, respectively, english day, english debate and english club, english course, and tourist festival. those supported their psychomotor ability, especially english-speaking skills. figure2. motivator in speaking english figure 2 indicates that the students had a motivator in speaking english. they answered question 2 in the questionnaire. its results are dominated by self-motivation (20 of 25 students). others are respectively senior/friend, teacher/lecturer/staff, and parents/family. their motivator in this matter consists of themselves/self-motivation, senior/friend, teacher/lecturer/staff, and parents/family. “teachers believed that technological tools such as the internet, mobile phones, youtube videos, and laptops enable them to explore their creativity by transforming their concepts into reality.” (hidayat et al., 2023). “teachers gained knowledge in various ways, including formal education, professional development, personal experience as learners, and teaching experience.” (hidayat et al., 2023). 20 7 3 8 motivator in speaking english self motivation teacher/lecturer/staff parents/family senior/friend mawardin m. said, ferry rita, sriati usman 368 joall (journal of applied linguistics and literature), 8(2), 2023 english education students have the spirit to develop their english-speaking skills since they have been motivated by themselves or others. figure 3. something which motivates to speak english figure 3 indicates that the students had something motivating them to speak english. there were two options, i.e. a. oral english communication freely and awarely to be better than before and b. institutional rule for developing english skill. the answers of the question 3 to questionnaire have been analyzed. the data can be analyzed that all of the respondents chose the former as something motivates them even though among them there were two respondents also chose the latter. they can speak english freely if they have english words to make english sentences for clearly communicating something in the target language. “words are stored in the mental lexicon which is located within semantic memory.” (agustín-llach, 2023). however, words are not stored randomly, they follow a certain structure (agustín-llach, 2023). thus, what motivated to speak english through extracurricular activity was oral english communication freely and awarely to be better. 25 2 something which motivates in speaking english oral english communication freely and awarely to be better than before institutioal rule for developing english skill 13 25 extrinsic motivation and intrinsic motivation in speaking english extrinsic motivation intrinsic motivation the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 369 figure 4. extrinsic motivation and intrinsic motivation in speaking english figure 4 contains extrinsic and intrinsic motivation in speaking english through extracurricular activity. those are identified through question 3 of the questionnaire. it is a combination of motivators and something that motivates to identify extrinsic motivation and intrinsic. “motivation is the direct power of action. it can stimulate people to achieve the goal of internal action.” (chuane et al., 2023). “intrinsic motivation plays an important part in most learners’ efl learning success.” (chuane et al., 2023). figure 4 data indicate that all respondents have intrinsic and extrinsic motivations even though their intrinsic motivation was greater than extrinsic one. the data can be expressed that 25 respondents had intrinsic motivation, and among them, there were 13 respondents who had extrinsic one. those can be integrative motivation from the english education in speaking english through extracurricular activity. discussion this part deals with discussions of findings from the answers to the research questions. what extracurricular activity did the university students join in speaking english most? this is the first research question. table 1 expresses extracurricular activity joined and motivator and something which motivates for identifying extrinsic motivation or intrinsic motivation in speaking english. “extrinsic motivation, such as monetary rewards or status and recognition, may have a limited effect on individual performance.” (hidayat et al., 2023). “motivation is defined as a strong desire or interest in discovering new ways, resolving problems, and enhancing teaching practices that result in creative production.” (hidayat et al., 2023). “intrinsic orientation entails an individual’s satisfaction, enabling them to be creative in their teaching and an awareness of their responsibility to be creative.” (hidayat et al., 2023). extrinsic motivation refers to external factors that can help teachers develop and encourage creativity (hidayat et al., 2023). the data are the results of the student’s answers to the questions 1–3 of the questionnaire attached. the answers for question 1 of the questionnaire are to answer the research question 1. the data indicate that the english education students speaking english joined extracurricular activities: english camp, english debate, english day, english club, english course, and tourist festival. among the six activities, the activity joined mostly was an english camp. it is then followed by english day. english debate and english club were in the same position after english day. english course and tourist festival were low in the same position. they were lower than the other extracurricular mawardin m. said, ferry rita, sriati usman 370 joall (journal of applied linguistics and literature), 8(2), 2023 activities: english debate and english club. thus, the highest extracurricular activity was english camp. who motivates university students to speak english in extracurricular activities most? this is the second research question. it is answered through the students’ answers to question 2 of the questionnaire. the data can be analyzed that the motivators of the students in speaking english through extracurricular activities were self-motivator, teacher/lecturer/staff, parents/family, and senior/friend. “teachers should provide students with opportunities to reflect on their own developing identity as language learners and language users.” (evans & fisher, 2022). the concept of an effective student-centered learning environment requires teachers to appreciate and treat students like co-learners (mohammad, 2022). “hence, one assumption can be that teachers’ reflections on their environment while doing action research may impact their professional identity development.” (meihami & werbińska, 2022). to use language independently, learners need a base of sounds, vocabulary, and grammar (porter et al., 2022). among those alternative motivators, the highest was self-motivator. in this matter, they motivated themselves. the second position was senior/friend. the third was teacher/lecturer/staff and the last/lowest was parents/family. thus, the self-motivator was the highest in speaking english through extracurricular activities. what motivates university students to speak english in extracurricular activities? this is the third research question answered through the students’ answers to question 3 of the questionnaire. the data indicate aspects that motivated/supported the students to have spirits in speaking english on the extracurricular activities. there were two aspects in this case, namely oral english communication freely and awarely to be better than before and institutional rules for developing english skills. the former is higher than the latter.“institutions must also draw teachers’ attention to their role as vital knowledge resources for their students.” (al-dosari et al., 2022). thereby, oral english communication freely and awarely to be better than before motivates university students to speak english during extracurricular activities more than institutional rules for developing english skills. the answer to question 3 of the questionnaire can be analyzed for answering the fourth research question: does extrinsic or intrinsic motivation influence university students to speak english during extracurricular activities more? since oral english communication freely and awarely to be better than before is more than institutional rules for developing english skills, so intrinsic motivation of the students in speaking english on the extracurricular activities is higher than their extrinsic one. in other words, intrinsic motivation influences university students in speaking english on the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 371 extracurricular activities more than extrinsic motivation. this is an educational dream in human resource development. the main point of this manuscript is the motivation of university students to speak english in extracurricular activities. motivation to speak english is dependent variable, whereas extracurricular activity is independent one. “efl (english as a foreign language) in indonesia is needed by people academically and professionally.” (said et al., 2022). the essential function of language is communication (woore et al., 2022). “english is used to communicate anything internationally and to get information globally.” (said et al., 2022). in addition, identification of the extrinsic motivation and intrinsic motivation in speaking english on the extracurricular activity (the results of questions 2 and 3 in table 1) have been done. its result indicates that even though the english education study program students have various motivations, namely extrinsic motivation and intrinsic motivation, their intrinsic motivation was higher than their extrinsic one. conclusion english camp was joined by the university students in speaking english on extracurricular activity most. they motivate themselves to speak english in extracurricular activities. oral english communication freely and awarely to be better than before motivates them to speak english in extracurricular activities more than institutional rules for developing english skills. thereby, their intrinsic motivation influences them to speak english on extracurricular activities more than their extrinsic motivation. acknowledgments we thank the former rector of tadulako university, palu, prof. dr. h. muhammad basir, s.e., m.s. and former dean of the faculty of teacher training and education, dr. h. lukman nadjamuddin, m.hum. and former chairman of research centre, tadulako university, ir. donny m. mangitung, m.sc., ph.d. this research was funded by that faculty under the rector’s decision number 3357/un28/kp/2018. it was supported by the 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(2019). strategy use in oral communication with competent synthesis and complex interaction. journal of psycholinguistic research, 48, 1163–1183. the authors mawardin m. said was born in bima in 1968. he got dr. in linguistics: english language from hasanuddin university, makassar, indonesia in 2006. he is a professor in english specialization linguistics at the department of language and art education, faculty of teacher training and education, tadulako university, palu, indonesia. he can be reached at mawardinmsaid@yahoo.com. his cellphone number is 08124212218. ferry rita was born in makassar, 14 february 1959. he got dr. in linguistics from hasanuddin university, makassar, indonesia in 2005. he is an assistant professor at department of language and art education, faculty of teacher training and education, tadulako university, palu, indonesia. he can be reached at ferrytatura@yahoo.co.id. his cellphone number is 08114102277. sriati usman was born in gorontalo, 10 august 1963. she got dr. in learning technology from malang state university, indonesia in 2014. she is an associate professor at department of language and art education, faculty of teacher training and education, tadulako university, palu, indonesia. she can be reached at sriati_endro@yahoo.com. her cellphone number is 0811452963. mailto:mawardinmsaid@yahoo.com mailto:ferrytatura@yahoo.co.id mailto:sriati_endro@yahoo.com mawardin m. said, ferry rita, sriati usman 378 joall (journal of applied linguistics and literature), 8(2), 2023 appendix questionnaire name: sex: male/female reg. number: semester: answer the following questions carefully! 1. what extracurricular activity/activities did you join for speaking english? a. english camp b. english debate c. ............... the motivation of university students in speaking english on extracurricular activity… joall (journal of applied linguistics and literature), 8(2), 2023 379 d. ............... e. ............... 2. who motivates you in speaking english through extracurricular activity? a. diri sendiri b. guru/dosen/staf c. orangtua/keluarga d. senior/teman e. ............... 3. what motivates you in speaking english through extracurricular activity? a. komunikasi bahasa inggris lisan dengan bebas dan sadar agar lebih baik dari sebelumnya b. peraturan lembaga untuk mengembangkan keterampilan bahasa inggris c. ............... good luck thanks joall (journal of applied linguistics and literature), 8(1), 2023 89 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/23350 https://doi.org/10.33369/joall.v8i1.23350 sound stress patterns of nouns ending in -ion produced by english education students 1syafrizal sabaruddin, 2sufiyandi , 3muhammad fadhli , 4zul amri 1,2,3english education study program, university of bengkulu, indonesia 1,2,3jalan wr supratman, kandang limun, bengkulu 38371 4universitas negeri padang, indonesia 4jalan prof. dr. hamka, air tawar, padang, west sumatra article info abstract article history: received: aug 12, 2022 revised: nov 3, 2022 accepted: nov 26, 2022 this study investigated the appropriateness and patterns of sound stress on nouns ending in -ion produced by students of english education study program. the research is designed as a descriptive study. there are 40 english students from universitas bengkulu and universitas negeri padang who were selected purposively out of 240 students as the research participants. the data was gathered by using a pronunciation test comprises of 40 nouns ending in -ion with the category of 2, 3, 4, and 5 or more syllables. the participants' utterances were recorded in an audio form, then the sound stress was analyzed using the audacity application. based on data analysis, it was discovered that: 1) only 34.44% of students produced the sound stress appropriately, while the rest (65.56) did not; and 2) the pattern of sound stress on noun ending in -ion pronounced by the students varied, with the no stress category dominating. it proves that the more syllables of nouns ending in -ion, the more difficult it is for the students to produce sound stress accurately. finally, the english students are expected to raise their awareness of practicing sound stress, as it is important for the lecturers to provide more chances for the students in the learning activities. keywords: sound stress patterns nouns ending in -ion english education students words syllables conflict of interest: none funding information: faculty of teacher training and education, university of bengkulu correspondence: sufiyandi, english education study program, faculty of teacher training and education, university of bengkulu, indonesia sufiyandi@unib.ac.id ©syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): sabaruddin, s., sufiyandi, fadhli, m., amri, z. (2023). sound stress patterns of nouns ending in -ion produced by english education students. joall (journal of applied linguistics and literature), 8(1), 89100. https://doi.org/10.33369/joall.v8i1.23350 mastery of english language skills as for students of english education is an absolute requirement. these skills are not only used as a communicative function but also competencies as models because english education students https://ejournal.unib.ac.id/index.php/joall/article/view/23350 https://doi.org/10.33369/joall.v8i1.23350 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.23350&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.23350 https://orcid.org/0000-0002-6654-1219 https://orcid.org/0000-0002-0084-9317 syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri 90 joall (journal of applied linguistics and literature), 8(1), 2023 are projected as teachers in the future. english teacher is one of the major learning references in the context of english as a foreign language (huang, 2021; shinga & pillay, 2021). thus, the students in english study program need to master language skills including listening, speaking, reading, and writing skills. of the four english skills above, speaking ability has its own privilege because a person's speaking ability becomes a direct assessment of one’s performance to communicate in direct situations. speaking is the skill that students want most to master (darancik, 2018) and becomes the main concern that the students are encouraged to develop more than others (richards & renandya, 2002). in fact, many learners consider fluency in verbal communication more important than the ability to read or write. the tendency to prioritize speaking mastery is reflected in the view that speaking skills are used as a measure of one's english mastery (shing & seng, 2020). when speaking, pronunciation is a very important thing to pay attention to (gilakjani, 2012). pronunciation relates to the ability to use the correct stress, rhythm, and intonation in a word orally that is acceptable in accordance with applicable language rules (saldıraner & cinkara, 2021). the purpose of mastering the pronunciation of words is so that students are able to pronounce english correctly. according to harmer (2000), awareness of the importance of pronunciation will benefit students not only in producing good speech but also in understanding spoken english. similarly, gilakjani (2016) states that incorrect pronunciation makes learning a language much more difficult, while good pronunciation enhances learning. however, learning pronunciation for second language learners can be challenging (baker, 2021). pronouncing english sounds in indonesian context can be more difficult because there are typically no differences between spelling a letter and pronouncing a sound in indonesian language (donal, 2016). english learners often have problems placing sound stress (emphasis) correctly (lasut, 2015). burges and spencer (2000) state that most of the difficulties of learning english is the placement of sound stress. improper placement of sound stresses in english can lead to fatal errors (liu, 2017). as an illustration, the word address can have two meanings: the first is 'location of one live' as a 'noun' and second 'to call someone' as a 'verb'. these meanings can be distinguished by placing the syllable stress correctly like for 'noun' in the first syllable, and for 'verb' in the second syllable. this difficulty occurs because the placement of sound stress in english has very strict rules. there are some rules in placing the sound stress proposed by experts. kelly (2000) formulates 4 rules: core vocabulary, affixes, compound words, and words having more than one forms. the first is core vocabulary. many colloquial nouns and adjectives consist of two syllables. the emphasis is on the first syllable, for example: brother, mother, water, paper, table, sound stress patterns of nouns ending in -ion produced by english education students joall (journal of applied linguistics and literature), 8(1), 2023 91 lovely. next is affixes (prefix and suffix). the stress sound is not placed at the affixes, for example: quietly, originally, defective (there are exceptions among the prefixes, such as bicycle and dislocate); the third is compound words. words that are formed from the combination of two words tend to be emphasized on the first word, for examples postman, newspaper, teapot, crossword. the final rule of stress is a word that can have more than one form. in the case of words that can be used as nouns or verbs, nouns will tend to be emphasized on the first syllable (according to the 'core vocabulary' rule above) and the verb on the last syllable, for examples: import (noun), import (verb); rebel (noun), rebel (verb); and increase (noun), increase (verb). in addition, roach (2009) mentions that one of the rules in placing stress is the number of syllables. the words with more than one syllable must follow various stress placement patterns. accordingly, a two-syllable word is stressed on the first syllable, for example, ‘perfect’, while a three-syllable noun is stressed on the second syllable, for example perfection.’ based on the division of categories, it is important to make a distinction between strong and weak syllables to be identified in english. a field study on word stress placement has been carried out by sabaruddin and kurniawan (2016). they conducted descriptive research by recording the pronunciations of words performed by 27 students of english education study program at the teacher training and education of universitas bengkulu (fkip unib). the results of the study found that many students placed the emphasis of sound on syllables incorrectly. in addition, there were also students who did not predict the stress at all, or on the contrary, there were those who said more than one emphasis on one word which should only have one emphasis. moreover, pareza and ratmanida (2019) studying similar topic found word stress errors made by students of english department at universitas negeri padang. the word stress errors are related to misplace that happened to 81.8% from total respondents. based on preliminary observations in the speaking class at the english education study program, fkip unib, students often make mistakes in the placement of sound stresses that have affixes. affixes that often appear are nouns ending with -ion. the examples of words ending in -ion are action, introduction, complementation, prediction, and hundreds of others. theoretically, the pattern of placing stress on words ending in -ion is on the last two syllables. in other words, how few or how many syllables there are, the stress should always precede the suffix -ion (tokar, 2019). meanwhile, students more often pronounce words ending in -ion by treating them all the same, namely being in the initial position. this can be done by students who have conceptual knowledge that the sound stress of nouns is on the first syllable. around 65% of students seem not to place any emphasis at all. similarly, the same cases were also found in the conversation class of english syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri 92 joall (journal of applied linguistics and literature), 8(1), 2023 education at universitas negeri padang (unp). unib and unp share the same characteristics of english language learners in which the students who study there have a cognate language. accordingly, the sound stress pattern on nouns ending in -ion produced by students has not been studied widely. a study of placing sound stress on words ending in -ion becomes a very interesting issue. so, the questions of this study are: (1) how is the appropriateness of the sound stress pronounced by the students of english education study program? and (2) what are the patterns of sound stress syllables that the students produce? method research design this research was carried out with a descriptive method design because the intended data are based on individual or groups exploration (creswell, 2014). particularly, the objectives of the study are: 1) to find out the appropriateness of the sound stress on nouns ending in –ion pronounced by students of the english education study program; and 2) to investigate what patterns of the sound stress that the students of the english education study program produce on nouns ending in –ion. this research was conducted at universitas bengkulu and universitas negeri padang. both universities have an english education study program which became the research target. the research was carried out from july to december 2021. the research involved all the fifth semester students of the english education study program involving universitas bengkulu and universitas negeri padang (240 students). the purpose of determining the 5th semester is that the students at this level are assumed to have passed the entire series of basic courses, especially speaking courses. furthermore, 40 students (20 from each university) were selected as the sample of the study purposively. instruments and procedures the data of this research was the recording of the students’ pronunciation. in gathering the data, the students were asked to read a list of words (once per word). each student pronounced the words one by one in an offline meeting, and had eight to ten minutes. the students’ pronunciation was recorded in the form of audio. they referred to a pronunciation test. next, the results were processed in the audacity application as the research instruments. pronunciation test the pronunciation test contains a list of nouns ending in –ion consisting of 2, 3, 4, and 5 or more syllables. the last category of syllable is determined as the sound stress patterns of nouns ending in -ion produced by english education students joall (journal of applied linguistics and literature), 8(1), 2023 93 greatest number of syllables. there are 40 words which are divided equally based on the number of syllable categories as presented in table 1. table 1. list of words in pronunciation test 2 syllables 3 syllables 4 syllables ≥ 5 syllables function proportion conversation communication nation conclusion generation consideration vision injection information participation version regression publication identification option cohesion integration classification notion audition interruption dissatisfaction tension direction transportation internationalization faction solution intonation organization sanction selection graduation determination question tradition interpretation continuation audacity application the sound recordings were converted using the audacity application. audacity is an application that can analyse sound and show amplitudes that indicate the sound stresses produced in the form of images. figure 1 illustrates the example of sound amplitudes. figure 1. screenshot of audacity from respondent's record the above figure portrays the sound amplitude as the correct sound stress in pronouncing the word ‘audition.’ from the three sounds of syllable, the most weighted stress falls on the second syllable that precedes -ion. data analysis procedures the researchers conducted several procedures in analyzing the data. after converting the audio into amplitude form in the audacity application, the data were reviewed and explored several times to group the amplitude based on the categories as follow: syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri 94 joall (journal of applied linguistics and literature), 8(1), 2023 table 2. number of syllable category no number of syllable the position of stress 1. two syllables 1st/ 2nd/ no stress 2. three syllables 1st/ 2nd/ 3rd/ 1st and 2nd/ 1st and 3rd/ 2nd and 3rd/ no stress 3. four syllables 1st/ 2nd/ 3rd/ 4th/ 1st and 2nd/ 1st and 3rd/ 1st and 4th/ 2nd and 3rd/ 3rd and 4th/ 1st, 2nd, and 3rd/ no stress 4. five or more syllables 1st/ 2nd/ 3rd/ 4th/ 5th/ 1st and 2nd/ 1st and 3rd/ 1st and 4th/ 1st, 2nd, and 3rd, 1st, 2nd, and 4th/ 1st, 3rd, and 4th/ 1st, 3rd, 4th, and 5th/ 1st, 3rd, and 5th/ 1st, 4th, and 5th/ 2nd and 3rd/ 2nd and 4th/ 3rd and 4th/ 3rd and 5th/ no stress findings the appropriateness of sound stress the first analysis is to determine the correct placement of the sound stress of nouns ending in –ion produced by english education students from both universitas bengkulu (unib) and universitas negeri padang (unp). table 2 presents the results of the sound stress appropriateness analysis. table 3. the results of sound stress appropriateness analysis no number of syllables appropriate inappropriate f % f % 1 two 214 53.50 186 46.50 2 three 132 33.00 268 67.00 3 four 124 31.00 276 69.00 4 five and more 81 20.25 319 79.75 total 551 34.44 1049 65.56 as presented in table 2, the total number of inappropriate sound stress (65.55%) occurs more than that of the appropriate one (34.44%). if viewed in more detail based on the number of syllables, the largest number of incorrect words produced by students was in words ending in -ion which consist of 5 syllables (79.75%) followed by 4 syllables (69.00%). the only syllable category that can be pronounced appropriately with stress sound is two syllables with 53.50%. from these results, it is concluded that the more syllables in a noun ending in –ion, the greater the number of inaccuracies in sound stress pronounced by the students. the patterns of sound stress next is the sound stress pattern. in the data findings of this section, the patterns of sound stress produced by the students were calculated. the words sound stress patterns of nouns ending in -ion produced by english education students joall (journal of applied linguistics and literature), 8(1), 2023 95 that consist of two syllables actually should be stress in the second one. based on the data, there are three patterns of sound stress that occurred for words consisting of 2 syllables produced by students. the general pattern is for the first syllable (53.50%). the next pattern is without emphasis (43.25%). the last pattern is for the second syllable (3.2%). in conclusion, more than half of the sound stress patterns of nouns ending in -ion produced by the students are in acceptable patterns. these results shown in the following table: table 4. the sound stress pattern of two syllables words no syllable stress pattern f (%) 1 1st 214 53.50 2 2nd 13 3.25 3 no stress 173 43.25 total 400 100.00 furthermore, the group of nouns ending in –ion consists of 3 syllables. basically, in nouns ending in -ion consisting of 3 syllables, the sound stress is on the second syllable, but it can be seen in table 4 that there are 7 patterns of sound stress produced by the respondents. the emphasis falls on syllables 1, 2, 3, 1 & 2, 1 & 3, 2 & 3, and no stress. of the 7 existing patterns, the respondents mostly mentioned without emphasis (36.50%). table 5. the sound stress pattern of three syllables words no syllable stress pattern f (%) 1 1st 33 8.25 2 2nd 132 33.00 3 3rd 13 3.25 4 1st and 2nd 58 14.50 5 1st and 3rd 10 2.50 6 2nd and 3rd 8 2.00 7 no stress 146 36.50 total 400 100.00 for data results on nouns ending in –ion with 4 syllables, there are 11 existing patterns. however, most respondents mention this group of words with no stress, which is 32.00%. the correct pattern is in the third syllable and only 31.00% can pronounce it correctly. the example of the word is ‘conversation’ (kɒn.vəˈseɪ.ʃən). table 6. the sound stress pattern of four syllables words no syllable stress pattern f (%) 1 1st 15 3.75 2 2nd 29 7.25 3 3rd 124 31.00 4 4th 19 4.75 syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri 96 joall (journal of applied linguistics and literature), 8(1), 2023 no syllable stress pattern f (%) 5 1st and 2nd 5 1.25 6 1st and 3rd 22 5.50 7 1st and 4th 4 1.00 8 2nd and 3rd 26 6.50 9 1st, 2nd, and 3rd 16 4.00 10 3rd and 4th 12 3.00 11 no stress 128 32.00 total 400 100.00 the last group of words is nouns ending in –ion which consist of 5 or more syllables, for example the word ‘communication’ (kəˌmjuː.nɪˈkeɪ.ʃən) supposedly, the sound stress falls on the 4th syllable. however, the data shows there are 19 patterns in which no stress became the dominant one. table 7. the sound stress pattern of five and more syllables words no syllable stress pattern f (%) 1 1st 31 7.75 2 2nd 22 5.50 3 3rd 11 2.75 4 4th 81 20.25 5 5th 7 1.75 6 1st and 2nd 5 1.25 7 1st and 3rd 4 1.00 8 1st and 4th 49 12.25 9 1st, 2nd, and 3rd 12 3.00 10 1st, 2nd, and 4th 2 0.50 11 1st, 3rd, and 4th 1 0.25 12 1st, 3rd, 4th, and 5th 1 0.25 13 1st, 3rd, and 5th 1 0.25 14 1st, 4th, and 5th 1 0.25 15 2nd and 3rd 16 4.00 16 2nd and 4th 8 2.00 17 3rd and 4th 1 0.25 18 3rd and 5th 4 1.00 19 no stress 143 35.75 total 400 100.00 discussion this study discovered that although more than half of the students were able to produce stress on two-syllable nouns ending in -ion appropriately, the students still struggled to produce stress on three-, four-, and five-syllable nouns ending in -ion. this was consistent with the findings of liu (2017), ghorbani (2019), and jaiprasong and pongpairoj (2020), who found that efl learners, such as indonesian, thai, iranian, and chinese, have difficulties in assigning english word stress. sound stress patterns of nouns ending in -ion produced by english education students joall (journal of applied linguistics and literature), 8(1), 2023 97 further finding of this research indicates that of the four types of syllable numbers (syllables of two, three, four, and five), the students dominantly pronounce the words with no stress. in line with this, yana (2017) found that when indonesian students pronounce english words containing more than one syllable, they tend to produce stress on each syllable equally. in addition, weda (2012) reveals not only no stress syllable, but she also found that indonesian students misplace the stress. moreover, the variety of stress patterns produced by the students also become an important highlight in this result. the students make a variety of stress sounds ranging from the first to the end of the syllable. the stressed sounds vary. the varieties are 3 patterns in the words of two syllables, 7 patterns in the words of three syllables, 11 patterns in the words of four syllables, and 19 patterns in the words of five syllables. the students surprisingly put sound stress in many places to a particular word despite each word in english having only one stress. this case may strike native speakers as odd or unusual (sabaruddin & ildi, 2017). the misplacement of english word stress produced by the students might be due to the students’ first language interference. the students’ l1 might affect the way they produce english word stress. a study conducted by altmann (2006) proves that native language stress properties influenced the second language acquisition of primary word stress. therefore, the similarities and differences between the stress pattern of learners’ l1 and l2 affect their word stress acquisition (malghani & bano, 2014; peperkam & dupoux, 2002). additionally, less knowledge of english word stress rules is also a factor of inappropriateness in assigning english word stress. generally, the pronunciation, particularly word stress, appears to be of little concern in english classes in indonesia (arienintya, 2017). however, unlike the indonesian language, not all syllables in english are assigned with equal stress (van zanten & goedemans, 2009). consequently, indonesian students are not familiar with the sound stress as it does not exist in bahasa indonesia (widagsa et al., 2019). the difference has resulted in confusion for indonesian students in placing the stress of english words (yana, 2017). therefore, being aware of the importance of knowing the rules in placing english sound stress as proposed by kelley (2000), roach (2009), and tokar (2019) is very important for both teachers and students. conclusion based on the research findings and discussion, it can be concluded that the majority of students of the english education study program in both universities do not place sound stress on nouns ending in -ion appropriately. of the 4 types of nouns ending in -ion based on the number of syllables (two, syafrizal sabaruddin, sufiyandi, muhammad fadhli, zul amri 98 joall (journal of applied linguistics and literature), 8(1), 2023 three, four, and 5 syllables) the students dominantly pronounce words with no stress. the patterns of the sounds stress on nouns ending in -ion produced by the students appear variously on the words containing multiple syllables. therefore, the more syllables in a particular word, the higher the level of difficulty encountered by the students. eventually, the results of this research can contribute to raising the students’ awareness of producing the sound stress appropriately according to the syllable numbers with -ion suffixes in the form of nouns. besides, it is also useful for lectures to provide more comprehensive instruction and practice for the students when teaching pronunciation, especially about word stress. however, the issue of this study is limited in the aspects of cultures, genders, and ages. accordingly, further studies are recommended to investigate the stress sound nouns ending in -ion produced by students based on their backgrounds related to the abovementioned scopes. acknowledgments we would like to express our sincere gratitude to the faculty of teacher training and education, universitas bengkulu, for funding this research under contract number 4925.c/un30.7/lt/2021. we would also like to acknowledge all of the people who took part in this study. references altmann, h. 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(2017). an analysis of l2 stress patterns of polysyllabic academic vocabulary of indonesian students. english education: jurnal tadris bahasa inggris, 10(2), 358-375. zulpan, dkk. 2019. the efforts to improve reading skill on short functional text applied word stress learning. jurnal literasiologi, 1 (2). 1 | p a g e the effect of using mnemonic technique toward students’ vocabulary mastery at grade xii-science students of sman 9 kota bengkulu liza oktarini bambang suwarno i wayan dharmayana university of bengkulu abstract this study aimed to find out whether the use of mnemonic technique affected the students’ vocabulary mastery. this study employed a quasi experimental design. the subject of this study comprised 64 students of grade xii science class of sman 9 kota bengkulu. the instrument of this study was a vocabulary test. the experiment class was taught by mnemonic technique, while the control class by contextual learning. in the pre test there was no significant difference in mastery between the experiment class (mean=71,18) and control class (mean=68) with t count (0,1)< t table (df=62 sig 0,05). after the use of mnemonic technique, in the post test, there was a significant difference in mastery between the experiment class (mean=73,51) and control class (mean=67,53), with tcount (1,99) > t table (1,67), (df=62; sig. 0,05). it can be concuded that the use of mnemonic technique was effective toward the students’ vocabulary mastery at grade xii-science students of sman 9 kota bengkulu. key words: vocabulary mastery, mnemonic technique pengaruh penggunaan teknik mnemonic terhadap penguasaan kosa kata siswa pada kelas xii ipa sman 9 kota bengkulu abstrak penelitian ini bertujuan untuk menemukan apakah penggunaan mnemonic teknik berpengaruh terhadap penguasaan kosakata siswa. penelitian ini menggunakan desain eksperimen. subjek penelitian ini yaitu 64 siswa kelasxii-ipa sman 9 kota bengkulu. instrumen penelitian ini yaitu tes penguasaan kosa kata. kelas ekserimen diajar menggunakan mnemonic teknik, sedangkan kelas kontrol dengan pembelajankontekstual. dalam pre-test tidak terdapat perbedaan yang signifikan dalam penguasaan antara eksperimen kelas (rata-rata=71,18) dan kontrol kelas (rata-rata=68) with tcount (0,1) < ttable (df=62 sig 0,05). setelah penggunaan mnemonic teknik, dalam post-test, terdapat sebuah perbedaan yang signifikan dalam penguasaan antara eksperimen kelas (mean=73,51) dan kontrol kelas (mean=67,53), with tcount (1,99) > ttable (1,67), (df=62 sig 0,05). itu dapat disimpulkan bahwa penggunaan mnemonic teknik efektif terhadap penguasaan kosa kata pada siswa kelas xii-ipa sman 9 kota bengkulu. kata kunci: penguasaan kosakata, teknik mnemonic introduction 2 | p a g e vocabulary is the most important thing in learning language, because it is the basic knowledge of someone to master all language skill. if we want to learn a new language we needs to deep about vocabulary so that can speak fluently. thus, it be one of the keys to becoming a fluent reader. the students who have many vocabularies will be easier to understand a text that is read. vocabulary can help the students easily in practice and use language. saricoban and balaman (2008:2) stated that, the important of learning vocabulary in foreign language teaching cannot be neglected at present. although less importance was given to vocabulary learning in the past, many experienced teacher of english have realized that knowing a language means knowing its vocabulary as well. manurung (2003) stated that the ability of speaking, listening, reading and writing english depends on the mastery of vocabulary and grammar. for english lesson, the objective of english lesson is to give knowledge of vocabulary mastery so that when the students continue their education to a higher level, they will not get any difficulties (listia and kamal: 2008). furthermore english vocabulary mastery is comprehensive knowledge to recognize, understand, and produce stock of words and their meaning. according to adger (2002) vocabulary is not only confined to the meaning of words but also includes how vocabulary in a language is structured: how people use and store words and how they learn words and the relationship between words, phrases, categories of words and phrases. moreover, vocabulary mastery also in line with another english skills, such as: listening, reading, writing, and speaking. it means that if a student has a lot of vocabulary, the student will get the ease in learning those four skills. based on previous observation and interview done at grade xii-science students of sman 09 kota bengkulu, the researcher found some problems on students’ ability in english. the students have difficulty in spelling and arranging the sentence. then the students are less of vocabulary mastery. another problem is students’ more anxiety and afraid in practice english speaking. and the last, the teacher only give monotone technique and media in teaching and learning process, so that the students felt boring in their class. moreover, students’ speaking score is still low. it was proved by the baseline data of students’ score which was only 50% or 16 students got passing grade. due to, the problem above a new and innovative method must be applied to solve the problems. the researcher used mnemonic as a new strategy for solving the problems mentioned above. mnemonic is devices are used for remembering information that needs to be memorized, but not necessarily understood. a general rule for any type of mnemonic device is that it must be simple, clear and vivid. moreover, baddley (1989) said that a mnemonic is a memory aid, a way of helping to ensure we retain information which would otherwise be forgotten. most mnemonics involve first reducing the amount of information to a minimum then elaborating this minimal 3 | p a g e information in a more memorable way. there are several kinds of mnemonic, they are; acronym, acrostics, loci, keyword, reconstructive, and double keyword. since mnemonic is a technique which rarely applied in high school level in kota bengkulu, therefore the researcher needs to do a study to find out the data whether mnemonic technique is effective or not in teaching vocabulary. according wolgemuth at al (2007), the keyword, pegword, and reconstructive elaboration mnemonic strategies have proven effective across many studies and have shown effective for middle school and high school age students. from some kinds of mnemonic strategies the researcher will use keyword method. the mnemonic technique or keyword method was introduced to vocabulary teaching by atkinson (1975) who proposed the keyword method as a supplementary technique for foreign language vocabulary study and reported that it is superior to rote rehearsal technique for vocabulary and strongly claims that this method is highly useful for both foreign and native language learning. thus, the researcher will use keyword method as mnemonic tool to teach vocabulary. in this study, the kinds of vocabulary taught were noun, adjective, and verb, among the students in narrative text design. the study question was: 1. did the use of mnemonic technique affect students’ vocabulary mastery? methodology this study used a quasiexperimental design to investigate whether the use of mnemonic technique can help students’ improve their voabulary mastery. according to hatch and farhady (1982), a quasi experimental design is a practical agreement between true experimental and the nature of human language behaviour. there were two classes employed as the sample of the study. class xii science 1 consisting of 32 students as experimental group that received mnemonic technique as a treatment. the second class was xii science 2 consisting of 32 students took part as the control group of the study. the instrument of this study was students’ vocabulary test. in conducting a teaching program in experimental and control groups, the researcher acted as a teacher who uses mnemonic technique in experimental group and common strategy in control group during teaching-learning process. the teaching vocabulary for the experimental and control groups were carried out in the same procedure by using pre-activities, whilst-activities and post-activities. after collecting data, the result from the instrument (pre-test and post-test) was analyzed in order to answer the study question. normality, homogeneity, and independent sample t-test was run. findings and discussion a. data analysis on pre-test 1) normality test result after trying out the instrument, the researcher did the researcher and gave the pre-test to the students. however, the normality of the students pre test result must be known to decide whether the sample was normal or not. furthermore, the normality test was examined using spss. 4 | p a g e table 1 normality of the pre-test using spss kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. pre-test .079 64 .200 .964 64 .062 according to table 1, the results of experiment and control group were not statistically significant at the 0.05 level (df=64, p > 0.05). it means the data of the sample came from normally distributed population. as the normality in the pre-test was normal, an independent sample t-test can be used to analyze the data. 2) homogeneity test result homogeneity test result was run to know whether the data of pretest result homogenous or not. f test formula was used to test the homogeneity preboth experiment and control group. the levene’s test for equality of vaiances shows p = 0.611 > 0.05, proving that the variances both groups was equivalent. thus, the samples assigned to the experiment and control group were not initially different but homogeneus. b. data analysis on post test 1) normality test result the table 2 below will show the normality test result on post test using spss. table 2 normality of the pre-test using spss kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. post-test .019 64 .058 .955 64 .021 according to table 4.6, the results of experiment and control group were not statistically significant at the 0.05 level (df=64, p > 0.05). it means the data of the sample came from normally distributed population. 2) homogeneity test result f test was used to test the homogeneity post-test result both experiment and control group. the levene’s test for equality of vaiances shows p = 0.630 > 0.05, proving that the variances both groups was equivalent. thus, the samples assigned to the experiment and control group were not initially different but homogeneus. examining the hypotheses since the pretest result both experiment and control group distributed normal and the sample was homogenous, the independent sample t-test was run. the independent sample t-test was used 5 | p a g e to examine the hypotheses proposed, they were: 1. the hypothesis that relate to sub problem 1.a h1= there is significant difference in mastery between the experiment class and control class before the experiment (at the pre-test) h0= there is no significant difference in mastery between the experiment class and control class before the experiment (at the pretest) before the experiment, both groups had similar ability. the independent sample t-test using spss also revealed similar result. table 3 a comparison of pre-test scores between experiment and control group group ̅ df t sig. (2-tailed) experiment (n=24) control (n=24) mean difference 71,25 67,87 3,38 62 1.180 .243 the result showed t= 1.180, df= 62, and p= 0.243 >0.05, indicating that the two groups did not differ significantly, but were homogeneous with mean difference was about 3.38. therefore, it can be concluded that both groups were homogenous at the outset of the study. moreover, the independent sample t-test was used to examine the hypotheses proposed on post test, they were: the hypothesis that relate to sub problem 1.b h1= there is significant difference in mastery between the experiment class and control class after the experiment (at the post-test) h0= there is no significant difference in mastery between the experiment class and control class after the experiment (at the post-test) the independent sample t-test using spss also revealed similar result. table 4 a comparison of pre-test scores between experiment and control group group ̅ df t sig. (2-tailed) experiment (n=24) control (n=24) mean difference 73,31 67,53 5,78 62 2.156 .035 furthermore, the result showed t= 2.156, df= 62, and p= 0.035, indicating that the two groups differ significantly. so the null hypotheses stating that no significant difference existed in the scores of the students who were controlled to receive mnemonic technique was rejected. there was no difference in vocabulary mastery between the experiment class and control class before the use of mnemonic technique at grade twelfth sman 9 kota bengkulu. however, there was significant difference in mastery between the experiment class and control class after the use of 6 | p a g e mnemonic technique at grade twelfth sman 9 kota bengkulu. in other words, the use of mnemonic technique was efective toward improving students’ vocabulary mastery at grade twelfth sman 9 kota bengkulu. mnemonic instruction is a way to help students remember information/vocabulary more effectively and easily. it involves linking unfamiliar to be learned information with familiar already known information through the use of a visual picture or letter/word combinations. the use of mnemonics instruction with young adults at the secondary level had been of particular interest as secondaryschool students, specifically those with disabilities, are particularly at risk in academic settings. (wolgemuth, cobb, & alwell, 2008). “mnemonics are effective when they speed up learning, reduce confusion among similar items, and enhance long-term retention and application of the information.” (shmidman, & ehri, 2010, pg. 160). furthermore, this research result also confirmed the theory from wolgemuth at al (2008) who states that the keyword, pegword, and reconstructive elaboration mnemonic strategies have proven effective across msignificant studies and have shown effective for middle school and high school age students with learning disabilities. moreover, atkinson and raugh (1975) stated that mnemonic devices have been used for msignificant centuries. these have proven effective in improving both immediate and delayed recall of l2 or fl vocabulary. the focus of mnemonic strategies is so specific that they are intended to be implemented to enhance the recall of the components of significant lesson for which memory is needed. these strategies are also not comprehension strategies, but strategies to aid the recall of new information. it should be noted that students who are trained mnemonically also perform better on comprehension tests of that specific content (e.g., mastropieri, scruggs, & fulk, 1990; scruggs, mastropieri, mcloone, levin, & morrison, 1987), but that is generally because the implementation of the mnemonic strategies helps them remember more information that can be applied on comprehension tests. the keyword method is a mnemonic (memory-enhancing) technique used to increase the initial learning and retention of facts and fact systems which young adults often encounter in schools. this method incorporates both auditory and visual cues to enhance meaningfulness of the information to be learned and to promote strong associations between questions and answers (mastropieri, 1988). the keyword, pegword, and reconstructive elaboration mnemonic strategies have proven effective across msignificant studies and have shown effective for middle school and high school age students with learning disabilities (wolgemuth, cobb, & alwell,, 2008). in addition, “mnemonic devices, such as acrostics, acronyms, narratives, and rhymes, can assist in making abstract material and concepts more meaningful for individuals” (laing, 2010, 349). the result of this study was also similar to the result of some previous studies. firstly, saricoban 7 | p a g e & basibek (2012) proved that mnemonics technique is more effective than the context method in immediate and delayed recall and recognition of the vocabulary. this study result was in line with this present study which proved that mnemonic was effective to recall the students’ vocabulary while learning. it also proved that the students’ score in experiment group was more than control group. second, the study result from. bakkenn (2014) who defined that the manuscript will present a variety of mnemonic strategies that can be very useful when working with young adult learners in improving their vocabulary knowledge. similar to this study, the students’ score in experiment group at pre-test improved at post-test. it means that the mnemonic strategies worked well among adult learners in improving their vocabulary knowledge. it also confirms the study result from benge & robbin (2011) which found that the keyword mnemonic method was effective with the students. the keyword method is a mnemonic (memory-enhancing) technique used to increase the initial learning and retention of facts and fact systems which young adults often encounter in schools. this method incorporates both auditory and visual cues to enhance meaningfulness of the information to be learned and to promote strong associations between questions and answers (mastropieri, 1988). thus, mnemonic strategies have been proven to help individuals remember information by making it easier to remember and more concrete. these strategies work with all kinds of students and it can be applied to significant type of content. although mnemonic strategies can be very beneficial, it is important to choose the incorrect method or it will not benefit the learner. although every mnemonic strategy was not presented, this information should provide a starting point for assisting young adult learners in improving their vocabulary knowledge. conclusion to conclude, this mnemonic technique is effective to be applied for teaching vocabulary. it is not only can be applied in science class, but also in social class at senior high school level. furthermore, the small class taken as the sample and kinds of vocabulary used in this study becomes the limitation of this study. the researcher also suggested for english teachers to classify the group of vocabulary that will be used. it must be appropriate to the level of students. thus, further study studies can be conducted to compare the effects of using mnemonic techniques on students’ vocabulary mastery. references 8 | p a g e atkinson, r.c. & raugh, m.r. (1975) an application of the mnemonic keyword method to the acquisition of a russian vocabulary. journal of experimental psycholory: human learning and memory, 1, 126-133. atkinson, r.c. (1975) mnemotechniques in secondlanguage learning. american psychologist, 30, 821-828. baddley (1989). mnemonic methods in foreign language vocabulary learning: theoretical considerations and pedagogical implications. in j. coady, & t. huckin (eds.) cambridge: cambridge university press. bakken (2011), chapter 4 history of learning disabilities, in anthony f. rotatori, festus e. obiakor, jeffrey p. bakken (ed.) history of special education (advances in special education, volume 21) emerald group publishing limited, pp.61 87 benge and robbin (2009). mnemonic methods in foreign language vocabulary learning: theoretical considerations and pedagogical implications. published journal harmer, jeremy. (2007). the practice of english language teaching (longman handsbooks for language teacher). new york: longman inc. hatch and farhady. 1982. quai experimenal study review. new york: oxford university press higbee, k. l. (1987). process mnemonics: principles, prospects, and problems. in m. a. mcdaniel & m. pressley (eds.), imagery and related mnemonic processes: theories, individual differences, and applications (pp. 407-427). new york: springer-verlag hunt, n. (2010). using mnemonics in teaching statistics. teaching statistics, 32(3), 73-75. husltijn, h. j. (1997). mnemonic methods in foreign language vocabulary learning: theoretical considerations and pedagogical implications. in j. coady, & t. huckin (eds.), second language vocabulary acquisition (p. 203-224). cambridge: cambridge university press. judy k.(2007). montgomery’s book: the bridge of vocabulary: evidence based activities for academic success. khalafi & oroji. (2016).mnemonics technique versus context method in teaching vocabulary at upperintermediate level. education and science,37, 251-266. listia,n and kamal, l. (2008). the teaching of learning strategies. improving the students’ vocaulary mastery in writing narrative text through picture series at the tenth grade of sma pgri 1 tuban. published thesis university of pgri ronggowaletuban. shmidman, a., & ehri, l. (2010). embedded picture mnemonics to learn letters. scientific studies of reading, 14(2), 159182. solso, r. l. (1995). cognitive psychology (4th ed.). boston: allyn and bacon. http://www.emeraldinsight.com/author/bakken%2c+jeffrey+p 9 | p a g e sugiyono. (2009). metode penelitian bisnis (pendekatan kuantitatif, kualitatif, dan r&d). bandung: alfabeta. thornburry, scott. (2002). how to teach vocabulary. longman: malaysia. ur, penni. (1996). a course in language teaching. cambridge : cambridge university press. wilkins. (1982). vocabulary in language teaching. cambridge: cambridge university press. wolgemuth at al (2007). mnemonic methods in foreign language vocabulary learning: theoretical considerations and pedagogical implications. published journal venderber. (2012).the teaching of learning strategies.in m. c. wittrock (ed.), handbook of study on teaching (pp. 315327). new york: macmillan. yates, f. a. (1966). the art of memory. london: routledge & kegan paul. joall (journal of applied linguistics and literature), 7(2), 2022 489 joall (journal of applied linguistics and literature) vol. 7 no. 2, august 2022 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/21758 http://doi.org/10.33369/joall.v7i2. 21758 applying the total physical response (tpr) method to hone efl students’ speaking skills 1alexon , 2nina kurniah , 3nopri pardianson 1,2,3faculty of teacher training and education, university of bengkulu, indonesia 1,2,3jalan w.r. supratman, kandang limun, bengkulu 38371. article info abstract article history: received: may 24, 2022 revised: june 11, 2022 accepted: sept 20, 2022 this research aimed to describe the application of tpr method in improving understanding meaning and speaking skill and to describe the effectiveness of the application of tpr in improving student speaking skill in english subjects in class vii at smpn 13 bengkulu city. the method of research is used classroom action research and quasiexperiment. the subjects of class action research (car) are students of class vii a even semester in 2021/2022 at smpn 13 bengkulu city. the number of students in the car class is 25 people, the experimental class of vii b class is 25 people and the control class of vii c class is 25 students. the data collection method is using observation and tests, data analysis using the average score and t-test. the results showed that the application of the total physical response (tpr) method can improve understanding meaning and speaking skill significantly that showed t count 5,30 > t table 2,064 then total physical response method can improve effectiveness of student speaking skill outcomes in the subject of english for class vii smpn 13 bengkulu city. keywords: total physical response l2 speaking understanding meaning conflict of interest: none funding information: none correspondence: alexon, faculty of teacher training and education, university of bengkulu, indonesia. alexon@unib.ac.id ©alexon, nina kurniah, nopri pardianson this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): alexon, kurniah, n., pardianson, n. (2022). applying the total physical response (tpr) method to hone efl students’ speaking skills. joall (journal of applied linguistics and literature), 7(1), 489-504. https://doi.org/10.33369/joall.v7i2.21758 in the world of education, an educator plays an important role in learning which in turn, determines the success of students; therefore, a professional teacher is needed in teaching. professional educators should be able to design learning process activities with varied learning methods so that students are more active. according to dahar (2011: 72) teachers not only master knowledge about the field of study being taught, but also various approaches and learning methods as well as various learning theories to guide teachers in applying the chosen approach and method. despite the fact that there are still many educators who use rigid and inappropriate learning methods. https://ejournal.unib.ac.id/index.php/joall/article/view/21758 http://doi.org/10.33369/joall.v7i2.%2021758 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v7i2.21758&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v7i2.21758 https://orcid.org/0000-0002-8112-2039 https://orcid.org/0000-0001-6482-2984 alexon, nina kurniah, nopri pardianson 490 joall (journal of applied linguistics and literature), 7(2), 2022 educators also carry out a tedious learning process that makes it difficult for students to receive learning materials. this also happens in learning english. english is a very complex subject, because it consists of various applied sciences that include four intelligences, namely listening skills, speaking skills, reading skills and writing skills, thus it requires qualified educators. children tend to have difficulty understanding and mastering skills in english, especially in speaking skills and understanding meaning. students find it difficult to apply english learning because english is a foreign language whose pronunciation and writing are different from indonesian. in fact, speaking skills and understanding meaning are absolute requirements for mastering english. therefore, english lessons must be learned from an early age. in the 2020/2021 academic year, learning english has not shown a significant increase. this is indicated by the number of students who are still much below the kkm with an average learning completeness score of only 50 from the kkm of 65. this is due to the teaching process of educators using inappropriate learning methods so that children still have difficulty understanding english learning. observations made in the learning process found that there were students who had difficulty pronouncing words and sentences in english because english is a foreign language for them. then it was also found that there were students who have difficulty writing words and sentences in english because of differences in pronunciation and writing in learning english. this condition is caused by several things, such as: 1) english is a foreign language for students and 2) there is a difference between pronunciation and writing of words or phrases. in connection with the lack of understanding of the meaning and speaking skills of students in learning english, appropriate learning methods are needed in teaching english, one of which is the total physical response english learning method. according to sani (2013: 310) the total physical response method is a method that combines information and skills through the use of a kinesthetic sensory system. using the tpr learning method, the teacher invites children to be directly involved in learning by using physical activity. the total physical response method is the most suitable method for teaching language to children who are new to languages such as english because the total physical response method has the advantage that this method can invite children to move in the learning process so as to create a relaxed learning atmosphere so that students find it easier absorb learning. in addition, the total physical response method has learning steps including imitating the vocabulary spoken by the teacher and writing down the words spoken by the teacher in a notebook. this causes the total physical response method to be applying the total physical response (tpr) method to hone efl students’ speaking skills joall (journal of applied linguistics and literature), 7(2), 2022 491 effective in improving students' understanding of meaning and speaking skills in learning english. methods the research method used is a combination research method (mixed method research). classroom action research (car) is followed by quasi-experimental research. classroom action research is carried out in cycles, namely cycle i, cycle ii and cycle iii which are carried out in different classes. the implementation of the cycle is carried out with the preparation stage, namely, planning (plan), action (act), observation (observe), and reflection (reflection), the implementation of learning is carried out by teachers collaboratively with researchers. quasi-experimental is a pattern that has resulted in learning outcomes being tested in the experimental class and compared with the control class. the research method uses car research followed by quasiexperimental research. basically, in car, there are four important stages, namely: a) planning, b) implementation, c) observation, and d) reflection. the subjects in this study were conducted using a purposive sampling technique where the technique of taking this subject was based on the existence of special characteristics determined by the researcher to be the subject of the study. the research subjects for the car class in this study were 25 students of class vii a smpn 13 bengkulu city. as for the quasi-experimental research sample, there are 25 students in class viib as the experimental class and 25 students in class viic as the control class. in this study, the observation method was used for teacher activities in applying the tpr method, understanding students' meaning and students' speaking skills. data analysis of observation results implementation of the application of the tpr method using a very lack of scale, less, sufficient, good and very good. the data obtained from the observation sheet are processed descriptively. this observation sheet is used as a guide to find out deficiencies. in addition, it can be presented as a reference to improve guidance activities in the next cycle. test data were analyzed using the average value equation, and t-test. while the experimental quasi was analyzed with this study was said to be successful if student learning achievement reached kkm 65. student classical learning completeness was achieved if 80% of students gained a score of ≥ 65, the ability to understand meaning students and speaking skills of students in the good category and there are significant differences in english learning using the application of the tpr method. when compared to learning conventional models. alexon, nina kurniah, nopri pardianson 492 joall (journal of applied linguistics and literature), 7(2), 2022 findings the first cycle observation of the process of implementing the tpr method. based on the results of observations of the implementation of actions in the first cycle during the tpr method of implementing the tpr method, the researcher and the observer observed the course of the activity to see whether the actions were as planned. as for the observations of the application of the first cycle of tpr method can be seen in table 4.1 table 1. recapitulation of observation results learning process of tpr method in the first cycle no observer average score 1 observer 1 3.2 2 observer 2 3.2 the total average score 6.4 average 3.20 criteria enough table 1 shows that the average value of the implementation of the tpr method in the first cycle process is 3.20 and this is still included in the "enough" category this shows that the tpr method activities by the researcher and the enthusiasm of students in following the implementation of the tpr method is enough. observation of understanding of meaning during the process of implementing the implementation of the tpr method in class vii students of smpn 13 bengkulu city, an observation of understanding the meaning of students with the aim of knowing the understanding of the meaning of students in the process of applying the tpr method that has been carried out. based on observations in the learning implementation process, it can be seen in the table below. table 2. observation results understanding the meaning of the first cycle no observer average score 1 observer 1 2.30 2 observer 2 2.30 the total average score 4.60 average 2.30 criteria less table 2 presents that the average understanding value of students in the process of applying the tpr method in the first cycle is 2.30 and is categorized as "less". this can be seen from the still large aspects that have not been fulfilled properly, namely: 1. cannot translate a word/sentence 2. cannot applying the total physical response (tpr) method to hone efl students’ speaking skills joall (journal of applied linguistics and literature), 7(2), 2022 493 give an example of a word/sentence in english. from the data shows that indicators of understanding of students' meaning are necessary. the existence of maximum effort to be able to increase the understanding of students' meaning so that learning can be carried out effectively, so that it will get more meaningful learning. observation of speaking skills during the process of implementing the implementation of the tpr method in class vii students of smpn 13 bengkulu city an observation of student speaking skills was held in order to find out the level of student speaking skills in the process of applying the tpr method that had been carried out. based on observations in the learning implementation process, it can be seen in the table below table 3. observation results speaking skills of the first cycle no observer average score 1 observer 1 2.24 2 observer 2 2.28 the total average score 4.52 average 2.26 criteria less table 3 shows that the average student speaking skills value in the process of applying the tpr method in the first cycle is 2.26 and is categorized as "less". this can be seen from the still large aspects that have not been fulfilled properly, namely: 1. cannot recite the word well 2. there is still an error in the pronunciation of english words or sentences that are not in accordance with the correct sentence structure, 3. still a mistake in providing intonation to an english word/sentence from the data shows that the indicator of student speaking skills needs to be a maximum effort to be able to improve students' speaking skills so that learning can be carried out effectively, so that it will get more meaningful learning. the second cycle observation of the process of implementing the tpr method. based on the results of observations of the implementation of actions in the first cycle during the tpr method of implementing the tpr method, the researcher and the observer observed the course of the activity to see whether the actions were as planned. the results of observations of the application of the second cycle of tpr method can be seen in table 4. alexon, nina kurniah, nopri pardianson 494 joall (journal of applied linguistics and literature), 7(2), 2022 table 4. recapitulation of observation results learning process the tpr method in teacher activities in the second cycle no observer average score 1 observer 1 4.4 2 observer 2 4.3 the total average score 8.7 average 4.3 criteria very good table 4 shows that the average value of the implementation of the tpr method in the first cycle process is 4.30 and this is still included in the "very good" category this shows that the tpr method activities by the researcher and the enthusiasm of students in following the implementation of the tpr method is very good. observation of understanding of meaning during the process of implementing the implementation of the tpr method in class vii students of smpn 13 bengkulu city, an observation of understanding the meaning of students with the aim of knowing the understanding of the meaning of students in the process of applying the tpr method that has been carried out. based on observations in the learning implementation process, it can be seen in the table below. table 5. observation results understanding the meaning of the second cycle no observer average score 1 observer 1 3.41 2 observer 2 3.48 the total average score 6.89 average 3.44 criteria good table 5 shows that the average understanding value of students in the process of applying the tpr method in the second cycle is 3.44 and is categorized as "good". understanding the meaning of students has become good. students can already interpret the meaning of words or sentences. observation of speaking skills during the process of implementing the implementation of the tpr method in class vii students of smpn 13 bengkulu city an observation of student speaking skills was held in order to find out the level of student speaking skills in the process of applying the tpr method that had been carried out. based on observations in the learning implementation process, it can be seen in the table below. applying the total physical response (tpr) method to hone efl students’ speaking skills joall (journal of applied linguistics and literature), 7(2), 2022 495 table 6. observation results speaking skills of the second cycle no observer average score 1 observer 1 3,41 2 observer 2 3,48 the total average score 6,89 average 3,44 criteria good table 6 presents that the average student speaking skills value in the process of applying the tpr method in the second cycle is 3.44 and is categorized as "good". this can be seen from several aspects that have been fulfilled properly, namely: 1. can recite the word well 2. a little error occurs in the pronunciation of english words or sentences that are not in accordance with the correct sentence structure, 3. students are correctly giving intonation in an english word/sentence from the data shows that the indicator of student speaking skills is good and carried out effectively, so that it will get more meaningful learning. the third cycle observation of the process of implementing the tpr method. based on the results of observations of the implementation of actions in the first cycle during the tpr method of implementing the tpr method, the researcher and the observer observed the course of the activity to see whether the actions were as planned. the results of observations of the application of the third cycle of tpr method can be seen in table 7. table 7. recapitulation of observation results learning process of the tpr method in the teacher activities in the third cycle no observer average score 1 observer 1 4,72 2 observer 2 4,72 the total average score 9,44 average 4,72 criteria sangat baik table 7 shows that the average value of the implementation of the tpr method in the third cycle process is 4.72 and this is still included in the "very good" category this shows that the tpr method activities by the researcher and the enthusiasm of students in following the implementation of the tpr method is very good. observation of understanding of meaning during the process of implementing the implementation of the tpr method in class vii students of smpn 13 bengkulu city, an observation of alexon, nina kurniah, nopri pardianson 496 joall (journal of applied linguistics and literature), 7(2), 2022 understanding the meaning of students with the aim of knowing the understanding of the meaning of students in the process of applying the tpr method that has been carried out. based on observations in the learning implementation process, it can be seen in the table below. table 8. observation results understanding the meaning of the third cycle no observer average score 1 observer 1 4.48 2 observer 2 4.47 the total average score 8.92 average 4.46 criteria very good table 8 shows that the average understanding value of students in the process of applying the tpr method in the third cycle is 4.46 and is categorized as "very good". understanding the meaning of students has become very good. students can interpret the meaning of words or sentences. observation of speaking skills during the process of implementing the implementation of the tpr method in class vii students of smpn 13 bengkulu city an observation of student speaking skills was held in order to find out the level of student speaking skills in the process of applying the tpr method that had been carried out. based on observations in the learning implementation process, it can be seen in the table below. table 9. observation results speaking skills of the third cycle no observer average score 1 observer 1 4.43 2 observer 2 4.44 the total average score 8.87 average 4.43 criteria very good table 9 shows that the average student speaking skills value in the process of applying the tpr method in the second cycle is 4.43 and categorized as "sangta good". this can be seen from several aspects that have been fulfilled properly, namely: 1. can recite the word well 2. a little error occurs in the pronunciation of english words or sentences that are not in accordance with the correct sentence structure, 3. students are correctly giving intonation in an english word/sentence from the data shows that the indicator of student speaking skills is good and carried out effectively, so that it will get more meaningful learning. applying the total physical response (tpr) method to hone efl students’ speaking skills joall (journal of applied linguistics and literature), 7(2), 2022 497 t-test results of observation of the first cycle speaking skills with the second post-test we analyze the results of the study whether experiencing a significant increase or not using the t test. the data was obtained from the results of student observations in the first and second cycles. table 10. t-test data for both the first and second cycles result cycle 1 cycle 2 average 18.08 27.56 tcount 19,75 ttable 2.064 table 10 shows that the results of t observation speaking skills first cycle and second cycle obtained t-count of 19.75. when consulted at t-table with dk 25 at a significant level of 0.05 or 5% of 2.064 it turns out that the t-count is greater than the t-table which means the results of observations of the second cycle rise significantly than the observation results of the first cycle. t-test results of observations speaking skills in the second cycle with the third cycle we analyze the results of the study whether experiencing a significant increase or not using the t test. we employ data obtained from the results of student observations in the second and third cycles. table 11. t-test data of both the second and third cycles of spaking skills result cycle 2 cycle 3 average 27.56 35.48 tcount 11.64 ttable 2.064 table 11 shows that the results of t-observation skills the second cycle and the third cycle obtained t-count of 11.64. when consulted at t-table with dk 25 at a significant level of 0.05 or 5% of 2.064 it turns out that t-count is greater than the t-table meaning the observation of the third cycle rises significantly than the observation results of the second cycle. quasi experiments research results in the experimental class obtaining the value of student speaking skills tests has shown excellent results because the average student has completed, because the posttest value obtained by students has fulfilled or above the minimum completeness criteria set by smpn 13 bengkulu in english subjects, namely student speaking skills. it is said to be complete if you get a score of 65 with classical alexon, nina kurniah, nopri pardianson 498 joall (journal of applied linguistics and literature), 7(2), 2022 learning completeness reaching 80 %. as for the acquisition of student speaking skills in the experimental class seen in table 12. table 12. recapitulation of student speech skills test results in the experimental class no categorization pre-test post-test 1 total students 25 25 2 lowest value 55 60 3 highest value 80 85 4 the number of students has not been completed 11 4 5 the number of students has been completed 14 21 6 average 65 75 7 percentage of completeness 56 84 table 12 shows that students' speaking skills in the experimental class obtained an average value of pretest 65 and posttest 75 or the completeness of pre-test and post tests are 56% and 84%. the results show that in the experimental class skills speaking students are said to be complete, because students who get a score of ›65 have reached 84%, meaning that they have reached the percentage of the minimum completeness criteria set. research results in the control class judging from the speaking skills of students showing the results of "bad" because there are some students who have not been completed. post-test values obtained by students have not met the minimum completeness criteria set by smpn 13 bengkulu in english subjects, namely 65. as for the acquisition of the results of speaking skills students in the control class can be seen in the table 13. table 13. student speech skills results in the control class no categorization pretest pottest 1 total students 25 25 2 lowest value 55 60 3 highest value 75 75 4 the number of students has not been completed 14 11 5 the number of students has been completed 11 14 6 average 63,2 65,2 7 percentage of completeness 44 56 testing the effectiveness of the application of the tpr pretest t-test in experimental and control classes to analyze the results of the study whether there are differences in the test value and speaking skills or experience a significant increase or not in the applying the total physical response (tpr) method to hone efl students’ speaking skills joall (journal of applied linguistics and literature), 7(2), 2022 499 experimental group and the control group, the test is used. in analyzing this test, research using class vii b for the experimental and vii c class for the control class. the pre-test test results between the speaking skills of experimental group students and student group learning outcomes can be seen in table 14. table 14. test t-test experimental class and control class result experiment control average 65.00 63.20 tcount 0.92 ttable 2.064 table 14 shows that the t-test on the pre-test results of the experimental class with an average score and the control class with an average score, the t-count value was 0.92. when consulted with t-count with a df at a significant level or a t-table of 2,064 is obtained. it turns out that t-count is smaller than t table. it means that there is no significant difference in student speaking skills that apply the total physical response method with students whose learning does not apply the total physical response method or conventional or both classes have the same initial ability. the t-test results prove that there is no significant difference from the pre-test results between the achievements of the speaking skills of the experimental group and the control group students. the post-test t-test results between the speaking skills of the experimental group students and the control group can be seen in table 15. table 15. data of t-test posttest of the experimental and control classes result experiment control average 75.00 65.20 tcount 5.30 ttable 2.064 table 15 shows that after the t-test on the post-test results of the experimental class with an average score and the control class with an average score, the tcount value was 5.30. when consulted with tcount with a df at a significant level or a ttable of 2,064 is obtained. it turns out that tcount is greater than t table. means there is a significant difference in student speaking skills that apply the total physical response method with students whose learning does not apply the total physical response method. this means that the average achievement of student test values and speaking skills with the application of the total physical response method is better than the average student achievement with conventional methods (control class). alexon, nina kurniah, nopri pardianson 500 joall (journal of applied linguistics and literature), 7(2), 2022 discussion the application of total physical response can increase the understanding of students' meaning based on the results of research on understanding the meaning of students in the learning process using the total physical response method shows an increase in the understanding of the meaning of students of smpn 13 bengkulu city. in the total physical response learning method in smpn 13 bengkulu city, understanding the meaning of students becomes more increased where in the learning process students become more understanding and understand in understanding the meaning of a word or sentence in english. students can also interpret the meaning of the word or sentence without students know the meaning of the word or sentence. in addition, in drawing a conclusion from a sentence students can do it themselves so that students become more confident in the classroom. this supports the theory put forward by chasanah (2014: 10) that the purpose of the total physical response method is so that students can show his understanding of the purpose of oral orders. according to sani (2013: 311) the main principle of the total physical response method is to understand the language spoken before developing speaking skills both verbally and in writing. the application of total physical response can improve students' speaking skills in learning english based on the results of the study, students' speaking skills in english subjects in smpn 13 bengkulu city have increased. this is in accordance with the opinion of anita, et al (2016: 2) general purpose the total physical response method is to teach oral language skills at the beginner level. the total physical response method has the main principle, namely to transfer and communicate language verbally. this can be drawn a conclusion. that the total physical response method is a method that teaches language to communicate orally so as to improve children's speaking skills using physical activity. according to sani (2013: 311) which also states that the main principle of the tpr method is to understand the language spoken before developing speaking skills both oral and written. from the results of classroom action research with the application of the total physical response method carried out in three cycles, changes occur in the learning process from the cycle one to the third cycle towards a better direction. the ability of students in pronunciation, spelling and communicating in english is seen experiencing good development and continues to increase from the cycle one to the third cycle. the application of the effective tpr method can improve students' speaking skills in english lessons applying the total physical response (tpr) method to hone efl students’ speaking skills joall (journal of applied linguistics and literature), 7(2), 2022 501 based on the results of the research on the application of tpr seen from the comparison of the results between the experimental group and the control group in improving speaking skills it can be concluded that there is a significant difference between the speaking skills of students whose learning uses the application of the tpr method with students whose conventional learning proves that effectively the tpr method can improve speaking skills. according to sani (2013: 311) the main principle of the tpr method is to understand the language spoken before developing speaking skills both verbally and in writing. learning that uses tpr has learning steps, namely students doing pronounces the words given by the teacher. steps of tpr learning is very effective in improving student speaking skills. students involved in the learning process using physical activity can digest learning compared to did participants ik who only sat in the chair. the improvement that occurs students' speaking skills shows that students have mastered the material delivered by the teacher so that the results of student observations increase in each cycle. research that is relevant to fauzan's reference, ahmad with the title "application of the total physical response method to improve the english learning learning process of sdn 2 arjasari students". from the results of the study showed that there was an increase in the learning process of sdn 2 arjasari students in active english communication with the application of the total physical response method. conclusion the application of the total physical response (tpr) method can increase the understanding of the meaning of students in english subjects in class vii smpn 13 bengkulu city year 2021/2022, through 13 steps to learn the tpr method, but in step 2,3,4 is equipped with the media interactive, pronunciation exercises that are repeated appropriately and slowly that support the increasing understanding of students' meaning which is very significant. the application of the total physical response (tpr) method can improve students' speaking skills in english subjects in smpn 13 bengkulu city academic year 2021/2022. increased speaking skills can be proven by the results of the first and second cycle of the t test where tcount 19.75> ttable 2,064 and the second cycle t test where tcount 11.64> ttable 2,064 which shows a significant increase in speaking skills. application of the total physical response (tpr) method is effective for improving student speaking skills in english subjects in smpn 13 bengkulu city academic year 2021/2022. this can be seen from the analysis of student speaking skills, namely the post-test value in the experimental class compared to with a post-test value of the control class using t-test that shows significant results between tcount and ttable where tcount 5.30> ttable 2.064. alexon, nina kurniah, nopri pardianson 502 joall (journal of applied linguistics and literature), 7(2), 2022 the post-test value between the experimental class and the control class appears that there is a difference in students' speaking skills where experimental class speaking skills are increasingly significantly increased than the speaking skills of the control class students. references anita, et al. 2016.pembelajaran bahasa inggris melalui metode total physical response (tpr).jurnal ilmiah kependidikan vol 3 no 1 maret 2016 arifin, zainal. 2013.evaluasi pembelajaran.bandung:pt remaja rosdakarya arikunto, s .2010. prosedur penelitian suatu pendekatan praktik jakarta: rineke cipta arikunto, s. 2012. peneltian tindakan kelas. jakarta: bumi aksara ariska, a.r. .2020.efektivitas metode total physical response (tpr) dalam 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nopri pardianson 504 joall (journal of applied linguistics and literature), 7(2), 2022 widodo.2006.taksonomi tujuan pembelajaran edisi kedua.tersedia online:https//journal.upi.ac.id diakses pada tanggal 21 januari 2022 yusrawita,heppi diana.2016.penerapan model pembelajaran kooperatif tipe stad untuk meningkatkan keterampilan berbicara dan pemahaman makna pada anak tk negeri pembina manna.thesis,program pasca sarjana universitas bengkulu the authors alexon is an associate professor at the faculty of teacher training and education, university of bengkulu, indonesia. he has been teaching in the department of educational technology for more than three decades, conducting community empowerment, research and teaching and learning activities. microsoft word jan-juni ariati, improving students’ descriptive speaking… 9 improving students’s descriptive speaking competence by using cue cards at the grade viii 2 of public junior high school 03 bengkulu city ruri ariati syahrial university of bengkulu benglulu, indonesia 38371 email : ariati_ruri@yahoo.co.id email : eric.syahrial@gmail.com abstract: this classroom action research was carried for implementing cue cards as the teaching media to improve students’ descriptive speaking in class viii 2 of smpn 3 bengkulu city. this research was focused on: (1) the improvement of students’ descriptive speaking competence by using cue cards and (2) the investigation of factors involved in the improvement of students’ descriptive speaking competence by using cue cards. this research was implemented to 36 students (19 female and 17 male) registered in this class. the progress was measured by speaking test and some supporting data such as observation checklist, field note, and interview. the result of the research indicated the progress of students’ descriptive speaking by using cue cards. students in this class were not good in speaking performances could be affected by the lack of other english skills. in action phase of the two cycles, students made a lot of mistakes in grammar and were lack of vocabulary mastery. the factors influenced in improving students’ descriptive speaking competence were students’ english proficiency: integrated skills and language element (pronunciation, grammatical comprehension, vocabulary mastery, and fluency), thinking ability, attitude along the treatment. the research concluded that the improvement did not achieve the level of satisfaction as expected. secondly the factors influenced were integrated skills, language element, thinking ability and attitude. keywords: improving, descriptive speaking competence, cue cards. abstrak: penelitian tindakan kelas ini dilakukan untuk mengimplementasikan cue cards sebagai media ajar untuk meningkatkan kemampuan descriptive speaking siswa di kelas viii 2 smpn 3 kota bengkulu. penelitian ini bertujuan untuk: (1) meningkatkan kemampuan descriptive speaking siswa melalui media ajar cue cards dan (2) mengidentifikasi faktor-faktor yang mempengaruhi peningkatan kemampuan descriptive speaking siswa melalui media ajar cue cards. penelitian ini melibatkan 36 siswa (19 perempuan dan 17 laki-laki). peningkatan kemampuan siswa diukur melalui speaking test dan data-data penunjang seperti observation checklist, field note, and interview. hasil penelitian menunjukan ada peningkatan pada kemampuan descriptive speaking. kemampuan speaking siswa masih rendah dipengaruhi oleh kurang penguasaan english skills yang lain. selain itu pada tahap action di setiap siklus penelitian siswa banyak membuat kesalahan gramatikal dan kekurangan penguasaan kosa kata. adapun faktorfaktor yang mempengaruhi peningkatan descriptive speaking siswa adalah english proficiency yang terdiri atas skills yang terintegrasi dan elemen-elemen bahasa lainnya mailto:ariati_ruri@yahoo.co.id mailto:eric.syahrial@gmail.com journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 9-20 10 (pronunciation, grammatical comprehension, vocabulary mastery, dan fluency), serta kemampuan berpikir, dan sikap siswa selama penelitian berlangsung. kata kunci: peningkatan, kompetensi descriptive speaking, cue cards. introduction mastering speaking in junior high school level still becomes the common problem found in indonesia. this skill cannot be easily acquired by the learners as it is productive skill that consists of producing systematic verbal utterances to convey meaning (nunan, 2003). in the implementation, this activity is different from other skills, reading for example, where process is only focusing on the transforming the written words into sound and readable words while speaking is an interactive process of conducting meaning that involves producing, receiving, and processing information (brown, 2001; nunan, 2003). hence, the conditions of speaking to be done include of sharing idea and internalizing process of information. the same problem happened in smpn 03 bengkulu city where only about 47% of 36 students of class viii 2 could pass the passing grade (7, 00) in formative test, while the rest was failed. the low score of students’ speaking test indicates the problems happened in acquiring speaking competence. students faced inhibition in speaking english such as worry of making mistakes, fearful of criticism or losing face, and shy. moreover, there were some complains from students that students cannot think of anything to say. the other problems were the lack of participation from the students or teacher domination and the mother-tongue use in speaking class byboth teacher and students. speaking activities in junior high school curriculum is developed based on the text types taught in classroom. one of them is descriptive text which is aimed to describe a particular person, place, or thing. description consists of describing parts, qualities, characteristics. the linguistic feature occurs in this text is focused on specific participants, the use of attributive and identifying process, the frequent use of epithets and classifier in nominal groups, and the use of simple present tense. moreover, significant grammatical features used is present tense which focuses on specific participants, descriptive adjectives, detailed noun phrase to give information about the subject, adverbials to give additional information about behavior, and figurative language (budiastuti, 2007; mursyid, 2011). this concept of descriptive text is mostly transferred into speaking activities in the classroom. this activity is known as descriptive speaking. descriptive speaking competence or descriptive speech is one of oral action that involves the ability to visualize the object of speaking through words. in the other words, it means narrating about an object, event, or phenomenon, so that the audience could visualize the image clearly. this activity refers to the process of providing a detailed, ariati, improving students’ descriptive speaking… 11 vivid, word picture of a person, animal, place, or object. thus it is important for students to determine the characteristics, features, functions, or good points of the object of speaking. furthermore, a descriptive speech normally contains instructions that may be useful to the audience. topics represent a great variety of choice, namely, any memorable event, any place to visit, and any experience to be followed. basic concepts are description, detailed instruction, piece of advice, useful recommendation. these conditions refer to the exclusiveness of topic choosing in descriptive speaking. the topic must be specific and related directly to the speaker. unfortunately, the facts showed that the students’ lack of descriptive speaking competence became the most problem at school especially in junior high school level. these all problems somehow caused by the inappropriate media used by teachers at class that cannot cover and develop students’ speaking skill especially descriptive speaking competence appropriately. thus, there must be a proper techniques and medium to teach descriptive speaking at class. media are used to motivate students in learning beside interesting materials and teachers’ competence in teaching. the proper media to stimulate students’ eagerness must be related to material that included in curriculum, attracted and useful to help student easily to speak (hamalik, 1998). one best medium that can be used is cue card. cue card is card with words or picture on it, which is used to encourage the students to respond (harmer, 2001). this media is interesting, attractive, and easy to be made for both students and teacher. in addition, cue cards are also clearly visible, which can help the students to describe the object of speaking easily and to reduce preparation time (hammer, 2001). sets of pictures can be re-used; especially they can be laminated and are applicable at any level. the second advantage is that it could be used to tell stories in class and as one of the more popular ways to elicit oral language performance in both intensive and extensive levels (brown: 2004). however, selecting appropriate cue cards are important. cue cards need to be appropriate not only for the purpose in hand but also for the classes they are being used for. if cards are too childish, the students may not like them. second, cards should be visible and they have to be durable. therefore, the use of cue cards has to consider the time, visibility, and significance in learning process (harmer, 2001). furthermore, some qualifications for precise cue cards were those pictures should be appropriate for the age and interest level of students. pictures with characters should show real people rather than cartoon characters in order to ensure appropriate perception. besides, the picture must be free of cultural bias and in the application, the teachers must give a sufficient time for students to examine, analyze and internalize the information given in the picture before speaking performance (o’malley and pierce, 1996). journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 9-20 12 by the assumption on the lack of speaking ability of students and the effectiveness of cue cards, this research was aimed to investigate the use of cue cards in improving students’ descriptive speaking competence. the study also identified the factors influenced in improving students’ descriptive speaking competence by using cue cards. the previous research indicated the significant increasing score of speaking test among the students by using cue cards (budiastuti, 2007). researcher claimed some factors such an interesting style of learning and activeness of student increase along the research period. furthermore, the same research done to students of smp 15 bandung showed that there was improvement of the students in producing spoken descriptive text in every cycle after using cue cards. in addition, the result of interview and observation sheet showed that cue card can be one of alternative media in teaching spoken descriptive text and it could encourage the students` motivation in learning descriptive text. on the other hand, the researcher found some problems such as the limitation of time that became the disadvantages of using cue cards (suryani, 2010). first, this research hopefully could be useful for teachers to improve the condition of class and continually using this method as strategy to improve students’ descriptive speaking competence. the second, students could use cue cards to help them to improve and explore the descriptive speaking competence. the last, for the next researchers, this research could be used as the reference for further research related to the topic. method participants the participants of the research were students of 2 nd grade (class viii 2) of smpn 03 bengkulu in academic year 2011/2012. the participants were 36 students consist of 17 male students and 19 female students. acting as the collaborator to observe the teaching element from teacher point of view, the researcher got help from the english teacher, eva eliza, s.pdi. instruments the instruments of this research consisted of test, observation checklist, field notes and, interview. test was divided into two kinds according to time of test given, pretest and post test. the test score would measure the baseline score of the pre-test and the progress score after the treatment or after the post test. the next instrument was observation checklist; checklist for student and checklist for teacher. students’ checklist covered students’ behavior that was able to be a supporting data for the test score while teacher’s checklist covered many indicators focusing on teacher’s approach in teaching and delivering the materials. both checklists were provided by field notes to cover the implicit reasons of situation at class along the research. the last instrument was interview given to both students and teacher. researcher asked several questions about ariati, improving students’ descriptive speaking… 13 students’ interest, motivation, background knowledge, favorite’s skills, and difficulties in learning english. to teacher, the questions were about the experiences of teacher in teaching english in the class and basic condition of students in acquiring english. procedures of the research this study followed the form of classroom acton research (car) which refers to the way of teacher collecting the data about the process of teaching, the way student accepts the material for effective teaching and learning strategy (mills, 2007). the cycles were divided into four steps. the steps are planning, action, observation, and reflection (kemmis, cited in o’brien 1998). planning in planning, information about students’ difficulties in learning english was taken instruments and lesson plans were prepared. action this step required researcher to act as the classroom teacher and implemented cue cards in class. the implementation of cue cards followed the lesson plan as following: before the pre activity conducted, the researcher distributed speaking pre-test to the students. this research was done in order to get the baseline data or score.  pre-activity teacher started the class by checking the attendance list and introducing the materials of descriptive to students. students were led to discuss about the descriptive materials such as the characteristic and generic structure of descriptive text. then, teacher divided students into groups of five and work ingroup for the entire treatment.  main-activity in main activity, there was a set of cue cars related to the topic which was distributed to each other group. students must discuss the cue card and try to describe the objects on the cue cards. teacher determined some aspects that students must be focused on their description such as, the physical appearance (color, shape, sized), function, strength, weakness, advantages, or personal experiences between the students and object of speaking. after a while, researcher asked students to demonstrate the description of object in-group. each student should take turn to describe at least one characteristic of the object. further, one of representative of each group must present the whole description of the object to whole class.  closing-activity in closing activity, teacher strengthened the important points of the study. students were asked to answer several questions related to the materials given that day. both teacher and students also shared the difficulties for students along the teaching and learning process. observation in this section collaborator critically checked whether teacher followed the steps in the lesson plans and took notes on teacher’s and students’ behavior. when some items were not stated in checklist observation, collaborator could write down in the field note. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 9-20 14 reflection this section described the result and effects of every step in the action phase. those steps could cover the strength or weaknesses happened on each step of action. then those results gathered by researcher and collaborator were compared. the result of students’ test after cue cards treatment also became the indicator to measure the successful of the research. observation was important as the basic step to lead the next cycles. finding cycle 1 from the preliminary review done by the researcher, it was found that students’ interest towards english was good with specification that most students like and enjoy studying english. almost all students were keen on english. 50% of class population claimed the active participation in teaching and learning process. the rest of population seemed enjoy studying english but faced many troubles related to the lack of courage, knowledge about english and laziness. most of students chose to be passive at class especially in speaking activity and decided that reading and answering questions in written text as the easiest and mostly applied in english class. the theme of cue cards used in lesson plans were: things around you, family, classroom activities, and daily activities. in action, the researcher had done two meetings. researcher acted as a teacher and started the class by introduction and explaining the descriptive text features. there were only five groups (28 students) in first meeting, because several students did not attend the class. the results in the first meeting were the students confused of working in group, students seemed not familiar with taking-turn in speaking activity, and some students thought that the task was paragraph construction. the class was so noisy and out of control. the mother tongue dominated the speaking activity. as the result, students played around with the cue cards and were not seriously joining the treatment. there were six students absent on the second meeting. the number of group discussion was six groups (30 students). students were easier to follow the class that day. the attitudes along the class were also better. the discussion could run well for a while, only few of students (male students) were not serious. however, in overall, students participation and motivation to speak english were quite increase. students’ interest could be shown by some questions related to pictures that could be answered. the crucial problems found were the mistakes and errors in grammar and wrong pronunciation. besides that, limited vocabulary mastery affected negatively to students’ speaking performance. the observation was done along the first and second meetings. collaborators took some notes and put thick on observation checklist. collaborator suggested that researcher should not use full english along the teaching process, multiple pictures used in group discussion were too complicated, and class condition should be managed better. observer also caught some ariati, improving students’ descriptive speaking… 15 good points and strengths. the good points were the clear instruction and strong voice, friendly and understandable explanation. while for students, the good attitudes, respect, and also cooperative along the class could be the good foundation for next treatment. after conducting 2 meetings, the post test was given to students. cycle 1 post test asked students to describe 2 pictures in one time speaking performance. by analyzing the students’ behavior and performances, the collaborator suggested researcher to let students describe one picture only at one descriptive performance recording. this advice proposed to ease students to concentrate and focus to one cue card only so that the performance will be better. researcher appreciated and agreed to use one cue card only at one descriptive speaking performance. from researcher attitude, observer advised researcher to be more patient to the less smart and lazy students. the second finding was students’ lack of grammatical understanding on descriptive speaking features. the last point stressed by the researcher was students had limited vocabulary mastery. those findings must be refined in the next cycle. cycle 2 there were some changes in procedures and lesson plan in cycle two. researcher confirmed to collaborator and revised some useless actions or confusing instruction in explaining materials. researcher was also challenged to provide the easiest way in explaining the grammatical order in constructing sentences in descriptive text. based on the discussion, researcher started the cycle 2 by explaining and correcting the students’ grammatical mistakes and error in descriptive speaking. the theme of cue cards was classroom activities and daily activities. unlike in cycle 1, researcher put more attention to correct students’ grammatical mistakes and error. the use of full english in materials explanation was also minimized to easier students in acquiring the understanding. students’ attitudes in first meeting of cycle 2 were better and the group discussion ran well. class control was also improved and the noisy was reduced smoothly. however, the domination of mother tongue could not be erased suddenly. it was very hard to create conducive class where english used as the main language. related to the cue cards complexity, students were exposed to be more aware to the physical appearances of the object in the cue cards. the vocabulary mastery had big influence in these two meetings. there were more physical aspects that must be concerned by students. in these two meetings, students looked more comfortable in expressing the idea in english in-group and group performance in front of class. students also corrected the grammatical mistake one to another in-group. the cooperative work in group was also good. however students’ capacity and capability in grammar and other skills were not sufficient. the integrated skills in english should be combined ultimately to support the speaking competence. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 9-20 16 some notes taken by observer mostly concerned about students’ behavior along the treatments. from teacher’s performance, observed claimed that the use of bilingual and clear instruction were suitable. however, from students’ side, there were some notes about unfair and dishonest of students’ work. the activity focused on group discussion, so the individual work could not be seen well. in this cycle some students copied another students’ sentence and did not feel confident to express the idea by themselves. however, the good things after treatment can be proved by the students talked a lot in speaking activities, the participation was even and the motivation was high. so, the research still had good value and positive effect toward the improvement of students’ descriptive speaking competence. along the treatment, speaking tests were given to students. the test score indicated progress with significant points as follow: table: 1 speaking score in pre test, post test in cycle 1 and post test in cycle 2 score range pre test students post test cycle 1 students post test cycle 2 students 0-20 33% 12 14% 5 14% 5 21-40 41% 18 36% 13 22% 8 41-60 25% 9 44% 16 8% 3 61-80 6% 2 42% 15 81-100 14% 5 n= 36 students the result showed that there were improvements in students’ descriptive speaking performance in grade viii 2 of smpn 3 bengkulu city. first improvement can be proved by the increasing score. this was also followed by even students’ participation in speaking activity. the next was the high motivation in speaking. the last was students talked a lot in speaking class. however, from the scoring aspect, there were weakness and unsatisfied result of this research. the research was not successful yet to improve students’ descriptive speaking competence into 60% of total subjects reached score ≥ 60. discussion although the using of cue cards to improve students’ descriptive speaking competence in grade viii 2 of smpn 3 bengkulu city could not achieve the level of satisfaction as expected, it did not mean that this media fail. the result showed that 56% of students were improved in descriptive speaking competence. this media can give the even opportunity to practice and develop students’ descriptive speaking competence (brown, 2004). the motivation of speaking ariati, improving students’ descriptive speaking… 17 was also increased because students know exactly what to say. besides, the implementation of cue cards in speaking class proved that students became active and interested in speaking english as stated by hamalik (1998). those finding was caused by several reasons. firstly was students’ focus on cue cards description was the big challenge. the grammatical competence of students was found as the second challenge in improving students’ speaking competence. the last was students’ vocabulary mastery limited students in describing pictures. many factors were involved in this case. the first factor was the insufficient capability of students in english especially speaking skill. as stated by brown that speaking must consider some aspects such pronunciation, fluency and accuracy so that the action can be happened and understandable. while from the treatments and scoring, the students’ score showed the lack capability in those aspects. moreover, speaking was an interactive process of conducting meaning that involves producing, receiving, and processing information. this indicated that speaking cannot be separated from the other skills. students in this class were not good in speaking could be affected by the lack of other skills as well. the fact showed that this class got troubles in full english explanation. but, these did not occur to whole class, the result showed 56% students had the good foundation of english, and these students could be improved along the treatment. further finding regarding the factors influenced the improvement were: motivation, students’ lack of dicipline, and students’ attitude, inner motivation of students’ toward english especially speaking interest. from two cycles, observer took notes that some students did not pay attention and did not study seriously in english class. these conditions worsened the understanding of students to the material given. in opposite, the research that was conducted by suryani, 2010 was successfully improving student understanding in spoken descriptive because the motivation in speaking was high and what the previous researcher measured was the understanding of students to spoken descriptive text. so, the consideration between the previous and the current research was different. the third factor was the lack of students’ discipline along the treatments. students did not work hard and cheat to each other. these affected negatively to students’ progress. group work without discipline and good control could not possibly create the chance for students to be dependent to smart students and dishonest in finishing the task. in additional as claimed by harmer, the advantages of cue cards using is not to limit the typical class activities and writing exercises, students can as much spoken english practice as possible. but the fact found that students were not discipline along the class. the topic of speaking from students was often out of the cue cards focus and the use of journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 9-20 18 english was mostly rare. the mother tongue was not clearly banned in english class. the last problems occurred to certain students who did not join the treatments fully. some of students missed the meetings while others did not participate in pre test or post test. this condition gave bad effects to the performance and progress. the real competence of those students in descriptive speaking could not be explored well. there was also underestimated attitude in descriptive speaking recording that showed by some students that influences badly to the performance and the scoring as the consequence. moreover, almost 80% of students’ score increased in two post tests although the increasing was not as high as expected. the additional meetings would be absolutely able to fix the problems. thus, the using of cue cards in improving students’ descriptive speaking competence in grade viii 2 of smpn 3 bengkulu city was not failed but the progress was not as high as expected. as conclusion, the factors involved in improving students’ descriptive speaking competence were the english proficiency that consists of integrated skills and language element such as pronunciation, grammatical comprehension, vocabulary mastery, and fluency. the second was the thinking ability of students to process the visual information into verbal and convey the meaning. third was the attitude or behavior towards speaking activities that consist of motivation in speaking english, seriousness or fully attention, discipline, and the practicing time to drill the speaking skill. conclusion the first objective of this research was to find out whether cue cards can improve students’ descriptive speaking competence in grade viii 2 of smpn 3 bengkulu city. while the other was to determine the factors those influence the improving students’ descriptive speaking competence itself. after conducting the research, researcher was able to clarify that the using of cue cards is able to improved students’ descriptive speaking competence with certain conditions and progress. however, the factors those influence in improving students’ descriptive speaking competence were english proficiency that consists of integrated skills and language element such as pronunciation, grammatical comprehension, vocabulary mastery, and fluency. the second was the thinking ability of students to process the visual information into verbal and convey the meaning. and the last was the attitude or behavior towards speaking activities that consist of motivation in speaking english, seriousness or fully attention, discipline, and the practicing time to drill the speaking skill. as conclusion, the research showed that the using cue cards to improve students’ descriptive speaking competence at grade viii 2 of smpn 3 bengkulu city was an effective and practicable media. ariati, improving students’ descriptive speaking… 19 suggestions for the better implementation of this research, future researcher can consider some factors as follow: 1. cue cards is good and suitable media in teaching descriptive speaking if only the condition of selecting and implementing the media can be fulfilled, such as students’ capability in english, students’ thinking ability, discipline and time allocation. 2. in implementing cue cards as the media to increase students’ descriptive speaking competence teacher should put attention to build students’ grammatical understanding that is useful in sentences construction to improve students’ descriptive speaking competence by using cue cards. 3. to minimize the wrong pronunciations in speaking activity, teachers should speak english a lot to model the good pronunciation for students. references arikunto, suharsimi. 2006. penelitian tindakan kelas. jakarta: bumi aksara. brinton,donna m. 2001. the use of media in language teachings. in celce-murciam, (ed.) teaching english as a second or foreign language. 3 rd edition. heinle &heinle. brown, h. douglas. 2004. language assessment principle and classroom practices. new york. longman. budiastuti, riana eka. 2007. the use of cue cards in teaching spoken descriptive text: the case of eighth year students of smp n 13 semarang. unpublished thesis in english department program, unnes. hamalik, o. 1993. media pendidikan. bandung: pt. citra aditya bakti. harmer, j. 2001. the practice of english language teaching (rev. ed). london: longman. language center, hkust. 2004. improving your speaking skill. retrieved 2000, from http://lc.ust.hk/ lim, patrick t.h. 2007. action research for teachers: a balanced model (pp. 5-6). singapore, from http://conference.nie.edu.sg/2007/paper/papers/o th154.pdf ministry of education. 2009. supporting english language learning in primary schools. wellington. learning media nation, i.s.p & jonathan newton. 2009. teaching esl/efl listening and speaking. newyork. routledge. nunan, david. 2003. practical english language teaching. boston. mc graw hill. o’brien, rory. 1998. an overview of the methodological approach of action research. retrieved april 04, 2012 from http://car overview.html o’malley, j. michael & pierce, lorraine valdez. 1996. authentic assessment for english language learner: practical approach for teachers. london. longman. pw, m. mursyid. 2011. english learning handout for grade viii. retrieved february 8, 2011, from http://mmursyidpw.files.wordpress.com/2011/02/ learning-description.pdf sanrattana, wirot.2007. geoffrey e. mills (2007) 3rd edition “action research: a guide for the teacher researchers”. doctoral program in educational administration, faculty of education, khon kaen university. retrieved in january 1, 2003 from: http: // ednet. kku. ac. th / ~edad/research_article/action_research_mills_2 007.pdf http://lc.ust.hk/ http://conference.nie.edu.sg/2007/paper/papers/oth154.pdf http://conference.nie.edu.sg/2007/paper/papers/oth154.pdf http://mmursyidpw.files.wordpress.com/2011/02/learning-description.pdf http://mmursyidpw.files.wordpress.com/2011/02/learning-description.pdf journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 9-20 20 stevenson, barry. (2003). malt 2002-2b: week 3: understanding action research and systems session. [word document]. retrieved may 22, 2003, from http:// www. jim force.ca/ malt_action_research.pdf suryani, lilis. 2010. the use of cue cards in teaching spoken descriptive text (a classroom action research on seventh grade students in smp 15 bandung). unpublished thesis in english department program, upi. ur, panny. 1996. a course in language teaching practice and theory. new york. cambridge university press. wikipedia. 2012. text type. retrieved may 14 2012, from: http://en.wikipedia.org/wiki/text_types http://en.wikipedia.org/wiki/text_types microsoft word jan-juni susiana, improving students’ ability in expressing… 97 improving students’ ability in expressing ideas in descriptive writing by using picture series technique (a quasi – experimental research at smpn 14 bengkulu city) leny susiana university of bengkulu email : lenysusiana86@gmail.com abstract: this research investigated the effect of picture series technique to develop the students’ ability in expressing ideas in descriptive writing. it was a quasi – experimental research that involved two classes of samples, they are experimental class and control class. the population consisted of the second year students’ of junior high school number 14 bengkulu in academic year 2008/2009. the experimental class was treated by picture series technique for one month, while the control class was taught by using the conventional technique. both classes were given pre test before treatment. the average score of both classes were analyzed by using the t -test formula. t count was smaller than t table (0.126<2.000). it means that there was no significance difference between the experimental and the control class. in other words, those classes could be accepted as the samples for this research. both classes were given a post test after them giving a treatment (by using picture series technique) for several times. the average scores both classes were calculated by using the t-test formula. t obtained was higher than t-table (4.054>2.000). the result showed that there was a significant difference in post test score average between the experimental class and the control class. it means that picture series technique could improve the junior high school students’ ability in expressing ideas in descriptive writing. keywords: picture series technique, quasi-experimental research, junior high school students’. abstrak: penelitian ini menemukan efek dari tehnik gambar berseri untuk meningkatkan kemampuan siswa dalam menekspresikan ide pada tulisan deskriptif. penelitian ini adalah penelitian kuasi eksperimental yang terbagi menjadi dua kelas, yakni kelas eksperimen dan kelas kontrol. populasi pada penelitian ini adalah siswa kelas dua pada smp negeri 14 kota bengkulu tahun ajaran 2008/2009. kelas eksperimen diajarkan dengan tehnik gambar berseri selama satu bulan, sementara kelas kontrol diajarkan menggunakan teknik konvensional. kedua kelas diberikan tes awal sebelum penelitan. nilai rata-rata dari kedua kelas di analisi menggunakan formula t-test. nilai t-hitung lebih kecil dari nilai t-tabel (0.126<2.000). itu berarti tidak ada perbedaan signifikan diantara kelas eksperimen dan kelas kontrol. dengan kata lain, kelas tersebut bisa diterima sebagai sample didalam penelitian ini. kedua kelas diberikan tes akhir setelah kedua kelas diberikan treatment (menggunakan tehnik gambar berseri) selama beberapa waktu. nilai t-hitung lebih besar daripada nilai t-tabel (4.054>2.000). hasil ini menunjukan bahwa ada perbedaan signifikan pada nilai tes akhir dianatara kelas eksperimen dan kelas kontrol. ini berarti bahwa tehnik gambar berseri dapat meningkatkan kemampuan siswa sekolah menengah pertama dalam mengekspresikan ide pada tulisan deskriptif. 98 kata kunci: gambar berseri, penelitian kuasi eksperimental, kemampuan siswa sekolah menegah pertama. introduction writing is a way of making meaning of our experiences, ideas and feeling in written form, and writing is taught to enable the students to use english in oral form as well. writing is an important skill to help students in learning. this skill has greater formality than the other skills in english. this is caused by many reasons. firstly, writing reinforces grammatical structures, idioms, and vocabulary. secondly, when the students write, they have chance to develop their knowledge because when they write, they will learn many things, such as the rules of writing itself, the arrangement of words, and sentences. thirdly, when the students write, they need new language, the maximum effort to express the ideas, and the constant use of eyes, hand, and brain. in junior high school, the students will get the lesson about the descriptive writing. the students always get trouble in descriptive writing because they have less knowledge on the way and technique of writing. people believe that writing is difficult activity (langan, 1981). sometimes they have ideas in their mind but do not know how to express it on piece of paper. mc mahan and day (1980) say that people feel difficulties to express themselves in writing. more ever langan (1981) also states that it is difficult to transfer thoughts and feeling from one’s head into a sheet paper. they also have difficulties in developing ideas in grammatical rule and developing written material in correct order. jordan (1997) in atika (2006) says that, in academic writing grammatical features constantly difficulties for the student. they also have difficulties in starting writing. the student has trouble at the time getting started with their writing (langan, 1981). sometimes the students have different marks in the test of descriptive writing when they use visual aid and without visual aid. for that reasons, it is important to give the solution for the students to help them in expressing their ideas into a paragraph. in this fact, the function of the picture very needed to improve the student’s interest and growing to the student’s motivation. visual aid which is usually used by the teacher to help explain the lesson is a picture. it is expected improve that condition and minimalism the students’ difficulties in expressing their ideas in writing. if the student have interest on their activities, they will enjoy in teaching learning process and they will understand the material that given by the teacher (penny, 1998). picture series as one learning facility in writing can help the students to express their idea into a good composition in writing. so, in this research, the researcher only focused on the uses of the picture susiana, improving students’ ability in expressing… 99 series as a visual aid to know the student’s skill in expressing the idea in descriptive writing. by using picture series in a descriptive writing the students are challenged to give comment, ideas, arguments, and description of the pictures. picture series are valuable teaching aids in motivating students to start their writing. by giving the picture series, the students will be active and prepare their vocabulary spontaneously in their minds and will expressed when they start to write. therefore, this study was guided by a research question: “can picture series improve junior high school students’ ability in expression ideas in descriptive writing?” methodology of research this research was a quasi-experimental study which consisted of two classes from the same qualification and academic background. they are the experimental and the control class. the experimental class was class which given a treatment using pictures series, while control class was taught by using regular techniques or using the conventional treatment. the samples of this study were viii e and viii f class of smpn 14 kota bengkulu. writing test was the instrument that used in this study to know the students’ ability in writing descriptive before and after the treatment using picture series. thus, independent sample t-test was run to find out the difference of students’ score on pre-and post test both experiment and control class. result and discussion the result of pre test was to get the mean score from both classes and from two correctors that could be seen in the table below: table 1: the pre test result score class control experimental higher 62.5 67 lower 33 36.5 total 1964.5 1926.5 mean 47.91 48.16 f count 1.29 f table 1.88 t count 0.126 t table 2.000 journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 97-102 100 the result of the pre test was calculated by using the formula of f value. from the f value calculation, the f obtained was 1.29, and the f table was 1.8752. it means that f obtained was smaller than f table (1.29 < 1.8752). from the result, both samples had equal variances. from the t-test calculation, the t obtained was 0.126. and t table was 2.000. it means that t obtained was smaller than t table (0.126 < 2.000). briefly, these two classes had similar ability and it means that those two classes can be accepted as the samples in the study. the conclusion from the result, ho was accepted and hi was rejected. in other words there was no significant difference in pre test score average between the experimental class and the control class. it means that both groups had equal ability. this experiment could therefore be continued. the result of post test was to get the total score and mean score from both the classes that could be seen in the table below: table 2: the post test result score class control experimental higher 75 82.5 lower 41 50 total 2350.5 2622.5 mean 57.33 65.56 f count 1.35 f table 1.88 t count 4.054 t table 2.000 based on the table above could be seen that the mean score was 65.56, the highest score was 82.5, and the lowest score was 50 in the experimental class, while it was 57.33, the highest score was 75, and the lowest score was 41 in control class. the result of the post test was calculated by using the formula of f value. from the f value calculation, the f obtained was 1.35 and the f table was 1.88. it means that f obtained was smaller than f table (1.35<1.88). in other words, both samples had equal variances. thus, analysis was continued by using the t-test for equal susiana, improving students’ ability in expressing… 101 variances. from the t-test calculation, the obtained was 4.054 and t table was 2.000. it shows that t obtained was bigger than t table (4.054>2.000). it could be concluded that the alternative hypotheses (hi) was accepted or there was significant positive effect of treatment for experimental class. in other words, the treatment using picture series technique was successful. this research showed that used the picture series technique in teaching writing could help the students to develop their ideas. there are some techniques which could give motivation to the students in writing. for example hati (2000) used sentence rearrangement activity to improve the students’ achievement in writing a short paragraph. another technique used writing diary to increase students’ writing skill (hartati, 2000). nababan (2007) used journal writing to improve students’ achievement in writing skill and this technique was effective in improving writing skill. other researcher also did research in writing, boerhan (2006), she found out the effect of composition revision to the students’ writing achievement and she concluded that composition revision was effective in writing skill. while in this research the researcher used picture series technique to improve students’ ability in expressing their ideas in descriptive writing. picture was a kind of visual material that could express the idea or information in concrete way (raimes, 1983). according to adam (1990), in hati (2000), pictures were prominent feature of children textbooks; 1) picture may provide clues to identify words that are otherwise had to recognize and 2) picture may stimulate interest in reading-writing and promote a better understanding of the information. based on the result of pre test and post test in the previous chapter, it was found that the pictures series technique could improve the students’ ability in expressing ideas in descriptive writing. in the experimental class showed that their mean score increased bigger than the control class in result post test (48.16 > 65. 56). furthermore, from the t-test calculation, t obtained was compared to the value of t table. it showed that t obtained was higher than t table (4.054>2.000). gay (1990) stated that if t obtained was higher than t table, it means that the result of research was successful, and it proved that the treatment was successful. in other word, the alternative hypothesis was accepted. based on the explanation above, it is hoped to the teacher may use the picture series technique to improve students’ ability in writing because teaching writing by using visual aids can make the students easily. the students will be assisted in expressing their ideas when they write by using media. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 97-102 102 conclusion by using the formula of t-test calculation, t obtained was higher than t table (4.054>2.000). it could be concluded that hi (alternative hypothesis) was accepted and h0 is rejected. from the result the researcher concluded that the treatment (picture series) could be used as one technique to improve students’ ability in expressing ideas in descriptive writing at the second year of smpn 14 bengkulu. to suggest, further research is highly recommended to find the other techniques in designing the material for students. it is highly recommended to do the same research on the other population or in different education levels example at the senior high school or the vocational school. references ali, mohammad, h. 1993. strategi penelitian pendidikan. bandung: angkasa. arikunto, suharsimi. 1998. prosedur penelitian: suatu pendekatan praktek.jakarta: rineka cipta. atika, ria. 2006. the student’s writing skill of descriptive text (the study at the third year students of sman 3 bkl). the university of bengkulu: unpublished paper. hati, impian. 2001. the effect of sentences rearrangement activity in english teaching process toward the students’ achievement in writing a short paragraph. the university of bengkulu: unpublished paper. hartati. 2000. the effect of writing diary toward students’ writing skill. the university of bengkulu: unpublished paper. langan, john. 1984. college writing skills. usa: mc graw – hill. inc. mc. mahan, and day. 1980. the writer’s rhetoric and handbook. new york: mc. graw-hill, inc. nababan, sally. 2007. the effect of journal writing to the students’ writing achievement. the university of bengkulu: unpublished paper. ur, penny. 1996. a course in language teaching practice and theory. cambridge: cambridge universitypress. paper title (use style: paper title) nurandini, students’ perception toward schema theory ... 13 students’ perception toward schema theory that used in reading class (a study on the fifth semester students of english education study program of fkip unib in academic year 2010/2011) risma nurandini rudi afriazi mulyadi english education study program department of languages and arts faculty of teachers training and education of bengkulu university bengkulu city, indonesia abstract: the objectives of this research are to identify the perception toward schema theory that used in reading class on the fifth semester students of english education study program of fkip unib in academic year 2010/2011. the population of this research was the fifth semester students of english education program of fkip unib in academic year 2010/2011. the population of this study was the whole fifth semester students of english study program of bengkulu university for academic year 2010 – 2011 which consist of 38 students. the sample of this study used total sampling technique. this study was a descriptive study. the instrument of this study was questionnaire. the questionnaire consists of 25 items that purpose to measure students’ perception toward schema theory. the result of this research show that the schema theory had 86,50% positive perception, 12,30% neutral perception and 1,20% negative perception. it displayed that the respondents had high positive perception toward schema theory. it means that most of the students agree with the application of schema theory as a learning style in the fifth semester students of english education program of fkip unib in academic year 2010/2011. abstrak: tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap teori skema yag di gunakan dalam kelas membaca pada mahasiswa semester lima program studi bahasa inggris, universitas bengkulu tahun ajaran 2010/2011. populasi penelitian ini adalah mahasiswa semester lima program studi bahasa inggris fkip universitas bengkulu tahun ajaran 2010/2011 yang terdiri dari 38 mahasiswa. sampel dari penelitian ini menggunakan teknik sampel total atau keseluruhan. penelitian ini adalah penelitian deskriptif. instrumen penelitian ini menggunakan kuisioner. kuisioner yang digunakan terdiri dari 25 item yang bertujuan mengukur persepsi mahasiswa terhadap teori skema yang digunakan dalam kelas membaca. hasil dari penelitian ini memperlihatkan bahwa teori skema mendapat 86,50% persepsi positif, 12,30% persepsi netral dan 1,20% persepsi negatif. ini menunjukan bahwa responden memilik persepsi positif yang tinggi terhadap teori skema. ini berarti rata – rata dari mahasiswa setuju dengan pengaplikasian teori skema sebagai teknik belajar pada mahasiswa semester lima program studi bahasa inggris universitas bengkulu tahun ajaran 2010/2011. introduction in intensive reading, the schema theory stresses the importance of background knowledge in language comprehension. background knowledge is the small proportion of the subject that has already journal of applied linguistics and literature, vo3. 1 no 2, juni 2017 known by a person. when readers have some knowledge of the topic, it becomes easier to understand for them the passage (nunan, 1991). schema theory is chosen to solve the students’ problem in understand reading text based on some reasons. schema theory is vital in developing comprehension in reading. when the students access prior knowledge, their comprehension ability is so much greater than it would be without any prior information or motivation to read. when schema is activated, it involves the relationship between the different parts of knowledge with understanding the text. generally, reading class on english education study program of fkip unib taught by using schema theory, teachers taught them the material by using content schema as basic theory, which pre-reading, while reading and after reading were application of content schema. even though the teacher applied schema theory in reading class, we still found that students had some difficulties in comprehension the text. it proved by almost of students get standard mark on reading. according to the fifth semester students got 25% c and d marks. their mark showed us that almost of them didn’t master reading material. considering student’s problem, a further investigation of what students’ perceptions if the schema theory applied by lecture in teaching reading is needed. the researcher takes the data at fifth semester students of english study program of fkip unib because the lectures use schema theory in teaching reading class. according to schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. efficient comprehension needs the ability to relate the textual material to one’s own knowledge. as the opening quote from anderson et al. points out, “every act of comprehension involves one’s knowledge of the world as well” (anderson et al. 1977:369).based on schema theory readers’ schema can be classified into three types: language schema, content schema and form schema. in this study, the researcher attempted to collect students’ perception toward schema theory that used in reading class and identify the perceptions of the fifth semester students of english education study program of fkip unib in academic year of 2010/2011. the result of the study can be used as reference and consideration for headmaster, teacher, and students. for headmaster, the study is used to make nurandini, students’ perception toward schema theory ... 15 decision for teacher, such as follow the training. for teacher, the study is used to improve their teaching style or technique, and for the students, the study can use one of their strategies to improve their reading ability. i. definition of perception. perception is a psychological process; according to gregorc (2001), perception refers to how the brain organizes and interprets sensory information. until fairly recently perception was considered by the school of psychology called behaviorism to be largely a passive and inevitable response to stimuli. and then, hornby (2000) argue perception is the way you notice things, especially with the senses. according to elliot et al (2000) in delva (2010), perception is the giving of meaning to the discrete, meaningless stimuli that initially arouse awareness. the meaning that an individual gives to any stimulus depends upon the manner in which that person patterns it. on the other word, perception is the processes by which we receive ad interpret information from the world around us. according to george (2001), there are three types of perception; detection, recognition, discrimination. detection refers to whether people can sense that they are being stimulated by some forms of energy. for example, a light may be so dim they are barely detecting its presence. recognition means being able to identify as well as detect a particular pattern of stimulation. discrimination means being able to perceive one pattern of stimulation as different form another for example, a person may hear slight difference between two similar musical tones. ii. schema theory in reading material according to schema theory, comprehending a text is an interactive process between the reader’s background knowledge and the text. efficient comprehension needs the ability to relate the textual material to one’s own knowledge. as the opening quote from anderson et al. points out, “every act of comprehension involves one’s knowledge of the world as well” (anderson et al. 1977:369). the process of interpretation is guided by the principles that every input is mapped against some existing schema and that all aspects of that schema must be compatible with the input information. this principle results in two basic models of journal of applied linguistics and literature, vo3. 1 no 2, juni 2017 information processing, called bottom up and top down processing. methodology this study is descriptive study. according to sukardi (2008), descriptive research is research method which effort to describe an interpret the object based on the fact. the population of this study was the whole fifth semester students of english study program of bengkulu university for academic year 2010 – 2011 which consist of 38 students. the researcher chose this population because the fifth semester students have taken reading class i, ii, iii and extensive reading. the lecture taught them by using schema theory. the sample of this study used total sampling technique. the instrument of this study was questionnaire. questionnaire is a number of written question that will be used to get information from the respondents (report about himself or herself), or other things he knows (arikunto, 2002). the instrument in this research is questionnaire, it is used to know about students’ perception toward schema theory that used in reading class. five scales, known as likert scale, applied in this questionnaire. each item offer five alternative options and each option has different values. the questionnaire will be tested to measure their validity by t test and reliability by alpha cronbach using spss tool. finding and discussion the results of this study shows that 29,70% respondents had an extremely positive perception toward the application of schema theory. while 0,00% had an extremely negative perception. further details about the distribution of the data can be seen on the following table 3a table 3a. summary of distribution of students’ perception. category aspect frequency percentages total percentages sa/extremely positive 282 29,70% 86,50% a/positive 540 56,80% nurandini, students’ perception toward schema theory ... 17 u/neutral 117 12,30% 12,30% d/negative 11 1,20% 1,20% sd/extremely negative 0 0,00% total 950 100% 100% based on the data, s tudents’ perception (combination of extremely positive and positive responds) toward schema theory as learning style in reading class was 86,50% . the number was far much higher than the negative one (combination of extremely negative and negative responds) which was only 1,20%. it means that the schema theory was one of the interesting learning styles in reading class. the researcher found that 84,2% of the respondents had positive perception for item one. in contrast the other 15,8% respondents had negative perception. it proves that the students have high motivation in reading text. item two is about the students’ ability to predict about general description of text. in this item the students have 86,9% positive perception. it means that the students can use their background knowledge to make prediction about text. item three is about students’ mentality to get ready in reading text. this item takes 76,3% positive perception of respondents. as it can be seen from the chart before, positive perception is dominant selection of all the respondents. the researcher found that 29,7% of respondents had strongly agree perception and 56,8 % for agree perception, it means 86,5% of the respondents had positive perception, it proved that most of the respondents agree with the application of schema theory as a learning style. based on the research result, it was found that there are some facts that schema theory held good perception on the students. item number 1, 2, 3, 4, 5, 6, 7, and 22 showed us how schema theory works to activate students’ background knowledge. schema theory used to motivate students and lead them to make some predictions about what are they going to face in reading text. this statement reinforced by rumelhart (1980) with good background knowledge schema, readers would also journal of applied linguistics and literature, vo3. 1 no 2, juni 2017 have very good prediction. in this case the students should be able to define their background knowledge that suitable with the given text. the teacher should have good way to activate their background knowledge. if they were able to use their background knowledge it will make them know what things that they are going to read. teachers can help students to establish specific content schema through providing background knowledge for students to predict correctly. the statement was supported by rumellhart (1980) who stated that content schema can help reader to predict and choose information, to evaluate the text, rewrite the text with own words and the other skills. which is in this research they had high positive perception, displayed us how they understand and comprehend the reading material. from the result of this study, the researcher finds out that the students get many advantages from the applying of schema theory as a learning style. according to rumelhart in liu yu hui (2010), schema theory especially content schema offer to the students’ abilities in two aspects: one is situation of schema connected with reading material; the other is background knowledge schema previously possessed by readers and in this research almost of them good perception, it proved that they are able in that aspects. in this research we also found negative perception, it proved that some of them were not able in some aspects. they could not understand the text perfectly. rumelhart(1980) proposed three possible reasons why readers cannot understand a text: first, readers lack proper schema. under this condition, readers cannot understand the meaning contained in the text at all. second, readers may possess adequate schema, but the author does not provide enough clues to activate the schema. therefore, readers still cannot get the meaning. if adequate clue is provided, readers can understand the text. third, readers interpret the text in a consistent way but deviate from the author’s intention. under this condition, readers seem to understand the text but misunderstand the author’s intention or they can’t master the abilities they have to but in this research the percentages of negative perception is too low 1,2% and 12,3 % for uncertain perception. the experts believe that language schema, content schema and form schema are all very important to develop students’ reading ability. when emphasizing nurandini, students’ perception toward schema theory ... 19 imparting language knowledge, teachers are suggested to activate content schema in students’ mind and help them to establish english form schema to improve students’ reading ability, and lay a solid foundation for writing ability. becoming a fluent reader involves finding connections to one’s own life and making new information part of one’s own knowledge. the development of principled flexible skills that can be applied to different reading tasks is one of the most effective things from a reading class. learners as well as educators can better understand what messages are in a text by examining it with a number of approaches. schema theory offers insight on the way knowledge is constructed but is far from a complete unveiling of the mysterious process of reading. according to rumelhart (1977) published towards an interactive model of reading, which holds that in fact reading process is a complicated “interaction” process of many types of language knowledge, including letters, words, syntactic patterns and semantic meaning etc., that is, interaction of direct and implicit information; language processing interacts at different levels. this model theory forms the basis of schema theory. as we can see from the appendices, the list of interview questions used to know about some information that the researcher cannot get from the questionnaire, and the answers of those questions reinforce their perception toward schema theory. it proved that their answers for the questionnaire are purely from their understanding about schema theory. so, in this research it displayed that schema theory is suitable with the students as learning style and interactive models as a reading model can applied as a teaching reading style. it proved by their high positive perception toward schema theory. conclussion it could be concluded from the result the answer of “what is students’ perception toward schema theory in reading?” in this research, the researcher found that the students have positive perception toward schema theory. this statement could also explain that the students agree that schema theory used as teaching and learning style. the result reinforced by some researches, it proved that schema theory gave significant effects for students. schema theory can journal of applied linguistics and literature, vo3. 1 no 2, juni 2017 improve their ability in reading comprehension. based on theory of content schema from rumelhart and the result of the research, background knowledge schema previously possessed by readers and situation schema connected with reading material. a good background knowledge and situation can affect directly the degree of reading comprehension. references abisamra, nada salem. 2001. teaching second language reading from an interactive perspective at http://www.nadasisland.com/reading/. monday 21 june 2010 03.00 pm. anderson, richard c and pearson, p david. 1987. a schema theoretic view of basic processes in reading comprehension. cambridge: cambridge university press. arikunto,s. 1998. prosedur penelitian suatu pendekatan praktek. jakarta. rineka cipta. brow, george 2002. psychology guide perception. http://www.a2zpsychology.com/psyc hology_guidepercepton.html sunday, 16 june 2010, at 04.00 pm. carrel, patricia l and eisterhold, joan c. 1987. schema theory and esl reading pedagogy. cambridge: cambridge university press. carrel, patricia l, et al. 1986. interactive approaches to second language reading. cambridge: cambridge university. casanave, christine pearson. 1985. strategies for readers (a reading/communication text for students of esl).california: prentice hall regents. elliot, stephen et al. 2000. educational psychology: effective teaching and learning. united states: the mcgrawhill companies, inc. evaliani, dessy. 2001. the effect of schema theory toward the students reading comprehension at the first year of smkn 3 bengkulu academic year 2001/2002. bengkulu university: unpublished thesis. goodman, keneath.1987. the reading process. in p.l.carrell, j.devine & d.e.heskey (eds), interactive approach to second language reading. cambridge: cambridge university press. gregorc, anthony. 2001. introduction to http://www.nadasisland.com/reading/ http://www.a2zpsychology.com/psychology_guidepercepton.html http://www.a2zpsychology.com/psychology_guidepercepton.html nurandini, students’ perception toward schema theory ... 21 perception. http://www1.sapdesignguild.org/resour ches/optical_illusions/intro_definition.h tml sunday, 16 june 2010, at 04.00 pm. hui, liu yu. 2010. application of schema theory in teaching college english reading. http://www.cscanada.net/ canadian social science monday 21 june 2010 03.00 pm. hornby, a.s. 2005. oxford dictionary of english. 7th edition. new york: oxford university press. iranian language institute teaching journal.2005. vol. 1 no 1 and 2. iranian language institute. i6 june 2010 at 04.00 pm. nunan. d. 1991. language teaching methodology. hertfordshire : prentice hall international. sudjono, anas. 2005. pengantar statistik pendidikan. jakarta: pt. raja grafindo persada. sugiyono. 2008. metodologi penelitian pendidikan. bandung: alfabeta. sukardi. 2008. metodologi penelitian pendidikan: kompetensi dan praktiknya. jakarta: bumi aksara. ur, penny. 1996. a course in language teaching: practice and theory. london: cambridge university press. widiarti, deni. 2008. the effect of “schema development technique” in improving students’ reading ability (a study on fourth semester students of english study program of fkip unib in academic year 2007-2008 ). university of bengkulu: unpublished thesis. http://www1.sapdesignguild.org/resourches/optical_illusions/intro_definition.html http://www1.sapdesignguild.org/resourches/optical_illusions/intro_definition.html http://www1.sapdesignguild.org/resourches/optical_illusions/intro_definition.html http://www.cscanada.net/ http://www.cscanada.net/ joall (journal of applied linguistics and literature), 8(1), 2023 41 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/22577 https://doi.org/10.33369/joall.v8i1.22577 engaging students to write procedure texts through the culturally-relevant activity of bark painting 1wigati yektiningtyas , 2ruth naomi nancy wompere , 3niko kobepa , 4tri apniani sunarsih 1,2,3department of language and art, universitas cenderawasih, indonesia 1,2,3jalan raya sentani-abepura 4state senior high school 1 jayapura (sman 1 jayapura), indonesia 4jalan serui, no. 38, abepura article info abstract article history: received: jul 4, 2022 revised: oct 19, 2022 accepted: nov 16, 2022 for most efl students, writing in english is a boring and challenging skill; therefore, creative and attractive media such as bark painting is needed. bark painting is one of the cultural heritages that has not been valued and recognized by papuan young people as a culturally important medium. this study aimed at exploring the ways of engaging students to write procedure texts using bark painting and finding the importance of infusing bark painting in teaching procedure text. this descriptive-qualitative study took place in jayapura, papua, indonesia, between january and march 2021. there were students of the social science program, 5 senior high school teachers, 3 tribal chiefs, 3 elders, 3 bark painters, and 2 cultural practitioners involved as the participants. the data were collected by using observation, interview, and fgd (focus group discussion). from the data analysis, the study found that by engaging the students in learning writing procedure text using bark painting, they could effectively and enthusiastically learn the social functions, generic structure, and linguistic features of writing procedure text with a media which is culturally close to them, and they could learn and indirectly disseminate cultural heritage as well as learn the good character of the elders. keywords: procedure text writing bark painting teaching media cultural heritage conflict of interest: none funding information: none correspondence: wigati yektiningtyas, department of language and art, universitas cenderawasih, indonesia wigati_y@yahoo.com ©authors this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): yektiningtyas, w., wompere, r.n.n., kobepa, n., sunarsih, t.a. (2023). engaging students to write procedure texts through the culturally-relevant activity of bark painting. joall (journal of applied linguistics and literature), 8(1), 41-58. https://doi.org/10.33369/joall.v8i1.22577 writing is one of the skills that is believed to have an essential relevance for a learner of a second language because it serves not only as a tool for communication but also as a means of learning, thinking, and organizing information or ideas. according to murcia (1991), writing is a form of https://ejournal.unib.ac.id/index.php/joall/article/view/22577 https://doi.org/10.33369/joall.v8i1.22577 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.22577&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.22577 https://orcid.org/0000-0002-5160-837x https://orcid.org/0000-0003-4338-4748 http://orcid.org/0000-0003-1007-1841 https://orcid.org/0000-0001-7112-7445 wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 42 joall (journal of applied linguistics and literature), 8(1), 2023 communication that involves an interactive process between the writer and the reader. it means that during the writing process, the writer can connect his or her ideas or viewpoints with two or more others. additionally, writing, according to nunan (2003), is both a process and a product. thus, it is about more than making our thoughts and ideas visible and concrete (ghaith, 2002) as cited in widayanti, rustyana, and haryudin (2019). based on the senior high school syllabus, there are several types of text genres which students need to learn and one of which is the procedure text. procedure text is a text that provides instructions on how to carry out certain activities (anderson, 2003). the text frequently employs imperative sentences in the simple present tense. it also frequently uses temporal conjunctions such as first, second, then, next, and so on. the structure of the text consists of aim/goal, materials, and steps. as a result, the objective of writing a procedure text for students is for them to be able to write different procedure texts in sequences as well as recognize the generic structure and the language features. many students, according to rivers (2018) as cited in krishnapatria, et.al. (2019), are bored and uninterested in the intricacy of english writing activities because their teachers in the classroom frequently repeat the same pattern utilizing old-fashioned materials such as whiteboards, books, and other normative learning tools. empirically, according to the teacher informants takayetouw, nasir, yoku, and gandeguai, senior high school students, particularly in the capital city of papua province do not like english very much, especially when learning procedure text. they always have some reasons to avoid learning english, i.e., the teaching is boring, monotonous, not creative, not challenging, etc. on the other hand, teachers also have similar problems to engage students to be interested in learning writing. this is in line with aminah (2015) and halimah, et.al. (2021) in their research that portray teachers’ difficulties in finding suitable methods and materials to encourage students to learn writing. related to the problems faced by the teachers, as brumfit said (1987, p.23) that “none of us teaches anything worthwhile directly to students: we simply create conditions for successful learning”. it means that english teachers are responsible to attract students' attention and evoke good atmosphere in learning, they need to find creative and innovative strategies in their lessons, including teaching writing. this study limits the discussion on how to attract students in writing procedure text since it is taught in the curriculum for grades x, xi, and xii of senior high school in jayapura indonesia. yektiningtyas & modouw (2017) found that students were enthusiastic in contextual learning, i.e., learning mathematics, environment, history, languages (english, indonesian, and local languages) using cultural materials like folktales, dances, folksongs, and arts. related to the research above, this study infused cultural medium of bark painting in teaching writing procedure engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 43 text. as a part of the cultural heritages that is not acknowledged by the young generation, the uniqueness of its creation process, bark painting was chosen to be used in learning writing procedure text. the students could learn the traditional and unique steps of the bark painters in creating their paintings and they could have new experiences as well. the idea of infusing bark painting is also related to government regulation number 17/2010 about the management and process of education in adopting local excellence. besides, indonesian curriculum of 2013 also underlines about the importance of adapting local contexts, i.e., various natural and cultural resources as potential learning materials to help the students to have better character, critical thinking, knowledge, and skills (modouw, 2021). hopefully, by designing and using materials that are authentic but interesting and contextual like bark painting, does not only preserve the cultural products, but creates psychological tools that in turn accommodate learning as well. in other words, creating conducive learning environment that links prior knowledge or schema and new knowledge that is to be learned is not only formally mandatory but also an urgent need (kim, 2020; modouw, 2021). writing is one of the language skills for efl students in indonesia to learn. according to murcia (1991), writing is a form of communication that involves an interactive process between the writer and the reader. it means that during the writing process, the writer can connect his or her ideas or viewpoints with two or more others. writing, according to nunan (2003), is both a process and a product. hence, students must go through some processes in order to get the final product. in order for students to be able to start writing, teachers need media that can help students’ writing ability. according to garson (2012), visual media can increase classroom instruction and students’ understanding. some studies have been done in teaching procedure text using various media. an action research study done by prasetya & komarudin (2017) showed that cooking video could help improve students’ procedure text writing skills. this finding indicates that the use of cooking recipe texts seems to be facilitative in learning and acquisition of procedure text construction skills. besides the cooking recipes, games such as battleship that involve steps can also be used as media to teach procedural texts (artyani, et.al., 2014). students’ procedure text writing skills may be improved not only with the appropriate use of media, but also of teaching techniques. zaki & rosa (2014) offered an alternative way of teaching procedure text on steps in the applied project-based learning approach. learning theories inform us that learning and or acquisition is most likely to take place when a learning material presented is, related to, among other things, either or both background knowledge of the students which is technically referred to schema or/and what is familiar or available to them as proposed in the here-and-now approach (kobepa, 2016). what is available to the wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 44 joall (journal of applied linguistics and literature), 8(1), 2023 learners, as the here-and-now approach argues, is anything that is either spatially visible, temporally current or mentally and cognitively attainable that the learners are easily accessible to it. what we can learn from the media used in the research referred to above, cooking recipes for example, are at least two things. the first is familiarity to the concept of procedure. procedures or steps of doing things is cross-culturally universal. also, the cooking activity was presented visually where the learners could see the process. although the concept of procedure is a common theme cross-culturally and the activity is visually presented, there are two other things that remain culturally specific. the first is language or the linguistic features in our case. the linguistic elements of procedure texts must be taught. the second one is rhetorical organization of the text. the way english-speaking peoples organize their ideas in texts may be different from those of other cultures, including indonesian learners of english. these two things, among others, would make learning and or acquisition more difficult. they are difficult does not mean they cannot be learned. it is that the learners need what has been termed in learning theory as mediation in order for learning to take place. vygotsky, the founding father of sociocultural theory of learning, divides mediation into three major classes: “material tools, psychological tools and other human beings” (kozulin, 1998, pp.62-66). human mediator refers to caregivers for infants or teachers in our case here. wood bark painting we use here is an example of material tool. the theory states that these mediators can facilitate learning. it is in this context that the learners are in need of help in order for them to learn the linguistic features and rhetorical organization of the text. bark painting is unique even though anything may be used as media, as have been shown in the research referred to above. this painting is likely to be more facilitative because it is culturally closer to sentani speaking learners of english than any other items. the students are acquainted with this very culturally specific activity. in short, it has become part of their “schema” (bartlett, 1995; marshall, 1995). schema is generally defined as preexisting knowledge that mediates acquisition of new knowledge. with the support of wood bark painting, a material tool, used as media and mediated activities, teaching learning in our case, the learners’ psychological tools may be built for their own psychological processes. bark painting is one of papuan cultural heritages which has a long history. various original motifs, in the forms of flora and fauna are depicted on the canvas of kombouw, matoa, or breadfruit barks but the canvas of kombouw bark (ficus variagata) is more favourable for painters and buyers since the color is more beautiful. in sentani, place where it comes from, this bark painting is known as malo/maro which was originally “clothes” of the adults of sentani people, i.e. skirts for women and loinclothes for men (yektiningtyas & modouw, 2017). bark painting is only found in asei island, the easternmost engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 45 island on lake sentani, jayapura, papua. there, these paintings are done by both men and women with various motifs. pepuho and nere, the sentani elders (2021) explained that the men are responsible in providing the barks from the kombouw tree (ficus variagata) by using a machete to extract the bark (yektiningtyas-modouw, 2011). interestingly, the informants also added that the men never cut the trees down. they only peeled the bark and let the trees live to have new bark. this is related to sentani people’s traditional ecological knowledge about conserving nature and the unique fact that kombouw trees cannot be cultivated easily -they naturally grow in the jungle (yektiningtyas & silalahi, 2020). at that time, the tribal chiefs added that bark painting was only made exclusively by men in private places that could not be seen by anyone. there are several motifs of bark painting, namely flora (sago leaves, lake weeds, etc.), fauna (crocodiles, lizards, fish, birds, bird of paradise, kangaroos, cassowaries, snakes, etc.), as well as various folktales like myths and legends (hermkens, 2007). interestingly, each motif is a transformation of fouw (a circle motif resembling water circles) (see pictures 1, 2, and 3) (doc. yektiningtyas, ongge, and suroto, 2020). colors used in bark paintings come from plant pigments, soil, kitchen charcoal, and whiting mixed with sap so that the colors can adhere to the painting media. the colors that dominate the carvings are brown, yellow, red (mele), black (kleumam), and white (au). ongge and ohee added that the red color with brown and yellow gradations symbolized the spirit of life and the burning dynamics of the sentani people’s life. the white color symbolized security and harmony in life (yoyo mama). the black color symbolized the evil that always accompany human life. this fact is closely related to the belief of the sentani people in the existence of onomi (white magic) and pelo (black magic). this also shows, as it was figured out by all tribal chiefs (march, 2021) that sentani people believe in the supernatural powers, even until now. as language and culture cannot be separated (khan, 2014; kim, 2020), by infusing bark painting in teaching writing, hopefully the students can learn pic. 1 fouw pic. 3 transformation of fouw in bark paintings pic. 2 transformation of fouw in bark paintings wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 46 joall (journal of applied linguistics and literature), 8(1), 2023 the social function, the generic structures and the linguistic features of writing procedure text as well as recognize one of papuan cultural heritages along with the socio-cultural values. there are some studies on bark paintings by howard (1998 and 2000) and hermkens (2007) but using bark painting to teach writing procedure text has not been done yet. the aims of this study are to explore (1) the ways of engaging students in writing procedure text using bark painting and (2) the importance of infusing bark painting in teaching procedure text. method research design this is a descriptive-qualitative study that was conducted in jayapura, the capital city of papua between january-march 2021. the subjects of the study are expected to be all students of high schools surrounding lake sentani whose elders are still practicing bark painting and wood carving. however, for the present study 15 grade xii students from 5 different high schools were selected. taking the small number of subjects was intentional for two reasons. first, it was thought that 15 students can make up one class. an ideal class size is normally 15 up to 25 students even though we may find classes larger than that number. second, this was a pilot study aiming not only at using the bark paining for educational purposes but also raising cultural awareness of the whole community. if the pilot study had good response, then bark painting could be officially infused in teaching english in high schools. therefore, besides the students, 5 teachers, 3 tribal chiefs, 3 community elders, 3 bark painters and 2 cultural activists were also involved in the study. the five high schools, namely sman i, sman ii, sman iii, sman iv, and sman v were also deliberately chosen because these schools were the ones that actually infused culture into their learning process. grade xii was, too, chosen because it was in accordance with the demands of basic competencies required (kd 3.6.) in the syllabus of curriculum 2013 for the students at this grade is to learn to produce procedural texts both oral and written forms. for that, bark painting would be both suitable learning media and great with respect to cultural heritage preservation. instruments and procedures the instruments used to obtain the qualitative data needed in this study were (1) interview and (2) focus group discussion (fgd). interview was conducted in an open-ended form in two places. first interview with students and teachers was conducted to get their behaviour after learning process. second interview was conducted in asei island with tribal chiefs, bark painters, sentani elders, and cultural practitioners to have their opinions of infusing bark painting in writing class. bark painting used to be sacred heritage of sentani people that could be publicly circulated but seeing the fact that some bark paintings have engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 47 been sold in asei island and some art centres, this study considered to infuse it in english language teaching. the local people’s opinion and comments were needed to be considered. fgd with representative students, teachers, tribal chief, bark painters, and cultural practitioners was done to gain their consensus of using bark painting in teaching-learning process. following the interviews and fgd, the researchers made a lesson about procedure text using bark painting as a try out that was conducted online to find out students’ responses. data analysis procedures after the data from interviews and fgd were collected, the researchers utilized miles and huberman’s model (2014) namely data reduction, data presentation, and drawing conclusions. findings engaging students to write procedure text using bark painting as referred to above, mastery of procedure text related to the use of manuals for technology which is numbered kd (basic competence) 3.6 in the 2013 curriculum is one of the competencies that indonesian grade xii social sciences students are required of. as stated above, in this study we used bark painting and its tools and materials for teaching this competence. the processes of making bark painting include the following: creating bark painting, i.e., selecting the bark of kombouw tree, peeling the bark, soaking the bark in the water, pounding the bark, drying the bark under the sun, painting on the bark with various motifs and colouring the motifs by using simple tools and materials. during the covid-19 pandemic, the try-out of teaching procedural text was given in two different strategies, namely synchronous and asynchronous learning activities. synchronous learning activities provided opportunities to the students to learn using the google meet link provided in the google classroom account; whereas, the asynchronous activities provided the students with some written materials and videos, completed with some tasks to do. all questions and discussions were done in the synchronous learning activities. in engaging the students to learn writing procedure texts, there were four ways used, i.e. (1) bringing some real bark paintings with various motifs to the online class, (2) playing videos of the process of creating bark paintings, (3) inviting bark painters to class, and (4) having a field trip to asei island where the bark paintings are made. in all classes the students were given opportunities to observe, ask questions, gather information, associate, and communicate before practicing writing procedure text. all these steps were designed in as a way to raise their awareness and to attract their attentions to focus on learning. after that frequency, quantity and quality of questions on text structure, language features, and language function of procedure text increased throughout the process of learning after the try out. their wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 48 joall (journal of applied linguistics and literature), 8(1), 2023 enthusiasms were evident throughout the process of writing procedure text as revealed in their semi-formal interview responses such as the following: “i am bored already with procedure text material such as how to operate computer, etc.”(lk) “i am interested in motifs on the wood bark, even though they only look like circles, ... (they are) beautiful” (bh) “because of interested in crafts brought by the teacher and explanations about the wood bark, i followed the lessons from the beginning to the end well” (mp) the teachers were satisfied seeing the enthusiasms of the students from the start to the end. the teachers created learning mood that was attractive and the students in turn were motivated to study seriously. one of the teachers (yg) commented (comparing with the classes done before infusing bark painting in writing): “thus far teachers most of the time were text-bookish, depended much on the textbooks”. before try-out, the researchers had made videos of bark painting facilitated and performed by bark painters, elders, dan tribal chiefs. after watching videos in both synchronous and asynchronous classes, not only the students’ textual generic structure of procedure text become more wellorganized, but also the quality of their contents gradually improved. their language structure and writing mechanics were increasingly better and better. the followings are a few of the students’ responses. “when i saw wood bark painting in the videos, i did not imagine that making bark painting would require such a long time and such difficult”. (pm) “after looking at the steps of making bark painting, it turned out that writing procedure text is not difficult”.(mp) meanwhile, one of teachers (ak) stated that, “the students were more motivated in learning as shown by more creative, longer with appropriate use of language in their works”. (ay) seeing the students’ enthusiasm in learning writing procedure text after watching the video, three bark painters were invited to the virtual class. these engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 49 three painters then demonstrated how to draw and paint motifs of the paintings. they also explained about the kinds and meaning of the motifs, and the natural colours they used. in this process, the students showed their excitement in attending the class. they paid full attention to what the painters did and explained. they asked everything they wanted to know about the process of making the bark painting. at that time the students also had opportunity to practice drawing the motifs of on their drawing books. when the students were given reflection time about the teaching-learning process, they said that they were happy to have an interactive class since they could directly asked the teacher and the painter. lm and hy said that it was the first time for them to have a painter came to their class. they could even express their own idea without being afraid of making mistakes. for them, it was the first time to learn english using cultural media. this made them more motivated to learn both the language and the cultural heritages as these two are intertwined each other as sapir whorf hypotesis predicts (mukheimer, 2011; kim, 2020). students’ learning to draw various motifs (doc. suroto, 2020) in the last meeting, the students and the teacher had a fieldtrip. they went to asei island. since it was pandemic, everyone went there should follow the health protocol of covid-19 such as wearing mask and bringing their own hand sanitizer. this fieldtrip aimed to give the experience for the students to directly interact with the local people and the painters and sellers of bark paintings. in this time, they could interview the local people and some bark painters to get more information about the sentani’s culture especially about the painting. this is also related to curriculum 13 that encourages students to be autonomous learners who always search and explore various sources to complete knowledge they get from their teachers because teachers are not the wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 50 joall (journal of applied linguistics and literature), 8(1), 2023 only sources in learning process. there are some responses from the student and teacher as follows. “finally, after seeing the bark painting in the video, here in asei i can see the real bark painting, touch it ... wow very beautiful. i can talk to the painters too”. (bh) “their writings on procedure text are getting better ... it is tiring to go to asei island but seeing their enthusiasm and their learning achievement, we are motivated to provide more interesting materials and strategies to teach other components of language skills”. (ay) the importance of infusing bark painting in teaching procedure text data obtained from the interview and fgd with the students, tribal chiefs, bark painters, sentani elders, and cultural practitioners showed the importance of bark painting in learning writing procedure text. besides learning the social functions, generic structure, and linguistic features of writing procedure text, the students could also (1) learn one of ancestral heritages and social values embedded in it, (2) indirectly preserve and disseminate of bark painting, and (3) learn good character of the ancestors. bark painting, as it was previously said is not fully appreciated by people anymore. mo, ip, no, as the tribal chiefs (march 2021) expressed their worries about the existence and appreciation of young people about bark painting. they eager to have bark painting preserved but they do not know what and how to do. ji, as a cultural practitioner added that bark painting should be revitalized, introduced and disseminated via various strategies to, especially, young generation to avoid its extinction. when they were asked about the possibilities of bark painting to be infused in teaching-learning process, the tribal chiefs, the bark painters, and the elders were enthusiastic. in the fgd, it was strongly reminded that only bark painting with common motifs can be used in teaching-learning process. sacred motifs cannot be consumed by public. a tribal chiefs underlined the point as follows. “but please remember ... i have previously told you all as well that not all bark painting can be used in school ... before using it, please consult one of us first. based on out myth if people mistreat bark paintings with sacred motifs, they will get pelo (curse). they can be sick or maybe something worse may happen”. (mo) engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 51 it is also believed that learning writing procedure text using bark painting is a kind of strategy of indirect preservation and dissemination. this was proved by some students who shared what they learned about bark painting and the values to their parents and friends. “i posted some pictures of bark painting on my facebook, then my friends asked me ... then there were long talks about bark painting. it would seem they were interested too” (mp) in our visit to asei island to see some tribal chiefs, the elders, and bark painters in april 2021, there were some interesting responses. “i see some students posted some bark paintings on their facebook ... i see it on my son’s facebook ... wow, that is great!” (mo – tribal chief) “two days ago, there were some people came here to buy bark paintings. they said their children told them”. (co – bark painter) character building is important for young generation. tribal chiefs and some elders complained about the weak character of young generation, i.e., ignorant, self-centred, undisciplined, not persistent and like something instant. related to the pedagogical functions of folklore stated by bascom in dundes (1984), darong, et. al. (2021), conveyed that culture can be used to educate the whole person as media of character building. to lickona (1991), character education is a deliberate and persistent effort to help someone so s/he is able to understand and do various main ethics. there are seven essential characters that should be owned by students, namely honesty, compassion, courage, kindness, self-control, cooperation and diligence or hard work. in line with lickona’s idea, curriculum 2013 also echoes the importance of character of social sensibility, honesty, responsibility, tolerance, productivity, and creativity for students (yektiningtyas & silalahi, 2020). adopting bark paintings to teach procedure texts can be used to develop students’ character. to create a bark painting, a painter needs hardworking and cooperation with other people. even though s/he wants to have his/her best paintings but s/he always develops respect and tolerance to others (yektiningtyas & modouw, 2017; kim, 2020). even though nowadays it is found fake bark paintings in an art market in jayapura done by irresponsible people, the students still can learn about bad character that they have to avoid wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 52 joall (journal of applied linguistics and literature), 8(1), 2023 discussion students’ activities in observing, asking questions, gathering information, associating, and communicating with instructors and bark painters before practicing writing procedure text showed their enthusiasms in learning and good emotional ties between the students and the materials they were learning. this can also be seen in their response during the interviews: most students were happy to have bark painting as their teaching materials and they were getting easier in writing procedure texts by watching video and having discussions with the painters. this enriched their knowledge on procedure text formula. this study confirmed the previous study done in 2017 which found that students were enthusiastic in papuan contextual learning. using bark painting as learning media is new. different from infusing folklore in learning english, using bark painting in learning english took a long process since bark painting used to be sacred heritage that could not be publicly circulated. but after the discussion with the sentani tribal chiefs and elders as well as seeing the enthusiasm of the young generation, the bark painting with common motifs is allowed to be infused in learning process. this of course even pushed the researchers to use cultural heritages -by having good communication with the elders -in language learning since it has two ends: language learning and cultural preservation. it is also noteworthy that teachers are now faced with two facts. first, they do their teaching job on daily bases including teaching materials such as procedure text as required by the curriculum. second, teachers always try to search innovative, inspiring, and engaging materials beyond the curriculum to help their students. this study was done as an attempt to engage our students in learning. in this whole process, engagement activities were carried out in four steps. in the first step, some bark paintings with various motifs were shown to the students. in this step, the students were expected to raise some initial curiosities about the material. the students would have rough ideas about the material and they would have learned some basic information about for example names and origin and may be of functions of the materials and tools used. some students might have enjoyed various colorful motifs. in the second step, the students were then shown to the actual making of the bark painting video-recorded earlier. in this step, the students could see how the painters went through the whole process of making the bark painting. as revealed from the students’ responses in the step one, they seemed to be bored with having monotonous classes. so, after they were shown actual making of bark painting videos, they started to gain desires and show their interests in learning the bark painting itself and how to write a procedure text. what made even the bark painting more fascinating, more revealing and even attracted the students’ desires and interest seem to be activities done in the step 3 where the three painters were invited to the virtual class. a student engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 53 was surprised to see the process of making the bark painting that was difficult and time consuming. that response seems to indicate that patience and hardworking of the painters are key values to success. as a result, the students wished to emulate the previous generations’ good examples (lickona, 1991; kim, 2020). finally in the step 4, the students were taken to asei island where they could face-to-face engage conversations with the painters, elders and tribal chiefs. this visit really increased their passion when the students such as mp, yk, rm developed their writing about the process of bark paintings based on their interviews with local people of asei. these students then posted the photos and their writing in their social media. this trip was tiring, as one teacher commented as shown above, but was worth making, as the teacher continued to say that it caused the students enthusiastic, disciplined, hardworking improved immensely. consequently, the students made surprising progress in writing their procedure texts. a few things may be noted here. the first is the teacher’s commitment, creativity and hardworking resulted in raising such amazing student engagement level especially in steps three and four. disengaged students to be actively engaged is not a trivial business. it requires fully-committed individuals to make it happen. in this process, the first key stepping stone that must happen to the students is building a sense of curiosity. in our research project, the teachers expressed that the students were curious about learning the bark painting and procedure text writing. quate & mcdermott (2009) reminds us of a common knowledge about the relationship between curiosity and motivation were curiosity influences motivation. in other words, when we as teachers see some students become curious about learning what we teach, that reminds us of our students being motivated to learn as happened to our research subject students. as some of the students and teachers acknowledged, activities done in the first two steps were boring because there were no some kind of innovative activities. once the teacher moved further with more engaging activities in the steps 3 and 4, the students’ motivation and passion to the bark painting and educational activities such as writing procedure texts gradually increased. the second is the students’ reaction and action. the students reacted positively the way the teachers designed the class increased the students’ curiosity and engagement. activities in the steps 1 and 2, especially pictures show of bark painting in the first step and video play in the second step allowed the students to have some factual knowledge about the bark painting and the process of making it. two eventual outcomes with the factual knowledge gained in the first two steps would be to lose or to retain that knowledge. it might be lost if the teacher continued with the similar activities because such activities seemed to be unattractive as shown in the students’ comments. the wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 54 joall (journal of applied linguistics and literature), 8(1), 2023 students reacted more positively with the activities in third and fourth steps. the activities in the last two steps were not only involving the students actively but were also built on previously established knowledge or “schema” (bartlett, 1995, p. 201; marshall, 1995, p. 52). more importantly, this helps create scientific attitudes in students as it is also strengthened in curriculum 2013 as well, i.e., observing, questioning, associating, and communicating (concluding and presenting). third thing worthy to be noted here is building social connections. teacher’s creativity is not only seen in designing materials but also in building social connections in which the painters were invited to the virtual class and had focused group discussion with the painters, elders, and chiefs. this is in line with the current day trend in education. education “must be able to use human, financial, social, cultural and informational resources from the whole of society to stimulate and develop young people’s ability to learn and understand for themselves” (bentley 1998, p.1). the last but not the least thing to be mentioned here is investing the values of respect for their cultural heritage. researchers intentionally chose bark painting process as a topic for procedure text writing tasks for two reasons. first, the bark painting process involves traditional but familiar tools, materials including oral manuals for how to make it. in other words, the students are acquainted with this very culturally specific activity and once we use it in teaching learning, it is preserved (yektiningtyas & modouw, 2017). second, as indicated above, bark painting is sentani people’s cultural heritage and it is reintroduced by the teachers in initial stage of this project. these have become what have been termed above as schemata. cultural heritages including bark painting need to be preserved because of their significance for its people (bascom in dundes, 1984); however, it still remains a challenge for us in this changing world. while elders wish this heritage to be preserved, it seems to be unattractive to the young people. the young people see what is offered by the globalizing world more attractive; and therefore, they look to it as a mirror for their lives. we may need to find ways that are more accommodative for both today’s young people’s needs and the need of preserving our culture including the bark painting. one possible way to do it would be hybridity (jamshidian & pourgiv, 2019) in order for cultural products brought forth by global forces to be appreciated while local heritages to be preserved. conclusion the current study explored strategies to engaging students to write procedure text using bark painting, one of the sentani’s cultural heritages. the results showed that teachers’ selection of media could affect students’ interest in writing a piece of text. when introduced to local-based media such as bark painting in writing procedure text lesson, students expressed positive attitudes. engaging students to write procedure texts through the culturally-relevant activity… joall (journal of applied linguistics and literature), 8(1), 2023 55 they could effectively and enthusiastically learn the social functions, generic structure, and linguistic features of writing procedure and produced better texts. they could also learn their ancestral heritage and the social values embedded in it. in turn, the use of the media may have resulted in raising their awareness on the importance of their cultural heritage. in addition to the effect of the media use, teachers’ creativity in designing media and their commitment to the teaching seemed to play a crucial role in reinforcing students’ appreciation to their culture and improvement in their writing procedure texts. a teaching media that is culturally close to the students, as shown in this study, can play a dual function. pedagogically, the familiarity of media can facilitate better learning compared to new ones and culturally, their heritage is preserved. therefore, this study recommends that the use of such media as bark painting in teaching other language skills and components still need to be done. this research left some gaps awaiting to be filled by further research and keeping this heritage alive, useful, and beneficial is a task that remains to be done. for that purpose, educational institutions can only use the cultural heritages as teaching media. it is the job of government, its people, and other related and interested parties to put this task into practically preservable ways so that these unique artifacts may be preserved, become meaningful, useful and beneficial in any possible manner. more importantly building collaborations among these parties for the sake of education and culture would make a big difference. references aminah, s. 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(2020). fables as media of environmental education for sentani children in jayapura papua. celta journal of culture, english language teaching and literature. 20 (2), 237-258. https://doi.org/10.24167/celt.v20i2.2867 zaki, a. & rosa, r. n, (2014). using project based learning in teaching writing a procedure text to senior high school students. jelt 2 (2) serie a. march 2014, 1-7. https://doi.org/10.24036/jelt.v2i2.3699 https://doi.org/10.3968/j.ccc.1923670020110701.004 https://repository.unja.ac.id/id/eprint/14675 http://dx.doi.org/10.22460/project.v2i5.p687-691 https://doi.org/10.24071/llt.2017.200105 https://doi.org/10.24167/celt.v20i2.2867 https://doi.org/10.24036/jelt.v2i2.3699 wigati yektiningtyas, ruth naomi nancy wompere, niko kobepa, tri apniani sunarsih 58 joall (journal of applied linguistics and literature), 8(1), 2023 the authors wigati yektiningtyas is an associate professor at faculty of teacher training and education, universitas cenderawasih, jayapura, papua who is interested in literature and culture, especially papuan folklore. ruth naomi nancy wompere is a junior lecturer of tefl at faculty of teacher training and education, universitas cenderawasih, jayapura, papua. niko kobepa is a lecturer of linguistics at english language department, faculty of teacher training and education, universitas cenderawasih, jayapura, papua. tri apniani sunarsih is a senior english teacher in state senior high school 1 in abepura, jayapura, papua. research article page 1 evaluation of english teaching materials used at sd it ummi in kota bengkulu based on ktsp (kurikulum tingkat satuan pendidikan) meri lestari syarial arono university of bengkulu, indonesia merilestari42@yahoo.com abstract the objectives of this study were: (1) to find out whether textbook used by second grade students at sd it ummi kota bengkulu fulfill the criteria of a good textbook. (2) to find out whether the english textbook used by second grade students at sd it ummi kota bengkulu relevant to ktsp curriculum. this research used descriptive qualitative content analysis as its research method. the data were collected from the english student book “let’s make friends with english” for second grade students. the results showed that english textbook entitled “let’s make friends with english” used by second grade students at sd it ummi kota bengkulu have fulfilled the criteria of a good textbook by achieving the fair fulfillment. the textbook was categorized relevance to the ktsp curriculum, but the activities in the listening can be said irrelevant because they cannot cover the learning objectives in listening. it was then recommended that the teachers need to modify the tasks and activities on the textbook which did not fulfill the criteria of good textbook, especially in the area of accompanying materials (cd, cassettes and pictures), language skill, and teach ability aspects. key words: evaluation, english teaching materials, and ktsp introduction in indonesia, the government determines national policy and education standards to guarantee the quality of national education which sets in legislation the national education system (uud sisdiknas pasal 50 ayat 2). furthermore, ktsp (kurikulum tingkat satuan pendidikan) is very appropriate for student needs, circumstances, and conditions of the school. thus, the school has enough authority to design and specify the materials, activities, media, and assessment. in ktsp, teaching material is an important part of education. teaching materials can be developed from many learning sources, such as: textbook, flash card, websites, etc. the textbooks are one of learning material commonly used in teaching learning process. it is not surprising that they often become the only materials in the classroom. this fact happens for several reasons. first, textbooks are relatively easy to find and commercially provided. second, it provides a guide for the learners which offer expected behaviors that they have to perform (crawford as cited in richards and renandya, 2002). third, textbooks help teachers to prepare the lesson (brown, 2000). fourth, they also become a flexible syllabus for teaching and learning mailto:merilestari42@yahoo.com research article page 2 process in which teachers easily modify based on the students’ needs. based on the first observation in sd it ummi at salak 3 street, dusun besar, singaran pati, kota bengkulu, the researcher concluded that in this elementary school seem to ignore school based curriculum (ktsp 2006) as the guidance for teaching english. some english teachers do not use other sources to develop their own materials based on the standard stated in ktsp. they just use the materials from let’s make friends with english without considering some essential factors dealing with students’ development and the importance of english as a foreign language. in short, the entire phenomenon above seems against the theory of teaching english as a foreign language to elementary school students. the materials are not in line with the students’ development. moreover, the importance of english as foreign language seems not to be considered by the teachers in teaching english for elementary school students. hence, it is important for the research to see whether the english teaching materials relevant to school based curriculum and elementary students’ development or not. based on the problems above, this research will analyze english teaching material used in sd it ummi kota bengkulu. the english teaching materials used by english teachers in sd it ummi kota bengkulu should keep attention on the elementary school students’ development. the materials used must consider the content of the textbook and language content (vocabularies) which have to include the relevant topic with school based curriculum (ktsp 2006) and provide the purposeful activities in the term of learning by playing and learning by doing. based on the explanation before, the research questions are formulated as follows: does the english textbook use in second grade students at sd it ummi kota bengkulu fulfill the criteria of a good textbook?. is the english textbook used by the second grade students at sd it ummi kota bengkulu relevant to ktsp curriculum? from the research questions, this research has two objectives as follow: (1) to find out whether textbook used by sd it ummi kota bengkulu fulfill the criteria of a good textbook or not. (2) to find out whether the english textbook used by sd it ummi kota bengkulu relevant to ktsp curriculum or not. method the researcher used descriptive evaluative design concerned with the document analysis to describe the condition happened in the english textbook entitled let’s make friends with english for the second grade students. ary et.al (2010) stated that descriptive research is designed to obtain information concerning the current status of phenomena. in this research, the phenomenon was about the evaluation of english textbook which had been published by erlangga. this research was designed to evaluate a textbook and describe the result of the evaluation. the data in this study were taken from the english textbook widely used in sd it ummi kota bengkulu. this was the let's make friends with english. research article page 3 the textbook consists of 7 chapters and 103 pages. this research focused on just one book and all of the activities in the textbook in the scope of first semester and second semester. the checklist given to three teachers in sd it ummi kota bengkulu and validated by experts in bengkulu university. based on the experts’ suggestions, the evaluation checklist was written in english and it contained 97 items. the checklist divided into twelve main categories. in this study, the researcher used some steps to evaluate textbooks. (1) before conducting the main instrument of this research, the researcher did survey comparison among syllabus, lesson plan, and english textbook used in the second grade at sd it ummi kota bengkulu. (2) finding recommendation for adapting instruments. (3) collecting and gathering related data of the research. (4) analyzing the data and information gathered from interview instrument and also evaluation checklist instruments. the instrument is a tool which required to get information. gay and airasian (2000) stated that an instrument is a tool which used in collecting data. while, arikunto (2000) revealed that instrument in collecting data is a tool which used by researchers to help them in collecting data in order to make it more systematic and easy. in this study, the instruments of this research are: (1) evaluation checklist: this instrument used to evaluate the content of the textbook used at the school in this research. the researcher used the scale 0-4; 0=totally lacking 1=poor 2=adequate 3=good 4 = excellent. this scale used to know how appropriate the textbook used. (2) interview. in this research, the researcher used semistructured. the items of the questions are more and less five questions. the questions are related to the objective of the research. this interview conducted to the teachers at the school. the data collected from an english textbook for second grade at sd it ummi kota bengkulu. this is let’s make friends with english. (1) evaluation checklist. this research used an evaluation checklist to collect the data from the textbook. evaluation checklist in this research used to find out whether the textbook appropriate to curriculum and good textbook criteria or not. (2) interview. the interview of this research was semi-structured interview. it is kind of interview which the interviewer has a general idea of where he or she wants the interview to go, and what should come out of it, but the interviewer doesn’t enter the interview with a list of pre-determined questions (nunan, 2003). in this research, the interview in this research is used to know the information deeper and accurately from the english teachers. (3) documentation. a valuable source of information in qualitative research could be documented. sugiyono (2008) stated that documentation could be written and picture by someone that could be used to obtain information. in conducting documentation method, the researcher can provide book, syllabus, documents, etc. documentation method serves to make credible the result of observation or interview. as this research intends to evaluate textbooks, the checklist research article page 4 used to gather data (ary, et.al. 2010). to get comprehensive results of the data, the checklist is developed from sources comprising criteria from cunningsworth (1995), littlejohn in tomlinson (2011), nation and macalister (2010), and mukundan, et.al (2011) the calculation of the result of data analysis was given in the textbook. this was done by dividing the total criteria which have been met with the total number of criteria. then, it multiplied by 100 % to achieve the sum points. the formula of calculation used in the evaluation process is presented as follows. σx: the total of criteria which were fulfilled by textbook in each aspect. n: the total number of criteria in each point. the formula above used to decide the results of data analysis. the results contained four criteria presented in the following table. the conversion of fulfillment average into four proposed categories (pusat perbukuan, 2011) result and discussion the relevance of materials to criteria of good textbook general appearance on whether or not the cover of the book is informative and attractive, the results indicate that an extremely high positive response from the raters that support the statement, 66.67% agree, while only 33.33% raters disagree with the statement. so, it can be said that the majority of the raters believes that the cover of the textbook in the evaluation checklist is informative and attractive. a complete consensus on the statements that the font size, orientation page, detailed table of contents, chosen colors, appropriate lesson headings, reasonable price and glossary are appropriate to the criteria of good textbook. all the raters agree with the statements. this indicates that the raters are completely satisfied with the parts of the book. regarding the statement on whether or not the book has a bibliography, the results shown that only 33.33% rater agree. on the other hand, 66, 67% of the raters either disagreed with the statement and accordingly it can be said that the majority of the english teachers in sd it ummi are not satisfied with the bibliography provided in the textbook. design and illustration in this part, the researcher concluded that almost all of raters support each statement in design and illustration. it showed that majority in each point above categorized very good or good. the table also shows clearly that most of the raters range of fulfillment score category 80%-100% good 60%-79% fair 50%-59% sufficient 0-50% poor percentage = σx x 100% n research article page 5 perceive the book as not having consistent artwork. accompanying material the results show that there is no suitability of the cassettes that accompany the book. over 66, 67% of the raters disagree and only 33.33% raters agree with the statement. so, it can be said that the cassettes accompanying the textbook are not suitable. regarding the cd-rom that accompanies the book, the table shows that there is no complete consensus on its suitability. over 100% of the raters disagree with the statement and none of raters agree. no positive responses are recorded. on whether or not the posters and flash cards that accompanies the book are informative, the table shows that the results are in favor of the posters and flash cards of the book. over 66, 67% of them agree with the statement and 33, 33% disagree. furthermore, there are a large percentage of the raters with the statement that the teacher's books that accompany the book are not suitable100% of the raters disagree while none of the raters’ responses that support the statement objectives the result shows that there is a complete consensus among the participants on the statement that the book fulfills the general objectives of teaching english in sd it ummi and the book fulfills the general objectives of teaching english based on ktsp curriculum. all of the raters agree with the statement. no one disagrees or strongly disagrees. regarding the terminal objectives specified explicitly in the pupil's book, the results show the majority of the raters didn’t believe that they are based on some theoretical background, 66, 67% disagree and only 33, 33% agree. concerning the issue of the item no 4-10 in statements above, almost all of the raters support the statement. it means that the raters are completely satisfied with the objectives of the book. furthermore, the results show that the majority of the raters didn’t support the statement number 11-13 that the textbook is fit to the students' background, students age and students need, almost 100% raters disagree. none raters did not support the statement. different with the textbook seems to be socially acceptable; there is a complete consensus among raters. over 100% of the raters agree and none raters did not support that statement. finally, the result shows the statement number 16-17 almost all of the raters strongly agree and agree about that. topic contents in table 4.5, over 100% of the raters agree on the statement number 1-4 in topic contents. it means that the book has varied topics and appealing to second graders various interests and personalities. and also, the topics encourage students to express their own views, and the book avoids potentially embarrassing or disturbing topics, the results show that all the participants’ responses are in favor of the book. on the other hand, the table above shows that raters support the statement that the topics allow students to think critically. language contents the result shows that there is a complete positive response on the statement number 1-6 that the book covers the textbook integrate the skill research article page 6 well such grammar and vocabulary items appropriate to second graders. almost all of the raters agree with the statement. furthermore, the results show that the majority of the raters disagrees that the presentation of the vocabularies is moving gradually from simple to more complex. regarding the issue of whether the authentic task or close to real language situations and book covers the main grammar items appropriate for second graders, the results show that there is a complete agreement. 100% raters agree and support the statement. regarding the issue of whether the book includes adequate materials for teaching vocabulary, the results show that there is a conflict between the raters about the adequacy of the materials for teaching vocabulary. 66. 67 % raters did not support the statement and only 33. 33% raters agree about that. however, the majority of the raters supports the statement number 11-12. over 100% raters agree and support that statement. socio-cultural context the result shows that all the raters support the statement that the social and cultural contexts in the book are comprehensible; 100% agree with the statement. no one disagrees or strongly disagree. that can prove that the social and cultural components of the textbook in question are comprehensible. furthermore, the table also shows that the percentages of the raters 100% agree with the statement that the content of the book is free from stereotypical images and information. no one disagrees or strongly disagrees. that indicates that the book is completely free of any stereotypical images or information. regarding the issue of whether or not the book can allow students to learn about the inner lives of the characters used in the book, the results show that a high percentage of the raters agree that the student can learn about the inner lives of the characters used in the book. over 100% of the raters support the statement. on whether the textbook in question expresses positive views of ethnic origins, occupations, age groups, social groups and disability or not, a large conflict among the raters can be observed. all of the raters satisfied with social and cultural contexts of the textbook. language skill the result above shows the percentage of the raters supporting that the four skills are adequately covered. it means that 66.67% agree with the statement while 33.33% of the raters are against it. on whether there is material for integrated skills, work or not. the results show that there is a conflict between the raters about that. 33.33% raters agree with the statement. on the other hand, 66.67% of the raters disagree with the statement. regarding the listening material of the book in question, the results show that the majority of the raters disagree about the listening material is well recorded, as authentic as possible, and accompanied by background information, questions and activities. none raters agree and strongly agree with the statement. the results of statement number 4-6 above show the largest percentage. over 100% raters research article page 7 support the statements and none raters disagree about the statements. teach ability the result shows that a high percentage of the raters did not support the statement that the book helps teachers to minimize their preparation time, only 33. 33% of the raters agree. over 66.67% of the raters disagree with the statement. on whether or not the book helps teachers exploit the activities to meet the students' expectations, the table shows again a large agreement. over 100% of the raters perceive that the book helps teachers exploit the activities to meet the students' expectations. none of the raters disagree with the statement. regarding the issue of whether the book helps teachers cater for mixed ability students and classes of different sizes, the results show that most of the raters support the statement, 66.67% agree. on the other hand, only 33.33% raters do not support the statement. flexibility the result shows that the majority of the raters supports the statement about whether or not the book is appealing and useful to the students, caters for different levels of formality, and provides opportunity for teachers and students to localize activities. almost all of raters agree about statements. in the terms of flexibility, only the book caters for different preferred learning styles that indicate that a high percentage of the participants do not support the statement. over 66.67% disagree with the statement. teaching methods in teaching methods, the result shows that the english teacher at sd it ummi kota bengkulu used the best methods. it is appropriate with ktsp (kurikulum tingkat satuan pendidikan). it means that an extremely high percentage of the raters supports the statement about the teaching methods used in the book are the latest in the field, “student-centered” allow students to talk more than teachers and allow various class activities. practice and test the result shows that there is a complete agreement on the statement number 1-5 that the textbook have appropriate practice and test. almost all of the raters agree with the statement. furthermore, the results show that the majority of the raters (66. 67%) disagree that the book provides periodical revisions for diagnostic purposes. however, the majority of the raters supports the statement number 7-10. over 100% raters agree and satisfied about the statements. regarding the issue of whether the review exercises sufficient, the balance between free and controlled exercises, the results show that 100% raters disagree and did not support the statement. the table above shows that an extreme percentage of the raters support the statement number 13-19. almost all of raters agree and strongly agree about the practice and test of the textbook used at sd it ummi kota bengkulu. and, the raters only did not support the textbook provides warm-up introductory activities. research article page 8 the relevance of textbook to ktsp in analyzing the course book, the researcher was assisted by some english teachers. they were asked the interview and to fill in the checklist of the material evaluation. here is the interview with the teacher about students’ ability in learning english. menurut saya, kemampuan siswa dalam berbahasa inggris sudah cukup baik hanya saja sangat disayangkan banyak para siswa yang kurang senang belajar bahasa inggris, karena menganggap mata pelajaran ini menjadi kendala disebabkan tidak digunakan dalam komunikasi sehari harinya. sebagian para siswa merasa jenuh, bahkan setres bila mengikuti pelajaran ini, apalagi jika pembelajaran tidak dibarengi dengan latihan yang menarik dan menyenangkan (u.n: 09 agustus 2017). in my opinion, the ability of the students in english has been already good enough. unfortunately, most students less pleased to learn english, because they consider these subjects are constraints due to not being used daily. most students feel saturated and stress to learn english, if the exercises is not interesting and fun. (u.n: 09 august 2017). the information above informed that the second grade students at sd it ummi kota bengkulu needed interesting material to make them enjoy learning english. furthermore, based on the result of the interview and checklist, the researcher analyzed the let’s make friends with english course book which the most relevant to the ktsp. it is necessary to get the real description of the uses of this book in the elementary schools at sd it ummi kota bengkulu. these data related the researcher’s answer : menurut saya, buku yang kami gunakan sudah sesuai dengan kurikulum yang ada. tapi sangat disayangkan sekali, kami tidak menerima materi pelengkap yang menyertai buku, seperti cdrom, kaset ataupun soft file untuk listening. selain itu, kami juga tidak membunyai buku khusus untuk guru. terkadang kami kesulitan untuk memberikan materi listening kepada siswa. jadi terkadang kami mengarang materi sendiri atau jika sempat kami mencari sumber lain (u.m: 09 agustus 2017). according to me, the book that we use is in compliance with the existing curriculum. but, we do not receive complementary accompanying material of the book, such as a cd-rom, tape or soft files for listening. in addition, we also do not have a special book for teachers. sometimes we are hard-pressed to provide the material in listening to the students. so, we create new materials or looking for other sources (u.m: 09 august 2017). it’s meant that the teacher must be creative and innovative to create new materials. these data related the researcher’s answer statement about the uses of let’s make friends with english course book at sd it ummi kota bengkulu. materi yang digunakan belum mencakup semua skill, karna untuk listening tidak ada materi pendukung yang bisa kami gunakan. buku yang kami research article page 9 gunakan tidak dilengkapi dengan caset ataupun cd. jadi kami sedikit kesulitan untuk skill listening. (u.e: 09 agustus 2017) the material used is not yet cover all the skill, because there is no supporting materials for listening that we could use. the textbook is not equipped with a cassette or cd. so, we were a little troubled for the skill of listening. (u.e: 09 august 2017) it’s related to some components of the checklist below. each of them described as follows: listening regarding the listening material of the book in a statement, the results show that the majority of the raters disagree about the listening material is well recorded, as authentic as possible, and accompanied by background information, questions and activities. none raters agree and strongly agree with the statement. speaking the statement shows the percentage of the raters supporting that there are sufficient materials for spoken english (e.g. dialogues, role plays, etc.). it means that 33.33% of the raters strongly agree and 66.67% agree with the statement. reading on whether there are sufficient reading material or not. the results show that 100% raters agree about that. none strongly disagrees and disagree with the statement. writing the results of statement writing activities are suitable in terms of length, degree of accuracy, and amount of guidance show the largest percentage. over 100% raters support the statements and none raters disagree about the statements. discussion in the cumulative textbook evaluation checklist, percent of agreement of the raters amounts 84.32% it categorized good agreement. the lowest agreement of the raters’ amount 80.00% and the highest agreement of the raters amount 100%. based on the data described in the result, some research findings should be discussed. the discussion comprised two items related to the relevance of the materials to the criteria of good textbooks and to curriculum or sk and kd in the let’s make friends with english. these research findings are discussed below: the relevance of materials to criteria of good textbooks general appearance acknowledging the importance of textbook attractiveness, the survey sought to evaluate the second grade text from that perspective. informed by a variety of studies, the criteria for determining attractiveness were 1) cover; 2) font size; 3) orientation page; 4) detailed table of contents; 5) chosen colors; 6) appropriate lesson headings; and 7) reasonable price; 8) appropriate glossary 9) comprehensive bibliography. as noted in the result, eight of the nine evaluative criteria in the textbook were deemed appropriate. only as pertains to bibliography did a comparatively significant percentage of the raters find substantial room for improvement. it should be noted at this stage, however, that this is the perception of the textbook which teachers, not students, have. nevertheless, their perception is uniquely important. not research article page 10 only because it is informed by experience, but also they are the ones who will be ultimately responsible for teaching through this book and, indeed, of devising the ways and means by which to incite greater student interest and curiosity in the subject at hand. design and illustration as indicated before, the results for this category were good. it is quite important to note that a significant percentage of the raters had positive opinions regarding the textbook illustrations. this is considering that illustrations serve the purpose of clarifying complexities and of stimulating both interest and creativity. sheldon (1988) suggests having "an optimum density and mix of text and graphical materials on each page". he also emphasizes the importance of having colorful and appealing artwork. accompanying material the raters tended towards the opinion that the accompanying material was not appropriate for the textbook in statements. it is important to note here that this particular level of evaluation does not speak for the textbook itself, but only for its accompanying material and, even then, the appropriateness of that material within the context of the textbook itself. consequently, that the accompanying material was deemed appropriate does not mean that the textbook itself is appropriate or, at least, that the appropriateness of the textbook cannot be judged on the basis of the responses to this question-set. objectives as indicated in the result, opinions tended towards the positive. according to the majority of the raters, the textbook covered all of the components in checklist and quite effectively functioned as a teaching and learning aid. that does not mean to imply that the raters did not identify any area where there was room for improvement, as they did. none the raters said that the materials for teaching pronunciation were not satisfactory. however, it is important to note that this was the only area over which critical opinions were voiced and, in general, the learning components were positively evaluated. socio-cultural context in general, the responses to the statements about this category have been varied and mixed. as regards the first statement, whether or not the socio-cultural context was suitable and understandable. this means that the textbook’s references were drawn from world views and socio-cultural environments with which the students were familiar. as for the second statement, pertaining to whether or not the textbook promoted stereotypes, the participants unanimously maintained that it did not. language skill generally, the results, as evidenced in the above table are balanced. the textbook is not optimally designed to equally satisfy all the required skills, but it does, nevertheless, generally satisfy the requirements of english skills development. the four skills are, according to most of the raters, satisfactorily covered in the textbook. they are not, however, given equal weight. the focus tends to be significantly more on writing and reading, than on listening and conversation skills. prior to criticizing this particular shortcoming, it is necessary to point research article page 11 out two facts. the first is that the textbook in the statement is aimed towards second grade students in sd it ummi kota bengkulu, with the implication being that this group is still at the stage where they need to grasp a degree of mastery in vocabulary, grammar and writing. they need to grasp the language before they can engage in conversation. this does not mean that conversation is ignored as it is not. instead, it gives less weight than are reading and writing skills. teaching ability in general, the greater majority of the raters opined that the textbook in question greatly facilitated the ability of teachers to prepare their lessons and, indeed, to satisfy their objective of effective teaching. the implication here is that the textbook functions as a very good guide for teaching english to second grade students in sd it ummi kota bengkulu. flexibility as illustrated in the result, four questions were asked and the results tended to be mixed. regarding the issues of whether or not the textbook was useful and appealing to students and whether or not it helps localize the activities of both students and teachers, the results were positive and definitely indicated that the textbook contributed significantly to the satisfaction of these two functions. teaching methods as indicated before, the results tended towards the negative, strongly suggesting the imperatives of revision. not only did the majority believe that the textbook unfolded in accordance with outmoded teaching and learning strategies but an overwhelming majority of raters maintained that the book is teacher centered, does not allow for student participation and quite effectively constraints any, and all, opportunities for class activities which would promote the teaching and learning of english. practice and test as noted before, the participants tend towards a largely positive view of the textbook as a tool for practice and test. the great majority of raters have positive views as regards the attention the textbook pays to practice and test, maintaining that the exercises contained therein are varied, clearly explained and representative of the preceding lessons. the relevance of textbook to ktsp listening as listening activities provide authentic input to the this textbook has generally provided appropriate listening tasks in each unit. there, listening was presented through “listening” section. listening tasks, serving as an input, offered different spoken texts for learners in the form of dialogues and monologues. though providing input in each unit, listening tasks were mostly spoken by the teacher. it therefore did not provide listening tasks in the form of recording or video. this was not interesting and appealing for the learners as it did not portray the real characters in each dialogue. also, the conversation would not be authentic since it was only spoken by the teacher. speaking basically, speaking activities should promote the reality that the learners would face in real life situation. first, learners should be made aware that speaking can be research article page 12 uncertain in some ways. the conversation in daily life can be unpredictable. second, learners must also understand the way to run the conversation in an appropriate way. in other words, they need to acquire the strategy of overcoming breakdown in communication. these aspects are said to be lacking in most efl textbooks (cunningsworth, 1995). simple dialogue, selfintroduction, classroom language, role play and talk about food, hobby, and family are activities to encourage students to be active and speak. this textbook contained different kinds of speaking activity, like an interview, telling about their self, animals and hobby. reading realizing the importance of reading tasks as an input for the students, the activities should not only promote acquisition by containing language slightly beyond their proficiency level but also provide a favorable condition to the students. this is seen as a beneficial thing to do it will foster their motivation in the teaching and learning process. to do so, the texts and activities presented in each unit should cater their interests. there were various reading texts in the textbook which familiarized young learners to the real life. this book also presented a word, phrases, simple sentence, and simple text as reading materials. reading skills are taught from word, phrase, and followed by simple sentence and a short text. writing in general, writing activities in the textbook require the students to produce something based on the given model. the emphasis of this will be on the teaching writing skills, strategies, and processes in a sequential way (ferris and hedgecock, 2005). this is realized through many types of activities presenting on the textbook. these consist of controlled, guided, and free writing activities such as filling the gaps, dictation, filling in forms, and free writing. the writing activities of this textbook ware generally appropriate to young learners’ level. it presented various of activity in a writing activity. generally, the activity of writing that was presented in this book is good and suitable to the young learners’ need conclusion the relevance of textbook to criteria of good textbook the result of the finding and discussion shows that 88.90%of the book meets the requirements of a criteria good textbook in terms of general appearance. 90.90% of the book meets the requirements of a criteria good textbook in terms of design and organization. 25.00% of the book meets the requirements of a criteria good textbook in terms of accompanying materials, 70.60% of the book meets the requirements of a criteria good textbook in terms of objectives, 100% of the book meets the requirements of a criteria good textbook in terms of topics appropriateness, 83.30% of the book meets the requirements of a criteria good textbook in terms of learning component, 100% of the book meets the requirements of a criteria good textbook in terms of socio-cultural, 66.70% of the book meets the requirements of a criteria good textbook in terms of skill development, 66.70% of the book meets the requirements of a criteria research article page 13 good textbook in terms of teach ability, 75.00% of the book meets the requirements of a criteria good textbook in terms of flexibility, 91.70% of the book meets the requirements of a criteria good textbook in terms of teaching methods and 78.90% of the book meets the requirements of a criteria good textbook in terms of practice and test. the english textbook entitled “let’s make friends with english (student’s book)” fulfilled 78.14% criteria of good textbook adapted from some experts. according to the percentage of fulfillment, it can be concluded that the textbook was categorized as fair in fulfilling the requirements of good textbook criteria. it means that teachers can use the textbook as a reference to teach the second graders of elementary school, yet it needed a lot of improvements particularly in terms of accompanying materials. the relevance of textbook to ktsp the objective of this research is to evaluate the let’s make friends with english course 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(1983) . learning purpose and language use. oxford: oxford university press. -dwisnu, developing authentic assessment .... dwisnu, developing authentic assessment ... developing authentic assessment for mechanical engineering subject of vocational school students (esp) at smk n 2 of bengkulu erlian dwisnu syahrial i wayan dharmayana university of bengkulu benglulu, indonesia 38371 erlian_dwisnu@yahoo.co.id eric.syahrial@gmail.com iwayand386@gmail.com abstract: this research was aimed to know the appropriate assessment, find out speaking’s authentic assessment material and find out the characteristics of authentic speaking assessment model for mechanical engineering of vocational school. the type of research was research and development. this study was conducted in mechanical engineering subject at smkn 2 bengkulu city. the sample was taken from third class of mechanical engineering students. the data was collected by using questionnaire. the result of the study showed that; first, the appropriate assessment for mechanical engineering students section of vocational school in smk n 2 of bengkulu city was authentic assessment. second, the researcher found 4 kinds of speaking’s authentic assessment for mechanical engineering. it can be clasified into role play, presentation, picture cued and debate. third, the characteristics of authentic speaking assessment model for students and teachers of mechanical engineering at smkn 2 of bengkulu city were topic of assessment, social function format, type of authentic assessment, instrument of authentic assessment, types of rating scale/rubric and times. keywords: english for specific purpose (esp), developing assessment, authentic assessment abstrak: penelitian ini bertujuan untuk mengetahui penilaian yang dibutuhkan, menemukan jenis dari bahan penilaian speaking yang autentik, dan menemukan karakter penilaian speaking yang autentik bagi siswa teknik mesin di smk n 2 kota bengkulu. penelitian ini dirancang dengan menggunakan metode penelitian dan pengembangan. sampel penelitian ini adalah siswa kelas 3 jurusan teknik mesin smk n 2 of bengkulu city. pengumpulan data diambil melalui kuesioner. hasil penelitian menunjukan: pertama assessment yang dibutuhkan oleh siswa dan guru jurusan tehnik mesin adalah authentic assessment. kedua, peneliti menemukan 4 jenis bahan penilaian speaking yang autentik. itu dapat di klasifikasikan kedalam; role play, presentation, picture cued dan debate. ketiga, karakteristik dari model penilain speaking yang autentik untuk siswa dan guru yaitu; topic penilaian, fungsi sosial, format, jenis dari autentik assessment, alat yang digunakan, serta skala penilaian dan waktu. kata kunci : bahasa inggris untuk tujuan khusus (esp), pengembangan penilaian, penilaian autentik mailto:erlian_dwisnu@yahoo.co.id mailto:eric.syahrial@gmail.com mailto:iwayand386@gmail.com dwisnu, developing authentic assessment ... introduction english is one of the compulsory subjects which available in every section at vocational school of bengkulu city likes; electricity section building section, and engineering section. however, to accommodate need of students in study english, the vocational school of bengkulu provides english for specific purposes for all students of non-english section. accordingly, as one of the famous vocational school in bengkulu, smk n 2 has been implemented the study of english as specific purpose. mechanical engineering is one of section which study english as a compulsory subject. esp is importance for mechanical engineering of vocational school in smk n 2 of bengkulu city, because it is one of the purposes of learning the english language itself is to prepare the young generation of indonesia to compete globally. so that the younger generation can later be equipped to interact extensively with international language skills are good and right. in the curriculum, learning objectives english is to produce learners who are able to use perfomatif english language, functional, and epistemic. consequently, there was a need for assessing esp students who need proficiency in both language skills and their section of the study. thus the esp approach provides opportunities to the students to acquire their specific purposes that concern on the talent to achieve particular communicative tasks. an assessment becomes one of the famous aspects in esp approach. assessment occupies a famous position in the esp process, where provide esp teacher prosperity of information on the effectiveness and quality of learning and teaching. dudley-evans and john (1998) mention that assessment is a process of measuring students progress, they mention the reasons for using assessment was giving feedback to the students, the second reason was to improve learning encompasses benefits such as reinforcement and confidence building. moreover, assessment is the process of collecting information about something that we are interested in (bachman, 2004). sarosdy et al (2006) argue that assessment focuses on testing, measuring or judging the progress and the achievement or the language proficiency of the learners. authentic assessment in a task based process setting implies a focus on language mastery (criterion-reference performance) rather than relative performance (norm referenced performance), a focus which ames and archer (1988) found to be highly motivating in the classroom, fostering long-term use of learning strategies and helping students form realistic but challenging goals. there were two types of assessments as the focus on this study, traditional assessments and alternative assessments. here, the researchers only focus to authentic assessments, because traditional assessments it cannot observe and measured the success in study, especially in vocational school which more focuses in their section than knowledge. an authentic assessment also had strong relevanced to the scientific approach in accordance with the demands of the learning curriculum 2013. this kind of assessment was able to describe the learning outcome of students in order to observe, question, explore, experiment, dwisnu, developing authentic assessment ... build networks, and others (kemendikbud, 2013). furthermore, the assessments that appropriate to measure the students’ abilities were authentic assessment. according to padmadewi (2015) authentic assessments give the students opportunities to use language for real purposes, and in real or realistic situation, and assess their attempt to do so successfully. the other statement from cahyaningati (2015) which relate to padmadewi was that authentic assessment is suitable in assessing ppns students in learning esp. however to avoid the subjectivity in assessing the students competencies, teachers should create the scoring criteria. interreability should be maintained so that some teachers may not give students the impression of rating hard while others are rating easy. from my observation to the teachers who teach in smk n 2 on 07 june 2016, some teacher said that the test of english in this vocational school has been implemented authentic assessment. on the other hand, they were some teacher still using test based on the book only, because some of the english teacher feel that authentic assessment bore bigger burden for them. they had spent more time in assessing students’ competence in using english in the classroom. moreover, these conditions became factors of the low level of relevance in mechanical engineering graduation competence with the demands of employment and the ways they are giving assessments to the students. on this sections, it didn’t has coordination between one to another teachers in the shame subject. therefore, they were using different materials in teaching although they teach in the same department and just different class. thus the researcher trusts that, the answer to beat the difficulty of the significant of occupational education on learning outcomes aspect was the growth of authentic assessment. finally, the researcher should find the necessary assessment for teachers and students and found the kinds of speaking’s authentic assessment material for mechanical engineering students throught the proces of developing authentic assessment procedure adapted from baker (1993) and herman, aschbacher, and winters (1992) and sugiyono (2013) and also to know the characteristic of speaking authentic assessment model for mechanical engineering section of vocational school. this research only focused for speaking skill. methodology this study is a part of research and development. according to borg and gall (2003: 570) a research and development is a research in which focused on developing and validating the use of the product of education. it was conducted in mechanical engineering students of vocational school at smk n 2 of bengkulu city. the subjects of the research were third class of mechanical engineering students and teachers. the data was collected in academic 2016/2017 through observation. result and discussion results dwisnu, developing authentic assessment ... chart 1 the result of students need analysis from the chart 4.1 showed that; students agreed that the appropriate assessment was authentic assessments. moreover, it can help to improve more specific to need of students subject. chart 2 result of need analysis from teachers accordingly, it can be concluded that the teachers and students were need to develop an authentic assessment. it was showed from the percentages of students and teachers need analysis, there were 72% students want the assessment to be better and there were 88% students agreed that authentic assessment is important for students. however, from the analysis of teachers need analysis, there were 100% teachers agreed that authentic assessment more effectively and authentic assessment help the teacher to assess the students more effective than traditional assessment. result of studied documents on authentic assessment in the process of developing speaking’s authentic assessment material english is necessary subject for students in mechanical students get high score in english subject the teacher giving a score in every test the teacher has used authentic assessment students want the assessment be better students agree to get a score not only on middle test and final test authentic assessment s is important for students yes 100% 18% 12% 4% 72% 80% 88% no 0% 82% 88% 96% 28% 20% 12% 0% 20% 40% 60% 80% 100% 120% p e rc e n ta g e s dwisnu, developing authentic assessment ... for mechanical engineering, the researcher got an authentic assessment material for speaking skills. the following table 5.1 shows speaking’s authentic assessment material for mechanical engineering. units topics social function format type of authentic assessment instrume nt of authentic assessme nt type of rating scale/ru bric time 1 teks lisan untuk menawarkan jasa dan responya siswa menawark an jasa dengan baik,untu k menjaga hubungan interperso nal dengan guru,tema n, dan orang lain. pairs, group role plays peer assessmen t oral languag e scoring rubric 4x45’ (2meeti ng) 2 teks lisan untuk mengawal i penyampa ian berita atau informasi yang mengejut kan siswa menyamp aikan berita atau informasi yang mengejut kan dengan baik,untu k menjaga hubungan interperso nal dengan guru,tema n dan orang lain. pairs, groups role plays peer assessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) 3 teks lisan dan tulis untuk meminta perhatian 4bersayap (5extende d) dan responnya meminta perhatian dengan baik,untu k menjaga hubungan interperon al dengan baik pairs/ groups role plays peer assessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) dwisnu, developing authentic assessment ... 4 teks khusus lisan berbentuk surat lamaran pekerjaan mengung kapkan ungkapan yang lazim digunakan oleh sumbersumber otentik:su rat lamaran kerja individu al presentatio ns selfassessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) 5 teks pernyataa n gambar (caption) memberik an informasi yang terdapat dalam gambar pairs /individ ual picture -cued descript ions peer assessmen t and self assessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) 6 teks ilmiah factual (teks yang berisikan tentang benda, binatang dan gejala/per istiwa alam terkait dengan mata pelajaran lain) mengurai kan gambaran umum tentang gejala alam,sosi al, dan bendabenda buatan manusia secara objektif dan ilmiah. individu al oral report self assessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) 7 teks lisan untuk menanyak an dan menyatak an keharusan menyatak an dan menanyak an keharusan untuk menyaran kan dan menginga tkan pairs role plays peer assessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) 8 teks lisan untuk menyatak an dan menanyak an menyatak an dan menanyak an keharusan untuk individu al/group s debate peer assessmen t and self assessmen t holistic oral languag e scoring rubric 4x45’ (2meeti ng) dwisnu, developing authentic assessment ... table 5. table 1 speaking’s authentic assessment however, from eight steps that used to develop speaking’s authentic assessment material for mechanical engineering, the team was found 4 kinds of speaking’s authentic assessment material in step 5 adapting authentic assessment. from that result, it can be classified into; role play, presentation, picture cued and debate as an authentic assessment material for speaking skill that used in mechanical engineering. result of the characteristics of speaking’s authentic assessment material the result showed that, the characteristic of speaking’s authentic assessment material for mechanical engineering students in smkn 2 of bengkulu city contains of seven characteristics that found from the result of speaking’s authentic assessment material for mechanical engineering of vocational school, they were; topics, social function, kind of authentic assessment, format, instrument of authentic assessment, rating scale, and time. all of the characteristic have been implemented on the material of speaking’s authentic assessment for mechanical engineering. discussion the first question in this research was what is the necessary assessment for mechanical engineering students and teacher is authentic assessment. the results showed that the majority of students and teachers have similar problems. however, it showed that the students and teachers need more effective assessments to apply for assessing students’ abilities in using english as foreign language. as mentioned by shohamy (2001 in mckay, 2006), assessment has the power to change people’s lives. the effect of assessment may be positive or negative depending on a number of factors, ranging from the way the assessments procedure is constructed, to the way it is used. the effective assessment procedures are assessments that have been designed to ensure, as far as possible valid and fair information on the students’ abilities and progress (mckay, 2006). furthermore, the effective assessment that found from the result of students and teachers questionnaire was the authentic assessments. it was explained on the result of teachers and students questionnaire. however, there were only 4% students said that teacher has used authentic assessment, 72% students want the assessment be better and 88% students agreed that authentic assessment is important. moreover, it was supported by statements of teachers that showed, the majority of teachers said that authentic assessment more effectively fakta,pen dapat dan responnya menyaran kan dan menginga tkan final examinati on dwisnu, developing authentic assessment ... and authentic assessments help the teachers to assess the student’s better than traditional assessment. the researcher thought that authentic assessments would solve the problem in this subject. it was because this school have implemented curriculum 2013 in teaching learning process at school. although, in this school did not use authentic assessment effectively, but the majority of teachers have understood the mechanical of using curriculum 2013 that have relevance to the scientific approach in accordance with demands of using authentic assessment. the second question is what kinds of speaking’s authentic assessment material for mechanical engineering are role play, presentation, picture cued and debate. moreover, o malley (1996) proposed some steps for assessing oral language, including identifying purpose, planning for assessment, developing rubrics and scoring procedures and setting standards. on this step the researcher was found the kinds of authentic assessment for speaking skilll of mechanical engineering, they were: first, role play assign distinct roles to each students and ask them to speak through these roles.role plays tend to be more structured than improvisations but less scripted than plays. second, presentation can be performed by students individually. they can present many topics related to the learning outcomes of their department. third, picture-cued can be used for assessment of individual students and are probably most appropriate for beginning and intermediate learners. fourth, debate can present opportunities for language for a purpose: to convincingly defend one side of an issue. the third questione is what are the characteristic of speaking’s authentic assessment material for mechanical engineering are; the first was topic of assessment. second was social function. the third was format, the fourth was type of authentic assessment and the fifth was instrument. the sixth was types of rating scale/rubric. the last was time. it was showed just a little differences characteristic of authentic speaking assessment for mechanical engineering of vocational school. according to surya there were some characteristic that found in authentic writing assessment, there were; (1) topic, (2) tasks, (3) descriptions of the procedures, (4) authentic assessment, (5) scoring rubric. conclusion based on data analysis in chapter four, it can be concluded that; first the necessary assessment for students and teachers in mechanical engineering subject was authentic assessment. therefore, the authentic assessment has to be applied more effectively in classroom. however, there are 8 steps that used in mechanical engineering subject at smk n 2 of bengkulu city, that are; (1) build a team, (2) determine the purpose of authentic assessment, (3) specify objectives, (4) collect examples of assessments, (5) adapt existing assessments, (6) validating the assessment, (7) try out the assessment and step 8 final product. from the eight steps, step 5 adapt existing assessment has been important element in this procedure, because form this procedure it dwisnu, developing authentic assessment ... can be found 4 kinds of speakings’ authentic assessment for mechanical engineering of vocational school, they were; role play, presentation, picture cued and debate as a kinds of speaking’s authentic assessment that used in mechanical engineering. third, the characteristic of authentic speaking assessment model in mechanical engineering students at smk n 2 of bengkulu city were; the first was topic of assessment. second was social function. the third was format, the fourth was type of authentic assessment and the fifth was instrument. the sixth was types of rating scale/rubric. the seventh was time. suggestion after finishing this research, the writer suggests: for the teachers english teachers can give the students an appropriated assessment that necessary to their subject. so that, it will make students more interested and active doing the assessment. need analysis should be one of the most important steps that teachers have to be references in developing the assessments. thus, it can be suitable for the students. for further researchers who want to conduct the same topic of this research. it should collect some information from need analysis to reach the effective assessment. moreover, the next researchers also have to consider effective time in trying product to get effective result. references aschbacher, p.r.(1991). performance assessment : sate activity, interest, and concerns. appuralied measurement in education 4(4): 275-288 bachman, l.f. (1990). fundamental considerations in language testing. oxford: oxford university press. baker, e. l (1993). questioning the technical quality of performance assessment. the school administration; 50(11), 12-16 borg and gall, (2003). educational research : universitas michigan. c. ames and j. archer (1988). achievement goals in the classroom: students learning strategies and motivation processes. journal of educational psychology :260–267. cahyaningati tri desi. (2015). developing authentic assessment esp for engineering studedents: international conference. denpasar: udayana university. dudley-evans,t. and john, m.st. (1998).development in english for specific purposes.cambridge: cambridge university press. herman, j.l., aschbacher, p.r., & winters, l. (1992). a practical guide to alternative assessment. alexandria va: association for supervision and curriculum development. kementerian pendidikan dan kebudayaan republik indonesia. (2013). jakarta : departemen pendidikan dan kebudayaan. o malley, j michael. 1996. authentic assessment for english language learner. usa. dwisnu, developing authentic assessment ... addison wesley publishing. penny mckay. (2006). assessing young language learners: cambridge language assessment series. peraturan pemerintah republik indonesia nomor 19 tahun 2005 tentang standar nasional pendidikan (2005). shohamy.(2001). language testing: the social dimension. university of michigan. sàrosdy,j. and bence,t,f. vadnay,m. (2006) . applied linguistics 1 for ba students inenglish. cambridge: cambridge university press. sugiyono. (2013). metode penelitian kuantitatif, kualitatif, dan r&d. bandung alfabeta. surya satyawati. (2015). authentic assessment on teaching writing: international conference. denpasar: udayana university. joall (journal of applied linguistics and literature), 8(1), 2023 195 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/22097 https://doi.org/10.33369/joall.v8i1.22097 developing interactive materials of writing non-literary texts based on flipbooks for secondary school students 1yuni hajar , 2elly prihasti wuriyani, 3m. joharis lubis 1,2,3postgraduate program of indonesian education, universitas negeri medan, indonesia 1jalan willem iskandar psr.v, medan estate article info abstract article history: received: june 12, 2022 revised: aug 30, 2022 accepted: march 08, 2023 this study aims to produce and determine the effectiveness of interactive material for writing non-literary texts based on flipbooks for class x students of man 2 langkat. this research is a research and development (rnd) research using the addie development model. there are three subjects in this development research. the first, validators consist of two material experts and two design experts. the four validators are postgraduate lecturers at medan state university. second, two teachers of indonesian subjects. and the last are the students of class x man 2 langkat totalled 96 people from three different classes, namely x mia, x iis, and x iia. the data collection instruments used were in the form of a teacher needs analysis questionnaire, a student needs analysis questionnaire, a material and media expert validation sheet, a teacher validation sheet, and a student response sheet. individual trials obtained "good" criteria with an average percentage of 88.5%. the small group trial obtained the criteria of "very good" with an average percentage of 89.8%. the wider trial obtained the criteria of "very good" with an average percentage of 89.5%. the effectiveness of the interactive material for writing non-literary texts based on flipbooks developed shows higher student learning outcomes with an average pre-test score of 73.4% with the lowest score being 62, and the highest score being 82. while the post-test average score -test is 86.7% with the lowest score is 75 and the highest score is 94. based on these data, it can be concluded that the interactive material for writing non-literary texts based on flipbooks is effective and can improve student learning outcomes, especially in writing non-literary texts. keywords: interactive material non-literary text flipbook conflict of interest: none funding information: none correspondence: yuni hajar, postgraduate program of indonesian education, universitas negeri medan, indonesia yunihajarazkia@gmail.com ©yuni hajar, elly prihasti wuriyani, m. joharis lubis this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): hajar, y., wuriyani, e.p., lubis, m.j. (2023). developing interactive materials of writing non-literary texts based on flipbooks for secondary school students. joall (journal of applied linguistics and literature), 8(1), 195-212. https://doi.org/10.33369/joall.v8i1.20968 there are four language skills that must be mastered by someone, namely listening, reading, speaking and writing. the ability to write is the most https://ejournal.unib.ac.id/index.php/joall/article/view/22097 https://doi.org/10.33369/joall.v8i1.22097 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.22097&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1.20968 https://orcid.org/0009-0001-4044-4357 https://orcid.org/0000-0001-8244-7030 yuni hajar, elly prihasti wuriyani, m. joharis lubis 196 joall (journal of applied linguistics and literature), 8(1), 2023 difficult ability when compared to other abilities because the ability to write is in the final order. this means that a person is able to write when he has mastered the other three abilities. in indonesian learning in school, the final evaluation of each text genre material studied is to ask students to produce or produce writing. yuniar, m.s. & zuchdi, d. (2018) says that the texts can be sorted on the basis of literary texts and non-literary texts. literary texts can be classified into narrative and nonnarrative text types, while non-literary texts are classified into fact text types, texts created on the basis of events. however, not a few students feel difficulties in the skills of writing this text. even to determine the idea of writing alone, they feel stuck and to write down one paragraph takes a long time. basuki, suryani, and setiyadi (2017) revealed problems in students' writing skills. learning writing skills students find it difficult to develop their thinking ideas. students have difficulties when they have to express their thought ideas in written form. based on the observations of the authors in man 2 and man 3 langkat, indonesian learning activities are only limited to reading textbooks and then students are asked to answer questions related to the content of the reading. although in the end there is a writing practice, the process in writing activities is not paid enough attention so that the results of students' writing are not optimal. the follow-up to the results of the text production that the students have done has also not been paid much attention to. in addition, writing learning tends not to use a certain approach so that students' writing activities have not been directed. this is because there is no textbook that specifically contains guidance in the writing process. through interviews conducted with teachers who teach indonesian lessons, students' competence in writing non-literary texts tends to be low. students find it difficult to make ideas into a form of writing. even simpler, they find it difficult to come up with ideas to be used as writing material. when interviewing with several students regarding writing non-literary texts, they said that writing exposition texts is most difficult. this phenomenon does not only occur in two schools in langkat regency, abidin (2021) stated that the value of writing exposition texts for class x students of smk negeri 3 berau is more than half of the students getting scores below kkm. this is because students' interest and motivation are low when told to write. the results of the needs analysis questionnaire conducted by researchers showed that as many as 89% (students) and 67.5% (teachers) stated that the learning conditions for writing non-literary texts in schools were not as expected. as many as 96.3% (students) and 93.7% (teachers) need teaching materials in the form of digital, interactive, effective and contain learning materials specifically for writing activities. the teaching materials used in man 2 and man 3 langkat are limited to textbooks published indonesian by the ministry of education and culture developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 197 entitled indonesian man 2 langkat class x. textbooks do not maximize students' mastery in one skill, in this case non-literary writing. the textbook has not provided a specific guide that contains steps in the process of writing non-literary texts. at the beginning of the book, a sheet of daily reports of student reading is presented. then in chapter 1 entitled compiling the text of the observation report report, it is explained in detail the material that contains the meaning of the text, content, structure and linguistic characteristics of the text. next, on the next page is presented the text of the observation report and the student is instructed to determine the part of the content of the text read by a friend in front of the class by filling in the existing table. the description above shows that teachers and students need learning materials that are interesting, communicative, effective and efficient and there is a writing process with certain approaches / techniques. therefore, 'development of interactive material for writing non-literary texts based on flipbooks for class x man 2 langkat students' can be an alternative to the problem of the ability to write non-literary texts in students. this interactive material will be developed by utilizing flipbook software. flipbook is an application that is able to make learning materials more interesting. in addition to writing, this application can present moving animations, audio and video, which can make the learning process interactive and exciting (suryani, 2018). the advantages of interactive materials developed can help the teaching process centrally to students, flexibility for students to be carried out inside and outside the classroom, learning that is cooperative, faster and more dynamic in the management of learning time, fosters independent learning that allows students to learn at the speed they want, and interaction between teachers and students more. digitally packaged materials make it very easy for students to achieve competence (alwan, 2018). researchers limited this interactive material to only class x firstsemester material. this is in accordance with the kd to be achieved, namely kd. 3.2 and 4.2 about writing the text of the observation report; kd. 3.4 and 4.4 on writing exposition texts; kd 3.6 and 4.6 write anecdotal texts. there are several relevant studies that underlie this research, namely research conducted by utami (2021) 'development of interactive e-books reading non-literary texts with a realist approach for grade vii junior high school students'. this study aims to develop teaching materials in the form of interactive e-books that contain a realist approach with the help of flipbook software. as a result of this study, students and teachers gave a positive response to the resulting product. similar research was conducted by rohmatul (2021) 'development of lkpd assisted by kvisoft flipbook maker in office technology subjects at yuni hajar, elly prihasti wuriyani, m. joharis lubis 198 joall (journal of applied linguistics and literature), 8(1), 2023 smkn 2 nganjuk'. this study aims to develop a learning tool in the form of lkpd using the flipbook application. the same thing was also done by hayati, budi, and handoko (2015) 'development of learning media for physics flipbooks to improve student learning outcomes'. this research develops physics learning media with flipbook applications. the results of the validation results showed that lkpd for office technology subjects at smkn 2 nganjuk obtained eligibility of 87.40% with "very strong" criteria and was said to be suitable for use in learning activities. method location and time of research the study was conducted at man 2 langkat, langkat regency, north sumatra. the time for this research to be carried out in the even semester of 2021/2022, starting from january to april 2022. subject development there are three subjects in this development research, namely first, validators consist of two material experts (as and smh) and two design experts (st and ev), the four validators are postgraduate lecturers at medan state university. second, the teachers of indonesian subjects (ibu ft and ibu aw), and the students of class x man 2 langkat totalled 96 people from three different classes, namely x mia, x iis, and x iia. model development this research is a research and development (rnd) research that aims to produce or develop an interactive material product writing flipbook-based non-literary texts for class x man 2 langkat students. the development model in this study uses the addie development model. there are 5 stages in this development model, namely the analysis stage(analysis), the design stage (design), the development stage (development), the implementation stage (implementation), and the evaluation stage (evaluation). instruments the data collection techniques used in this study were observation, interviews, questionnaires, and test essay. observations were made by researchers by looking directly at teaching and learning activities carried out in the classroom, namely classes x mia, x iis and x iia. preliminary observations show that teachers still have difficulty in organizing learning to write non-literary texts. this difficulty is caused by the textbooks used when learning has not accommodated the learning of writing non-literary texts developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 199 specifically. during this time, teachers do not use special textbooks for writing skills. interviews were conducted to ten students and three teachers indonesian named ft, rz and aw. the interview contains several questions related to obstacles or obstacles in learning non-literary texts, such as teaching materials used, evaluation tools in assessing students' writing ability, and students' interest in participating in learning. questionnaires were used at three stages of development in this study. first, at the stage of needs analysis. researchers provided questionnaires to 120 students and five teachers through a google form related to non-literary text learning to find out the obstacles or difficulties experienced when carrying out non-literary text learning in the classroom. secondly, the development stage. researchers provided questionnaires in the form of validation sheets to two material expert lecturers and two design expert lecturers. this instrument is used to validate the product that has been developed, which contains drafts or points related to teaching materials. some of the aspects assessed are the feasibility aspects of content, material, language, presentation, and graphics. input and criticism from material and design experts as material in improving the product so that it can meet the standards of feasibility value. third, the implementation stage. questionnaires were given to two indonesian teachers (ft and aw) and 96 students to assess the products tested in the classroom. the follow-up assessment results from teachers and students direct whether the product can be tested for effectiveness or needs to be revised again. the essay test was conducted to 96 students in three classes to see the results of students' ability to write non-literary texts (texts of observational reports, expositions, and anecdotes), namely by providing pre-tests and posttests to students to write non-literary texts. this instrument is a tool to find out the quality of the developed interactive material product. the following details the techniques, instruments, and sources of data collection of this study. table 1. details of the techniques, instruments and sources component technique instrument source needs analysis questionnaires questionnaires teachers ( 5 people) students (120 people) interview interview question grid teachers (3 people) students (10 people) product quality questionnaires expert validation sheet: 1. material expert 2. design expert experts (4 people) yuni hajar, elly prihasti wuriyani, m. joharis lubis 200 joall (journal of applied linguistics and literature), 8(1), 2023 component technique instrument source draft product assessment by teacher teachers (2 people) draft product assessment by student students (96 people) effectiveness test test essay students (96 people) development procedure stage one is need analysis. this stage is carried out as a basis for developing interactive material products writing non-literary texts. this needs analysis was carried out by observation, interviews and distributing questionnaires to 5 indonesian teachers and 120 man students in langkat regency. preliminary observations show that teachers still have difficulty in organizing learning to write non-literary texts. the results of questionnaires and interviews to both students and teachers show that teaching materials are needed that contain special learning materials for writing activities in digital form. stage two is design. at the design stage, the developed teaching materials focus on learning to write non-literary texts in grade x students with the help of flipbook applications. at this stage, systematics preparation, presentation of materials, illustrations, and design of evaluation tools are carried out. the development of this material is aligned with the demands of ki and kd in the 2013 curriculum, namely kd 3.2,4.2; 3.4, 4.4 and 3.6, 4.6 which include three observational report text materials, exposition texts, and anecdotal texts. each chapter is developed based on the writing process or stage according to (tomlinson, 2012; gail e. tompkins, 2010), namely 1) prewriting, 2) writing drafts, 3) revising, 4) editing, and 5) publishing. this interactive material for writing non-literary texts is designed into several parts, namely the front cover, foreword, table of contents, introduction, a glimpse of non-literary texts, a glimpse of the stages / processes of writing, learning activities (kd, gpa, learning objectives), nonliterary text writing materials, bibliography, and glossary. stage three is product development. at this stage, three learning parameters are developed, namely material, lkpd (worksheets for students) and question instruments using flipbooks. this teaching material is packaged to be interactive by inserting images, videos in the text of the learning material, and assignment links with a barcode system and links. to test the quality of this interactive material product, an assessment instrument is used in the form of a validation sheet or a draft assessment from four expert lecturers: 2 design expert lecturers and 2 material expert lecturers. developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 201 the validation is carried out to get input and suggestions from validators so that the product is feasible and can be tested on students. after going through several revisions of products or teaching materials, the percentage of the average score of the teaching material design expert assessment was 88.2% with the 'excellent' criteria. with details, initial design (87.5%), content design (90.6%), typography cover (81.2%) and content illustration (93.7%). similarly, material experts judged that 'the interactive material of writing flipbook-based non-literary texts developed is feasible to implement into the field, with an average score percentage of 95% 'excellent'. some of the details are content eligibility (96.6%), presentation eligibility (96%) and language eligibility (92.7%). stage four is implementation. after going through several revisions of the product or teaching materials until it is said to be 'worth testing' by validators. thus, the next stage is implementation, which is product trials to students. the trial was carried out three times, namely individual trials (3 people), small groups (9 people) and wider (52 people) as well as teacher assessments indonesian. the instrument used to see the results of this trial is a questioner or questionnaire that is given to students and teachers regarding this interactive teaching material. stage five is evaluation. evaluation in the study was carried out at each stage of the addie model. such as making notes about the shortcomings and constraints that occur when the product is implemented. after going through a series of evaluations, the author decided that the product could be assessed by the teacher and continued with the product effectiveness test. test the effectiveness of the product by looking at the results of student writing through pre-tests and post-tests. the average score of students' pre-test scores based on data analysis was 73.4% with the criterion of "sufficient". while the average post-test score based on data analysis was 87.6% with the "good" criterion. this shows that this teaching material is effectively used in learning indonesian in class x of high school. findings during the research process, the findings obtained in the development of interactive material on writing flipbook-based non-literary texts for class x man 2 langkat students are as follows. results of the analysis of the needs of students and teachers the results of the observations show that teachers still have difficulty in organizing learning to write non-literary texts. this difficulty is caused by the textbooks used when learning has not accommodated the learning of writing non-literary texts specifically. during this time, teachers do not use special textbooks for writing skills. yuni hajar, elly prihasti wuriyani, m. joharis lubis 202 joall (journal of applied linguistics and literature), 8(1), 2023 the results of the questionnaire showed that as many as 89% (students) and 67.5% (teachers) stated that the learning conditions for writing nonliterary texts in schools were not as expected. as many as 96.3% (students) and 93.7% (teachers) need teaching materials in the form of digital, interactive, effective and contain learning materials specifically for writing activities. the interview results also show some of the obstacles that teachers face when learning to write non-literary texts. teachers still have difficulty in providing examples of texts that are of interest to students. in addition, the books used in schools tend to be oriented towards the ability of linguistic analysis or reading and listening skills so that the allocated time explores more of the linguistic rules of a text. the following is an excerpt of the interview from the source. the result of the interview i the result of the interview ii the results of the interview confirmed that the main book used was a class x man 2 langkat indonesian textbook published by the ministry of education and culture. in addition, teaching materials such as newspapers and texts from the internet are also used by teachers. product form of development this development research resulted in an interactive material product of writing flipbook-based non-literary texts for grade x man 2 langkat students. the flipbook application makes this material interactive by displaying videos, text, padlet links and google forms accompanied by "the learning resources i use vary widely. in addition to using textbooks from the ministry of education and culture, i also take materials from the internet." teacher resource person 1 "the main book is a package book from the ministry of education and culture. in addition, i use student worksheets." teacher resource person 2 “the books that borrowed from the school library" student resource person 1 "usually use textbooks and newspapers." student resource person 2 developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 203 barcodes that students can access via cell phones (hp). the material for writing non-literary texts at the man 2 langkat class x semester 1 level consists of 3 texts, namely the text of the observation report, the exposition text, and the anecdotal text (kosasih, 2019). the following are some aspects of the presentation of non-literary text learning in interactive materials. 1. the front page of the chapter containing the chapter title such as observation report text, exposition text, and anecdotal text 2. basic competencies, competency achievement indicators and learning objectives contain achievements that students must obtain after learning certain materials. 3. the introduction contains a perspective of the learning material equipped with text-related videos. in addition, learning steps are also listed. 4. learning materials for certain texts with the application of stages / processes of writing (pre-writing, writing drafts, revising drafts, editing and publishing texts). here are some examples of interactive material product images writing flipbook-based non-literary text. yuni hajar, elly prihasti wuriyani, m. joharis lubis 204 joall (journal of applied linguistics and literature), 8(1), 2023 figure 1: flipbook-based non-literary text writing interactive material product product eligibility validation results the results of the assessment of the 'flipbook-based non-literary text writing interactive material' product from the material and design expert received the 'excellent' criteria, as detailed in the table below. table 2. percentage of assessment results on material eligibility aspects no assessment components average (%) criteria 1 eligibility of contents 96.6% very good 2 eligibility of presentation 96% very good 3 eligibility of language 92.7% very good average 95% very good table 3. percentage of assessment results on design eligibility aspects no assessment indicators percentage score (%) criteria 1 first design 87.5% very good 2 content design 90.6% very good 3 cover topography 81.2% very good 4 content illustration 93.7% very good average 88.2% very good developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 205 table 4. teacher and student assessment of the product respondent trial number of people percentage criteria students limited 3 88,5% very good small group 9 89,8% very good broader 96 89,5% very good teacher 2 98.8% very good average 91,65% very good product effectiveness test results the average percentage score of students after using the product is higher than the time before using the product. this can be seen in the following table. table 5. flipbook-based non-literary text writing interactive material percentage table no nonliterary texts pre-test post-test 1 text of the observation report 73,5% 87,1% 2 exposition text 72,8% 86,3% 3 anecdotal text 74,7% 90,4% average 73,4% 87,6% discussion learning components that need to be considered are the teaching materials. teaching materials are all forms of material used by teachers or instructors in carrying out teaching and learning activities. teaching materials are all materials (information, aids, texts) that are arranged systematically and adjusted to the curriculum to achieve certain competency standards and basic competencies (arsanti 2018; lestari et al., 2018; suarman et al., 2018). interactive material for writing flipbook-based non-literary texts can be a solution to the problems of students and teachers related to writing nonliterary texts in schools. this is in accordance with the needs analysis carried out by researchers through observation, questioners and interviews, that it is necessary to develop teaching materials specifically for learning to write nonliterary texts by meeting the criteria of being interactive, interesting, and easily accessible with devices / laptops. to create interactive teaching materials, this product is innovated with the help of a flipbook application. the use of flipbooks makes these developed teaching materials interactive, interesting, effective and efficient. as stated by wardani (2021) that flipbook software has several characteristics with yuni hajar, elly prihasti wuriyani, m. joharis lubis 206 joall (journal of applied linguistics and literature), 8(1), 2023 advantages, namely being able to create interactive media, learning media, teaching materials and being able to produce moving images. the results of product feasibility tests conducted by material and design experts showed a high percentage with excellent criteria, namely 95% (material) and 88.2% (design). the material assessment component is by the textbook assessment standards of the national education standards agency (bsnp). quality textbooks must meet the elements of eligibility, namely content feasibility, presentation feasibility, linguistic feasibility, and graphicness (pangestika et al., 2017). the graphic aspects of the teaching material model that have been developed include aspects of initial design, content design, media cover typography, and content illustrations. illustrations of the content of the learning material show the use of authentic images or videos that are adapted to the content of the material. the use of illustrations in the form of authentic images or videos is intended to cause attraction and make it easier for students to understand the content of the learning material (pangestika et al., 2017). this is also in accordance with several previous studies, namely research conducted by dyah ayu putri utami (2021) 'development of interactive ebooks reading non-literary texts with a realist approach for grade vii junior high school students'. there are several similarities in the research conducted by dyah ayu putri utami (2021) with this research, namely the first result of the analysis of the needs of teachers and students in three schools at the yogyakarta city junior high school level also requires interesting teaching materials, easily accessible on mobile phones (hp) or laptops. second, teaching materials developed using flipbook software. third, the text used is the same, namely non-religious texts, it's just that the language skills focused on by the researcher are reading skills and for the junior high school level, while this study focuses on students' writing skills and the target of this teaching material for the high school level. another difference is that the approach used is a realist approach, while in this study it uses a process approach. similar research was also conducted (rohmatul, 2021) 'development of lkpd assisted by kvisoft flipbook maker in office technology subjects at smkn 2 nganjuk'. in his research, the product development carried out was also assisted by flipbook software. however, there are some differences, namely the learning tools developed are lkpd for office technology subjects at smk, while in this study what is developed is material or teaching materials for indonesian subjects in high school. based on the results of the product effectiveness test, this interactive material can improve students' writing skills, especially in learning nonliterary texts. the calculations obtained show that the results of developing interactive materials for writing flipbook-based non-literary texts are more developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 207 effective than learning non-literary text writing materials without using this interactive material. this is evidenced by student learning outcomes using interactive material on writing flipbook-based non-literary texts with an effectiveness of 87.6% with the lowest score is 75 and the highest score is 94. meanwhile, the effectiveness of learning without using the product of development (material) was 73.4% with the lowest score being 62, and the highest score being 82. the improvement in student learning outcomes in writing non-literary texts from 73.4% to 87.6% is very significant. the effectiveness of the use of interactive materials for writing flipbook-based non-literary texts is reinforced by other studies. hayati, budi, and handoko’s research (2015) "development of learning media for physics flipbooks to improve student learning outcomes". the results of the effectiveness test in this study showed that the average percentage of all aspects increased by 57.23%. the results turned out that developing teaching materials is part of teaching and learning activities that may advance the quality of learning outcomes (pratiwi: 2019, seksiani 2018). conclusion based on the results of the discussion contained in the previous regarding the material development process, some conclusions are drawn. the process of developing interactive materials for writing flipbook-based non-literary texts includes 5 steps, namely the analysis stage(analysis), the design stage (design), the development stage (development), the implementation stage (implementation), and the evaluation stage (evaluation). this product is presented interactively by inserting videos, images, task sheet links. thus, making this teaching material as a smart solution to present a learning atmosphere in the classroom that is more interesting, communicative, interactive and supports the ability to write non-literary texts for class x man 2 langkat students. the validation results from material experts got an average score percentage of 95% "excellent". the validation results by design experts got an average score percentage of 88.2% "excellent". then the response results of students and teachers got an average score percentage of 91.65% 'excellent'. based on these results, it was concluded that interactive material for writing flipbook-based non-literary texts developed in the category is very good so that it can be accepted and suitable for use for teaching and learning activities. the effectiveness of the interactive material for writing flipbook-based non-literary texts developed showed higher student learning outcomes with a student pre-test average score of 73.4%, while the average post-test score was 86.7%. thus, interactive material on writing flipbook-based non-literary texts is effective and can improve student learning outcomes, especially in non-literary text writing materials. yuni hajar, elly prihasti wuriyani, m. joharis lubis 208 joall (journal of applied linguistics and literature), 8(1), 2023 references abidin, z. 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(2018). pengembangan buku teks pembelajaran menulis teks nonsastra berbasis pendekatan proses. jurnal pendidikan bahasa dan sastra, 18(1), 106–113. https://doi.org/10.17509/bs_jpbsp.v18i1.12150. https://doi.org/10.1017/s0261444811000528 https://ejournal.undiksha.ac.id/index.php/jpi/article/view/31168 https://jurnal.unej.ac.id/index.php/jpe/article/view/26410/10105 http://www.ejournal.radenintan.ac.id/index.php/desimal/article/view/2279/1872 http://www.ejournal.radenintan.ac.id/index.php/desimal/article/view/2279/1872 https://doi.org/10.17509/bs_jpbsp.v18i1.12150 yuni hajar, elly prihasti wuriyani, m. joharis lubis 210 joall (journal of applied linguistics and literature), 8(1), 2023 appendix table 1. needs analysis questionnaire grid for teachers no aspects amount 1 learning planning to write non-literary texts 2 2 learning conditions for writing non-literary texts 3 3 the importance of developing teaching materials for writing non-literary texts 2 4 product specifications of teaching materials that need to be developed 3 number of questions 10 table 2. needs analysis questionnaire grid for students no aspects amount 1 learning conditions for writing non-literary texts 5 2 the importance of developing teaching materials for writing non-literary texts 2 product specifications of teaching materials that need to be developed in learning to write non-literary texts 3 number of questions 10 table 3. material expert validation sheet grid no. assessment aspects indicators amount 1 components of the contents conformity of the explanation of the material to the indicators. 7 material accruancy 2 language components suitability to the level of development of learners 7 straightforward and communicative collapse and unity of ideas use of terms 3 serving components serving techniques 6 presentation of learning activities layout developing interactive materials of writing non-literary texts based on flipbooks for… joall (journal of applied linguistics and literature), 8(1), 2023 211 table 4: design expert validation sheet grids no. assessment aspects indicators amount 1. language components straightforward and communicative 7 unity of thought ideas use of terms 2. serving components serving techniques 6 presentation of learning activities presentation of material 3. graphics component interactive material display design 7 product validation grids by teachers table 5: assessment sheet grids by teachers no. assessment aspects components amount 1. components of the contents conformity of the explanation of the material to the indicators. 8 material acquisition 2 language components language according to the level of development of the student 5 straightforward and communicative 3 serving components collapse and unity of ideas 5 use of terms serving techniques presentation of learning activities serving layout yuni hajar, elly prihasti wuriyani, m. joharis lubis 212 joall (journal of applied linguistics and literature), 8(1), 2023 no. assessment aspects components amount 4 graphics component interactive material display design 4 5 benefit the material makes it easier for students to write non-literary texts 2 table 6. product assessment sheet grids by students no. indicators number of questions 1. non-literary text writing materials 4 2. language 2 3. interest 6 4. usefulness of the material 3 amount 15 english teachers’ difficulties in designing a lesson plan (rpp) based on ktsp (a study on english teachers at vocational high schools in bengkulu city ) suci dwina darma bambang suwarno mulyadi university of bengkulu email : sucidwina@yahoo.co.id abstract : this research aimed to find out the difficulties faced by the english teachers in vocational high schools in designing a lesson plan (rpp) based on ktsp. it employed a descriptive quantitative method. the population of this research was 23 respondents, from all teachers which have followed ktsp training. the sample was taken by using total sampling techniques. to collect the data, the researcher used the questionnaire. it was consist of 37 questions that it was divided into 9 aspects in a lesson plan namely; standard of competence, basic competence, indicator, the aims of learning, teaching material, the methods/techniques, the steps of learning activity, the tools/sources of material, and evaluation. it used the percentage formula and weighted mean formula to analyze data. the result of the research showed that there were not any significant difficulties in designing a lesson plan (rpp) based on ktsp faced by the english teachers in vocational high schools because all aspects were in sometimes/moderate predicate. it indicated that in designing a lesson plan (rpp) based on ktsp was not significant difficult. beside that, according to the result above, the most difficult aspects were none aspect because it also with sometimes predicate. it indicated that the english teachers in vocational high school did not find any significant difficulties in writing all aspects of the lesson plan. keywords : english teacher, lesson plan (rpp), ktsp. abstrak : penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk menemukan kesulitan guru bahasa inggris di smkn dalam merancang rencana pelaksaan pembelajaran (rpp) berdasarkan ktsp. objek penelitian diambil berdasarkan total sampling technique. untuk mengumpulkan data, peneliti menggunakan kuisioner yang terdiri dari 37 pertanyaan yang dibagi menjadi 9 aspek dalam rencana pelaksaan pembelajaran yaitu, standar kompetensi, kompetensi dasar, indikator, tujuan pembelajaran, materi pembelajaran, method/teknik, langkah-langkah kegiatan pembelajaran, alat/sumber materi, dan penilaian. dan dianalisis dengan rumus persentase dan bobot rata-rata. hasil penelitian ini menunjukkan bahwa tidak ada banyak kesulitan yang berarti dalam merancang rencana pelaksaan pembelajaran (rpp) berdasarkan ktsp oleh guru bahasa inggris di smkn karena seluruh aspek berpredikat kadang-kadang/moderat. ini menandakan bahwa dalam merancang rencana pelaksanaan pembelajaran (rpp) berdasarkan ktsp adalah tidak begitu sulit. disamping itu, berdasarkan hasil pembelajaran, bentuk yang paling sulit adalah tidak ada karena itu juga berpredikat kadang-kadang. ini menunjukkan bahwa guru bahasa inggris di smkn tidak menemukan kesulitan yang berarti dalam menulis semua aspek dalam rencana pelaksanaan pembelajaran. kata kunci : guru bahasa inggris, rencana pelaksaan pembelajaran (rpp), ktsp. mailto:sucidwina@yahoo.co.id introduction before teaching and learning process in the classroom, a teacher should have a guideline in controlling the classroom. the guideline is a lesson plan. preparing the lesson plan is very useful to reach a successful in teaching and learning process. according to puskur balitbang (2006), a lesson plan is a plan that describes the procedures and the organization of learning to reach one basic competence that have been included in standard of contents and explained in syllabus. the important things in lesson plan that it consists of one basic competence that have one indicator or the other indicators for one meeting or more. there are many aspects that connected to each other in a lesson plan, such as the teaching material, the tools/sources material, the teaching techniques, the aims of learning, the standard of competence, the steps of learning activity, and evaluation. successful teachers in designing a good lesson plan influence the teaching and learning process. without it, the teacher will not be ready in teaching in the classroom and their explanation in material will not be clear. it makes the objective of the curriculum can’t be achieved. as it is mentioned above that a lesson plan influences the teaching and learning process. so, the experiences and readiness of the english teachers at vocational high schools in following ktsp training influences toward their skill in making a good lesson plan. they can make a lesson plan with good which is shown by a good lesson plan would bring a good condition in the classroom. the teaching process, which is well planned, makes the students be able to understand the material and brings a good result of the study. on the other hand, if the teachers do not prepare themselves, the result of teaching process will be questionable because actually the teaching activity which is not planned well, would not be easy to counter the unpredictable problems which arise when the teaching process go on ktsp is operational curriculum that arranged and implemented by each school (bsnp : 2006). it is a new curriculum that has differences from the previous curriculums. futhermore, the ministry of education through the degree no. 20/2003 and no. 19/pp/2005 states that the national standar of education which is in educational autonomy, each school is free to design the syllabus based on the ktsp. this policy is changed from the centralistic to the decentralistic systems where the government only fixes the essential materials and the teaching-learning materials are designed by the school based on standard of competency, standard of graduated competency and school. the school can develop the competences which are appropriate with its own condition. reality, the change of the curriculum can probably make teachers have difficulties in understanding and designing it. the teachers can found many difficulties in making a lesson plan based on 1 ktsp. since the curriculum change, the role in making the lesson plan must change too. and this change causes the teachers face difficulties in making a good lesson plan. based on the explanation above, the researcher will be interested to conduct the research related to the problems that are encountered by the english teachers of vocational high schools (smkn) bengkulu city in designing the lesson plan (rpp) based on ktsp curriculum. methodology participants the population of this research was the english teachers at vocational high schools in the bengkulu city that consist of twenty three english teachers. and all of those english teachers have ever followed ktsp training that were usually obligated to attend the mgmd/mgmp. total sampling was used in this research, because they are only focus on the english teachers which have followed ktsp training that were obligated to attend th mgmd/mgmp. arikunto (1998) states that if the population of the research is below 100, the researcher has taken all of them as a sample. they were twenty three english teachers who taught at vocational high schools in bengkulu city. condition of sample in this research is shown on the table 1. table 1: population and sample of the research no name of school population sample total 1. smkn 1 bengkulu 5 5 5 2. smkn 2 bengkulu 8 8 5 3. smkn 3 bengkulu 5 5 5 4. smkn 4 bengkulu 3 3 3 5. smkn 5 bengkulu 2 2 2 total number of population 23 23 23 (source : diknas : 2008) instruments the data was collected by using questionnaire. those questionnaire was given to english teachers who have followed ktsp training. it was consists of 37 questions. the questionnaire is used to get the data of english teachers’ difficulties in designing a lesson plan (rpp) that based on ktsp curriculum. the data of this research was collected by distributing questionnaire based on the model of likert scale in which each item will have five possible answer : very often (vo), often (o), sometimes (st), seldom (sl), rarely (r). each respond was then associated with a particular point and every respondents scores were then determined by summing up the points of each statement. table 2. the likert scale statement vo o st sl r positive 5 4 3 2 1 negative 1 2 3 4 5 design of the research this research used descriptive quantitative method. according to sudjana (1998), a descriptive method is to describe recent phenomenon or events. in education term, it was function tend to solve pratical educational problems rather than developing knowledge. relating to the problem raised in this research survey was considered appropriate to gather information from the sample of this research. based on the theory, the researcher would describe the english teachers’ difficulties in designing a lesson plan (rpp) based on ktsp. procedures of the research in collecting the data, the researcher would have 3 stages : a. first stage, the questionnaire was given to english teachers at vocational high school. b. then, the researcher analyzed the validity and reliability of each item to find out the effectiveness of the data. c. the last, the data effective, the questionnaire then used all the data of the research. data analysis techiques analysis for the data of this was based on previous study by arasuli and suwarno (2004) which applies the following statistic formula: 1. weighted mean the percentage of the answer was found out by using this formula: m = ∑ ∑ where : m : the weighted mean score of each statement f : the frequency of respondents who choose an alternative answer w : weight/the score of an alternative answer ∑ f : the frequency of respondents in all choices ∑ f.w : number of frequency multiplied to the score of each alternative answer the mean for the entire items for a group was found out by applying the following formula : mg = ∑ ∑ where : mg : the mean of the whole statements for a group (group average) m : the mean of each statement n : number of respondent answering each statement ∑n : the totally number of respondents ∑ m.n : number of all respondent for the whole statement (for a group). 2. proportion (percentage) the percentage of the anwer was found out by using this formula : p = ∑ x 100% where : f : frequency of responses for each category for a statement ∑f : number of responses in the whole, for a statement 3. interpretation of mean the researcher would determine the interval of score with criterion of respondents as below: table 3. the classification of class interval class classification 4.30 – 5.00 3.50 – 4.20 2.70 – 3.40 1.90 – 2.60 1.10 – 1.80 very often / very hard often / hard sometimes / moderate seldom / easy rarely / very easy result and discussion result chart 1. the percentage of the difficulties on the whole aspects chart 1. indicated that from overall difficulties in the quesionnaire, there were (11%) with mean score was 2.89 of english teachers faced the difficulties in standard competence aspect and weighted mean score was 0% 5% 10% 15% a b c d e f g h i 11% 11% 11% 11% 12% 11% 10% 13% 10% a. standard of competence (2.89) b. basic competence (2.71) c. indicator (2.85) d. the aims of learning (2.84) e. teaching material (2.93) f. the methods/techniques (2.93) g. the steps of learning activity (2.56) h. the tools/sources of material (3.09) i. evaluation (2.46) 2.71 with (11%) of english teachers faced the difficulties in basic competence aspect. then, with weighted mean score was 2.85 with (11%) of english teachers faced the difficulties in indicator aspect. it is followed by of english teachers encountered the difficulties in the aims of learning aspect with weighted mean score was 2.84 with (11%). on the chart above, it can seen that weighted mean score was 2.93 with (12%) of english teachers faced the difficluties in the teaching material aspect. after that, with weighted mean score was 2.83 with (11%) of english teachers faced difficulties in the methods/techniques aspect in teaching and learning process. the seventh component, the steps of learning activity showed with weighted mean score was 2.56 with (10%) of english teachers faced the difficulties in this aspect and the tools/sources of material that used by english teachers in teaching and learning process showed that weighted mean score was 3.09 with (13%) of english teachers faced the difficulties in this aspect. and the last, there are weighted mean score was 2.46 with (10%) of english teachers faced the difficulties in evaluation aspect. from the chart 1, it could be seen that the highest rank is the tools/sources of material aspect with the weighted mean score was 3.09 with (13%). the teaching material was the second rank with the weighted mean was 2.93 with (12%). and the third rank was shown by standard of competence aspect with the weighted mean score was 2.89 with (11%). then the last, the lowest percentage was the evaluation aspect that showed by total weighted mean score was 2.46 with (10%). discussion after the data had been calculated and analyzed, almost all aspects in designing a lesson plan (rpp) were not any significant difficulties to the english teachers with class interval 2.70 – 3.40, it could be seen that all aspects considered to have “sometimes” predicate. and it could be described as follows : 1) standard of competence aspect, the english teacher faced the difficulties in designing a lesson plan (rpp) based on the standard of competence aspect was sometimes/moderate predicate with total weighted mean score 2.89 (11%). it indicated that it was not significant difficult. this condition could be caused by less information that the english teachers have. and also ktsp curriculum was the newest curriculum, so it made them still confused in understanding it. therefore, the english teachers should learn more active in understanding ktsp curriculum and always be up to date to get the new information. 2) basic competence aspect, the english teachers faced difficulties in designing a lesson plan (rpp) based on basic competence aspect was sometimes/moderate with total weighted mean score 2.71 (11%). it indicated that it was not significant difficult. it could be caused by english teachers that have lack understanding about it and can not use their ability well in improving their quality in teaching and learning process. in designing a lesson plan the indicator aspect in ktsp have same ways in designing a teaching scenario on previous curriculum (cbc curriculum). number, 3) indicator aspect, the english teachers faced difficulties in designing a lesson plan (rpp) based on indicator aspect was sometimes/moderate predicate with total weighted mean score 2.85 (11%). it indicated that it was not significant difficult. it could be seen that the english teachers still confused in matching the indicator into each skill. and this condition could be caused by confuseness of english teachers in choosing, using and understanding operational words, or they lack of understanding toward ktsp curriculum. 4) the aims of learning aspect, the english teacher faced difficulties in designing a lesson plan (rpp) based on the aims of learning aspect was sometimes/moderate predicate with total weighted mean score 2.84 (11%). it indicated that it was not significant difficult. this condition showed that the english teachers still faced difficulties in this aspect because it was probably caused by their lack understanding toward ktsp curriculum and less motivation of the english teachers to increase their understanding and ability. it can be seen that many of english teachers seldom to follow ktsp training. 5) teaching material aspect, the english teachers faced difficulties in designing a lesson plan (rpp) based on teaching material aspect was sometimes/moderate predicate with total weighted mean score 2.93 (12%). it indicated that it was not significant difficult. therefore, the english teachers need to learn more, because teaching material in designing a lesson plan (rpp) should have more attention of the english teachers because the successful of teaching and learning process influenced by how the english teachers explained and transferred the material to the students to make the students understand the material. in the teaching material, the content of the subject/lesson that was given to the students should relate to ktsp curriculum. since the curriculum was changed, make the english teachers still confused in this aspect. this condition could be caused by the english teachers did not understand the material optimally yet and did not focus in teaching and it could be seen that many of english teachers still used same methods/techniques in teaching and learning process. it meant that many of english taechers did not care about their job because most of them just think how to finish their job without doing their job seriously and without improving their style in teaching and learning process. but, in real fact, the english teachers should be able to design the teaching material with different methods/techniques that appropriate with the real context. it also meant the english teachers should be able to support to the students in teaching and learning process which will guide the the students in learning. according to meier (2000), in teaching material, the teachers should able to help students to create positive relationship with the materials that they will learn with ways: give positive suggestion, clear aims and meanings, explain to students about advantages the lesson, create to the student’s curiosity, preparing good environment and give support, bring the students out from strangeness and enter into communicates, and also make experiences into humanly. number 6) teaching methods/techniques, the english teacher faced difficulties in designing a lesson plan (rpp) based on teaching methods/techniques aspect was sometimes/moderate predicate with total weighted mean score 2.83 (11%). it indicated that it was not significant difficult. this condition could be caused by lack of skill of the english teachers in varying their knowledge in teaching and learning process. then, it could be caused by the english teachers lack motivation and still monotonous in the teaching and learning process. futhermore, a teacher should be able to match the teaching methods/techniques in teaching and learning process with real context. such as: contextual teaching and learning approach where it was a concept of learning which help the teachers to combine the learning matter with with the learners’ real context in order to make students’ motivate in learning with relating their own knowledge with implementation in their daily life. there are seven main learning components in contextual teaching and learning approach namely: constructivism, questioning, inquiry, reflection, learning community, modeling, and authentic assessment. 7) the steps of learning activity aspect, the english teacher faced difficulties in designing a lesson plan (rpp) based on the steps of learning activity aspect was seldom predicate with total weighted mean score 2.56 (10%). it indicated that it was not significant difficult. 8) the tools/sources of material aspect, the english teachers faced difficulties in designing a lesson plan (rpp) based on tools/sources of material aspect was sometimes/moderate predicate with total weighted mean score 3.09 (13%). it indicated that it was not significant difficult. therefore, the english teachers still need necessary more knowledge about it because the tools/sources of material aspect are one of the most important aspect in teaching and learning process. the successful of the teachers in teaching material influenced by the tools/sources of material that appropriate while they were teaching material in the classroom. this condition could be caused by their difficulties in doing job because the english taechers had problems in using limited facilities in the schools, so it made them had limited scope in explaining and developing material of teaching and learning process in real context. beside that, it could be caused by the existing of students’ book that was not relevant with the implementation ktsp curriculum. so the english teachers should have good skill in adapting books which is relevant or appropriate with the curriculum. then, the english teachers still had poor skill in teaching. futhermore, they should learn and be up to date to get new information so they can use and create various media to make students active and pay attention in studying in the classroom. beside that, english teachers should give a new thing in order to make the student had a curiosity toward something. so their motivation would increase to learn actively in teaching and learning process. it meant that in ktsp curriculum, the tools/sources of material were the most important aspect that english teachers needed in implementing curriculum itself. lastly, 9) evaluation aspect, the english teacher faced difficulties in designing a lesson plan (rpp) based on evaluation aspect was seldom predicate with total weighted mean score 2.46 (10%). it indicated that it was not significant difficult. in conclusion, the english teachers did not find a significant difficulties in designing a lesson plan based on ktsp. it was showed that there were eight aspects got sometimes/moderate predicate and one aspect with seldom predicate. it could be concluded that the english teachers were able to design a lesson plan based on ktsp. conclusion and suggestion conclusion there were not any significant difficulties in designing a lesson plan (rpp) based on ktsp because there were seven aspects indicated sometimes/moderate predicate. it meant that in designing a lesson plan (rpp) the english teachers did not face significant difficulties. futhermore, there were two aspects that were seldom predicate. it meant that the english teachers did not find significant difficulties in those aspects because it was clear enough for them. finally, the conclusion was that there were not any significant difficulties that faced by english teachers in designing a lesson plan (rpp) based on ktsp curriculum with total weighted mean score was 2.82 from 23 english teachers that have predicate “sometimes”. suggestion based on the conclusion above, the researcher would like to give some suggestions as follows: 1. for each schools especially vocational high schools, it was hoped to complete the tools/sources of material and media in teaching and learning process because in ktsp curriculum the equipments in teaching and learning are very needed to improve the education systems. and also by completing the equipments, the students can learn with real context continually. 2. for the english teachers, it was hoped to improve their ability or competence in teaching and get much knowledge and up to date information in education. then, they should create new thing that can be used the past time, now and the future. and also, they are doing their job with high quality and professionalism in teaching and learning process. 3. to other researchers, it was hoped to find the other components that make english teachers feel difficult in designing a lesson plan (rpp) based on ktsp curriculum. such as; evaluation or assessment and the steps of learning activity. also in implementing ktsp curriculum in teaching and learning process in the classroom. references arikunto, s. 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(2006). kurikulum tingkat satuan pendidikan (sebuah panduan praktis). bandung: remaja rosdakarya company. muslich, m. (2006). ktsp (pembelajaran berbasis kompetensi dan kontekstual). jakarta. nr, rambat. (2007). materi seminar peringatan hardiknas 2007 dpd barisan nasional demokrat provinsi bengkulu. bengkulu. nunan, d. (1988). the learnercentred curriculum. cambridge: cambridge university press. sudjana. (1999). tuntunan penyusunan karya ilmiah. bandung: sinar baru algensindo company. ur, penny. (1999). a course in language teaching. cambridge: cambridge university press. yosipa, r. (2005). english teachers’ difficulties in designing the teaching scenario based on the 2004 curriculum (competence based curriculum) at the public senior high schools in bengkulu town. universitas bengkulu. unpublished thesis. http://smk-putra/ reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 1 the realization of markedness in grade xi students’ recount texts in binjai: systemic functional perspective reni supriani, ening nanda rama, sulhaida, aprilza aswani stkip pelita bangsa, binjai, north sumatera, indonesia e-mail: gwe.rheniy@gmail.com abstract this study is an attempt to report the findings of the types and the dominant type of markedness in grade xi students’ recount texts departing from textual function in systemic functional perspective. qualitative content analysis was utilized as the research design in this study. writing sheets were utilized as the instruments for collecting the data. the data were in the form of clauses taken from 25 recount texts written by grade xi senior high school student of sma negeri 1 binjai. it was found that there were 1416 clauses appeared. specifically, both marked theme (mt) and unmarked theme (umt) were also discovered in the data with the occurrences of mt totaling to 210 (25.70%) and umt had 607 occurrences (74.30%). it leads to the conclusion that there were 2 types of markedness namely marked theme (mt) and unmarked theme (umt) found. then, umt was discoverd as the dominant type of markedness. keywords: theme, unmarked, marked, writing introduction writing is regarded as one of productive skills. this skill should be mastered by students along with listening, speaking, and reading skills as it is attached in the syllabus of teaching english (harmer, 2004). it is also one of the hardest skills that needs a lot of attention since writing needs good organization. this argument is supported by hanafiah and yusuf (2016) stating that it is urgently required for students to comprehend how to organize ideas and messages as well as the characteristics of specific genres. there are some academic genres that should be well mastered by senior high school students. every genre possesses its own characteristics which can be differentiated from its communicative purpose, schematic structure, and linguistic features (zein, sinar, & nurlela, 2017). one of those genres is recount text. gerot and wignell (1994) argue that recount text is used to retell events for the aims at giving information and entertaining. the schematic structure of this text is structured systematically namely orientation ^ events ^ re-orientation. then, the significant linguistic features of this text are focus on specific participant, the use of material process, using reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 2 circumstances of time and place, use of past tense, and focus on temporal sequences. to sum up, this text is usable to retell past event with the purpose to entertain and inform the readers. systemic functional linguistic (sfl) has multi-perspective model and it can be utilize to analyze with complementary lenses as the interpretation of language in use (martin and white, 2005). in observing language, sfl sees that language itself has three simultaneous meaning regarded as metafunction of language. then, sinar (2007) states that metafunction of language are inherent in every language use in social context. metafunctions of language are divided into ideational function, interpersonal function, and textual function which are simultaneously relevant at any level of the linguistic system. textual function is also comprehended as clause as message realized through the use of theme-rheme. halliday and matthiessen (2014) describe that the theme is defined as the point of departure for the message. it is the element the speaker selects for ‘grounding’ what he is going on to say. thematic structure in a clause can be analyze in some forms (to, 2018). simple theme deals with topical theme which also covers marked and unmarked theme. multiple theme in a clause can possibly occur which comprises of interpersonal, and textual theme. the last one is theme in clause complexes. once the theme is identified, the rheme is easy to be identified since it is everything else in a sentence which does not form part of the theme (martin and rose, 2008). the theory of theme-rheme is applicable to analyze text. there are many studies departing from this theory. to exemplify, mirahayuni (2002) in her research attempts to investigate the textual structure of research articles written by native and non-native english. ahangari (2014) also presents his findings in relation to thematic organization in graduate tefl graduate students. another research conducted by darani and mansouri (2015) conducted a research dealing with system of theme in english and persian short stories. those studies exemplified in advance utilized the texts as the objects of analysis. in this study, the writer is interested in observing markedness which covers marked theme (mt) and unmarked theme (umt). the analysis of markedness becomes urgent since it can give effect to readers’ interpretation. the examples of clause analyzed by using mt and umt are presented in the following: table 1. example of unmarked theme (umt) mona sent the draft yesterday theme: topical rheme umt reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 3 table 2. example of marked theme (mt) yesterday, mona sent the draft theme: topical rheme mt the example in table 1 provides the example of unmarked theme in which mona becomes topical theme: unmarked theme. then, another example provided in table 2 in which topical theme is presented by the word ‘yesterday’. the point which is going to be exposed more in the sentence in table 1 is mona. meanwhile, in table 2, the focus is in the temporal circumstance ‘yesterday’. this study is an attempt to investigate theme markedness including the types and the dominant type of theme markedness in grade xi students’ recount texts in binjai. 2. review of literature 2.1. systemic functional linguistics and metafunction systemic functional linguistics (sfl) is focused on the function of language (saragih, 2016). since language is inevitable in human’s daily activities, sfl can be utilized as one of the frameworks to analyze and interpret language. this theory has close relationship to the context and utilized to construe human experiences (naz, alvi & baseer 2012). then, in sfl, meaning in language is constructed at three different regarded as metafunction of language. language possesses three kinds of simultaneous meaning called as ideational, interpersonal, and textual meanings (halliday and matthiessen, 2014). it is also in line with sinar (2007:56) stating that metafunction of language are inherent in every language use in social contexts. in conclusion, there are three metafunctions of language i.e. ideational, interpersonal, and textual function which have the same status and used in social context. 2.2. textual meaning textual function is well-known as clause as message which is realized by themerheme. the theme is the point of departure for the message. it is the element the speaker selects for ‘grounding’ what he is going on to say (halliday and matthiessen, 2014). mccabe and heilman (2007) argue that in organizing the text, the theme is very paramount thing because it is the departure of the message. the theme often presents given information while the rheme often presents new information (de oliveira, 2015). theme comprises of three categories i.e. topical, interpersonal, and textual. reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 4 2.3. theme and rheme when producing a text, writer or speaker should decide their departure point of the message and it is realized in theme. theme is the element which comes first in the message, while rheme is the one which provides additional information to the starting point and is available for subsequent development in the text (to, 2018). there are three kinds of theme namely simple theme (topical theme), multiple theme (textual and interpersonal theme), and theme in clause complex. textual theme makes explicit the way the clause related to the surrounding discourse. it covers four elements of theme, they are: conjunction, relative, conjunctives and continuatives. interpersonal theme is used when the speaker or writer wants to projects his or her angle on the value of what the clause is saying. it covers one or more of the element of finite, wh-element, vocative and modal adjunct. then, topical theme is coded by the first element of the transitivity system. it can be participant, process or circumstances. when the topical theme places at the first part in a clause; it means that the theme is simple theme. but the if the theme is doing not place at the first element of a clause, it means that the clause combine with the other kind of theme and it’s mean that this kind of theme is the complex theme (hanafiah, yusuf, and aswani, 2018). markedness in topical theme has two types i.e. marked theme (mt) and unmarked theme (umt). eggins (2004) assert that “theme markedness has to do with the relationship between the mood and theme structures of the clause: how the functional roles assigned to constituents in a theme analysis conflate with the functional roles assigned to those same constituents in the mood structure. 2.3.1. unmarked theme (umt) and marked theme (umt) eggins (2004) defines that unmarked theme (umt) has the constituent that is theme which is also playing one of the following roles: a. subject (in a declarative clause) b. finite ( in an interogative clause) c. predictator (in an imperative clause) d. wh element ( in a wh-interogative clause) in other words, umt appears when theme conflates with the mood structure constituent that typically occurs in first position in clauses of that mood class. the examples of umt are presented in the following tables. reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 5 table 3. the examples of unmarked theme (umt) example role conflation mood class she’s cooking. theme/subject declarative did you do it to me? theme/finite polar interogative when will the event be held? theme/wh element whinterrogative keep off the grass! theme/predicator imperative marked theme (mt) is the theme in a clause which the function in a clause is not as the subject. it can be as verb, adverb, etc. when marked choice is made, the speaker or writer is signaling that all things are not equal, that something in the context requires an atypical meaning to be made (eggins, 2004). the example of mt is presented as the following: table 4. the examples of marked theme (mt) tomorrow, we will have a very awesome performance theme: topical rheme marked theme (mt) 2.5. writing martin and white (2005) clarify that writing is concerned with graphology and has to deal with the organization of letters into sentences, alongside punctuation, layout, and formatting. then, it is a complex activity happening at the same time and has some steps (harmer, 2004). it is not as simple as putting the words together, but, it elaborates the process which is related each other. the sentences arranged into paragraph and texts should be coherent so that the ideas are organized and the messages can be conveyed clearly. to summarize, writing is the way to convey the idea, message, and thought in written form involving complicated process. 2.6. recount text dirgeyasa (2014) defines that recount text is to retell personal stories which can be either factual or imaginative with the objective of informing and amusing readers (or both). the generic structure of recount text is orientation ^ sequence of events ^ re-orientation. and the significant lexicogrammatical features of recount text are focus on specific participant, using material process, using circumstances of time and place, use of past tense, and focus on temporal sequences. reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 6 3. research method qualitative content analysis approach was utilized in this study. ezzy (2002) states that content analysis can be useful as a stage of data analysis asit allows the relevance of preexisting theory to be tested, and itcan be used as a way of assessing the applicability of a theorythat emerges during thematic or content analysis. the instruments of this research were the researcher themselves and writing sheets. the data were in the form of clauses taken from 25 recount texts written by students of grade xi of sma negeri 1 binjai. the students are instructed to write a recount text comprising about 250-350 words in 75 minutes. the procedures of content analysis used in this study are: a. data making: it consists of unitizing, sampling, and documenting b. data reduction: statistically and simply omission of irrelevant data c. the analysis: concerning with the more conventional process of identification and representation of patterns that are statistically significant namely writing down the frequency of each typeof theme markedness: unmarked theme (umt) and marked theme (mt). d. inferences making: the direct evidence about the inferred phenomena is characterized by the results of analysis and validation efforts. 4. data analysis, findings and discussion 4.1. data analysis based on the analysis from 25 recount texts written by 25 recount texts written by students of grade xi of sma negeri 1 binjai, it was found that there are1416 clauses in the data. the clauses then were analyzed by using textual function (theme and rheme) to find out the types and the dominant frequency of theme markedness in the data. both of the types of theme markedness (umt, and mt) are discovered in the text. the distribution of the theme and its markedness can be seen as the following. table 4. thematic distribution in text no thematic categories total textual interpersonal topical marked unmarked 1 17 4 9 24 54 2 23 5 9 29 66 3 13 4 6 23 46 4 8 4 8 12 32 5 13 3 8 8 32 reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 7 no thematic categories total textual interpersonal topical marked unmarked 6 34 6 12 43 95 7 21 2 6 27 56 8 13 6 6 32 57 9 16 1 9 13 39 10 20 2 9 14 45 11 23 4 9 41 77 12 24 1 15 16 56 13 20 1 9 16 46 14 18 3 2 22 45 15 15 1 21 12 49 16 24 6 5 29 64 17 29 10 5 35 79 18 23 10 6 36 75 19 25 5 6 46 82 20 19 0 12 17 48 21 31 1 4 28 64 22 17 1 8 8 34 23 15 4 5 17 41 24 22 2 7 27 58 25 29 1 14 32 76 tot 512 87 210 607 1416 817 % 36.16 6.14 57.70 100.00 25.70 74.30 4.1.1. unmarked theme (umt) having been analyzed, the data illustrates that unmarked theme (umt) has 607 occurrences or 74.30% from the total number of occurrences. the examples of the clauses containing umt are presented in the following: table 5. unmarked theme (taken from text 25) kami juga makan di perjalanan we also have a meal during the trip theme: topical rheme umt the previous example illustrates that subject is functioned as topical theme. in the data, the occurrences of umt are very dominant. it has 46 occurrences as the highest reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 8 occurrence in text 16 and only 8 occurrences as the lowest in text 8 and 22. then, the data also presents that umt dominantly appears in the form of subject functioned as theme. 4.1.2. marked theme (mt) in terms of marked theme (umt), it is found that there are 210 occurrences or 74.30% from the total number of occurrences. table 6. marked theme (taken from text 17) pada sore hari, saya pergi ke tanah lapang bola in the afternoon, i went to soccer field theme: topical rheme mt in the example above, the clause contains marked theme because subject is not functioned as the topical theme, but circumstantial adjunct. mt appears in every text and has the highest occurrence in text 15 totaling to 15 times and in text 14, it occurs only 2 times. 4.2. discussion from the findings, it can be observed that there are only 607 occurrences or 74.30% of umt. it means that umt is the dominant type of markedness and mt is the least used in students’ recount texts of grade xi sma negeri 1 binjai. it also supports the previous research by ebrahimi and ebrahimi (2012) in their study which explains that the reason of the utilization of small number of marked theme is that these students prefer to place theme in the subject position of the clause. from the data, it is also found that students in this study tend to write a clause by using umt. nurlela (2010) also provides argument that the mt utilization is dominantly used in spoken discourse rather than in written discourse and that is why umt is more dominant in written text. additionally, the dominant use of umt in the data reveals that simple theme is also used dominantly and subject typically occurs in first position in clauses. 5. conclusion and suggestion the conclusion can be drawn that there are 2 types of markedness namely marked theme (mt) and unmarked theme (umt), and the dominant type of theme markedness is unmarked theme (umt). it means that the students dominantly used unmarked theme in their recount texts. the suggestion is formulated based on the findings that the teacher can give extra material about the function of theme-rheme in writing a text. reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 9 acknowledgement the writers would like to express appreciation to the ministries of research, technology and higher education of indonesia for funding the research grant penelitian dosen pemula no 3/e/kpt/2018 and contract number: 023/lppm-stkippb/001/v/2018. then, the appreciation is also addressed to stkip pelita bangsa and sma negeri 1 binjai for the help to accomplish this research. references ahangari, s. (2014). thematic organization in ma tefl students' argumentative, cause and effect, and process types of writing. the journal of applied linguistics, 6(12), pp.1-23. darani, l.h. & mansouri, s. (2015). theme in english and persian short stories: a systemic functional linguistics perspective. proceedings:the international conference on challenges in elt and english literature. de oliveira, l.c. (2015). a systemic-functional analysis of english language learners’ writing. d.e.l.t.a, 31(1), pp. 207-237. dx.doi.org/10.1590/01024450364601799092306. dirgeyasa, i. w. (2014). college academic writing; a genre based perspective. medan: unimed press. ebrahimi, s.f., & ebrahimi s.j. (2012). markedness in writing: a case of efl students; theory and practice in language studies. 2(4), pp.773-777. eggins, s. (2004). an introduction to systemic functional linguistics.new york: continuum. ezzy, d. (2012). qualitative analysis: practice and innovation. new south wales: national library of australia. gerot, l. & wignell, p. (1994). making sense of functional grammar.cammeray, new southwales: antipodeaneducational enterprises. hanafiah, r., & yusuf, m. (2016). lexical density and grammatical intricacy in linguistic thesis abstract: a qualitative content analysis. proceedings of english education international conference, 1(2), 43-46. retrieved from http://capeu.unsyiah.ac.id/proceedings/index.php/eeic/article/view/14. hanafiah, r., yusuf, m., & aswani, a. (2018). theme markedness in efl students’ recount texts: a systemic functional analysis. southeast asia language teaching and learning (saltel) journal, 1(1), pp. 14-20. harmer, j. (2004). how to teach writing. new york: pearson education limited. halliday, m.a.k &matthiessen c.m.i.m. (2014).an introduction to functional grammar (4 rd ed.). london: routledge. martin, j.r. & white, p.r.r. (2005). the language of evaluation: appraisal in english.london & new york: palgrave macmillan. martin, j.r. & rose, d.(2008). working with discourse. london: continuum. naz, s., alvi, s.d., & baseer, a. (2012). political language of benazir bhutto : a transitivity analysis of her speech ‘democratization in pakistan’’. interdisciplinary journal of contemporary research in business, 4(8), pp. 125-141. nurlela. (2010). representasi leksikogramatika teks pidato kenegaraan presiden soeharto dan presiden susilo bambang yudhoyono. [dissertasi]. medan: universitas sumatera utara, sekolah pasca sarjana. reni supriani, ening nanda rama, sulhaida, aprilza aswani joall (journal of applied linguistics and literature) vol.3 no.2 | 10 saragih, a. (2016). empowering students through learning english in the present context of indonesia. proceedings: national conference on language and culture; medan: usu press. page 1-11. sinar, t.s. (2007). phasal and experiential realizations in lecture discourse: a systemicfunctional analysis. medan: koordinasiperguruantinggiswasta wilayahi nadsumut. to, v. (2018). thematic structure in reading comprehension texts in english textbooks. international journal of languages, literature and linguistics, 4(1), pp.45-51. doi: 10.18178/ijlll.2018.4.1.148 zein, t.t., sinar, t.s., & nurlela. (2017). linguistic features and local wisdom content in efl student’s narrative texts. proceedings of the international conference on teacher training and education 2017 (ictte 2017), 158(1), pp. 773. microsoft word jan-juni puspa, improving reading comprehension through… 49 improving reading comprehension through semantic mapping strategy for indonesian senior high school students adelia puspa syahrial university of bengkulu bengkulu, indonesia 38371 email : adelia.puspa@gmail.com email : eric.syahrial@gmail.com abstract: this research investigates how semantic mapping strategy can improve students’ reading comprehension. the subject of this research was the ten grade students consisted of 32 students. in this classroom action research, the researcher used quantitative data to see the improvement of the students’ reading comprehension, and qualitative data to explain the change in students’ behaviour during the implementation of the strategy. based on the result of the test conducted at the end of the cycle and the analysis of the observation checklist and field notes, it could be concluded that both the students’ reading comprehension and the students’ attitude during the reading class have been improved. the students who passed the test improved from 43.75% at the baseline data to 87.5% at the end of cycle ii. this improvement mostly influenced by the second and the third phase of semantic mapping strategy, which are brainstorming categorization. in this phases, the students activate their prior know and learn to visualize relationship between ideas and put them into categories. thus, the students have a better comprehension of the text. the students also showed better motivation, interest, participation, and enthusiasm toward the learning process proven by the results of the observation. however, the materials in this present research were short reading texts. the implementation of the strategy on longer reading texts should be taken into a deeper study in the future research. keywords: improving reading, reading comprehension, semantic mapping strategy. abstrak: penelitian ini mendiskusikan bagaimana semantic mapping strategy dapat meningkatkan pemahaman membaca siswa. subjek penelitian ini ada siswa kelas sepuluh yang terdiri dari 32 orang. pada penelitian tindakan kelas ini, peneliti menggunakan data kuantitatif untuk melihat peningkatkan pemahaman membaca siswa, dan kualitatif data untuk menjelaskan perubahan sikap siswa selama semantic mapping strategy diterapkan. berdasarkan hasil tes yang dilakukan di akhir siklus dan analisis dari lembar observasi dan fieldnotes, dapat disimpulkan bahwa baik pemahaman membaca dan perilaku siswa selama proses belajar telah mengalami peningkatan. siswa yang lulus dalam tes meningkat dari 53.12% pada data awal menjadi 87.5% pada akhir siklus ii. peningkatan ini paling dipengaruhi oleh langkah ketiga dari prosedur semantic mapping strategy, yaitu brainstorming dan kategorisasi. pada langkah ini, siswa menggunakan background knowledge dan berlatih memvisualisasi hubungan antar ide and mengkategorikannya. dengan demikian, siswa menjadi lebih memahami isi teks. para siswa juga menunjukkan motivasi, ketertarikan, partisipasi, dan antusiasme yang lebih mailto:adelia.puspa@gmail.com journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 50 baik terhadap proses belajar yang dibuktikan oleh hasil observasi. namun, materi ajar pada penelitian ini adalah teks bacaan pendek. implementasi strategi pada teks bacaan panjang harus dikaji lebih dalam pada penelitian selanjutnya. kata kunci: meningkatkan membaca, pemahaman membaca, semantic mapping strategy. introduction indonesian students have more opportunity to read english matters than to converse with an english native speaker. therefore, it is a great importance for secondary school students to have sufficient training to develop their reading comprehension skill. because of this reason, from elementary level, students were already trained to understand various kinds of text. at elementary and junior high school level, the aspect of enjoyment is still the central focus. students started to discuss certain aspects of what they have read, and turned the purpose of their reading from reading for pleasure to reading for comprehension at senior high school level. according to nunan (2003), reading comprehension is the process of constructing meaning and making sense of written text by relating what it is written on the page and the reader background knowledge. it is influenced by some factors, such as purpose of reading, readers’ interest, quality of reading material, background knowledge, and vocabulary level. to find out the level of reading comprehension of senior high school students, the researcher had conducted observation at one senior high school number 5 of bengkulu city. she found that the students were still really passive in the reading class. when the teacher asked the students to answer questions based on the text, at first they indeed tried to answer the questions, but when they faced some questions of which the answers were not explicitly mention in the text, they started to feel confused and stopped answering the questions. in this case, the students did understand the questions but they did not know how to answer them. this probably happened because they found it difficult to analyze the information from the text. finally, in the end, only a few students who did the task by themselves, the others just waited for their friends’ answers. in addition, the students’ achievement in reading comprehension test was not satisfactory. with the passing grade score of 77, only 14 students (43.75 %) passed the test, and the rest of the class (56.25%) got scores below the passing grade. by seeing the test result, it is clear that the reading comprehension of the students need to be improved in some manners. basically reading comprehension can be improved if the teacher uses an appropriate strategy. teaching strategies are purposeful and applied with deliberate effort, instead of to do something quickly without paying attention; strategies slow the reader down and focus his or her attention according to puspa, improving reading comprehension through… 51 the demands of purposes and needs (shanahan in hilmes, 2007). various strategies have created to achieve reading comprehension that can be applied by a teacher, such as using pictures, using story pyramid, analyzing word, generating questions, and using semantic mapping. from all those strategies, the researcher consider semantic mapping as the appropriate strategy in teaching reading since learners comprehend better when they see the text organized in such a way which can easily be understood, and which indicates the relationships between ideas. it is also believed that semantic mapping strategy can motivate and involve students in thinking, reading, and writing aspects. semantic mapping strategy can also be useful for introducing the important vocabulary in a selection to be read. it shows students how the terms are interrelated. in addition, semantic mapping is the first major activity that activates student’s appropriate background knowledge of a given topic (freedman; heimlich and pittleman, cited in ajideh, 2006). the map is an organized arrangement of vocabulary concepts which reveals what students already know about the topic and provides them with a base upon which they can construct the new information learned from the text. therefore, teachers can use a semantic mapping to activate and tap student's background knowledge. moreover, semantic mapping can be used by any student in any subject area. abdollahzadeh and amiri (2009) stated that a semantic map can be used as a tool for discovering the conceptual relationships between vocabulary items. it enhances vocabulary development by helping students to link new information with previous experience. in line with this theory, lihua (2005) said that semantic mapping means that the different points in a passage should be written down and the relationships among them should be noted. it is very effective in improving students’ reading skills and it makes students focus on the reading materials by letting them write down whatever they think of when reading. in addition, estes (1999) once said that semantic mapping is a strategy for graphically representing concepts. semantic maps portray the schematic relations that compose a concept. it assumes that there are multiple relations between a concept and the knowledge that is associated with the concept. thus, for any concept there are at least these three types of associations, associations of class (the order of things the concept falls into), associations of property (the attributes that define the concept), and associations of example. further, he also proposed the idea that the major purpose of the semantic map is to allow students to organize their prior knowledge into formal relations and thus to provide themselves a basis for understanding what they are about to read and study. comprehension can be thought of as the elaboration and refinement of prior knowledge. what the semantic map provides is a graphic structure of that journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 52 knowledge to be used as the basis for organizing new ideas as they are understood. earlier in 1995, zaid advocated the introduction of semantic mapping in reading classrooms which had been proven to be a beneficial reading technique even for the native speakers of all educational levels. it was found that learners had shown an impressive improvement on such areas as vocabulary development, written ability and most importantly reading comprehension. he also added that there are three places in a lesson where semantic mapping may be used: as a pre-assignment strategy to activate students' prior knowledge or to help the teacher in assessing the students' readiness to do the assignment; as a strategy to allow students to record what they are learning during the assignment; and as a post-assignment strategy to allow them to integrate or synthesize what they have studied. moreover, there are some previous successful researches about semantic mapping that can support the use of semantic mapping to improve students’ reading comprehension. the first research about semantic mapping was done by mahdum (2009) in fkip ur pekanbaru. based on this research the students’ reading ability could be improved by using semantic mapping strategy. in addition, in teaching learning process, students can work together, discuss and share information, improve mutual understanding, as well as give mutual support to get the objectives. and the second one was conducted by muhtar (2010) at smpn 1 sine with result that semantic mapping strategy was able to improve the students’ reading comprehension. furthermore, the class situation also improved. the class became more enjoyable and fun. the students became more active individually and in group. from those three classroom action researches about semantic mapping, it can be seen that semantic mapping can be an appropriate strategy to improve both students’ reading comprehension and classroom situation. therefore, in this research, the researcher focused on improving the students’ reading comprehension of grade x of senor high school which consists of 32 students. based on the school syllabus, the researcher focused the study on descriptive text. the strength of this research is that semantic mapping as the chosen strategy can be used by any student in any subject area. on the contrary, the result of this result cannot be generalized. method participant and contexts the participants for this study were 32 tenth grade students of class xb of senior high school number 5 bengkulu city consisted of 18 females and 14 males. moreover, the class was chosen as the subject of this study because the researcher was already done observation during the teaching practicum program on this class, so that the researcher already knew about the general classroom situation and the problems that the students puspa, improving reading comprehension through… 53 faced in learning english, especially reading. design and procedures the design of this research was classroom action research. there were several identified problems that need to be solved with the aims of improvement and involvement. watts in ferrance (2000) stated that action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research with the intent that the research will inform and change his or her practices in the future. since this is a classroom action research, it contains four elements: planning, acting, observing and reflecting. those four phases are explained bellow: phase one: planning in the planning phase, researcher did some basic activities, like arranging the research schedule, creating the lesson plan, selecting the texts according to students’ level of knowledge, making the tests that will be given to the students, and preparing the observation sheet and field notes. phase two: acting acting stage is the time on which the researcher applied the selected strategy, which was semantic mapping. the researcher did this action stage based on the procedures of semantic mapping. zaid (1995) addressed five phases of semantic mapping procedures as below: a) introducing the topic. the teacher announces the topic of the unit by drawing a large oval on the chalkboard-an overhead projector can also be used-writing the topic inside of it. some teachers display a picture relating to the topic to stimulate students' thoughts and get the brainstorming procedure going. b) brainstorming. the teacher asks the students to think of ideas that might be related to this topic. c) categorization. d) personalizing the map. after each student has made a copy of the pre-assignment map, the class is provided with some material on the topic. this material is typically a reading passage since semantic mapping is designed to show the relationship between the verbal and the visual. the reading will almost certainly contain more information about the topic than the students had listed on the pre-assignment map. as they read, students are to decide what to add to or eliminate from the preassignment map. new information is thereby integrated with prior knowledge. e) post-assignment synthesis. the last part of the class period is used to record the students' suggestions from their personal maps on the preassignment. discussion will probably center on the amount of information acquired from the reading and how it has modified the original map. that wrote on the sequence below. thus, the action can be written down in the sequence as follow: journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 54 a) the researcher introduced the topic to the students. the researcher announced the topic of the text by drawing a large oval on the whiteboard and then wrote the topic inside of it. b) the researcher asked the students to think of ideas that might be related to this topic. this brainstorming phase allows students to make use of their prior knowledge or experiences. c) the third step is categorization. the teacher encouraged the students to see relationships among their suggestions and asked them to classify the words into some certain categories. d) the teacher asked each student to draw semantic mapping of the topic based on their knowledge about it. e) after each student had made the prereading map, the class was provided with some materials on the topic. this material was typically a reading passage since semantic mapping was designed to show the relationship between the verbal and the visual. the reading almost certainly contains more information about the topic than the students had listed on the pre-reading map. f) as they read, students were to decide what to add to or eliminate from the pre-assignment map. new information was thereby integrated with prior knowledge. g) and the last part was answering the questions based on the text and summarizing the text to see whether the students really comprehend the text. phase three: observing observation was done by the to see the implementation of acting stage by using the checklist and taking some notes in case there are some things that cannot be covered by the checklist. phase four: reflecting after getting the detail overview about the problems that faced on the application of semantic mapping strategy, researcher repeated the cycle if needed until the indicator of success was achieved. research instruments and data analysis in collecting the data of the research, the researcher used two instruments that are test and field notes/recording. the first test was given to get the baseline data of the students score. so it was done before the students are explained about semantic mapping strategy. and the second test was given at the end of the cycle after the students already taught how to use the semantic mapping strategy to see their reading comprehension progress. further, observation was done by the researcher by using field notes. this observation tool was made based on the indicators and the learning strategy used in this research. in general, the field notes covered information about the students’ attitude during overall learning process. moreover, the following is indicators of success from an action in this classroom action research, they are: a. more effective learning process in the classroom and students’ positive attitudes (motivation, interest, enthusiasm, engage actively in the puspa, improving reading comprehension through… 55 reading activity) during the implementation of semantic mapping that will be proven by observation using observation checklist and field notes. b. semantic mapping strategy can improve students’ reading comprehension with the percentage of the students who reached ≥ 77 is 80% of the total students. findings and discussion description of the cycles a. cycle i cycle 1 was done based on the observation of the classroom situation done on the first week of the research that were on saturday, 31 st march, sunday, 2 nd april, and saturday, 7 th april 2012; the baseline data of the students’ score, and the result of the informal interview with the english teacher who taught the class. in planning stage, the researcher along with the teacher prepared all the materials needed for doing the research, such as research schedule, lesson plan, teaching and learning materials, reading comprehension test after the cycle, and observation checklist and field notes. research schedule had been adjusted to the school schedule. the lesson plan and the learning material were designed based on the school curriculum and the syllabus. on this syllabus, the material that should be taught by the teacher was descriptive text. moreover, the researcher had analyzed the baseline data. it also became the consideration in designing the lesson plan and selecting the reading text. the reading comprehension test after the cycle was designed based on the reading comprehension test which was given to get the baseline data with some modification. the position of the texts on the test was rearranged. in addition, the observation checklist and field notes were designed carefully so that it can be effective for collecting the data needed. the action stage of cycle i was conducted on sunday, 9 th april, saturday, 14 th april, and sunday, 23 rd april 2012. the procedures are as follow: 1. the teacher explained about the descriptive text to the students. 2. the teacher introduced the semantic mapping strategy to the students. 3. the purpose of using semantic mapping strategy and how this strategy can be helpful to make the students easier to comprehend the reading materials were explained to them. 4. the teacher started applying the procedures of semantic mapping strategy by introducing the topic of the reading text which was “moon” to the students. 5. the teacher announced the topic of the text by drawing a large oval on the whiteboard and then wrote the topic inside of it. 6. the teacher asked the students to think of ideas that might be related to this topic and wrote them on the whiteboard. this brainstorming phase allows students to make use of journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 56 their prior knowledge and experiences. 7. the teacher encouraged the students to see relationships among their suggestions and asked them to classify the words into some certain categories. 8. the teacher drew a simple semantic map of the topic on the whiteboard as an example. 9. the teacher asked the students to draw semantic mapping of the topic based on their knowledge about it individually. 10. the students were monitored by the teacher during their work. 11. after each student had made the prereading map, the class was provided with the descriptive text about “moon”. the reading material almost certainly contains more information about the topic than the students had listed on the prereading map. 12. the students were asked to read the descriptive text. 13. as they read, students were to decide what to add to or eliminate from the pre-assignment map. new information was thereby integrated with prior knowledge. 14. the students were asked to draw the second semantic map based on the text they had read. by doing this, the students can compare what information they had before and after read the text. they can see the new information about the topic that previously they did not know. finally, this can help them to comprehend the text easier. 15. the students were asked to answer the questions based on the text. the semantic map they just drew can be helpful for them to find the answer faster. 16. the teacher and the students discussed about the two maps made by the students. 17. the students’ answers of the questions were discussed and assessed. the observation result showed that there were several things that need to be improved in the teaching and learning process. the students seemed to still faced some difficulties in putting the words they earned in the brainstorming phase into the right categories. sometimes, they did not even know in what category those words belonged to. by seeing the result, the researcher decided to continue the action to the next cycle with some improvement. b. cycle ii cycle ii was done based on the result of the reflection of cycle i. in cycle ii, the researcher revised the plan of the research and did the strategy with some betterment. similar to the previous cycle, in cycle ii the researcher also prepared the plan that had been revised and the materials needed for doing the action. the materials were chosen carefully by considering the time and difficulty level. in cycle ii, it was planned that the researcher allocate more time for drawing the map and post-reading activity, puspa, improving reading comprehension through… 57 so that the students could practice doing the semantic mapping strategy with more than one descriptive text. the procedures of action ii for the first text was done as follow: 1. types of semantic mapping were explained and showed to the students by using power point. 2. some examples of semantic maps were displayed by using power point and later on were handed out to the students 3. the use of semantic mapping strategy and how this strategy can be helpful to make the students easier to comprehend the reading materials were reviewed. 4. the teacher started doing the procedures of semantic mapping strategy by introducing the topic of the first reading text which was “cleopatra” to the students. 5. the teacher announced the topic of the text by drawing a large oval on the whiteboard and then wrote the topic inside of it. 6. the teacher asked the students to make small groups consisted of four people. 7. the teacher asked the groups of students to think of ideas that might be related to this topic. 8. the teacher encouraged the groups to see relationships among their suggestions and asked them to classify the words into some certain categories. 9. the teacher asked the students to draw semantic mapping of the topic based on their group discussion individually. 10. the students were monitored by the teacher during their work. 11. after each student had made the prereading map, the class was provided with the descriptive text about “cleopatra”. the students were asked to read the text. 12. as they read, students were to decide what to add to or eliminate from the pre-assignment map. new information was thereby integrated with prior knowledge. 13. the students discussed what the text was about in groups of four guided and monitor by the teacher. 14. the students were asked to draw the second semantic map based on the text they had read individually. 15. the students were asked to answer the questions based on the text in pairs. so that they could discuss to find the right answer. 16. the teacher and the students discussed about the two maps the students made and the answers of the questions. 17. their maps and answers were assessed by the teacher. in this cycle, to start the lesson, the teacher gives more explanation about the types of semantic mapping. she presented a slideshow about the types of semantic mapping and their explanation. then, she also showed some examples of the maps. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 58 the students worked in group so they could share and are expected to overcome their difficulty if categorizing the information. in the end, the students’ maps showed that the students’ reading comprehension did improve in this cycle. their maps were rich of information and showed relationship between the ideas of the text clearly. some students even could modify their maps by combining of types of semantic maps. in this cycle, to answer the questions, the students’ did not re-read the text. they did it only with the help of their personal made map. it showed that their reading comprehension already much better. therefore, at the end of cycle ii, the researcher decided to give post test to the students to see their reading comprehension progress. and the result of the test was presented below: table 1: result of the students’ reading comprehension test in the end of the cycle ii criteria (based on the passing grade ≥77) number of the students (from 32 students) percentage (%) passed 28 87.5% failed 4 12.5% the calculation of the result of the test at the end of cycle ii showed that the students’ reading score was improved. there were only 4 out of 32 students who failed the test. in other words, 87.5% of the total students already passed it. this result already reached the indicator of success that had been set. therefore, the researcher decided to stop the action. improvement of the students’ reading comprehension the improvement of the students’ reading comprehension by using semantic mapping strategy could be seen in the table below: table 2: the students’ reading comprehension improvement improvement of the students who passed the test out of 32 students baseline data final result 43.75% 87.5% the first data were the baseline data that gotten from the test conducted before the implementation of the strategy. the test was given to see on what level the students’ reading comprehension was before the chosen strategy was applied. from the table, it can be said that the students’ reading comprehension was low with only less than 50% or specifically 43.75% of the total students passed the test. then, in the end of cycle ii the students’ who passed the test became 87.5 %. it was above the indicator of success set by the researcher which said that the use of semantic mapping strategy can be categorized as success if it can improve students’ reading comprehension with the percentage of the students who reached ≥ 77 is 80% of the total students (32 students).based on the table above, it chart 1: chart of the students’ passing improvement percentage this improvement mostly influenced by the second state of semantic mapping procedure which is brainstorming, and the third stage which is categorization. brainstorming phase allows students to make use of their prior knowledge or experiences. it also gives the teacher insight into the schemata of each of the students, thus revealing interests, level of readiness, gaps, misconceptions, and errors related the text. first, it allows learners considerable freedom to bring the students knowledge and opinions to bear on a particular issue; and second, it involve passed; 43,75% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% baseline data students' passing improvement percentage puspa, improving reading comprehension through… 59 uccess set by the researcher which said that the use of semantic mapping strategy can be categorized as success if it can improve students’ reading comprehension with the percentage of the students who ≥ 77 is 80% of the total students ).based on the table above, it can be seen that there was significant improvement of the students’ reading comprehension. the data on the table showed that the students who passed the test improved in each stage; from the baseline data to final result. mor data was turned into a chart below: chart of the students’ passing improvement percentage this improvement mostly influenced by the second state of semantic mapping procedure which is brainstorming, and the third stage which is categorization. the brainstorming phase allows students to make use of their prior knowledge or experiences. it also gives the teacher insight into the schemata of each of the students, thus revealing interests, level of readiness, gaps, misconceptions, and errors related to first, it allows learners considerable students own prior knowledge and opinions to bear on a , it involves the whole class. no one needs to feel threaten when any bid is acceptable and be add the framework. furthermore, semantic mapping enables students not only to visualize relationships, but to categorize them as well. observation result the classroom action research was not only about the improvement of the score, but it also considers the teaching and learning process as an important part to see the successfulness of the chosen strategy. therefore, observation was done during the implementation of the strategy. the thing that was observed was students’ attitude passed; 43,75% passed; 87,50% 56,25% 12,50% baseline data final result students' passing improvement percentage rehension through… can be seen that there was significant improvement of the students’ reading comprehension. the data on the table showed that the students who passed the test improved in each stage; from the baseline data to final result. moreover, the data was turned into a chart below: chart of the students’ passing improvement percentage whole class. no one needs to feel threaten when any bid is acceptable and be added to the framework. furthermore, semantic mapping enables students not only to visualize relationships, but to categorize the classroom action research was not only about the improvement of the score, but it rs the teaching and learning process as an important part to see the successfulness of the chosen strategy. therefore, observation was done during the implementation of the strategy. the thing that was observed was students’ attitude journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 60 during the learning process. he students also showed better motivation, interest, participation, and enthusiasm toward the learning process proven by the results of the observation. discussion the result of this research was compared to some theories and related studies to see whether there was similarity or difference. after analyzing the result of the implementation of the semantic mapping strategy, it can be seen that the result of this research support the theories and related findings explained previously. the findings of this research showed the improvement of the students’ reading comprehension and the students’ attitude (motivation, interest, enthusiasm, engage actively in the reading activity) during the teaching and learning process. these findings support the theories of how semantic mapping strategy helps improving comprehension and students’ attitude. the first theory from baleghizadeh and naeim (2011) explained that semantic mapping is used to help learners understand relationships and form concepts about broader topics. the basis of semantic mapping is the relationships among its elements (here, the words). it is widely believed that learners learn better if they are taught to build up relations between the terms in such a text. as the relationships among words are established, the learners will remember them more easily. based on the observation during the implementation of the action, the students found it easier to get the information from the text by looking at their maps instead of reading the texts. their semantic maps helped them in completing the task both in the form of essay of summarizing. so, it is true that semantic mapping is an effective strategy for teaching reading skill and textual patterns of organization, and is effective for improving note taking and creative thinking skills. these skills were very helpful to improve students’ reading comprehension. moreover, semantic mapping is the first major activity that activates student’s appropriate background knowledge of a given topic (freedman; heimlich and pittleman, cited in ajideh, 2006). activating the students’ background knowledge is needed before reading the text. as lenz in saputri (2011) figured out, readers who do not have background knowledge about the topic of the text or the text type will have more difficulty in comprehending the text. it means that the students’ background knowledge can influence their reading comprehension. therefore, the students should be introduced to the text types early and review them often. in semantic mapping strategy procedure, before the text was handed to the students, their background knowledge was already activated on brainstorming phase and was turned into pre-reading map. so, when they read the text, indirectly their background knowledge can help them to comprehend it because at least they already had something on their mind of the topic. to strengthen this finding, estes (1999) said puspa, improving reading comprehension through… 61 that comprehension can be thought of as the elaboration and refinement of prior knowledge. so, when the prior knowledge of the students’ was already activated, they only need to elaborate and link it to the new information from the text it to achieve comprehension. another theory added that the students engaged actively in the reading activity because semantic mapping is student centered since it makes use of the students' prior knowledge and because students control the input at each stage of the map's building. (zaid, 1995). also in drafting the map, semantic mapping strategy demanded the total students’ involvement. in other words, the students are active participants throughout the development of the map. antonnaci (in tateum, 2007) stated that semantic mapping is a visual representation of knowledge, a picture of conceptual relationship. it means that semantic mapping can be as a visual representation of knowledge. so, the students’ maps in prereading activity can be said as the representative of their background knowledge, and in after reading activity, the maps were the representative of their comprehension of the text. once they made rich of information map, it means they got much information from the text. furthermore, in this research, semantic mapping strategy was used to motivate and involve students in the learning process. it was done based on lihua’s (2005) opinion that said semantic mapping motivates and involves students in the thinking, reading, and writing aspects. as the consequence, the findings of this research is on the same path as zaid (1995) theory which said that the students who use semantic mapping manifest considerable improvement reading comprehension, written expression and vocabulary development. in conclusion, it could be said that semantic mapping strategy can improve students’ reading comprehension by motivating them to be active readers and to engage actively in the classroom activities. it also trains the students to activate their prior knowledge, to see relationship among the ideas in the text, and allows students to connect previous knowledge with new knowledge, thereby expanding their reservoir of knowledge through that interrelationship. besides support the theories of how semantic mapping can improve reading comprehension, the findings of this research also supports the related findings. the first one was conducted by aprillianto (2009) at mts maarif sukorejo pasuruan. the findings of this research study indicate that semantic mapping technique was successful in improving both the students' ability in comprehending english texts (report texts) and the students' involvement in reading activities. the second research about semantic mapping was done by mahdum (2009) in fkip ur pekanbaru. based on this research the students’ reading ability could be improved by using semantic mapping strategy. in addition, in teaching learning process, students can work together, discuss and share information, improve mutual journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 49-64 62 understanding, as well as give mutual support to get the objectives. and the third one was conducted muhtar (2010) at smpn 1 sine with result that semantic mapping strategy was able to improve the students’ reading comprehension. furthermore, the class situation also improved. the class became more enjoyable and fun. the students became more active when worked both individually and in group. these findings were similar the results of this research proven by the result of the tests score and the analysis of the observation checklist and field notes that already described on the result section. finally, from the discussion above, the researcher concluded that semantic mapping is an effective and appropriate strategy to improve students’ reading comprehension, motivation, enthusiasm, and participation. conclusion based on the result of the research, the researcher concluded that semantic mapping is one of the good strategies to improve students’ reading comprehension proven by the improvement of the students passed the test which improved significantly from 43.75% in the baseline data to 87.5% in the final result. semantic mapping is also an appropriate strategy to improve the classroom situation proven by better attitude (motivation, enthusiasm, participation) of the students during the reading activities. by using semantic mapping strategy, the students are trained to activate their prior knowledge and to see the relationship between the ideas of the text which help them to comprehend the text better. semantic mapping strategy helps the students to compare and relate the information they have before and after reading the text easier. in implementing the semantic mapping strategy, the teacher can vary the classroom setting. the students can work in groups, in pairs, or individually references abdollahzadeh, e., and amiri, n. (2009). the journal of applied linguistics vol. 2, issue 1, spring 2009: the effect of semantic mapping as a vocabulary instruction technique on efl learners with different perceptual learning styles. retrieved on january 25, 2012, from http://www.sid.ir/en/vewssid/j_pdf/10097200 90401.pdf ajideh, p. (2003). the reading matrix vol.3. no.1, april 2003: schema theory-based pre-reading tasks: a neglected essential in the esl reading class. retrieved on february 6, 2012, from http://www. reading matrix .com /articles/ ajideh/ article.pdf ajideh, p. (2006). volume 16 teachers articles november 2006 article 2: schema–theory based considerations on pre-reading activities in esp textbooks. retrieved on january 25, 2012, from http://www.asian-efljournal.com/pta_november_06_pa.php aprillianto, r. (2009). using semantic mapping technique to improve reading ability of ix grade of mts maarif sukorejo pasuruan. abstract retrieved on march 7, 2011, from http:// karya ilmiah. um. ac.id / index.php / disertasi /issue/view/109 http://www.sid.ir/en/vewssid/j_pdf/1009720090401.pdf http://www.sid.ir/en/vewssid/j_pdf/1009720090401.pdf http://www.asian-efl-journal.com/pta_november_06_pa.php http://www.asian-efl-journal.com/pta_november_06_pa.php puspa, improving reading comprehension through… 63 baleghizadeh, s., and naeim, m. y. (2011). the international journal language society and culture: enhancing vocabulary retention through semantic mapping: a single-subject study. retrieved on february 6, 2012, from http:// www. educ. utas. edu.au/ users / tle / journal/ issues/2011/3202.pdf burton, et al. (1991). how to prepare better multiple-choice test items: guidelines for university faculty. retrieved on may 25, 2012, from http://testing.byu.edu/info/handbooks/b etteritems.pdf estes, t. (1999). edis 771: reading in contents area. strategies for reading to learn semantic maps. retrieved on january 24, 2012, from http://www.readingquest.org/edis771/se mantic_maps.html ferrance, e. (2000). action research. brown university: laboratory at brown university. hilmes, d. (2007). how to improve reading comprehension. [pdf document]. retrieved on march 7, 2011, from virtual learning environment solution, inc: www.abcteach.com/directory/reading_c omprehension.pdf lihua, yu. (2005). celea journal bimonthly. vol. 28, no. 2, april 2005; application of semantic-mapping approach and prediction-confirmation theory in the pre-reading process to promote reading comprehension. retrieved on february 6, 2012, from http://www.elt-china.org / teic / 60 / 6063.pdf. mahdum. (2009). penggunaan semantic mapping dalam dalam meningkatkan kemampuan membaca mahasiswa s1 semester dua program studi bahasa inggris fkip ur pekanbaru. abstract retrieved on april 28, 2011 muhtar, kamal. 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(2008). actional functional model (afm): classroom action research. sukabina offset. curriculum vitae adelia puspa was a bachelor student of english education study program of universitas bengkulu. after her graduation in 2012, she worked as an english instructor at upt bahasa universitas bengkulu and taught english for non-english department students. in 2014 she continued her study in english education graduate program at the same university. she is currently working at upt bahasa universitas bengkulu as toefl coordinator and english instructor for toefl preparation course. 1 semantic analysis of figurative language expressions in “feature” of the jakarta post tri rohani 1 , safnil arsyad 2 , irma diani 3 english education postgraduate program bengkulu university, indonesia e-mails: kiehan33@yahoo.com, safnilarsyad@gmail.com, irmabengkulu@yahoo.com abstract this study aims at investigating the types of figurative lexicons and the types of meaning of figurative lexicons found in “feature” of the jakarta post’s december editions. the methodology of the research used descriptive qualitative content analysis. the findings related to research questions showed that there were thirteen types of figurative lexicons found in “feature” of the jakarta post and the most dominant type of figurative lexicon found was simile while for the types of meanings of figurative lexicons found in “feature” of the jakarta post, it was found that there were seven types of meanings found in “feature” of the jakarta post and the most type of meaning of figurative lexicons found was conceptual meaning. this means that using simile and conceptual meaning in the news presentation of “feature” in the jakarta post were effective in order to help the readers easier in understanding the news presented in the jakarta post. therefore, it is then recommended that teachers can bring this type of authentic material to school so the students are motivated and encourged to learn more things in english especially about figurative language and types of meanings. key words: figurative lexicon, figurative language, meaning, the jakarta post, “feature” abstrak penelitian ini bertujuan untuk meneliti tipe-tipe kalimat perumpamaan dan tipe-tipe makna dari kalimat perumpamaan yang digunakan di “feature” pada the jakarta post edisi desember. metode penelitian ini menggunakan deskriptif qualitatif analisa kontent. hasil yang ditemukan berdasarkan pertanyaan yang ada menunjukkan bahwa ada tiga belas tipe kalimat perumpamaan yang ditemukan di rubrik “feature” pada the jakarta post dan tipe yang paling dominan dipakai adalah simile sedangkan untuk tipe-tipe makna dari kalimat perumpamaan yang terdapat di rubrik “feature” pada the jakarta post, ditemukan bahwa ada tujuh tipe makna yang dipakai di “feature” pada the jakarta post dan yang paling dominan digunakan adalah makna konseptual. hal ini berarti bahwa penggunaan simile dan makna konseptual dalam penyajian berita di “feature” pada the jakarta post sangat efektif dalam membantu para pembaca untuk lebih mudah memahami informasi yang disampaikan. oleh karena itu, disarankan kepada guru untuk mengajarkan materi ini di sekolah-sekolah agar mahasiswa termotivasi dan terdorong untuk belajar banyak hal dalam bahasa inggris terutama bahasa perumpamaan dan tipe-tipe makna. kata kunci: kalimat perumpamaan, bahasa perumpamaan, makna, jakarta post, rubrik “feature” mailto:kiehan33@yahoo.com mailto:safnilarsyad@gmail.com mailto:irmabengkulu@yahoo.com 2 introduction figurative language is a language aspect in which an expression is stated in the opposite way than its usual way. figurative language is mostly used by writer in such different way so it has different effect on readers. it can be found in written or spoken expressions. many of the expressions need special imagination and conceptualization to interpret their meanings. collie and slater (1987) suggest four main reasons of introducing figurative and metaphorical language: it offers valuable authentic material, cultural enrichment, language enrichment and personal involvement. similarly, carter and long (1991) categorize the reasons under three headings, namely, the cultural model, the language model and the personal growth model, each of which copes a particular set of learning objectives for students. lakoff and johnson (1980) have shown that everyday metaphors in a language are culturally as well as perceptually based. bonvillain (2003) argued that linguistic analysis, particularly of words and expressions, reveals underlying concepts, beliefs, and values. thus, the analysis of figurative expression in language can expose underlying concepts as well as the culture of its speakers. essentially, there has been a movement from considering figurative language as figures of speech to the broader term “figures of thought” (lakoff & johnson, 1980). boers and lindstromberg (2008) further explain that figurative language may be learned in the efl classroom in a number of ways. for instance, some can focus on the literal meaning of the key word which is used figuratively (e.g. joint in joint account). we can also resort to the mnemonic potential of the expressions to be learned. for example noticing how sounds in many formulaic expressions are repeated, such as alliteration (e.g. play a part), rhyme (e.g. wear and tear), and assonance (e.g. turn a blind eye to). it is also possible to use the property of evoking a mental image that some figurative expressions have (e.g. she hit the ceiling) as another mnemonic tool. in fact, according to them using mental imagery has become part of pedagogic approaches to idioms, inspired by ideas from the cognitive semantics school of thought. furthermore, under cognitive semantic approaches, the imagery of idioms and figurative expressions is utilized in the classroom to show learners that figurative expressions may be motivated by underlying conceptual metaphors or metaphoric themes, as in the case of the expressions your claims are indefensible, he attacked every weak point in my argument and his criticisms were right on target. (boers & lindstromberg, 2005; lakoff, 1987). van dijk (1995), defines that newspapers are probably a type of a written discourse which most readers are confronted with most regularly. newspaper can be used by teachers to provide materials for students to learn more vocabulary specifically about figure of speech. students can not only be encouraged to interpret certain expressions into some actual perspectives but also to learn other cultures from the expressions. figurative meaning and vocabulary have a great relationship that is reciprocal relationship in which both of the aspects give a mutual exchange of advantages. it can be stated that learning figurative language will help us build our vocabulary or in another way around learning vocabulary can also mean learning figurative language. figurative meaning and semantic also have a great relationship because without the knowledge of the meaning of the word, even connotative meaning, it is difficult to understand figurative meaning. of course, the meaning of the expression will become odd or not understandable. therefore, figurative language becomes essential in the learning of vocabularies. while, learning of vocabularies support the learning of semantics (tarigan, 1995). 3 learners of english must be encouraged to see that not only fiction writers but also newspaper journalists resort to figurative language in order to convey concepts originally developed by and addressed to a different audience (di bari & gouthier, 2004). lexically, the most important code to convey both connotative and denotative meaning to the readers is by using simple, short, precise and appropriate words (ifantidou, 2009). for beginners, junior and senior high school students, understanding figurative language have been difficult. students find it hard to conceptualize meanings of the expressions written figuratively. they tend to catch the meaning literally without going further to the real meaning implied in the expressions. so, as a language form, figurative expression is important to be taught at schools or learned by anyone in order to understand meaning expressed in a text containing figurative language. this might also make readers interested to read and try to concept the meaning of certain metaphoric expressions in a text. in other words, figurative language plays a big role in representing someone’s writing. it certainly gives effect to the language expression either in written or spoken forms. some studies have looked at the importance of learning figure of speech in language teaching. the first was a research by widyanti (2013) explained that there are six types of figurative language which commonly appear in advertisements found in harper’s bazaar magazine advertisements: metaphor, hyperbole, personification, simile, metonymy, and synecdoche. among those types of figurative language, metaphor ranked first. the application of metaphor does not only make advertisements attractive, but also make them informative and persuasive. next, figurative language mostly appears in the headline of advertisement. the headline is more preferable for readers since it is the theme and center of the advertisement. the second research was by yayianti (2015) explained that there are seven types of figurative language employed in the headline and body copy of the advertisements. they are hyperbole, antithesis, parallelism, personification, simile, metaphor and repetition. each type of figurative language employed in the advertisements has its own functions. the analysis reveals that there are three factors which motivate advertisers to use figurative language in their advertisements. the factors are to grab consumers’ attention, to change consumers’ behavior, and to aid memory. the last, a study conducted by istiqomah (2014) analyzed figurative expressions used in advertisements in instyle magazine. she found that hyperbole is the most dominant in the advertisements because it is used to persuade to buy the products. it proves that advertisers used figure of speech to make advertisements interesting and persuading. as already discussed, the use of figurative language in newspaper has been studied by many researches in many areas of different sections of newspaper such as in the advertisement section of a magazine or newspaper, sports rubric, and the headlines. however, none of the previous studies focused on the figurative language in the feature rubric of english written newspaper published in indonesia by mostly indonesian news contributors. as a result, there has inadequate information about the use of figurative language used in feature rubrics of the jakarta post newspaper of december edition. this study also gives contribution to the researcher herself in which she can find a new way of teaching vocabulary by using newspapers. next, the rubric chosen was familiar to the students’ level and this helps students understand the english learning materials easier. other specific aspects we can learn from this authentic material is the language aspect, it is the figurative language. this kind of figurative language can be found in a rubric namely “features”. this rubric features many things such as culture, art, famous persons, special events and many others. this rubric is suitable for students, especially junior and senior students as a reading reference because its contents are not too difficult to be digest compare to other rubrics of the jakarta post such as; politics, economics, education, national, 4 opinion, city, world, supplement, sport and other topics in other rubrics. furthermore, the information given are so informative for students. specifically, to enrich students’ vocabulary they can find figurative language here. this language aspect can be learnt at the same time while reading the rubric. since the jakarta post is the only english newspaper distributed in indonesia including pagaralam city in south sumatera, it is worth-study for lecturers, teachers, students and those people who have interest in english not only to read but also to learn any language aspects found in the newspaper. it is also quite easy for us to buy in magazines agency because it has such a large selling area across indonesia, while others are hard to find. lecturers who teach reading for example, can use this authentic material for extensive reading because this is the only source available. method research methodology this study used qualitative method to analyze the data. qualitative research involves data collection procedures that result primarily in open-ended, non-numerical data which is then analyzed primarily by non-statistical methods (dornyei, 2007, p. 24). specifically, this study used content analysis method. content analysis is a research technique for making replicable and valid interferences from texts to the context of their use. qualitative content analysis involves any kinds of analysis where communication content (speech, written text, interview, images, etc.) is categorized and classified (krippendorf, 2004.) quantitative content analysis is now used for a variety of research problems. next to specifically textoriented analysis, it can also be sender/production-oriented to study the influence of ownership, organizational routines and rules when it becomes integrated into studies of international media flows, media organizations, professionals, production of media content. content related in order to analyze the influence of media content on individuals' opinions or on wider socio-cultural, economic or political processes. content analysis is probably the oldest way of studying the media and is an answer to the age-old concern with media content. the basic concern was, and is, with how media contents reflect or interpret social, cultural and political norms, attitudes, beliefs and values. as such many sociologists throughout this century (starting with max weber) were interested in content analysis as a means of 'monitoring the "cultural temperature" of society' (hansen et al., 1998, p. 92). the concern of this theory is oriented precisely toward the relationship 'between the "text" as a social construction and its form or its imputed audience-derived meaning' (manning and cullum-swan, 1994, p.464). qualitative, interpretative content analysis, then, is aimed at the reconstruction of what could be termed the 'meaning structure' of the text or content. the problematic in this kind of research usually refers to the relationship between characteristics and patterns within the 'text' and the context of the material. as a new bold (hansen et al., 1998, p.131), underline, the methodology relies heavily on the reading of the text by the researcher, so on his/her interpretation. compared to the quantitative approach, qualitative content analysis is usually concerned with smaller bodies of material to be analyzed. in this research content analysis is an analytical approach based on established categories and the types of the object found in the “feature rubric”. this method is used to describe relative meanings between figurative language and the expressions used. object of the research the jakarta post is the object of the research data, this newspaper is targeted at indonesian business people, well-educated indonesians, and foreigners. the jakarta post has won several awards and been described as being “indonesia’s leading english-language daily”. the jakarta post is a member of asia news network. besides printed edition, the jakarta post also features an online edition, 5 which includes exclusive stories that are free to access. the data of this study were obtained from “feature”, a rubric in the jakarta post which is usually written on page 19 to 20 of each edition. in this study, the data analyzed were the figurative lexicons in “feature” december 2 2017 until december 30 2017. there were 9 days with no publications because they were holidays (dec 1 2017 was maulid nabi muhammad saw, 24, 25 and 26 were christmas and 3, 10, 17, 24 and 31 were sunday). this means that there were only 23 days editions published during december. this newspaper was selected because it is a daily english language newspaper in indonesia with the largest circulation. the expressions were read comprehensively and selected from the “feature” in the jakarta post. from 23 editions, it was found that there were 80 expressions of figurative lexicons used in “feature”. from those 80 expressions, there were 72 expressions in which researcher and the corater agreed to be the data of the study. instrument of the research checklists structure a person’s observation or evaluation of a performance or artifact. they can be simple lists or criteria that can be marked as present or absent, or can provide space for observer comments. these tools can provide consistency over time or between observers. checklist can be used for evaluating databases, virtual im services, the use of library space, of for structuring peer observations of instruction sessions. (www.alaworkshopdata.wordpress.com). generally the aim of using checklist is to obtain a concise and coherent description of the system in terms of objects, attributes, functions, relation between objects as well as between objects and functions, dialogue states, selections and estimate usability. ideally a checklist used for testing purposes should take up the matric that is being applied, the measurement technique, and most importantly, the related quality characteristics. (retrieved from www.issco.ugine.ch) to collect the data from the newspaper, checklist was used as the research instrument. data analysis procedure the following was the procedure of the research in conducting the study: 1. read the text comprehensively in order to find the expressions considered using figurative language. 2. identified the phrases containing the figurative meaning by paying attention to use of non-literal words and imaginative way. 3. note taking the expressions into notes in order not to miss any expressions found from the texts. 4. classified the figurative lexicons based on their types (metaphor, simile, personification, hyperbole, apostrophe, metonymy, synecdoche, symbol, image, paradox, litotes, irony, allegory, allusion, repetition, tautology, alliteration, para rhyme, parallelism, and oxymoron). 5. classified the types of the meaning of the figurative lexicon found based on leech’s theory (conceptual meaning, social meaning, affective meaning, thematic meaning, collocative meaning, connotative meaning, and reflected meaning). 6. grouped the types of figurative lexicons and the meaning of the figurative lexicons found into the checklist forms in order to be wellorganized and easily read. 7. drew conclusion by comparing the result of the study to the co-rater’s result in order to be valid and reliable to answer the questions addressed. technique for analyzing data the processes of data analysis in this research were based on the following stages. first, the researcher read the text comprehensively. second, the researcher noted down all the expressions containing figurative language. third, the researcher analyzed, classified and grouped the expressions based on their types of figurative language and types of http://www.alaworkshopdata.wordpress.com/ http://www.issco.ugine.ch/ 6 meaning by using the checklist form. fourth, the researcher interpreted the meanings of the figurative lexicons by referring to the theories used in the study. after interpreting, the researcher did the checklist. finally the cross checked her analysis to the co-rater and described the result statistically and drew some conclusions to answer the questions proposed in the study. the result of the study analysis presented in the form of description and discussions. description would give the readers, background and context analysis of the expressions explain in order to be rich and thick. meanwhile discussions would represent personal and theoretical understanding of the phenomenon of the study. triangulation triangulation is a process of verification that increases validity by incorporating several viewpoints and methods. in the social sciences, it refers to the combination of two or more theories, data sources, methods or investigators in one study of a single phenomenon to converge on a single construct, and can be employed in both quantitative (validation) and qualitative (inquiry) studies. discussions about whether and how to combine social research methods go back to debates about the use of survey and fieldwork or the use of interviews and participant observation. most recently, the debates about the relationship between quantitative and qualitative methods as viewed by blaikie (1991), particularly in evaluation research, have advocated a combination of methods of different types of research. the purpose is to increase the credibility and validity of the results. often this purpose in specific contexts is to obtain confirmation of findings through convergence of different perspectives. in fact, there are many different approaches to 'triangulation' and there are articulate proponents for each approach. this study used theory triangulation to help interpret and explain the data gained from the study in order to be valid and reliable. this research crossed check the theory of the experts used, the judgment from the co-rater pointed and the study of the researcher herself. for example, in order to find the meaning of certain figurative lexicons found, the meaning needed to be defined by referring to the theories reviewed, corater judgment, the researcher herself, and other supporting sources like dictionary, books or internet. after this phase, the data were verified by the co-rater pointed to be judged whether they were correct or incorrect. results and discussion the data of this study were obtained from “feature”, a rubric in the jakarta post. this study employed data triangulation analysis to check the reliability of the textual analysis. the result of the inter-rater reliability between the researcher and the co-rater was almost perfect or ninety percent (90%) agreed to the data obtain from the “feature”. this means that the agreement needed as reliable and valid data of study could be accepted. therefore, the final result of this study based on the research questions addressed, are as the following: the types of figurative language found in “feature” of the jakarta post the first analysis of this study is on the figurative lexicons used by the writer in “feature”. the data analysis indicated that the figurative lexicons found in “feature” based on the theory of figurative language by perrine is presented in the table below. table 1. frequency of types of figurative lexicons found in “feature” of the jakarta post. no. types of figurative lexicons frequency percentage (%) 1. simile 25 34,7 % 2. allusion 11 15,2 % 3. metaphor 7 9,72 % 7 t able 1 show s that there were thirteen types of figurative language found in “feature” of the jakarta post. from the table above, it can be said that there were three groups of types of figurative language found in “feature”; high frequently used types of figurative language, middle frequently used type of figurative language and low frequently used types of figurative language. simile and allusion were in the group of high frequently used types of figurative language, metaphor, personification, paradox, symbol, hyperbole, parallelism, repetition, allegory, oxymoron, imag e, and syne cdoc he were in the group of the middle frequently used types of figurative language, and parallelism, repetition, allegory, oxymoron, image, and synecdoche were in the low frequently used types of figurative language. from the three groups, it can be seen that the third group was the group of the types of figurative language not found in “feature” of the jakarta post. the following are the extracts of the types of figurative lexicons used by the news contributors in “feature”. extract 1 : simile during a tour initiated by cellular telecommunication operator xl axiata, the jakarta post also stopped by banda aceh to observe the icon of provincial, baiturrahman grand mosque. built by sultan iskandar muda mahkota alam in 1612. its beauty and magnificence resemble the grandeur of taj mahal in india. in extract 1, the key word is “resemble”. this indicates that the type of figurative language used is simile. here, the writer gave such help clue to imagine that baiturrahman grand mosque is similar to taj mahal in india. by having similarity to taj mahal, reader could use their imagination to imagine the two objects being compared, and this kind of comparison helps readers understand the information easier. extract 2 : simile 4. personification 6 8,33 % 5. paradox 6 8,33 % 6. symbol 6 8,33 % 7. hyperbole 4 5,55 % 8. parallelism 2 2,77 % 9. repetition 1 1,38 % 10. allegory 1 1,38 % 11. oxymoron 1 1,38 % 12. image 1 1,38 % 13. synecdoche 1 1,38 % 14. alliteration 0 0 % 15. para rhyme 0 0 % 16. litotes 0 0 % 17. irony 0 0 % 18. tautology 0 0 % 19. metonymy 0 0 % 20. apostrophe 0 0 % total 72 100 % 8 it was apparent that many, many people at the festival grounds were waiting for the rainbow-colored, sticky-sweet edm of marshmallow, the dj notable for wearing a marshmallow-shaped bucket in his head. people rushed, ran and some literally fell down running toward the main garuda stage just to secure a spot at the day’s most waited-for set. decoy marshmallow buckets and masks were everywhere in the crowd. sweat flowed from everywhere like torrential rain. it was almost too much to bear. in extract 2, the key word is “like”. here, the sweat which flowed from everywhere is compared to a torrential rain. extract 3 : simile in another work, space to human behavior, he treated the bamboo using contemporary methods to create a tunnel where the bamboo would move and made sounds similar to that produced by a traditional music instrument called an angklung. in extract 3, the key phrase is “similar to”. in this expression, the bamboo was treated like a tunnel which would move and made sounds to that of angklung would do. extract 4 : allusion you might not be familiar with tino if you are a member of generation z, a label given to those born after 1995. in extract 4, the key word is “generation z”. this is an allusion. here, readers had to find what generation z referred to in order to understand the reference of the word used. extract 5 : allusion she has taken a number of freelance jobs probably to keep her mind engaged. but when you work as a consultant offering your services to your clients, you are no longer “the queen.” in extract 5, the key phrase is “the queen”. in this expression, the phrase “the queen” does not mean the queen of a country or a nation but a reference to someone’s position in her job. here, the phrase means someone who is no longer a boss but only someone who offers her services to earn money. extract 6 : metapor karangturi-a heaven of tolerance the sixth extract is a metaphor, in which the title implied the comparison of two different things. here, the writer indirectly stated that karangturi (a village in rembang, central java in which many chinese and santri or students of islamic school live is described as a high tolerance village) was compared to a place like a heaven in which tolerance become the characteristic of the village itself. extract 7 : personification “thousands of words and stories were cheerfully dancing in my mind while i was doing my labor job. i wrote them on my imaginary paper. with that, i survived the extreme hardship.” 9 in extract 7, the phrase “cheerfully dancing” is the key words. here, the phrase “thousands of words and stories” are given the characteristics of human being (cheerfully dancing). “words” and “stories” are non living objects but described as cheerfully dance like a human. this figurative lexicon considered as personification. extract 8 : paradox what’s so engaging about the film is that it feels like a series of vignettes culled from soleh’s recollection of his time at the university. that’s why he plays a fictionalized version of himself; he breaks the fourth-wall to explain why he plays himself in movie: because he looked old when he was young and also, the actor reza rahardian “is in too many movies. the key words of extract 8 are “old” and “young”. these two words are categorized as paradox because they gave contradiction that is nevertheless somehow true of the situation. the age was still young but looked old. extract 9 : symbol through the film, the viewer is able to see that it was manily soleh’s carefree viewpoint of life that he is today. he admitted that he had never had any ambitions, and that his success in life were purely the fruits of his own insticnts. in extract 9, the key word “fruits” symbolizes the result of someone’s success. it could be seen from someone’s material, wealth, way of life or other things which give opinions to other people that someone is rich or successful already. extract 10 : hyperbole “it was the most thrilling two minutes of my life and it helped me forget all my troubles” said safina, a visitor from malaysia. the exaggeration in the expression of extract 10 is clear a hyperbole. it doesn’t expect to be taken seriously that only in two minutes, people can forget all their troubles of life. extract 11 : parallelism “right now, i would say that i picked the name because nice is the middle way to many ways-not too good, not too bad,” said resha the abc was chosen because it was simple-“something the kids understand.” in extract 11, the two pieces of “not too” are gramatically the same or similar in their constructions. this is called parallelis extract 12 : repetition god’s field god’s will. extract 12 is a repetition. the key word “god” is repeated for twice in order to make the idea clear. here, the emphasis is in the word “god”. the writer wants to say that this world is god’s field and whatever happen to the human inside it is according to his will. extract 13 : oxymoron when i returned there, my students had obviously graduated from the school. i happened to recall some encounters with my favorite students in a washroom and in the library. i was overwhelmed with bittersweet sentiment. i tried holding 10 onto the memory, but it is like gold dust that keeps slipping out of your hands the tighter you grasp it. in extract 13 the key words bitter and sweet (bittersweet) has two opposite ideas which are joined to create an effect that something is at the same time bitter but also sweet. 11 extract 14 : synecdoche saraswati learning centre-a special place for the gifted. extract 14 is a synecdoche in which the key phrase “the gifted” implies the use of a part for the whole. the word the “gifted” refers to those children belong to lack of ability or disable who are accepted to study in the learning centre owns by saraswati. they called them the gifted or children borned with speciality from god. extract 15 : allegory the new order narrative at that time was that the pki was backed by the communist chinese government, and during the cold war period, it was clear that soeharto’s regime opted to side with the united states to fight the growing influence of communism in southeast asia. in extract 15 the key words “new order” refers to a description of years in 1990’s in which at that time soeharto ruled indonesia and then dethrone by the revolution in 1997. this is an allegory. extract 16 : image the film in which he is technically the star and the focus, is framed as an autobiography of the comedian’s seven years as a communications student at padjajaran university (unpad) in west javaa place that he describes as “incredibly dull for people like him”. in extract 16, the key word “dull” gives an imaginary effect to the reader. directly, someone will imagine a dull situation when he or she comes across this word. the types of meanings of figurative lexicons found in “feature” of the jakarta post the second focus of this study is on the types of meanings of figurative lexicons found in “feature”. the table indicated that the frequency of the types of meanings of figurative lexicons found in “feature” is as illustrated below. table 2. frequency of types of meaning of figurative lexicons found in “feature” of the jakarta post. no. types of meaning frequency percentage (%) 1. conceptual meaning 36 50 % 2. reflected meaning 16 22,2 % 3. connotative meaning 13 18,1 % 4. social meaning 3 4,16 % 5. affective meaning 2 2,77 % 6. thematic meaning 1 1,38 % 7. collocative meaning 1 1,38 % total 72 100 % 12 table 2 reveals that there were seven types of meanings found in “feature” of the jakarta post. from the table it is also found that there are three categories of the types of meanings of figurative lexicons found in “feature”. the first category is the high frequently used category, which was conceptual meaning, the second category is the middle frequently used category, which were reflected meaning and connotative meaning and the third category is the low frequently used category, which were social meaning, affective meaning, thematic meaning and collocative meaning. this could be inferred that even though figurative language usually use non-literal words and imaginative ways to convey the messages in the expressions, but the meaning suggested in the figurative lexicons used by the writer in “feature” were highly dominated by conceptual meaning. here are the extracts of the types of meanings of figurative lexicons found in “feature”. extract 17 : conceptual meaning the exhibition, which is up and running until march 18 next year, correlates either issue-wise or time-wise, denoting a conceptual vision that fits the spirit of our time. the key word “wise” in the above extract implies a conceptual meaning. it is understood that “wise” is a referent to the real meaning of itself in the real world. when someone reads the word “wise”, he or she would refer to something which is having or showing experience, knowledge, and good judgement. in this case, “wise” means having good judgement on the issue and the time to visit the exhibition. extract 18 : conceptual meaning in other indonesian romantic drama, such as melbourne rewind or love in london, it is all too obvious that the main characters are indonesians, as they bring their hometown attitudes, mannerisms, and perceptions into an unfamiliar setting. those characters stick out like sore thumbs and do not blend in with the foreign environment, with the result that the movies themselves look disingenuous and overly obsessed with the indonesian identity, creating the impression that the directors are underestimating the intelligence of indonesian moviegoers. in extract 18, the key word “like” as the adjective acts as a reference of its own meaning and its meaning can be accepted in the real world. this extract is conceptual meaning because “like” here acts ask a reference in which that the characters are like the sore thumbs. means that both things have something in common or similar to each other. extract 19 : conceptual meaning another entry to the nostalgia sweepstakes is the polaroid onestep 2, the first true polaroid to hit the market since the company stopped producing them in 2008. eschewing all the modern add-ons that come with similar retro camera gadgets of recent years, the onestep 2 stays true to its origin, for better or worse, focusing more on capturing feeling. in extract 19, the key words “better” and “worse” represent their real meanings and they are referent to the real world. “better” here could mean something of a more excellent or effective type or quality and “worse” could mean something of poorer quality or a lower 13 standard; less good or desirable. so, for better or worse implies that whatever the results, whether it is bad or good one it will be accepted. extract 20 : reflected meaning her utmost dream now is to translate all of her books into chinese to allow people to read them. “i also hope my books become a window for the world to see china was like”. in extract 20, the word “a window” does not simply mean a window of a house, building or others but it rather had multiple reflected meanings. here, the writer suggested that a window (the books) could possibly mean a media for reader to know more about china in the past. it might also mean that the books are the references to know the real history of china in which most people haven’t known about it yet so far. this might also mean others. extract 21 : reflected meaning i think the elephant in the room is amazon,” said donna paz kaufman, a florida-based industry consultant. “anybody in publishing is concerned about the tremendous market share that amazon has garnered.” in extract 21, the key word “elephant” suggests a reflected meaning. here, readers need to analyze the word “elephant” to its implied meaning. it is not an animal but a reflection of something which means like an elephant. in this expression, “elephant” can be meant as a giant store or a chain of store which has big reputation and the most popular in a certain place. extract 22 : connotative meaning “five years ago, i was asked (by the embasssy of italy) to design sculptures that represent italy. they asked me to look at michelangelo,” sarano said, adding that the two affairs as a symbol of italy’s culture heritage in us. in extract 22, the key word “michelangelo” has a connotative meaning in which reader has to refer to it in order to know who michelangelo was, and what works had he produced. if we hear the word michelangelo, the connotation would be famous works of michelangelo such as paintings. extract 23 : social meaning danu for instance, who dabbles in eerie martial arts, is heavily focused on cashing out on his “skill”; dedy goes home to a nagging wife, but is ultimately a doting family man; lilo is mama’s boy who has stopped out of his comfort zone by the time the credits roll. and then there’s yanto, helplessly love struck. in extract 23, the key word “mama” has relation to sosial structure in the society. the word “mama” usually refers to a social status of someone and is usually used by someone who has higher status in the society. it is usually used by those with middle up class status. this indicates that the meaning of word is socially influenced by the classes of people in the society. the word “mama” considered as social meaning. extract 24 : affective meaning “when he was creative, he puts his entire body and entire spirit into it,” intan said. 14 extract 24 is an affective meaning. here, the meaning of the sentence reflects the personal feeling of the speaker toward something she is talking about. intan described that when her husband was creative, he puts his entire body and spirit into his work of art. extract 25 : thematic meaning when i returned there, my students had obviously graduated from the school. i happened to recall some encounters with my favorite students in a washroom and in the library. i was overwhelmed with bittersweet sentiment. i tried holding onto the memory, but it is like gold dust that keeps slipping out of your hands the tighter you grasp it. extract 25 is a thematic meaning. here, what is intended to be stressed is the subject of the sentence. the indication is that the speaker wants to organize the message in term of emphasizing. here, the speaker wants to emphasize that he was overwhelmed with the bittersweeet sentiment. extract 26 : collocative meaning these are of course elements that were in turn borrowed from rock fore-bearers, the beatles, t-rex, and suchlike. in other words, they are catchy as hell, as good as the few single from those lesser albums or on par with the non-single tracks from definitely and morning glory. this quality runs elsewhere. the key phrase “catchy as hell” is considered as collotative meaning. it is because the meaning is likely to use only in certain ways not as other general or common words or phrases commonly used by people in general. the phrase “as hell” here gives an emphasis that the song is really catchy that its course elements has the quality of those of rock fore-bearers such as the beatles, t-rex and others. discussions types of figurative lexicons found in “feature” of the jakarta post. as the result found, there were thirteen types of figurative lexicons found in “feature” of the jakarta post’s december editions and the highest frequently used type of figurative lexicons found was simile. the important of simile here is that similes help create a vivid image in the readers’ minds by comparing their subjects with known events or things. in everyday conversation as well as in writing and formal speeches, similes are used to clarify ideas, create memorable images, and emphasize key points. (english language art skill & strategies, 2005). other possible reasons for this is probably due to some reasons such as the type of the text and the culture background. in “feature”, the news present are mostly about popular writings. of course, this type of text will be different from those of literary works such as novel, poetry, short story and drama script in which the use of the figurative language as literary device give extra beauty to the writing itself. authors use similes for several reasons, but the most obvious one is illustrative. writers want to create lasting impression in the reader’s minds (butler r, 2016) another reason is probably because of the culture background of the news contributors themselves who are mostly indonesians. as indonesian writers, contributors of news need to consider the market of the newspaper itself. they have to see that the news they bring into the presentation are based on the culture of indonesian people. if they break the ethic for instance, the news might bring bad effects to the 15 society, and the impact will be to the reputation of the newspaper itself. william w (as cited in wilstach f. j, 1916) found that a newspaper, like a theatre, must mainly owe its continuance in life to the fact that it pleases many persons; and in order to please many persons it will, unconsciously perhaps, respond to their several tastes, reflect their various qualities, and reproduce their views. this implies that the use of figurative language especially simile in the expressions used in “feature” of the jakarta post indirectly limited by the freedom of the expression due to the text type and culture background of the newspaper buyers. there is somehow a tendency to fulfill the tastes of the newspaper readers. simile makes the writing (and reading) more interesting and lyrical. similes spark your reader’s imagination while getting the information across. they help the readers “see” the scene in their heads. (lebel j, 2016) types of meanings of figurative lexicons found in the jakarta post. the table of frequency of types of meanings of figurative lexicons found in “feature” reveals that conceptual meaning was the most frequent type of meaning used by mostly of the news contributors in “feature”. conceptual meaning was the most type of meaning found in “feature”. this inferred that even though in general, figurative language usually characterized by non-literal words and use imaginative way to suggest the idea in written or spoken expressions, this study found that the use of conceptual words or dennotative words was the most frequent in use in “feature” of the jakarta post. in other words, it can alsa meant that the conceptual words used primarily as the first component to build the sentences’ meanings. conceptual meaning may be defined as logical meaning, the meaning used to convey ideas in order to describe the world (goatly a, 2012). it has been acknowledged, and is indeed popularly assumed, that the major function of human language is that of expressing a conceptual content (leech, 1980). in semantics, conceptual meaning is the literal or core sense of a word. also called denotation or cognitive meaning. contrast with connotation, effective meaning and figurative meaning (retrieved may 28, 2018, from http//:www.thought.com). this means that literal words give more contributions in the meanings as they reflect the words as they are in the real world. it is easier for readers to concept literal words rather than words, phrases, or expressions written figuratively. moreover, denotative words are easy to be understood as they are according to their structures and use to those of syntactic and phonological aspects. it can be concluded that types of figurative lexicons used in certain texts will likely depend on the contents and also the types of news deliver to the readers by the news contributors. conclusion and suggestion from the data analysis of figurative lexicons found in “feature”, this study uncovered that the most type of figurative language used was simile at the frequency of use close to thirty five percent (35%). it can be said that many writers who contributed in “feature” of the jakarta post tend to use simile to deliver the messages they want to convey. from the types of meaning of figurative lexicons found in “feature”, the study revealed that fifty percent (50%) of types of meanings of figurative lexicons was conceptual meaning. even though most words use in metaphorical expressions are non-literal and imaginative, however, the study indicates that the writers in “feature” still used literal words as the primary words to deliver the messages on issues they brought to the writings in “feature” of the jakarta post. this study finds that simile was the most frequently used type of figurative language in “feature” and conceptual meaning was the most frequently used type of meanings in “feature” of the jakarta post. however, this study covers only both of the language aspects mentioned above in one of the rubrics in the jakarta post. 16 as there are many other rubrics can be learnt or analyzed, it is suggested for other researchers to discuss other rubrics of the newspapers. this type of authentic material has wide range of aspects to be offered, for example for extensive reading and vocabulary building, so it is very welcome for other researchers to conduct variety of studies by using newspapers or other similar types of authentic materials like magazine or internet as the objects of their study. furthermore, in discussing simile it is suggested that the discussion can cover wider or larger scope of study in the jakarta post, not limited by one or some rubrics only. important to be mentioned, the previous studies in this study is extremely limited. many analyzed types of the figurative languages used in advertisements but none was found analyzing “feature” rubric. more or less, this limitation will affect the conclusion of this study. at last, the findings of this study have the potential implications for teaching not only the types of figurative language but also the types of meanings to the students at school. furthermore, this type of learning can help students with their vocabulary building, reading fluency, and enriching cultural knowledge and personal involvement of the readers. it is also suggested that the discussion about simile and conceptual meaning in the teaching and learning process at schools can be given more proportion. references baghda, k. n. 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(1988). news analysis. case studies of international and national news in the press. hillsdale, new jersey: erlbaum. journal of applied linguistics and literature, vol. 4(1), 2019 1 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6303 need analysis of english for tour and travel department of vocational high school in bengkulu city 1rahamdina; 2alamsyah harahap; 3dedi sofyan 1,2,3universitas bengkulu corresponding email: dieena.88@gmail.com abstract this research aimed to investigate the english needs of tour and travel department at vocational high school negeri 1 and vocational high school negeri 7 in bengkulu city. the research used mixed method and convergent parallel design. the sample of this research consisted of three groups of respondents. first group was students, consisted of 28 active students and 4 alumni. second group was english teachers, consisted of 2 english teachers. the third group was stakeholders, consisted of two heads of the tour and travel department, two assistances of curriculum, hotel, and tour staffs. the data of this research were gathered by using adapted questionnaire and interview. the questionnaire was analyzed quantitatively and interview was analyzed qualitatively. the data were combined by using convergent parallel design. results of this research indicated that listening and speaking are the two prioritized skills needed by the tour and travel department. topics of speaking which has the greatest importance are flight reservation, prices and payment, tourist destination, tourist attraction, direction, and booking hotels. topics of listening which has the greatest importance are flight reservation, booking hotels, direction, job interview, complaints, and cultural tourism. topics of reading which has the greatest importance are memos, letters, cultural tourism, handling a complaint, and tourism terms. topics of writing which has the greatest importance are rules and regulation, instruction keywords: need analysis, english for tourism introduction english for tourism is one of english for specific purposes (esp). nowadays, english has important roles for tourism industry to communicate, negotiate, execute transactions with tourists. since tourism industry is one of the fastest growing businesses in indonesia, it plays an important role in increasing our national income. the tourism sector represents a significant part of a country’s economy. employees in tourism (tourism organisations, travel rahamdina, alamsyah harahap, dedi sofyan 2 journal of applied linguistics and literature, vol. 4(1), 2019 agencies, hotels and other accommodation facilities) need to be fully prepared to meet all kinds of demands made by their clients. in bengkulu province, by looking the data from bps-statistics 20052013 there is a significant increasing number of foreign and domestic tourists stayed by hotel classification. the data showed that in 2013 there is significant increasing number for foreign tourists data, that is 541 in star hotels and 255 in non star hotel, it is different from the previous years. one of the ways to keep attracting the foreign tourists, the government should make a new improvement. especially, in bengkulu province, the government should make programs, one of the programs is visit wonderful bengkulu 2020. the program is aimed to create bengkulu as an international tourism destination. bengkulu is well known for its famous beach and other tourism destinations. in line with this program, english as an international language, is used for communication in many business activities in the world. one of the bussineses is tourism industry. the human resources for tourism industry can be prepared from an earlier level. in this case, vocational high school, can be a bridge to educate and train skillful human resources, especially in tourism department. furthermore, teaching english in vocational high school (smk) is different from teaching english in high school. the orientation of vocational high school (smk) is to prepare the students to be able to take part in working world and business. hutchinson & waters (1987) stated that english used in speaking and writing differ from one context to another should cover the needs in each of those departments. similar to richard (2001) said that need analysis can cover the needs of students in learning english in a particular department which required the analysis employed to develop the significant objectives and contents. in bengkulu city, there are some vocational high schools, the two of them are vocational high school negeri 1 (smkn 1) and vocational high school negeri 7 (smkn 7), these vocational high schools have tourism department. in vocational high school negeri 1, there is only one department belonging tourism department, that is tour and travel department. meanwhile, in vocational high school negeri 7, there are two main departments belonging tourism department: hotels and tour and travel department. for this research, the researcher only focuses on tour and travel department. tour and travel department offers some productive lessons, for instance, ticketing, perjalanan dan pengelolaan perjalanan wisata, and guiding. the students learn about how to serve the guests both domestic and international tourists, how to handle the ticket reservation from the tourists, how to greet the tourists especially when they meet them at the need analysis of english for tour and travel department of vocational high school… journal of applied linguistics and literature, vol. 4(1), 2019 3 airport, and other activities for tourism. since these two vocational high schools have the icon as the institution with good quality and skilled graduation, the fresh graduate students of smkn 1 and smkn 7 in bengkulu city are expected to master the skills of their expertise. additionally, the regulation of national education minister (2006) states that english teaching at the vocational high school should aim at equipping the students with english communication skills in order to help them communicate in the context areas of their expertise. it means that english teaching at vocational high school should consider the english required in the target situation of each study. smkn 1 and smkn 7 bengkulu city are implementing curriculum 2013 (k 13). according to wamendik (2014) there are two main reasons why implementing curriculum 2013 is important. the first is the future challenge; such as the globalization era; world trade organization (wto), asean community, the asia pacific economic cooperation (apec), and asean free trade area (afta). the second reason is the future ability. the ability to communicate and build a relationship with global society is needed. specifically, the vision of tour and travel department is realizing the tour and travel department as a skillful program which has tourism competency and qualified in the terms of bussiness, tourism industry, and technology in globalization era. furthermore, tour and travel department also has a mission which educate the learners of tour and travel depatment to become qualified learners needed by social environment, especially in tourism and travel industry which has some qualifications, such as qualified in accepting and processing the reservation, publishing domestics and international tickets, guiding local and international tourists, creating and marketing tourism package, and managing the tourism package. moreover, implementing the suitable english for tour and travel department is needed. it is because most of productive lessons use english in practical and presentation. furthermore, the alumni from this department will be working in public places, such as tour and travel agencies, hotels, tour guides, and other tourism work places which are related to the domestics and foreigner tourists. on the other hand, from the pre-research interview and observation to the school administrators and english teachers about teaching and learning process in tour and travel department, the researcher found some facts. the first is the students are still lack of using the suitable english on productive lessons based on tour and travel department, for instance, in ticketing lesson they should able to handle the reservation both face to face and handling by telephone. besides, the learners of this department should have the ability in explaining the details of the flight to the customers specially for the foreigner customers. in addition, the learners also should be rahamdina, alamsyah harahap, dedi sofyan 4 journal of applied linguistics and literature, vol. 4(1), 2019 able to write the tour package and tour planning, this ability should be covered in perencanaan & pengelolaan perjalanan wisata lesson. after writing those, the learners should be able to present in english. furthermore, in guiding lesson, the learners should show off their competence in guiding the tourists both domestic and foreigner tourists. in conclusion, the learners’ speaking and writing ability is very important to cover the goals of those productive lessons. the second is the learners are still have low motivation in learning english ( the head of tour and travel department at smkn 7 bengkulu city). they assumed that learning english is difficult especially when they have to present the lesson in english. this condition authomatically create the learners’ psychology are being ashame of using english. the third fact is the existing material of english book is not full related with the student needs to support their department, the material is not totally discussed about tourism. moreover, the material used is not suit and mismatched to the syllabus. in the syllabus, there are the practical materials, such as expressions of offering service and how to write application letters are offered. but, the textbook used doesn’t cover the materials needed in the syllabus. in short, the materials used is still general english rather than english for tour and travel department at the vocational high schools. hutchinson and waters (1987) define syllabus as its simplest level as a statement of what is to be learnt. syllabus can be seen as a plan of what will be achieved through the process of teaching and learning. the aim of syllabus is to make the teaching and learning a more effective process. in addition, depdiknas (2006) states that the teaching materials should provide the students’ to support the students’ need. therefore, the materials are presented in vocational high school negeri 1 (smkn 1) and vocational high school negeri 7 (smkn 7) bengkulu city have to follow the students’ need based on the background of their department. implementing english learning materials based on the need of students is very important. that will give some benefits to the students for their future. besides, english becomes very important since most of the job vacancies put english proficiency, both written and spoken, as one of the requirements. moreover, the development of global communication and information era brings a strict competition among the job seekers. considering the facts above, english has become an important skill to master by students of vocational high school. in this case, tourism department on tour and travel department students of vocational high school negeri 1 (smkn 1) and vocational high school negeri 7 (smkn 7) bengkulu city. need analysis of english for tour and travel department of vocational high school… journal of applied linguistics and literature, vol. 4(1), 2019 5 in order to avoid misunderstanding in interpreting the problems, the researcher limited her research only to analyze the needs of the students based on students and stakeholders at vocational high schools requirement on english for tour and travel department at vocational high schools (smkn 01 and smkn 07) in bengkulu city. among the many vocational areas that make the world of english for specific purposes, that of english for tourism is one of the most attractive because all of us are tourists on countless occasions, bringing our own real experiences to the classrooms. such a program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying english in order to become tourist guides. the focus point of teaching english for tourism is that english is not taught as a subject separated from the students' real world ; instead, it is integrated into a subject matter area important to the learners. in the field of english for tourism students most of the studies have focused on the analysis of the required skills and needs in work place, adequacy and appropriateness of instructional materials and strategies. furthermore, according to e. frendo (2005) the linguistic competence focuses on the basic elements that together form a language, i.e. phonology, grammar and vocabulary. consequently, it involves teaching elements of stress, rhythm, intonation, general grammar related to morphology and syntax, but also those grammar structures which are appropriate and typical to the formal register and which should be used, for instance, in letters, reports, proposals. but, at its turn, grammar can also be regarded from a functional perspective, which makes it close to the next type of competence we are going to concentrate on, the discourse competence. from the background above, there were some problems of the research. the first was the students of vocational high school negeri 1 (smkn 1) and vocational high school negeri 7 (smkn 7) bengkulu city, especially for tourism department on tour and travel department were still lack of comprehending and using their suitable english in practical on productive lessons, such as in ticketing, perencanaan&pengelolaan perjalanan wisata and guiding. moreover, the students of tour and travel department were still have low motivation in learning english. the second was the english material used in tourism department on tour and travel department at vocational high school negeri 1 (smkn 1) and vocational high school negeri 7 (smkn 7) in bengkulu city was still not suited and mismatched to the syllabus offered. the third was the english material used in tourism department at smkn 1 and smkn 7 in bengkulu city is still general english rather than english for tourism of vocational high school. rahamdina, alamsyah harahap, dedi sofyan 6 journal of applied linguistics and literature, vol. 4(1), 2019 methods this research used mixed method and convergent parallel design (creswell, 2014). the sample of this research was 28 active students, 4 alumni, 2 english teachers, 2 heads of tour and travel department, 2 assistances of curriculum, 3 employees of travel agency, and 4 staffs of hotel. the researcher used questionnaire and inteerview as the instruments of the research. the data analyzed quantitatively and qualitatively. then the data combined to see whether it confirmed or disconfirmed. findings the results covered need analysis of english skills and sub-skills and english topics for tour and travel department. result of prioritized english skills needed by the tour and travel department based on the result, speaking is the most important skill needed by the tour and travel department. the result can be seen in table 1. table: 1 prioritized english skill needed by the tour and travel department language skills frequency percentage meaning listening 31 75,60% important speaking 35 85,36% very important reading 28 68,29% important writing 17 41,46% neutral the table above indicated 35 (85,36%) of respondents measured that speaking was the most important skill needed four the tour and travel department. then, it also showed that 31 (75,60%) of respondents who strongly agreed with listening skill as the second skill needed by the tour and travel department. reading skill is in the third position among the other skills. there were 28 (68,29%) respondents agreed that reading is important to be learne. the lowest percentage is writing. it indicated 17 (41,46%) of respondents was neutral. listening sub-skills listening for gist was the most important to be learned. there were 39 (95,12%) respondent who strongly agreed. followed by listening for details, there were 34 (82,92%) respondents strongly agreed with it. meanwhile, listening for specific information and inferring attitude, there were 17 (41,46%) respondents and 18 (43,90% respondents. the minimum percentage was predicting which had 7 (17,07%) respondents. need analysis of english for tour and travel department of vocational high school… journal of applied linguistics and literature, vol. 4(1), 2019 7 speaking sub-skills it explained that most of the speaking sub-skills were very important to be learned. there were 39 (92,68%) respondents strongly agreed that fluency was very important to be learaned by the tour and travel department. appropriacy became the next speaking sub-skill needed which had 36 (87,80%) of respondents. pronunciation and accuracy which had the same number of respondents; 34 (82,92%). the minimum percentage was summarizing which were 29 (70,73%) respondents. reading sub-skills guessing meaning and understanding plan of the text were the highest percentage. there were 37 (90,24%) respondent strongly agreed with guessing meaning and understanding plan of the text. then, scanning and summarizing which had 36 (87,80%) and 35 (85,36%) respondents strongly agreed that they are very important to be learned by the tour and travel department. there were 19 (46,34%) respondents were neutral in predicting. followed by skimming, there were 15 (36,58%) respondents. writing sub-skills it indicated 34 (82,90%) respondents strongly agreed that word order and acceptable grammatical system were very important to be learned by the tour and travel department. drafting and cohesive device as the second prioritized sub-skills for writing which had 30 (73,17%) respondents. developing ideas, there were 31 (75,61%) respondents who agreed that it is important to be learned by the tour and travel department. there were also several topics needed by the tour nd travel department. here are the results of english topics needed by the tour and travel department. result of the english topics needed by the tour and travel department topics of speaking it indicated flight reservation was the highest percentage compared other skills. there were 40 (97,56%) respondents strongly agreed with it. booking hotel and culinnary were the second highest percentage. there were 36 (87,80%) respondents who strongly agreed with these topics. there were 35 (85,36%) respondents strongly agreed that tour attraction is very important topics for the tour and travel department. tour package, there were 34 (82,92%) respondents. while tour destination, there were 31 (75,60%) respondents agreed with it. in neutral, there was job interview. the minimum percentage was handling a complaint. there were 18 (43,90%) respondents rated it. rahamdina, alamsyah harahap, dedi sofyan 8 journal of applied linguistics and literature, vol. 4(1), 2019 discussion topics of listening based on table and graph above, most of english listening sub-skills were very important. flight reservation had 40 (97,56%) respondents. cultural tourism had 38 (92,68%) respondents. there were 37 (90,24%) respondents strongly agreed with booking hotel. price and payment had 34 (82,92%) respondents. there were 33 (80,48%) respondents strongly agreed with job interview. requesting had 32 (78,04%) respondents. there were 21 (51,21%) respondents were neutral for handling a complaint. the minimum percentage was instruction. there were 19 (46,34%) respondents chose it. master on speaking skill is very important for the tour and travel department at the vocational high school negeri 1 (smkn 1) and vocational high school negeri 7 (smkn 7) bengkulu city. the first reason is master on speaking skill will help the students to make a presentation in practical lessons. the second reason is by mastering the speaking skill, the students will be easier to face the world work for their future career especially in tourism world. it confirmed by interviewing results with the stakeholders as users for the alumni of the tour and travel then. listening skill is rated as the second most important and used skill. this clearly explains that listening to the foreign tourists’ enquiries is the most important because it is the key factor that leads tourism employees to understand the things that the foreign tourists would need and want when they ask for tourism information. the result supports the studies of piyanapa (2014) which stated that the ability to identify and comprehend the information from communication was crucial. there are several reasons why listening skill shoud be mastered by the tour and travel department. the first, the main purposes of these two vocational high schools (smkn 1 and smkn 7) bengkulu city is create the skillfull alumni to enter the world work who are able to work in professional, able to compete globally, and able to make achievements in field of work, especially in tourism world work. furthermore, mastering english skills is very important for the students and alumni of tour and travel department. it is because they interact to the people around their job environment. the assistance of curriculum supported the ideas. she said that mastering english for the tour and travel department is very important. that is because they will meet world work and get an interaction to the people directly, especially when they are working in tourism field, just like tour and travel agency. second, finding a job is much difficult to do right now for everyone. it is especially for those who doesn’t have skills in communicating to around people. people around the world come to indonesia in different background language. in line with these phenomena, english as an international need analysis of english for tour and travel department of vocational high school… journal of applied linguistics and literature, vol. 4(1), 2019 9 language has an important role to create the better atmosphere in communicating. topics of reading guessing meaning and understanding plan of the text were the highest percentage. there were 37 (90,24%) respondent strongly agreed with guessing meaning and understanding plan of the text. then, scanning and summarizing which had 36 (87,80%) and 35 (85,36%) respondents strongly agreed that they are very important to be learned by the tour and travel department. there were 19 (46,34%) respondents were neutral in predicting. followed by skimming, there were 15 (36,58%) respondents. topics of writing it indicated 34 (82,90%) respondents strongly agreed that word order and acceptable grammatical system were very important to be learned by the tour and travel department. drafting and cohesive device as the second prioritized sub-skills for writing which had 30 (73,17%) respondents. developing ideas, there were 31 (75,61%) respondents who agreed that it is important to be learned by the tour and travel department. in addition, the use of such authentic materials, which are not specifically prepared for classroom use and which sometimes present a significant degree of difficulty is perfectly suitable for esp students, who, according to dudley-evens and st. john (1998), are supposed to be at least at intermediate level. mastering suitabe english materials are strongly important for the tour and travel department at vocational high school negeri 1 and vocational high school negeri 7 bengkulu city. eventhough, according to the information gathered from the respondents obtained through the research instruments. the result found that there were not all of the english skills are very important to be mastered by the students of tour and travel department, but english skills should be integrated with more emphasize in speaking and listening skills. conclusion and suggestion the main objective of this investigation was to find out the prioritized english skills and sub-skills needed by the tour and travel department at smkn 1 and smkn 7 bengkulu city. the following conclusions were drawn about the tour and travel department needs and the appropriate english course materials in considering these needs. the findings of the study showed that speaking skill was the most prioritized skill for the tour and travel department followed by listening, reading, and writing skill. speaking sub-skills with the greatest importance rahamdina, alamsyah harahap, dedi sofyan 10 journal of applied linguistics and literature, vol. 4(1), 2019 as learning needs were fluency, appropriacy, pronunciation, and accuracy. those are the english skills needed by the tour and travel department. listening sub-skills needed by the tour and travel department were listening for gists and listening for details. followed by note taking. reading sub-skills which has the greatest importance as learning needs are understanding the plan of the text, guessing meaning from context, scanning, summarizing, and comprehension. those are important to be mastered by the tour and travel department. writing sub-skills has merely equal percentage. they are word order, acceptable grammatical system, developing ideas, drafting, coherence and cohesive device. based on the findings of this research, the following suggestions can be made. based on the finding of the research and the conclusion drawn, the following recommendations have been made. 1. curriculum developer and syllabus designer course materials should be developed based on the existing syllabus and by taking into account the students’ academic and future occupational english needs. 2. english teachers english teachers should give more emphasis to those english skills that their students have difficulty with and to those skills that they need most. moreover the teaching learning process should be supported by teaching aids such as audio visuals. 3. stakeholders using the appropriate words in daily tourism activities is important. in case, meeting with foreigner people in their job places. 4. others for author of the book, the authors should work hand in hand with the english teachers and school administrators (head of tour and travel department, and also the assistance of curriculum) who are familiar with the students’ subject area studies and future occupation. for learners, enrich the learners’ knowledge about the tourism area, terms, and activities related to tourism education context. for further research, an intensive research be conducted on a larger scale having the alumni and tourists as respondents in order to determine the learning and target needs of tour and travel department. equally, the data in this research was collected using questionnaire and interview. future research could also consider using other data collection tools such as observation, case studies, and esp program identification form and attitude scale for students. this will help in understanding the needs of the learners in depth. need analysis of english for tour and travel department of vocational high school… journal of applied linguistics and literature, vol. 4(1), 2019 11 references araminta and sisilia. 2015. asean economic community 2015: needs analysis of universities indonesia’s engineering students. indonesian journal of applied linguistics, vol. 5 no. 1, july 2015, pp. 10 – 17. babbie, e.r. 2010. the practice of social research (12th ed.). wadsworth: cengage learning. basturkmen, helen. 2010. developing courses english for specific purposes. university of auckland, new 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evaluation, in b. tomlinson (ed.), developing materials for language teaching. london: continuum. tomlinson, b. 2012. english learning materials. london: continuum. vizental, a. 2008. strategies of teaching and testing english as a foreign language. iasi. editura polirom. http://files.eric.ed.gov/fulltext/ellenipetros.pdf http://www.sciencedirect.com/ microsoft word jan-juni rahayu, types of implicature in informal… 65 types of implicature in informal conversations used by the english education study program students endry sri rahayu prof.safnil m.a,ph.d. university of bengkulu w.r. supratman, kd. limun 38371a. bengkulu, indonesia email : srendry@gmail.com email : safnilarsyad@gmail.com abstract: implicature was refers to implied meaning in utterance that can be understood by indirectly expression. in informal conversation was occurred the hidden meaning of what actually said by the speakers. this study was investigated the types of implicature in informal conversations used by the english education study program students. the study was aimed to analyze the types of implicature and how the implicature is carried out in the informal conversations. the method of study was a descriptive qualitative method. the subjects of this study were 25 students of english study program who have informal conversation. the students’ conversation was transcribed and analyzed by using checklist instrument. the results was shown that 1) there were three types of implicature found in the informal conversations; conventional implicature, generalized conversational implicature and particularized conversational implicature, and 2) the implicature is carried out in the informal conversations by the used of generalized conversational implicature and particularized conversational implicature. moreover, a conclusion is students in the informal conversation have potentially implicature that indicates that their utterance has implied meaning. the suggestions, the study about implicature should be conducted in different area such as movie, drama or others, to give enrichment information in the pragmatics study. keywords: implicature types, informal conversations, english education study program students. abstrak: implikatur mengacu pada makna tersirat pada suatu ujaran yang dapat dipahami dari ekspresi tidak langsung. pada percakapan informal terjadi makna tersembunyi dari apa yang telah di sampaikan oleh pembicara. studi ini mengivestigasi tipe implikatur pada percakapan informal oleh mahasswa program bahasa inggris. studi ini bertujuan untuk menganalisis tipe implikatur dan bagaimana implikatur terjadi di dalam percakapan informal. metode study ini adalah deskripsi kualitatif. peserta dalam studi ini adalah 25 mahasiswa program bahasa inggris yang melakukan percakapan informal. percakapan peserta telah ditranskrip dan dianalisis menggunakan instrumen ceklis. hasil menunjukan bahwa: 1) terdapat tiga tipe implikatur yang telah ditemukan pada percakapan informal; yaitu konvensional implikatur, percakapan implikatur general dan percakapan implikatur khusus, dan 2) implikatur yang terjadi pada percakapan informal dengan menggunakan percakapan implikatur general dan percakapan implikatur khusus. maka sebagai kesimpulannya mahasiswa yang melakukan percakapan informal memiliki kemungkinan terjadinya implikatur yang mengindikasikan bahawa ujarannya mengandung makna tersirat. sebagai saran, tudi tentang implikatur mailto:srendry@gmail.com mailto:safnilarsyad@gmail.com journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 66 sebaiknya dilaksanakan pada area yang berbeda seperti pada film, dram atau yang lainnya untuk memperkaya informasi pada ilmu pragmatik. kata kunci: tipe implikatur, percakapan informal, mahasiswa program bahasa inggris. introduction language as a tool for communication intends to make the interaction easier. the term interaction could actually apply to a very large number of different social encounters. for example, a teacher talks to students in a classroom, and groups of friends discuss their planning are called as kinds of interactions. there are so many languages in the world that used by people in their own countries. everyone uses language to talk each other and makes conversation in both formal and informal situation. exactly, the most important is language has a function as the conversation tool in communication. a communication is desired to exchange the informations. the information will be easy to understand when the speaker says clearly and informatively, not more or less. most of the time, conversation consists of two, or more, participants. human always produces language to express the ideas in many ways. the languages are produced with pause or silence in the spoken act is called utterances (johnson, 2003). the situation of utterance is produced in both formal and informal situation. sometimes, people make conversation informally. the informal conversation occurs in context of situation informally. the informal situation of conversation may take place like in a shop, market library, movie etc. the formal conversation takes in formal situation such as in the classroom, seminar, speech contest, etc. pragmatics is the study of the aspects meaning and language that are depend on the speaker and the hearer and other features of the context utterances. levinson (1983) said that pragmatics is the study of the relation between language and its context appropriatelly. in addition, pragmatics is concern into discussion about what the speaker saying is not same with the addressee meaning. the addresse has own interpretation or schemata in an utterance. thus, different people may interpret the same utterance differently according to the information they possess. understanding the context consider with all situation happen when the language is occur. context is the responsibility of the hearer who accesses the information in order to process an utterance, on the assumption that has made by the speaker (black, 2006). understanding language context means understanding about the situation of the language is taking includes who, what, where, when and how the speaker produced the language. rahayu, types of implicature in informal… 67 context is the physical environment in which a word is used (yule, 1996). understanding the context of the language situation avoid the hearers to prejudice the wrong perception of information that uttered by the speaker. the understanding of language context help the hearers or reader to understand the information as much as required based on their behaviour, knowledge, experience and the intellectual capacity (victory, 2010). therefore, by consider about the context the hearer will be easy to understand the speaker’s message. implicit meaning of utterances is investigated into pragmatics concept. pragmatics is the study of the language usage based on the context (levinson, 1983). conversation that occurs between speakers and hearers contains certain purpose that is different from the structure of the language used. in this conditions, the use of language often has the hidden purpose or indirect ways (grice, 1975). someone usually use many ways in express something. the implicit meaning of utterances is expressed indirectly. it means that when people produce implicit meaning it can be defined as implicature. implicature is indirect or implicit meaning of an utterance that is produced by the speaker. implicature happens when the speaker wants to express something in an implicit or indirect way in a conversation. there are numbers of implicature types introduced by grice. an implicature’s type is also has characteristics. one type of implicature is conventional implicature. conventional implicature is implications based on the conventional meanings of the words occurring in an utterance. conventional implicature does not depend on the special contex, but deals with the specific word such as but, yet, therefore, however and even. these conjunctions are use in conventional implicature to explain the implicit meaning from particular lexical items or expression. a speaker using the word”but” between coordinate clauses thinks that some contrast or concession (levinson, 1983). the conventional has the different criteria to test whether the implicature was mentioned in the utterance or not. conventional implicature is non cancelable, non calculable, detachable, conventional, carried by what is said and determinate (grice as cited in rosidi, 2009). another type of implicature is conversational implicature. conversational implicature is implications derived on the conversational principles and assumptions, relying on more than linguistic meaning words in an utterance. in conversation people make communication. in true condition, the speakers use different ways to express their meant. the characteristic of conversational implicature is well defined. types of implicature can be identified by the characteristics of each type. different with conventional implicature that expressed agreed meaning from lexical item, the conversational implicature is not intrinsically associated with any expression journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 68 (grundy as cited in victory: 2010). conversational implicature is inferred from the use of some utterance in context. one types of conversational implicature is generalized conversational implicature. the implicature arises when utterances produced by the speaker give implied meaning based on context. types of conversational implicature regarding to its context is generalized conversational implicature. generalized conversational implicature does not concern with special context. the general knowledge means that not need specific knowledge to identify the implicature when the conversation occurs. as part of conversational implicature, the general conversational implicature also has the characteristics. when discuss about genealized conversational implicature, the thing that also needed to be discussed was scale implicature. a number of other generalized conversational implicature discussed on the scale of values and known as scalar implicature. scalar implicature is the special type of generalized implicature. scalar implicature is expressed the quantity such as; all, most, some, few, always, often and sometimes (yule, 1996). when producing an utterance, a speaker selects the word from the scale, which is the most informative. kind of implicature generally could be tested by cancelability, detachability, calculability, and conventionally (cummings, as cited in victory, 2010). one of the ways to identify conversational implicature in an utterance is by cancellable (grice, 1975). implicature can be cancelled when the speaker gives additional information on his or her utterance. it means that when the speaker produces an implicature in the utterances, then he or she gives information of the first utterance, the implicature is cancelled. detachability implicature can be described as the capacity of an implicature to be detached or separated from an utterance following a change in the linguistics form of an utterance. it means that the implicature is attached to the semantics content of what is said, not the linguisics form. in other words, implicature is depend on the said of content not based on the particular ways of saying it. the third element of the implicature is calculability. calculability can be described as implicature only be arriving at though a process of reasoning or calculation. it means that the truth of implicature content did not depend on what is literally said, it can be calculated from how the words were uttered. several studies have been done on this topic. the study was done by victory (2010) entitle implicature used in humors of yes man movie. victory took analyzed the conversation in which conversationl implicature by the main characters as the main topic discussion. victory found that the main character of the movie is actually used generalized implicature in the conversation. rahayu, types of implicature in informal… 69 however, research on implicature was rarely done, especially in conversation, like as sobur cited in victory (2010) said that an understanding of implicature in conversation is more difficult rather than in written speech, especially in the discourse that contains of variety of the figurative language. therefore, to analyze the meaning of implicit meaning in conversation, someone must rely on implicature study. even the utterance contains of implicature, the types of the implicature is not easy to define. there are four types of implicature; conventional implicature, conversational implicature, generalized conversational implicature and particularized conversational implicature. each types has characteristics such as cancellable, calculable, detachable, conventionally, and determinate (grice, 1975). the informal conversation between the students of english education study program in informal conversation raises the implicature. in informal conversation, the students always use languages freely. the students use some ways to express the idea that does not easy to understand by their partners. sometimes the meaning of their utterance is expressed from what they said (conventionally) or by the act of saying (conversationally). based on the problem above, this research is conducted to investigate the type of implicature and how the implicature is carried out in informal conversations. finally, this study was aimed to investigate the types of implicature in informal conversations used by the english education study program students at the teacher training and education faculty of the university of bengkulu. research methodology a descriptive qualitative method is used to give comprehensive descriptions and discover the use of implicature in the conversation. because of the research design of this study was qualitative and the result of the study also described the phenomena of language, especially the type of implicature in informal conversations used by the english education study program students. the subjects of this study were 25 students of english education study program at the teacher training and education faculty of the university of bengkulu. the participants were mutual friends who always study together in reading room. they have closeness and togetherness in personaly with the researcher. because of the similar background knowledge among participants, it raised implicature in the conversations. as the data sources, the data was obtained from the recording of the students’ informal conversation of english study program students at faculty teacher training and education university of bengkulu. implicature checklist was used to reduce the data and classify it according to the problem. the additional instruments used were handphone for recording and the field note for notes the context while the conversation is occur. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 70 after the data was collected, the researcher was analyzed the data by some techniques: transcribing of recording, reducing the types of implicature use implicature checklist, classifying the types; conventional implicature and conversational implicatures, discussing (showing the frequency of implicature types), concluding. findings and discussion types of implicature according to grice (1975), implicature is divided into two major categories; conventional implicature and nonconventional implicature as called conversational implicature. table 1 below shows the results of conventional and conversational implicature used in the conversations. table 1: types of implicature found in informal conversations no types of implicature frequency percentage % 1. conventional implicature 2 9.5 % 2. conversational implicature 19 90.5 % total 21 100 % as presented in the table above the types of implicature by informal conversation was conventional implicature and conversational implicature. the conversational implicature was more dominant implicature (90.5%). the conventional implicature is less type (9.5%). the example of conventional implicature from the data conversation is given below: in reading room, they were english students enrolled 2008-2009 were discussed in english language about the graduation. (kreeekkkk….the door opened, other students came). ri : hei bro, what time now (73) (hi guys, what time is it?) ra : five pass one (74) (ra looked at a thesis on his hand not look at his watch) ti : how about this december guys? (75) ri : december? apo? what about december? (76) (december? what do you mean? what about december?) he : i think december will be so complicated but this (77) month is the horrible month for us. all of the (78) skripsi must finish this months. so…,,(79) rahayu, types of implicature in informal… 71 (i think december will be so complicated but this month is the horrible month for us. all of the thesis must be finished this months. so…,,) the example above is categorized as conventional implicature because the use of conjunction ‘yet’ in line 77-78 (i think december will be so complicated “but” this month is the horrible month for us…). this explains what is implied. hel said that december is the complicated month so december is also the horrible month for her and others to finish their thesis. the next example of conventional implicature is given below: ri, hel, tr, ra talked about rejang language. rejang is the ri’s language because he came from kepahyang. ra from manna, they talked about the kaganga word used as a part of a curriculum. hel : it is hard to read the kaganga word (419) tr : oh (420) hel : i have learnt it three years when i senior high school (421) (i have learnt it for three years when i was in senior high school) ri : is the curriculum in lebong, rejang lebong, kepahyang (422) (kaganga was completed as a part of curriculum in lebong, rejang lebong and kepahiang) ri : how about in manna? (423) ra : apo? (424) (what is it?) ri : in school as the model of curriculum manna? (425) (does manna’s school use the kaganga in curriculum?) ra : extrakurikulerny? (426) (extracurricular?) ri : not extracurricular, curriculum (427) (not extracurricular but curriculum) ra : nggak, not yet (no, not yet) (428) the example above is categorized as a conventional implicature because the use of conjunction (yet) in line 428 (no, not yet) was implicated of what is ra says conventionally. in line 428 ra says ‘nggak, not yet’ (not, not yet)’ means that ra did not know whether kaganga is taught or not in manna as the curriculum. conversational implicature the data is taken from the conversation, so the more dominant type found is generalized conversational implicature rather than particularized conversational implicature. the type conversational implicature was shown in table 4 below: journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 72 table 2: types of conversational implicature no types of implicature frequency percentage % 1. generalized conversational implicature 10 52.6 % 2. particularized conversational implicature 9 47.4 % total 19 100 % it can be seen in the table above the generalized conversational implicature is more dominant used by the students in the conversation than particularized conversational implicature. the generalized conversational does not concern with special context, the context is independent and uses the scalar implicature. the particularized conversational implicature is the second type found from the students conversations. the example of generalized conversational implicature is given below: (gusran looked so busy. he will do the examination. he prepared the administration. he entered and out to the reading room. in reading room were tr and friends who talked about graduation in english. they were students of english study program of the university of bengkulu. tr : gusran is busy. he will….(188) ra : always (189) ri : ujian (190) (examination) tr : yes, he will ujian (191) (yes, he will do the examination) ti : final (192) tr : yes final examination (193) (for a while, the participants looked at gusran’s activity) the example above is categorized as a generalized conversational implicature because by the use of scalar implicature (always) in utterances (line 189). the generalized implicature did not use special background knowledge of the context. gusran was looked so busy because he prepares everything for his final examination shows the independent context from the conversations. it means that gusran was not always busy for everything in that moment, but he just prepares for final examination. the next example of generalized conversational implicature is as follows: in one moment, tr asked about football score tonight because she did not watch the match to ra and ri. rahayu, types of implicature in informal… 73 tr : ehh…. what about the football match last night? who is the winner? real madrid or barcelona? (110) ri : no (111) tr : 0-0? (112) ra : 2-2 (113) tr : 2-2? wow great. i think messi is not great any more (114) ra : messi two goals, ronaldo is two goals (115) (both of messi and ronaldo has two goals) ri : i don’t like the two but no what what (116) (ri was smiled) ti : he don’t like the two, i don’t like football (117) ri : no what what (118) (it does not matter) tr : hi.. hi… hi… (tr is laughing and smile to ti) i like football i like very like (119) the example above was categorized into generalized conversational implicature because the general context of the implicature does not explain. the utterances mean that ri really did not like the football or just does not like both of the team (real madrid and barcelona). ri may have his own favorite football team so he did not like real madrid or barcelona. the next implied was he did not like football at all. the general context was shown by utterance (no whatwhat / it does not matter) in line 118 that he does not explain why he doesn’t like both of the team. the implicature is characterized by calculable implicature, in which the hearers may assume that ri does not like football or did not like the two teams of real madrid and barcelona. particularized conversational implicature depends on knowing certain context in which conversation occurs. the example was given below: ri came to the reading room and joined his friends there. he looked so bored by his face because he just waited the supervisor for checking his thesis in hours. the time for checking was limited for registering the graduation. ri : i think today so complicated for meet our supervisor (7) tr : no meet your supervisor? (8) (does not meet your supervisor?) ra : we have been waiting for hours (9) ti : more (10) ri : two hours (11) tr : two hours! (12) ra : very interesting (13) journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 74 as shown in the example above, the implicature was called particularized conversational implicature because specific context is explained. the specific context is shown by the time for waiting the supervisor. the time for waiting the supervisor has been two hours that is why ri and ra look so bored (line 9: we have been waiting for hours). the implicature is calculable because ra’s utterance in line 13 (very interesting) gives meaning they are bored. the calculability is shown by the fact that they did not meet the supervisor at that day. the next example of particularized conversational implicature was given below: the students talked about their scary graduation on december, because no one of them has yet got the final examination as the guarantee to be graduation at december. ri : do you think all of us here will be graduated at december? (22) amiin....yes (all answered) (23) hel : i think no (24) ti : i am really scared for the december. i think its hard (25) tr : december is hard for walk away (26) ri : don’t say hard because you have to optimistic (27) hel : examination is two weeks again (28) ri : we just have… (29) ra : easy to say but hard to (30) in the example above, the implicature is categorized as particularized conversational implicature because hel tries to explain the specific conditions about their limited time for thesis deadline and their graduation in december (examination is two weeks again: line 28). the context of this implicature is explained specifically. to graduate at december they just have two weeks left to complete all the requirements. the thing that they are scared was not about the december as the scare month, but the thesis deadline was scary for regulation in very limited time (line 25: i am really scared for the december. i think it’s hard). thus, the types of implicature found in informal conversations by the english education study program students at the teacher training and education faculty of the university of bengkulu are conventional implicature, generalized conversational implicature, and particularized conversational implicature. the table shows the generalized conversational implicature more dominant used than particularized conversational implicature. moreover, the last type found is conventional implicature. rahayu, types of implicature in informal… 75 the way of implicature is carried out the example of the implement of conventional implicature in utterance was given below. in reading room, they were english students enrolled 2008-2009 discussed in english language about the graduation. they have a moment did not see each other. (kreeekkkk….the door opened, the others students came). (73) ri : hei bro, what time now (hi guys, what time is it?) (74) ra : five pass one (ra looked a skripsi on his hand not look his watch) (75) ti : how about this december guys? (76) ri : december? apo? what about december? (december? what? what about december?) (77) hel : i think december will be so complicated but this (78) month is the horrible month for us. all of the skripsi (79) must finish this months. so…,, (i think december will be so complicated but this month is the horrible month for us. all of the thesis must be finished this months. so…,,) the presented example above was explained the use of conventional implicature characteristics by used conjunction ‘but’ in line 77-78, (i think december will be so complicated but this month is the horrible month for us…). the conjunction was explained conventionally of what is said. hel is says that december is the complicated month so december also the horrible month for her and others to finish their thesis. the use of conjunction is determined of what is said. another characteristic for this implicature was detachable. the detachable of this implicature was shown by the capacity of the implicature to be detached or separated from a changed a linguistics form of utterance. furthermore, the changed conjunction ‘but’ become ‘and’ rise that the implicature in this utterance was detached. the next example was given below. ri, hel, tr, ra talked about rejang language. rejang is the ri’s language because he comes from kepahyang. ra from manna, they talked about the kaganga word used as a part of a curriculum. hel : it is hard to read the kaganga word (419) tr : oh (420) hel : i have learnt it three years when i senior high school (421) (i have learnt it three years when i was senior high school) journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 76 ri : is the curriculum in lebong, rejang lebong, kepahyang (422) (kaganga was complete as a part of curriculum in lebong, rejang lebong and kepahiang) ri : how about in manna? (423) ra : apo? (424) (what?) ri : in school as the model of curriculum manna? (425) (does manna’s school use the kaganga in curriculum?) ra : extrakurikulerny? (426) (extracurricular?) ri : not extracurricular, curriculum (427) (not extracurricular but curriculum) ra : nggak, not yet (no, not yet) (428) the example above was used the characteristics signals to produce a conventional implicature because the used of conjunction ‘yet’ (no, not yet: line 428) implicates of what is ra says conventionally. in line, ra says (not, not yet) means that ra does not know whether kaganga is taught in manna or not as the curriculum the characteristics of conversational implicature is indicate how the use of implicature in the conversation conversationally. the characteristics of generalized conversational implicature that was used by the students in their conversations indicate the implementation of implicature in the utterance. the independent context is dominant characteristic use in implicature. in other words, the students implement all the characteristics of features of the generalized conversational implicature in the informal conversations. in addition, the most characteristics used was context independent, scalar implicature and calculable. the example of how generalized conversational implicature was carried out in the utterance of conversation is given below: suddenly, erina came to the reading room. she is an english study program student of 7 th semester. all the students of english study program students were members of edsa (english department students associations). na, tr, ra, ri, were edsa member enrolled 2008-2009. na asked to ti about the dedication for her thesis. er : mam gita ado? (263) (is there mam gita?) ra : ado. ado mam gita (264) (yes, there is, mam gita is there) rahayu, types of implicature in informal… 77 ti : for dedication? (265) na : eh ti what about your dedication? (266) ti : first is for myself hehe (267) ra : for parents and most edsa (268) the example above was meatn that ra tries to explain the utterance in independent context (for parents and most edsa: line 268). the context means that there was no specific context explains about what edsa was. edsa was the organizations of english student, there is no specific context explains what edsa was because the speaker has knowledge that he as speaker and the all the listeners are edsa members. the use of word “most” (for parents and most edsa: line 268) edsa was the scalar implicature as the second indicate of implicature is implemented in the utterance. ra does not mention in what enrolled of edsa will be dedicated by him, but from the context is means that the dedication is refers to edsa enrolled 2008-2009, because they are the members of edsa 2008. the next example of how generalized conversational implicature carried out was given below: tr and ri were seriously talked about their future after graduated from the university. one day tr looked seriously for motivate herself and his friends. tr : but i think graduation is not the end of our journey but yes…(275) ri : yes. but beginning (276) tr : but the journey that we have to work out, is not (277) the end.. but you know, the adventure just begun (278) ri : i think you are like pujangga today (279) tr : what is pujangga? oh… hehe (280) ri : you able to produce some words that meaningful that cannot easy to say. (281) (you are able to produce some words that are meaningful that cannot easy to say) tr : oh no. i think i read lots (282) the example above was shown the use of scalar implicature as the characteristics of implicature is carried out in the conversations. the use of word ‘some’ in line 281 (you able to produce some words that meaningful that cannot easy to say) indicates scalar implicature. the utterance means that not all people who produce the meaningful words called as pujangga. in indonesian, pujangga refers to specialist someone who in produce a poem. journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 78 the following example also shows how the characteristics of implicature were carried out as the generalized conversational implicature in the conversations. ra, tr and ri were a classmate of english department. along of years being a friend, tr was praised has good pronunciation of english british. ra and ri said what amaze them to tr. ra : she is good, i serious, not bad, i say better in…(308) (she is good, i am serious, not bad, i say better in.) ra and ri seriously like to tr’s pronunciations tr : pronunciations? (309) ra : yes pronunciations. (310) ri : she is keturunan (311) (she is not native) tr : no (312) ri : blasteran (mixed blonde child) (313) tr : no. look at my skin i’m black hahaha (314) the example above was shown the calculable implicature. it does not need special context for understanding about who tr is. tr is indonesian. this explanation does not explain specifically. indonesian people mostly have black skin but not all foreign people are white skin. tr has good pronunciations’ like english british; it did not mean she was a foreign people. the independent context was shown she was indonesian because she was ra and ri’s classmates from the first semester in english department. the characteristic of particularized conversational implicature is identified by the use of special context of background knowledge in the utterance. the dominant characteristics uses are special context of background knowledge, context dependent and calculable. the example of how particularized conversational implicature was implemented in the utterance of conversation is given below: they silence for a moment. ri and ra said that they waited their supervisor but they did not meet. they also haven’t yet made the appointment with their supervisor. ri : i feel kecewa today (162) (i am disappointed today) tr : why? (163) he : so today is unlucky day for you? (164) ri : i… yess, unlucky day. but i have friend today if you see about today (165) (ri felt happy by met his friends in reading room) rahayu, types of implicature in informal… 79 he : don’t you make a…. (166) (have you makes) en : appointment? (167) ri : i have revised my thesis but is about waiting from this morning (168) (i have revised my thesis but my problem is about waited him since this morning) ra : nyo baru hari ko, ambo dari hari jumat (169) (he just waited supervisor for today, but i have waited from last friday) he : why don’t you make a call before? (170) ra : oh that’s good idea but (171) ri : i think for the last is never meeting five men with the lecture (172) tr : he is not standby (173) ri : none (174) ra : the reason is not we do not have the number. but we afraid to call (175) (the reason is not about we do not have his number. nevertheless, we afraid to call him) the example above was explained the particular or specific context use in conversations. the specifics context was shown by why they (ri and ra) do not meet the supervisor (he just waited supervisor for today, but i have waited from last friday: line 169). the calculable was shows that ri did not meet the supervisor. the next example was given below: ra and ri talked about tr’s voice were seemed with the english stranger. ra asked tr to talk everything and he was seriously to hear her pronunciations. ra : i cannot differentiate between england and tri (295) puspita andini……..hmmm england stranger (296) brian, our new lecturer, when he said to me everything and i heard you (297) tr : say it? (298) ra : everything. i think the same voice, same sound (299) tr : ohhh you make me shy. ha ha aa.. (300) (tr’s face was reddish) ah ha ha ha ………(all laughing) (301) ri : no what what (302) (it does not matter) journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 80 tr : i feel shy. don’t you lie that (303) the example above was shown the cancellable implicature. the cancellable indicates utterance (line 295-297: i cannot differentiate between england and tri puspita andini……..hmmm england stranger brian, our new lecturer, when he said to me everything and i heard you) is canceled by additional information. the cancelable implicature is become strong by the specific information about what the differences of ra’s means (everything. i think the same voice, same sound: 299) is only about the pronunciations not at all. the following example given was about the carried out of implicature as the particularized conversational implicature: ra, ri, and tr were students of english department. they came from different district area of bengkulu. today they met in reading room and discussed everything in english. ra : i was born in manna, live in manna (326) ri : and died in manna (327) ah ha ha ha ………(328) (all laughing and gusran is coming to them) gusran : minta tissue woe (329) (give me tissue please) ri : what do you say, we don’t understand (330) (what did you say?) ah ha ha ha ………(331) (all laughing) tr : say in english (332) ri : ado ado bae haha (333) (just a joke) tr : he is my old friend. we are in the same senior high school (334) (we came from the same of senior high school) ri : oh (335) tr : that’s my old friend (336) the example above was shown the particular context as the characteristic of particularized conversational implicature was carried out in conversations. in line 330 (what did you say?) explains that ri does not really not understand about gusran’s saying, the specifics context is shown by ri’s group discuss in english in the conversation. in other words, gusran comes to them while ri and friend discuss use english. discussions as presented result above it is concludes that the students of english study program of teacher training and education faculty of the university of bengkulu use the rahayu, types of implicature in informal… 81 implicature in the informal conversation. the result findings were shown the generalized conversational implicature is more dominant type use in the conversations. the second type is particularized conversational implicature. moreover, the last type is conventional implicature. conventional implicature did not usually occur in the conversation that is why this type is the less type found. like as grice said in levinson (1975) that the implicit meaning of utterances is expressing indirectly. it means that when people produce implicit meaning it can be defined as implicature. implicature is indirect or implicit meaning of an utterance that is produced by the speaker. implicature happens when the speaker wants to express something in an implicit or indirect way in a conversation. the result was shown that the generalized conversational implicature is more dominant type found in the conversations, the second type is particularized conversational implicature. in addition, for the third findings is conventional implicature which has the less percentage of findings. the findings were shown the students well in produce implicature in the informal conversations. the use of characteristics of implicature in the conversations shows how the implicature is carried out in the conversation. the test use is categorized the utterance of what is say is different with what is imply based on context. the features of conventional implicature show how conventional implicature is carried out in the conversations. the features are indicates by the use of conjunction word; “yet and but”. the features of generalized conversational implicature show how generalized conversational implicature is carried out in the conversations; they are cancellable, calculable, context independent, no special background knowledge of the context, and use scalar implicature; identify with word all, many, some, and always. the process of reasoning or calculation of implicit meaning of the utterances shows the calculable. the context independent shows the general context is carried out in conversations. the scalar implicature is use to imply the meaning in more general context. the process of reasoning or calculation of implicit meaning of the utterances is shown the calculable. the context independent shows the general context of implicature. the scalar implicature use to imply the meaning in more general context. the features of particularized conversational implicature showed how particularized conversational implicature was carried out in the conversations; they are cancellable, context dependent and use special context of background knowledge. the dominant characteristics of particularized conversational implicature are the implementation of special context of background knowledge, calculable and context dependent. the special context is the detail information or particular context that journal of applied linguistics and literature, vol. 1 no 1, june 2016, pp. 65-83 82 expresses the implicit meaning of the utterance. the calculable means that the implicature is calculated from reasoning of the specific context in the utterance. moreover, as a conclusion of how implicature carried out in the conversations is the use of generalized and particularized conversational implicature. finally, the analysis of types of implicature use by the students was based on the characteristics of implicature and the context of situation of the conversation is occurred. as levinson (1983) said that implicature is the study of the language based on context, the context is refers to the physical environments that influence the meaning of the language was occur (yule, 1996). in the conversational information have greatly potential rises the implicature. conclusion as a conclusion the type of implicature and how implicature implemented were concludes as follows: 1. there are three types of implicature found in the informal conversations, they are conventional implicature, generalized conversational implicature and particularized conversational implicature. 2. the implicature is carried out by the use of generalized and particularized conversational implicature in the conversation. finally, the conclusion of this study is in the informal conversations the implicature types are used by the students. as the suggestions, for the next researcher, it is expected to analyze of implicature in others subject such as movie, humors or others. the result of this study is also expected to give additional information for pragmatics study and the other studies, which has analysis in conversation such as speaking class. references black, elizabeth. 2006. pragmatics stylistics: edinburgh textbooks in applied linguistics. great britain: edinburgh university press. 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http://www.scribd.com/doc/51371192/ tuturan � siswa � dalam �sosiolinguistik � bu id http://lib.uin-malang.ac.id/ thesis / full chapter/06320107 widya rabiah praja -victory.pdf http://lib.uin-malang.ac.id/ thesis / full chapter/06320107 widya rabiah praja -victory.pdf http://lib.uin-malang.ac.id/ thesis / full chapter/06320107 widya rabiah praja -victory.pdf 264 joall (journal of applied linguistics and literature), 8(2), 2023 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/24934 https://doi.org/10.33369/joall.v8i2.26491 promoting research through claiming centrality and explicit research contributions in applied linguistics research articles warsidi english literature study program, universitas islam makassar, indonesia jalan perintis kemerdekaan km.9 no. 29, makassar 90245 article info abstract article history: received: feb 07, 2023 revised: feb 10, 2023 & mar 25, 2023 accepted: may 05, 2023 since authors intend to publish their academic research in reputable journals, promoting their research significance is pivotal to convincing journal gatekeepers for accepting their research articles (ras). however, studies on research promotion within ras are still limited, and none has comparatively studied this essential issue in english ras published in reputable international journals and indonesian highly-accredited journals as data sets. thus, comprehending this gap has encouraged me to conduct the present study, by analyzing how claiming centrality and research contribution are employed in both data sets. for the data analysis, i employed a top-down approach for analyzing both data sets and used combined qualitative and quantitative approaches for the analysis reports. then, the analysis results revealed that while claiming centrality appeared in most of both data sets, presenting research contribution appeared only in a few ras of both data sets. then, authors tend to express these two communicative steps using simple sentences more than the other three sentence types, except those published in reputable international journals as they mostly employ complex sentences in expressing their research contribution. these findings imply that promoting research by stating that the current research topic is important for research is important in the data, but using claiming centrality is more dominant than presenting research contribution. these findings also indicate that promoting the significance of current research topics is very essential. keywords: claiming centrality promoting research research articles research contribution conflict of interest: none funding information: none correspondence: warsidi, english literature study program, universitas islam makassar, indonesia warsidi.dty@uim-makassar.ac.id ©warsidi this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): warsidi. (2023). promoting research through claiming centrality and explicit research contributions in applied linguistics research articles. joall (journal of applied linguistics and literature), 8(2), 264280. https://doi.org/10.33369/joall.v8i2.26491 since scholars intend to publish their research works in public spheres, such as journals, promoting their research articles to journal gatekeepers https://ejournal.unib.ac.id/index.php/joall/article/view/24934 https://doi.org/10.33369/joall.v8i2.26491 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.26491&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.26491 https://orcid.org/0000-0003-2087-842x promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 265 becomes essential. the purpose is to convince journal editors and journal reviewers, and by this, their research articles have a high possibility to be accepted and published in their targeted academic journals. some previous studies have investigated this fundamental research writing issue to promote their research articles (abdi & sadeghi, 2018; afros & schryer, 2009; moreno, 2021; wang & yang, 2015; zibalas & šinkūnienė, 2019), but their focuses seem different between one and the others. afros and schryer (2009) analyzed promotional (meta) discourse in two related disciplines: language and literary studies in cross sections, including the introduction, discussion, and conclusion. in this regard, they employed three rhetorical strategies for identifying research promotion: importance, novelty, and uniqueness of authors' current research. the analysis results showed that in the introduction section, authors presented claiming centrality, interestingness, and novelty of the research as communicative moves to promote their research. then, in the discussion section, they employed citation and intertextuality for comparing, supporting, or contrasting their findings. in the conclusion section, they present their claims as a central purpose of the research, construct agreements with readers, and conclude their analysis results. all these communicative moves are to promote authors' current research. another way of promoting research strategies is conducted by claiming centrality in the introduction section of research articles. it has been investigated in various studies of rhetorical structures within research article introductions (rais) (adnan, 2011; arsyad, 2013; arsyad & adila, 2018; rochma et al., 2020; samanhudi, 2017; sheldon, 2011). however, all these studies investigated broader communicative moves in rais, while investigation on more specific to claiming centrality is still limited. during my review, only two studies were focused on analyzing claiming centrality (abdi & sadeghi, 2018; wang & yang, 2015). wang and yang (2015) investigated how promoting ras through claiming centrality was conducted in fifty-one corpus of applied linguistics published in top journals: tesol quarterly, modern language journal (mjl), and applied linguistics (al). the purposes are to find out the appealing types to promote that their research topic is significant, attitudes to convey it, and patterns of appeals. the results revealed that rais in this selected discipline tend to employ a magnitude type of appeal more than the other three types (salience, topicality, and problematicity). then, they prefer employing indirect ways to promote their ras. lastly, they oriented their research topics toward research world significances rather than real-world significances. this study implies that promoting ras through claiming centrality is essential in rais in the applied linguistics discipline. warsidi 266 joall (journal of applied linguistics and literature), 8(2), 2023 then, although the above study implies that claiming centrality is an important strategy to promote ras in applied linguistics, abdi and sadeghi (2018) found a bit difference from it, particularly in the type of appeal occurrences. appeal occurrences in this regard are strategies employed to present claiming centrality in rais. abdi and sadeghi (2018) investigated how promoting research through claiming centrality is employed in english rais in applied linguistics written by english first-language authors (l1) and english second-language authors (l2) using 50 corpora for the analysis: 25 rais from each corpus. the findings showed that silence appeals dominate over the other three types of appeal. in this regard, l1 authors employed it in 41% of the total data, and l2 authors employed it in 51% of the total data. this finding also still indicates that emphasizing the significance of the current research topic plays an important role in promoting research articles. the above reviews suggest that promoting research in ras is significant, particularly through claiming centrality. besides, the reviews also indicate that ras in the disciplines of language, linguistics, applied linguistics, and literary studies published in top-rank journals are more dominantly investigated this far. however, although studies on promoting research in english ras have been conducted thus far, comparative studies on this issue written by academicians in reputable international journals and indonesian-accredited journals are still very limited. to my knowledge, none has comparatively investigated research promotion in english ras between those published in reputable international journals and indonesian accredited journals, while comparing how they promote their research may provide a more complete and comprehensive understanding for readers, particularly for those whose english is their l2. also, none has analyzed research promotion through research contribution. comprehending all these gaps, i intend to analyze comparatively how english ras in the applied linguistics discipline published in reputable international journals and indonesianaccredited journals promote their research through claiming centrality and research contribution. for this purpose, i formulate the following research questions: 1. to what extent are claiming centrality and research contributions employed in ras published in reputable international journals and indonesian accredited journals to promote their ras, and do these two data sets have differences? 2. what syntactic strategies do these two data sets employ to realize claiming centrality and research contribution to promote their ras? by investigating these two research questions, the results may provide understandings for readers about how authors of reputable international journals and indonesian-accredited journals promote their research. besides, promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 267 conducting this study may also contribute to design teaching materials for teaching practice, particularly for teaching writing research articles. method the context of this study this study included five english foreign language (efl) students who program a subject of genre theory. they were trained and practiced genre analysis within ras for eight meetings. after that, in meeting nine and ten, each of them was given assignments analyzing claiming centrality and research contribution in 10 english rais in the linguistics discipline published in indonesian accredited journals. in meeting eleven, their analysis results were discussed in class regarding the appropriateness of their data analysis results. after that, in meeting twelve and thirteen, each of them was then given more assignments to analyze these two communicative steps in a different context, 10 english rais in the linguistics discipline published in reputable international journals. in the following meeting (meeting fourteen), their analysis results were also discussed to ensure their validity, and regarding the validity, it was presented in different sub-section, the last subsection of this method. research designs this study employed a combination of descriptive qualitative and quantitative approaches for analyzing both data sets because one approach may not be clear enough to describe the findings. in this regard, a descriptive qualitative approach was used to describe the findings of claiming centrality and research contribution in both data sets descriptively. in contrast, a quantitative approach was used to report the analysis results in nominal form, quantity percentages, and inferential statistical comparison. data sets this study used 94 english ras in the linguistics discipline for the data analysis; 47 of which are published in reputable international journals, while the other 47 are published in indonesian accredited journals (most of them are also in scopus). the reason for employing these numbers is that they may have represented both data sets because many earlier studies employed fewer corpus or corpora in their data analysis (abdi & sadeghi, 2018; amnuai, 2021; lim, 2012). in selecting these two data sets, i employed some selection criteria to find high-quality papers. in selecting international reputable english ras, all the english articles must be published in quartile 1 (q1) of scopus-indexed journals in the linguistics discipline. then, the journals must have scimago journal ranks (sjr) 0,35 or above because journals in these ranks may have warsidi 268 joall (journal of applied linguistics and literature), 8(2), 2023 high quality standards. after using these criteria, five q1 scopus-indexed journals were determined; they are annual review of applied linguistics, language learning and technology, computational linguistics, journal of specialised translation, and tesl-ej. in selecting articles as corpus, nine to ten empirical english articles published in these five journals between 2018 and 2022 were randomly selected to find 47 ras for the international corpus. in selecting the indonesian accredited journals, the articles must be published in english journals, and best-accredited linguistics journals in indonesia (sinta 1, and sinta 2). after employing these standard criteria, five well-accredited journals in the linguistics discipline are found: the indonesian journal of applied linguistics (ijal), the international journal of language education (ijole), studies in english language and education (siele), teflin journal, and the journal of english foreign language (jefl). mostly, these journals are also scopus-indexed. then, nine to ten empirical english articles published from 2018 to 2022 in each of these five journals were also selected randomly to meet 47 ras for the indonesian corpus. data analysis procedures analyzing and coding claiming centrality and research contributions identifying and coding claiming centrality and research contribution in both corpora were conducted by five efl students programming genre studies. as i have presented in the earlier sub-section (the context of this study), all these five students had been trained for eight meetings for the analysis. thus, they must have been ready and have abilities to analyze the data. in the analysis, an analytical framework developed by swales (1990, 2004) was employed to analyze claiming centrality because it had been widely employed for analyzing rhetorical structures in research article introductions (alharbi, 2021; arsyad & arono, 2016; suryani et al., 2015). then, another analytical framework to analyze research contribution was designed based on information found in both data sets. more details of the analytical framework to analyze both data sets are presented in table 1. table 1. an analytical framework to analyze claiming centrality and research contribution in research articles communicative steps definition signal words examples presenting claiming centrality in this communicative step means, authors present that their current research topic is significant or important (swales, 1990, 2004). important, interest, growth, greater attention, commonly, increase, etc. studies on genre analysis have received greater attention over the period. "recently there has been a spate of interest in ..." "knowledge of x has great importance for ..." promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 269 communicative steps definition signal words examples translation courses, …………………… are commonly offered to undergraduate students ……... presenting research contribution the current research contributes to either theories or practices or contributes to both of them. contribute, contribution, signify, significance, benefit, beneficial, useful, etc. by analyzing this, the present study may contribute to………. this study has theoretical and practical contributions……….. this research has theoretical and practical significance………… the present research is useful for………… the current study signifies to develop………………….. in applying the above framework to analyze both data sets, student analysts were first trained and instructed to employ a top-down analysis strategy to identify claiming centrality by identifying language signals indicating this communicative step. once they find the language signals indicating this communicative step, then the context of the texts was deeply analyzed to ensure as it is. then, the data were coded and reported in a table form. the same strategy and tactic were also employed to analyze the research contribution in both data sets. to identify the level of importance of claiming centrality and research contribution, the researcher employed an earlier classification approach regarding levels of importance (warsidi, 2022; ye, 2019; zhang & wannaruk, 2016). this approach is to identify whether these two communicative steps are optional, conventional, quasi-obligatory, or obligatory in the data. analyzing syntactic strategies syntactic strategy analyses in the present study are to discover whether authors in both data sets tend to employ simple, compound, complex, or compound-complex sentences in expressing both claiming centrality and research contribution. for this purpose, this study employed a syntactic framework for the data analysis (verspoor & sauter, 2000). then, the results were reported in a table form regarding the appearances and the percentages of appearances. warsidi 270 joall (journal of applied linguistics and literature), 8(2), 2023 validities of data analysis results as this study involved five efl students programming genre analysis, t-test inferential statistics was applied to ensure the validity of data analysis results. after seven meetings completing a lecture and training in genre analysis, the five efl students as a group together were instructed to analyze claiming centrality and research contribution within five ras as samples. their analysis results were then checked and compared with the researcher's results. the comparison between the students and the researcher's results is presented in table 2. table 2. t-test: two-sample assuming unequal variances researcher students mean 1,2 1 variance 0,2 0 observations 5 5 hypothesized mean difference 0 df 4 t stat 1 p(t<=t) one-tail 0,19 t critical one-tail 2,13 p(t<=t) two-tail 0,37 t critical two-tail 2,78 as shown in table 2, the p-value of comparative statistics between the researcher and students is 0.37 (bolded number); it is higher than the alpha value (0.05 or 5%). this comparison means that there is no significant difference between the researcher's analysis and the students' analysis results. after comprehending these comparative results, each of the five students was then instructed to continuously analyze claiming centrality and research contribution in ten international corpus and ten indonesian corpus. then, their results were also checked, given feedback, and discussed when an issue appears. these activities are to ensure that they are on the right analysis and to ensure the validity of their data analysis results. findings the uses of claiming centrality and research contributions to promote ras after analyzing both data sets, the results revealed that most ras employ claiming centrality to promote their research papers, but only less than 50% of them present their research contributions. summary analysis results regarding the employments of claiming centrality are presented in table 3. then, summary analysis results regarding the employment of research contribution are described in the next table, table 4: promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 271 table 3. the employments of claiming centrality to promote research articles in the linguistics discipline claiming centrality reputable international journals indonesian accredited journals number of appearances 38 36 number of data samples 47 47 mean 0.8085 0.7660 variance 0.1582 0.1831 p-value 0.6188 as presented in table 3, both data sets tend to present a claiming centrality to promote their ras. this communicative step only appears in their introduction section. however, international journals employ this step more than indonesian accredited journals, which appear in 80,85% of international journals and 76,60% of indonesian journals. using levels of important classification (warsidi, 2022; ye, 2019; zhang & wannaruk, 2016), this finding suggests that promoting ras through claiming centrality is conventional in both data sets, but it is more critical in reputable international journals rather than in indonesian accredited journals. the difference in employing claiming centrality in these two data sets is not significant because the p-value of inferential statistics shows 0,6188, which is higher than the alpha value of 0,05 (5%). thus, this inferential statistical comparison implies that the difference between the two data sets in employing claiming centrality is not significant, which means both data sets nearly similar in employing this communicative step. table 4. presenting research contributions to promote research articles in the linguistics discipline research contribution reputable international journals indonesian accredited journals number of appearances 13 22 numbers of data analysis 47 47 mean 0.2766 0.4681 variance 0.2044 0.2543 p-value 0.0557 as presented in table 4, indonesian-accredited journals present research contributions more than those in reputable international journals to promote their ras. indonesian accredited journals employed it in 22 (46,81%) ras, while international journals employed it in 13 (27,66%) ras. employing important levels of earlier studies (warsidi, 2022; ye, 2019; zhang & wannaruk, 2016), this finding indicates that presenting research contributions warsidi 272 joall (journal of applied linguistics and literature), 8(2), 2023 is optional in both international and indonesian accredited journals. articles in indonesian accredited journals employed this strategy more than those of reputable international journals; their differences are not significant, but the inferential statistic comparison shows that the p-value (0,0557) is nearly the alpha value (0,05). thus, this finding indicates that although their difference is not significant, their p-value is nearly significant. this communicative step mostly appears in their conclusion section. more details about presenting research contributions from both data sets are presented in figure 1. figure 1. research contributions to promote ras as shown in figure 1, presenting research contributions appears to be dominant in the conclusion section and then followed in the introduction section in both data sets. however, as shown in the data, not all ras employ this communicative step in their ras. none of international authors presents this communicative step either in their abstract, literature review, or discussion. this finding implies that presenting research contribution is optional in both data sets. to show more clearly the ways employing claiming centrality and presenting research contribution, the researcher describes and exemplifies them as follows: claiming centrality this communicative step appears in most ras from both data sets. it indicates that this step is conventional in both data sets. its appearances are exemplified as follows: ex.1: english language teaching and learning is growing significantly in the "expanding circle" (kachru, 1985), and asia is becoming the largest market area for education (hengsadeekul, et al., 2014). indojal02 ex.2: english has gradually increased in importance in indonesia at all levels of education, more so than when it was appointed as the first foreign language to be taught in indonesia after its independence in 1945 (candraningrum, 2016). indojal04 0 5 0 0 8 1 7 1 3 10 0 2 4 6 8 10 12 abstract introduction literature review discussion conclusion english rais in international journals english rais in indonesian accredited journals promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 273 ex.3: the ability to comprehend social norms and use language appropriately is what we understand as pragmatic competence (kasper & ross, 2002) and is an essential component of communicative competence (hymes, 1972). being pragmatically appropriate when speaking to others is important for successful social interaction. interjal05 the above examples are the ways authors present their centrality claims because, in these regards, authors promote their current research topics as significant, important, and pivotal in their fields. thus, these examples are included as parts of claiming centrality. research contributions this communicative step is optional in both data sets because its appearances are less than 50% of the total corpus in both data sets. more details about the ways authors present their research contribution in their ras are exemplified below: ex.4: the findings of this study shed light on the types of linguistic problems; grammarly detects in students’ critical book reviews, critical article reviews, and mini-research assignments. instructors of english as a second or foreign language can use the findings of this study to help their students develop their writing skills. indojal12 ex.5: the main pedagogical implication of our findings is that gt has the potential to be used as a pedagogical tool for self-directed language learning via a combination of its translation, tts, and asr capabilities, using some of the learning strategies uncovered by our research. interjal04 ex.6: second, since this study focuses on how learners consulted corpora in patternhunting and pattern-refining activities in the drafting stage of writing, it would be useful for future research to explore the process and learning effects of pattern-hunting and pattern-refining activities in different stages of the writing process, such as the revising stage of writing. interjal06 the above examples, particularly those in bolded texts, are the ways authors present their research contributions. here, the authors show that conducting their research may contribute to knowledge development practically and theoretically. however, only less than half of them present this communicative step. syntactic strategies to express claiming centrality and research contributions this section aims to report the analysis results regarding syntactic choices to campaign claiming centrality and research contributions found in both data sets as research promotions. here, simple sentence is the most dominant syntactic type to campaign claiming centrality in both data sets, which appears in 55,32% of international journals and 46,15% of indonesian accredited journals. however, to campaign research contributions, indonesian accredited journals still tend to employ simple sentences (59,26%), while international journals mainly use complex sentences (69,20%). more details about syntactic strategies used to campaign claiming centrality and research contributions are presented in table 5. warsidi 274 joall (journal of applied linguistics and literature), 8(2), 2023 table 5. syntactic strategies to express claiming centrality and research contributions syntactic strategies claiming centrality research contributions reputable international journals indonesian accredited journals reputable international journals indonesian accredited journals no. % no. % no. % no. % simple sentences 26 55.32% 24 46.15% 4 30.80% 16 59.26% compound sentences 1 2.13% 3 5.77% complex sentences 19 40.43% 24 46.15% 9 69.20% 11 40.74% compoundcomplex sentences 1 2.13% 1 1.92% total numbers 47 100% 52 100% 13 100% 27 100% table 5 shows that in expressing claiming centrality, both data sets are similar; they tend to employ simple sentences more than other sentence types. however, in campaigning research contributions, while indonesian accredited journals still mainly use simple sentences, international journals tend to utilize complex sentences. these findings indicate that authors in both data sets mostly employ simple sentences to promote their research, except international journals employ different syntactic strategies from those publishing ras in indonesian accredited journals. in short, the data analysis results revealed that in promoting research, both reputable international and indonesian accredited journals tend to employ claiming centrality more than presenting research contributions. in employing these two communicative steps to promote their research, however, there is no significant difference in both data sets. then, regarding syntactic strategies that they employed, both data sets tend to employ simple sentences more than the other sentence types, except reputable international journals which tend to employ complex sentences to express research contribution. these findings are discussed more in the discussion section in the following section below. discussion claiming centrality and research contribution to promote research the data analysis results revealed that both reputable international journals and indonesian accredited journals mostly employed claiming centrality to promote their research, and indicate that this communicative step is taken into account as conventional for promoting research in both data sets. however, these two data sets rarely present their research contribution for promoting their research and indicate that this communicative strategy is only optional in both data sets. in this regard, although these two data sets employed different numbers of claiming centrality and research contribution, their promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 275 differences are not significant. the reason for their difference may be because authors of reputable international journals may suppose that demonstrating the significances of their current research topics may promote their research in public sphere (wang & yang, 2015). on the other hand, authors of indonesian accredited journals may still follow their earlier assumption that emphasizing explicit research contribution in their ras may convince their targeted audiences because they are expected to overcome practical problematic issues, and thus, they must produce more explicit research contributions (adnan, 2010; warsidi, 2021). these findings indicate that while describing the importance of the current research topics plays an essential role significantly in promoting research to audiences, particularly journal editors and reviewers, presenting research contributions does not have a significant role in promoting research. these also reinforce earlier studies in applied linguistics ras published in top international journals that claiming centrality also has a big role in promoting research in their data sets (abdi & sadeghi, 2018; wang & yang, 2015). these findings indicate that authors in top journals tend to employ claiming centrality in their rais. the reason for these authors mostly employing this communicative step may be that presenting the significance of the current research topics may attract their audiences' attention significantly, particularly journal editors and reviewers. the present findings may be also similar to earlier studies found in indonesian accredited journal of applied linguistics (samanhudi, 2017) and those in american and french rais (helal, 2014) because all the data sets in these two earlier studies employed move 1 of the cars model. however, this claim is very weak because move 1 of the cars model has three possible steps, which they may not employ claiming centrality, but employ the other two communicative steps. thus, although move 1 appeared in all rais of earlier studies by samanhudi (2017) and helal (2014), their data do mean employing claiming centrality because they do not show explicitly whether they employ this step. in contrast, the present findings are different from those found in the introduction section of the conference paper in the language and linguistics disciplines, which of twelve papers, only five of them employ claiming centrality (anthony & sajed, 2017). these findings also seem different from those found in indonesian rais in that they rarely employed move 1 of the cars model (adnan, 2009, 2011; arsyad, 2013; mirahayuni, 2002), which also indicates rarely employing claiming centrality. this communicative step is optional in ras in the english language teaching (elt) discipline in indonesia (rochma et al., 2020), but the corpus-specific accreditation of this study is not clear whether they are accredited or not. warsidi 276 joall (journal of applied linguistics and literature), 8(2), 2023 this comparison implies that the authors in the current research findings consider presenting their current research topics as a significant strategy to promote their research and to attract their audiences’ interests, and by doing so, their audiences may read their manuscript further. on the other hand, those that are different from the current research findings may also establish important knowledge backgrounds, but their purpose is not to justify their study. they prefer justifying their study by making subjective reasons, practical reasons, and local claims (arsyad & arono, 2016; mirahayuni, 2002). by doing so, their research may create practical benefits, such as solving problems in the fields. regarding explicit research contribution, our data analysis results revealed that this communicative step is optional in both data sets. its appearances tend to be in the conclusion section more than the other sections. the reason may be that authors in both data sets intend to show their research implication to their audiences that their research just been carried out has significant contributions. in this manner, however, indonesian corpus (as shown in example 4 and 5) seems to show real world contribution, while international corpus (as exemplified in example 6) seems to show research world contribution. furthermore, as the present finding shows that this communicative strategy is optional in both data sets, it may not be too significant to promote research in this selected discipline. the reason for this rare employment may be that authors' target audiences may be experts and may understand their research significance, and thus, they do not mention their research contribution explicitly. syntactic strategies for promoting research concerning syntactic strategy to express claiming centrality, both data sets tend to employ simple sentences more than the other sentence types. however, to express explicit research contribution, while indonesian accredited journals still favored simple sentences, international preferred employing complex sentences. thus, these syntactic findings imply that both data sets mostly favor expressing their research promotion in simple ways, except those of international journals in expressing research contribution. the reason for the difference is possibly that authors of indonesian accredited journals intend their promotion more easily and comprehended that their current research has a significant contribution. in contrast, authors of reputable international journals may suppose that they need complex ways to express their research contribution for promoting their research. by doing so, they may assume that their research is interesting and may attract audiences' attention, particularly journal editors and reviewers. promoting research through claiming centrality and explicit research contributions… joall (journal of applied linguistics and literature), 8(2), 2023 277 this finding is similar to those of my ph.d. thesis (warsidi, 2021) that indonesian ras in the history and law disciplines tend to employ simple sentences. besides, it is also similar to ras in the social science discipline (lu et al., 2020), and to realize communicative moves in applied linguistics article abstracts (andika et al., 2018), which they also tend to use simple sentences. however, this present finding is different from those of turkish and american research article sections as they mostly employ complex sentences (deveci, 2019). unfortunately, these comparisons are not equal, not comparing apple to apple, because the context of the present study is syntactic strategies to promote research, particularly focusing on claiming centrality and research contribution, while these studies in the literature focus on syntactic strategies in one section, some others on whole ra sections, and different disciplinary ras. thus, this comparison does not represent equally. conclusion after analyzing 94 english ras in the applied linguistics discipline published in reputable international journals and indonesian accredited journals, reporting them, and discussing them with literature, i finally conclude that both data sets employed both claiming centrality and research contribution for promoting their research. however, the appearance of claiming centrality is more dominant than research contribution, in which claiming centrality is conventional in both data sets while presenting explicit research contribution is optional in both data groups. then, both data sets have differences in employing these communicative strategies for promoting research, but their difference is not significant. to express claiming centrality, both data sets tend to communicate it in simple way more than the other ways. however, to express explicit research contribution, while authors of indonesian accredited journals still tend to employ simple ways, authors of reputable international journals tend to employ complex ways. this study theoretically strengthens the claim that genre is very dependent on specific standard criteria of a discourse community. the present finding is evidence that because the standard of both data sets is similar (both are in english, and well and high-standard journals), genre of international journals and indonesian well-accredited journals has similarities when promoting their research; both of them tend to employ claiming centrality more than presenting explicit research contribution. practically, it may significantly draw to pedagogical contribution for designing teaching materials for academic purposes, particularly for publishing purposes. unfortunately, this study has a limitation, only analyzing claiming centrality and research contribution for promoting research, while it ignores some more communicative strategies for promoting research. because of this limited scope, further studies on promoting research that are uncovered in warsidi 278 joall (journal of applied linguistics and literature), 8(2), 2023 this study are recommended for further research to accomplish the current research findings, so audiences may receive a complete comprehension regarding promoting research in high-quality 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(2000). english sentence analysis: an introductory course. john benjamins publishing. https://doi.org/10.1075/z.100 wang, w., & yang, c. (2015). claiming centrality as promotion in applied linguistics research article introductions. journal of english for academic purposes, 20, 162-175. https://doi.org/10.1016/j.jeap.2015.05.002 warsidi. (2021). rhetorical patterns of indonesian research articles in law and history disciplines: a genre-based analysis [dissertation, university of new england, australia]. warsidi, w. (2022). genre analysis of english vs. indonesian application letters. journal of english language teaching and linguistics, 7(2), 419435. https://doi.org/10.21462/jeltl.v7i2.857 ye, y. (2019). macrostructures and rhetorical moves in energy engineering research articles written by chinese expert writers. journal of english for academic purposes, 38, 48-61. https://doi.org/10.1016/j.jeap.2019.01.007 zhang, b., & wannaruk, a. (2016). rhetorical structure of education research article methods sections. pasaa: journal of language teaching and learning in thailand, 51, 155-184. zibalas, d., & šinkūnienė, j. (2019). rhetorical structure of promotional genres: the case of research article and conference abstracts. discourse and interaction, 12(2), 95-113. https://doi.org/10.5817/di2019-2-95 the author warsidi is a senior lecturer at english literature study program, faculty of literature and humanities of universitas islam makassar, indonesia. his research interests include discourse structural analysis of research papers and professional texts, academic writing, and english language teaching. https://doi.org/10.5539/ass.v11n28p293 https://doi.org/10.1017/cbo9781139524827 https://doi.org/10.1075/z.100 https://doi.org/10.1016/j.jeap.2015.05.002 https://doi.org/10.21462/jeltl.v7i2.857 https://doi.org/10.1016/j.jeap.2019.01.007 https://doi.org/10.5817/di2019-2-95 margareta, safnil, irwan koto, a need analysis on… 35 a need analysis on ict-based english material for teaching and learning of reading for high school students in south bengkulu margareta safnil irwan koto university of bengkulu abstract this research was aimed to find out ict media are preferred by high school students in south bengkulu in learning reading and to describe the reading materials should be used with ict media. the research design was mixed method quantitative and qualitative with the subjects of this research were 302 high school students and 11 english teachers in south bengkulu. the instruments of this research were questionairre and open-ended interview. the findings of the research revealed that (1) online ict media was prefered by high school students in south bengkulu in learning reading and (2) kinds of text became the reading material that should be used with ict media. to suggest, a broader field test still needed to be done to achieve a better result and other researchers who are interested in the incorporation of ict in learning teaching are suggested to conduct further investigation which possibly deals with other language skills. key words: need analysis, ict-based english material, teaching and learning of reading introduction in indonesia, learning using ict media has been developing, especially for school which able to provide such media (sutrisno, 2012). he said the leading cause of the use of ict media in many schools because practical value, economic value and easy in using. all the reasons make learning more interesting, easy and can be implemented wherever and whenever. related to that phenomenon, ict is also become source of teaching and learning especially in reading.the use of ict‟s for reading has many advantages, as melor et al (2013) had identified both advantages and disadvantages of using ict in teaching esl reading and writing, the findings of the study revealed that attracting students‟ attention, facilitating students‟ learning process, helping to improve students‟ vocabulary knowledge and promoting meaningful learning were regarded as the most important advantages of using ict in teaching esl reading and writing. another related study on the use of ict in the teaching of reading specifically, yuksel&tanriveddi (2009) explored the effects of watching captioned movie clip on vocabulary development of efl learners, when the findings of this study are interpreted, it can be argued that viewing the movie clip has helped the participants of the study develop their vocabulary knowledge, and this would facilitate the reading process. in the history of english instruction in secondary school in indonesia, reading ability was considered very important. in the english curriculum, the four language skills or competencies (listening, speaking, reading and writing) have equal position. however, special consideration is still given to the reading competency as the journal of applied linguistics and literature, vol 2, no 2, 2017 36 competency which is assessed in the „ujiannasional‟ (national assessment). reading, one of language skills, should be mastered well by the students because reading is an essential factor that influences one‟s activity in communication. reading is regarded as a decoding skill, which is, interpreting codes into ideas. people consider reading as an important activity, so that people usually say that reading is the window of the world. by reading, people can get the information widely without going anywhere considering the important of reading for students in senior high school, the researcher observed the way of english teachers teach in the classroom in some schools in bengkulu selatan. the teacher there did not integrated ict in implementing their reading instructions even though there was possibility to do so. they only used the textbook which is officially recommended. the book merely crammed with reading text followed with series of comprehension questions. the reading materials were not adequate to achieve the competencies stated in the new curriculum, curriculum 2013, which is integrated the ict in teaching and learning process. teaching and learning reading with call and ict could make the learning process more exciting and interesting. another problem is that the time allocated for teaching and learning in the classroom is not sufficient. according to curriculum 2013, the allocated time for english at sma as a general program is only two hours in a week. within these teaching and learning hours, the teacher got the difficulties to deliver the basic competencies that students must be achieved, meanwhile for the students; it is very limited time for them to acquire the language. moreover, most of the schools in south bengkulu have the large number of students in a classroom. the limited time and the large number of students in classroom may not enough to overcome students‟ way in learning. to overcome this situation, the students need to intensify learning outside the classroom. and ict could be used in this situation. alberth (2013) said that the using of ict can overcome almost the lack of teaching and learning english such as lack of exposure the language, less exercises, and lack of learning sources. but, eventhough it is proved effective for teaching and learning english, it is important to conduct need analysis in order to response this changing situation. due to the situation above, this can be carried out by researcher and educator involving staff and students. one of the purposes of need analysis is to know what needs should be fulfilled in matching with the needs of present situation. need analysis needs to conduct in knowing the students‟ wants. methodology this study employed the mixed method design which is the combination of qualitative and quantitative approach to collect and analyze data. the participants in this research were students grade x and the english teachers in 3 state senior high schools. the researcher defined the participant that has certain qualities and characteristics sugiyono (2010) stated that the participants are the generalization region consisting of objects or subjects that have certain qualities and characteristics. based on the tables above, the total participants were 302 students and 11 english teachers. the participants were chosen by considering the number and the quality of the school. it was required to keep the variety of the data. some instruments were applied to obtain the data in this research. the researcher collected them through three different techniques, namely; questionnaire, margareta, safnil, irwan koto, a need analysis on… 37 interview, and documentation. since it was a mixed method research, there were two types of data that were analyzed by the researcher. this design first begins with the collection and analysis of quantitative data and followed by the collection and analysis of qualitative data. in the explanatory design, the researcher recognizes particular quantitative findings that need further explanation. to keep the validity of the data, the researcher decided to use expert judgment and triangulation method of three instruments used; questionnaire, interview, and documentation result and discussion after conducting the need survey, the result of the questionnaire was analyzed by the researcher. this part presents the data obtained in the needs analysis. there were two kind of ict used in the questionairre, namely offline and online ict used. the detail findings will be explained as follow: 1. ict media preferred by senior high school students a. questionnaire 1) offline ict media used preferred by high school students there were seven questions about students‟ preferring of offline ict used, namely; the use of computer or laptop, the place used the ict media, the frequency of using ict media, the activities when using ict media, the attitude of using ict media, the attitude of using ict media in reading activity, the frequency of using ict media in reading. the findings of seven items of offline ict used were displayed in the following table. table 1. the finding of offline ict usage aspects categories of response number of students percentage (%) using computer or laptop like 256 84,76 dislike 46 15,24 the place of using computer or laptop at home 168 55,63 at school 110 36,42 otherplace 24 7,95 the frequency ofusing computer or laptop very often (> 4 hours/day) 123 40,73 often (2-4 hours /day) 89 29,47 often enough (1 hour/day) 67 22,19 rarely (a half hour/day) 23 7,62 activity done while using computer or laptop playing game 98 32,45 learning/doing assignment 123 40,73 other activities… 81 26,82 motivation in using ict media in learning english motivation 167 55,30 no motivation 135 44,70 journal of applied linguistics and literature, vol 2, no 2, 2017 38 especially in reading activity the important of using ict media in reading activity important 234 77,48 not important 68 22,52 theextent important of the using ict media in reading activity very important 215 28,81 important 87 71,19 table 1 shows the number of students who likes to use computer or laptop was about 256 students or 84,76% of the total students and 46 students or 15,24% of students dislike to use computer or laptop. it means that almost a half of total students like to use computer or laptop. based on table above, 55,63% (168 students) usually use computer or laptop at home, 36,42%(110 students) use computer at school, and 7,95%(24 students) usually use computer or laptop at other places, such as at wifi area, at park, and at their car. however mostly students use computer or laptop at home. the third question is about the students frequency of using ict media. the categories were divided into four; very often, often, often enough, and rarely. moreover, the finding revealed that the students use computer or laptop very often. it was proven by the students‟ answer which was about 40,73% or 123 students answered very often in using computer or laptop. then, 89 (29,47%) of students answered often, 67 (22,19%) of students answered often enough, and the rest 7,62% (23 students) answered rarely. table 1 also shows the students‟ activities when using ict media, the researcher found that 123 or 40,73% of students often learn or do assignment when using computer or laptop. then, 98 or 32,45% of students often play game while using computer or laptop. for the rest, 81 (26,82%) of students answered other activites, the activities are editing photo, reading comic, reading story, and programming. however, mostly students answered learning or doing assignment as the activity that the students often do when using computer or laptop. the table also showed that more than half of studentss are motivated use ict media in learning english especially in reading activity. the finding revealed that 55,30% (167 students) answered yes and 135 (44,70%) of students answered no. the sixth question was about the attitude of using ict media in reading activity. there were 234 students or 77,48% of the students answered yes, it means that the use ict media is important in reading activity, meanwhile 68 (22,52%) of students answered no. related to the previous question, the rest question for offline ict used was about how important the using ict media in reading activity. regarding to the finding, 215 (71,19%) students answered very important and 87 (28,81%) of students answered important to use ict media in reading activity. moreover, the finding revealed that the using ict media in reading activity was very important, not only important among senior high school students in bengkulu selatan. 2) online ict media used preferred by high school students there were eight questions related to students‟ preferring of online ict used, namely, the use of internet, the place of using internet, ict media in accessing internet, activities in accessing internet, the frequency in accessing reading material, the reading material which often accessed in internet, the reading activity in margareta, safnil, irwan koto, a need analysis on… 39 accessing internet, and the application or media which help the students in reading activity using internet. table 2. the finding of online ict usage m m h hhh table 2 shows the number of students who often use internet was about 285 students (94,37%) of the students and 17 students or 5,63% of students did not often to use internet. it means that almost all of the total students often use internet. based on table above, 58,61% (177students) often use internet at home, 22,85% (69 students) often use internet at school, and 18,54% or 56 students often use internet at other places, such as at wifi area, at internet camp “warnet”, and at cafetaria. however a half of total students often use internet at home. furthermore, there were 56,29% (170 students) use handphone as media to access internet. then 89 or 29,47% students use computer or laptop and 43 (14,24%) students use tablet to access internet. however, no other media used by the students to access the internet, but those three medias; computer or laptop, tablet, and handphone. when accessing the internet, almost half of the total students often access social media. it was proven by the finding that 125 (41,39%) of students answered social media as the activity do when accessing internet. after that, there were 40,07% (121 students) answered browsing activity, then 56 (18,54%) aspects categories of response number of students percentage (%) the use of internet often 285 94,37 never 17 5,63 the place of using internet in home 177 58,61 in school 69 22,85 other place…. 56 18,54 the media used to access the internet computer/lapto p 89 29,47 tablet 43 14,24 handphone 170 56,29 the activities done when accessing the internet browsing 121 40,07 playing game 56 18,54 social media 125 41,39 the frequency of accessing reading material through internet very often (> 4 hours/day) 25 8,28 often ( 2-4 hours /day) 70 23,18 often enough ( 1 hour/day) 164 54,30 rarely ( a halfhour/day) 43 14,24 journal of applied linguistics and literature, vol 2, no 2, 2017 40 sudents answered playing game as the activity often done while accessing internet. however, no student mentioned other addition activity often done while accessing the internet . the next question was about the students frequency in accessing reading material. the categories were divided into four; very often, often, often enough, and rarely. moreover, the finding revealed that the students access reading material often enough. it was proven by the students‟ answer which was about 54,30% (164 students) answered often enough in accessing reading material through internet . then, 70 (23,18%) of students answered often, 43 (14,24%) of students answered rarely, and the rest 8,28% or 25 students answered very often. based on the findings, both offline and online ict was important and helpful as teaching media especially in reading activity. regarding to the questionnaire analysis result, there were some conclusions that can be identified; (1) the students like to use computer or laptop, (2) the students often use computer or laptop at home, (3) the students use computer or laptop very often, (4) the students often learn or do assignment while using computer or laptop, (5) the students are motivated use ict media in learning english especially in reading activity, (6) the use ict media is important in reading activity, (7) the using ict media in reading activity was very important, not only important, (8) almost all of the total students often use internet, (9) a half of total students often use internet at home, (10) students use handphone as media to access internet, (11) when accessing the internet, almost half of the total students often access social media, (12) that the students access reading material often enough, (13) the students often access any types of texts as reading materials through internet, (14) more than half of students often do translating as reading activity using internet and ict media, (15) the application or media which help the students in reading activity through internet was online dictionairy. b. interview the need analysis not only used questionairre, but also open-ended interview which was done to the english teachers. there were 11 english teachers who become the respondents of this research. the interview was done after giving the questionaire. there were 9 questions which was interviewed to the respondents using english language. there were five questions which related to the research question 1.for the third question “do the teachers often use computer, laptop, or internet in teaching process?”, there were eight from eleven teachers who answered yes, and for the rest, they answered no. however, the respondents‟ answers indicated that ict was very helpful in reading activity. it was not only as teaching material but also as teaching media. the use of offline and online ict has its own role toward students‟ motivation, creativity, and achievement in reading activity. c. documentation the documentation was used to find out the data about the syllabus that was taught in senior high school level. based on the syllabus, mostly the teachers used ict media in teaching reading for example using power point in teaching. margareta, safnil, irwan koto, a need analysis on… 41 2. reading material to be used with ict media a. questionnaire the result of the questionnaire will be showed as follow: table 4.3. the finding of reading materials kkk table 4.3.shows that there were three aspects of questionnaire relating to the reading materials that answered the second research question of this research.regarding to table 4.3, the students often access any types of texts as reading materials through internet. the finding revealed that 52,98% (160 students) often access any types of texts, 98 or 32,45% students access fiction story, then 14,57% (44 students) access news/articles as reading materials through internet. however, none of students access another reading materials except those three. table 4.3 also showed that more than half of students often do translating as reading activity using internet and ict media. it was revealed by the finding which was about 62,58% or 189 students answered translating as the activity done, while for the rest there were 113 or 37,42% of students do browsing as reading activity and none answered other activity. the application or media which help the students in reading activity through internet was online dictionairy. the finding revealed that 69,54% (210 students) answered online dictionairy as the media often used to help their reading activity. while, there were 92 or 30,46% of students answered browsing internet to find the source of reading materials as a media to help reading activities. for the rest, no student mentioned another application or media used. b. interview for the question; what types of reading activity that often taught to the students?, the respondents‟ answers were various. one of the respondent answered: respondent 1: “in reading activity i often taught about learning some genre of text, for example descriptive, narrative, etc. then aspects categories of response number of students percentage (%) the reading materials often accessed through the internet news/article 44 14,57 fiction story 98 32,45 any types of texts 160 52,98 the reading activities are done by using internet and ict media translating 189 62,58 browsing 113 37,42 the application in internet that often accessed to help students in reading activities browsing internet 92 30,46 using online dictionary 210 69,54 journal of applied linguistics and literature, vol 2, no 2, 2017 42 the students need to analyze what the text talking about, the main idea, the purpose of the text, and mostly activity done to help the students in facing un. so i keep teaching types of genre text” while, for the second question; what types of the obstacle that the students need to solve in reading activity?, one of the respondent commented: respondent 2: “there were some types of obstacle that must be solved by the students, such as identfying main idea, making inference, and understanding difficult vocabulary. these types of obstacle can not be solved effectively among the students. the teacher and students need to solve this obstacle together” the next question asked about “is there any special program or application which helped the students in reading activity? respondent 10 answered the question: respondent 10: “actually there is no special program or application, but the teacher often uses such kind of video or film in teaching reading. maybe power point can be said as program that often used in teaching reading. the teacher often uses power point as media to display kind of picture which related to the kind of text taught. for the rest question is about students‟ interest in using offline or online ict in reading class. all of the respondents answered that the students showed their interest toward the use of ict media in teaching reading. c. documentation findings the documentation was used to find out the data about the syllabus, lesson plan, and teaching reading materal that was taught in senior high school level. based on the documentation, the researcher found that there were several types of text that was used in reading class, namely; short functional text, recount, narrative, and procedure text, functional text. moreover, this finding supported the findings of questionaire and interview which revealed that types of text became the reading material that should be used with ict media. discussion other study also showed that using technology in teaching improves communication and teamwork among students. martin (2003), a reading specialist at grace park elementary school who serves as a technical support teacher, trained the teaching staff in the use of software and motivated students to use technology equipment in reading class. martin focused on the benefits of using computers to enhance reading skills. as a reading specialist, the researcher investigated some technology means to motivate students before, during, and after the reading class. the researcher used observation as the research instrument, observing the students‟ interactive use of a suitable reading website. the findings showed that students loved and did well with the website reading, communicated with each other, and that the laptops motivated students to work cooperatively. these studies have proved the advantages of teaching with technology along with margareta, safnil, irwan koto, a need analysis on… 43 textbooks and other traditional approaches (martin, 2003). in another study to improve reading speed and comprehension of esl students using computers, culver (1991) implemented a computer reading program to determine the exit and entrance scores of esl college students and to find out if their reading speed and comprehension would improve. the results showed some improvements for the majority of students in the target group with an overall increase of 3.9 grade level in reading rate. the results show important information about the effect of increasing reading speed on student comprehension as a result of employing computers. it was concluded that the computer was a good tool for improving students' reading rate despite the fact that increased speed did not lead to increased levels of comprehension for some students. in indonesia, the recent research conducted by arimbawa et al (2013), it was about developing ict-based reading materials for grade eight students of junior high school at smpn 1 kubutambahan which met the criteria of good reading materials and investigating whether the ict-based reading materials were able to improve the students‟ reading competency. this finding supported the present research findings that online ict usage was useful to improve the students‟ motivation and achievement in reading comprehension. furthermore, the finding of this research also confirmed some theories and ideas from the expert. the finding accepted the theory from kenworthy (2004) who explained there are many internet web sites prepared solely to enhance the reading abilities of english language learners. there are also a huge number of resources available in the form of newspaper, magazines, journal, electronic libraries, electronic dictionaries, encyclopedias, and newsletters. browsing this resources and sites will obviously enhance the learner‟s vocabulary and reading ability. moreover, another modern way for improving the vocabulary of the learner focuses on the utilization of electronic dictionaries designed especially for english language learners. these dictionaries have several builtin and tools that are not provided in book dictionaries (constantinescu. 2007). as nuttall (1996: 172) states that the wide variety of different types of text means that it is easier to find something that will interest the learner and may even encourage further reading or reading for pleasure. the more learners reading,the better readers they will become. in addition, if the text interests the learners, they willfeel more confident and more secure when reading the texts. it means they not only improve their language level but also confidence. it was similar to the respondents‟ answers in finding of interview of this research. the students became more anthusiast and confidance in learning activity. knapp and watkins ( 2005: 17) said that the aim of genre, text and grammar approach is to provide students with the ability to use the codes of writing (the genre and grammar ) effectively and efficiently. without these codes the process of writing can be frustrating and unproductive process. genre or text type has been taught in all senior high schools, it is also required the students to differenciate and understand each text type. moreover, a group of ict researchers claim that using ict improves education and provides more teaching and learning supports for the teachers and learners (see westera&sloep, 2001; young, 2003; salehi&salehi, 2012; yunus, salehi&chenzi, 2012). there is no doubt that using ict in education improves teachers‟ instructional process and facilitates students‟ learning process. a great number of studies have shown the advantages of using ict in esl teaching and learning. in line with this research findings, the use of ict both offline and online affects the learning process. it can journal of applied linguistics and literature, vol 2, no 2, 2017 44 positively improve the students‟ interest to learn reading. conclusion based on research findings, it can be concluded that (1) online ict media rather than offline ict media were prefered by high school students in south bengkulu in learning reading. both online ict and offline ict media covered such as; laptop/computer, smartphone, and tablet. 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(2010). metodepenelitianpendidikan: pendekatankuantitatif, kualitatif, dan r&d. bandung . alfabeta joall (journal of applied linguistics and literature), 8(2), 2023 379 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/26955 https://doi.org/10.33369/joall.v8i2.26857 the impact of dictogloss and blogging on efl students’ writing skills in an indonesian tertiary vocational college 1sri hardiningsih , 2elizabeth a. amalo 1department of accounting, politeknik negeri semarang, indonesia 1jalan prof. sudarto, tembalang, semarang 50275 2department of electrical engineering, politeknik elektronika negeri surabaya, indonesia 2jalan raya its, sukolilo, surabaya 620111 article info abstract article history: received: mar 12, 2023 revised: jun 22, 2023 & jul 25, 2023 accepted: aug 02, 2023 studies related to dictogloss and blogging have been conducted in tertiary education contexts in indonesia. the nature of each technique and tool is practically interrelated to be implemented in learning writing. therefore, revealing the effectiveness of the socalled hybrid strategy in learning writing needs to be conducted. this study concerns dictogloss and blogging in teaching writing to tertiary vocational students in a state university. the study aims are (1) to find out the effectiveness of implementing dictogloss and blogging towards the students’ writing skills and (2) to reveal their perspectives towards the two treatments given to them. this quasiexperimental design involves 24 students in the second year in the business department of a vocational tertiary school in indonesia. half were assigned to the experimental class, and the remaining to the control class. the instruments used in this study comprise writing tests, questionnaires, and interviews. overall, 36 per cent of the students in the experimental class achieved scores more than 70. on the other hand, 27.2 per cent of the students in the control class achieved the same; most were (20 per cent) at an excellent level. from this statistical data, it can be concluded that students in the experimental class achieved higher scores than those in the control class. it convinces that implementing dictogloss activities while writing using a blog is more effective than blogging without implementing dictogloss activities. further, the students from both experimental and control classes perceive that blogging is beneficial in improving their learning interest, and dictogloss activities are essential in building their confidence in writing. it is advised that future research thoroughly examine other possible treatments which can guide students in writing through technological tools such as blogging. keywords: collaborative blogging dictogloss students’ perspectives tertiary vocational college writing skills conflict of interest: none funding information: politeknik negeri semarang correspondence: elizabeth a. amalo, department of electrical engineering, politeknik elektronika negeri surabaya, indonesia lisa@pens.ac.id ©sri hardiningsih & elizabeth a. amalo this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): hardiningsih, s., & amalo, e.a. (2023). the impact of dictogloss and blogging on efl students’ writing skills in an indonesian tertiary vocational college. joall (journal of applied linguistics and literature), 8(2), 379-397. https://doi.org/10.33369/joall.v8i2.26857 https://ejournal.unib.ac.id/index.php/joall/article/view/26955 https://doi.org/10.33369/joall.v8i2.26857 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.26857&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.26857 http://orcid.org/0000-0002-0192-1261 https://orcid.org/0000-0001-8029-5651 sri hardiningsih & elizabeth a. amalo 380 joall (journal of applied linguistics and literature), 8(2), 2023 nowadays, most people must be proficient in english for its position as an international language (eil), as its status as a foreign language (efl) should not hamper students from becoming skilful in english to prepare human resources to meet future demands for intercultural communication in academic settings and global works. to help students prepare with it, english for specific purposes (esp) needs to be evaluated and, if necessary, redesigned to sharpen students’ communication skills. in the esp context, the high demand for english, such as in business courses, aims to fulfil the requirements for communication skills (dudleyevans & st john, 1998). communication can be either spoken or written form. in written form, people nowadays have easy access to the myriad presences of social media such as twitter, instagram, and facebook. those web 2.0 platforms are implementable to be used to apply efl learning through blogging (bista, 2015). there are also smartphones, laptops, ipods, and other devices that could be used in a pedagogical setting. in elt, blogging is a technological tool for interacting with people from all around the world (pinkman, 2018) which can be used to facilitate writing skills, particularly content development in higher education context (dowling, 2013). while blogging, students might be given a treatment that can optimize the success of writing activities on that platform. one of them is dictogloss. vasiljevic (2010) believed that dictogloss is an approach that may be used in conjunction with collaborative learning to help efl students improve their listening abilities. listening activities offered by dictogloss are beneficial to scaffold students in writing through some instructions. further, it helps to strengthen their analytical abilities and critical thinking skills, promote both writing and feedback, facilitate student-centred collaborative learning (bista, 2015), exercise students’ autonomy, a focus on meaning, diversity, critical thinking abilities, alternative assessment, and lecturers as co-learners (istiqomah et al., 2022; jacobs & farrell, 2001). for the rapid growth of technology, instructional practices recently integrated those digital tools into classroom settings. this study seeks its benefit by using one of the technological assistances called blogging and practicing the dictogloss technique while using the blog. hence, revealing the result of such a hybrid strategy in writing class would be arguably interesting. writing is a cognitively and linguistically demanding activity for higher education students. it is even more challenging when writing in a foreign language like english. therefore, students need to be scaffolded by both techniques and tools in learning writing. this study explored the use of the technique in teaching writing by using one of the popular methods called dictogloss while deploying blogging as the media of writing. it is oriented to uncover the effectiveness of the two treatments in improving the student’s the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 381 writing skills. further, their perspectives towards blogging and dictogloss in writing activities are second to scrutinize. studies on the implementation of dictogloss in teaching writing are not novel for various objectives. for language skills and knowledge, the use of dictogloss has been oriented to finding out its effectiveness in improving students’ listening at the secondary level (akib & saputra, 2019; huda et al., 2014; istiqomah et al., 2022; susanti, 2014; widiastuti & padilah, 2022). further, dictogloss seems popular at the tertiary level, as conducted by samosir (2020) and susanti (2014), who also use it for listening classes. further, the use of dictogloss for writing skills (ariyuni et al., 2021; firmansyah, 2020; rangkuti et al., 2021; ratnaningsih, 2016; sugondo et al., 2021; tsuraya & rauf, 2022; zaki, 2022) and also grammar (hermansyah & santoso, 2018; wacana, 2022) show that its widely used method is popular in the context of indonesia in either secondary or tertiary level. it is believed that even though the method is essential to optimize instructional practices, mediums such as blogging have a significant role too. this study tries to do a hybrid learning practice by using the dictogloss technique and blogging as a medium of writing for the students expecting better outcomes in writing skills. studies on the use of blogging are common in many contexts. some of them are by sanjaya et al. (2020), who scrutinized its function in students’ writing skills. others also focus on writing skills when using blogging, such as anggrarini and wati (2019), arini (2020), arochman and yosintha (2020), arifin et al. (2022), and mabuan (2018). blogging was also used to improve students’ speaking skills by scholars like marzuki and nurpahmi (2019) and shih (2010). finally, it was also applied to generate content (dowling, 2013). for a considerable number of studies on the use of dictogloss and blogging in english instructional practices, this study starts from the idea of combining the two to become a hybrid way of learning english for a theoretical basis that dictogloss encourages students to be able to jot down as much information as possible, then think critically and creatively (wajnryb, 1990). they then create and reconstruct their knowledge within a small group to write what they understand, whether a keyword or a phrase, which they later collaborate to construct a text without altering the original text’s meaning. here is where blogging is functional. wells (2006) and dyrud et al. (2005) claimed that blogging is an effective interactive tool for fostering students' motivations for learning, both collaborative and autonomous, and notably for producing and reconstructing new knowledge. laal and ghodsi (2012) assert that three factors affect learning success: the first is that students can interact with their collaborative peers by providing argumentative and detailed explanations of their ideas. second, socio-cognitive conflict encourages students to consider whether their prior sri hardiningsih & elizabeth a. amalo 382 joall (journal of applied linguistics and literature), 8(2), 2023 knowledge conflicts with that of their learning partners. the debate process requires students to communicate to reach an agreement. wolvin and coakley (1985) noted that there are five distinct types of listening: 1) discriminative; 2) comprehensive; 3) critical; 4) therapeutic; and 5) appreciative. in this study, the steps of implementing dictogloss using blogging as the medium of writing in the classroom context are summarized as follows: (a) the teacher instructed students to create blogs on websites they like and exchange them with their classmates; (b) the teacher provided five dialogues from native speakers (audio recorded, book: business result, intermediate, oup); (c) the audio was played several times at an average speed, and the students were instructed to do nothing but listen carefully; (d) the audio was then played several times at an average speed, and students were instructed to jot down key words, a phrase, or a clause they could hear; (e) the teacher helped and gave clues written on the board; (f) the students then worked together in a small group of four to create and reconstruct the text collaboratively; (g) then they posted them on their blogs; (h) in the blogs, each student might give comment and made corrections after the scripts of the audio were given to them. peer correction could take place outside of the classroom due to the student’s use of online blogging. roschelle and teasley (1995) note that the collaborative process is primarily synchronic because synchronous activities require each student to communicate cooperatively; (i) last but not least, the teacher assessed the students' texts and provided feedback. a set of these activities potentially give the students some learning experiences, such as collaborative learning and critical thinking, which are beneficial for their future as collaboration and critical thinking are part of survival skills in the 21st century. the question is addressed to how significant is the role of dictogloss as a scaffolder in writing practice. to answer this question, 24 students of a vocational tertiary institution were involved. all of the students experienced learning writing using blogging. however, half of them were scaffolded using the dictogloss technique, while the other half were not. therefore, this study focuses on (a) finding out the effectiveness of implementing dictogloss using blogging as the learning medium compared to using blogging without dictogloss technique as well as (b) revealing the students’ perspectives on the use of blogging with and without dictogloss technique. method research design a quasi-experimental design was used to determine the effectiveness of using blogging guided by the dictogloss technique in writing skills. hence, there are two types of research subjects to be compared. they are the control class and the experimental class. further, to reveal the students’ perspectives on using the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 383 blogs as a writing medium, a questionnaire was distributed to 24 students. then, an interview was also involved in crosschecking the results of the two previous instruments. data collection and analysis in the quantitative study uses inferential statistics, including normality and homogeneity test. table 1 shows the model of quasi-experimental design (gay & airasian, 2000). table 1. the model of quasi-experimental design eg o1 x1 o2 cg o1 x2 o2 where: e: experimental group c: control group o1: pre-test o2: post-test x1: the treatment for the experimental group x2: the treatment for the control group population and sampling there were 24 business department students in a vocational tertiary school involved in this study. the students were taken from the only class in the cohort and then randomly divided into two groups. one group consists of 12 students assigned to the experimental class. the remaining twelve students were assigned to the control class. questionnaires were delivered to the two groups to collect data on the students' perspectives of class implementation utilizing blogging and dictogloss. the control group had no instruction in blog writing, whereas the experimental group received training in blog writing and collaboration among blog members. instruments used to collect all the data are writing tests in the form of instruction, questionnaires, and interviews. instruments writing test the writing test was conducted by instructing to write a functional text in the blog each student has created. practically, after the treatment was done in each class, every student was given similar writing instruction. to measure the students’ writing competence, the scoring rubric was designed. the indicators include grammar, cohesion and coherence, content, and vocabulary. table 2 depicts the indicator and score distribution. table 2. scoring rubric for writing test sri hardiningsih & elizabeth a. amalo 384 joall (journal of applied linguistics and literature), 8(2), 2023 range grammar coherence and cohesion content vocabulary 81-100 no grammati cal errors found complete control (logical coherence) and excellent use of cohesive devices; presentation of ideas is evident and coherent full and rich developme nt of content; shows knowledge of subject matter through effective use of topic-related concepts to support the argument broad and fluent range of vocabulary; complete use of topicrelated terms; concise and appropriate use of vocabulary; correct use of word forms and word choice 71-80 errors in grammar choice are few and do not interfere with understan ding reasonable control of cohesive devices used successfully in various situations; coherence apparent clear and complete develo pment of content; high level of fluency in expression (clarity); evidence of logical progression of ideas; mostly effective use of topic-related concepts flexibility in range; appropriate use of topic-related terms, mostly correct use of word forms and word choice; occasional wordiness or colloquialisms (informa l english) 61-70 errors in grammar choice are common, and sometime s they interfere with understan ding generally adequately connected; presentation of ideas generally clear and coherent; cohesive dev ices could be used more often, effectively, or accurately. development of content adequate but lacks stated positions/ argument or supporting information; some use of topic-related concepts to show knowledge of subject matter and to support an argument adequate range; no precise use of subtle meanings displayed; topic-related terms only used occasionally; vocabulary sometimes misused; often incorrect word forms 51-60 many errors with grammar choices severely interfere connections are awkward; cohesive devices may be missing or used inaccurately; lack of logical sequencing of ideas. development of content restricte d; may be incomplete or unclear; little evidence of argument; little evidence of narrow range; many wo rd form errors; topicrelated terms and other vocabularies often misu sed; only elementary meanings are conveyed the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 385 range grammar coherence and cohesion content vocabulary knowledge of the subject matter; lack of fluency in expression ≤50 most of the sentences are grammati cally not acceptabl e connections not present or unsuccessful; presentation of ideas unclear and confusing simplistic statem ent of content, often copied from sources or lists of information; no use of topicrelated to support an argument simple vocabulary, often inappropriately used; no control of word choice and word forms; no attempt to use topic-related terms questionnaire the questionnaire is designed to reveal the students’ perspectives towards the use of blogging and what they think of the implementation of guided writing using dictogloss, and no guidance in writing has made any difference to the quality or competence of their writing skills. more specifically, items of the questionnaire were developed based on the following inquiries: (a) the use of blogging in writing activities; (b) the benefit of guided collaborative blogging; (c) affective domain’s writing on the blog; and (d) whether adopting blogging to improve their writing. the scoring system used a likert scale with four choices ranging from strongly agree to strongly disagree, with each choice having its score to be converted into a per centage. the authors developed the items and involved one expert to validate (face validity). interview the interview in this study aims to crosscheck the result of the writing test and questionnaire. it was a semi-structured interview asking four students from each control and experimental class. eight students were chosen randomly and given some questions after they finished the writing activities and followed the test. hence, the interviews were to deeply analyse and provide a reason for the writing scores obtained by students from the experimental and control groups and crosscheck the questionnaires' results in depth. findings students’ writing achievements the students were given five sets of writing exercises during the study. a different treatment was guided writing, where the experimental group was sri hardiningsih & elizabeth a. amalo 386 joall (journal of applied linguistics and literature), 8(2), 2023 given the dictogloss technique using a book entitled business results: intermediate student’s book (hughes & naunton, 2008). further, the experimental group was also led to collaboration and peer feedback while blogging within the implementation of dictogloss. on the other hand, the control group was not given any treatment but blogging, in which they were free to use the blog. using the same exercises, the data from each group were compared to reveal the effects of the treatment. table 3 depicts the result of writing practices in the experimental class. table 3. post-test results in the experimental class score d1 d2 d3 d4 d5 total ≤50 2 1 1 5 51 60 2 3 2 2 1 10 61 – 70 4 2 2 1 1 10 71 – 80 3 2 3 3 3 14 81 90 1 2 2 4 3 12 91 100 2 2 2 4 10 total 12 12 12 12 12 60 notes: d1: dialogue 1 d2: dialogue 2 d3: dialogue 3 d4: dialogue 4 d5: dialogue 5 ∑: amount table 3 informs the students’ writing achievement in five assigned tasks. six scoring levels started from lower than or equal to 50 to 90 – 100. it was found that the students’ most frequent score is between 71 to 80. there is a slightly different range of scores of 12, which were 81 – 90. even though there were five occurrences in which students’ scores in this class were lower than 50, it was only a small number of five. surprisingly, ten papers obtained almost perfect scores. the remaining others were scored 51 to 60 and 61 to 70 with equal occurrences of 10. on the other hand, students in the control group were also given similar tests. table 4 depicts the score results. table 4. post-test results for the control group score d1 d2 d3 d4 d5 total ≤50 3 4 3 4 4 18 51 60 3 3 4 3 2 15 61 – 70 3 2 3 3 4 15 71 – 80 2 2 2 1 7 81 90 1 1 1 1 4 91 100 1 1 total 12 12 12 12 12 60 the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 387 table 4 shows a quite different result score compared to table 2. it was informed that most of the scores obtained by the students from test 1 to test 5 are lower than or equal to 50, with 18 out of 60 papers written by 12 students in the class. score 51 to 60 and 61 to 70 are similar to 15. further, only one paper achieved 91 – 100 or excellent writing. it can be concluded that there was a significant difference in results compared to] experimental and control classes. it means that dictogloss implementation while using blogging gives dramatic differences in results in the students’ writing achievement. the comparison of significant differences in writing achievement can be more clearly understood by looking at table 5. table 5. the per centage of students’ writing achievement by level range of score level experimental class per centage control class per centage ≤50 very poor 5 8.3 18 30 51 60 poor 10 16.6 15 25 61 – 70 fair 10 16.6 15 25 71 – 80 good 14 23.3 7 6.6 81 90 very good 12 20 4 20 91 100 excellent 10 16.6 1 1.6 table 5 shows a considerable achievement difference between the experimental and control classes. specifically, only 5 out of 60 students obtained scores lower than 50 in the experimental group. contrastively, 30 per cent of the whole papers scored lower than or equal to 50 in control lass. further, 16.6 per cent of the students achieved a level of excellence, while only 1.6 per cent obtained the same level in the control class. overall, 36 per cent of the students in the experimental class achieved scores more than 70. on the other hand, 27.2 per cent of the students in the control class achieved the same; most were (20 per cent) at an excellent level. from this statistical data, it can be concluded that students in the experimental class achieved higher scores than those in the control class. students’ perspectives the findings of questionnaire-based interviews with students indicated that they were interested in the method used; it is known that 12 students expressed interest, five expressed less interest, and three did not respond. dictogloss can assist students in achieving language teaching and listening objectives such as creative thinking, listening, writing, autonomous learning, and collaborative learning. jacobs and small's (2003) research shows that students have a better knowledge of texts when the lecturer reads them repeatedly while the students listen, and then the students write them down according to their understanding. sri hardiningsih & elizabeth a. amalo 388 joall (journal of applied linguistics and literature), 8(2), 2023 a quantitative method is taken so that the results of teaching and learning techniques involving creative thinking and collaborative learning via blogging can be described more descriptively. to enhance creative thinking, it is utilized as an independent variable to evaluate the dependent variable, namely listening and writing skills, because these activities are interrelated and will allow students to practice both skills concurrently. the findings of the dictogloss and creative thinking listening tests indicate that these strategies can be utilized to improve students' writing abilities. table 6. perceptions of students regarding the use of blogs statement strongly disagree disagree in doubt agree strongly agree total 1. writing on a blog makes me more aware academically. 29,2 % 58,3 % 12,5 % 100 % 2. writing on a blog makes me more careful in diction and spelling. 16,7 % 75 % 8,3% 100 % 3. i become more attentive to grammar when i write on a blog. 20,8 % 75 % 4,2% 100 % 4. writing on a blog allows me to be more thorough in explaining revisions and arguments. 29,2 % 66,7 % 4,2% 100 % 5. writing on the blog helps me grasp corrections and communicate points better. 12,5 % 62,5 % 8,3 % 8,3 % 8,3% 100 % the students' reactions to five assertions about their blogging experience were summarized in table 6. the statements covered 1) writing style and register, 2) writing structure, 3) word choice and spelling, 4) grammar, and 5) editing. editing was unanimously recognized as the most critical component and was the only one on which all students agreed. 66.7 per cent highly agreed, while 33.3 per cent felt that blogging prompted them to revise their work by carefully rewriting their arguments and presenting ideas. the participants deemed editing critical because writing is permanent, and they needed to maintain their language, particularly as esp learners. the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 389 grammar was the second most agreed-upon component, with 97 per cent agreement (42.4 per cent strongly agreed and 54.6 per cent agreed). students stated that writing on the blog taught them to be more conscientious about grammar usage. only one student (3 per cent of the class) expressed disagreement with the assertions—the third most crucial context concerned word choice and spelling. figure 1. examples of students’ feedback grammar errors by blog students typically fall into the following categories: sentence patterns with a subject and a predicate. the sentence pattern 'he work' contains inconsistencies. 'he works' should be substituted for 'he work'. further, english as a foreign language (efl) students could construct paragraphs. even though there are still grammatical faults in 'barbie needs,' the topic sentence is considered in conjunction with the supporting sentence. they can use 'pronouns' as a tool for cohesion. additionally, they employ 'transitions ' to provide extra explanations for supporting sentences without sequencing properly. for example, they write ‘finally’ without writing the preceding phases such as ‘first,’ ‘second,’ and ‘third.’ sri hardiningsih & elizabeth a. amalo 390 joall (journal of applied linguistics and literature), 8(2), 2023 figure 2. cohesion and unity: inappropriate use of the single-subject form students continue to make frequent errors regarding the subject + predicate sentence form. they assume that the singular subject is identical to the plural subject in form. students continue to struggle with the tenses in the second text. students are unaware of the appropriate tenses for dialogue/text. despite having the same level of agreement (97 per cent) with the second highest component, only 12.1 per cent strongly agreed, and 84.9 per cent agreed that writing blogs had caused them to be more careful with their word choice and spelling. with 90.9 per cent agreement, the fourth highest component was the writing structure. 9.1 per cent strongly agreed, and 81.8 per cent agreed that blogging had taught them to be more conscientious about sentence and paragraph structure. three students (9.1 per cent) disagreed, claiming that writing on the blog had yet to teach them to be more conscientious about the structure of their writing. the component with the lowest agreement rate was the style and register of writing. 12.1 per cent of students (n=4) strongly agreed, whereas 72.7 per cent (n=24) agreed that blogging required them to utilize academic writing style and register. the remaining 15.2 per cent of respondents expressed disagreement with the assertion. table 7. students' perceptions of their affective domain's writing on blogs statement strongly disagree disagree in doubt agree strongly agree total 1. writing in a blog makes me use a scientific style. 2. writing in a blog in general. makes me more careful in writing 4,2% 12,5% 29,2% 45,8% 58,3% 41,7% 8,3% 100% 100% the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 391 according to the findings in table 7, it was clear that most participants had a favourable attitude about using blogs for writing. 54.5 per cent of participants (n= 18) strongly agreed with the statement that they loved posting on blogs to improve their writing skills. the findings show that teaching writing via blog might pique students' interest in the subject due to the participatory element of the blog, which allows users to contribute materials such as photographs, music, videos, and applications. 93.9 per cent (n= 31) of participants agreed that their argumentation and descriptive writing might be better by online blogging. the students' favourable attitudes and comments indicated that blogging was an effective tool for practising writing, motivating them to improve their writing skills. this conclusion recommended that blogging be integrated into the english language classroom's writing instruction. table 8. attitudes of students regarding adopting blogging to improve their writing in per centage (%) statement strongly disagree disagree in doubt agree strongly agree total 1. blogging is an effective way to learn to write english. 2. blogging can increase writing activity. 3. blogs can motivate me to be more active and interactive. 4,2 4,2 25 41.7 62.5 50 54.2 33.3 25 100 100 100 the students' attitudes toward the notion that blogging improved their english writing were summarized in table 8. concerning issue 8, more than 60 per cent of participants strongly believed that blogging was an effective method of teaching english writing. this indicated that a blog may be a more dependable method of teaching writing than the more traditional method. teaching writing through a blog allows for interaction between the teacher and students in both formal and casual learning environments. meanwhile, 39.4 per cent (n=13) agreed, and 57.6 per cent (n=19) strongly agreed that blogging may help academic writers improve their quality. the public nature of the blog pushes users to focus more on the topic and language used in their writing. eight per cent (n=27) of respondents stated that blogs could drive them to write more actively and interactively. as participants attempted to build an emotional connection with the reader through talks on personal sri hardiningsih & elizabeth a. amalo 392 joall (journal of applied linguistics and literature), 8(2), 2023 subjects, their postings made them feel emotionally attached and eager for feedback. discussion the role of dictogloss as a guide in writing using blogs has a significant effect in optimizing the students’ writing achievement. dictogloss enhances their ability to communicate in writing. the current study confirms prior research (jacobs & farrell, 2001) by demonstrating that the dictogloss technique can promote collaborative learning activities in groups that display knowledge of tenses. additionally, the study's findings are similar to the research results of mehdiabadi and arabmofrad (2014), indicating that listening training utilizing the dictogloss technique produces superior results compared to writing without training. consequently, 75 per cent of students believed that writing a blog using dictogloss increased their awareness of vocabulary and spelling, and 67 per cent said that it increased their understanding of grammar. while 93.9 per cent of students believed that writing on a blog may help them improve their argument and description, they had a favourable view of using the blog to motivate their writing abilities. it concludes that blogging has the potential to be a transformational technology for teaching and learning. further, the students’ perspectives towards guided writing, such as the dictogloss technique, are essential in writing. it is in line with firmansyah (2020) and sugondo et al. (2021), who claimed that students feel supported and more confident in writing when dictogloss is given to them. students agreed that their writing skills through blogging provided invaluable experience, as they gained fresh motivation for expressing their ideas more positively and constructing their belief in learning english as a result of this task. however, other students stated they still lack the vocabulary necessary to personalize their ideas. therefore, they posted text that varied in length. as can be seen, 62.5 per cent of students responded that blogging improves their english writing skills. 41.7 per cent of students responded that blogging is an alternate method for learning to write well in english, while 50per cent of students stated that writing through blogging can drive them to be more active and engaging. the other explanation could be related to the quality of peer input. additionally, it assists students by increasing their access to competent peers who provide constructive criticism. using vygotsky's concept of 'zone proximal development' (vygotsky & cole, 1978), students can engage with capable peers from various areas of the world. students who strongly agreed to use blogs to study developed a more critical perspective as their writing became more logical and unified. while the outcomes of writing in a grammatically correct structure are encouraging, students still require further listening training to develop a critical attitude while listening to dictation (dictogloss) in the form of text/reading or when conversing about the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 393 business topics. students frequently make errors in picking the predicate throughout the writing process, and it is a catastrophic error if the subject and predicate are incorrect, as well as the tense, as the outcome becomes distinct meanings. signage is widely used, although only in part. while pronouns and transitions between sentences have been successfully employed to create cohesiveness within paragraphs, some manuscripts have improperly applied tenses as a cohesion metric. students are unaware of which tenses are most appropriate for their constructions' text. this study replicated prior findings (collins, 2007; jacobs & farrell, 2001), demonstrating that the dictogloss approach can boost collaborative learning activities in groups that demonstrate knowledge of tenses. additionally, the research indicates that listening training employing the dictogloss technique produces superior results compared to no training. the listening results demonstrate that the treatment group outperformed the control group. similar findings from research by vasiljevic (2010) indicate that the dictogloss technique is multitasking activities and skills. the post-test findings revealed that the writing score was heavily weighted toward content, as there were two students classified as 'very good' since ideas, topics or themes, focus, facts, and writing illustrations can be flawless, demonstrating mastery of substantial knowledge. four students were classified as "excellent" because they ‘possess some adequate knowledge of the subject.’ three individuals are classified as ‘enough’ due to insufficient mastery of a topic or content. meanwhile, only one person was classified as 'extremely poor’ or inadequate in mastering subject and substantive knowledge. conclusion using blogs to support collaborative learning and a student-centred focus on learning to create and reconstruct knowledge is appropriate. a few students said they initially encountered difficulty but agreed that the course was challenging and motivating. while using dictogloss and creative thinking strategies, post-test outcomes significantly improved compared to students who did not receive the training. this study highlights a considerable achievement difference between the experimental and control classes— precisely, only five out of 60 students obtained scores lower than 50 in the experimental group. contrastively, 30 per cent of the whole papers scored lower than or equal to 50 in control lass. further, 16.6 per cent of the students achieved a level of excellence, while only 1.6 per cent obtained the same level in the control class. overall, 36 per cent of the students in the experimental class achieved scores more than 70. on the other hand, 27.2 per cent of the students in the control class achieved the same; most were (20 per cent) at an excellent level. from this statistical data, it can be concluded that students in the experimental class sri hardiningsih & elizabeth a. amalo 394 joall (journal of applied linguistics and literature), 8(2), 2023 achieved higher scores than those in the control class. this study has the following implications about the use of dictogloss and blogging in the classroom: before using dictogloss, students should have a variety of vocabulary to use and be able to deal with the topics of listening and writing; students need to learn about sentence coherence and grammatical use by constructing a scaffolding from the first semester of studying english, given that english is learned as a foreign language or specific purposes in indonesia and assuming that they know english in several semesters from general english to specific one. acknowledgements the authors appreciate the anonymous reviewers' remarks and the insights from colleagues and students who participated in our study conducted at politeknik negeri semarang. our appreciation goes to politeknik negeri semarang, which funded this research grant. we would also like to extend our gratitude to professor safnil arsyad, with whom we collaborated on this research, for his crucial feedback and assistance during the writing process. his skills and thoughts were critical in influencing the path of this paper. references akib, m., & saputra, d. 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(2022). the use of dictogloss to improve students’ writing in muhammadiyah plus secondary school batam. jurnal joepallt (journal of english pedagogy, linguistics, literature, and teaching), 10(2). the authors sri hardiningsih has been a senior english lecturer at politeknik negeri the impact of dictogloss and blogging on efl students’ writing skills in an indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 397 semarang for 34 years. she specializes in teaching english for specific purposes, teaching using technology, and developing english teaching materials. elizabeth a. amalo, a senior lecturer at politeknik elektronika negeri surabaya, focuses on english for specific purposes and computer assisted language learning. 1 an analysis of interactional pattern between teacher and student in sman 1 curup kota hendi afriyanto alamsyah harahap azwandi university of bengkulu email : tamuaraf@yahoo.co.id abstract: this study investigates the interaction pattern in sman 1 curup kota, based on coulthard theory (2002). this study analyzed the interaction pattern and type of act used by teacher and students to see the ideal pattern in the classroom. the data analysis shows that (a) the dominant pattern used in the classroom is complete pattern (irf) and there are also semi-complete pattern (ir) and incomplete pattern (if); (b) in the type of acts section, the elicitation is the highest followed by informative and starter in the initiation move, reply as the highest act in the response move, and in the follow up accept as the highest followed by comment. it can be concluded that interaction pattern in the classroom is dominantly occured is ideal pattern but it’s not good interaction pattern because delimit student opportunity in the classroom keywords : interaction, classroom discourse and interaction pattern (irf) introduction interaction is one way of human to do their communication with others. in education sector, the interaction used as a bridge to connect the teacher and student in teaching learning process. it is also become a factor that determine the successfull teaching learning process. as stated by harmer (2001) he stated that some factors which influence the teaching learning process such as teacher, curriculum, syllabus, materials, methods, media, evaluation, students and interaction. therefore a teacher should take a look carefully the classroom interaction as the one of the successfull factor in teaching learning process. interaction in the classroom is so important because it underpins everything that goes on in classrooms. it is central to teaching, to learning, to managing groups of people and the learning process, and to organize the various tasks and activities that make up classroom practices (walsh, 2011). similarly, according to lier (1996 cited by walsh, 2006), interaction is the most important thing on the curriculum, if we are to become effective as teachers, we need not only to understand classroom communication, we need to improve it. therefore the role of interaction in the classroom explicitly is vital to the teaching learning process and the purpose of interaction in the classroom also is to help teacher understand his role in the classroom as facilitator who helps student to use their language through teaching and learning process in order to increase their knowledge about the course therefore teacher can maximize student potential in the classroom. a study from lewis (1997), he looks at teacher student interaction in the secondary level of indonesian context. his findings revealed that english lessons were mailto:tamuaraf@yahoo.co.id 2 teacher-centred and textbook driven and another study from maulana, opdenakker, stroet, and bosker (2012) revealed that indonesian teachers spent most of their time lecturing in front of the classroom therefore there is hardly any interaction with students. in conclusion those research indicated there was a dominancy of teacher in the classroom therefore the interaction is very important to see in the classroom as one of the component in the teaching learning process. another study, conducted by harahap, (2015), the purpose of this study is to describe and explain the phenomenon of the practice english language learning with a particular focus on the interpersonal relationship between teacher and student through the study of classroom discourse analysis. the result of this research concluded that teacher-student act in the classroom discourse of teaching english in high school was dominated by teacher‟s act and speech act that reached 94% out of the total acts of english classroom discourse. furthermore, the structure of classroom discourse of teaching english in high school was in an asymetric form which was not accordance with the learning concept based on the recent english teaching and learning approach. ginarsih (2013), conducted study in senior junior high school in lampung, the result revealed that classroom interaction process in english speaking class is quiet satisfaction where the high percentages of student inform (33.79%), students elicit (14.95%) and teacher elicit (16.89%), teacher inform (14.12%), check (13.01%), teacher direct (7.20%) indicate that students have their own awareness to get involved in the activity and to participate as well as to interact actively during the teaching learning process. a teacher also need to see the pattern of the interaction. it is neccesary to understand the pattern that possibly occured in order to help teacher to understand his role in the classroom not only as a controller, manager, director, or resource but also as facilitator (brown, 2000). a facilitator descibed as facilitating the process of the learning and making learning easier to the students as the result an ideal interaction will be possible to achieve in the classroom as stated in coulthard, (2002); walsh, (2006) & (2011) ; bloome , (2005) and cazden ,(2001) the most common pattern which is occured in the classroom is irf (initiation responsefollow up). implicitly the ideal pattern found in the classroom is irf (initiation-response-follow up). structurally, (irf) means an initiation or question from teacher, response or answer from student and follow up or feedback from teacher. only a few studies which focus on the pattern of interaction in the secondary school level in indonesian context, for example ginarsih (2013), conducted study in senior junior high school in lampung, the result revealed that classroom interaction process in english speaking class is quiet satisfaction where the high percentages of student inform (33.79%), students elicit (14.95%) and teacher elicit (16.89%), teacher inform (14.12%), check (13.01%), teacher direct (7.20%) indicate that students have their own awareness to get involved in the activity and to participate as well as to interact actively during the teaching learning process. there are plenty studies about interaction pattern in non indonesian school context. for example studies from liu (2012), atkin (2001) and matthew (2010). these researchers found that irf pattern dominated interaction in the classroom and teacher was dominant in talking in the classroom. however only a few studies conducting a research about interaction pattern in the senior high school level. whereas the interaction pattern is one of the important factor to see, as explained before by understanding interaction pattern teacher will realize their actual role in the classroom as a facilitator and able to create as many as opportunity 3 for the student to optimize their potential in the classroom. it is one of the reason why the researcher take this topic. there were 2 main questions in this research 1) what patterns of interactions are used in the classroom ? 2) what is the type of act un the initiation move, response move and follow up move occuring in the classroom?. methology researcher designs this research by using qualitative method. it is appropriate design for this study because qualitative research uses a naturalistic approach that seeks to understand phenomena in context-specific settings, such as real world setting where the researcher does not attempt to manipulate the phenomenon of interest (patton cit.golafsani, 2003: 600). the participants of this research are 2 classes from social and science class. those classes are taught by same teacher. the teacher is also become the object of this research to be observed because teacher got involve in the classroom interaction. teacher a who was the subject of this research had been dedicated himself in sman 1 curup kota more than 20 years and experienced in teaching english. science class 1 (xi ipa 1) and social class 3 (xi ips 3) were subject of this research included the teacher table 1. subject of the research subjects male female total teacher 1 1 xi science class (ipa 1) 12 20 32 xi social class (ips 3) 14 18 32 total 80 this research concerned to the observation instrument as the main instrument in this research. it was taken by seeing the question of the research and set the appropriate instrument according to the research question. the table of analysis of this research was designed based on (coulthard, 2002) theory, as follows : table 2. observation instrument no irf move subject utterances act exchange line 4 the researcher also used 2 video cameras to obtain verbal data from teacher and student in the classroom. there were several steps has been conducted also to analyze this study, transcribing the video, coding data, interpreting data and finishing or conclusion. finding and discussion interaction pattern in the classroom the first objective of this research to classify the pattern of interaction in the classroom. there were certain patterns found there; complete pattern, semi complete pattern and incomplete pattern. table 3. interaction pattern in the classroom no type irf pattern frequency percentage 1 complete pattern (irf) 140 34,06% 2 semi complete pattern (ir) 120 29,19% 3 incomplete pattern (if) 14 3,41% total 274 66,66% from table 3. complete pattern (irf) obtained from the classroom only 140 interactions applied or (34,06%) from 411 interactions. this result even couldn‟t reached a half of total interaction found the classroom. in fact this pattern dominated by teacher role in which control the classroom by using teacher elicit. the interaction below is the example of the complete pattern (irf) in the classroom extract 1 (first meeting, science class, example of irf) 4 i teacher : so the sentence is simple present tense where did you know? 5 r pupil : from verb 6 f teacher : from the verbs from the example above , researcher could construct the pattern as follow : 5 figure 1 complete pattern (irf) the example from extract 1 was taken from interaction transcript first meeting science class in line 4, 5 and 6. it shown us where student proposed a question then answered by student and the last teacher accept the answer by using repetition of the student reply. therefore it constructed a complete pattern (irf). the second pattern found in this research is ir. in this research, researcher called semi complete pattern because it was not complete yet. such ir (initiationresponse) in this term, there is no feedback or follow up from teacher as the completion of the interaction pattern. based on the table 4.1 from 411 total interactions researcher found there were 120 interactions used ir pattern (29,9%). the interaction below is the example of semi complete pattern (initiation response) extract 2 (first meeting, science class, example of ir) 70 i teacher : what is the meaning of refresh ? corner! 71 r pupil : mengulang from the example above, researcher could construct the pattern as follow : figure 2. semi complete pattern (ir) the example of extract 2 was taken from interaction transcript in science class first meeting line 70 and 71, it was a condition where student initiates by eliciting teacher then replied by teacher, this pattern formed initiation – response (ir). 6 the last pattern is incomplete pattern, in if (initiation-follow up) there is no response move from student as a bridge between initiation and follow up move. based on the table 4.1 from 411 total interactions researcher found there were 14 interactions used if pattern (3,4%). extract 3 (first meeting, science class example of if) 15 i teacher : the second, we will check to the others or present continous, a rabbit eats a carrot , what is the present continous ? r pupil : (silent) 16 f teacher : ya,a rabbit is eating a carrot from the example above, researcher could construted the pattern displayed in the figure below : figure 3. semi complete pattern (ir) the example of extract 3 was taken from interaction transcript in science class first meeting line 15 and 16. in extract 3, the teacher asked student about the related course unfortunately student can‟t answer the question therefore the teacher must answer the question by himself as the result the constructed pattern formed was initiaton follow up (if). the rest of the interaction for this research categorized as uncategorized pattern because only initiation occured, by means there was no interaction there. it is (i) or only initiation. in this case only initiation could occur without using response and follow up, such as teacher inform, teacher elicit without response or only checking student progress without asking their response. based on the table 4.1 the amount of only initiation as single move is in the second position after completed pattern (irf). it indicated by 137 utterances used this uncategorized pattern from 411 total interactions in the classroom. this number was filled by teacher inform, unresponsed question from teacher, teacher direct and check in classroom. the following 7 example shown the example uncategorized pattern in this study: extract 4 (social class, first meeting, example of uncategorized pattern) 7 i teacher : do you want to write the sentence ? r pupil : (silent) in the extract 4 line 7, the teacher directed student to write the sentence in the whiteboard but no response from student. extract 5 (social class, first meeting, example of uncategorized pattern) 12 i teacher : apa artinya listen and pay attention ? r pupil : (silent) in the extract 5 line 12, the teacher asked student by asking them, but the student cant reply the question as the consequence there was no response from student. extract 6 (social class,first meeting, example of incomplete pattern) 87 i teacher : ini seperti yang telah saya sampaikan kepada anda memang pernah terjadi secara kebetulan kalo saya sendiri memang terjadi pada ponakan saya anak adik saya itu yang terpintar ya jadi yang terpintar waktu itu adalah di sumatra barat sesumatra barat dia tinggalnya di pelosok di daerah lagi jauh miskin lagi sudah jauh misin dia bisa terpintar di sumatera barat itu kan enak itu nahhh sampe sampe dia sekolah itu saja gratis lagi sudah sekolah gratis dia buku nggak tapi disuruh njelaskan dapat semuanya punya (.) cuma kalo malam memang dia nggak pernah belajar, malam itu kerjaanya itu hanya nonton tv ya jadi kalo nggak nonton tv dia maen game ya seperti itu ternyata hanya di sekolah itulah dan dia yang terpintar sampe ujian nasional hanya satu nilainya yang nyaa yang tidak sepuluh atau nilai seratus........... r pupil : (silent) in the extract 6 line 87, the teacher gives information to the student, but there was no student response the information from the teacher. extract 7 (social class, first meeting, example of incomplete pattern) 8 122 i teacher : sudah semuanya ini ? r pupil : (silent) in extract 7 line 122, where the teacher is checking his student task by asking them but no response or reply that initiation. act types of in the classroom the second research question of this research is looking for the acts of each move. the analysis of act in this research held in 2 classes (science and social class). in this research move divided into 3 parts; initiation move, response move and follow up move based on model sinclair and coulthard, in coulthard (2002). there are 22 kind of acts used to match with 3 kinds of moves (initiation, response and follow up). each act has their own function in the utterance , to ease researcher in determining the kinds of act while the observation, researcher used linguistic features that attached in the appendic. it is used to give a guidance for researcher about the characteristic of each act. in order to organize the data, researcher has served it into the appropriate table. the result can be seen in the following table table 4. type of acts used in the classroom interaction no types of act move initiation (teacher) response (student) follow up (teacher) 1 elicitation 270* 11 2 starter 55 3 marker 42 4 check 19 5 directive 48 6 clue 1 7 prompt 7 8 cue 16 9 bid 3 7 10 nominate 8 11 informative 97 9 12 reply 207* 25 13 react 13 14 acknowledge 17 15 evaluate 10 16 accept 108* 17 comment 70 18 loop 19 aside 20 conclusion 6 21 metastatement 6 22 silent stress 42 total act 620 255 213 percentage 56,98 % 23,43% 19,59% based on table 4.2 in initiation move, researcher obtained elicitation, directives, prompt, cue, nominate, informative, starter, marker, check, clue , bid, conclusion, metastatement and silent stress. by looking at this data, elicitation act really dominated, it indicated by high proportion of elicitation 270 times in the interaction that found bigger than any acts in the initiation move. it was also followed by informative and starter in the second and third position. response move occurs when initiation accepted or need to be responded. based on table 4.2 move consisted of reply, react, bid, elicitation and acknowledge. it is regularly true that this move refer to student or student is more dominant in this move but sometimes this move also used by teacher because teacher need to answer student‟s elicitation. this data shown indicated initiation move still affected response move, it is shown by the higher frequency of elicitation, the higher possibilty also frequency of reply occured , in this study, researcher obtained 207 replies in the classroom. but in this move there was elicitation act emerged in this study. it was about 11 elicitation acts. meanwhile in the follow up, it is consisted of evaluate, comment and accept. this move used to respond the response move. for instance when student can answer teacher question, teacher sometimes giving reply, comment, accept or evaluate the student answer. in this act, accept was (108) times found in this study and dominated the other act in this move. it was followed by comment in the second position. based on the observation sometimes accept and comment found in one utterance. but in this move there was relpy act emerged in this study. it was about 25 reply acts. 10 time duration of each move in this research the researcher calculated the time duration of each move in order to know how much those moves applied in the classroom. it is neccessary to do to see the length of student and teacher talk in the classroom. the amount of teacher and student talk in this research represented by initiation from teacher, response from student and follow up from teacher. the problem of quality of each move itself also used as one of the reason why researcher put this data in this research even if there is no research question about this term. at the field, the courses should be done for 90 minutes, in fact the the duration of courses decreased because of some reason; first, the day when the researcher did observation was friday, it‟s a day when there was an event before students coming to the class such as, yasinan bersama and doing exercises as the effect it consumed much time of the courses, it could be 10 – 15 minutes took course duration. second, teacher and student also consumed much time walked to the class or teacher and student need time to come to the class. when teacher come to the class, there is still student in outside the classroom therefore teacher must wait the students, and also when all students attended the class, they must wait the teacher walked to the class, it is also consumed much time between 5-10 minutes. the result of each moves consumed the duration in this research is mentioned in table below : table 4. time allocation of classroom interaction no pattern minute percentage 1 initiation (i) 180 minutes 69,2% 2 response (r) 27 minutes 10,3% 3 follow up (f) 53 minutes 20,3% total 260 minute 100% based on the table above , the time spent dominated by initiation move. it indicated by 180 minute or 69,2 percent of the course was spent by initiation move. it occured because teacher in initiation move giving their information, experience and the courses before coming to the elicitation. after initiation there was follow up with 53 minutes or 20, 3 percent, in this move also teacher has a big deal role to talk after student response and also sometimes it wasted too much time by comment the response from the student. the last was response from student. in this move student‟s role in this study dominant to be a responder of the initiation, so when the elicitation, direction or informing applied by teacher, there students replied, react or sometimes giving back question as the response. 11 discussion based on the result or finding, the complete pattern occured more in the classroom or dominated the interaction pattern in the classroom. based on researcher observation, this pattern occured more beacuse teacher wanted to facilitate student to follow the course by giving a lot of elicitation. as stated by walsh (2002), a teacher should maximize student involvement and facilitate student to contribute to the discourse. by using complete pattern (irf) automatically teacher has provided and facilitated students to contribute to the discourse or getting involve to the interaction in the classroom. it was also in line with some previous studies by liu (2012), atkin (2001) and matthew (2010). these researchers found that complete pattern (irf) dominated interaction in the classroom. as the conclusion the complete (irf) pattern still was the ideal pattern used in the classroom. it was also indicated that the teacher still be the initiator and student as responder. it is appropriate with (walsh, 2006) he stated that the underlying structure of second language lessons is typically represented by sequences of discourse „moves‟ ir(e/f), where i is teacher initiation, r is learner response and e/f is an optional evaluation or feedback by the teacher. it means that the ideal pattern in the classroom was complete pattern (irf). act is smaller part of classroom interaction model of coulthard (2002). regarding to the result, in the initiation move, there were 14 acts among of them elicitation act as the highest act. it implied that teacher was more dominant in opening the interaction, it is also as the consequences of the responsibility from the teacher as an educator, teacher should help their student to understand the input that they receive from the teacher, it called as “modifiying speech” (walsh,2006), therefore teacher simplied their courses by using a lot of question to help student comprehend the courses easier. beside the elicitation also there was starter and informative in this move that has a little significant different amount, it implied that teacher also helped the student to concentrate to the course and be focus with the discourse by using starter and informative, in other side it was also spent a lot of time therefore teacher still be dominant in this move. in the response move, there were 5 acts among of them reply as the highest. it implied that student only speak when the teacher asked them question. it indicated students were not active to ask a question in the course or self-initiated to give an opinion, asking a question even giving a new information. it was also as an effect of the display question delivered by teacher, therefore student didn‟t try to think and negotiate with the teacher about the answer of the question. then in the follow up move, there were 4 acts among of them accept is the highest act. it implied that teacher only accepted the response from the student, it could be happened when a teacher only giving a display question which the answer has been known by teacher, if the teacher gave the display question, and the student ansewered it true, as the consequence the teacher only accept the response or reply without any comments, if teacher gave them a referential question which need student understanding and comprehend, the follow up may be different, because this kind of question need to be analyzed first. beside the accept, comment also has big frequencies in this research, it implied that teacher also appreiciated the student‟s reply by using comment but the comment of the teacher sometimes out of the topic of the course therefore make the students bored and teacher kept talking and dominated the classroom. based on the result, also teacher acts is bigger than students act. it implied that the 12 role of student was isolated only to response move, in other words the centrality of the courses still in teacher and it‟s appropriate with walsh (2006) and coulthard (2002) that the structure of initiation for teacher, response for student and follow up for teacher. this result is also quietly similar with the result from harahap (2015) who conducted his research in sma budhi warman ii jakarta, the result indicated the discourse acts from teacher was bigger than students act and teacher dominated the course in the classroom. in addition from 540 minutes as the predicition of total duration of english course in the classroom was not match in the field, from 6 meetings only 260 minutes applied, it happened because the time spent for the course has been cut by the task given by teacher to the student and waiting for students and teacher coming to the classroom also spent much time 5-10 minutes. based on result also, among of the moves, the time duration of initiation move was the highest. it implied that teacher still dominated the classroom especially in the time duration. whereas students need more time to practice their english in the classroom or it indicated that the opportunity of the student to practice their english is so limited. therefore the teacher should able to drive and produce more interaction in the classroom. this condition was reflected from the condition in the classroom. it also proved by more than 69,2 percent teacher took control the classroom through his talk, thus it gave us a description why teacher talked more than student in the classroom. this result also in line with the studies from lewis (1997), maulana (2012) and nurmasita (2010) that teacher still lecturing in the classroom, teacher dominancy in talking in the classroom and teacher spent more time than students therefore it could not maximize student involvement in the classrroom. in fact, those results implicitly stated that the ideal pattern in the classroom such as complete pattern (irf) has been not determined as a good interaction in the classroom because the limited involvement from student. nunan (1991) pointed that excessive teacher talk should be avoided to give students more opportunities to produce comprehensible output themselves. therefore the ideal pattern could be completed as a good interaction also if the student talk more in the classroom not teacher, a teacher only facilitator that support the student in the classroom this condition was appropriate connected with mckay (2003) who suggests that communicative language teaching (clt) may not fit in straightforwardly with asian educational culture. it was also compared with other study such as maulana (2012) and lewis (1997) which the result was indonesian teacher was lecturing. not only in indonesia, it was also found in japan and china that believe as the advance country from asia. hing (2013) china learners was using rote learning, the student was passive larner and teacher was an authotarian and the student was obedient to keep silence in learning. it indicated asian learner such as indonesia, china also was not ready to accept english as the second language.it indicated by the cultural effect from each countries that build the characters of the learner itself. indonesia could be apparently and closely with japanese education sector when the invasion of japanese for 3,5 years as collonial in indonesia also has planted the same culture in indonesia culture. beside the cultural factor, the result of this research also awake us about our pedagogical system where student must be given as much as opportunity to contribute in the classroom. then we couldn‟t generalize all student have the same ability because they were from different background knowledge and linguistic 13 capabilities. the most important from the result of this research was about how teacher can improve the interaction in the classroom by helping student to be a risk taker, high motivated and handled their anxiety to improve the quality of interaction. conclusion this study attemps to find out the pattern of interaction in the classroom and act type that used in the classroom. this conclusion was taken from analysis in chapter 4. firstly ,the result indicated that there are 3 kinds of pattern found in the classroom; 1) complete pattern (irf), 2) semi complete pattern (ir and if), 3) and incomplete pattern (i). the dominant pattern found in the classroom is complete pattern (irf). secondly, the result indicated that each move has their own dominant act, in initiation move , elicitation as the the dominant act, in the response move reply as the dominant act and in the follow up move accept as the dominant act there. in conclusion, the ideal pattern has been discovered in this research and dominated the interaction pattern in the classroom. however it was dominated by teacher talk, therefore the ideal pattern in this research was not good enough to give the opportunity for student to develop their potential especially in speaking english. it is supported by the acts and time duration for teacher and student to talk. references atkin, andrew (2010).sinclair and coulthard‟s „irf‟ model in a oneto-one classroom: an analysis. retrieved on 13 th august 2016 ,http://ccsenet.org bloome. david (2005).discourse analysis and the study of classroom language and literacy event. new jersey: lawrence erlbaum associates : b.cazden.courtney (2001). classroom discourse: the language of teaching and learning. portsmouth: heinemann coulthard .m .(2002). advances in spoken discourse analysis. new york:routledge ginarsih. inggar (2013). an analysis of classroom interaction at the second year of smp 17 gedongtataan. retrieved on 12 th august 2016. http:// 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(2003). the cultural basis of teaching english as an international language. tesol matters, 13(4), 1-2. http://google/ http://google/ 14 matthew.(2010). applying the sinclair and coulthard model ofdiscourse analysis to –a student centered efl classroom. retrieved on 29 th august 2016 http:// eduacademia.com nahid golafshani. (2003). understanding reliability and validity in qualitative research. retrieved on 18t h september 2016. http://www.nova.edu/ssss/qr/qr8 -4/golafshani.pdf nunan, d. (1991). language teaching methodology: a textbook for teachers. new jersey: prentice hall. nurmasitah. sita (2010). a study of classroom interaction characteristics in a geography class conducted in english: the case at year ten of an immersion class in sman 2 semarang, retrieved on 12 th august 2016 http:// eprints.undip.ac.id/23803/ walsh, steve (2011).exploring classroom discourse.uk: university of nottingham walsh. steve (2006).investigating classroom discourse, new york :routledge http://www.nova.edu/ssss/qr/qr8-4/golafshani.pdf http://www.nova.edu/ssss/qr/qr8-4/golafshani.pdf 338 joall (journal of applied linguistics and literature), 8(2), 2023 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/20968 https://doi.org/10.33369/joall.v8i2.27540 metaphors in kaba tuanku lareh simawang story 1 muhardis , 2 yulia fitrina , 1,2pusat riset bahasa, sastra, dan komunitas, brin, indonesia 1jalan gatot subroto, jakarta article info abstract article history: received: may 14, 2023 revised: jul 20, 2023 & jul 26, 2023 accepted: august 1, 2023 this paper discusses the use of metaphor in kaba tuanku lareh simawang. using the content analysis method, this study analysed the metaphorical expressions found in the text, written by syamsuddin st. radjo endah and published by balai bahasa provinsi sumatra barat in 2021. this research aims to examine how metaphor was used in the text. the findings showed that metaphor was employed in phrases and clauses in kaba tuanku lareh simawang, taking the form of analogies related to human faces, fate, events, and animals. all the metaphors reflected the concepts alive and continuously developing in minangkabau society. metaphors reflected of human proximity to nature, following the adage "alam takambang menjadi guru”. the results of this study offer insights into the culture and way of thinking of the minangkabau people. metaphors are significant elements of language that represent people's thoughts and cultures. each culture has its way of using metaphors related to values and experiences considered important in their lives. thus, understanding the concepts and metaphors in language can provide profound insights into people's thoughts and cultures. in conclusion, this study highlights that the use of metaphor in kaba tuanku lareh simawang reflects human proximity to nature. metaphors are powerful tools in language that represent people's thoughts and cultures. analyzing metaphors in traditional literature can provide a deep understanding of a society’s culture and way of thinking. keywords: metaphor kaba tuanku lareh simawang culture and way of thinking content analysis conflict of interest: none funding information: none correspondence: muhardis, pusat riset bahasa, sastra dan komunitas, brin, indonesia. muha290@brin.go.id ©muhardis & yulia fitrina this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): muhardis & fitrina, y. (2023). metaphor in kaba tuanku lareh simawang. joall (journal of applied linguistics and literature), 8(2), 1-18. https://doi.org/10.33369/joall.v8i2.27540 the kaba is a traditional oral literature form of the minangkabau community originating from the west sumatra region of indonesia. generally, kaba contains stories about historical events, legends, or tales that carry moral and social values. kaba also embodies high local wisdom values https://ejournal.unib.ac.id/index.php/joall/article/view/20968 https://doi.org/10.33369/joall.v8i2.27540 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.27540%26domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.27540 https://orcid.org/0000-0001-8280-1220 https://orcid.org/0009-0007-6882-8006 metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 339 often used as a guide for minangkabau society in their daily lives (darmasiswa, 2013) toward a better and more meaningful life (elvys, 2019). one interesting aspect of kaba tuanku lareh simawang is rich metaphors or figurative language. metaphors in kaba tuanku lareh simawang can be found in various aspects, from the depiction of nature to the character traits and behaviors of the figures. the use of figurative language and metaphors in kaba is considered a form of linguistic beauty that has its appeal and message. furthermore, metaphors can assist poets and authors in delivering messages and meanings more effectively. indeed, the use of metaphors is not limited to kaba tuanku lareh simawang alone. other kabas, such as si buyuang karuik, si sabariah, umbuik mudo, and others, also contain metaphors. additionally, writer commonly employ metaphors in novels, as seen in tenggelamnya kapal van der wijk and in the well-known short story robohnya surau kami. however, the metaphors in kaba tuanku lareh simawang exemplify how a bundo (mother) shapes her child's character from early childhood until the child's marriage and parenthood. metaphors are often used to describe abstract ideas or concepts through comparisons with objects or phenomena that are more concrete and perceptible, including natural symbols. according to lakoff and johnson (lakoff & johnson, 1980), metaphors often arise from universal physical experiences, such as our experience with the physical world, cognitive experiences, and emotional experiences. in the realm of discourse, the term "metaphor" is frequently employed to delineate novel and lucid non-literal comparisons that can convey ideas that may be arduous to articulate directly (gentner et al., 1988). on the other hand, thibodeau (thibodeau et al., 2019), metaphors are an integral part of everyday communication. it is recognized that metaphors play a role in helping individuals understand complex issues, communicate efficiently, and have influence over others. for instance, the metaphor "sunrise" depicts a new beginning or something positive. this relates to the human experience of seeing the sunrise as the start of a new day and a time full of hope. similarly, the metaphor "storm" can describe a difficult situation or crisis, as storms are often seen as challenging and requiring effort to overcome. in literature, natural symbols are often used to depict a story’s characters, themes, or conflicts. for example, in ernest hemingway's novel "the old man and the sea," the sea and the marlin are used as metaphors to represent the power of nature and human resilience. all metaphors result in what is commonly referred to as metaphorical tension, which is caused by the conceptual mismatch a metaphor has concerning the context in which it is used. the tension in words, phrases, or sentences that, if taken literally, would be tense must be removed to understand the metaphor. it is important to muhardis; yulia fitrina 340 joall (journal of applied linguistics and literature), 8(2), 2023 remember that it would be strange to interpret a metaphor literally in its context (ortony, 2018). metaphor has become an interesting linguistics, literature, and social sciences research topic. various studies have been conducted to explore the use of metaphors in language and literature. additionally, metaphor has also been studied concerning politics. sofiana & amrina (2019), in their study titled "a conceptual metaphor analysis on donald trump's political speeches: the concept of america first," found that the concept of "america first" was depicted through metaphors such as a nation in need of protection and security, a company that needs to compete in the global market, and a family that must prioritize its interests before others. this article also shows that trump's use of metaphors in his political speeches can shape the public's views and understanding of his proposed policies. in his article "metaphor scenarios in public discourse," musolff (musolff, 2006) examined the use of metaphors in public contexts, such as mass media, political speeches, and other public statements. he introduced the concept of "scenarios" as a metaphor found in public discourse. "scenarios" refer to a series of interconnected metaphors that form a particular story or narrative in the public's understanding of a particular topic or issue. musolff demonstrated how metaphors are often used in public discourse to influence public opinion or shape a shared understanding of an issue. the consistent and constant use of metaphors within a "scenario" can form a solid and difficult-to-change public perception of a particular issue. moreover, musolff argued that using metaphors in public discourse can reflect the society’s culture and social values. metaphors serve not only as a way to explain abstract concepts but also contain values, assumptions, and stereotypes about the world that can influence people's understanding and attitudes. aside from the political domain, metaphors have also been studied in the financial field. wang and huang (wang & huang, 2021) analysed metaphors in the annual reports of chinese and english companies. they found that both languages use relatively high-frequency metaphors in the financial context. some frequently occurring metaphors in both languages include "financial bridge," "financial tree," and "rising sun." although there are similarities in the use of metaphors, their use also differs between the two languages. for instance, metaphors related to travel and influence are often used in english, while in chinese, metaphors related to architecture and nature are frequently used. wang and huang also found that using metaphors in annual reports can influence readers' perceptions of a company's financial condition. in this regard, using positive metaphors can strengthen a company's positive image, while using negative metaphors can raise concerns among investors. metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 341 not limited to these two fields, metaphors have also been studied in song lyrics. sari and maulana (sari & maulana, 2021) analysed metaphors in the lyrics of taylor swift's songs. this research employed a qualitative descriptive method and analysed three purposively selected songs. the analysis involved identifying the metaphors and explaining their meanings. the results showed that taylor swift uses many metaphors in her song lyrics, including metaphors about love, sadness, and other feelings. some of the metaphors identified include "love is a battlefield," "sadness is a storm," and "life is a stage." these metaphors convey more profound meanings in taylor swift's song lyrics. an example of a metaphor in taylor swift's song lyrics analysed in this study is "i'm a crumpled-up piece of paper/lying here" (in the song "all too well"). this metaphor depicts a feeling of sadness and loss, where one feels like a crumpled and useless piece of paper. in the context of the song, this metaphor is used to describe the loss experienced by taylor swift after breaking up with her partner. in the field of language learning, deignan (deignan & gabryś-barker, 2013) discuss the application of cognitive linguistics in the teaching and learning of second languages. one chapter in this book discusses metaphors in second language acquisition, titled "metaphor in second language acquisition," by jeannette littlemore. in this chapter, littlemore discusses how metaphors can aid in second language learning and affect how learners understand and use language. she also provides concrete examples of metaphors in second language learning, such as the teaching metaphor that depicts the teacher as a guide or travel leader and the understanding metaphor that depicts comprehension as something that can be achieved or attained through effort or a journey. based on several studies, it can be concluded that research on metaphor has extended to various fields. this means that this research is still an interesting topic for discussion. some studies focus on the development of methods to help analyse metaphors. steen (steen et al., 2010) developed a method for identifying linguistic metaphors based on the theoretical framework of the metaphor in discourse (mip) approach. the method is called mipvu (metaphor identification procedure, vrije universiteit) and involves several stages, including identifying expressions that have the potential to be metaphorical, determining the literal meaning and related concepts, and assessing whether there is a non-obvious mapping between these concepts that constitutes a metaphor. the authors argue that this method can help researchers and language learners better understand the cognitive processes involved in understanding and producing metaphors. they also suggest that the mipvu method can be applied to various types of discourse, including literary texts, advertisements, and political speeches. muhardis; yulia fitrina 342 joall (journal of applied linguistics and literature), 8(2), 2023 regarding discourse, especially literary discourse, gerard steen (steen, 1994) developed an empirical approach to understanding metaphors in literature in his 1994 book "understanding metaphor in literature: an empirical approach." this approach is based on concepts in cognitive linguistics and involves careful discourse analysis to identify and understand metaphors in literary texts. steen proposed that metaphor is an essential feature in literature, and basic concepts in cognitive linguistics can be used to understand how metaphor functions in literary texts. in his book, steen suggested three stages for analysing metaphors in literary texts: (1) identifying metaphors, (2) interpreting the meaning of metaphors, and (3) evaluating the significance of metaphors in a broader discourse context. based on the introduction description above, the issues expounded in this article regarding metaphors in kaba tuanku lareh simawang are formulated as follows: 1. what form of metaphors does the author use in kaba tuanku lareh simawang? 2. what meaning does the author intend to convey through these metaphors? method the data source for this research comprises words, phrases, clauses, and sentences found in the kaba entitled "tuanku lareh simawang." authored by syamsuddin st. radjo endah, this kaba was published by the language center of west sumatra province in 2021 (endah, 2021). the research method employed in this study is content analysis (harwood & garry, 2003). this method facilitates the reduction of phenomena or events into predefined categories, thereby enabling a more comprehensive analysis and interpretation. the research is conducted based on the following steps: 1. identifying expressions that potentially contain metaphors in the kaba text. these expressions include noun phrases, verb phrases, clauses, and sentences (kövecses, 2010). 2. determining the literal meaning (cann, 2011) of these expressions. 3. identifying the concepts related to the literal meaning of these expressions. since the kaba was originally written in the minangkabau language, the concepts referred to relate to the lives of the minangkabau people, who constitute the majority ethnic group in west sumatra province, indonesia. 4. identifying the target concepts that are being metaphorically conveyed by these expressions. initially, the kaba was transmitted orally to the minangkabau community exclusively. however, readers outside the minangkabau community can also enjoy the kaba after it metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 343 is transcribed into written form and transliterated into indonesian. thus, the target concepts have become more extensive. 5. determining the metaphorical relationship between the source and target concepts. findings expressions of metaphor in various text types can be grouped into noun phrases, verb phrases, clauses, and sentences. the following are examples of such expressions (kövecses, 2010). 1. noun phrases: "i am a brave street dog" (metaphor: street dog, meaning someone who lives on the street and is brave). "he is a reliable corporate spy" (metaphor: corporate spy, meaning someone who spies on a company for personal gain). 2. verb phrases: "he shot sharp words at me" (metaphor: shooting sharp words, meaning someone who speaks hurtful words). "he entered the room with the echo of his footsteps" (metaphor: an echo of footsteps, meaning a loud sound produced when someone is walking). 3. clauses: "when life gives you lemons, make lemonade" (metaphor: lemons and lemonade, meaning when facing difficulties, we should find ways to overcome them). sentences: "she is the sunshine of my life" (metaphor: sunshine, meaning someone who brings happiness and light into one's life). "in his political campaign, he sowed sweet promises that may not be fulfilled" (metaphor: sowing sweet promises, meaning giving promises that are uncertain or unrealistic). below are some forms of those expressions found in the kaba "tuanku lareh simawang". clause siti jamilah sudah maklum, kilat beliung sudah ke kaki, kilat cermin sudah ke muka, lahirnya saja pergi mengomisi, batinnya pergi beristri, ke rumah siti rawani. (endah, 2021:3) the term "kilat beliung" can be interpreted as a metaphor to describe an already predictable event. the word "kilat" means sudden and bright light, while "beliung" can be defined as a type of cutting tool that has existed since the stone age. beliung's shape is similar to an axe but is attached transversely to its handle to look like a hoe. this tool can be used with a sharp cutting edge for various purposes, such as softening or carving wood during woodworking. similarly, the term "kilat cermin" also uses the word "kilat" to refer to sudden and bright light, while "cermin" means an object that can reflect light. this combination of words can be interpreted as a metaphor to describe an muhardis; yulia fitrina 344 joall (journal of applied linguistics and literature), 8(2), 2023 event that occurs quickly and can be predicted, such as a swift action or reaction. kononlah lareh simawang, kata selesai dia pun turun, berjalan ia ke halaman, ditungganginya kudanya, berkata angku kapalo, “sungguhsungguh malah tuanku menanti, burung liar akan jadi jinak, kalau memang untung dan bagian.” (endah, 2021:9) there is one expression that potentially contains a metaphor, namely, "burung liar akan jadi jinak, kalau memang untung dan bagian." (wild birds will become tame if there is luck and a share.) this metaphor refers to the idea that a situation or someone who was initially difficult or dangerous can become more accessible and more manageable if a benefit or opportunity is available. the tamed wild bird in this metaphor can be interpreted as a condition that was initially wild and difficult to manage but can become more controllable and manageable if a benefit or opportunity that enables such a condition to exist is present. mendengar kata seperti itu, terkejut tuanku lareh simawang, ia sedang berpikir masa itu, ingatan ke siti rawani juga, lalu dibasuhnya tangan, disuap nasi sesuap, nasi dikunyah rasa sekam,air diminum seperti sembilu, hati buncah pikiran rambang, ingatan ke batusangkar juga, ke rumah siti rawani. (endah, 2021:11) there are two metaphors in the given sentence. firstly, the metaphor "nasi dikunyah rasa sekam" implies that the taste of rice is compared to rice husks, which are usually disliked or considered useless. in this metaphor, rice, as the main staple food in indonesia, is compared to something that is not pleasant or good, such as rice husks. this metaphor conveys that there is something that is good but is considered useless or even ignored. secondly, the metaphor "hati buncah pikiran rambang" implies that the heart is personified as the place where emotions and thoughts are tumultuous. this metaphor depicts the heart as a place of chaos and confusion. this metaphor conveys that someone is experiencing confusion and chaos in their thoughts. lagi pula anak kandung, siti jamilah sedang hamil, betapa kan iba hatinya, ibu tidak saudara tiada, kampungnya pun jauh pula. kononlah juga siti jamilah, roman baik bahasa santun, mulut manis kucindan murah. (endah, 2021:17) the indonesian language contains the metaphor "roman baik bahasa santun, mulut manis kucindan murah". the metaphor "mulut manis" in this sentence describes someone skilled in speaking in a pleasant and charming way, making others feel happy or interested. this metaphor implies that good metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 345 and pleasant speaking abilities can make someone popular or likable. in the metaphor, "kucindan murah" can also be interpreted as flattery or sweet words that are easily given, potentially leading to lies or betrayal. kononlah siti jamilah, betapa benar rusuh hati, cepat ia berkata waktu itu, “usahlah angku bermenung jua, minumlah air obat haus, makanlah nasi obat lapar.” (endah, 2021:17) the following are two metaphors found in the indonesian language. first, "rusuh hati" (the concept of emotions) can be considered a metaphor because the heart is just an organ in the human body and does not have the ability to feel emotions. however, in indonesian, the heart is often associated with a person's feelings or emotions. this metaphor depicts that someone is experiencing intense emotional turmoil within their heart. second, "minumlah air obat haus, makanlah nasi obat lapar" contains a metaphor because water and rice, which are used to fulfill human physical needs (thirst and hunger), are juxtaposed with the word "medicine" to create a metaphor that contains the meaning that the solution to emotional or mental problems that someone is experiencing can be found in physical or material things such as food or drink. this metaphor emphasizes that a person must find ways to calm their emotions or mental problems, which can be found in simple and easily accessible things such as food and drink. pada masa dewasa itu, siti jamilah menangis sedu sedan, mengingat untung dan penderitaan, air mata berderai-derai, seperti manikmanik putus talinya, seperti intan putus pengikatnya, badan yang sebatang kara, berbapak bermandeh tidak, bersaudara pun jauh sekali, tersadar ia seketika, dipanggil malah anak yang berdua, si darama dan si asamsudin, berpantun berusuh hati. (endah, 2021:25) the following are metaphors used in the indonesian language. first, "air mata berderai-derai, seperti manik-manik putus talinya, seperti intan putus pengikatnya" is used to describe the intense flow of tears from siti jamilah's eyes. this metaphor highlights the intensity and abundance of tears shed so powerfully and impressively. furthermore, the metaphor "badan yang sebatang kara" is utilized to portray the feelings of loneliness and emptiness experienced by siti jamilah. this metaphor portrays the state of someone who does not have siblings or relatives around them, leading to feelings of loneliness and emptiness. third, "berpantun berusuh hati" describes the conversation or discussion between siti jamilah and her two children, darama and asamsudin, filled with intense emotions. this metaphor highlights the intensity of the conversation or discussion, making it appear more dramatic. muhardis; yulia fitrina 346 joall (journal of applied linguistics and literature), 8(2), 2023 mengapa aciak terisak, apakah gerangan karenanya, cemas denai mendengarnya, terangkanlah nan bak bulan, siangkanlah bak hari pada denai, supaya tahu kita bersikap, kalau singkat kita carikan penutup, kalau panjang kita bilai.” (endah, 2021:39) figurative language, or metaphor, is a type of language that is used to describe something by comparing it to something else. in the indonesian language, several words can be considered figurative language or metaphors, including "siangkanlah bak hari pada denai." this expression commonly means "explain clearly, as bright as the sunlight during the day." sedang bapak anak menghinakan, kononlah pula orang kampung, apa gunanya lagi hidup, seperti pepatah orang, daripada hidup berputih mata, eloklah mati berkalang tanah.” (endah, 2021:51) the metaphors found in the sentence are "hidup berputih mata" and "mati berkalang tanah". these two metaphors depict the conditions of a difficult and meaningless life. "hidup berputih mata" refers to the complex and hopeless condition of life, such as living in poverty or prolonged economic hardship. meanwhile, "mati berkalang tanah" refers to the insignificance of life and a state that lacks meaning or purpose. akan halnya jaksa yang pensiun, ayahnya siti rawani, habis uang beruntung tidak, minyak habis makanan tidak enak, arang habis besi binasa, tukang tiup payah saja. to express difficult economic conditions, the metaphor "habis uang beruntung tidak" (having no money, even luck won't help) is used. similarly, the metaphor "minyak habis makanan tidak enak" (running out of oil makes the food taste bad) describes an unfavorable or disadvantageous situation. the metaphor "tukang tiup payah saja" (even a proficient musician may have a hard time) describes a less profitable or valued profession or job. overall, the quotation illustrates efforts that do not yield any results. phrase terkejut lareh simawang, dilepas pandang ke halaman, sudah tampak siti rawani, dipatut benar nyata-nyata, dilihatnya jelas-jelas,rancak yang bukan kepalang, mukanya bak bulan penuh, pipi bak pauh dilayang, hidung seperti dasun tunggal, bulu mata bak semut seiring, allahu rabbi cantik romannya, berkucak iman memandangi, sulitlah orang kan jodohnya. (endah, 2021:7) "mukanya bak bulan penuh" is a metaphor used to depict the beauty and radiance of siti rawani's face, just like the bright full moon. "pipi bak pauh metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 347 dilayang" is a metaphor used to depict the fullness and softness of siti rawani's cheeks, like the pauh fruit (a fruit with soft and juicy flesh). "hidung seperti dasun tunggal" is a metaphor used to depict the straight and slim shape of siti rawani's nose, like the trunk of a straight-growing dasun tree. "bulu mata bak semut seiring" is a metaphor used to depict the length and density of siti rawani's eyelashes, like a line of ants moving together. "allahu rabbi cantik romannya" is a metaphor used to depict the overall beauty of siti rawani, similar to the expression commonly used to describe the beauty of nature, such as a sunset or a blooming flower. “oi anak kandung siti dan asamsudin, daripada hidup berputih mata, eloklah mati berkalang tanah, kalian akan besar juga, kalau mati kita sekarang, tidaklah ada yang akan meratap, mari berlimau kita sekarang, mandi ke lubuk mata kucing. (endah, 2021:29) in the quoted text, there are several metaphors. "hidup berputih mata" (meaning: life without purpose or meaning) is a metaphor used to describe an unpleasant situation. "mati berkalang tanah" (meaning: die and be buried) is a metaphor used to describe the end of life. "berlimau" (literal meaning: celebrate) is a metaphor for enjoyable and festive activities. "lubuk mata kucing" (meaning: small, deep pool) is a metaphor used to describe a peaceful and calm bathing place. hari yang sedang tengah hari, sedang bundar bayang-bayang, sedang litak-letai anjing, sedang berbunyi si alang bangkeh (endah, 2021:31) in the quoted sentence, there are several metaphors, such as "sedang bundar bayang-bayang" (literal meaning: shadows are circular): the word "bayang-bayang" is used as a metaphor for "silhouette" or "image formed from a shadow." this metaphor describes the position of the sun that is directly overhead, resulting in a circular shadow. "sedang litak-letai anjing" (literal meaning: dogs are languidly moving around): the phrase "litak-letai" is used as a metaphor for a lethargic movement, similar to the movement of a tired dog that lacks energy. discussion the literal meaning is the meaning that arises from the use of words or phrases literally, without any figurative or connotative meaning. in linguistic contexts, the literal meaning is often contrasted with the metaphorical meaning, which is figurative or connotative. one example of an explanation of literal meaning can be found in the book "introduction to semantics and pragmatics" by ronnie cann (cann, 2011): muhardis; yulia fitrina 348 joall (journal of applied linguistics and literature), 8(2), 2023 the term 'literal meaning' refers to the meaning of a word or phrase when it is used in a literal or straightforward manner, without any figurative or contextual interpretation. it is the meaning that the word would have if it were taken at face value, without considering any possible metaphorical or non-literal uses that it may also have. cann further explains that the literal meaning can vary depending on the context and language used and that the literal meaning offen differs from that commonly understood by native speakers. in understanding metaphors, the concept is crucial. in their 1980 book "metaphors we live by," george lakoff and mark johnson explain that "metaphor is not just a matter of language, but a matter of understanding the world." it should be understood that a metaphor links two different domains or concepts and that these concepts must be identified separately before they can be connected through the metaphor. they emphasize that metaphors connect different concepts and help us understand these concepts concerning one another. in other words, metaphors help us understand the world by placing concepts with one another. gibbs (gibbs, 1994) and charteris-black (charteris-black, 2011) provide detailed explanations of several concepts that are often associated with metaphor. 1. metaphor in the concept of "mind."an example of a metaphor in the concept of mind is found in the phrase "a mind is a machine." the idea of a machine explains how the mind functions like a machine, with interconnected parts that influence each other in producing output. 2. metaphor in the concept of "time."an example of a metaphor in the idea of time is found in the phrase "time is money." the concept of money is used to explain how time is precious and must be used wisely, just like money. 3. metaphor in the concept of "power." an example of a metaphor in the concept of power is found in the phrase "power is a double-edged sword." the concept of a sword is used to explain that power can have both positive and negative consequences, like a sword that can protect or kill. 4. metaphor in the concept of "conversation." an example of a metaphor in the concept of conversation is the phrase, "the ball is in your court." the idea of a ball is used to explain that it is now someone's turn to act or take initiative in the conversation. in the above excerpt, the metaphor in the concept of the mind can be seen through the use of the metaphors "lightning bolt" and "mirror lightning". siti jamilah's mind functions like a machine. she can predict what will happen based on lareh simawang's movements. siti jamilah sees her husband dressed in an unusual way, similar to the clothing worn by a village chief. he is metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 349 dressed more neatly than usual, wearing a sarawa panjuik, a baju gunting keling, a seluk draped on his head, a destar wound around his head, a keris tucked in his waist, and a kain balapak around his waist. this dress style provides siti jamilah with the understanding that her husband will be travelling for an unusual purpose. one's clothing can reflect their psychological state. several theories support this, such as the theory of self-expression, the theory of judgment, and the theory of appropriateness. the theory of judgment states that people can judge others based on their clothing. for example, research shows that people who dress formally and professionally are likelier to be seen as authoritative and trustworthy than those who dress casually. meanwhile, the theory of appropriateness suggests that clothing should be appropriate for the situation or event being attended (baumgartner, 2012). ralph waldo emerson (emerson, 1903) believed that clothing could reflect one's character. the clothing one chooses can reflect their personality, social status, or aspirations. tuanku lareh simawang dressed formally to be seen as a trustworthy figure since he would propose to siti rawani, his new bride-to-be. he indeed wanted to be perceived as an authoritative figure. the minangkabau society also knows the concept of "nasi dikunyah rasa sekam, air diminum seperti sembilu" to express a challenging condition. sekam is a part of cereal grains in the form of dry, scaly, and inedible sheets. meanwhile, sembilu is a bamboo bark that is sharp like a knife (used to cut chicken stomachs, cut umbilical cords, and so on). sekam cannot be eaten, and sembilu cannot be drunk. the metaphors of sekam and sembilu describe the condition of lareh simawang, who wants to propose to siti rawani. lareh simawang seems unable to eat and drink until he successfully marries siti rawani. the article by fisher (2012) discusses the neurobiology of falling in love and how love can affect the human brain and behaviour. according to helen fisher's research, three parts of the brain are active when a person is in love: the amygdala, the nucleus accumbens, and the prefrontal cortex. the amygdala is a part of the brain that plays a role in emotion processing, responsible for feelings of fear, anxiety, and stress. men who are in love often experience difficulties sleeping or changes in appetite. they tend to worry if the woman they like does not respond to their feelings or chooses someone else. lareh simawang is afraid that siti rawani will reject his advances and choose another man. it seems that this is disturbing his psyche, which is why he cannot eat or drink as usual. regarding sadness, the minangkabau community has the metaphors "hidup berputih mata” (living with white eyes) and "mati berkalang tanah" (dying with white dust). living with white eyes means feeling embarrassed, less happy, or hurt (seeing inappropriate actions or waiting for a long time). muhardis; yulia fitrina 350 joall (journal of applied linguistics and literature), 8(2), 2023 dying with white dust means dying. when someone dies, they will only be supported by the earth. this metaphor emerged to describe the condition of siti jamilah, who is pregnant but had to accept her husband's remarriage. she could not bear the pain of being a wife and chose death instead. women who face their husband's desire to remarry can experience various psychological conditions, including jealousy, depression, fear of loss, feeling ignored, and loss of self-confidence. these feelings may worsen if the woman feels that her husband does not value their marriage and does not consider her feelings. polygamy can negatively impact wives' psychological well-being, including feelings of jealousy, insecurity, and anxiety. research has shown that wives in polygamous marriages may experience lower self-esteem and marital satisfaction levels than in monogamous marriages. additionally, polygamy can lead to power imbalances, conflicts among wives, and emotional and financial pressures. one study conducted in nigeria found that wives in polygamous marriages had higher levels of depression and anxiety than those in monogamous marriages (ola & akinboye, 2016). another study conducted in indonesia found that wives in polygamous marriages reported feeling more lonely and socially isolated than those in monogamous marriages (widayati & nafi’ah, 2018). in indonesian culture, wati et al. (2021) also found that first wives experienced jealousy, fear of being left, depression, and feelings of inferiority towards the second wife. however, the study also found that some first wives accepted polygamy as their husband's decision and felt more at peace after accepting it. in regards to beauty, the minangkabau community has its unique evaluation. they use metaphors such as "mukanya bak bulan penuh” (her face is like a full moon), "hidung seperti dasun tunggal” (nose like a single dasun leaf), and "bulu mata bak semut seiring” (eyelashes like marching ants). according to its’ phase, the concept of a full moon is when the moon is almost in line with the earth and the sun, with the earth in the middle. in this position, the part of the moon that is hit by sunlight is the bright surface of the moon, making it appear round and full like the earth. so, does having a face like a full moon represent the ideal form for a woman? a full moon face refers to a face with a round, full shape and wide and lower cheeks. a full-moon face is often associated with feminine and gentle features. some features found in a full-moon face include plump cheeks, a round chin, full lips, and a small, gentle nose. a "single dasun leaf" is a metaphor for an elegant nose shape. a nose with the shape of a single dasun leaf is usually pointed, sharp, and beautiful. in addition to the humanrelated metaphors, kaba tuanku lareh simawang also includes animalrelated metaphors such as "lubuk mata kucing” (cat's eye pools)" and "litakletai anjing” (dog's dangling tongue). metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 351 the animal metaphor and human nature in early modern england, by ali rattansi (rattansi, 1994), discusses how animal metaphors were used in english culture during the early modern period to describe human characteristics and explain concepts of power, sociality, and politics. rattansi critically anaylses animal metaphors in literary and philosophical works from this period. examples of animal metaphors discussed in the book include the use of lions to represent power, the gentleness of doves, and the cleverness of foxes. rattansi also examines how animal metaphors, such as folktales and circus performances, were used in popular culture. moreover, when the tiger stalks: the animal metaphor in literary theory and criticism by karen l. lawrence (lawrence, 2009) delves deeply into animal metaphors in literature, particularly in the context of literary theory and criticism. this book examines various animal metaphors used in literature from different periods and cultures, from ancient to modern times. lawrence argues that animal metaphors are used in literature to describe various aspects of humans, such as their nature, personalities, or emotions. animal metaphors are also used to represent human strengths, weaknesses, and conflicts. one example of an animal metaphor discussed in the book is the tiger metaphor, often used in literature to describe aggressive, wild, and ferocious qualities. however, lawrence also shows that tiger metaphors can vary depending on the literary context in which they are used. in addition to tigers, other animals commonly used as metaphors include eagles, snakes, and lions. o'neill (o’neill, 2014) discusses how these animal metaphors can represent human characters, such as the dog metaphor to represent the character pistol. the dog metaphor is often used to convey loyalty and obedience but can also depict ferocity and brutality. the snake metaphor often represents cunning, treachery, and ferocity. regarding culture, concepts, and metaphors play an important role in cultures worldwide. as lakoff and johnson (lakoff & johnson, 1980) reveal, language and the use of metaphors reflect a society's understanding of the world and their experiences within it. therefore, metaphors can be an important indicator of how a culture views itself and the world around it. for example, in japanese culture (tomei, 2017), the concept of "time" is often seen as a "path" or "journey" that one travels through life. this is reflected in metaphors such as "人生は旅" (jinsei wa tabi), which means "life is a journey", or "時は流れる" (toki wa nagareru), which means "time flows like a river". in both metaphors, time is seen as something that cannot be changed or controlled but must be followed like a predetermined path. in western culture, metaphors related to time often focus on quantitative and linear aspects, such as "time is money" or "time flies." the concept of time is seen as something that can be counted and measured, and the speed of time can cause one to miss opportunities or chances. in addition, muhardis; yulia fitrina 352 joall (journal of applied linguistics and literature), 8(2), 2023 in indonesian culture, some metaphors connect the concept of "life" with "struggle", such as "hidup adalah perjuangan" or "hidup bagaikan roda yang berputar." this concept depicts that life is full of challenges and obstacles that must be faced with determination and a strong fighting spirit. conclusion based on several analyses that have been conducted, it can be concluded that language plays a crucial role in reflecting society's understanding of the world and its experiences within it. concepts and metaphors are two important elements in language that represent the thoughts and culture of a society. metaphors are often used to depict human characters or abstract concepts such as time or life. each culture has its way of using metaphors related to values and experiences that are considered essential in their lives. therefore, understanding concepts and metaphors in language can provide deep insights into the thoughts and culture of a society. in the kaba tuanku lareh simawang, metaphor is used in phrases and clauses. these metaphors draw on assumptions about the faces of characters, fate, or events experienced, as well as metaphors related to animals. all these metaphors refer to concepts that are alive and constantly evolving in the lives of the minangkabau people, the majority ethnic group inhabiting west sumatra. metaphors reflect the closeness of the community to nature, following the proverb "alam takambang menjadi guru," which means using nature as a good example of behaviour. references baumgartner, j. (2012). you are what you wear: what your clothes reveal about you. in da capo lifelong books. cann, r. (2011). introduction to semantics and pragmatics. edinburgh university press. charteris-black, j. (2011). politicians and rhetoric: the persuasive power of metaphor. palgrave macmillan. darmasiswa. (2013). cerita rakyat minangkabau (kaba) dalam upaya pelestarian budaya bangsa. jurnal humaniora, 4(2), 302–312. deignan, a., & gabryś-barker, d. (2013). cognitive linguistics applications in second language learning and teaching (b. łącka (ed.)). john benjamins publishing. elvys. (2019). kaba minangkabau sebagai warisan budaya. jurnal budaya, 3(1), 17–26. emerson, r. w. (1903). uses of great men. in e. w. emerson (ed.), the complete works of ralph waldo emerson. endah, s. s. r. (2021). kaba tuanku lareh simawang. balai bahasa provinsi sumbar. metaphors in kaba tuanku lareh simawang story joall (journal of applied linguistics and literature), 8(2), 2023 353 fisher, h. (2012). the brain in love (vol. 44). in in advances in the study of behavior (pp. 1–28). academic press. gentner, d., falkenhainer, b., & skorstad, j. (1988). viewing metaphor as analogy. in d. h. helman (ed.), analogical reasoning (vol. 197). springer, dordrecht. https://doi.org/https://doi.org/10.1007/978-94015-7811-0_8 gibbs, r. w. (1994). the poetics of mind: figurative thought, language, and understanding. cambridge university press. harwood, t., & garry, t. (2003). an overview of content analysis. the marketing review, 3, 479–498. kövecses, z. (2010). metaphor: a practical introduction. oxford university press. lakoff, g., & johnson, m. (1980). metaphors we live by. university of chicago press. lawrence, k. (2009). when the tiger stalks: the animal metaphor in literary theory and criticism. university of illinois press. musolff, a. (2006). metaphor scenarios in public discourse. metaphor and symbol, 21(1), 23–38. o’neill, j. (2014). animal metaphors and the people’s war in shakespeare’s histories. shakespeare, 10(4), 351–363. ola, b. a., & akinboye, o. s. (2016). psychological well-being of monogamous and polygamous women. journal of psychology and behavioral science, 4(2), 49–54. ortony, a. (2018). some psycholinguistic aspects of metaphor. cognition and figurative language, 69–84. rattansi, a. (1994). the animal metaphor and human nature in early modern england. manchester university press. sari, e. p., & maulana, r. (2021). an analysis of metaphor in taylor swift’s songs. journal of english language teaching and linguistics, 61, 1–11. sofiana, a., & amrina, e. (2019). a conceptual metaphor analysis on donald trump’s political speeches: the concept of america first. journal of language and literature, 19(2), 139–151. steen, g. j. (1994). understanding metaphor in literature: an empirical approach. longman. steen, g. j., dorst, a. g., herrmann, j. b., kaal, a. a., krennmayr, t., & pasma, t. (2010). a method for linguistic metaphor identification: from mip to mipvu. john benjamins publishing. thibodeau, p. h., matlock, t., & flusberg, s. j. (2019). the role of metaphor in communication and thought. in lang. linguistics compass, 13. tomei, j. g. (2017). using multimodal extended metaphor prompts to induce the production of figurative language in low-intermediate japanese learners of muhardis; yulia fitrina 354 joall (journal of applied linguistics and literature), 8(2), 2023 english. the university of birmingham. wang, l., & huang, j. (2021). metaphor in financial discourse: a comparative study of annual reports in chinese and english. journal of language and literature, 21(1), 53–63. wati, l., hairina, y., & musfichin, m. (2021). proses penerimaan diri istri pertama yang dipoligami (studi kasus di desa martadah kabupaten tanah laut). jurnal al-husna, 2(3). https://doi.org/https://jurnal.uinantasari.ac.id/index.php/alhusna/article/view/5696 widayati, a., & nafi’ah, n. (2018). polygamous marriage, family function, and women’s loneliness in indonesia. international journal of social sciences and humanities, 2(1), 10–16. the authors muhardis is a researcher at the language, literature, and community research center of the indonesian institute for sciences (brin). he has been engaged in diverse research endeavours related to language, literature, literacy, and educational evaluation since 2010. during his free time, he contributes articles to the columns of kompas.com, detiknews.com and kompasiana.com. yulia fitrina is a researcher at the brin language, literature, and community research center. she is accustomed to conducting various research projects related to comparative literature. her free time is spent writing and reading poetry. several collections of her fictional stories have been published. hikma wipaqi, azwandi, arono, the implementation of… 14 the implementation of scientific learning approach at 10th grade english clases of senior high school 4 kota bengkulu hikma wipaqi azwandi arono university of bengkulu bengkulu, indonesia 38225 wipaqi@yahoo.com abstract the purpose of this research is to determine the application of the scientific approach in teaching of english for 10 th grade at senior high school 4 bengkulu city. this research used the descriptive method. the subject of this research was the english teacher at senior high school 4 kota bengkulu. the number of participants in this research were 3 english teachers who tough in 10 th grade. this study used observation checklist as an instrument. observation checklist consisted of three main components. the first component consisted of five phases of scientific approach. they were observing, asking, exploring, associating and communicating. the second component was learning materials that supported the implementation of scientific learning approach and the third component was an assessment in scientific learning approach. the results of this study indicated that the implementation of scientific learning approach included the all five phases reached an average of 3.13 ( in „good „category), observing phase reached an average 2.80 ( in „fair” category), asking phase reached an average of 3.15 ( in „good; category), exploring phase reached an average of 3.18 ( in‟ good „category), phase associating reached an average of 3.47 ( in „very good‟ category) and communicating phase reached an average of 3.06 (in‟ good „category). the second component of development of the material reached an average of 3.72 ( in‟ very good‟ categories) and the third component was an assessment reached 3.67 (in „very good‟ category). keywords: curriculum, implementation, scientific learning approach abstrak tujuan penelitian ini untuk mengetahui penerapan pendekatan saintifik pada pembelajaran bahasa inggris pada kelas 10 sman negeri 4 kota bengkulu. penelitian ini menggunakan metode deskriptif. subjek dari penelitian ini guru bahasa inggris di sma negeri 4 kota bengkulu. jumlah partisipan dalam penelitian ini 3 orang guru bahasa inggris yang mengajar pada kelas 10. dalam penelitian ini peneliti menggunakan ceklis observasi sebagai instrument. ceklis observasi terdiri dari 3 komponen utama. komponen pertama terdiri dari lima fase dari pendekatan scientific yaitu fase mengamati, menanya, mengeksplorasi, mengasosiasi dan mengkomunikasikan. komponen ke dua megenai materi pembelajaran yang mendukung pelaksanaan pendekatan saintifik dan komponen ke tiga adalah penilian yang dilakukan dalam pendekatan saintifik. dari hasil penelitian ini menunjukkan bahwa implementasi penekatan saintifik yang mencakup ke lima fase tersebut mencapai rata-rata 3.13 dengan katagori baik yaitu pada pase mengamati mencapai rata rata 2.80 , fase menanya mencapai rata-rata 3.15 dengan katagori baik, fase eksplorasi mencapai rata-rata 3.18 dengan katagori baik, fase mengasosiasi mencapai rata-rata 3.47 dengan katagori sangat baik dan terakhir fase mengkomunikasikan mencapai rata-rata 3.06 dengan katagori baik. komponen ke dua mengenai pengembangan materi mencapai rata-rata 3.72 dengan katagori sangat baik dan katagori ke tiga megenai penilaian meancapai 3.67 dengan katagori sangat baik. kata kunci : kurikulum, implementasi, pendekatan pembelajaran saintifik mailto:wipaqi@yahoo.com journal of applied linguistics and literature, vol 2, no 2, 2017 15 introduction educational curriculum in indonesia always run into change and develops. the curriculum is always dynamist. it is followed by logic concision of changing in system political, socio cultural, economy and the development of technology. all of these national curriculums are designed base on the same foundation, pancasila and uud 1945. but the differentiation is based on the main purpose, approach and their implementation. scientific approach has been known in ktsp curriculum in 2007/2008 where particularly this learning focuses on learners. the changes in 2013 curriculum focus on four standardization. they are graduation competency, process, content and assessment. the concept of this new curriculum was taken from the old curriculum that basically focus on learning process just fulfils the target of student‟s knowledge. in 2013 curriculum, the learner seek the knowledge not receive it. this approach has the same purpose with the approach of skill process. the balances of between hard skill and soft skill are specificity from this curriculum. in fact, the problem of approach is not the curriculum problem but the implementation problem where the implementation of it isn‟t run well. it can be the scientific approach in 2013 curriculum will face the same problem if the teacher doesn‟t understand how to implement this approach in class. the process of scientific approach have some learning phases consists of observing, questioning, collecting information/experimenting, associating and communicating, the materials are developed by the teacher to support the implementation scientific approach and the teacher do assessment the learning process and product in implemented the scientific approach in class, teachers had many inspirations about how to implement the new approach to the learning and teaching process. the english teacher admitted after following some inquiry activities. she falls back to the lecture based on the student‟s confusion that is caused that commonly the teacher‟s teaching based on the exiting materials where the students accustom to just receive the knowledge without having some effort to get the knowledge and solve the learning problem by themselves. she got difficulties to teach in limited time with in it. to change this paradigm the appropriate way that teacher do was how to make the teaching and learning process have meaningful. it means that teacher can teach such away to make the students take a part in this process. agnes tuti rumiati, as a particular staff minister of education and culture development supervision and control fields (ukmp3) that there are many things that teacher still doesn‟t understand relate to 2013 curriculum. the first is compliable in assessment. teacher still confused how to assess in this curriculum; the second one was how to implement the scientific approach in teaching learning process in class, and the last one is how to make the students active. it is caused by the teacher still didn‟t understand how to motivate the students in the scientific process in learning. teacher had noticed that the confusion of students in facing the new style in teaching and learning process, the researcher would do the research in order to know the implementation of scientific approach in english class.. the function of the teacher supported the students to get something new by discovering is a process of scientific approach itself. scientific approach in teaching and learning process is a new phenomenon where the teacher and students still confused about that. it is caused that the teacher lack o knowledge and experience to develop this way and the student‟s fell that is something new for them. in fact, scientific learning approach is hikma wipaqi, azwandi, arono, the implementation of… 14 implemented very limited in english class. in this case this research will describe how the implementation of scientific learning approach in english classes is at 10 th grade of senior high school 4 kota bengkulu academic year 2016-2017 this research was limited to the implementation of scientific learning approach in english classes. in this study the scientific learning approach refers to an approach which steps are observing, questioning, associating, experimenting and networking/communicating.; the materials could be developed in scientific learning approach, and conducting the assessments in scientific learning approach. the observation was being research metodology this research employed the descriptive research design. the descriptive method describes or explains about the present condition and situation (arikunto, 1998). this research describe s the learning activities in english classes that implement the 2013 curriculum that aims getting clear description of the implementation of scientific learning approach at 10 th grade of senior high school 4 kota bengkulu the subject of the research was the teacher in senior high school 4 bengkulu city in 2016-2017 academic year. this school has the implemented the 2013 curriculum for six semesters. senior high school 4 bengkulu city 4 is independent school in implementing the 2013 curriculum since 2013. there are 6 english teachers and 30 classes were divided into 10 classes of 10 th grade, 10 classes to 11 th grade, 10 classes to 12 th grade. the researcher will take 3 teachers and 4 classes in 10 th grade class to represent the population as sample. the researcher use observation checklist in this study. a checklist is an instrument in which the required elements of a performance or product are listed and a score is assigned based on whether the element is present or not. they are useful devices for assessing simple performances or achievement in which the individual elements being assessed typically involve dichotomous types of judgments. the instrument of observation is checklist and record. the researcher marked (√) in the column of the checklist if the teacher implemented the scientific approach in teaching and learning process. result and discussion it describes the analysis of the implementation of scientific learning approach based on the 2013 curriculum in english classes at senior high school number 4 kota bengkulu, also discussed in the findings of the research. according to the regulation of government number 81 a 2013, there are five steps in scientific learning approach that should be done by the teacher. they are observing, questioning, exploring, associating, and communicating. besides the teacher should choose the authentic materials and do authentic assessment to support the implementation of scientific learning approach it result of scores on reliability of observer and co-observer based on the result of inter-rater correlation analysis shows that about 82.63 % agreements in category almost perfect; the inter-rater disagreement only on phase observing in steps on teaching scientific learning approach. journal of applied linguistics and literature, vol 2, no 2, 2017 17 the scores on reliability of the observer and co-observer are presented in the table 1.below: table 1 summary calculation percentage of agreement between rater teacher implementation of scientific learning approach % agreement level of agreement % of reliable 1. implementation of stage in scientific learning approach a. observing 69.94 moderate almost perfect b. questioning 81.51 strong almost perfect c. exploring 79.43 moderate almost perfect d. associating 84.90 strong almost perfect e. communicating 76.56 moderate almost perfect 1. the implementation of learning material 92.95 almost perfect almost perfect 2. the implementation of authentic assessment 93.05 almost perfect almost perfect amount 578.39 average 82.63 almost perfect from the description of the table, it shows that based on the five steps in implementation of scientific learning approach almost all categories are moderate but in phase observing, some aspects do not appear. in the implementation of learning material the percentage of agreement is satisfying with the category almost perfect (92.95% agreement) and the implementation of authentic assessment reaches 93.05% agreement in category almost perfect too. the result of the observation here the observation that the researchers do in implementation of scientific learning approach used by the teacher in classroom. in these steps, there are five phases in implementing this approach namely: observing, questioning, exploring, associating and communicating phase. in each phase consists of some criteria‟s that are expected to be conducted by the teachers. the observation was done in two meetings. the total participants were three teachers. in this section will be discussed in three parts. the first is the steps of scientific learning approach in: a. observing phase b. questioning phase c. exploring phase. d. associating phase e. communicating phase. the second is the materials which are developed by the teacher to support the implementation scientific learning approach in class. and the third one is the teachers assess the learning process in implementing scientific learning approach in class. table. 2 result for implementation of scientific learning approach hikma wipaqi, azwandi, arono, the implementation of… 14 steps in scientific approach avaerage catagories observing 2.80 fair questioning 3.15 good eksploring 3.18 good associating 3.47 very good communicating 3.06 good average 3.13 good learning material 3.72 very good authentic assessment 3.74 very good observing phase in observing phase 69.94% of the teacher‟s performance implemented this phase were in very good category. based on the result of data in observing, some criteria in observing phase were implemented by the teacher in classroom well. in observation, the researcher found that some teacher did all criteria in observation phase. there were two criteria that were rarely implemented by the teacher in the classroom relate to the observing through watching video and observing voice recording. mulya ( 2015 ) also found in his research that in observing phase, watching video and observing voice recording were not implemented in teaching during class it caused that the teacher ignore and left them based on their thought that all information in observing phase could implicated through the information in picture only. besides that, other reason was lack of facility that made the teacher reluctant to do that they also thought that the information and material should not always used video in learning. .daryanto ( 2014 ) said that in practicing of observation in learning, that will be effective whether the students and teacher completed themselves with recorded instrument and other instruments as like : tape recorder, camera, film or video and other things relate to their needs. otherwise, the use of audio and visual media was very important to support the scientific learning approach in teaching and learning process. audio visual can help the student to illustrate the real phenomena or real object and audio media voice recording were very effective and efficient for students to learn especially respective skill. questioning phase questioning is the second step in this phase. almost all of the criteria were implemented by the teachers. based on the finding, most of the teachers has done all of the criteria in questioning phase belong to good category. in this phase, researcher found that the teachers gave a chance for the students to ask about something relate to the material. the teacher guided the students and give curious question in order to make the students think and stimulate them. effective teachers can inspire students to improve and develop the realm of attitudes, skills and knowledge. by the time the teacher asked, at the same time he guided or guide their students to learn well. when the teacher answered questions learners, when the same instant he pushed her care was to be good listeners and learners. the function of the inquiry, including: generating curiosity, interest, journal of applied linguistics and literature, vol 2, no 2, 2017 19 and attention to learners about a theme then encourage and inspire learners to actively learn and develop questions of and for it. diagnose learners' learning difficulties and expressed definition to find a solution, structuring tasks and provides opportunities for learners and generating learner‟s skills in speaking, asking questions and giving answers logically, systematically, and use language that are good and true. (permendikbud no. 81a th. 2013). another finding also found that in questioning phase, the teacher focused on group discussion where only some student eagerly to ask the question about the topic. pahlevi (2013) got that the teachers were less effective to develop student‟s curiosity of the students to explore to think and ask the question. in fact, there was one teacher in first meeting less implement in some criteria in question phase. from the observation, researcher found that the teacher was much less in giving chance to the students to ask. the teacher handles the all information about the material and the students just listen to the information from the teacher. the teacher dominated in this process. the discussion and students question was not seen in this activity. the teacher was much less giving question so there were not interactions between students to share the information and solve the problem. exploring phase third step is exploring phase. the teacher‟s performance in the exploring phase come to seventy-nine point fourththree percent or the average three point seventeen from eight criteria. it belongs to good performance from exploring step. only some aspects are rarely using as like teacher train the students to do simulation and do role play to their material. in this phase, teachers are expected to improve student‟s curiosity in developing communicating. in exploring phase, kartikawati (2015) stated in his research that the teacher only has lack of knowledge about the implementation of scientific process in teaching and learning. then they also got some difficulties in mastering of each stage. they tent to pocus on pattern. the teacher did not use associating phase because those stage are the same with experimenting stage. the other reason was that the teacher just explained about the text pattern when they taught the material. then some stages left it was caused by the limitation of time. from the data of observation, the teacher‟s performances are good in observing the particular event and he/she trained their skill trough structured activity. they only focused on structured activity. the students do the exercises or task intensively. it seem that the teacher tend to teach structured as well as possible. besides only a few teachers used media. the major teacher just explained based on their experienced and focused the information that they got in textbook without add the information from other sources. it means that the teachers only focused on task and assignment in textbook. actually the teacher should develop the student‟s competency as a contentious attitude, honest, polite, respect other people‟s opinion, abilities communicating, implementing the ability to gather information trough variety of ways to learn, develop the habit of learning and long life learning ( kementrian pendidikan dan kebudayaan, 2017) associating phase fourth step is associating phase. they are five criteria here. the averages of teacher‟s performance are three point fourth-seven belong to very good category. in observing, researcher found in this activity teacher divided the hikma wipaqi, azwandi, arono, the implementation of… 14 students become small group discussion. each group consists of 4-5 members. teacher guided an instructed them some tasks and assignments. it seems the teacher gave the chance to the students to share the information, found the arguments and made conclusion in order to solve the problem. the students discussed well to solve the problem to finish the task. they were looking for such information to find and analyzing the generate structure of the text, language features, and content of the text. the teacher implemented this associating phase in the classroom appropriated with the degree of the ministry of education and culture no. 81.a 2013. associating is the process of thinking logically and systematically above facts empires words that can be observed to obtain conclusion in the form of knowledge. communicating phase the last step is communicating phase. it consists of eight criteria. the data shows that seventy-six point fiftysix percent present the teacher‟s performance in this phase was in good category. the teacher did this step trough making group discussion. it saw that this stage conducted well where all of criteria were implemented only at the first meeting some aspect was not appearing. it was not present the pictures and the editing of friend‟s report. mechanical correcting the students' activities peers in reading his writings in order to make a response in the form correction in his position as a reader students seek and find fault. in addition correction that the students do in peers will be more easily understood; suryani in stevic and walz, 1982, revealed that the administration of correction by peers is an error correction method which is more informative because it is given by people who have comparable abilities. learning material for the second research question is about how materials are developed by the teacher to support the implementation scientific learning approach in class. almost of the teacher has implemented the learning material well. it showed from the result of observation in class, which in this phase included in category almost perfect. in developing learning materials the teacher developed the instructional which material refers to learning materials in the syllabus and basic competence in all three core competencies (knowledge). it is suitable with permendikbud number 59 of 2014 mentioned that english competency in question is the competence dimension of attitude, understanding, and skills. the procedure, a series of incremental steps and systematic in applying the principle. procedural steps are part of competence in skill aspect. in english class, the teacher did the step compose the text as an integral part in every matter of learning materials. however in conducting instructional, similarly with kartikawati (2015) found that most of teacher used a printed material even though that material was relevant to the syllabus and curriculum but it was inadequate. it should be supported by the unprinted materials the assessment the third research question is how the teachers assess the learning process and product in implementing scientific learning approach in class. from the observation in this phase, it seems that almost of the teachers implemented the authentic assessment in teaching and learning process. an authentic assessment has strong relevancy to the scientific learning approach relate to the demands of 2013 curriculum. it is caused by this assessment hoped improve the result of journal of applied linguistics and literature, vol 2, no 2, 2017 21 students mastery of learning in observation, questioning, exploring, associating, and communicating. in class, the teachers assess the students used authentic assessment models. they assess the students‟ trough observation, giving the tasks and student‟s performance in practicing their skill. in this process teacher asked students to demonstrate knowledge (knowledge), attitude (affective), skills (skills) and ability (ability) in a real situation /real life situations. the teachers implemented authentic assessment as a comprehensive assessment which assess the start of the input (input), process, and outcomes (outputs) of learning. (permendikbud no. 66/2013). in this process of scientific learning approach, teacher did the procedures of implementing the assessment. the assessment instrument was provided to give an opportunity for learners to apply knowledge, skills, and attitudes that already had in the form of tasks such as reading and writing in the real world and in school, presentations, observe, survey, project, paper, create a multi-media, an essay or class discussion. the aim was to assess different types of language skills in a context that is almost close to a real situation. teacher divided the students in groups which cosmist of five or six members. each group chose a topic relate to the material and make group discussion. the teacher would assess trough discussion activity, group performance and the report that the student made. material and assessment tasks should be made as natural as possible. besides authentic assessment appreciated the ability to think and learning process and the outcomes of the learning process. based on the predetermined task, teacher need to develop scoring rubric and observation check list to determine what aspects need to be done by students and whether students have done a good job. conclusion this research aimed to find out the implementation of scientific learning approach at x grade english classes of senior high school 4 kota bengkulu. based on the result of discussion of this research, several conclusions can be explained to answer of this research: 1. the majority of the teachers implemented the scientific learning approach. they are observing, questioning, exploring, associating and communicating, but some teacher‟s performance were still lack of implementing some phase and criteria especially in observing phase through watching video and observing voice recording. actually in scientific learning approach, students are hoped more active and creative to add their horizon of thinking in order to get the knowledge 2. almost most of teachers implemented the learning material well. the teacher improves the leaning material based on the syllabus and basic competence relate to the curriculum. basically the principle of choosing learning material was fulfilled consisting of relevance, principle, consistence and term of reference. the authentic assessment has been done by the teachers on an -going process. in this case that the authentic assessment require learners not only to answer the test correctly, but also to apply their knowledge, skill and attitude to solve their problem of everyday life or real life context. references abedi, j. (2010). performance assessments for english language learners. stanford, ca: stanford university. standford center for opportunity policy in education. hikma wipaqi, azwandi, arono, the implementation of… 14 achmad yudi wahyudi. (2015). a closer look at the implementation of the curriculum 2013 in indonesia: should the scientific approach be used in efl classroom. rjes vol. 2. no. 2, july akhmad sudrajat. (2008). pengembangan indikator pncapaian kompetensi dasar.http://akhmadsudrajat.wor dpress.com/2008/08/15/pengem bangan-indikator-dalam-ktsp. arikunto, s. (1998). prosedur penelitian suatu pendekatan praktek. pt. rineka cipta. jakarta. daryanto. (2014). pendekatan pembelajaran saintifik kurikulum 2013.gava media don k. mak, angela t. mak, anthony b mak. (2009) solving everyday problems with the scientific method thinking like a scientist world scientific. publishing co. pte. ltd direktorat pembinaan sma. ( 2013). model pengembangan penilaian hasil pelajar peserta didik sma. pendidikan dan kebudayaan direktorat jenndral pendidikan menegah direktorat pembinaan sma 2013. drs. m. taher. (2014). implementasi model pembelajaran yang relevan dengan pendekatan ilmiah pada kurikulum 2013. http//sumut.kemeneg.go.id education scotland. (2014). the curriculum for excellence implementation plan for 20152016 sets out the key strategic priorities that national partner. (scotttish government, education ).http://educationscotlland.gov.u k/resources/c/generiesourcetcm4863260. fadillah. (2014). implementasi kurikulum 2013 dalam pembelajaran sd/mi, smp/mts, & sma/ma. ar ruzz, yokyakarta grace keyes, (2010). teaching the scientific method in the social sciences the journal of effective teaching, vol. 10, no. 2, 2010, 18-28 imas kurinasih dan berlin sani. (2014). implementasi kurikulum 2013 konsep dan penerapannya. surabaya: kata pena jack r. fraenkel norman e. wallen helen h. hyun. (1990) how_to_design_and_eraluate_r esearch_in_education.http://ww w.academia.edu/3642866 jean-claude beacco, michael byram, marisa cavalli, daniel coste, mirjam egli cuenat, francis goullier and johanna panthier . (2010). guide for the development and implementation of curricula for plurilingual and intercultural education. directorate of education and languages, dgiv council of europe, strasbourg kartikawati, yeni (2015). the implementationof scientific learning approach in teaching english. thesis, univ muhammadiyah surakarta. kementrian pendidikan dan kebudayaan, (2013). materi pelatihan guru implementasi kurikulum 2013. jakarta: depdikbud. kementrian pendidikan dan kebudayaan,(2013). modul pelatihan guru implementasi http://akhmadsudrajat.wordpress.com/2008/08/15/pengembangan-indikator-dalam-ktsp http://akhmadsudrajat.wordpress.com/2008/08/15/pengembangan-indikator-dalam-ktsp http://akhmadsudrajat.wordpress.com/2008/08/15/pengembangan-indikator-dalam-ktsp http://www.academia.edu/3642866 http://www.academia.edu/3642866 journal of applied linguistics and literature, vol 2, no 2, 2017 23 kurikulum 2013. jakarta: badan sumber daya manusia pendidikan dan kebudayaan. kementrian pendidikan dan kebudayaan, (2013). peraturan mentri pendidikan dan kebudayaan no 65 tentang standar proses pendidikan dasar dan menegah. jakarta: depdikbud. kementrian pendidikan dan kebudayaan, (2013). peraturan mentri pendidikan dan kebudayaan no 81a tahun 2013 tentang implementasi kurikulum 2013. jakarta: depdikbud. mardiyah khoiroh. (2015). penerapan pendekatan scientific pada pembelajaran bahasa indonesia kurikulum 2013 siswa kelas x smk negeri 1 kota bengkulu. fkip.unib marilyn m. lombardi . 2008. making the grade: the role of assessment in authentic learning . educate learning initiative. mccollum, kimberly. (2009). “a scientific approach to teaching “ http://kamccollum.wordpress.co m/2009/08/01/a-scientificapproach-to-teaching/ mchugh ml (2012). interrater reliability: the kappa statistic. bio med (zagreb) muller, jonahan. (2008). “authentic assessment toolbox”. http://jonathan.mueller.faculty.noctrl.edu/toolb ox/index.htm mulya , debby. (2015). the implementation of scientific learning approach in the 2013 curriculum english classess at junior high school kota bengkulu.thesis, fkip universitas bengkulu. mulyasa. (2014). ”pengembangan dan implementasi kurikulum 2013”. bandung. remaja rosdakarya nana syaodih s. ( 2009). “ pengembangan kurikulum teori dan praktek” pt remaja rosda karya. bandung nurul, h (2013). pengertian dan langkah-langkah saintifik. http://www.nurulhidayah.net/87 9-html. o'malley, j. m., & pierce, l. v. (1996). authentic assessment for english language learners: practical approaches for teachers. reading, mass: addison-wesley reza pahlevi m (2014) .the implementation of scientific approach in teaching writing based on the 2013 in junior high school. thesis, fkip.universitas negeri surabaya tega jesya. (2016). what are the steps of scientific methods http://www.universetoday.com/7 4036/what-are-the-steps-of-thescientific-method/ pembelajaran berbasis kompetensi mata pelajaran bahasa inggris melalui pendekatan scientifik , (2013). kementrian pendidikan dan kebudayaan direktorat jendral pendidikan menegah sma peraturan menteri pendidikan dan kebudayaan. (2013). peraturan menteri pendidikan dan kebudayaan nomor 69 tahun 2013 tentang kerangka dasar http://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-to-teaching/ http://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-to-teaching/ http://kamccollum.wordpress.com/2009/08/01/a-scientific-approach-to-teaching/ http://jonathan.-mueller.faculty.noctrl.edu/toolbox/index.htm http://jonathan.-mueller.faculty.noctrl.edu/toolbox/index.htm http://jonathan.-mueller.faculty.noctrl.edu/toolbox/index.htm hikma wipaqi, azwandi, arono, the implementation of… 14 dan struktur kurikulum sekolah menengah atas/madrasah aliyah. jakarta: kementerian pendidikan dan kebudayaan. peter koss. (2011). a summary of scientific method. springer dordrecht heidelberg london new york sujana. (1989 ). metoda statistika. edisi ke v. bandung william badress.( 2000). methods of assessment. http: //www.eduplace.com/wetpience/ profdev/articles/badders.html.. xiaowei tang, janet e. coffey ( 2009 ). the scientific method and scientific inquiry: tensions in teaching and learning department of curriculum & instruction, university of maryland, college park, md 20742, usa joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6852 journal of applied linguistics and literature, vol.4 (1), 2019 43 the effectiveness of flashcards on the motivation to increase english vocabulary among the fourth elementary school 1helda lisa 1smk negeri 6 bengkulu corresponding email: heldarisa4@gmail.com abstract: the primary objective of this study is to find out whether the illustrated flashcards have positive effect on the motivation to increase english vocabulary among elementary school fourth grade students. the problem of this study is why students of elementary school fourth-grade still find difficulties in understanding and comprehending the english material and especially that for vocabulary. the result of the analysis shows that there is a significance difference between the motivation to learn english vocabulary among the elementary school fourth-grade students before the implementation of flashcards and that after the implementation (76,6%), and there is a significant difference between english vocabulary mastery of elementary school fourth-grade students taught by using flashcards and that of those taught without using flashcards(t=7,74). keywords: educational media, illustrated media, flashcards, motivation, vocabulary introduction based on the status of english in indonesia, learning english can be said as learning a foreign language. this condition leads to some general idea about learning english in indonesia. one obvious thing is that generally people start learning it when they enter junior high school at the age of around thirteen. only on the basis of the 1994 elementary school curriculum people in general can start learning it in elementary school. however, english in this level is considered only as a local content subject, which means that not all schools implement it in their instruction. and, because learning english in indonesia happens in schools, automatically what the students learn always refers to the curriculum. the english instruction in elementary school is intended to endorse the mastery and development of the four basic abilities and skills, that is, reading, listening, pronouncing and writing as reflected in abilities and skills mailto:heldarisa4@gmail.com helda lisa 44 journal of applied linguistics and literature, vol.4 (1), 2019 concerning language use so that students are able to expres simple expressions with emphasis on vocabulary mastery. in order that vocabulary instruction will attain better outcomes, the teacher should choose an appropriate teaching method which is suitable with the subject matter in the teaching learning process. he needs to use various instructional media that will be able to help students increase their english vocabulary. as a new subject, english is still likely to be regarded strange by the elementary school students when they get the lesson for the first time, so that they will find difficulties in understanding and comprehending the material, especially for the vocabulary. it is one of the reasons that causes students’ motivation to be low in learning english. the assumption that elementary school students’ characteristics in teching learning activities is that they mostly use their sense of sight. it intensifies the reason for the teacher to use visual media. there are many kinds of visual media ranging fro the simplest one to the most complicated ones whether they are illustrated or not. the illustrated flashcards is one of the simple illustrated visual media to facilitate students’ method of learning. it is easy to be understood and comprehended by them and easy to be made as well as cheap. educational media as a teaching aid can be used to enhance the effectiveness of the teaching learning process to obtain the instructional objective. these media consist of various kinds of each kind has its own characteristics.. therefore, the use of media is very much recommended in learning activities and the teacher should be deeply careful to choose the appropriate media. hamalik (1985) states that illustrated media are pictures which are not projected. among the educational media, the illustrated media are the most common media to be used. visual media in relation with the human beings’ ability to memorize have the highest percentage. based on the research done by education projection ( in rinanto, 1982) in the united states about the human being’s ability to memorize through the five sense, the data on the ability are as follows: 1) sense of taste : 2% 2) sense of smell : 3% 3) sense of touch : 5% 4) sense of hearing : 30% and 5) sense of sight : 60% from the data stated above, it is clear that visual media, which include illustrated media, are more adventagious than any other media. they involve the sight. the students are assumed to be more effective to study english when they involve their sight. they can see and observe by themselves, especially in studying vocabulary. the effectiveness of flashcards on the motivation to increase english vocabulary… journal of applied linguistics and literature, vol.4 (1), 2019 45 wright (1976) states that flashcards are cards printed with words and/or pictures which can be handled easily by the teacher. the flashcards which is intended in the research is a square cardboard sheet seven by ten centimeters in size. each cards contains a picture which the teacher himself can make or he can take from a magazine, newspaper, or book. at the bottom of each card, there is an english vocabulary item with its pronunciation and its translation into indonesian. in the card, for example, there can be a picture of a table as well as the transcription of the pronunciation of the word”table” (teibl) and its translation “meja”. stanford (in effendi and praja, 1985) states that motivation is an energizing condition of the organism toward the goal of certain class. motivation derives from the latin word “movere”. it means to move. a motive is what causes a person to act in a certain way (yelon and weinstein, 1977). in teaching learning process, motivation gives a big influence on reaching the instructional objectives.cess, motivation gives a big influence on reaching the instructional objectives. there are some efforts to arouse motivation by giving a gift, praise, test, etc. giving various motivations will give optimum results in the learning process. one of the alternatives to improve students’ motivation to learn is by presenting media in the teaching learning process. hornby (1983) says that vocabulary is the total number of words which (with rules for combining them) make up a language. vocabulary mastery is not a spontaneous process. it is a gradual process to aim the stable vocabulary mastery. according to piagets’ theory, a child at the age of 7-11 is always interested to recognize and know new words, he tends to repeat them again and again so that he will memorize them. the elementary school fourth-grade students are included in the pre-adolescent phase, during which he will be interested to know and to learn new words, like english vocabulary, for example. the hypothesis of this study are proposed in the form of null and research hypothesis. the hypothesis are as follows: h0 = there is no significant difference between vocabulary mastery of the students thought through flashcards and that of the students thought without flashcards. hi = there is a significant difference between vocabulary mastery of the students taught through flashcards and that of the students thought without pictures. the hypothesis were tested through the table of the critical values of t (see hatch nad farhady, 1982). since the number of the sample was 40 and the significance level was 5%, the t critical value was 2,021. it means that if the t obtained was less than 2,021 as its critical value, the null hypothesis helda lisa 46 journal of applied linguistics and literature, vol.4 (1), 2019 would be accepted and the alternative hyothesis would be rejected. conversely, if the obtained t was the same as or higher than 2,021, the null hypothesis would be rejected consequentlythe alternative hypothesis would be accepted. methods the writer used an experimental method in this investigation. according to richard, platt, and weber (1985:100), experimental method means an approach to an educational research in which an idea or a hypothesis is tested or verifiedby setting up situation in which the relatationship between subjects or variables can be determined. the term experimental method, according to nazir (1985) is an observation under an artificial condition in which the condition is made and controlled by a researcher. experimental method was implemented in the form of the actual teaching to the sample. in applying the method, the writer devided test into two, pre-test and post-test. population a population is a number of people with the same characteristics from which the data are collected. the population to which the results of this research is generalized consists of 30 fourth-grade students of sdn 71 palembang of the 2001/2002 academic year. in this research, there is no sample, all students became the esearch subjects. thus the research is called population research. arikunto (1986) states that if the researcher intends to see all the elements in the research area, this kind of research is called population research. instruments as mentioned in the previous paragraph, there are two techniques used in this study, namely, the test and observation. the vocabulary mastery test is developed based on the local content curriculum for basic education for the english subject in the form of multiple choice. there are 40 items to be tried out in sdn 71 palembang. the observation sheet, in the form of a questionnaire, shows the aspects that indicate motivation among the students. the aspects used are the interests, attention, diligence, activities, enthusiast, and material mastery. the quetionnaire used to collect the data on the students’ english learning motivation consists of questions and statements based on the indicators on the orientations or goals of learning english, the factors in learning english, the efforts made by the students in learning english, and the result to be attained by the students in learning english. each item consists of 4 alternatives for each questions or statements. the effectiveness of flashcards on the motivation to increase english vocabulary… journal of applied linguistics and literature, vol.4 (1), 2019 47 on the other hand, the scale used in this instrument is likerts’ scale. the scale value of a=4, b=3, c=2, d=1. the questions or statemnts in the instruments are answered by giving a check mark (v) on the chosen alternative. before it was tried out, 34 questions or statements were developed. these consisted of three questions or statements of the orientation or goals in learning english, ten questions or statements of students’ efforts in learning english and seven questions or statements of the results to be achieved by the students in learning english. data analysis procedures the techniques for analyzing data the data obtained were analyzed through three steps, they are: 1) percentage anaysis was applied to know the individual score of the students both in the pre-test. 2) the conversion was used to interpret the students’ score obtained both in the post test 3) matched t-test validity the validity that is used in this instrument is the content validity. suharto (1988) defines content validity as how far an instrument represents or grasps the area that will be measured. reliability reliability is a measure of degree o which a test gives consistent result. a test is said to be reliable if it gives the same result when it is given on different occasions or when it is used by different people (richards, et al 1985). the reliability of the test materials was evaluated through internal consistency reliability. findings there are four findings inthis investigation, (1) the students’ scores obtained through the pre-test, (2) the students’ scores obtained through the post-test, (3) the result of matched t-test, (4) the result of quetionnaire. the average score that the students obtained in the pre-test was 67. the highest score was 90 that could be obtained by 2 students. and the lowest score was 50 that was 50 that was obtained by 2 students. in the post-test the average score that the students got 78. this average score was much higher than that they obtained in the pre-test (67). meanwhile, the highest score in the post-test was 10 that was obtained by 5 students. while the lowest scoe was 55 that was obtained only by 1 student. again, the number of students who got the highest score exceeded those helda lisa 48 journal of applied linguistics and literature, vol.4 (1), 2019 who obtained the highest score they got in the pre-test. based on the data analysis, it was found that the t obtained was 7,74. this t obtained was higher than 2,021 as its critical value. for the motivation test, the score of item a(selalu)= 1078, item b(sering)=384, item c(kadang-kadang)=412, and item d(tidak pernah)=134. so the total score of the four items was 2008, and the percentage was 7,69%. table 1. the students’ scores in the pre-test number correct answer percentage (%) predicate 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 16 12 10 10 16 12 13 11 12 18 12 15 13 13 11 16 15 16 11 13 12 18 13 15 13 14 13 13 14 12 80 60 50 50 80 60 65 55 60 90 60 75 65 65 55 80 75 80 55 65 60 90 65 75 65 70 65 65 70 60 good fair fair fair good fair good fair fair very good fair good fair fair fair good good good fair fair fair very good fair good fair good fair fair good fair total average : 2010 : 2010/30 = 67 fair the effectiveness of flashcards on the motivation to increase english vocabulary… journal of applied linguistics and literature, vol.4 (1), 2019 49 table 2. the students’ scores obtained in the post-test number correct answer percentage (%) predicate 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 16 15 15 13 20 14 16 13 15 20 14 15 14 20 11 15 16 20 12 15 15 20 16 15 13 16 16 16 16 16 80 75 75 65 100 70 80 65 75 100 70 75 70 100 55 75 80 100 60 75 75 100 80 75 65 80 80 80 80 80 good good good good very good good good good good very good good good good very good fair good good very good fair good good very good good good good good good good good good total average : 2340 : 2340/30 = 78 good table 3. the result of the matched t-test number pre-test post-test d d2 1 2 3 4 5 6 7 8 80 60 50 50 80 60 65 55 80 75 75 65 100 70 80 65 0 15 25 15 20 10 15 20 0 225 625 225 400 100 225 400 helda lisa 50 journal of applied linguistics and literature, vol.4 (1), 2019 number pre-test post-test d d2 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 60 90 60 75 65 65 55 80 75 80 55 65 60 90 65 75 65 70 65 65 70 60 75 100 70 75 70 100 55 75 80 100 60 75 75 100 80 75 65 80 80 80 80 80 75 10 10 0 5 35 0 5 5 20 5 10 15 10 15 0 0 10 15 15 10 20 225 100 100 0 25 225 0 25 25 400 25 100 225 100 225 0 0 100 225 225 100 400 d = 350 d2=3717 1  n sd sd , = 1 ))(/1(   n dnd 130 )350)(30/1(3717   sd ,= 130 )350)(30/1(3717   sd ,= 29 )122500)(03.0(3717  sd ,= 39,5 36753717  sd ,= 39,5 42 sd , sd=7,79 n sd sd  , = 30 79,7 sd , = 48,5 79,7 sd , sd=1,42 t = sd xx 21 = 42,1 6778  = 7,74 based on the two results of the pre-test and the post-test in this study, the value of t-calculation with the percentage score in the pre-test 67 and in the post-test 78. it means that hi was excepted or there is a significant difference between the students score in the pre-test and those in the posttest of english vocabulary mastery. the effectiveness of flashcards on the motivation to increase english vocabulary… journal of applied linguistics and literature, vol.4 (1), 2019 51 table 4. the result of questionnaire number of students selalu (a) 4 sering (b) 3 kadang (c) 2 tidak pernah (d) 1 score a + b + c + d 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 32 32 40 36 32 36 36 28 8 36 32 36 20 20 16 32 28 32 28 6 32 20 32 36 20 40 40 40 24 28 36 20 28 32 24 27 30 21 15 18 30 30 21 24 24 24 15 21 6 27 9 22 36 6 12 15 45 9 3 24 42 21 33 21 18 12 12 3 8 6 4 14 20 10 16 20 16 10 16 16 10 14 20 10 9 2 6 8 20 16 10 4 8 4 6 6 14 10 6 18 4 6 10 10 8 8 7 10 3 3 13 8 6 18 15 11 14 8 11 4 7 18 8 12 2 16 20 10 3 10 6 10 2 12 12 15 74 75 82 79 74 74 8581 58 78 78 94 60 70 56 77 57 79 57 36 72 63 89 65 51 88 91 77 77 69 72 62 66 66 56 total 1078 384 412 134 2008=76,6% based on the criteria of testing the hypothesis, alternative hypothesis (hi) was tasted through the ttable (see hatch and farhady, 1982). since the number of samples of this research was 30 students, so to accept the alternative hypothesis with 5% significant, the tvalue of the matched t-test calculation should exceed 2,021. based on the result of the data analysis the helda lisa 52 journal of applied linguistics and literature, vol.4 (1), 2019 value of t-calculation was 7,74, it was higher than 2,021 as its critical value. it means that the use of teaching english vocabulary by using flashcard enable the students to get better scores. while the result of questionnaire scores above showed that students have high motivation in studying english (76,6%) give positive responses and the factors that can influence the students motivation were intrinsic and extrinsic motivation. discussion based on the criteria of testing the hypothesis, alternative hypothesis (hi) was tasted through the ttable (see hatch and farhady, 1982). since the number of samples of this research was 30 students, so to accept the alternative hypothesis with 5% significant, the tvalue of the matched t-test calculation should exceed 2,021. based on the result of the data analysis the value of t-calculation was 7,74, it was higher than 2,021 as its critical value. it means that the use of teaching english vocabulary by using flashcard enable the students to get better scores. while the result of questionnaire scores above showed that students have high motivation in studying english (76,6%) give positive responses and the factors that can influence the students motivation were intrinsic and extrinsic motivation. conclusion and suggestion based on the previous discussion, general conclusions were drawn. first, there is a significant difference between the motivation to learn english vocabulary among the elementary school fourth-grade students before the implementation of flashcards and that after the implementation of flashcards. therefore, the flashcards can be given to the students following the presentation of the words taught. second, there is a significant difference between the english vocabulary mastery of elementary school fourth-grade students before and after being taught by using flashcards. the flashcards were proved to gain a better result when they were used as follow-up exercises in teaching vocabulary to elementary school fourth grade students. the students given flashcards were able to master a greater number of words than the students that not given. using illustrated media (flashcards), it is not only improving students’ motivation in learning english but also make the students active in learning. by using this technique, there will be many adventages that will be got by the students in developing their english. and also for the english teacher, in applying flashcards as an illustrated media, he can create the the effectiveness of flashcards on the motivation to increase english vocabulary… journal of applied linguistics and literature, vol.4 (1), 2019 53 situation and give the students opportunities to get involved in the classroom activities. references arikunto, s. 1987. prosedur penelitian suatu pendekatan praktek. jakarta : bina aksara. brown, j.w., lewis, r.b., and harcleroad, f. 1977. av instruction, technology, media and methods (5th edition). usa : mc. graw-hill, inc. effendi, u. and praja, j.s. 1985. pengantar psikologi. bandung : aksara french, f.g. 1950. the teaching of english aboard (3rd edition). london : oxford university press. hamalik, o. 1985. media pendidikan. bandung : alumni. hornby, a.s. 1983. guide to patterns and usage in english. new york : oxford university press. rinanto, a. 1982. peranan media audiovisual dalam pendidikan. yogyakarta : yayasan kanius. wright, a. 1976. klasifikasi media pendidikan. bandung : alumni. yelon, s.l. and weinstein, g.w. 1977. a teacher’s world, psychology in the classroom. usa : mc. graw-hill. inc. 1 an analysis of interactional pattern between teacher and student in sman 1 curup kota hendi afriyanto alamsyah harahap azwandi university of bengkulu email : tamuaraf@yahoo.co.id abstract: this study investigates the interaction pattern in sman 1 curup kota, based on coulthard theory (2002). this study analyzed the interaction pattern and type of act used by teacher and students to see the ideal pattern in the classroom. the data analysis shows that (a) the dominant pattern used in the classroom is complete pattern (irf) and there are also semi-complete pattern (ir) and incomplete pattern (if); (b) in the type of acts section, the elicitation is the highest followed by informative and starter in the initiation move, reply as the highest act in the response move, and in the follow up accept as the highest followed by comment. it can be concluded that interaction pattern in the classroom is dominantly occured is ideal pattern but it‟s not good interaction pattern because delimit student opportunity in the classroom keywords : interaction, classroom discourse and interaction pattern (irf) introduction interaction is one way of human to do their communication with others. in education sector, the interaction used as a bridge to connect the teacher and student in teaching learning process. it is also become a factor that determine the successfull teaching learning process. as stated by harmer (2001) he stated that some factors which influence the teaching learning process such as teacher, curriculum, syllabus, materials, methods, media, evaluation, students and interaction. therefore a teacher should take a look carefully the classroom interaction as the one of the successfull factor in teaching learning process. interaction in the classroom is so important because it underpins everything that goes on in classrooms. it is central to teaching, to learning, to managing groups of people and the learning process, and to organize the various tasks and activities that make up classroom practices (walsh, 2011). similarly, according to lier (1996 cited by walsh, 2006), interaction is the most important thing on the curriculum, if we are to become effective as teachers, we need not only to understand classroom communication, we need to improve it. therefore the role of interaction in the classroom explicitly is vital to the teaching learning process and the purpose of interaction in the classroom also is to help teacher understand his role in the classroom as facilitator who helps student to use their language through teaching and learning process in order to increase their knowledge about the course therefore teacher can maximize student potential in the classroom. a study from lewis (1997), he looks at teacher student interaction in the secondary level of indonesian context. his findings revealed that english lessons were mailto:tamuaraf@yahoo.co.id 2 teacher-centred and textbook driven and another study from maulana, opdenakker, stroet, and bosker (2012) revealed that indonesian teachers spent most of their time lecturing in front of the classroom therefore there is hardly any interaction with students. in conclusion those research indicated there was a dominancy of teacher in the classroom therefore the interaction is very important to see in the classroom as one of the component in the teaching learning process. another study, conducted by harahap, (2015), the purpose of this study is to describe and explain the phenomenon of the practice english language learning with a particular focus on the interpersonal relationship between teacher and student through the study of classroom discourse analysis. the result of this research concluded that teacher-student act in the classroom discourse of teaching english in high school was dominated by teacher‟s act and speech act that reached 94% out of the total acts of english classroom discourse. furthermore, the structure of classroom discourse of teaching english in high school was in an asymetric form which was not accordance with the learning concept based on the recent english teaching and learning approach. ginarsih (2013), conducted study in senior junior high school in lampung, the result revealed that classroom interaction process in english speaking class is quiet satisfaction where the high percentages of student inform (33.79%), students elicit (14.95%) and teacher elicit (16.89%), teacher inform (14.12%), check (13.01%), teacher direct (7.20%) indicate that students have their own awareness to get involved in the activity and to participate as well as to interact actively during the teaching learning process. a teacher also need to see the pattern of the interaction. it is neccesary to understand the pattern that possibly occured in order to help teacher to understand his role in the classroom not only as a controller, manager, director, or resource but also as facilitator (brown, 2000). a facilitator descibed as facilitating the process of the learning and making learning easier to the students as the result an ideal interaction will be possible to achieve in the classroom as stated in coulthard, (2002); walsh, (2006) & (2011) ; bloome , (2005) and cazden ,(2001) the most common pattern which is occured in the classroom is irf (initiation responsefollow up). implicitly the ideal pattern found in the classroom is irf (initiation-response-follow up). structurally, (irf) means an initiation or question from teacher, response or answer from student and follow up or feedback from teacher. only a few studies which focus on the pattern of interaction in the secondary school level in indonesian context, for example ginarsih (2013), conducted study in senior junior high school in lampung, the result revealed that classroom interaction process in english speaking class is quiet satisfaction where the high percentages of student inform (33.79%), students elicit (14.95%) and teacher elicit (16.89%), teacher inform (14.12%), check (13.01%), teacher direct (7.20%) indicate that students have their own awareness to get involved in the activity and to participate as well as to interact actively during the teaching learning process. there are plenty studies about interaction pattern in non indonesian school context. for example studies from liu (2012), atkin (2001) and matthew (2010). these researchers found that irf pattern dominated interaction in the classroom and teacher was dominant in talking in the classroom. however only a few studies conducting a research about interaction pattern in the senior high school level. whereas the interaction pattern is one of the important factor to see, as explained before by understanding interaction pattern teacher will realize their actual role in the classroom as a facilitator and able to create as many as opportunity 3 for the student to optimize their potential in the classroom. it is one of the reason why the researcher take this topic. there were 2 main questions in this research 1) what patterns of interactions are used in the classroom ? 2) what is the type of act un the initiation move, response move and follow up move occuring in the classroom?. method researcher designs this research by using qualitative method. it is appropriate design for this study because qualitative research uses a naturalistic approach that seeks to understand phenomena in context-specific settings, such as real world setting where the researcher does not attempt to manipulate the phenomenon of interest (patton cit.golafsani, 2003: 600). the participants of this research are 2 classes from social and science class. those classes are taught by same teacher. the teacher is also become the object of this research to be observed because teacher got involve in the classroom interaction. teacher a who was the subject of this research had been dedicated himself in sman 1 curup kota more than 20 years and experienced in teaching english. science class 1 (xi ipa 1) and social class 3 (xi ips 3) were subject of this research included the teacher table 1. subject of the research subjects male female total teacher 1 1 xi science class (ipa 1) 12 20 32 xi social class (ips 3) 14 18 32 total 80 this research concerned to the observation instrument as the main instrument in this research. it was taken by seeing the question of the research and set the appropriate instrument according to the research question. the table of analysis of this research was designed based on (coulthard, 2002) theory, as follows : table 2. observation instrument no irf move subject utterances act exchange line the researcher also used 2 video cameras to obtain verbal data from teacher and student in the classroom. there were several steps has been conducted also to 4 analyze this study, transcribing the video, coding data, interpreting data and finishing or conclusion. finding and discussion interaction pattern in the classroom the first objective of this research to classify the pattern of interaction in the classroom. there were certain patterns found there; complete pattern, semi complete pattern and incomplete pattern. table 3. interaction pattern in the classroom no type irf pattern frequency percentage 1 complete pattern (irf) 140 34,06% 2 semi complete pattern (ir) 120 29,19% 3 incomplete pattern (if) 14 3,41% total 274 66,66% from table 3. complete pattern (irf) obtained from the classroom only 140 interactions applied or (34,06%) from 411 interactions. this result even couldn‟t reached a half of total interaction found the classroom. in fact this pattern dominated by teacher role in which control the classroom by using teacher elicit. the interaction below is the example of the complete pattern (irf) in the classroom extract 1 (first meeting, science class, example of irf) 4 i teacher : so the sentence is simple present tense where did you know? 5 r pupil : from verb 6 f teacher : from the verbs from the example above , researcher could construct the pattern as follow : figure 1 complete pattern (irf) 5 the example from extract 1 was taken from interaction transcript first meeting science class in line 4, 5 and 6. it shown us where student proposed a question then answered by student and the last teacher accept the answer by using repetition of the student reply. therefore it constructed a complete pattern (irf). the second pattern found in this research is ir. in this research, researcher called semi complete pattern because it was not complete yet. such ir (initiationresponse) in this term, there is no feedback or follow up from teacher as the completion of the interaction pattern. based on the table 4.1 from 411 total interactions researcher found there were 120 interactions used ir pattern (29,9%). the interaction below is the example of semi complete pattern (initiation response) extract 2 (first meeting, science class, example of ir) 70 i teacher : what is the meaning of refresh ? corner! 71 r pupil : mengulang from the example above, researcher could construct the pattern as follow : figure 2. semi complete pattern (ir) the example of extract 2 was taken from interaction transcript in science class first meeting line 70 and 71, it was a condition where student initiates by eliciting teacher then replied by teacher, this pattern formed initiation – response (ir). the last pattern is incomplete pattern, in if (initiation-follow up) there is no response move from student as a bridge between initiation and follow up move. based on the table 4.1 from 411 total interactions researcher found there were 14 interactions used if pattern (3,4%). extract 3 (first meeting, science class example of if) 6 15 i teacher : the second, we will check to the others or present continous, a rabbit eats a carrot , what is the present continous ? r pupil : (silent) 16 f teacher : ya,a rabbit is eating a carrot from the example above, researcher could construted the pattern displayed in the figure below : figure 3. semi complete pattern (ir) the example of extract 3 was taken from interaction transcript in science class first meeting line 15 and 16. in extract 3, the teacher asked student about the related course unfortunately student can‟t answer the question therefore the teacher must answer the question by himself as the result the constructed pattern formed was initiaton follow up (if). the rest of the interaction for this research categorized as uncategorized pattern because only initiation occured, by means there was no interaction there. it is (i) or only initiation. in this case only initiation could occur without using response and follow up, such as teacher inform, teacher elicit without response or only checking student progress without asking their response. based on the table 4.1 the amount of only initiation as single move is in the second position after completed pattern (irf). it indicated by 137 utterances used this uncategorized pattern from 411 total interactions in the classroom. this number was filled by teacher inform, unresponsed question from teacher, teacher direct and check in classroom. the following example shown the example uncategorized pattern in this study: extract 4 (social class, first meeting, example of uncategorized pattern) 7 i teacher : do you want to write the sentence ? r pupil : (silent) 7 in the extract 4 line 7, the teacher directed student to write the sentence in the whiteboard but no response from student. extract 5 (social class, first meeting, example of uncategorized pattern) 12 i teacher : apa artinya listen and pay attention ? r pupil : (silent) in the extract 5 line 12, the teacher asked student by asking them, but the student cant reply the question as the consequence there was no response from student. extract 6 (social class,first meeting, example of incomplete pattern) 87 i teacher : ini seperti yang telah saya sampaikan kepada anda memang pernah terjadi secara kebetulan kalo saya sendiri memang terjadi pada ponakan saya anak adik saya itu yang terpintar ya jadi yang terpintar waktu itu adalah di sumatra barat sesumatra barat dia tinggalnya di pelosok di daerah lagi jauh miskin lagi sudah jauh misin dia bisa terpintar di sumatera barat itu kan enak itu nahhh sampe sampe dia sekolah itu saja gratis lagi sudah sekolah gratis dia buku nggak tapi disuruh njelaskan dapat semuanya punya (.) cuma kalo malam memang dia nggak pernah belajar, malam itu kerjaanya itu hanya nonton tv ya jadi kalo nggak nonton tv dia maen game ya seperti itu ternyata hanya di sekolah itulah dan dia yang terpintar sampe ujian nasional hanya satu nilainya yang nyaa yang tidak sepuluh atau nilai seratus........... r pupil : (silent) in the extract 6 line 87, the teacher gives information to the student, but there was no student response the information from the teacher. extract 7 (social class, first meeting, example of incomplete pattern) 122 i teacher : sudah semuanya ini ? r pupil : (silent) in extract 7 line 122, where the teacher is checking his student task by asking them but no response or reply that initiation. 8 act types of in the classroom the second research question of this research is looking for the acts of each move. the analysis of act in this research held in 2 classes (science and social class). in this research move divided into 3 parts; initiation move, response move and follow up move based on model sinclair and coulthard, in coulthard (2002). there are 22 kind of acts used to match with 3 kinds of moves (initiation, response and follow up). each act has their own function in the utterance , to ease researcher in determining the kinds of act while the observation, researcher used linguistic features that attached in the appendic. it is used to give a guidance for researcher about the characteristic of each act. in order to organize the data, researcher has served it into the appropriate table. the result can be seen in the following table table 4. type of acts used in the classroom interaction no types of act move initiation (teacher) response (student) follow up (teacher) 1 elicitation 270* 11 2 starter 55 3 marker 42 4 check 19 5 directive 48 6 clue 1 7 prompt 7 8 cue 16 9 bid 3 7 10 nominate 8 11 informative 97 12 reply 207* 25 13 react 13 14 acknowledge 17 15 evaluate 10 16 accept 108* 17 comment 70 18 loop 19 aside 20 conclusion 6 21 metastatement 6 22 silent stress 42 total act 620 255 213 percentage 56,98 % 23,43% 19,59% based on table 4.2 in initiation move, researcher obtained elicitation, directives, prompt, cue, nominate, informative, starter, marker, check, clue , bid, conclusion, metastatement and silent stress. by looking at this data, elicitation act really dominated, it indicated by high proportion of elicitation 270 times in the interaction that found bigger than any acts in the initiation move. it was also followed by informative and starter in the second and third position. response move occurs when initiation accepted or need to be responded. based on table 4.2 move 9 consisted of reply, react, bid, elicitation and acknowledge. it is regularly true that this move refer to student or student is more dominant in this move but sometimes this move also used by teacher because teacher need to answer student‟s elicitation. this data shown indicated initiation move still affected response move, it is shown by the higher frequency of elicitation, the higher possibilty also frequency of reply occured , in this study, researcher obtained 207 replies in the classroom. but in this move there was elicitation act emerged in this study. it was about 11 elicitation acts. meanwhile in the follow up, it is consisted of evaluate, comment and accept. this move used to respond the response move. for instance when student can answer teacher question, teacher sometimes giving reply, comment, accept or evaluate the student answer. in this act, accept was (108) times found in this study and dominated the other act in this move. it was followed by comment in the second position. based on the observation sometimes accept and comment found in one utterance. but in this move there was relpy act emerged in this study. it was about 25 reply acts. time duration of each move in this research the researcher calculated the time duration of each move in order to know how much those moves applied in the classroom. it is neccessary to do to see the length of student and teacher talk in the classroom. the amount of teacher and student talk in this research represented by initiation from teacher, response from student and follow up from teacher. the problem of quality of each move itself also used as one of the reason why researcher put this data in this research even if there is no research question about this term. at the field, the courses should be done for 90 minutes, in fact the the duration of courses decreased because of some reason; first, the day when the researcher did observation was friday, it‟s a day when there was an event before students coming to the class such as, yasinan bersama and doing exercises as the effect it consumed much time of the courses, it could be 10 – 15 minutes took course duration. second, teacher and student also consumed much time walked to the class or teacher and student need time to come to the class. when teacher come to the class, there is still student in outside the classroom therefore teacher must wait the students, and also when all students attended the class, they must wait the teacher walked to the class, it is also consumed much time between 5-10 minutes. the result of each moves consumed the duration in this research is mentioned in table below : table 4. time allocation of classroom interaction no pattern minute percentage 1 initiation (i) 180 minutes 69,2% 2 response (r) 27 minutes 10,3% 3 follow up (f) 53 minutes 20,3% total 260 minute 100% 10 based on the table above , the time spent dominated by initiation move. it indicated by 180 minute or 69,2 percent of the course was spent by initiation move. it occured because teacher in initiation move giving their information, experience and the courses before coming to the elicitation. after initiation there was follow up with 53 minutes or 20, 3 percent, in this move also teacher has a big deal role to talk after student response and also sometimes it wasted too much time by comment the response from the student. the last was response from student. in this move student‟s role in this study dominant to be a responder of the initiation, so when the elicitation, direction or informing applied by teacher, there students replied, react or sometimes giving back question as the response. discussion based on the result or finding, the complete pattern occured more in the classroom or dominated the interaction pattern in the classroom. based on researcher observation, this pattern occured more beacuse teacher wanted to facilitate student to follow the course by giving a lot of elicitation. as stated by walsh (2002), a teacher should maximize student involvement and facilitate student to contribute to the discourse. by using complete pattern (irf) automatically teacher has provided and facilitated students to contribute to the discourse or getting involve to the interaction in the classroom. it was also in line with some previous studies by liu (2012), atkin (2001) and matthew (2010). these researchers found that complete pattern (irf) dominated interaction in the classroom. as the conclusion the complete (irf) pattern still was the ideal pattern used in the classroom. it was also indicated that the teacher still be the initiator and student as responder. it is appropriate with (walsh, 2006) he stated that the underlying structure of second language lessons is typically represented by sequences of discourse „moves‟ ir(e/f), where i is teacher initiation, r is learner response and e/f is an optional evaluation or feedback by the teacher. it means that the ideal pattern in the classroom was complete pattern (irf). act is smaller part of classroom interaction model of coulthard (2002). regarding to the result, in the initiation move, there were 14 acts among of them elicitation act as the highest act. it implied that teacher was more dominant in opening the interaction, it is also as the consequences of the responsibility from the teacher as an educator, teacher should help their student to understand the input that they receive from the teacher, it called as “modifiying speech” (walsh,2006), therefore teacher simplied their courses by using a lot of question to help student comprehend the courses easier. beside the elicitation also there was starter and informative in this move that has a little significant different amount, it implied that teacher also helped the student to concentrate to the course and be focus with the discourse by using starter and informative, in other side it was also spent a lot of time therefore teacher still be dominant in this move. in the response move, there were 5 acts among of them reply as the highest. it implied that student only speak when the teacher asked them question. it indicated students were not active to ask a question in the course or self-initiated to give an opinion, asking a question even giving a new information. it was also as an effect of the display question delivered by teacher, therefore student didn‟t try to think and negotiate with the teacher about the answer of the question. then in the follow up move, there were 4 acts among of them accept is the highest act. it implied that teacher only 11 accepted the response from the student, it could be happened when a teacher only giving a display question which the answer has been known by teacher, if the teacher gave the display question, and the student ansewered it true, as the consequence the teacher only accept the response or reply without any comments, if teacher gave them a referential question which need student understanding and comprehend, the follow up may be different, because this kind of question need to be analyzed first. beside the accept, comment also has big frequencies in this research, it implied that teacher also appreiciated the student‟s reply by using comment but the comment of the teacher sometimes out of the topic of the course therefore make the students bored and teacher kept talking and dominated the classroom. based on the result, also teacher acts is bigger than students act. it implied that the role of student was isolated only to response move, in other words the centrality of the courses still in teacher and it‟s appropriate with walsh (2006) and coulthard (2002) that the structure of initiation for teacher, response for student and follow up for teacher. this result is also quietly similar with the result from harahap (2015) who conducted his research in sma budhi warman ii jakarta, the result indicated the discourse acts from teacher was bigger than students act and teacher dominated the course in the classroom. in addition from 540 minutes as the predicition of total duration of english course in the classroom was not match in the field, from 6 meetings only 260 minutes applied, it happened because the time spent for the course has been cut by the task given by teacher to the student and waiting for students and teacher coming to the classroom also spent much time 5-10 minutes. based on result also, among of the moves, the time duration of initiation move was the highest. it implied that teacher still dominated the classroom especially in the time duration. whereas students need more time to practice their english in the classroom or it indicated that the opportunity of the student to practice their english is so limited. therefore the teacher should able to drive and produce more interaction in the classroom. this condition was reflected from the condition in the classroom. it also proved by more than 69,2 percent teacher took control the classroom through his talk, thus it gave us a description why teacher talked more than student in the classroom. this result also in line with the studies from lewis (1997), maulana (2012) and nurmasita (2010) that teacher still lecturing in the classroom, teacher dominancy in talking in the classroom and teacher spent more time than students therefore it could not maximize student involvement in the classrroom. in fact, those results implicitly stated that the ideal pattern in the classroom such as complete pattern (irf) has been not determined as a good interaction in the classroom because the limited involvement from student. nunan (1991) pointed that excessive teacher talk should be avoided to give students more opportunities to produce comprehensible output themselves. therefore the ideal pattern could be completed as a good interaction also if the student talk more in the classroom not teacher, a teacher only facilitator that support the student in the classroom this condition was appropriate connected with mckay (2003) who suggests that communicative language teaching (clt) may not fit in straightforwardly with asian educational culture. it was also compared with other study such as maulana (2012) and lewis (1997) which the result was indonesian teacher was lecturing. not only in indonesia, it was also found in japan and china that believe as the advance country from asia. hing (2013) china learners was 12 using rote learning, the student was passive larner and teacher was an authotarian and the student was obedient to keep silence in learning. it indicated asian learner such as indonesia, china also was not ready to accept english as the second language.it indicated by the cultural effect from each countries that build the characters of the learner itself. indonesia could be apparently and closely with japanese education sector when the invasion of japanese for 3,5 years as collonial in indonesia also has planted the same culture in indonesia culture. beside the cultural factor, the result of this research also awake us about our pedagogical system where student must be given as much as opportunity to contribute in the classroom. then we couldn‟t generalize all student have the same ability because they were from different background knowledge and linguistic capabilities. the most important from the result of this research was about how teacher can improve the interaction in the classroom by helping student to be a risk taker, high motivated and handled their anxiety to improve the quality of interaction. conclusion this study attemps to find out the pattern of interaction in the classroom and act type that used in the classroom. this conclusion was taken from analysis in chapter 4. firstly ,the result indicated that there are 3 kinds of pattern found in the classroom; 1) complete pattern (irf), 2) semi complete pattern (ir and if), 3) and incomplete pattern (i). the dominant pattern found in the classroom is complete pattern (irf). secondly, the result indicated that each move has their own dominant act, in initiation move , elicitation as the the dominant act, in the response move reply as the dominant act and in the follow up move accept as the dominant act there. in conclusion, the ideal pattern has been discovered in this research and dominated the interaction pattern in the classroom. however it was dominated by teacher talk, therefore the ideal pattern in this research was not good enough to give the opportunity for student to develop their potential especially in speaking english. it is supported by the acts and time duration for teacher and student to talk. references atkin, andrew (2010).sinclair and coulthard‟s „irf‟ model in a oneto-one classroom: an analysis. retrieved on 13 th august 2016 ,http://ccsenet.org 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(1991). language teaching methodology: a textbook for teachers. new jersey: prentice hall. nurmasitah. sita (2010). a study of classroom interaction characteristics in a geography class conducted in english: the case at year ten of an immersion class in sman 2 semarang, retrieved on 12 th august 2016 http:// eprints.undip.ac.id/23803/ walsh, steve (2011).exploring classroom discourse.uk: university of nottingham walsh. steve (2006).investigating classroom discourse, new york :routledge http://google/ http://google/ http://www.nova.edu/ssss/qr/qr8-4/golafshani.pdf http://www.nova.edu/ssss/qr/qr8-4/golafshani.pdf joall (journal of applied linguistics and literature), 8(1), 2023 151 joall (journal of applied linguistics and literature) vol. 8 no. 1, february 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/25568 https://doi.org/10.33369/joall.v8i1.25568 exploring lecturers and administrative staffs’ strategies to hone efl students’ digital literacy febriyantina istiara , tommy hastomo 1,2stkip pgri bandar lampung, indonesia jl. chairil anwar no.79, durian payung, kec. tj. karang pusat, lampung 35214 article info abstract article history: received: dec 24, 2022 revised: jan 30, 2023 accepted: feb 10, 2023 this study seeks to investigate the strategies used by college teachers and administrators in enhancing the digital literacy skills of efl students. a qualitative study is the research design in this paper. the researchers chose a purposive sampling technique for administering the research sample. there were six efl lecturers and six higher education admins at stkip pgri bandar lampung as the research sample. this present research employed semi-structured interviews for collecting the data. this current study analyzed the data qualitatively and described it thematically. the findings illustrated that the lecturer used four strategies for promoting learners' digital literacy; motivate learners, conduct training workshops, employ digital technology in the classroom, and improve the digital classroom environment. moreover, higher education admins used four strategies; raise guardians' awareness towards the role of digital technology, conduct training for lecturers and learners, redesign the efl classroom and enhance classroom infrastructure. this finding implies that policymakers can use this research to plan and make a new system for efl education. keywords: learning strategy digital strategy efl classroom conflict of interest: none funding information: stkip pgri bandar lampung correspondence: tommy hastomo, stkip bandar lampung, indonesia tommy.hastomo@stkippgribl.ac.id ©febriyantina istiara & tommy hastomo this is an open access article under the cc by-sa 4.0 international license. how to cite (apa style): istiara, f., & hastomo, t. (2023). exploring lecturers and administrative staffs’ strategies to hone efl students’ digital literacy. joall (journal of applied linguistics and literature), 8(1), 151-172. https://doi.org/10.33369/joall.v8i1.25568 presently, the advancements and acceptance of digital technology facilitate a new wave of the industrial revolution. this rising technology propelled new economies in wealthy and developing nations. the advances in digital technologies modify the understanding and definition of literacy. new technologies generate new literacy (leu et al., 2017). currently, both lecturers and learners employ digital technologies to conduct teachinglearning activities. therefore, someone can participate in the learning activity https://ejournal.unib.ac.id/index.php/joall/article/view/25568 https://doi.org/10.33369/joall.v8i1.25568 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i1.25568&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i1. https://orcid.org/0000-0002-3160-9797 https://orcid.org/0000-0002-3664-3521 febriyantina istiara & tommy hastomo 152 joall (journal of applied linguistics and literature), 8(1), 2023 beyond the time and place (henderson et al., 2015). the learners can use digital technologies to participate in classroom discussions, such as edmodo, schoology, and google classroom (amin et al., 2022). they also can create digital content to promote and expand their learning ability, especially in the l2 context. however, there have been many arguments on digital technologies' effect, use, uptake, role, and value in higher education for the past few years (alexander et al., 2017). the previous study of the use of digital technology had mainly focused on the development of the necessary attitudes, knowledge, competencies, and skills for lifelong learning, the role in the personal lives of the students, and the improved position of such technology in the knowledge-based culture (silamut & petsangsri, 2020). some efl lecturers and learners lack digital competencies because they are not accustomed to using technology (alakrash et al., 2021). on the other hand, the lecturers can effectively incorporate technology in their teaching-learning activity using digital technology competency standards and adequate training. if the teachers are not ready to understand the most recent skills and information sufficiently, they cannot keep up with the newest technology. they might fall behind and be challenged to master new digital literacies (tsai et al., 2015). therefore, it is very much expected to maximize digital technologies and their benefits for the efl lecturers and highereducation administrators so that they can keep abreast with the technology development (espino-díaz et al., 2020). the learners can acquire vast information through digital technology because of the spread of digital content following the covid-19 pandemic (whitelaw et al., 2020). consequently, the lecturers and learners can protect themselves from lagging in the education process and find out if it is credible and useful by identifying the nature of the information because of the need to master digital literacy skills. however, either lecturers or learners are the person who got affected by the lack of digital literacy after the emergence of covid-19. therefore, it will be difficult to access online information because lecturers and students lack digital literacy skills. students must be competent in using such technologies to use digital technologies in language teaching and learning effectively. the effective exploitation of the digital environment could be achieved if they had mastered digital literacies (al-abdullatif et al., 2020). digital literacy among students is an important requirement that will determine success in professional and academic life due to the increasing use of digital technology in society (caena & redecker, 2019; castro, 2019). thus, this technology must be used appropriately and effectively for educational purposes, which are influenced by the teacher's ability. meanwhile, the agile learning environment and the need for digital skills in the modern era make it imperative that students be digitally literate. digital literacy is important in exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 153 facilitating teachers' and students' various information regarding grammatical patterns, pronunciation, language structures, and linguistic discourse in efl learning (kim, 2019). english teachers must be able to improve students' technological competence to deal with these new demands, especially regarding the use of modern digital technology for language learning. on the other hand, school administrators also have an important role in increasing students' digital literacy. however, the efforts of teachers and administrators in increasing students' digital literacy have not been studied, especially in the context of efl. thus, the research seeks to overcome the research gap in research that investigates the strategies of teachers and administrators in increasing digital literacy in higher education level environments. in addition, it is important for english as a foreign language (efl) students to become digitally literate in order to effectively communicate and access information in a globalized world. technology can be used to reinforce language teaching and learning by providing interactive and multimedia resources, facilitating communication and collaboration among students, and providing personalized and adaptive learning experiences (kim, 2019). furthermore, technology can also help to overcome traditional language barriers and provide access to authentic language resources and native speaker interactions. however, it is important for teachers to effectively integrate technology into their instruction and provide guidance for students to use it appropriately. there are many interrelating ideas and concepts to identify the attitudes, knowledge, and skills people need to utilize digital technology in an increasingly digitized society. it consists of digital skills (bacalja, 2020), internet knowledge (santoro et al., 2018), media knowledge (hobbs, 2017), information knowledge (drotner & kobbernagel, 2014), and computer knowledge (fraillon et al., 2020). however, these ideas and concepts have different connotations when viewed from various scientific disciplines such as culture, education, society, and history. literacy can be translated as the ability to read and write, "process and apply information to daily activities". on the other hand, literacy is competency-based in an international domain. new ideas can be created when literacy ideas are applied to a digital system known as digital literacy. digital literacy is the ability to understand and apply information in various media obtained from many sources when presented through digital devices (chan et al., 2017). meanwhile, there is a need to think critically and provide reflection in informing online assessments. on the other hand, digital knowledge lies beyond basic technical skills in ict. thus, digital literacy is the ability to express ideas related to constructing and writing activities (blau et al., 2020). febriyantina istiara & tommy hastomo 154 joall (journal of applied linguistics and literature), 8(1), 2023 meanwhile, digital learners have social habits that consist of browsing websites, evaluating the integrity of online resources, participating in social media communities, blogging communities, and blogging (miller, 2017). in addition, some studies examine the mechanical aspects of digital skills, such as how the functioning of software and hardware should be considered the most important part of social habits (chan et al., 2017; lindfors et al., 2021; whitelaw et al., 2020). digital literacy has a relationship with computer knowledge which means an understanding of computer applications, capabilities, and characteristics, as well as the ability to apply this knowledge in the productive and skilled use of computers personally. similarly, the general notion of information proficiency is generally considered to be. the study of digital literacy has an impact on discussing how to be part of a fully digital society. moreover, digital literacy can foster social awareness regarding cultural understanding and commercial ideology and how technology can be implemented to express information and meaning. in higher education, there have been studies on media literacy and digital literacy (nedungadi et al., 2018). meanwhile, the indonesian government's current policy focuses on developing students' digital competence (durriyah & zuhdi, 2018). according to the description of the discussion above, this study uses the idea of digital competence as a research topic to produce findings holistically and comprehensively. on the other hand, competence is a concept that is often associated with aspects of education in indonesia higher education. in efl learning, a previous study examined students' digital literacy competencies and found that students had a minimal understanding of digital literacy. meanwhile, a study discusses jordanian students' perceptions of technological competence (albashtawi & al bataineh, 2020). the students were shown to have limited competence in technology skills. however, they claimed to have a great deal of experience in basic computer skills, such as installing software, editing data, deleting files, and copying files. meanwhile, another study examines the views of iranian eap students regarding barriers and levels of computer competence in participating in higher education courses (dashtestani & hojatpanah, 2020). the findings explain that the computer literacy of eap students is still minimal. meanwhile, computer literacy is important in achievement and academic performance among eap students. on the other hand, saudi arabian students are reported to lack sufficient technical competence and cannot use application tools and computer programs effectively (alhujaylan, 2019). there is a finding that improving students' computer literacy skills must be handled properly because many saudi institutions have started to adopt lms as a learning medium. exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 155 on the other hand, nigerian secondary school students still have poor digital literacy levels even though they have attended and been able to complete related digital literacy classes at school (mabayoje et al., 2016). one of the causes of this problem is the lack of digital resources and facilities in schools. the provision of digital facilities and infrastructure is a way for the community to be enthusiastic about increasing competency and digital literacy in schools. meanwhile, a survey conducted explains that male students have a higher frequency of using the internet than female students to do schoolwork (krumsvik, 2014). temporarily, there are obstacles to increasing students' digital literacy, namely the cost of getting the use of connections that are not affordable. based on previous research, students at the high school level with greater computer experience and knowledge outperformed students with lower computer experience and knowledge. computer knowledge can help students achieve better learning targets to be better prepared to participate in the world of work. similar research also explained that the digital competency level of school students in jordan could have a significant influence on achieving learning targets (albashtawi & al bataineh, 2020). in addition, instructors must also have a high level of digital literacy to encourage students to develop digital literacy at school. digital literacy is an important aspect of modern education to help students develop abilities aligned with learning targets (jalil et al., 2021). however, the development of digital literacy skills can be hampered due to limited time in exploring the use of technology. on the other hand, only a few teachers can use computers for reactive learning activities, such as educational games, to evaluate students' digital competence. thus, a review of increasing digital literacy in the context of efl has provided various references to narrow the scope of research and studies developed according to international trends in facilitating students' digital competence. stkip-pgri bandar lampung, the location of this research, does not have an ecology for learning and teaching english rich in digital technology. meanwhile, the lack of supporting literature that discusses the local context is an obstacle in describing how university lecturers and administrators can improve students' digital literacy in efl classes. in the preparatory stage of this research, there is an important role that the research review has as an aspect that explains the theoretical background in various fields that is given a fair share of investigations in a harmonious context. that background can provide deep ideas so students can understand and apply digital technology in learning english. some of the studies cited are the results of relevant studies. they can be used as a reference in comparing the context of this research with other contexts at the local and international levels. for example, research on digital literacy in the turkish context febriyantina istiara & tommy hastomo 156 joall (journal of applied linguistics and literature), 8(1), 2023 (ozdamar-keskin et al., 2015), the iranian context (alavi et al., 2016), the saudi arabian context (gharawi & khoja, 2015), the jordanian context (albashtawi & al bataineh, 2020), and the nigerian context (mabayoje et al., 2016). therefore, this study aims to report on various strategies used by english lecturers and administrators in areas that have not yet covered this topic. on the other hand, several previous studies have explained that a non-detailed self-report approach is implemented in examining the extent of this complex problem. on the other hand, this research builds a relationship between english lecturers and administrators in terms of increasing students' digital literacy so that there is a significant positive impact on organizing better efl learning. the findings of this study are expected to provide implications for developing the insights of students, teachers, parents, and policymakers. in addition, the findings of this study are also expected to act as a reference for integrating digital technology into efl learning. this study establishes a framework for future studies in research and technology because the research topic is broad. this research can contribute significantly to the field of research in the aspect of educational technology because researchers have reviewed that there are no other studies that discuss strategies for promoting digital literacy in higher education environments in indonesian efl learning, even though currently, the domain of digital literacy is a current topic for technology research education. efforts to promote digital literacy can significantly influence technology-based learning methodologies so that students can learn actively and collaboratively in integrating technology-based practices in coping with success in the fourth industrial revolution era. thus, this study seeks to investigate the strategies used by college teachers and administrators in enhancing the digital literacy skills of efl students. according to the explanation above, the research question in this current study: 1. what are the strategies used by college teachers and administrators in enhancing the digital literacy skills of efl students? method research design standard thematic analysis is the type of approach used in this qualitative research. thematic analysis is a research method used to identify and analyze recurring themes in qualitative data. standard thematic analysis is a systematic, step-by-step process for identifying, coding, and categorizing themes in qualitative data (peel, 2020). researchers manually carry out the coding process, consisting of initial coding, connecting coding, determining themes, and evaluating and identifying themes. the goal of standard thematic analysis is to provide a systematic and transparent approach to analyzing qualitative data, which can help to ensure the credibility and rigor of the exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 157 results. researchers use qualitative research because of the flexibility and ability of qualitative research to reflect deeply on respondents' views, complex subjective evaluations, and detailed descriptions of research objectives. this study was conducted at stkip pgri bandar lampung. researchers conducted a purposive sampling and decided to use six english lecturers and six college administrators as the participants in this study. purposive sampling is chosen by researchers because it enables them to target specific subgroups within the population that are of particular interest to their research question, or because they have limited time, resources to the population. meanwhile, convenience sampling is a technique to determine the sample used by researchers. table 1 describes the demographic information of the participants. table 1. the demographic information of the participants no respondents gender age academic position qualifications teaching/ administration experience 1. respondent 1 female 34 english lecturer ma 10 years 2. respondent 2 male 31 english lecturer med 7 years 3. respondent 3 female 35 english lecturer phd 11 years 4. respondent 4 male 36 english lecturer phd 11 years 5. respondent 5 female 35 english lecturer phd 10 years 6. respondent 6 male 60 english lecturer phd 35 years 7. respondent 7 male 40 admin me 16 years 8. respondent 8 female 39 admin med 14 years 9. respondent 9 male 55 admin phd 23 years 10. respondent 10 female 42 admin med 16 years 11. respondent 11 male 41 admin phd 16 years 12. respondent 12 male 45 admin phd 20 years ethical considerations ethical considerations are critical when conducting research involving human subjects. therefore, this current study decided to obtain informed consent, protect participant confidentiality and privacy, minimize potential harm, and consider the potential benefits of the study. instruments and procedures this study uses interviews as a research instrument. the researcher cites various relevant literature reviews as guideline constructs and interview febriyantina istiara & tommy hastomo 158 joall (journal of applied linguistics and literature), 8(1), 2023 procedures. to ensure credibility in carrying out the data collection process, a panel of experts was asked to validate the interview protocol. researchers conducted face-to-face interviews with six english lecturers and six higher education administrative staff. the face-to-face interview was conducted in november 2022. each interview was conducted for 30 minutes at stkip-pgri bandar lampung. there are 20 questions raised to the respondents: table 2. the questions of strategy for enhancing digital literacy no questions 1. what role do you think digital literacy plays in the efl classroom? 2. how do you incorporate technology into your teaching methods? 3. can you give an example of how you use digital resources to support student learning in the efl classroom? 4. how do you assess students' digital literacy skills? 5. what strategies do you use to engage students in online discussions and collaborations? 6. how do you incorporate digital tools and platforms into your assessment and evaluation process? 7. how do you address potential digital literacy challenges faced by efl students? 8. have you noticed any changes in the way students learn english with the integration of technology? 9. how do you support students in developing their digital literacy skills outside of the classroom? 10. how do you ensure that students are using technology ethically and safely in the efl classroom? 11. can you share any examples of innovative or creative ways you have used technology to enhance students' english language skills? 12. how do you ensure that students with different levels of digital literacy are supported in the efl classroom? 13. how do you collaborate with other teachers and staff to support students' digital literacy? 14. how do you provide professional development opportunities for teachers to improve their own digital literacy skills? 15. what role do you think the administration should play in promoting digital literacy among efl students? 16. how do you integrate digital literacy into the curriculum and academic programs offered at the institution? 17. how do you stay up-to-date with the latest technology and digital resources available for efl teaching and learning? 18. how do you incorporate multimedia resources and digital storytelling into your teaching methods? 19. how do you encourage students to critically evaluate the information they encounter online in the efl classroom? 20. what do you see as the future of digital literacy in efl education? data analysis procedures the researchers recorded the interview session and transcribed the conversation word for word. the next stage is the coding process. at this exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 159 stage, the researcher categorizes and labels the text to describe and identify themes (creswell, j.w., clark, 2017). researchers use the thematic method as a data analysis technique obtained in the interview session. researchers manually carry out the coding process, consisting of initial coding, connecting coding, determining themes, and evaluating and identifying themes. this research adopts a type theme based on a study developed by braun et al. (braun et al., 2014). findings the thematic structure is a reference for researchers in examining patterns that appear in research data. researchers reported these patterns systematically in coded data. furthermore, the pattern will be rearranged in a thematic structure. in the interview session, there was a dominant theme; research respondents shared the same feedback where efforts were made to promote digital literacy so that students could keep up with learning styles and not be left behind in the digital era. lecturer and administrator staff strategies are two types of digital literacy promotion strategies found in interview sessions. on the other hand, the impetus to increase analytical views is also obtained by researchers when presenting findings by citing the results of previous studies as research-supporting information. figure 1. the strategy for promoting learners' digital literacy the researchers analyzed the type of strategy of the english lecturers and staff administrators for promoting learners' digital literacy and how they facilitate the learners to implement technology in their daily activities. there were four sub-themes that researchers found based on the analysis of the in-depth interviews. as stated below, the four sub-themes were linked to strategies employed by lecturers and administrators. the strategy for enhancing digital literacy english lecturers staff administrators improving infrastructure providing training workshop using digital technology enhancing learners' awareness improving infrastructure revising curriculum providing training workshop enhancing parents' awareness febriyantina istiara & tommy hastomo 160 joall (journal of applied linguistics and literature), 8(1), 2023 english lecturers strategy for promoting learners’ digital literacy improving infrastructure a proper infrastructure that facilitates the technology used is one of the ways that english lecturers are stated to expand the learners' digital literacy. respondent 1 said that: "i believe that facilities play a crucial role in the development of students' literacy skills. without proper resources and equipment, it can be difficult for students to fully engage and understand the material. the specific facilities that i believe would be beneficial for students' literacy include having access to a well-stocked library with a variety of books and reading materials, having upto-date technology such as computers and internet access, digital learning material in the curriculums and having a comfortable and quiet study space. additionally, having access to writing and grammar software can also be very beneficial for students." in addition, all english lecturers said that the stakeholders must improve infrastructure so the learners can integrate technology into teachinglearning activities. the stakeholders can equip the higher-education institution with appropriate facilities, such as having access to a well-stocked library with a variety of books and reading materials, having up-to-date technology such as computers and internet access, digital learning material in the curriculums and having a comfortable and quiet study space. english lecturers stated that improving appropriate infrastructures with technologybased and facility can be a proper way to enhance learners' digital literacy. providing training workshop after analyzing the data from the interview session, the researchers found that providing a training workshop was the second theme for promoting learners' digital literacy. this finding is in line with the statement from respondent 2 who said: "technology is becoming increasingly integrated into the classroom. many assignments and projects now require the use of digital tools, and if students don't have the necessary skills, they may struggle to complete them. additionally, digital literacy is becoming more and more important in the workforce. employers are looking for individuals who are comfortable using technology and can navigate digital platforms with ease. that's why providing training workshops is a great idea for improving students' digital literacy" training can influence the digital literacy of learners and lecturers. for example, the respondents stated that lecturers training and learners training are the two groups that can participate in the workshop. respondent 2 said that the best strategy for promoting digital literacy is conducting training workshops. meanwhile, some participants highlighted that digital literacy could be expanded if lecturers and learners join training workshops to exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 161 improve their digital competencies. on the other hand, the old lecturers did not prefer integrating technology into their learning activities because they lacked technology experience. it means the policymaker must facilitate the lecturers to be familiar with and improve the learners' digital literacy. therefore, all the respondents conveyed that both lecturers and learners need to participate in the training workshop to promote learners' digital literacy. using digital educational technology in elt using digital educational technology in elt the third strategies used by english lecturers for improving students' digital literacy. respondent 3 said that: "one technology that i have found to be particularly effective is the use of online language learning platforms, such as microsoft office, prezi, schoology, edmodo, google classroom, skype, youtube, and zoom. these platforms provide students with a wealth of digital resources, such as videos, audio recordings, and interactive exercises, that can help them develop their language skills. additionally, these platforms also offer features such as chatbots and language exchange partners, which can help students develop their digital communication skills." according to the interview, this current study found that english lecturers employed different types of digital technology in elt. the respondents stated that they utilized one or more digital tools in teaching. for example, most lecturers used microsoft office, prezi, schoology, edmodo, google classroom, skype, youtube, and zoom. english lecturers in this research stated that they used different educational technologies to facilitate the students' digital literacy. it shows that lecturers employed educational technology massively in teaching during corona pandemic. "learning by doing" is the slogan of the lecturers when they used lms as learning media so that the students could access and comprehend the learning material independently. there were two reasons why lecturers used certain categories of technologies in teaching-learning activities, such as promoting learners' digital literacy and enhancing their language skills. another lecturer said that promoting learners' digital literacy can be achieved by conducting online classes. these views reflected the awareness of the lecturers to conduct online courses as the way to expand learners' digital literacy and as the solution to the problems the learner could face in using technology for teaching-learning activities and how digital literacy could be expanded. meanwhile, four lecturers stated that they asked the learners to use educational technology for their learning project. this activity reflected that the learners must be responsible for finishing their tasks without the presence of their lectures. in summary, all lecturers believed that using digital technology with the learners can influence the learners' digital literacy. they can employ febriyantina istiara & tommy hastomo 162 joall (journal of applied linguistics and literature), 8(1), 2023 different educational technology categories to facilitate diversity and inclusive learning environments due to the learners' familiarity with technology. moreover, the lecturers can encourage the learners to employ technologies by assigning grades for digital technologies. they also can share educational information and ask the learners to practice through online classes through educational technology. therefore, the lecturers should be confident in employing digital technologies and have appropriate digital competencies. students also must acquire the utilization of digital technology in the learning process. enhancing learners' awareness enhancing learners' awareness of the importance of using digital technology in elt is one of the strategies that lecturers use to promote learners' digital literacy. respondent 4 stated that: "sure, by "enhancing learners' awareness" i mean helping students to become more aware of the language they use and how they use it. this includes not only the words they use but also the context in which they use them. for example, a student may know the definition of a word, but they may not be aware of how that word is used in different contexts or how it might be used in different digital platforms. by becoming more aware of these nuances, students can become more proficient in their use of language, which in turn can improve their digital literacy." the learners already had proper digital literacy in communication and entertainment. still, they did not know that educational technology plays an important role in achieving learning outcomes. therefore, building a positive attitude by introducing digital technologies is the first step in preparing learners' digital literacy. this current study found that a high attitude to learning digital literacy can be led by the key role of technology in learning essential skills. furthermore, enhancing learners' awareness by motivating them to employ technology can play a pivotal role in expanding learners' digital literacy. learners must understand the advantages of using digital literacy and facilitate them to develop their competencies as an integral part of their learning process. therefore, the student's engagement could be expanded if the students prefer using educational technology to using conventional media in elt activity. administrative staffs strategies for facilitating learners' digital literacy this part describes administrators' strategies to expand learners' digital literacy by using digital technology in the learning activity. this current study found four themes concerning how administrators expand learners' digital literacy based on the interviews' analysis. exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 163 improving infrastructure in conducting this research, the researchers asked some admins about the steps of their college is taking to improve students' digital literacy. respondent 7 stated that: "absolutely. we must invest in new technology and equipment for our computer labs and library, as well as providing more training and resources for students and faculty to use these tools effectively. by providing students with access to the latest technology and resources, we believe that it will give them the skills and confidence they need to succeed in today's digital world. they will be better equipped to communicate, collaborate, and problem-solve in a digital environment, which will be critical for their future careers" in addition, some admins stated that the higher education infrastructure was insufficient. as a result, they stated that equipping schools with educational technology facilities are one strategy to facilitate the learners and lecturers using technology. higher education administrators knew that having appropriate infrastructure can improve the learners' digital competencies to develop their english ability. the institution can provide digital learning materials, augmented reality tools, wide internet coverage, and digital facilitation to support students' use of learning material digitally. revising curriculum higher education administrators stated that one strategy to increase learners' digital literacy is revising the curriculum to include digital technology learning material. "revising the curriculum can greatly improve students' digital literacy by incorporating more technology-based courses and hands-on projects. for example, we can include more online resources and interactive activities in our courses, which can help students to develop their digital skills." respondent 8 explained that a new curriculum should be made as the major changes to facilitate the students in expanding their digital competencies in learning english. the curriculum plays an important role in the educational field. therefore, it should foster the learners to experience the use of technology in learning english. all the admins believed that designing or revising a new curriculum could influence the students' digital literacy to achieve the learning target. meanwhile, english lecturers also benefit from a technology-based curriculum to expand their learners' literacy. providing training workshop the third strategy to foster learners' digital literacy is training workshops. respondent 9 stated that: " at our college, we have been offering training workshops for students for the past few years. the workshops focus on teaching students how to use various febriyantina istiara & tommy hastomo 164 joall (journal of applied linguistics and literature), 8(1), 2023 digital tools and platforms effectively and efficiently. we have seen a significant improvement in the students' digital literacy skills as a result of these workshops. one workshop that stood out for me was the one on google suite. we taught students how to use google docs, sheets, and slides for their coursework and research. the students were very engaged and had a lot of questions. they were also able to apply what they learned in the workshop in their classes. we received positive feedback from both the students and their lecturers." in addition, some admins explained that the institution has a team of experts who are responsible for researching and developing the workshops. they stay up-to-date with the latest technology and trends in digital literacy. they also solicit feedback from students and faculty members to ensure that the workshops are meeting their needs. they have seen a noticeable improvement in the students' digital literacy skills since they started offering training workshops. the workshops have helped students to become more confident and proficient in using digital tools and platforms. enhancing parents' awareness this section describes how administrators perceive parental knowledge of the learners in employing technology. parents are the most influential person who can support their children to expand their learning abilities, especially digital competencies. this statement is in line with the answer from respondent 10 who stated that: "the college years are a critical time for students as they are becoming more independent and taking more responsibility for their own learning. however, parents can still play a vital role in helping their children navigate the digital landscape and develop the skills they need to succeed. for example, if a parent is aware that their child is using digital tools for research and writing papers, they can encourage their child to use those tools responsibly and ethically, such as by properly citing sources and avoiding plagiarism. by staying informed about what their children are doing online and providing guidance, parents can play an important role in helping their children develop the digital literacy skills they need to succeed in college and beyond." according to the interview above, parents play an important role in helping their children develop digital literacy skills. by enhancing parents' awareness of the importance of digital literacy and the ways in which they can support their children's digital literacy development, parents can improve students' digital literacy skills and equip them with the tools they need to succeed in the digital world. one way to enhance parents' awareness of digital literacy is to provide them with information and resources on the importance of digital literacy and the ways in which they can support their children's digital literacy development. for example, schools can provide parents with exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 165 information on the digital literacy skills that students need to have, such as basic computer skills, internet safety, and digital citizenship. schools can also provide parents with resources such as guides to digital literacy, websites and apps that can be used to support digital literacy development, and tips on how to monitor and manage children's digital use. discussion this current study found some strategies for enhancing learners' digital competencies for english lecturers and higher-education administrators who wanted their students to master integrating technology into the learning process. facilitating and enhancing awareness of the significance of using technology in the learning environment among learners and parents can expand their motivation to implement educational technologies for achieving learning targets. meanwhile, the possible challenge to the development of their children's digital competencies relied on the lack of knowledge among parents regarding the utilization of technology for educational purposes. this statement is in line with the previous finding, which stated that there were some obstacles to adopting and implementing technology in higher education institutions (dashtestani & hojatpanah, 2020). according to the findings above, learners' use of technology was supported by social support. it means awareness campaigns in the social influence techniques can encourage constructing a social environment that facilitates learners' digital competencies. teaching individuals from the wider community can enhance the beneficial impact of digital technology among efl students. however, research shows that students usually appear to understand digital technology significantly. the current study's findings align with previous research, which explains that social support is an important factor in implementing e-learning (tsai et al., 2015). students do not know the potential of using technology for learning purposes. thus, applying various formal and informal learning systems in preparing students to use educational technology can be an important and useful strategy. in addition, efforts to increase the awareness of lecturers and parents can be carried out to increase their positive attitude and involvement in using technology as a useful medium. there is an important role the knowledge of parents and teachers has in students' ability to use technology and digital literacy competencies. so, this involvement will affect the development of students in achieving learning targets. lecturers, school administrators, and parents can work together and discuss raising this awareness. parents can participate in developing new technology learning competencies and support children in mastering various educational technologies to achieve learning goals (rinekso et al., 2021). febriyantina istiara & tommy hastomo 166 joall (journal of applied linguistics and literature), 8(1), 2023 learners can explore utilizing digital literacy from their lecturers as an important approach to integrating technology in teaching-learning activities. lecturers can improve learners' competencies while also facilitating their engagement. they also can participate in training workshops on how to employ technology in the educational platform. this activity aims to strengthen educational projects based on learners' characteristics for comprehending digital knowledge. educators know that some learners can not participate in the learning activity at the same frequency. this problem can be solved by providing differentiated learning. the capacity of digital literacy can conform to the need of learners as one of the benefits of digital technology. various student needs can be met by digital technology as a benefit of using this media as a learning tool. there are various categories in integrating digital technology applications, namely the ability to listen, speak, read and write. each student can complete these activities without worrying about space and time limitations. in learning english, students can constructively continue to a more difficult level so that there is significant progress for students to develop english skills. it is in line with the findings of previous studies, which explained that students' educational performance and progress are strongly influenced by students' digital literacy (rusydiyah et al., 2020). some literature in other domains also explains that students can operate effectively in an educational environment if they have adequate digital literacy competencies (alakrash et al., 2021; durriyah & zuhdi, 2018; kim, 2019; nedungadi et al., 2018). the next strategy is to facilitate students to master digital technology because most students do not have capable devices to access digital material. this problem can hinder students' ability to implement the various knowledge they have learned in class because they do not have media resources that can be used in their daily activities. teachers can inform students about the various technologies that the institutions have prepared so they can access these devices while on campus. in addition, teachers can also inform various technologies found in their surroundings, such as public libraries. another alternative is that the teacher can recommend students who need to access the device outside the normal learning period. therefore, this assistance can be used by students who do not have qualified devices to improve digital literacy. students can improve their digital abilities if they get support from the school and the surrounding environment (claro et al., 2018). improving campus infrastructure is another strategy to improve student literacy skills. lack of infrastructure generally describes a lack of funds for school administration to build campus facilities and infrastructure, so this is the most difficult approach to be applied. school administration can ask the government to help support campus policies in improving infrastructure. in addition, assistance from parents and the community exploring lecturers and administrative staffs’ strategies to hone efl students’… joall (journal of applied linguistics and literature), 8(1), 2023 167 through fundraising events is another effort to develop campus infrastructure. the lack of digital devices in classrooms is another obstacle cited by researchers. this finding is in line with the findings of previous studies, which explain that students' digital literacy is low because students have limited access to technology and digital devices in the classroom (alavi et al., 2016). the researcher found another obstacle: schools' efforts to build learning technology require large expenditures and resources. a survey conducted on lecturers and students is the source of this statement. thus, the application of technology for efl students in achieving english learning outcomes has obstacles because there are limitations to school infrastructure. adequate training is the last strategy that can be used to increase students' digital literacy. based on the interview results, students can increase digital literacy if teachers and students receive adequate training in applying technology in efl learning. this training can also provide up-to-date information with technological advances and new information regarding various digital resources that can be used for efl learning. teachers must be competent in using digital technology because it has been proven to help students improve student learning achievement. teachers are students' greatest learning source and increasing technology use. by utilizing new technology in efl classrooms, teachers can facilitate students' in developing their english language skills. higher education is where students must master various educational technologies to use them in the workplace. thus, the application of new technology in learning can prepare students to get used to accessing various technological devices to support work needs. thus, adequate training in applying technology in learning is an effort that can be made to develop students' digital literacy (wahab & ali, 2020). conclusion according to the findings, this current study illustrated that the lecturers used four strategies for promoting learners' digital literacy; motivate learners, conduct training workshops, employ digital technology in the classroom, and improve the digital classroom environment. moreover, higher education admins used four strategies; raise parents' awareness towards the role of digital technology, conduct training for lecturers and learners, redesign the efl classroom and enhance classroom infrastructure. this finding implies that policymakers can use this research to plan and make a new system for efl education. this research has limitations, such as the number of institutions used as research subjects. thus, the researcher suggests that the scope for further research can be studied more broadly. in addition, this study only collected data from lecturers and school administration staff, so the researchers suggested that future researchers could collect data from other respondents, febriyantina istiara & tommy hastomo 168 joall (journal of applied linguistics and literature), 8(1), 2023 such as students and policymakers. in this current study, researchers only discuss digital literacy as part of the six basic literacy skills so that other researchers can discuss students' financial literacy and cultural literacy in efl learning. last suggestion, it is suggested that the future researchers may consider investigating the importance 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(2020). applications of digital technology in covid-19 pandemic planning and response. the lancet digital health, 2(8), e435–e440. https://doi.org/10.1016/s2589-7500(20)30142-4 febriyantina istiara & tommy hastomo 172 joall (journal of applied linguistics and literature), 8(1), 2023 the authors febriyantina istiara is an english lecturer at stkip pgri bandar lampung who obtained her master's and doctoral degrees from the state university of jakarta. her research interests lie in english language teaching and english applied linguistics. tommy hastomo, also an english lecturer at stkip pgri bandar lampung, holds a bachelor's degree from lampung university and a master's degree from sebelas maret university. his research interests include educational technology, analysis of english literature in english education context, and discourse analysis in english education context. journal of applied linguistics and literature, vol 2, no 2, 2017 88 using teacher’s indirect feedback strategy to improve the students’ ability in writing descriptive text for the first grade students of sman 1 bengkulu tengah in the 2016/2017 academic year. yudha septian kurniawan yudhaseptiankurniawan@gmail.com bambang suwarno wdsaraswati@gmail.com arono arono@unib.ac.id university of bengkulu abstract this research aimed to improve students’ ability in writing descriptive text by using teacher’s indirect feedback strategy for the first grade of sman1 bengkulu tengah in the 2016/2017 academic year. the subjects consisted of 30 students of science program. the research was conducted in two cycles, namely, each cycle consisted of planning, action, observation and reflection. before the first cycle, the researcher gave pre-assessment. the result showed that the students’ mean score was 44,00 in absolute range, or 60,00 in relative range (poor category). after implementing cycle one, the students’ mean score in writing skill showed a little progress, especially in content’s aspect. on other hand some students were still lacking in vocabulary and language use aspects. in the second cycle, the teacher and the researcher focused to gave the students materials of two aspects above. the result was that improved to the students’ mean score : 60,76 in absolute range or 83,00 in relative range (very good category). the students’ responses were possitive toward this strategy. it was concluded that teacher’s indirect feedback strategy could improve students’ ability in writing descriptive text and it could be developed to other students. key word: writing ability, descriptive text, teacher’s indirect feedback strategy. abstrak penelitian ini bertujuan meningkatkan kemampuan siswa dalam menulis teks descriptif dengan menerapkan strategi umpan balik secara tidak langsung oleh guru pada kelas x ipa 1 sma negeri 1 bengkulu tengah tahun pelajaran 2016/2017. subjek penelitian ini terdiri atas 30 orang siswa. penelitian ini dilakukan dalam dua siklus yaitu, masing-masing siklus terdiri atas perencanaan, pelaksanaan/tindakan, observasi dan refleksi. sebelum menerapkan siklus 1, peneliti mengadakan tafsiran pertama. hasilnya menunjukkan bahwa nilai rata-rata siswa adalah 44,00 atau 60 dengan kisaran penilaian 10-100 (memprihatinkan). setelah penerapan siklus 1, nilai rata-rata siswa pada kempampuan menulis mengalami peningkatan, terkhusus pada aspek isi tulisan, namun di sisi lain, masih ada beberapa siswa yang masih terkendala pada aspek kosa kata dan pemilihan bahasa dalam menulis. pada siklus 2, peneliti dan guru bidang studi lebih menfokuskan pemberian materi tentang kedua aspek penulisan yang masih dianggap lemah tersebut. hasilnya nilai rata-rata siswa pada siklus 2 meningkat yaitu 60.76 atau 83 dengan kurniawan, suwarno, arono, using teacher’s indirect… 89 kisaran penilaian 10-100 (sangat baik). ini membuktikan bahwa kemampuan menulis siswa mengalami peningkatan lebih baik dari siklus sebelumnya. siswa juga memiliki respon yang positif terhadap strategi yang diajarkan ini. hal ini dapat disimpulkan bahwa dengan menggunakan umpan balik secara tidak langsung oleh seorang guru dapat meningkatkan kemampuan siswa dalam menulis teks descriptif dan hal tersebut dapat dikembangkan ke siswa yang lain. kata kunci: kemampuan menulis, teks descriptif, strategi upan balik guru secara tidak langsung. a. introduction english is as a global language sets the important role in teaching english at school from elementary school until senior high school and even at university. from these facts, students are not only expected to speak english fluently and accuretely but they also have to be able to fulfill four language skills; speaking, writing, reading, and listening. these four skills are integrated and related to each other. based on the curriculum of 2013, all skills in teaching and learning english that are integrated each other must be learnt and taught by both student and teacher, including writing skill. writing helps the students master the other skills and of course in mastery of english completely. the students are sometimes afraid and shy to speak what they want to say but they can tell what they think and what they want to say into draft or writing before speaking. thus, if the students are having problem in expressing an idea, he/she can write it down. then, the student itself or possibly the reader will understand it roger (2001:20) said that some feedback from teacher serves unhelpful feedback to student; they are too generalized or unclear, subjective and focused on some aspects of performance that make the students cannot change. that is why giving feedback to students’ writing is important skill that is seldom taught. through feedback, we can help students compare their own performance with the ideal and to diagnose their own strength and weaknesses. the researcher assumed that indirect feedback was one of positive support that could be given by an english teacher to their students in order to improve students’ writing and minimize their errors. beside that there were some reasons why indirect feedback was so helpful for the students’ writing, it was because oral/direct feedback could be durable, but it would keep only in mind of receiver and the feedback could just lost in certain time. in contrast, the indirect feedback, the thought and comment would be saved for a very long time in the memories. indirect feedback would be read and resistant. the researcher assumed that also the students should focus with writing skill in the level of senior high school. because the students were be prepared to continue their study at the university level where writing was really required especially writing related paper of scintific research for their study. in regarding interview at the first observation with english teachers at sma negeri 1 bengkulu tengah, actually the students were really interested in learning english but sometimes they found it difficult in writing, especially in writing descriptive paragraph. almost of their problems were poor vocabulary, grammar errors, spelling and also punctuation errors. journal of applied linguistics and literature, vol 2, no 2, 2017 90 70 22 18 18 60 17.9 12.94 13 0 10 20 30 40 50 60 70 80 total score content vocabulary language use minimum mastery pre-assessment's score b. research method the design of this research was classroom action research because the teacher was directly involved in improve students’ ability by doing self-reflection. according to julian hermida in gwyn mettetal (2001), classroom action research is a method of finding out what works best in your own classroom so that you can improve student learning. this action research aimed to follow the process of the improve students ability and was conducted by the teacher itself by reflected his /her work and tried to improve his/her way in teaching writing especially to gave indirect feedback. therefore, both teacher and student could be improved. the cycle consists of planning, action, observation, and reflection. the model that was proposed for teacher in doing action research follows the cyclical structure outlined by (kemmis and mc taggart in stringer, 1999: 18). figure.1. cycle model adapted by kemmis and mctaggart c. findings and discussions based on the observation of the result of students’ composition pre-assessment before conducting the action, it found that there were several problems related to the aspects of evaluation in writing (content, language use, and vocabulary). the students were still weak in writing descriptive text. in fact can be seen this charts as follow: chart.4.1 the students’ mean score on pre-assessment result. kurniawan, suwarno, arono, using teacher’s indirect… 91 2 students 1 student 10 students 9 students 8 students relative range (38,9 100) 87,9 100 (very good) 75,6-87,8 (good) 63,3-75,5 (fair) 51,1-63,2 (poor) 38,9-51,0 (very poor) 5 students 25 students ≥ 70 ≤ 69 17% 83% the chart explained about the students’ result on pre-assessment if we compared with minimum mastery at the school. the result of mean score from students’ score devided by total of the students. the researcher found that the students’ score in writing was still lack and needed improvement. chart.4.2. total of the students’ pre-assessment based on category chart.4.3. result of the students’ pre-assessment based on minimum mastery the chart explained about the result of pre-assessment when the researcher made his first observation. the researcher want to know where the students’ weak in writing skill. the result was 10 students “fair” category or gots absolute range “47,5 – 56,6” in relative range “63,3 – 75,5”. then, 9 students gots “poor” category, 8 students gots “very poor” and the other gots “good and very good” category. if we concluded score based on minimum mastery or standard score of writing subject at the school ( ≥ 70 ), there were 25 students or 83% that was declared “not passed” in writing skill. so, it made sure the researcher doing this research. 1. activities of the first cycle based on observation that had been done in the first cycle, the first and second meeting did not get any difficulties to transfer the material and students also often asked about some question such as what the descriptive text is, how they can start to write and what for the copy of marking scheme had been given to them, etc. the problem appeared when the teacher asked them to write their 1 st draft in the third and fourth meeting. the students wrote a composition based on teacher’s instruction. in this time, they had to write a descriptive text about the most important person in their life. during the process, the students got difficulties to express their ideas into writing. they still had not understand yet about descriptive text even the teacher had journal of applied linguistics and literature, vol 2, no 2, 2017 92 explained them in previous meeting and some of them made it in disorder content and language use. it can be seen on student’s composition in appendix 12, draft 1. in the first draft, students did not make a good improvement because they still lack in part content and language use. when teacher checked their work before giving indirect feedback on their 1 st draft, the fact that they confused how to move from the first paragraph to the next paragraph and also how to differentiate the general description-detail descriptionsconclusion. as an example, it can be seen one of student’s composition. in the first draft, this student composed less content and poor language use. actually the student already had good vocabulary but the student got problem how to make an interst content and develop the idea in the composition. here is an untitled composition (appendix 11, draft 1) : “hai my name is ridwan nilhakim and you can call me ridwan. i live in halmahera street komplek diknas no.171. i have one brother. he is a policeman, my brother old 20 years old i love my brother. and next time i want to a police too. i am a man, my school is sman 1 bengkulu tengah my class in x ipa . i like my class. because they want to real friendship to me and nice with all. every in class we play and study together” some mistakes had been made in language use aspect and content. in language use, the mistakes were bolded. it can be seen that the student did many mistakes from beginning until the end of sentences. here, when the teacher gave the indirect feedback to a student’s writing draft. “hai sp my name is ridwan nilhakim and you can call me ridwan. i live in halmahera street komplek diknas no.171 (punc) i have one brother. he is a policeman, my brother old 20 years old vt i love my brother. and next time wc i want to police too vt . i am a man, my school is sman 1 bengkulu tengah (punc) my class in x ipa1 vt . i like my class. (punc)) because they want to real friendship (unclear meaning) to me and nice with all. every in class we play and study together gr ” for the content’s aspect, this student did not write the composition based on the generic structure of descriptive text. those sentences could be an introduction, description or even conclusion. it means that, this student had not made a good improvement that is related to the generic structure and language feature (language use) of descriptive text. in developing the idea, the student was still lack of vocabulary and the student did not put the title of composition. moreover, the sentences were still choppy even the reader might be able to understand it. in language use, it can be seen that some mistakes were occurred in composition, for example sp/spelling (hai, u, wit), wc/word choice (next time), punc/punctuation (period, comma), and vt/ verb tense (my brother old 20 years old, my class in x ipa1). kurniawan, suwarno, arono, using teacher’s indirect… 93 another students sample was taken in the same problem. her name is sartika indah lestari. in here the student wrote a paragraph with the theme about “my lovely family”. here is a composition entitled “my brother” : i have brother, but one that i’m very like. he have name is ramadhan. he is policeman. he is chil second from fife collegues. he live in jl. pratu aidit number 12. he is the most important person in my life because he that always to pay me to school. he already have family now. he have one boy. he very like to play by her boy . bedidest its he also like sports. sports that he likes is badminton, football and tabletennis. although he often sports but her person very biggest and fat. he don’t like if see peoples that always to play dice. he always teach a me about lessons, that i don’t know. so he don’t like if i don’t go to school one day. he to strike me if i don’t bring about it. this composition is different from above sample. this student wrote two paragr aphs that talked about “brother”. from the title, it can be seen that the student had a good idea to write. this student wrote some ideas about “brother” that obviously, it was still general and needed to be improved. even the ideas were choppy in the first draft but in the next draft, this student was able to make an average composition. from language use aspect, some mistakes were occurred in composition, it can be seen in bolded word and codes/symbols here : i have brother. (punc) but one that i’m very (nn) like. he have name is ramadhan (s/va) . he is policeman. he is chil (sp) second from fife (sp) collegues (wc) . he live (s/va) in jl. pratu aidit number 12. he is the most important person in my life because he that (nn) always to (nn) pay me to school. he already have (s/va) family now np . he have (s/va) one boy. he very (wo) like (s/va) to play by her boy . bedidest (sp) its (wc) he also like (s/va) sports. sports that he likes is badminton, football and tabletennis (gr) . although he often sports (wc) but her person very biggest and fat (gr) . he don’t (s/va) like if see peoples (wc) that always to (nn) play dice (punc) . he always (nn) teach (s/v) a me about lessons, that i don’t know. so (punc) he don’t (s/va) like if i don’t go to school one day. he to strike me if i don’t bring about it (?????) . mostly, the mistakes are about the subject and verb agreement (s/va), punctuation (punc), word choice (wc), word order (wo), spelling (sp), not necessary word (nn). (appendix, draft 1). the third and fourth meeting activities focused on students’ composition, those are distributing students’ 1 st draft, discussing about the problem on their writing and revising it based on the feedback given. some problems appeared during the process of writing 2 nd draft as a revision of 1 st draft. they often asked about the english of some words or what vocabulary that they can use in a sentence and many other problems found when the process was over. an example of students’ writing can be seen as follow: “hai, my name is rajes husain and you can call me rajes. i live in nakau street no.12 i have one cousin. she now live in yogjakarta. she college in universitas gajah mada. she is 20 years old. i was born in curup 27 september 2000. and i’m 16 years old now. journal of applied linguistics and literature, vol 2, no 2, 2017 94 70 22 18 18 65 21.84 15.52 12.54 0 10 20 30 40 50 60 70 80 total score content vocabulary language use minimum mastery first cycle bay the way, now i’m school in sma 1 benteng. i’m in x. i really like my class, yo know why? because my friend in class reall friendship and nice with all. i’m mosleam and i really like reading. my favored book is va novel and all book from indonesia. i like sport, watching tv and listening music i like film horror, action, and romantic comedy. i really like watching film because that can make me fresh and eliminate to against the stomach and stress. and now i’m 16 years old in this years my parent really nice to me. him love me so much” (appendix 15, draft ii). for more understand about the mistakes of the student’s writing above, the researcher makes it with codes/symbols in indirect feedback. it can be seen as follow : “ (sp) hai, my name is rajes husain. (punc) and you can call me rajes. i live (prep) in nakau street no.12 (pung) i have one cousin. she now live (s/va) in yogjakarta. she college (wc) in universitas (sp) gajah mada. she is 20 years old. i was born in curup 27 september 2000. (punc) and i’m 16 years old now. (sp) (sp) bay the way, now i’m school (nn) in sma 1 benteng. i’m in x. i really like my class, (sp) yo know why? because my friend in class reall (sp) friendship and nice with all (????) . i’m mosleam (sp) and i really like reading. my favorid (sp) book is va novel and all book (gr) from indonesia. i like sport, watching tv and listening music (move this ) i like film horror, action, and romantic comedy. i really like watching film because that can make me fresh and eliminate (wc) to against the stomach and stres (????) . and now i’m 16 years old in this years my parent really nice to me. (wc) him love me so much. (move this sentence) ” (appendix 14, draft ii). the sample writing above showed that some mistakes still occurred,mostly the mistakes were in language use aspect, while in content’s aspect, this composition is better than in the first draft. to compare the first draft and the second draft, it can be seen in appendix 14. for more clear of the problem in the cycle 1, the researcher made the charts as follow : chart.4.4 the students’ mean score on first cycle result. kurniawan, suwarno, arono, using teacher’s indirect… 95 2 students 1 student 17 students 10 students relative range (38,9 100) 87,9 100 (very good) 75,6-87,8 (good) 63,3-75,5 (fair) 51,1-63,2 (poor) 13 students 17 students ≥ 70 ≤ 69 43% 57% this chart is same like chart 4.1, it explained about mean score of absolute range from three aspects of writing and total score that researcher made on first cycle to the students. the result of mean score from students’ score devided by total of the students. if we compared with minimum mastery at the school, the result has a significat score, even some students still weak at the other aspects of writing. chart.4.5. total of the students’ first cycle based on category chart.4.6. the result of the students’ first cycle based on minimum mastery this chart explained about the result of first cycle. the result were 17 students “fair” or gots absolute range “47,5 – 56,6” in relative range “63,3 – 75,5” and it was include a fair category. then, 10 students were still “poor” or gots absolute range under “47,4” in relative range “63,2” and the other has a good and very good category. however, there was no student that gots very poor category on this cycle, but 17 students or 57 % of the students were still declared “not passed” in writing skill. so, it made sure the researcher doing second cycle and focus on the weak aspect. from the result also, it increased but it was still far from the target want to be achieved. based on the overall process in cycle i, the researcher found that some problems appeared during the process of writing from 1 st until 4 th meeting in the first cycle. first, the problem came from their vocabulary problem. during the process of writing, the students often asked about some words in english or what vocabulary they can use in their sentences. for example, the question “sir, what english for “ibuku baik sekali”?.”another question is “what good language for “ teman kelas”, friend class atau friend?”, etc. in here the students get difficulties because they did not bring dictionary. that’s why during the process, students always walked around the class to borrow the dictionary or asked the teacher and researcher to help them with it. the role of teacher in here was clearly seen that the teacher at that time helped the students who got problem in their vocabulary and informed to them to bring dictionary in next meeting. journal of applied linguistics and literature, vol 2, no 2, 2017 96 3 students 22 student 4 students 1 students relative range (38,9 100) 87,9 100 (very good) 75,6-87,8 (good) 63,3-75,5 (fair) 51,1-63,2 (poor) 70 22 18 18 83 23.58 18.32 19.97 0 10 20 30 40 50 60 70 80 90 total score content vocabulary language use minimum mastery second cycle even there were some problems, based on the result of 2 nd draft the students also made an improvement after the third meeting was conducted. the students showed an improvement in part of language use but only few students who achieved the target. the students were able to produce composition based on generic structure of descriptive text. this problem was influenced by the way teacher in giving feedback to them. they did not understand because the teacher wrote the feedback in unorganized style. too many mistakes made them difficult to see the feedback within their sentences and sometimes did not know if there was feedback on theirs. another problem was also shared by students about the teacher’s comments. the teacher wrote the comments in english, so the students sometimes had difficulties to translate it into indonesia. beside about students’ problem in their composition, there were also several problems that affected the teaching and learning process, for example less of attention , less motivation to write, stuck with the ideas and sentences going to be developed, etc. in solving the problem, the next cycle will be conducted to solve those problems. 2. activities of the second cycle the result of the student’s score in second cycle can be seen charts as follow : chart.4.7 the students’ mean score on second cycle result. this chart is also like chart 4.1 and 4.4, it explaned about mean score of absolute range from three aspects of writing and total score of the student that researcher made on second cycle. the result of mean score from students’ score devided by total of the students. the result has a good score and almost of the students have done of their writing significantly. chart.4.8. total of the students’ second cycle based on category kurniawan, suwarno, arono, using teacher’s indirect… 97 28 students 2 students ≥ 70 ≤ 69 93% 7% chart.4.9. the result of the students’ second cycle based on minimum mastery this chart showed the significant result from the students if we compare the result between first cycle and second cycle. on first cycle, the researcher only gots 13 students or 43 % of the students that was declared “passed” in writing skill, but on second cycle, the researcher gots a good result. 28 students or 93 % of the students showed a significant score of three aspect and they had been passed standard minimum of writing skill. once again, it gives the strong impression that teacher’s indirect feedback strategy can improve their writing. in this cycle, there was actually no significant problem found since the solution from the teacher and researcher was successfully useful to students. the problems generally treated well since the solutions from teacher and researcher were successfully useful to students. based on observation in the second cycle, the result of 3 rd draft showed that they had good improvement during the process. they could compose 3 rd draft better than in the 1 st draft and 2 nd draft. the teacher’s strategy to use feedback sheet in their 2 nd draft was successful based on the result of their 3 rd drafts. there was only about their language choice produced by students where very indonesian style like “…..he every lesson math always present….” it should be “….he always presents in math class ……” this mistake corrected by teacher to explain the appropriate and encourages students understanding when interaction did. even sometimes they still made it mistake in writing’s aspects evaluation especially in organization or language use, but from their mistakes were decreased from draft 1 until draft 3. the progress of three steps (pre-assessment, 1 st cycle, and 2 nd cycle) can be seen the charts as follow: chart.4.10 the final result of three steps based on score’s relative range 60 65 83 0 20 40 60 80 100 pre-assessment cycle 1 cycle 2 mean score journal of applied linguistics and literature, vol 2, no 2, 2017 98 chart.4.11 the final result of three steps both of charts showed a significant score that started by pre-assessment untill the last cycles. minimum mastery of the students’s writing had been improved also since using this strategy. it means this strategy could improve the students’ ability in writing descriptive text. the aim of this research was to prove that the students’ ability can be improved through teacher’s indirect feedback strategy. beside that it helped students to be a good writer and become more confidence with their writing, especially in english. that is to encourage students to learn english through writing. seeing the students’ draft in process from the first draft and the third draft, they indicate that there was improvement of students’ writing during the process. it can be seen on students’ composition on first draft. in the first draft, mostly students wrote disorder language use of text and irrelevant with what they wanted to write. the major problem was language use, particularly the use of present tense in their composition, word order, word choice, etc. before starting the research, the researcher did pre-observation and the result was almost of the students had some problems of three aspects in writing. the researcher conducted the research in two cycles. the first cycle consists of four meeting and students made two drafts. while, in the second cycle consists of four meetings also and students made their final draft in the eighth meeting. the teacher taught writing by using genre based approach, which consists of preparation, modeling, joint construction and independent construction. after finishing their writing in each meeting, the teacher took those compositions and provided the feedback. in this study, the researcher collaborated with the english teacher to give indirect feedback on their writing. to evaluate the students’ writing, the teacher and researcher used the evaluation proposed by holly jacob, et al (1981:67) of three components; content, vocabulary, and language use. the text used is descriptive text. the last was interview. interview was done when the cycles were end. the researcher had interviewed all the students at grade x ipa 1 of sman 1 bengkulu tengah to know their opinion about following the lesson which implemented teacher’s indirect feedback strategy. the finding of students’ interview indicated that teacher’s indirect feedback strategy was really useful for the students. they could find the mistakes and then revise their writing to be better after reading suggestion from the teacher. thus, teacher’s indirect feedback strategy helped the students to revise their writing even though the students needed longer time. the researcher concluded that teacher’s indirect feedback strategy helped the students at grade x ipa 1 of sman 1 bengkulu tengah in improving their ability in writing descriptive text. teacher’s indirect feedback strategy also influenced students’ attention, interaction, respectability, activeness, and enthusiasm in teaching and learning process. 0 5 10 15 20 25 30 35 pre-assessment cycle 1 cycle 2 score 70 ≤ score 69 ≥ kurniawan, suwarno, arono, using teacher’s indirect… 99 d. conclusion based on the finding, it can be conclued that: 1. the implementation of teacher’s indirect feedback strategy in teaching writing can be used by the teacher as one of ways to improve students’ writing quality. it can be seen on students’ progress during the process (pre-assessment, 1 st cycle, and 2 nd cycle). 2. the extent of teacher’s indirect feedback strategy to the students’ writing ability was significant score in writing. this improvement was also supported by the comparison of number students who got score upper 70 before and after the action was conducted. before the action was conducted, the students who categorized 70 ≤ were 8 students and the other students got 69 ≥. on the other hand, after students were treated by teacher’s indirect feedback strategy into first and second cycles, total of the students who categorized in 70 ≤ increased become 29 students and just 2 students got 69 ≥. from those comparisons, it indicated that the improvement of students’ writing performance was achieved by applying teacher’s indirect feedback strategy. 3. the students’ responses of teacher’s indirect feedback strategy can be accepted by them and good respons. they felt this strategy was very helpful to improve their writing skill. bibliography adelstein, m.m.e. pival j. g. 2010. the writing commitment. new york. http://books.google.co.id/books/about/the_writing_commitment.html arikunto, suharsimi, dan suharjo, dan supardi. 2008. penelitian tindakan kelas. jakarta : pt bumi aksara. bratcher, suzanne & ryan, linda. 2004. evaluating children’s writing, a hanbook of grading choices for classroom teachers: second 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(2005). enhancing the effectiveness of teacher feedback in the secondary writing classroom. chinese university of hongkong. retrieved on march 8 th , 2013. available : http://sba.edu.hku.hk/new_sba/doc/conference_ppt/dr%20icy%20lee.ppt. lennon , johnn . 2011 . the writing process : a concise rhetoric : fourth edition , new york : harpes collins publisher . lieberman, ann & wood, diane r. 2003. inside national writing project; connecting network learning and classroom teaching. new york: teacher college press. lindbllom, peter. 2003. writing with confidence. new york: harper collins publisher. littlejohn, andrew. 2005. writing student’s book 1. cambridge: cambridge university press littell, joy. 2001. basic skills in english. new york: mcdonal, littell& company. http://findarticles.com/p/search?tb=art&qt=%22dunsford%2c+deborah+w%22 http://findarticles.com/p/articles/mi_qa4062 http://findarticles.com/p/articles/mi_qa4062/is_200606 http://www.findarticles.com/p/articles/mi_qa/ http://iteslj.org/articles/fregeau-collegewriting.html http://sba.edu.hku.hk/new_sba/doc/conference_ppt/dr%20icy%20lee.ppt kurniawan, suwarno, arono, using teacher’s indirect… 101 nadler, burton jay et. al. 2005.words you should know in high school, 1,000 essential words to build vocabulary, improve standardized test scores, and write successful papers. massachusetts: adams media. nahdiah, usman. 2010. implementation of direct method to improve vocabulary mastery of the elementary school of sdi 103 sdi 103 sompu. thesis. fkip umm makassar. nunan, david. 2003. practical english language teaching (1st ed.). new york: longman olson, judith f. 2009. writing skills success in 20 minutes a day. new york: learning express. rochberg, francesca. 2004. the heavenly writing; divination, horoscopy, and astronomy in mesopotamian culture. cambridge: cambridge university press. roger, jenny. (2001). in adults learning; buckingham: open university press (online). retrieved from: http:// www.findarticles.com/ articles/feedback/. santi, dewi. 2007. the effect of teacher’s feedback on 2005 english major student writing at haluoleo university. fkip universitas haluoleo kendari. sudjana, nana. (1989). penelitian hasil proses belajar mengajar. bandung: pt. remaja rosda karya. syaparuddin, talib. 2010. improving the students’ writing narrative paragraph through guided question technique. thesis. fkip umm makassar. tarigan, hg. 1996. menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. ur, penny. (1996). a course in language teaching. usa: cambridge university press. weigle, sara cushing. 2002. assessing writing. cambridge: cambridge university press. yuharniaty. u. 2007. implementation of portofolio assessment to increase the students’ writing skill. skripsi. makassar : fakultas bahasa dan seni universitas negeri makassar. http://www.findarticles.com/%20articles/feedback/ http://www.findarticles.com/%20articles/feedback/ joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6880 journal of applied linguistics and literature, vol. 4 (1), 2019 54 the study of the use of popular novels to improve reading interest and english proficiency 1cynantia rachmijati; 2anita anggraeni 1,2ilmu keguruan dan ilmu pendidikan (ikip) siliwangi corresponding email: cynantiarachmijati@ikipsiliwangi.ac.id abstract the aim of the study is to find out how teachers, parents and students views on popular novels especially kkpk and teen lit novels. kkpk and teen-lit novels are easily available anywhere and favored by children and adolescents. the topics are interesting to study. the research method is descriptive qualitative. the results show that the novels have many positive impacts. in terms of language, it helps to develop language and vocabulary. in terms of emotions, it helps to develop emotional intelligence. in terms of english, it helps students to learn the structure of sentences and apply them in social media. to increase reading interest, any subject of reading will be better for students while performed it regularly with parents or teachers without any disruption such as gadgets or television. keywords: kkpk, teen-lit, novels, reading interest, english proficiency introduction in the classroom learning process, teachers can not be separated from the book which is used as a source and learning media. textbooks especially, can accompany teachers in the learning process. textbooks are a source of learning and media that is very important to support the achievement of competencies that become learning objectives. with a good and fun textbook, it is expected that students' reading ability can improve to be better. especially when linked in an effort to improve the english language skills of 4 components of language (speaking, listening, reading and writing) is highly recommended that students should read a lot of materials. the goal is to add knowledge, as well as increase the amount of vocabulary they have so that the four components of their language skills can increase. in addition to textbooks and worksheets that became other sources of learning materials in the classroom, novels can be one additional material in a learning activity. especially now already recognizable and quite popular are kkpk (kecil kecil punya karya) and teen-lit (teenager literature). both kkpk and teen-lit are quite popular for students and teenagers. etymologically, teen-lit is an acronym of two english words, “teenager” and “literature”. referring to this understanding, teenlit can be interpreted as a mailto:cynantiarachmijati@ikipsiliwangi.ac.id1 cynantia rahmijati, anita anggraeni journal of applied linguistics and literature, vol. 4(1), 2019 55 segmented reading of adolescents (teenagers) that lifts and covers on adolescent life. meanwhile, kkpk is a label / series name of a literary publication written by children who were published by dar! mizan. kkpk consists of a novel or a collection of short stories around 40 to 45 pages and generally have themes of friendship, fantasy, social and other related stories about children. as quoted from the page http://www.suara.com, reading interest in indonesia is still very low. of the 61 countries surveyed, indonesia was ranked 60th. to overcome this condition and to more read activity, the ministry of national education launched the indonesian reading movement as well as the culture of literacy. where students are advised to read for 15 minutes a day before the lesson begins. teen-lit and kkpk novels which are easily to obtain anywhere and favored by children and adolescents, and contained some english phrases in it interesting to study. therefore, this study aims to examine the use of kkpk and teen lit novels to increase reading interest and english proficiency among students. kkpk is a label or series of name published by literary works written by children which are published d a r! mizan. kkpk was born in december 2003. the first author of kkpk series was sri izzati a 8 years old author (introduction to publishers in salsa, 2011). one of the advantages of making kkpk as a literary learning material is that this work is free from pornography because kkpk writers are children. kkpk consists of a novel or a collection of short stories around 40 to 45 pages , size a4 paper, space 1.5, font 12, themes: friendship, fantasy, social and others. kkpk consists of several types, namely: a) kkpk or kecil kecil punya karya , b) kkpk or kecil kecil punya komik , c) kkpk pinkberry and d) kkpk fantasyteen etymologically, teen lit is an acronym of two english words, „teenager‟ and “'literature”. referring to this understanding, teenlit can be interpreted as a segmented reading of adolescents (teenagers) that lifts adolescent life. talking about teen lit certainly cannot be separated from chicklit. the difference between chick-lit and teen lit is ; chicklit directed at the market of woman age of 17-26 years, while teenlit for younger girls , as old as juniorhigh school students (www.suaramerdeka.com). lately it is not difficult to recognize both, because it always printed "teenlit" or "chicklit" on each front cover of the novels. it appears that the actual form of teenlit writing was already known in indonesia, even earlier than the united states, only at that time did not have a term to mention it. genres in popular teen lit are: 1. chick lit, which tells about the life of young women cynantia rachmijati , anita anggraeni 56 journal of applied linguistics and literature, vol. 4(1), 2019 2. lad lit is the opposite of chick lit and tells about the life of the male youth. therefore from the theories proposed above, this research aims to examine the use of kkpk and teen lit novels to increase reading interest and english proficiency among students. and also to find out how teachers, parents and students views on the novels. methods research can be interpreted as an attempt to discover, develop and test the truth of knowledge where efforts are made using scientific methods (hadi, 2000). this research can be qualitative and quantitative. qualitative research focuses more on deep understanding of a problem than looking at issues for generalization purposes. simply, it is stated that the purpose of qualitative research is to understanding the meaning of system which became the general principles of the unit of symptoms contained in the social life of a society. this understanding is obtained through observation, descriptions in a detailed interpretation of the symptoms that are the focus of the study. therefore it can be concluded that this research is done by using descriptive method with qualitative approach. data collection technique how to collect data is the process of obtaining data from data sources. the data source is the subject of the research in question to obtain the required data. in this research the method used is: 1. documentation documentation in this research is taken from kkpk and teen-lit novels 2. interview interview method here is interview with teachers, parents and students as the target readers of kkpk and teen lit novels data analysis technique in this research, data analysis of interview and documentation is done by qualitative descriptive approach. findings the following is an interview with teachers, parents and students about kkpk novels and teen-lit opinions of parents generally look positive for kkpk novels and teen-lit because it is considered to provide fresh air in addition to textbooks of students which students use daily, the following is the opinion of the parents: cynantia rahmijati, anita anggraeni journal of applied linguistics and literature, vol. 4(1), 2019 57 1. in the past the literature work of children and adolescents is still limited, including: “lima sekawan” and etc. 2. novel kkpk for parents is considered to develop the childrens‟ imagination, improve the skills of indonesian language and generate interest in reading as well as help to build emotional intelligence of children. 3. following the times, the most influential in teen-lit development is the entry of japanese comics or known as “serial cantik”. 4. for parents who have children, mizan's novels such as kkpk, pink berry and fantasteen can be used as one reading option because the story is good, does not lead to pornography elements and there are some english utterance which contains in the novels. 5. in accordance with the soul of a child who has a high level of identification, then the elements of english in the novels teen-lit quickly absorbed by children so that they generally "imitate" in everyday conversations, including writing it in social media. teachers also gave a positive view of kkpk's novel and this theme, especially for teachers who teach english that these novels can be used as additional lessons related to the development of vocabulary: 1. for english lessons, an interesting method to start introducing english is with storytelling activities. 2. for students, the books that are usually discussed 90% are their favorite books are kkpk, pinkberry and fantasteen. they like novels that have horror story in it, so they are more happy to read them. 3. the school library is also highly recommended to provide similar novels so as to stimulate students' reading interest and ability. 4. to add a vocabulary to students, english quotations and phrases in the novel can serve as lessons. 5. to increase students' ability in writing, these novels can be used as a reference in addition to the task of writing journals and others. discussion the students gave a more unique and very specific opinion on why they were interested in reading kkpk and teen-lit novels: 1. the choice and their main consideration in choosing a book to read is a book that has pictures and bright color. 2. the book that becomes an option is a book that is not too thick with a large font size. when it is too thick, no image and small font size usually does not cause the desire to read. 3. teen lit novels (especially kkpk) is a favorite for students because the story is interesting, funny and easy to understand. for other cynantia rachmijati , anita anggraeni 58 journal of applied linguistics and literature, vol. 4(1), 2019 novel theme genres such as fantasteen and pinkberry because the story is more diverse, and contains much elements of horror and mystery. especially when the story is about school, the students feel more appropriate and in accordance with their daily life. 4. for the element of english, the students learn a lot from the novels. for short words they quite understand, but if long enough then they will learn it by using dictionary. and when they understand, then they will use it in everyday life or write it in social media like facebook and instagram. this study also tries to find reasons why students are not interested in reading, and here are some reasons put forward by them. 1. reading is boring students feel that reading is tedious, plus if they have to divide their time by reading school textbooks and other books, they prefer not to. 2. it has no time and no importance students' activities are pretty dense with school activities, courses, extra-curricular and so many others thus they do not have time to read. 3. reading is difficult for many students, reading is difficult. some thought that reading is boring, drowsy, not understanding the sentence and many other reasons. 4. reading is not fun to the students especially younger ages, reading activity is not fun. they would prefer to play with friends, watch television or play games instead of having to read a book. reading is considered to be learning and as a school task, so many feel pressured when reading. however, many of the benefits of reading are felt by parents and teachers. among other things is to help expand the vocabulary and introduce many new words. and in kkpk or teen-lit novels, many exemplify how one should behave so as to help students, especially younger ones, to learn to understand the situation and solve problems. and especially, cultivate an interest in reading during the routine and without other distractions, for example gadgets or television. conclusion and suggestion the views of parents, teachers and students about kkpk novels and teen-lit generally agree that the novel has many positive impacts. in terms of language, help develop new vocabulary and vocabulary. in terms of emotions, help develop emotional intelligence. in terms of english, help students learn the structure of sentences and apply them in social media cynantia rahmijati, anita anggraeni journal of applied linguistics and literature, vol. 4(1), 2019 59 1. for teachers, kkpk novels and teen-lit can be used as one of learning media, especially story-telling. 2. why students do not like to read, among others, due to the busy activities of students in the school, felt reading as a boring and unimportant activity, as well as unpleasant activities 3. to increase interest in reading, any subject reading will be better for students performed regularly with parents or teachers, without any interference such as gadgets or television. references alwi, hasan dkk. 2005. kamus besar bahasa indonesia. jakarta: balai pustaka. anonim.2005. teen lit serial ala sitta karrina, http://sembarang.com/2005/09/26/teenlit-serial-ala-sitta-karina/.29 januari 2016 annida online.alumni kkpk melaju ke lini pinkberry. (http://annidaonline.com/alumni-kkpk-melaju-ke-lini-baru-pink-berry-club.html) anonim.2008.fenomena teen lit.https://houseofreadinc.wordpress.com/2008/06/26/fenomenateenlit/.29 januari 2016 anonim.2016.fenomena buku novel remaja teenlit. http://www.binasyifa.com/279/51/27/fenomena-buku-novel-remajateenlit.htm.29 januari 2016 aziez,furqonul.2010.menganalisis fiksi.bogor:ghalia indonesia hadi, sutrisno. 2000.metodologi penelitian.yogyakarta: andi yogyakarta kurnia,rs.2012.teen lit sebagai cermin budaya remaja perkotaan masa kini.http://pelitaku.sabda.org/teenlit_sebagai_cermin_budaya_remaja_ perkotaan_masa_kini.29 januari 2016 http://sembarang.com/2005/09/26/teenlit-serial-ala-sitta-karina/.29 https://houseofreadinc.wordpress.com/2008/06/26/fenomena-teenlit/ https://houseofreadinc.wordpress.com/2008/06/26/fenomena-teenlit/ http://www.binasyifa.com/279/51/27/fenomena-buku-novel-remaja-teenlit.htm http://www.binasyifa.com/279/51/27/fenomena-buku-novel-remaja-teenlit.htm http://pelitaku.sabda.org/teenlit_sebagai_cermin_budaya_remaja_perkotaan_masa_kini http://pelitaku.sabda.org/teenlit_sebagai_cermin_budaya_remaja_perkotaan_masa_kini surya lestari, syahrial, language skills, sub-skills and… 65 language skills, sub-skills and vocabularies needed by automotive department students of technical high school: a need analysis study surya lestari syahrial bambang suwarno universitas bengkulu jalan w.r. supratman bengkulu email: suryalestari0902@gmail.com abstract this study aimed to analyze specific english language skills and kind of technical vocabulary that are needed by the third year automotive students of smkn 2 kota bengkulu. the sample for interview comprised of 12 alumni, they were teachers and various company officers who have a mou with smkn 2 kota bengkulu. in the interview was used saturation sample. the results of interview with alumni indicate that the english skill most needed in the workplace is reading, the second was speaking, the third was writing and the last place was listening. the automotive students/ alumni need to comprehend the technical terms associated with technical terms in english. related to car, are kick lever, oil pump, water cooling system, trail and rolling roof. related to heavy machine are rear body offset, over hung, road clearance, light van and rear engine. related to motorcycle are swing arm, bottom link fork, drum brake and kick starter. general automotive vocabulary are disc brake, gasoline, head lamp, piston and tire. mastery of technical terms greatly affect the practice of industrial work (prakerin) of students in the work place. keywords: english language skill, automotive department students, technical terms introduction nunan, in basturkmen (2010: 1), says that the basic insight that language can be thought of as a tool for communication rather than as sets of phonological, grammatical and lexical items to be memorized led to the notion of developing learning programs to reflect the different communicative needs of disparate groups of learners. evans and st john (2010, quoted in basturkmen), if esp has sometimes moved away from trends in general elt, it has always retained its emphasis on practical outcomes. we will see that the main concerns of esp have always been, and remain, with needs analysis, text analysis, and preparing learners to communicate effectively in the tasks prescribed by their study or work situation. basturmen (2010: 3) concludes that esp courses are narrower in focus than general elt courses because they centre on analysis of learners‟ needs. the statements show that esp views learners in terms of their work or study roles and that esp courses focus on workor study-related needs, not personal needs or general interests. and lastly, there is mention of the fact that esp involves analysis of texts and language use learners will encounter in their work and study situations. mailto:suryalestari0902@gmail.com journal of applied linguistics and literature, vol 2, no 2, 2017 66 basturkmen (2010: 7) also adds that in an esp situation, it is understood that the learner would want to achieve „real world‟ objectives, objectives requiring specific linguistic competencies. for example, students on an english-for-nursing course may want to „complete patient records‟ appropriately or „interact with patients‟ in ways that reduce patients‟ stress. in this situation, language development is seen as the means to the ends but not as the end in itself, and the learners can easily become de-motivated by language course content that does not appear directly relevant to their real world objectives. the esp teacher/course developer needs to find out what the language-based objectives of the students are in the target occupation or academic discipline and ensure that the content of the esp course works towards them. chambers (2010, quoted in basturkmen) stated that needs analysis should be concerned with the establishment of communicative needs and their realisations, resulting from an analysis of the communicationin the target situation. need analysis is important, because the students is generally little aware of his needs. moreover, it is very important to know the language learning that needed by the students. hutchinson and waters (1994: 315) state that the learners‟ needs should beconsidered in the process of planning the content of a language program. hutchinson and waters (2015, quoted in yassi and andi), define needs in terms of target need refers to the what the needs to do in the target situation and the learning need that refers to what the learners needs to do in order to learn. hutchinson and waters (2015, quoted in yassi and andi), define needs in terms of target need refers to the what the needs to do in the target situation and the learning need that refers to what the learners needs to do in order to learn. they further subcatagorizes target needs into: 1. necessities refers to the type of need due to the demands of the target situation that what the learners have to know in order to function effectively in target situation, that is what the learner has to know in order to function in target situation e.g. a businessman needs to understand business letters, to communicate effectively at sales conference etc. to develop his ability to communicate in the situations, he presumably needs to know the linguistic features such as discourse, function, structure and lexical commonly used in the situations. 2. lacks refers to identifying necessity is not enough to describe the needs of particular group of learners. it is also important to recognize what the learners know already, so that we can decide which of the necesseities the learner lacks, in other words, the target proficiency needs macthing against the existing proficiency of learners. 3. wants: identifying necessities and lacks of the learners seems to be an objective sense. this effort must be adapted with the learners‟ actual motivation in the learning process which may not be ignored. so, taking into account the learners‟ motivation in language learning process is subjective view needs which is also necessary to employ in the preparation of teaching materials and methodology. a number of ways can be usd to gather information on target needs. basturkmen (2010), in the sense of the target situation analysis, discourse analysis, present situation analysis, factor analysis and teaching learner context analysis. he defined that needs analysis in esp refers to a course development process. in this process the language and skills that the learners will use in their professional targets or workplace or in their vocational study areas are identified and considered in relation to the present state of knowledge of the learners, reviews their perceptions of reviews their needs and the practical possibilities and constraints of the teaching context. surya lestari, syahrial, language skills, sub-skills and… 67 evans and st john (2015, quoted in yassi and andi), illustrate in figure below about their needs analysis theoritical frameworks: personal information about learners profesional language information information about learners about target situation environmental situation how to communicate learners‟ lacks in the target situation language learner‟s needs learning needs from course figure 1. dudley-evan and st. john needs analysis framework in fact, from my observation, the language skills and vocabulary contained in the students‟ textbook used at smkn 2 kota bengkulu do not yet match the students need. for example, sub-skill of writing in task 8 page 175 is about “gardening and students are expected to make an instruction text “how to plant an orange tree”. in task 10 and 11 are the students asked to rewrite the text “rendang, a minangkabau signature dish”. the materials describe for sub-skill listening on the task 1 and 2 page 169 is instruction "how to make a pizza". in the task 7 page 174 is instruction "how to insert the sim card into the cellphone". vocabulary used in materials for warming up on the point “easy does it” page 167 and page 179 task 12 are how to match the food on the left side with the recipe and the picture on the right side are not suitable for technical high school students of automotive department. there have been several studies conducted authors on need analysis for automotive department students such as by habbash (2014), evangeline and ganesh (2015) and kamin et al (2013). the finding of habbash (2014)‟s study revealed that there are some real special english language needs and interests of students in engineering faculty at the university of tabuk. these needs motivate students to learn and build their self –confidence towards the learning process. it is recommended that curriculum designers make use of the resulting identifying these needs and to conduct similar studies for other specializations in saudi arabia and further afield. evangeline and ganesh (2015). they were conducted to a need analysis of technical writing skill of engineering students in india. the development of science and technology has bolstered the use of english language around the world. this study analyzed the need to teach technical writing as a course to students of technical education in order to make them competent in academics and later in their work place. a course was designed and tried to improve technical writing skill of students of higher education. though the material used helped them to improve various skills, the main focus was more on the mechanics of writing, the appropriate structure and accuracy. undertaking more of reading tasks, assignments and presentations will help them in improving their technical writing skill. the effectiveness of the course was evaluated based on oral feedback, and questionnaires after the course. 80% of the students wanted this course to be incorporated in their curriculum, as an esp course, as it is more relevant for their immediate needs. journal of applied linguistics and literature, vol 2, no 2, 2017 68 kamin et al (2013) adreessed to explore and compare the needs of automotive industries and the educational approaches employed to produce highly skilled workers in both countries. a mixed method research approach was used to develop an insight to stakeholders‟ perspectives: students, educators and employers. the findings provide an insight of the stakeholders‟ view of a variety of needs; commensurate in developing a technician labour force. the key issues include the update of training facilities, relevance of curriculum content, technological advancement in the automotive industry, and collaboration between educational institutions and the automotive industry. the study also identified gaps in the qualifications and experiences of teacher: especially inadequate experience, knowledge and skills with current technologies for the automotive industry. on this issue of imperatives for economic growth, the programs reviewed in this study in both malaysia and australia are commercial activities designed for profit of the training providers and the automotive industries. the best practices from the training providers could be improved by directly involving stakeholders in the curriculum design activities. this may include implementing customized programs that support local priorities; economic, social and environmental. based on the result of the relevant studies above, it can be concluded that some studies on need analysis for automotive engineering have been already conducted but these studies only focussed on students‟ interest and motivation, writting skill and teachers competence and none of this focussed on language skills, sub-skill and vocabulary . this study aims to analyze the language skills and sub-skills and the kind of technical vocabulary are needed by the third year automotive students of smkn2 kota bengkulu. in particular, this research plants to answer two questions: 1. what language skills are needed by the third year automotive students of smkn2 kota bengkulu? 2. what language sub-skills are needed by the third year automotive students of smkn2 kota bengkulu? 3. what vocabularies are needed by the third year automotive students of smkn2 kota bengkulu? this study this research used research and development (r&d). sugiyono states that research and development is a research method that is used to produce a specific product and test the effectiveness of these products (2009: 297). to be able to produce certain products that are used research needs analysis and to test the effectiveness of these products in order to function in society at large, the necessary research to test the effectiveness of the product. thus, longitudinal research and development (could gradually multy years). this study only identified and described the language skills, sub-skills and vocabularies needed by the third year automotive students of smkn 2 kota bengkulu. the data of interview collected through used saturation sample. charmaz (2010, quoted in mason), suggests that the aims of the study are the ultimate driver of the project design, and therefore the sample size. she suggests that a small study with "modest claims" might achieve saturation quicker than a study that is aiming to describe a process that spans disciplines (for example describing drug addiction in a specific group rather than a description of general addiction). the sample for interview of this research were the alumni of technical high school who has worked in workshop and which has been officially a mou with smkn 2 kota bengkulu as well as with teachers earning teaching in the department of automotive smkn 2 kota bengkulu. surya lestari, syahrial, language skills, sub-skills and… 69 table 1. respondents for the research no group of respondents number % 1. alumni of automotive student 6 50 2. english teacher who teach at automotive department 3 25 3. productive department teacher 3 25 total 12 100% findings and discussion based on response to the question interview part i (general information) no.1 on figure 2, it is concluded that the students/ alumni of automotive require english skills for almost all the components of automotive tools in english, especially technical english. this means that english language skills strongly support the work of alumni who work in the automotive world/ automotive industry. below the percentage of automotive require english skills for almost all the components of automotive tools in english, especially technical english. figure 2. diagram the english skills needed by the alumni of automotive students figure 2, shows that 75% of respondents stated that reading skill is the most dominant english language skill needed by the students/ alumni automotive when working in the automotive industry. the second place is speaking skill for 16,67%, 8,33% writing skill is in the third place and in the last place is 0% for listening skill. the interview result in the link between the material taught english in the classroom when mr/ mrs school with english skills needed in work place summarized on the table below table 2. link between the material taught english in the classroom with english needed in work place no statement f % 3. according to mr. / ms, is there any link between the material taught english in the classroom when mr/ mrs school with english skills needed in work place of mr/ ms today? give example! yes 12 100 no 0 0 speaking reading writing listening journal of applied linguistics and literature, vol 2, no 2, 2017 70 from table 2, the response of the respondents to interview questions part i no.3 is 100% confirmed that there was relationship between english lesson which taught at school with english language skills required in the work place of alumni automotive students who worked in the automotive world. for example terms components of a vehicle, the vehicle used in the practice class at school is still old vehicle while the vehicle is in employment are a lot of new vehicles that use terms of new vehicle components. note: q no. 2= reading material required q no.6= reading material beside manual book q no. 3= the need of writting activity q no.7= the need to comprehend technical term q no.4= the need of speaking activity q no.8= the influence mastery english in orally q no. 5= the need of listening activity q no. 9= the influence mastery english in writting figure 3. diagram the english sub-skills activity undertaken by alumni of automotive students from figure 3, the response of the respondents to interview questions part ii no. 2 the conclusion is 100% the statements of respondents are true about the students/ alumni of automotive require the activities of reading material/ text/ discourse using technical terms in english. the example given, such as manual book, parts catalogs, private catalogs, diagrams, terms of motor variables, modules, data poster, automotive engineering dictionary, job set and booklet about the automotive vocabulary and terminology. according to figure 3, the response of the respondents to interview questions part ii no. 3 shows that respondents are given 91,67% for the need of the automotive students/ alumni towards writing activity using automotive terms in english. examples of writing activities such as writing damaged vehicle parts and must be repaired, writing daily/ weekly/ monthly reports, indent spare part, the writing section of spare parts and enginee terms related to car products, heavy equipment and motorcycles as well as the names vehicle components. from figure 3, the response of the respondents to interview questions part ii no. 4, the respondents are states that 75% of students/ alumni smk automotive majors need to do the speaking activities that use automotive terms in english. for example students can recite terms of vehicle components correctly, the training, trouble/ findings in the field, decision/ change of special tools/ parts, and work order. while 8,33% respondents stated that students do not actually need the speaking activities that use technical terms in english for students who have graduated from automotive technical department because they will get training 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% q no.2 q no.3 q no.4 q no.5 q no.6 q no.7 q no.8 q no.9 surya lestari, syahrial, language skills, sub-skills and… 71 again before becoming a mechanic/ technician at authorized workshop but the students still must understand and can pronounce these terms correctly in english. based on figure 3, the interview questions part ii no.5, shows that respondents of interview are 83,33% said that students/ alumni of automotive need to do listening activities that use technical terms in english related to automotive majors, with examples such as briefings, delivery bulletin service, discussions with senior or technician, in the training, key collection, teaching and learning in the classroom, engine scanner command, performance/ practice and listening sop. 16,67% stated that the students/ alumni of automotive do not need to do listening activities that use technical terms in english. from figure 3, the interview questions part ii no. 6, all of interview respondents stated that english reading materials are required by the automotive students/ alumni beside manual book. respondents mention that reading materials needed by the students/ alumni automotive beside manual book is part catalogs, the data is posters, books of tool box, technical reports, manual practices (how to use the tool), machine engine, sop, tapes (how to operate the tools and system of machine work), engineering books reference (heavy equipment, cars and motorcycles), practice of industrial work reports (prakerin), modules and guides service, technical dictionaries and discourse associated with automotive majors. in figure 3, the interview questions part ii no. 7, all respondents of the interview also said that the automotive students/ alumni need to comprehend the technical terms associated with technical terms in english. vocabulary related to car, for example: kick lever, oil pump, water cooling system, trail and rolling roof. vocabulary related to heavy machine, for example: rear body offset, over hung, road clearance, light van and rear engine. vocabulary related to motorcycle, for example: swing arm, bottom link fork, drum brake and kick starter. general automotive vocabulary, for example: disc brake, gasoline, head lamp, piston and tire. according to the respondents of the interview, mastery of technical terms is facilitating communication with fellow technician or by the consumer if there are problems in the field (work order), for report generation, the instructions contained in the machine as well as ordering goods (machinery/ equipment) because of technical language with the language of the workshop was not the same. based on figure 3, the interview questions part ii no. 8, 100% of interview respondents stated that there is influence between the mastery of english technical terms in orally for the students/ alumni smk majoring in automotive when they practice of industrial work (prakerin). the response interview respondents stated that mastery of the use of technical terms orally, greatly affected the students who practice of industrial work in the practice of industry because the main thing is as a communication tool between technicians with students/ leader, with customers, work orders, performance. so, the students should be true and clear in the pronunciation of the names of the components. lastly, based on figure 3, the interview questions part ii no.9, 100% of interview respondents stated that there is influence between the mastery of english technical terms in writting for the students/ alumni smk majoring in automotive when they practice of industrial work (prakerin). respondents interviewed stated that mastery of the use of technical terms in writing also greatly affected students who practice of industrial work in internships, for example during follow and receive work orders, following the product knowledge, detailing the parts to be replaced and especially when students of make reports. tus, students must master the written form of the tool component because it will affect the practice in the internship. the technical terms (technical vocabulary) in orallly and written related to basics motorcycle, performance curves, basics of engineering, classification of internal combustion engine, principle gasoline engine system, principle and basic construction machinery system, principle and two stroke engine type system, principle and four stroke engine type system, lubrication system, cooling system, fuel systems, exhaust journal of applied linguistics and literature, vol 2, no 2, 2017 72 system, power transmission, frame, steering system, suspension system, brake system, wheel and tire, basics of eectricity, system ignition (cdi), charging system, starting system, lighting and signal systems. discussion the first question in this research is what language skills are needed by the third year automotive students of smkn 2 kota bengkulu. based on the percentage of the results questionnaire to the students in this study, students indicated that the language skills they need most as an automotive student in smkn 2 kota bengkulu is speaking in the first place, listening in the second place, reading in the third place and in the last is writing skill. basturkmen (2010) points out that needs may vary considerably in different disciplines. the teachers/course developers also needed to find out students‟ perceptions about the importance of academic speaking (learner factor analysis). the teachers/ course developers neglected to investigate how often the students participate in class discussion in their subject classes and the students‟perceptions of how important discussion skills are. contrary, researcher found different needs of automotive students with alumni of technical students who are already working in the automotive industry. the results of interview with alumni automotive students who has worked in the automotive industry indicated that the most english skill needed in the workplace is reading. it could be said that there is difference needs in english skills between the third year automotive students with the alumni of automotive students who has worked in the automotive industry. robinson, in basturkmen (2010) argues: the needs that are established for a particular group of students will be an outcome of a needs analysis project and will be influenced by ideological preconceptions of the analysts. a different group of analysts working with the same group of students, but with different views on teaching and learning, would be highly likely to produce a different set of needs. the second research question is what sub-skills are needed by the third year automotive students of smkn 2 kota bengkulu. the sub-skills of speaking activities needed by students majoring in automotive in smkn 2 kota bengkulu are direct conversations with friends in the department/ teacher/ head technician, discussions with friends in the department/ productive teacher/ head technician, and expressing opinions to the teacher or head technician. similarly, the response and the example given by the respondents of the interview. they also state that the student/ alumni smk majoring in automotive requires speaking skills to support jobs in the automotive world as a means of communication, especially fluency and pronunciation right in terms of vehicle parts in english. eslami (2010)‟s study of the perception between students‟ and instructors‟ to english for academic purposes (eap) in iran. the results show that teachers may therefore need to apply diverse communicative activities in language classrooms to give eap students opportunities to practice using english in different context and focus more on self-regulated learning. the sub-skills of listening activities needed by students majoring in automotive smkn 2 kota bengkulu are listening video sop (standard operating procedure), suggestions/ advice/ notification of teacher/ head technician, and listening to a work order from teacher/ head technician.respondents of interviews also give the same response to the respondents of questionnaire. they stated that if the students were able to listen to the pronunciation of the terms of components in english then it will be easier for them to work as discussions with fellow technicians, responding to conversations with customers or performance at the time in training. surya lestari, syahrial, language skills, sub-skills and… 73 similary, the study of al-thiyabi (2014) analyzed students‟ listening needs and compared the the result to students‟ exam results and eli listening objectives. the results showed that teachers should help students identify their listening strategy, strengthen them and create new ones. ghderpananhi in al-thiyabi (2014, p.22) mentioned that teachers should use authentic text in the class. it is the specific evident that using authentic aural text in the specific context it was used, had positive effect on students‟ processing of listening comprehension. the sub-skills of reading material that is read by students majoring in automotive smkn 2 kota bengkulu besides manual book are sop manual book, field industrial practice (prakerin)/ daily/ weekly/ monthly reports and reading texts/ context/ references of the machine tool.according to the respondents of the interview, in the automotive industry graduates majoring in automotive vocational doing a lot of reading activities to support the work. this is caused by the development of the automotive industry is very rapid. moiinvaziri (2014) investigated the perceived english language needs of students in university general english course in iran. he found that iranian teachers and curriculum and syllabus designers to consider the importance of the students‟ real needs and try to develop and design materials which can fullfill the present gap. the sub-skills of writing activities needed by students majoring in automotive in smkn 2 kota bengkulu are charging and complete the work order, industrial work practice (prakerin)/ daily/ weekly/ monthly reports and booking tools or from consumers.this is similar to the response given by respondents of interviews revealed that students / alumni smk majoring in automotive requires writing activity using terms of vehicle parts in english because they will be dealing with the reports to be made, the findings in the field or indent spare part. baig (2012) analyzed the course material of the second language learners. he suggests that teachers need to be aware of what the students need or want from their teaching style to meet the needs of the class in the better way. the third question in this research is what technical vocabularies are needed by the third year automotive students of smkn 2 kota bengkulu. based on the questions of interview part ii no. 7, 8 and 9, respondents of interview stated that there is influence between the mastery of technical terms in english with the automotive students‟/ alumnie‟ smk in practice of industrial work report (prakerin) orally and in writing. the technical terms (technical vocabulary) in orallly and written related to basics motorcycle, performance curves, basics of engineering, classification of internal combustion engine, principle gasoline engine system, principle and basic construction machinery system, principle and two stroke engine type system, principle and four stroke engine type system, lubrication system, cooling system, fuel systems, exhaust system, power transmission, frame, steering system, suspension system, brake system, wheel and tire, basics of eectricity, system ignition (cdi), charging system, starting system, lighting and signal systems. the response given interview respondents stated that mastery of the use of technical terms orallly and written, greatly affected the practice of industrial work of students in the practice of industry because the main thing is as a communication tool between technicians with students/ leader, with customers, work orders, performance, during follow and receive work orders, following the product knowledge, detailing the parts to be replaced and especially when students of make reports. after make out the result of this study as stated previously in this research and as related to the some theories and previous study, this study has a similarity with the other studies conducted authors on need analysis for automotive department students such as by habbash (2014), evangeline and ganesh (2015) and kamin et al (2013). even though having similarity, this study has some differences with others especially in objectives of study. the journal of applied linguistics and literature, vol 2, no 2, 2017 74 objectives of this study were not only to find out the language skills, sub-skills needed by automotive students but also more deeply in its components. comparing the result of this study with other previous study, this study has strong point. this study has not only focused on finding out the english language skills and subskills but also in each components such as vocabulary needed by automotive students. so the results of this study are described more deeply and clearly. on the contrary, there are some limitations of this study. this research only analyzed what the most skill, sub-skills must be master and technical vocabulary needed by the third year automotive students of smkn 2 kota bengkulu. conclusion this study is intended to analyze specific english language skills, sub-skills and kind of technical vocabulary that are needed by the third year automotive students of smkn2 kota bengkulu. the respondents for the questionnaire were all the students level xii smkn 2 kota bengkulu who has thoroughly followed the practice of industrial work (prakerin)/ internship for 3 (three) months at the automotive company which has a mou with smkn 2 kota bengkulu when they at the grade xi. addition, the interview data collection, researcher was interviewing graduates of technical high students majoring in automotive that has worked in the automotive company which has authorized workshops and also involves productive teachers and english teachers who taught in the automotive department at smkn 2 kota bengkulu. based on the result of this research, it can be concluded that: 1. english skills is very important and needed by the third year automotive students of smkn2 kota bengkulu and alumni of automotive students. based on the percentage of the results questionnaire to the students in this study, students indicated that the language skills they need most as a student majoring in automotive in smkn 2 kota bengkulu is speaking in the first place, listening in the second place, reading in the third place and in the last is writing skill. 2. contrary, researcher found difference needs of students with alumni of technical students who are already working in the automotive industry. the results of interview with alumnie automotive students who has worked in the automotive industry indicate that english skills are most needed in the workplace is reading. 3. respondents of interview stated that there is influence between the mastery of technical terms in english with the automotive students/ alumni smk in practice of industrial work report (praktek kerja industri/ prakerin) orally and in writing. the technical terms (technical vocabulary) in orallly and written related to basics motorcycle, performance curves, basics of engineering, classification of internal combustion engine, principle gasoline engine system, principle and basic construction machinery system, principle and two stroke engine type system, principle and four stroke engine type system, lubrication system, cooling system, fuel systems, exhaust system, power transmission, frame, steering system, suspension system, brake system, wheel and tire, basics of eectricity, system ignition (cdi), charging system, starting system, lighting and signal systems. the educational implication of this study is focused on finding out the english language skills and sub-skills needed by the third year automotive students of smkn 2 kota bengkulu. developing the quality of the teaching and learning process, for teachers, can be used as a guide in evaluating teaching materials that suit the needs of students. for curriculum designer, can be used as guidelines to adjust the teaching materials to the surya lestari, syahrial, language skills, sub-skills and… 75 characteristics of the majors that suit the needs of technical high school students. take a looking at the limitations talk about above, it is also expected for further studies to conduct the research to solve the limitation in this study. from the result of this study, it is suggested that english teacher to search and know the students precisely what they really need mached to their study program and their future job as technician in automotive industry. this research is expected to help both teacher and students. bibliografy al-thiyabi, m.s. (2014). need analysis for efl listening skills at aii.mtheyabi@kau.edu.sa, 0508009366 baig, m. (2012). need analysis of second language learners with particular regard to their writing skills. iosr journal of humanities and social science (jhss). www.iosrjournals.org basturkmen, h. (2010). developing courses in english for specific purposes. university of auckland. new zealand eslami, z. r. (2010). teachers’ voice vs. students’ voice: a need analysis approach to english for academic purposes (eap) in iran. department of teaching,learning and culture texas a&m university college station, texas, usa. email : zeslami@tamu.edu evangeline, jck & ganesh, k. (2015). a need analysis of technical writing skill of engineering students in india. published by edp sciences. http://creativecommons.org/licenses/by/4.0/ habbash, m. m. (2014). need analysis of engineering students‟ english needs at the university of tabuk. journal of education and practice.vol 5 no.38 hutchinson, t. & torres e. (1994). the textbook as agent of change. elt journal 48.4. pp. 315-328. kamin, y. (2013). students perceptions on the relevance of a diploma in an automotive curriculum to the workplace. published by elsevier ltd. procedia-social and behavioral sciences 9. pp. 90-96 moiinvaziri, m. (2014). students‟ voice: a need analysis of university general english course in iran. gema online journal of language studies. issn: 167-8021 sugiyono. (2009). metode penelitian kuantitatif, kualitatif dan r&d. bandung: cv alfabeta yassi, a.h. & andi k. b. (2015). syllabus design for english language teaching. trust media publishing. bantul-yogyakarta. mailto:mtheyabi@kau.edu.sa http://www.iosrjournals.org/ mailto:zeslami@tamu.edu journal of applied linguistics and literature, vol. 4(1), 2019 27 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6584 the pattern of topic change in singaporean and indonesian conversation 1 ulfa putri andalasia; 2azwandi; 3irma diani 1,2,3universitas bengkulu corresponding email: ulfachaniago0@gmail.com abstract this research analyzes and discusses the pattern in conversation. applied pattern of conversation is unpredictable, it is drawn the section and topics which used by participants. the objectives are drawn pattern of topic change, find out clues and describe aspect that influenced pattern of topic change in conversation. the method of this research was qualitative research, the data collected by recording and transcribing. the participants are singaporean and indonesian, the data are conversation both director and secretary. data analyzed through ethnography methodology in communication and conversation analysis. weather, this condition was quite different to the theory. first is pattern of topic change in formal conversation quite different to the previous study and theory. there found important section in each topic. this conclusion where has not explained before. second is aspect influencing pattern of topic change are dominant participants, context, relation and time. the emphasis findings are there found several differences of pattern in topic change at the formal context. the important aspect is dominant participants. it was controlling of the conversation also take role in topic change. these results may affect by the background knowledge of the participants and the context of the conversation. keywords: topic changes, pattern in conversation and aspect influencing introduction the most commonly done activity in society is communication, in daily life every people always produce it. communication is divided into written and oral, as the study that analyses language, discourse analysis was suitable approach to analyse and describe the aspect which influence and include in to communication. discourse analysis as the roof of the linguistic study, according to morgan (2010) discourse analysis is generally an umbrella term mailto:ulfachaniago0@gmail.com ulfa putri andalasia, azwandi, irma diani 28 journal of applied linguistics and literature, vol. 4(1), 2019 for the many traditions by which discourse may be analysed, in the middle of this bound found a model. conversation is one of the focuses in the society and discourse analysis subject, by these approaches the conversation can be analyse, support by johnstone (2010) the exploration and documentation of communicative competence within a speech community is the essence of the ethnography of communication. conversation refers as the way to express idea, meaning, suggestions, critic, topic and purpose in orally. according to brennan, s (2010) conversation is activities which include more than two person or participants who use linguistics form verbal and non-verbal signal to communicate interactively. support by maynard (2016) conversation is often characterized having some topic or several topics. based on this opinion, conversation is the activity in the social life; this activity includes two or more participants. based on experts above, the activity can be in the verbal or in the non-verbal. additionally, claude, s (2003) said that conversation as the modelling of a transmission channel used to convey ideas between an information source and a destination. shortly, conversation is a model of transmission channel, the aim of transmission channel is used the convey massage between an information and the source of the information itself. based on the explanation above the definition of conversation is the real model as the impact of the social activity, the aim is to get, to give, to inform and to express ideas with the others. in conversation there is formed several features, they are topics, code, the dominant person or participant who always be source of information. burke (1993) states that the most common features are topic switch freely, topic are often provoked by what speakers are doing, by objects in their presence or by some association with what has just been said, speakers comment on each other‟s statements, topics are only elaborated on briefly after follow-up, comments in response to a topic often include some evaluation, response can be very short, ellipsis is common. topics have defined the propositional content in the conversation. it is as the labelling what are the important thing or important issue that must be discus by the participant which used by the participant who talk in the conversations, support by hurting (1977) he said that a new topic usually labelling only by the introduction of propositional content. topic refers to the main idea in the conversation and how to the interaction processes define by brinton and fujiki (1989). the topic in a conversation is the important aspect, because in this case topic as the signal of many aspect, they are signal of the place of the conversation, the hot issue when the conversation doing and who is the background of the participants of the conversation. the chosen of use topic will describe the relation of the participants between other aspects which construct the conversation. the pattern of topic change in singaporean and indonesian conversation journal of applied linguistics and literature, vol. 4(1), 2019 29 methods qualitative methodology this method was one of methodology in the research to investigate and develop the natural settings. shortly, qualitative research as the way how to the researcher investigate their problem and explain their data based on the result in the research study by descriptive. setting of the research in this study, the research analysed and investigated conversation in formal conversation at office. the speakers in the conversation are the and the secretary both of them in an office. in the daily life and daily activity at office and outside if the context still on the work, both of speakers used english as their language. the aim is to serve detail information for the readers the pattern of changing topic which produces by the participants who use english in office context. procedure of collecting data recording in recording the conversation, the writer was not to setting and regulates the condition, it must do in natural. through record the conversation the research was investigated the recording after that transcribe the conversation into written text, the transcriptions used to generate initial ideas about how people communicate in talk in interaction. participant observation the participant observation refers as a tool to observe and collect data in qualitative research. instrument of data analysis an observation checklist refers was a list of things that an observer is going to look at when observing a data. applied observation checklist 1 (appendix iii) in this research refers as guide to guide and determining the clue in the word and phrase as signal topic change in the conversation. the observation checklist in this research adapt the listed of clue as signal topic change in conversation by “sarah russell and transitional words and phrases”. the technique of analysing data conversation analysis the approach had been investigating the rule and practice so the interaction activity in daily life and also examine the record of interaction ulfa putri andalasia, azwandi, irma diani 30 journal of applied linguistics and literature, vol. 4(1), 2019 itself. this role was suitable of the goal in this study. in this study explore and explain the pattern of conversation. ethnography in communication according to brewer (2000) ethnography is not one particular method of data collection but a style of research that is distinguished by its objectives, which are to understand the social meanings and activities of people in a given „field‟ or setting, and its approach, which involves close association with, and often participation in, this setting. the technique to analyse the aspect was defined by hymes (1972). in the speaking model the following aspects of the linguistic situation are considered: s setting and scene the setting refers to the time and place while scene describes the environment of the situation. p participants this refers to who is involved in the speech including the speaker and the audience. e ends the purpose and goals of the speech along with any outcomes of the speech. a act sequence the order of events that took place during the speech. k key the overall tone or manner of the speech. i instrumentalities the form and style of the speech being given. n norms defines what is socially acceptable at the event. g genre the type of speech that is being given. hymes (1972) shortly, in this research the researcher was combine ethnography and conversation analysis to analyse the data. support by maynard (2005) that the combined use of ethnography and ca involves a number of theoretical and methodological issues and that these issues are important to consider when employing the two methodologies together. in particular, if one is examining conversational interaction, a question is whether and how ethnography can provide access to the context in which talk and its constituent utterances reside. descriptive analysis in this study, the technique to analyse data was descriptive analyses. according to dudovskiy (2017) descriptive studies used to describe various aspects of the phenomenon. shortly, descriptive analysis was the technique to describe the various aspects in phenomena into written form and serve a more detailed explanation. according to experts above argue that the aimed of this technique was making easy the writer to explaining the data and generating the written information. based on the objectives of this study, this technique was the suitable to explain phenomena data and also the finding. the pattern of topic change in singaporean and indonesian conversation journal of applied linguistics and literature, vol. 4(1), 2019 31 findings aspect influencing topic change in conversation based on the figure v, there found four topics in conversation. the distribution consists of topic i, topic ii, topic iii and topic iv but the participants going back to topic i after they discuss the last topic. there found aspect influences the placement and the distribution. aspect influencing in topic i topic i is “document shipment”, this topic become to the first topic because the consultant (pak dasmond) was calling the secretary ask her to finalized all off attachment for shipment and this company want to start loading to november shipment. based on the po and contract they must start loading on second week in november (appendix 9). according hymes the following aspects are considered to the ethnography of conversation: s-setting and scene. the setting of topic i “document shipment” above in the office, at november, 2 2017 on 10.0010.25 a.m. the address is at pt. sintaro bencoolen international jl. jl. kapuas raya, ruko kapuas grande no. 21-22 kelurahan padang harapan, kecamatan gading cempaka, kota bengkulu, and provinsi bengkulu. this company is engaged in big trading, they are the exporter coffee beans in bengkulu. the wheatear is summer. based on the information above, the participant was taking the formal communication, approved by the topic and several information which constructed this topic. while they were discussing through unformed style of language. p-participants. the participants at this conversation are director (participant d) and secretary (participant s). the detail information of participant d at the time, he wears eyes glass, blue t-shirt, black trouser and dark-brown shoes. detail information of participant s at the time, he wears green t-shirt, tribal hijab in colour green, black and grey, black trouser and brown shoes. e-ends. the purposes of the topic i above are to finish some document regarding the shipment. they were discussing this topic and as the first topic because this is deadline for this company to finish the document shipment, caused the loading of the shipment in second week of november 2017 approved by (appendix). while, at that time the entire document still on the process. the ends of this topic are the director asked the secretary to prepare the truth document regarding the document shipment. a-act sequence. this topic was start from participants s as the first speaker, she was the first because she must finish the document and she needs the director‟s sign as same time. the director was given the truth ulfa putri andalasia, azwandi, irma diani 32 journal of applied linguistics and literature, vol. 4(1), 2019 information regarding the document shipment and asked the secretary to make the true one. k-key. the director‟s tone first is low at line 1, 4, and 9. second is flat at line 6 and 7. third is flat 13 and 16. based on this data the director‟s manner was using the sing-lish. proved by the fillers were come by him. the secretary‟s tone, first is low at line 14, 15 and 17. second is flat at line 2, 5, 11 and 12. third is high at line 8 and 18. based on this data the secretary‟s manner was using the indonesian-english regarding manner of the participants, both of participants used formal manner. i-instruments. the instrument which used in the topic i is paper, headphone and pen. the paper was used at line 2, 3, 4 and 5 and handphone used at line 9 and 13 conversation are paper, pen and handphone. the form and style of speech of director is the singaporean english and the form and speech of secretary is indonesian english. n-defines the social status in this conversation is participants d is director in this company. he has right to ask his employee to do many things regarding their responsibilities in the company. the social status of participants s is secretaries in this company. she has responsibilities to do many things regarding her responsibilities in the company and also must to do on time. the socialization of this conversation is formal; they were discuss topic regarding the company and business. meanwhile their style is unformed. g-the types of speech both of participants are participants d used singapore-english and participants s used indonesia-english. these are proven by the some filler that come out in the conversation and some dialect that used both of participants. aspect influencing in topic ii topic ii is “bank confirmation”, this topic become second topic because at last month this company had been receive some money from buyer (lian aik) but the amount so different with the contract before, based on their experience with other buyer the amount is same and have not high charge more than before. according to hymes the following aspects are considered to the ethnography of conversation: e-ends. the purposes of the topic ii above are getting confirmation regarding the transfer which receive by the customers at last time. they have problem that the amount which receive is not suitable with the contract before. the secretary had been to find the problem and search the solution to resolve it. the focus of this tone is at line 20 and 21, the director has introduced the new topic and ask secretary to explain what are the information. the pattern of topic change in singaporean and indonesian conversation journal of applied linguistics and literature, vol. 4(1), 2019 33 a-act sequence. this topic was taken on seven minutes and twelve seconds. this topic was start from participant d, the director as the head of the secretaries ask her to explain what are information regarding bank confirmation. he was changing the topic in practically, proved in line 20 and 21. k-key. the overall tone or manner of the speech. in this topic, the tone of the both participants have variations. the director‟s tone, first is low at line 25, 31,33,40,45, 53,78 and 81. second is flat at line 23,24,26,27,28,32,34,35,36,37,42,42 and 43. third is high at line 20,21,55,57,58,59,60,61,69 and 72. based on this data the director‟s manner was using the sing-lish. proved by the fillers were come by him and most of the tone is flat, it‟s means that the director has accept what are the information delivered by the secretary. the secretary‟s tone, first is low at line 58, 66, 68, 82, 66, and 56. second is flat at line 23, 24, 26, 27,28, 32, 34, 35, 36, 37, 41, 42, 43, 46-52, 59, 60, 62, 63, 70, 71, 73-77 and 79-81. third is high at line 22. based on this data the secretary‟s manner was using the indonesianenglish regarding manner of the participants, both of participants used formal manner and most of the tone is flat. it means that the secretary as the source information of this topic. i-instruments. the form and style of the speech being given. the instrument which used in the topic ii is paper. the paper was used at line 46 until 52. aspect influencing of topic iii topic iii is “things want to sell”. this topic become third topic because the director before ask secretary to come, the account (fitri) come and give some citation about draft of something will buy who and list of the price. his account person cannot use english as well because of that the director ask his secretary and ask them to explain for the buyer (almost buyer is staff aak). according hymes the following aspects are considered to the ethnography of conversation: e-ends. the purposes of the topic iii above are finalized the description and status of the things want to sell. the director was asking secretary to finalized the all of status with the buyer and finalized the description of them. the focus of this tone is at line 83, 84 and 85, the director has introduced the new topic and ask secretary to finalized the status and description of the things that want to sell. a-act sequence. the order of events that took place during the speech. this topic was taken on seven minutes. this topic was start from participant d, the director as the head of the secretaries ask her to finalized the status and description of the things want to buy through the buyer. he was changing the topic in practically, proved in line 83, 84 and 85. ulfa putri andalasia, azwandi, irma diani 34 journal of applied linguistics and literature, vol. 4(1), 2019 k-key. the overall tone or manner of the speech. in this topic, the tone of the both participants have variations. the director‟s tone first is low at line 92 and 94. second is flat at 87, 90, 101,106 and 113. third is high at line 83-85, 88, 89, 91 – 99,103, 108 and 111. based on this data the director‟s manner was using the sing-lish. proved by the fillers were come by him and most of the tone is high, it means that the director was ask the secretary to do the task as soon as possible. the secretary‟s tone, first is low at line 93,100, 102, 109, 110 and 112. second is flat at line 89, 98, 104, 106 and 107. third is high at line 86, 95 and 96. based on this data the secretary‟s manner was using the indonesian-english regarding manner of the participants, both of participants used formal manner and most of the tone is low. it means that the secretary was accept the task from director. i-instruments. the form and style of the speech being given. the instrument which used in the topic iii were paper and monitor stand. the paper was used at line 87 and 88, monitor stand was used at line 95 until 97. aspect influenced in topic iv topic iv is about “go to dinas perindustrian”. this topic become fourth topic because the secretary get task from consultant to finished document shipment (from b and form d) for next shipment to port in poti, georgia. at that time the office car is not available because used by other employee and secretary must go to dinas as same time because of that she asks permission to used director‟s car. after this topic finished the participant back to the first topic. according hymes the following aspects are considered to the ethnography of conversation: e-ends. the purpose and goals of the speech along with any outcomes of the speech. the purposes of the topic iv above are secretary need permeation to used director‟s car to go to dinas perindustrian because the need faster arrive in there and issued some document for shipment. the focus of this tone is at line 120, the director has the intensify for secretary to get the document shipment first before she is going to dinas perindustrian. a-act sequence. the order of events that took place during the speech. this topic was taken on seven minutes. this topic was start from participant s, the secretary was introducing new topic but it just in a moment. the director give the strength intensify that he needs her to finished the document shipment first before she is going to the dinas perindustrian. k-key. the overall tone or manner of the speech. in this topic, the tone of the both participants have variations. the director‟s tone, first is low at line 118 and 119. second is high at line 120. based on this data the director‟s manner was using the sing-lish. the secretary‟s tone, first is low at line 117. second is flat at line 115 and 121. third is high at line 116. based the pattern of topic change in singaporean and indonesian conversation journal of applied linguistics and literature, vol. 4(1), 2019 35 on this data the secretary‟s manner was using the indonesian-english. regarding the manner of the participants, in this topic they were use formal manner but there found intensify that the director ask secretary to finish document shipment first. it means that the topic i the are important topic. n-defines what is socially acceptable at the event. the social status in this conversation are participants d is director in this company. he has right to ask his employee to do many things regarding their responsibilities in the company. the social status of participants s is secretaries in this company. she has responsibilities to do many things regarding her responsibilities in the company and also must to do on time. the socialization of this conversation is formal, they were discussing topic regarding the company and business. meanwhile their style is informal. the aspect influence why the participant back topic i cussed by it is the important topic based on the context and time of the conversation was taken. both of participants have task to finish the document shipment first. because it is deadline of the participants. the conversation record on the first week in november where the attachment document has not ready while the loading start on second week in november, shortly it is deadline for this company. shortly, this conversation was constructed by several aspects they are: social event, social status, social environment, setting, dominant participants, context, event, relation and time. meanwhile the major aspect which influenced is dominant participant, context, relation and time. discussions pattern of topic change schneider (1988) as shown in figure i, shcinder was explain that topic develop into three major aspects. they are introduction, maintained and change, also found several subsections in maintaince are continua, shiftt and recycling. the last section change, there found sub section they are reintroduction and fullblown change. these explanations were not complete. ulfa putri andalasia, azwandi, irma diani 36 journal of applied linguistics and literature, vol. 4(1), 2019 as shown in figure ii “pattern of topic change” conversation is an activity as the result of socialization. there found interactive in the social life, this activity to express, show and accept other ideas. maynard (1980) conversation as the way to expressing idea, the main character of conversation is having some topics or several topics. the several topics will change automatically, practically, smoothly and unpractically. each of the movement, serve different pattern. this theory is suitable with the result above. as “extract 1” until “extract 4” show that the conversation has been several topics, they are “document shipment”, “bank confirmation”, “things want to sell”, “go to dinas perindustrian” and last conversation both participants back to topic “document shipment”. additionally, the comparison of pattern of topic development in conversation take from participants australian and indonesian was analysed by erlenawati (1996) is suitable to schneider (1988). the researcher was taken the conversation in unformal context and the participants is different. these conditions encounter that the pattern was same pattern to the theory. aspect influenced pattern of topic change conversation is a whole like an organization. there found several aspects was contracted, they are participants, dominance participants, relation, context, time and topics. support by brennan (2010) conversation is activities that include more than two person or participants who use linguistics form verbal and non-verbal signal to communicate interactively. in this case, participants were the actor. the process to develop a conversation, the participants was producing several topics; one or some of them was controlling the topic change. based on the analyse above, the conversation was controlled by participant d, it means that he has the power in role and control the conversation, proved by he always introduces new topic by clues as signal topic change, give shift information and always make a conclusion in each topic. this explanation was suitable to the research finding. figure v shows that found four topics in the conversation. regarding topic, the topic start to document shipment, bank confirmation, things want to sell and go to dinas perindustrian and back to document shipment the focus of this conversation is after they were discussed last topic, they were back to the document shipment, it means that this topic is must be finished by them as soon as possible. it is means that the relation both participants was drawn that the participants d is higher status than participants s. shortly, aspect that influenced in conversation are dominant participant, timing, context and relation. however, pridham (2001) argue that conversation is obviously far more than words. communication can take place through body language, the pattern of topic change in singaporean and indonesian conversation journal of applied linguistics and literature, vol. 4(1), 2019 37 through prosodic features such as intonation, speed, stress, and volume and even through silence or laughter. opposite of this explanation, based on the result finding and theory, there found several differences. based on the result above, the aspect was influenced conversation are dominant participants, context, relation and timing. these are the major aspect influenced the conversation and constructed conversation. meanwhile, the dominant participants were taking role in conversation, especially in the pattern of topic change. these aspects were discussed as bellow. first is dominant participants. according to clarck (2001) argue that in conversation the participants take particular roles conversation 1 (appendix 1) the dominant participants is director. ha was taken role in conversation. approved by the clues was come out in the conversation, director always introduce new topic to secretary, he chosen the topic and controlled what are the topic will discuss. this happen cause of he is the head of the office and he has higher social status than secretary does. second is context, liddicoat (2003) argue that conversation is prescriptive in nature and deals with the idea of what makes a 'good conversationalist'. the conversation was taken at office. practically, the context is formal. this aspect was influenced the conversation. the participant just produce topic regarding their job. the participants were used these several topics in this context means that they have to do many things and must doing as soon as possible, context influenced the conversation regarding their style and their manner. third is relation both participants. liddicoat (2003) argue that conversation is the way in which people socialize and develop and sustain their relationships with each other the relation both of participants are coworks (secretary and director) cause of that the groove of the conversation is formal however them discuss in the way unformed. fourth is timing maynard (2016) argue that conversation is often characterized having some topic or several topics the conversation was produce four topics. these topics were discus regarding their work. according to the time when the conversation was taking on november 2 2017. the timing of the conversation above influenced the participants to discuss the topics, with the distribution drawn at figure ii. the dominant topic is topic i “document shipment”. after they was discussed three topics before they were come back to topic i. this is the focused both of participant at that time. conclusion this study attempts to find out: the pattern of topic change in formal conversation, the clues as signal topic change in formal, the aspect ulfa putri andalasia, azwandi, irma diani 38 journal of applied linguistics and literature, vol. 4(1), 2019 influencing pattern of topic change are dominant participant, context, relation and time. the major finding are there found important sectionj in conversation and there found participants as controlled in conversation. based on the findings the conclusion is drawn as follows: first the pattern of topic change employed by the speakers in the office context is different from the informal context. pattern was the description of the placement topic change. the findings concluding that the patterns of topic change in the context formal there were constructed by three major sections. they are introduction, maintained, and conclusion, while the subsection in maintained are continua and shift. this is quite different to the related study and theory. this may result from encourage of position context the participants. the pattern is the unpredictable, they were drawn based on the context and setting of the conversation was taken. the common informations are clues in conversation. most of clues were fillers, words or phrase, aimed as signal in conversation. the clue as signal topic change, signal order or sequence, signal to show the result, signal for intensifies. based on the finding of this research the almost clue was come in filler form. the forms of clues were come according to the style, dialect and mother tongue of the participants in conversation. shortly, this happen caused the background knowledge of the participants. the result findings explained that found several differences of pattern and clues in conversation. these findings are quite different to the theory above. developing conversation, there found several aspects. the several aspects influenced pattern of topic change are dominant participants, context, relation of participant and timing. dominant participants are the controlled in conversation. context in conversation was determined the role and topic used in conversation. relation participant was describing the social status both in conversation. the last aspect is timing, this aspect was influenced the placement and distribution of topic used in conversation. references ambler,s,w.1998. an introduction to process patterns. cambridge : cambridge university. sigs books. akmaliyah,s.2010. conversation analysis of asian efl learners. banda aceh : state islamic 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(2023). exploring parental language ideology and language enrichment in indonesian children’s translingual practices. joall (journal of applied linguistics and literature), 8(2), 227-244. https://doi.org/10.33369/joall.v8i2.24934 the urgency of this 21st century is a high demand to compete worldwide by mastering more than one language effectively and appropriately. the english language plays an important role in connecting and engaging people within the global community. people realize that the more they need to enter https://ejournal.unib.ac.id/index.php/joall/article/view/24934 https://doi.org/10.33369/joall.v8i2.24934 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.24934%26domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.24934 https://orcid.org/0000-0002-1924-2929 https://orcid.org/0000-0003-3255-7922 riski aginia hafizha, sary silvhiany, soni mirizon 228 joall (journal of applied linguistics and literature), 8(2), 2023 the global world, the more they have to find ways to effectively participate in transnational social spaces, which require the navigation of multiple languages and literacies (silvhiany, 2019). one of the ways is to improve one's understanding of the languages. people living in different places learn different languages and cultures to participate in community social interactions. in the increasingly globalized world, english has become the lingua franca that can be used as a bridging language to connect people worldwide who do not speak the same language. the reasons mentioned above motivated parents to focus on fostering their children’s english language learning. they believe that children can develop english communication skills by introducing to english at a very young age. speaking major languages is believed to improve job prospects, technological skills, and acceptance in global cultures. parents also assume that language can help children to have better chances to explore the world. (bialystok & senman, 2004) and (gandara, 2015) believe that bilingual children benefit socially, personally, cognitively, professionally, and academically. furthermore, (k. a. king & mackey, 2009) highlighted that bilingual ability brought social-emotional advantages to children as they were more sensitive to others who shared different backgrounds and cultures. the rise of english as a language of global communication has impacted the language ideology and practices of families around the world. in south korea, for example, studies shed light on the negotiation of language choices in the context of monolingual korea, in which the korean language is both the national and the dominant language in the community (lee, 2018) and parental language ideologies and investment in raising bilingual children (seo, 2021a, 2021b). despite the status of english as a foreign language in the indonesian education system, in reality, motivated by the social and economic benefits of being fluent speakers of english, many indonesians wish to use english as their second language. hence, we witness a growing interest in bilingual education offered in public and private schools. in indonesia, studies have shown parental interest in providing education in which students receive english as a medium of instruction as early as primary school up to high school (ernawati et al., 2021; fauziah et al., 2021). enrolling children in a school system that accommodates english as a medium of instruction is not the only way. two ethnographic case studies in south sumatra, indonesia, show that parents embrace bilingual/multilingual language practices at home to support their children’s acquisition of english at an early age. the research highlights the role of language ideology and family language policy regarding children’s bilingual development (indriani et al., 2021; sapriati, 2021). exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 229 the family language policy (flp) specifies which language would be used by the family to raise their children. it was related to language literacy practices, described by (spolsky, 2004) as what people would do with language. it is concerned with management, planning, and interference in what people do and how they apply the language. family plays an important part in children's bilingual literacy since it is the first place they hold a conversation for the first time. thus, this policy allows parents to choose the language to ensure their children are bilingual/multilingual. flp, according to (shohamy, 2006), was a language arrangement used by family members at home. flp structured the interaction between the children and the parents and was responsible for the child's language production. flp is important in understanding the contribution of family decision-making in the changes in linguistic ecology (curdt-christiansen & gao, 2021; curdt-christiansen & wang, 2018; duff, 2021). language practices of bilingual families reveal parental beliefs underlying the assumption about language and what they do. the literature on language and linguistics highlights two practices, i.e., one parent, one language policy (opol) and translanguaging. the opol is a common practice used by bilingual families and educators (palviainen & boyd, 2013). furthermore, the opol approach dominated much of the research on the bilingual acquisition with the parents speaking different native languages, although becoming or staying proficient in english did not require parental use of english in the home (duursma et al., 2007; kendall a. king et al., 2008). considering the fluidity of languages multilingual persons use, scholars propose the conceptual framework of translanguaging to understand this fluid language practice. translanguaging provides a particular conception of mental grammar and linguistic repertoires employed by multilingual persons as structured and unitary without the boundary of named languages (otheguy et al., 2015, 2019). furthermore, garcía (2019) argued that “the concept of translanguaging has emerged to disrupt the naturalization of languages as codes or entities” (p. 369). canagarajah (2011) associated the students’ linguistic repertoire and pedagogical field so they can communicate effectively in a second or foreign language, particularly in the academic community. in line with this, song (2015) emphasized that translanguaging is used to clarify meaning and maintain heritage language and revealed that translanguaging deals with languages strategically and flexibly so they all could all create meaning and negotiate with each other. therefore, the translanguaging theory has transformed our understanding of language and literacy in multiple languages, both face-to-face and virtual contexts (dovchin et al., 2015; wei & garcía, 2022). literacy practices in this contemporary time often involve multimodal media enhanced by digital technology tools. consequently, language riski aginia hafizha, sary silvhiany, soni mirizon 230 joall (journal of applied linguistics and literature), 8(2), 2023 socialization within families and their literacy practices at home are intertwined with the technological access available. over a decade ago, king & fogle's study showed that parents in the united states and outside the states advance their children's bilingualism by exposing them to bilingual books, videos, dvds, television programs, and music (k. king & fogle, 2006). nowadays, it is not unusual for a toddler to play with the iphone or ipad of his/her parents. having been introduced to digital media and gadgets earlier, the possibility of being immersed in a variety of languages is higher. thus, the language used in the media is also exposed to children. indeed, multimedia has been proven to have positive impacts on early language development, notably for children in monolingual schools. this benefit might be connected to the dual coding hypothesis of learning. deeper learning was suggested when both verbal (i.e., oral story) and nonverbal modes include information (e.g., dynamic visualization) (cho & krashen, 2015; kuppens, 2010). in addition, multimedia contents tend to be more engaging for children, contributing to language learning. silvhiany’s study on indonesian transnational families in the united states, for example, highlighted the affordances of digital technologies and social networks in the families’ religious and heritage literacy learning and practices (silvhiany, 2019). transnational families also strategically used various digital communication tools to maintain a connection with their relatives across the globe (gonzalez & katz, 2016). furthermore, the fast appearance of media formats such as computer, tablet, and electronic book material has significantly changed the input environment of bilingual children (sun et al., 2019). based on the review, research on bilingual children’s language development and practices has been centered on countries with a large population of immigrants, such as the united states, canada, and many european countries. despite the growing trend of english bilingualism in indonesia, scholarly research publication on this issue is still limited. this article fills the lacuna of research by exploring the indonesian families’ language ideology related to children’s multilingualism and the associated language and literacy practices. it aims to address the following questions. • what is the interaction between parental language ideology and language enrichment in children’s translingual practices? method participants using an instrumental case study that used ethnographic data analysis (creswell & poth, 2018), this study explores the bilingual and biliterate practices of two children living in south sumatra. the first participant was a six-year-old girl named rachel (pseudonym). the second participant was a nine-year-old girl named emma (pseudonym). both of the participants are the exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 231 daughters of indonesian parents. however, the two participants speak english in their daily life. the participants were exposed to books and digital media in english since early childhood. both took english for young learners in an after-school program and attended schools that provided bilingual education (indonesian, english, and japanese). data collection situated in the pandemic school closure context, this study relied on digitally mediated interactions which used mostly zoom meetings and whatsapp calls. the participants were observed when they were doing the online school to see how they communicated and conversed with their friends and teachers. the observations of the class sessions were conducted eight times over the period of three months for each participant. furthermore, to gain insights into the children’s education and families’ views on bilingualism, semi-structured interviews with the parents were conducted through zoom meetings. in addition to observations and interviews, researchers also relied on digital artifacts, which included recordings of the families’ activities provided by the mothers and the families’ social media posts related to the children’s translingual practices. the mothers agreed to record some families’ activities such as dinner time, studying or doing homework, bedtime reading, and playtime. there were three recordings of families’ activities and four digital artifacts from the families’ youtube channel and instagram post. data analysis procedures the data were analyzed by categorizing strategies. transcription, codification, and thematic analysis were used to analyze the interview data. besides, the summary was obtained as the data from observation. the researcher used some techniques to ensure the trustworthiness of the study, such as member checking, data triangulation, and thick description. in addition to these, the researcher used peer debriefing. peer debriefing was employed in instrument construction, coding, and analysis by discussing the draft of the interview questions and coding schemes with advisors and fellow graduate students. the examples of the coding schemes are described in the following table: table 1. coding categories of the data theme code example parental language ideology english for transnational mobility “the one that we really insist is our kids can have international curriculum for their school as we plan to move abroad.” riski aginia hafizha, sary silvhiany, soni mirizon 232 joall (journal of applied linguistics and literature), 8(2), 2023 theme code example unplanned bilingualism “we do not expect anything on raising our kid to be bilingual. it just happened naturally.” language learning living abroad three or four years ago we planned to live abroad – move to other country, so we thought that our kids need to survive in the new country. at least, they don’t have any problem with communication. elevating potential “when we found out her speaking english, so we thought, why don’t we just facilitate her? we don’t want her to lose the ability of talking in either bahasa indonesia or english. early learning of english “she read in english for the first time and she could read in bahasa indonesia when she was at grade one. she learnt the vocal sound in english at first.” translingual literacy communication at home “it’s just also our daily to talk in english so, we don’t have any particular motivation for this [bilingualism].” language used within a big family and as we also use two languages at home (my husband and i) so our kid follows us. her cousins, uncle and aunts also speak english and indonesia and so does our kid. using three languages in school “sensei, what is ‘windu’?” (conversation between emma and her japanese teacher). language enrichment television as medium of learning “the kid loves to watch cartoon network, nickelodeon, bambi tv english and english presley. however, we do not serve then indonesian channel. she learnt songs and vocabularies a lot from it. 70 – 80% of the english she knows is influenced from those programs perhaps.” gaming as a medium of communicative practice analysis of the observation: emma was playing a multiplayers game in her ipad showing that she used english to communicate with another player in the chat box. youtube videos as language resources “she even watches ‘marsha and the bear’ in english version. she wants movies in english. she will not watch the movie in bahasa indonesia or melayu (upin-ipin).” findings the findings of this study discuss the interaction between parental language ideology and children’s language learning and translingual practices as they develop bilingual competence. the first part revealed parental language ideology and children’s language learning. the second part focuses on children’s literacy practices. exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 233 parental language ideology emma’s parents mostly speak english and bahasa indonesia to each other, although bahasa jawa and bahasa sunda are spoken at home as the grandparents lived near the family. in addition, emma goes to a japaneseindonesian school where english is used as instruction. this leads her to speak mostly english to her parents, brother, and cousins as well as a little japanese at school. although sometimes her mom talks to her in bahasa indonesia, she remains talking in english to respond. at her age now, she even can adjust what language to talk to other people. she mostly talks in english to us, and fully english to her brother and cousins. but somehow, she speaks in bahasa indonesia as well. when visiting our friends, she will talk in bahasa indonesia to our friends’ children. perhaps as she got a lot of exposure in bahasa indonesia, so she understands. (emma’s parents) in some condition, emma somehow also codes-switch when having conversation at school with her teacher. emma : “sensei, what is ‘windu’?” teacher : “windu is the period of eight years. satu tahun berapa bulan, emma? dari januari ke desember?” (emma kept silent in a while) emma : “12 bulan sensei” emma’s parents admitted that how they chose the school for emma influenced the languages that emma performed. the parents’ goal was to bring up their children in a very natural way. that is why they kept looking for a school with a cambridge curriculum, as they hoped that by acquiring english naturally, emma could help herself face the globalization era. besides, there was another personal reason for emma’s parents' decision to be bilingual: the parents’ decision to stay abroad. english is really considered important in this era. english is a pluspoint for those who acquire it. furthermore, some schools and universities set a typical score for the students to enter the school/university. english also can support our children when they start their work-life. as i said earlier, english can ease my kids later on for their future. (emma’s parents) unlike emma, rachel only spoke in english to her mom and aunty as she spent her time mostly at home with her mom. her dad cannot speak english riski aginia hafizha, sary silvhiany, soni mirizon 234 joall (journal of applied linguistics and literature), 8(2), 2023 very well, and she only blends in with her dad after work – to play games. thus, whenever rachel and her dad have a conversation together, her response is always in english, although her dad speaks to her in bahasa indonesia. additionally, rachel will switch the language to bahasa indonesia she knows (very limited), if she realizes that other people cannot follow what she says anymore. however, mom responds to the talk in english and sometimes uses bahasa indonesia when talking to her to make her accustomed to bahasa indonesia. moreover, rachel’s parents clarify that she sometimes unconsciously code-mixes the words when talking to her father. our child speaks in english mostly to me – and to her aunty. her daddy cannot speak in english very well and they don’t have enough time to blend together except when daddy is back from work – at night. they play games together. sometimes, we have pillow talk and i tell her some stories in bahasa indonesia, but she still responds in english. she somehow will change the language to bahasa indonesia (some words she understands) if she realizes that we do not understand what she says anymore. i always try to explain something in bahasa indonesia and let her comprehend what i say to make her accustomed to bahasa indonesia as well. if she still doesn’t understand, i will switch the explanation to english so she will understand. usually, if she got response in bahasa indonesia, she will respond with mixed words such as, “gimana caranya daddy dapet friend?” rachel’s parents initially did not expect their daughter to acquire english more than bahasa indonesia. however, they admitted that language is one thing that can shape people for their manners and attitude. in addition, rachel’s parents mentioned that finally, they decided to raise rachel bilingually to make rachel could speak both english and bahasa indonesia equally. so, she could acquire bahasa indonesia as well since rachel was born in indonesia. language learning talking about strategy, both parents of each child admit that they never set any strategies to raise the child bilingually at home. emma’s mom said that she was not the kind of parent who insisted that the child must be able to speak english, so she and her husband did not set any strategies to raise the child bilingually. it can be seen in the excerpt below that she believes that the school chosen for her daughter also contributes to the child’s bilingualism. it happened just naturally and i am not the type of mom who insists my child on being bilingual. but perhaps, the school that we chose also helps her. and as we (my husband and i) also use two languages at home so our exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 235 child follows us. her cousins, uncles and aunts also speak english and indonesia and so does our child. (emma’s mom) in learning the language, both parents of each child mentioned that english is the first language used for the children learning to read. parents claimed that knowing how to read in english helps the children learn how to read in bahasa indonesia. more explanation is written as the following excerpts: our child learnt to read in english at first, then she could read in bahasa indonesia at grade one. she learnt the vocal sound of english alphabets in pre-school. although she was confused to read in bahasa indonesia when she was in the first grade, she is now really able to read in english and bahasa indonesia fluently and she has no more difficulty in constructing sentences in bahasa indonesia. (emma’s parents) similarly, emma admitted that her teacher once told her that her bahasa indonesia acquisition was far better than the other friends in her classroom. even though her teacher admitted that her english is average, emma admitted that she was very comfortable speaking in english rather than bahasa indonesia, japanese and chinese – among the languages she has ever learned. meanwhile, rachel acquired english first as she learned the english alphabet from some youtube videos. her mom admitted that knowing english supports her in learning how to write and read in bahasa indonesia. she learnt to read in english at the first time. then, when she got exposure in bahasa indonesia, it’s easier for her to learn to write and to spell the words. at first, it’s hard for her to spell the words, it’s hard for her to differentiate ‘e’ and ‘i’. but now, she could read in both languages and she knows more sentences. she adapted well. (rachel’s mom) lastly, when asked about the acquisition of languages by the child, the parents agreed that english was acquired more than bahasa indonesia. emma’s parents described that she somehow understood very few words in bahasa indonesia, and she did not understand some words in bahasa indonesia that are not used in daily conversation. parents claim the child’s acquisition of english and bahasa indonesia is 60:40, and now emma has gotten more input in bahasa indonesia and she can switch the languages automatically. riski aginia hafizha, sary silvhiany, soni mirizon 236 joall (journal of applied linguistics and literature), 8(2), 2023 she knows more english words than bahasa indonesia. she somehow doesn’t know some ‘formal’ words in bahasa indonesia especially those she doesn’t use in daily conversation. we can say her acquiring words in both languages is 60:40 now as she got more exposure in bahasa indonesia. she also can automatically switch the language she uses depending on whom she talks to. (emma’s parents) rachel’s parents described that rachel acquired more english than bahasa indonesia. thus, when other people talked to her in bahasa indonesia, the parents needed to explain some words of bahasa indonesia in english to let her understand. the parents agreed that the child had 100% words in both languages but was not accustomed to bahasa indonesia yet. now, her acquisition of both languages is 70:30 excluding the formal words in bahasa indonesia that she doesn’t know yet. she knows in english. even though we speak in bahasa indonesia and she understands, we still need to translate to english some words in bahasa indonesia that is new for her. at least, we need to explain it in english to make her understand. for us, she possesses 100% of each language, but it’s still hard for her to switch as she doesn’t get exposed to bahasa indonesia yet. we believe that she just needs time to adapt. she needs more time to process compared to the child who knows one language only. but, for now in this age, she might know 70:30 language we guess. excluding the ‘formal’ words in bahasa indonesia she doesn’t know yet. (rachel’s parents) language enrichment and biliterate practices in relation to literacy practices, all parents agreed that they facilitated the bilingual practice with some stuff such as books, youtube, cable tv, and mobile phone games. the parents believed that this mostly helped the children’s english acquisition. emma’s parents claimed the tv cable subscription and videos on youtube effectively facilitated their child's acquisition of english. they also believed that the child’s vocabularies were from what the child watched. besides, watching movies in english has become the family’s regular activity, and no indonesian channel on tv was shown to the child. emma also owned books that were mostly in english as the books were more interesting to her, and she often received english books as presents. at home, we subscribe i****** and we love to watch cartoons and disney movies such as up and madagascar. we never watch indonesian channels. most of the books she has are in english except some islamic books. she never wants to read indonesian books. so perhaps she is exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 237 accustomed to reading english books. we used to have a home-reading program even though i don’t really like reading. we were very strict to our child (for them to read) and by the time, we skipped, but now we are reconsidering to do it again. we set our goal to read one-week one book. our child loves to watch cartoon network, nickelodeon, bambi tv english and english presley. however, we do not serve indonesian channels. she learnt a lot of songs and vocabulary from it. 70 – 80% of the english she knows is influenced from those programs perhaps. the books that the child belongs to are mostly in english. english books are more interesting to children in terms of color and illustration and our friends always send our child some english books. on the other hand, rachel’s parents believed that youtube videos and online games enriched the child’s english acquisition, especially online games. uniquely, the child did not want to watch other videos or movies in languages such as bahasa indonesia and melayu. rachel frequently played online games and interacted with foreigners with the chat box provided on the games. my daughter loves to watch youtube. she watched youtube child when she was one year old and she watches song videos from super simple song and others. she also loves to watch diy on youtube, videos about human anatomy (child version, etc. she loves watching videos about learning other languages recently. she also plays games on mobile phones, online games such as ‘roblox’ or ‘among us’. especially the online games, they help her a lot in acquiring english words. she talks with foreigners in online games so perhaps this really helps her. she doesn’t like reading books. as we observe, she loves visual and kinetics. she loves watching videos, playing games. we often watch videos together. i accompany her a lot when watching even youtube videos and she always plays games with her daddy after his daddy comes home from work. she gets many words from videos (in english) she watches or she plays game online, miss, and also youtube. it really helps her and it’s very effective to add the words in english. she even watches ‘marsha and the bear’ in english version. she wants movies in english. she will not watch the movie in bahasa indonesia or melayu. besides the media, the club/community was also shown to be helping the english acquisition. being in a club/community was encouraged to foster the children’s acquisition as the children had the opportunity to communicate with other people who used the languages, they were comfortable using. by having people who talked in similar language, the conversation flowed smoothly. children could have a partner to converse with the language. in the interview session, both parents of each child mentioned different answers. riski aginia hafizha, sary silvhiany, soni mirizon 238 joall (journal of applied linguistics and literature), 8(2), 2023 emma’s parents admitted that they did not send their daughter to any clubs/communities such as courses, etc., for she could use english every time she communicated with others. no. she will not like it and she never ask for it. it’s easy for her to get bored so even though she will be excited at first, she will leave it. she doesn’t like it at all, even to have math course. she knows that she is not good enough at math but i don’t send her to course. i know she will get bored easily. it is just our surrounding who helps us to maintain english. she uses english when playing with her friends, calling her friends and cousins so she can manage it. she even uses english when playing with friends who does not speak english well. meanwhile, rachel’s parents send her child to an english course which applies monolingual (english only) on its daily basis. she is happy that we send her to english course as the course is fun to her. we hope it will make her realize that she can speak 2 languages: she uses english at course and she uses bahasa indonesia at schools and she understands her surroundings. this will make her understand although she lives in indonesia and she likes to speak english – it is good for her. we sent her to english course since she was 3 years old. we are so lucky to find such a place that suitable to what we want. this course serves the child to learn english in fun ways. she always thinks that we send her to a place for her to play, not to study. honestly, we send her to english course is not for her to learn/enrich her english. we want her to meet the people who can talk to her in fully english as we could not give her more input in english. at her english course, she can talk to her teacher for her teacher only uses monolingual (english) to the students. that’s why we agree that this place is suitable for us. moreover, the course is place for her to talk using the words/languages she got from game/youtube. this makes her finds her own community at the course. the parents claimed that this was very effective for the child. based on the parents’ explanation, rachel was more interested in her english class than in her regular elementary class. this was because she felt she did not have people to talk to at school. none of her classmates were fluent in english. in english class, as the other students and teacher spoke only english, rachel felt accepted, and she could be more open as she realized that other people understood her. her parents realized that they could not give more input in her english acquisition, so sending her to an english course was the only choice so she could have more people to socialize with. exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 239 discussion some reasons were finally revealed on why emma and rachel were raised as bilinguals. undoubtedly, both parents of emma and rachel realized that english was needed for the children’s daily activities and their future. emma’s parents believed that by introducing english at a very young age, children could develop english communication skills, which would be very needed in the future. this is in line with gandara (2015); k.king & lanza (2019); müller et al., (2020), who considered bilingual children as having benefited socially, personally, cognitively, professionally, and academically. being able to speak major languages is believed to improve job prospects, technological skills, and being accepted in global cultures. parents also assume that language can help children to have better chances to explore the world. translanguaging facilitated the children’s communication with family, relatives, and other people in their communities. in emma’s case, translanguaging might happen resulting in her automatically switching the language because she does not know how to state the word in minority language. this is in line with canagarajah, (2011) and wei & garcía, (2022) who associated the students’ linguistic repertoire and pedagogical field so they can communicate effectively in the second or foreign language. similar to this, (song, 2015) emphasized that translanguaging was used to clarify meaning and maintain heritage language. furthermore, translanguaging also helped to clarify the meaning when communicating. also, this finding is similar to duursma et al., (2007), who found out that becoming or staying proficient in english did not require parental use of english in the home. every child is unique, so that they can absorb and adapt easily, especially to language. thus, even though her parents do not know english, rachel could understand english even far better than her parents. meanwhile, for emma, her parents are not native english speakers either, but she can go with her english acquisition. to switch the languages used automatically is what rachel may apply as that’s how she finds to communicate with her mom and dad at home. although rachel still struggles with using the minority language (bahasa indonesia), she is imposed to both different languages when having session with each parent is also similar to bretteny & klerk, (2008) that describe both parents having their own language session with the children on a regular basis (bath time, play time, lunch time, etc). it gives more exposure of the languages from each parent and makes the children able to automatically switch the languages used when talking to people with different languages. once the children are accustomed to speaking a different language with both parents, the children can unconsciously use different languages when responding. riski aginia hafizha, sary silvhiany, soni mirizon 240 joall (journal of applied linguistics and literature), 8(2), 2023 this study also highlights the influence of media as language enrichment that supports children’s translingual practices. sun et al. (2019) assert that the fast appearance of media formats such as computer, tablet, and electronic book material has significantly changed the input environment of bilingual children. the parents approve that language enrichment media are effective to help the children’s language acquisition. in this case, parents agree on using online enrichment media such as tv programs, videos, and moreover, games, which enrich language acquisition. however, books are also suggested, and even online media give input. this result follows the findings from kendall a. king et al. (2008), who studied that parents in the united states and outside the states advance children's bilingualism by exposing them to bilingual books, videos, dvds, television programs, and music. in addition, as children born in the globalization era, the media and technology must impose on children. nowadays, it is not unusual for a toddler to play with the iphone or ipad of his/her parents. digital children know far better than young children a few generations before how to manage digital gadgets since they are grown up in digital media. it can be said that the media are not something new for parents to introduce to children. by having been introduced to media and gadgets earlier, the possibility that the language imposed on children is higher. it is also concluded that exposure to media and gadgets is high to the children. thus, the language used in the media is also imposed on the children. in this case, english is used in the media, then the children could know more about english. indeed, multimedia has been proven to have positive impacts on early language development, notably for children in monolingual schools. this benefit might be connected to the dual coding hypothesis of learning. deeper learning was suggested when verbal (i.e., oral story) and nonverbal modes include information (e.g., dynamic visualization). in addition, multimedia contents tend to be more engaging for children, which contributes to their language learning. besides exposing the children to kinds of stuff such as books, and digital media (television, youtube, cellphone, etc.), parents also send their children to the places where children can have their community with the languages they choose – in this case, english, to create a place for them to socialize with others who share the same languages with them. (said, 2021) mentioned that parents also sent their children to arabic weekend schools besides creating a literacy environment within the home. this is one way to develop children’s arabic literacy skills, which is considered effective in the study. by imposing the children on the community, the children are expected to socialize naturally with the surroundings. children feel they have somebody to talk to with a similar language they acquire. it can be concluded that children need community to socialize with the other language they acquire. in this case, although emma is not sent to the language exploring parental language ideology and language enrichment in indonesian… joall (journal of applied linguistics and literature), 8(2), 2023 241 club/community, she has surroundings that facilitate her to speak in english. she has her mom, dad, brother, and cousins who can talk to her in english. meanwhile, rachel’s surroundings do not facilitate her that way, so her parents need to send her to the english class. this english class helps her to use english in which she can express the language she obtains from online games or youtube videos. in relation to language learning, both children-participants were familiar with english before bahasa indonesia to learn reading and writing. english is considered very supportive in learning to read and write the minority language (bahasa indonesia) for both bilingual children. presumably, it happened as english is mostly heard and known by the children before knowing bahasa indonesia. similarly, vygotsky (1978) described that in the five years before formal schooling, children brought to school what they had learnt at home and from the broader surroundings. children built their own knowledge not only through their own experiences, but also through their social relationships. he assumed that children gain their knowledge by interacting with adults that they think are more capable than them. moreover, children produce the output (words/sentences) after they know or at least hear the input. emma and rachel, who were exposed to english before bahasa indonesia, might happen to show literacy in english before bahasa indonesia as emma probably got the input when hearing her parents speak in english, and rachel got the input from the videos she watched on youtube. thus, the prior knowledge they have at first is english which helps to facilitate them acquiring bahasa indonesia afterward. conclusion family language practice involves the family’s decision, plans, and choices regarding the language spoken by the parents and children. there have been many language practices applied by many families in the world by the global family to raise their children as bilinguals. in the indonesian context, codemixing and code-switching are possible practices that can be applied as maintaining two languages to be spoken can be done by each parent at home. based on the findings of this study, the participants used translanguaging, code-switching, and code-mixing as the practices applied at home with the help of their surrounding and relatives. furthermore, language enrichment also helps children's language acquisition as a result of the digital era. based on this study, media found at home, namely youtube videos, tv programs, and even online games, really support the increase in children’s language acquisition. in the indonesian context, establishing bilingual: english and bahasa indonesia in the family is possible, although english is the only foreign language in indonesia. the gap that english is not originally the parents’ riski aginia hafizha, sary silvhiany, soni mirizon 242 joall (journal of applied linguistics and literature), 8(2), 2023 language does not limit the children from acquiring english even as the majority language. references bialystok, e., & senman, l. 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(2022). not a first language but one repertoire: translanguaging as a decolonizing project. relc journal, 003368822210928. https://doi.org/10.1177/00336882221092841 the authors riski aginia hafizha is a former student of the master’s program in language education, universitas sriwijaya. she currently teaches english in some informal education programs. sary silvhiany is a lecturer at english education study program and the master’s program in language education, unversitas sriwijaya. soni mirizon is a lecturer at english education study program and the master’s program in language education, unversitas sriwijaya. joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7774 journal of applied linguistics and literature, vol 4(2), 2019 177 the analysis of information technologies usage for academic purposes in english language teaching and learning at universitas bangka belitung herland franley manalu1 university of bangka belitung corresponding email: herland.franley@gmail.com abstract the use of information technologies (it) tools has become very important requirements for teachers and students nowadays in achieving academic goals in higher education. the harness of computers, internet, e-mail, multi-media and other it tools is indispensable and has a great influence on the process of language teaching and learning in an effort to improve the quality of education and to produce best human resources that not only having good competence in foreign language but also possessing great capabilities in the use of information technology to face the industrial revolution 4.0 era. the study seeks to find out the frequency and the purposes of it usage by students and lecturers in the english learning environment. a questionnaire containing questions about the frequency and the use of it in the teaching and learning process was disseminated to the students and the lecturers of the english literature department at the university of bangka belitung. the study reveals that the lecturers and students show a positive attitude towards the use of it tools and the harness of the tools in the process of teaching and learning is believed to be very useful. keywords: it tools, language teaching and learning, english courses introduction information technologies (it) tools in the present days are growing rapidly and learning media have been developed on mobile devices such as smartphones and tablets that are easy to carry anywhere. the rapid advancement of it tools such as computers, multimedia, and projectors has an impact on the increasing number of it tools possession for people around http://dx.doi.org/10.33369/joall.v4i2.7774 the analysis of information technologies usage for academic purposes… 178 journal of applied linguistics and literature, vol 4(2), 2019 the world. the number of computers ownership and other multimedia devices by lecturers and students have also increased every year. in line with the increasing number of it tools ownership by various parties, the need for english teaching and learning based on it tools is increasing and it requires serious attention from teaching staff within universities (dudeney, 2008; warschauer and meskill, 2000). in the current era of industrial revolution 4.0, the use of it tools in the process of teaching and learning foreign languages, especially english as an international language, is currently needed from primary level to higher education level. this happens because there are demands for the teachers to make variations in teaching methods in order to make the learning atmosphere more fun. as can be seen in real life that the current condition of the english learning process in each level of education is mostly boring for students. in general, the teaching and learning activities in indonesia still implement traditional methods where the teachers only focused on textbooks to teach their students (wheeler, 2001). teachers are expected to be able to harness various learning resources used as self-study materials, for example, tutorial cds and dvds or other multimedia tools. the plethora of it tools used for teaching media can contribute to learning activities such as the use of computer and internet for academic purposes through blogs and academic information systems made for university. at the university of bangka belitung, the process of online learning is conducted through ubb e-academic. this online learning media is expected to increase students’ enthusiasm in engaging themselves with blended learning activities. teaching-aid based on it tools is a system of teaching and learning using technological equipment such as computers, multimedia, internet, and others. so, by using this teaching-aid system the learning activities will enhance students’ motivation to take part in lessons, do the tests, and get feedback from the computer (kistow, 2011). the development of science and technology today has supported extraordinary progress in all fields and it has influenced the process of teaching and learning foreign languages. now, english teachers not only relying on textbooks as teaching materials but also using computers and the internet with facilities and software for academic purposes in class. this is related to the fact that today's language teaching paradigm supports the use of new technology (turner & taylor, 2002). the internet offers a very wide range of original materials that can facilitate the student-centered learning activity, which is the main characteristic of the communicative language teaching (clt) approach. nevertheless, the use of it tools as learning aids has not been maximized yet and they haven’t even been effectively used in some universities to teach english. there are several barriers to its application in indonesia, such as the herland franley manalu possibility of negative influences which is feared to have an impact on the students. nevertheless, the utilization of computers with teaching materials can be applied appropriately, so this paper will review the frequency and the use of it tools for the academic purposes and whether it tools provide significant results in its use. in contrast to the findings of robertson (2002) who investigated the use of computers in all fields of learning in college, this paper reviews the frequency of use and the purposes of it tools usage by students and lecturers on english courses at the university of bangka belitung and whether it tools provide significant results in their use for academic purposes. the use of it tools can be applied to all types of subjects because its application can be seen as a learning method that raises creative behavior and develops language learners’ motivation in learning foreign languages at the university level. this study purports to seek out whether the use of it tools in the process of english learning at the university of bangka belitung is effective and it tools provide significant results in their use in academic purposes. methods subjects the participants in this study were 90 students and 10 lecturers at the university of bangka belitung selected randomly. students’ age range is around 17 to 21 years old, while the lecturers are ranging from 23 to 55 years old. the education level of the lecturers is ranging from master’s to doctor’s degree. instruments in this study, the questionnaire was used as a data elicitation device. the two different questionnaires consist of four parts given to the students and lecturers. all parts are based on the robertson (2002) questionnaire, which was later edited to focus on using it tools in english the teaching and learning at the university of bangka belitung. the questionnaires were administered when the students and lecturers having their break time and also given in class with the assistance of the lecturers who were in charge of the classes (bailey, 2008). data analysis procedure in the beginning, 97 questionnaires distributed to students and 12 questionnaires distributed to english lecturers at the university of bangka belitung. however, 7 students and 2 lecturers did not answer the questions appropriately, so that only 90 students and 10 lecturers are valid to be used in this study. the questionnaire which contains questions about the the analysis of information technologies usage for academic purposes… 180 journal of applied linguistics and literature, vol 4(2), 2019 frequency and the use of it tools are written in english and given to the students and lecturers when taking their breaks so the survey would not disrupt the teaching and learning process in the classroom. the researcher used comparative analysis to process the data from lecturers and students. findings based on the results of comparative analysis of lecturer and student from the questionnaires, the researcher found that there are 97% students and 80% lecturers use the computers when they are at home. the frequency of computer use on campus is in the second rank, which is around 70% of students and 90% lecturers use computers in the classroom. students and lecturers have the same percentage for computer use in public places, like in libraries, canteens and internet cafes, which is around 70%. for the ownership of it equipment, 100% lecturers and 90% of students have a portable computer. however, for the ownership of personal computer (pc), the students dominate the lecturers’ ownership which is compared in 76% and 50%. this matter is similar to the percentage of a computer interface to internet use, namely 80% for students and 70% for lecturers. students and lecturers have the same percentage in the use of an e-mail account, which is 70%. the result of frequency analysis for the use of it tools indicates that 40% of students use computers to type letters and other documents extensively which is more than 5 hours per week. there are 69% of students use a computer to do individual or group assignments such as typing presentation assignments, doing language exercises using a cd and watching videos from dvds for 2-5 hours per week. whereas 60% lecturers extensively (> 5 hours per week) use computers to type letters and other documents, 40% lecturers regularly use computers for preparing the presentation and learning materials in class and 50% lecturers use a computer to prepare listening materials. for the analysis of internet usage, 15% of students use a modem as an extensive internet connection media and 85 students use internet network on campus regularly. whereas there are 10% lecturers use modems extensively and 90% lecturers use internet networks on campus periodically. the use of the internet for students is mostly for communication purposes on social networks extensively is 60%. there are 55% of students using the internet to find information about their hobbies and buy products online. while there are 50% lecturers use the internet for the purposes of communicating on social networks extensively. 30% lecturers use the internet to find information about their hobbies, update the status of the blog and buy products online. herland franley manalu from the results of the analysis of the internet use for academic purposes, it is found that 48% students and 20% lecturers use the internet as a communication channel for learning objectives between lecturers and students or students and students. 45% of students and 80% lecturers regularly use the internet to search for information and material for courses. there are also 80% of students and 40% lecturers participating in ubb eacademic for academic purposes and also looking for certain subjects. 40% of students and 30% lecturers practice their english language skills through websites like voa, bbc and cnn. table 1. the use of it tools for academic purposes activity students lecturers frequency percentage frequency percentage using the internet as a communication channel for learning objectives between lecturers and students or students and students 43 48% 2 20% using the internet to search for information and material for courses 41 45% 8 80% using computers to type papers or articles 36 40% 6 60% using a computer to do individual or group assignments such as typing presentation assignments, doing language exercises using a cd and watching videos from dvds for 2-5 hours per week 62 69% 4 40% using the internet as a communication channel for learning objectives 53 58% 3 30% participating in ubb e-academic for academic purposes and also looking for certain subjects 72 80% 4 40% practicing their english language skills through websites like voa, bbc and cnn 36 40% 3 30% based on the analysis of the level of ability to use it tools, the students and lecturers have very good abilities in operating windows and microsoft office programs such as words, excels, and power points. 80% of students and 50% lecturers have the ability to use presentation software and search engines on the internet like google, yahoo or msn. there are 60% of students and 40% lecturers who have intermediate abilities in developing a blog. from the analysis of student questionnaires and lecturers, it was also found that there are 70% students and 90% lecturers stated that the use of it the analysis of information technologies usage for academic purposes… 182 journal of applied linguistics and literature, vol 4(2), 2019 tools shows significant results for academic purposes as shown in figure 1 below: figure 1. the significance of it tools used for academic purposes at english literature department discussion although this study only involved lecturers and students from one university and there is a possibility that they do not respond to questions listed in the questionnaire accurately, some implications for english teaching in indonesia can be made based on findings on this study. the findings reveal the different capability of using it tools for students and lecturers. based on the results of the questionnaire analysis, it was found that most students master the windows program and can develop the media. however, there is only a small number of lecturer master the windows program and utilize the media. this is very surprising because the lecturers as the ones who teach students are expected to master the use of it tools. the process of english teaching and learning will run well if the lecturers can master the use of it tools. the integration of foreign language learning by using it tools can provide an active learning environment for learners (chen, 2001). for example, when using internet students can get a cooperative learning atmosphere and different learning interactions through the learning process not only lecturers with students but also students with students. social networking media like facebook, instagram or twitter can also be used by lecturers and students to do learning activities such as sending their speaking, reading and writing assignments. social networking media provide an environment where teaching and learning can generate excitement for students because they become more independent, without forgetting the standard of measuring the success of students. it is undeniable that students will be very interested in loving the learning activities through the online platform, and when students feel happy their desire to overcome new and difficult material will increase. 70% 90% 0% 20% 40% 60% 80% 100% p e r c e n t a g e students lecturers herland franley manalu the lecturers can upload listening tasks to the social networking media and students can send their speaking assignments. based on the objectives of this survey, it can be concluded that the lecturers and students showed a positive attitude towards the use of it tools in the process of language teaching and learning. this study also reveals that lecturers and students are active in learning foreign languages through the campus online learning system, ubb e-academic. it is also suggested lecturers get used to using it tools so that the process of learning a foreign language can run effectively and efficiently. conclusion and suggestion based on the results of the lecturer and student questionnaire analysis, the researcher concluded that the implementation of it tools for academic purposes is indispensable and it is suggested that the authorities in universities should provide the latest it tools such as multimedia, computers, internet, and others to improve the learner's english skills and enhance the capability of teachers and students in harnessing technology (davies and smith, 2000). the lecturers’ capability in using the latest it tools is very important because it is a must for them to build foreign languages learning interactions based on computer and internet networks to face the industrial revolution 4.0 era (addison, 2011; al-said, 2015). therefore, teachers’ training for conducting language teaching and learning based on it tools is needed. it is also necessary for the lecturers to improve the quality of english learning process because the students expected them to teach how to search for and use online learning resources through the internet since the students lacked information literacy search skills. to sum up, there should be a workshop for students and lecturers on how to harness it tools in order to improve the english learning activities at the english literature department within the university of bangka belitung. despite the above mentioned advantages of using technological tools, this study encounters some challenges. one of these challenges is low internet speed and internet connection problems. another challenge of using it tool such as a mobile application is the small-sized screen of the phones which makes it difficult for students to view all the course materials on the phone. at last, the lecturers are also required to create syllabus and teaching materials to the online learning system to improve the process of blended learning. therefore, the use of it tools in english learning activities is highly appreciated by the lecturers and the students. through the application of ubb e-academic at the university of bangka belitung, the students are the analysis of information technologies usage for academic purposes… 184 journal of applied linguistics and literature, vol 4(2), 2019 excited to learn and their creativity appear when practicing their english language skills. references addison, m. (2011). m-learning: a cautionary tale. training journal. retrieved june 19, 2019, from http://www.trainingjournal.com/blog/articlesblogs-m-learning-a-cautionary-tale/ al-said, k, m. (2015). students’ perceptions of edmodo and mobile learning and their real barriers towards them. the turkish online journal of educational technology, 14(2), 167-180. arifah, a. (2014). study on the use of technology in elt classroom: teachers’ perspective. m.a. thesis, department of english and humanities, brac university, dhaka, bangladesh. bailey, n. (2008). exploring second language classroom research. new york: heinle. chen, hong (2001). empowering chinese efl teachers with technology: a computer applications course for english teachers. proceeding at international symposium technology in language education: meeting the challenges of research and practice, hong kong. dudeney, g. (2008). how to teach english with technology. pearson longman. robertson, d. (2002). the new renaissance: computers and the next level of civilization. oxford: university press. kistow, b. (2011). blended learning in a higher education: a study of graduate school of business, trinidad and tobago. carribean teaching scholar vol 1-2. november, 115-128 turner, r & taylor, f. 2002. effectiveness of teaching general practitioners skills in brief. oxford: university press. wallace, a. (2014). social learning platforms and the flipped classroom. international journal of information and education technology, 4 (4), 293-296. warschauer, m. & meskill, c. (2000). technology and second language learning. in j. rosenthal (ed.), handbook of undergraduate second language education (pp. 303-318). mahwah, new jersey: lawrence erlbaum. wheeler, s. (2001). information and communication technologies and the changing role of the teacher. journal of educational media, 26 (1), 717. journal of applied linguistics and literature, vol 5(1), 2020 52 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.8763 the effect of anagram games on secondary level students’ reading achievement endang sulistianingsih1; rizki dwi juliani2; toto pradjarto3 universitas pancasakti tegal1,2,3 corresponding email: endang.sulistia@gmail.com abstract the study employed a quantitative approach with two-group design. the population consisted of six classes. we took a sample of two classes, vii-c as the experimental group and vii-d as the control group. samples were determined using cluster sampling techniques. based on the writer’s observation, some teachers in junior high school tegal still used the conventional technique in teaching especially in teaching reading, in fact, reading is very difficult to teach in junior high school because a lack of vocabulary made the students’ motivation declined in reading. the result of the study revealed the use of anagram was effective in teaching and learning reading. it happened since in anagram implementation the students as the participants and the teacher as the facilitator. this situation was suited to the curriculum 2013 in which it concerned students oriented. besides the students had fun and enjoyed reading because they teach each other, it easy to known students’ lack and need by anagram games, students trained to dare to ask and give their opinion especially in leaning reading which has many words and paragraphs. this method is easier, useful and flexible for the teacher to apply because of no need for a lot of time, media, realia and place. so, this study gives recommendations for teachers and students to implement this method. keywords: anagram games, reading achievement, word games, tefl, k-12 introduction in the curriculum of 2013, teachers should be able to make a learning process as attractive as possible during teaching. attractive learning will make the students increase their motivation and curiosity in learning english. based on our observation, some teachers in junior high school tegal still use conventional teaching techniques in the class especially in teaching reading, in fact, reading is very difficult to teach in junior high school because of lack of vocabulary will make the students' motivation declined to read. muslaini (2017) stated that reading is the process of getting information from the written text, from the writer to the reader. the goal of all reading is the comprehension of meaning that is conveyed in the written http://dx.doi.org/10.33369/joall.v5i1.8763 the effect of anagram games on secondary level… 53 journal of applied linguistics and literature, vol 5(1), 2020 text. reading is one of the main skills students must master in a foreign language to successfully learn the language (rraku, 2013). students can not be apart from reading because the learning process and teaching always related to it in all learning activities. in spite of the concept of reading has been applied since elementary school, many students of junior high school in tegal feel confused with reading, especially in a long text. teachers always give the students reading text and questions related to the text and ask the students to read the text carefully and finally they must answer the questions. then, the students must work individually to do the activity and they do not get a chance to discuss it with their friends. as with the kind of boring teaching technique, many students feel so difficult to do the activity because they can not discuss it with other students. finally, they get a bad score and result and also they do not get the best strategy to read easily, so their reading skills cannot be advanced. for all these reasons, an appropriate strategy is needed to facilitate their interest in reading english. this strategy is language learning strategies as learning strategies, social strategies, and communication strategies (rraku, 2013). then, a teacher has to select a leaning method based on students’ needs and change their minds about bored reading to become fun reading in the learning process and teaching. one teaching strategy that very fun for students is anagram games. based on the writer’s experience, studying reading for junior high school students must be different from elementary school students or students senior high school, because they have characteristics. many students cannot read the english text. the english text is difficult to be understood because they’re vocabulary mastery very less so they feel lazy about reading a long text. they cannot understand the meaning or they don't know how to determine the main idea from the long text. so, the student’s motivation in reading is low. some previous studies have been done by rahman (2016), junika and gintings (2013). their studies state that anagram games is effective in teaching vocabulary. states that anagram is the words or phrases that written trough re-arranging the letters of different words or phrases. an anagram is a word game that reorders a random word, this activity will encourage students to recall vocabulary in textbooks or books for their notes (keshta & al-faleet, 2013). so, the writer would like to know how the deeper this technique and about the effectiveness of it to analyze students’ reading understanding and to know to increase students’ reading achievement in learning reading for the first grade of junior high school in tegal. that way, we conducted this research related to the problem with the title: “the effect of using anagram games on reading achievement. (an experimental study to the first grade of junior high school tegal in the academic year of 2018/2019). endang sulistianingsih; rizki dwi juliani; toto pradjarto journal of applied linguistics and literature, vol 5(1), 2020 54 methods this research is experimental research. creswell & creswell (2017) states that experimental design is applied behavioral analysis or a single-subject experiment in which experimental treatment is administered over time to a single individual or a small number of individuals. experimental research is all of the needed processes in the planning and implementation of research. in this research, we used two group designs. they are an experimental group (the implementation of the anagram strategy) and the control group (the implementation of tps strategy). in the first meeting of the treatment, we greeted students then checked the attendance. next, we introduced herself to get a good first impression and explained to the students that the purpose of her attendance was as the teachers in replacement for several meetings. we explained about what anagram games was. then, we gave a descriptive text to students and told the topic of the descriptive text. the teacher explained descriptive texts such as understanding, purpose, generic structure and language features. after students understood from the explanation, the teacher asked students to form groups of 5 children and asked students to read the text and write new words that they didn't know the meaning of and then asked students to find the meaning in the dictionary. in this study, students must bring a dictionary for each meeting. the teacher explained anagram games to students, after that the teacher started using new words that were previously written. some students asked because they were still confused by how to form new words from words they previously wrote. after forming a new word, students began to practice the questions related to the descriptive text. in the next meeting, the teacher asked students about the material that had been discussed in the previous meeting to find out how far students understood the description text. in this meeting, we wrote and observe student activities during the learning process. after that, the teacher started with a new description text with a different theme from the previous meeting. the learning process was the same as the first meeting. in the first meeting, students still looked confused with this game, but in the second meeting, students had begun to understand how to apply the anagram games in their learning process. in the third meeting, the teacher would explain the other types of anagram games implementation so that students were more interested in reading english texts which they found difficult to understand. this learning and teaching process came to the eight meetings of the same type but with different materials. we used two types of texts namely description text and procedure text. but at the eighth meeting, we used reviewed the materials from the beginning of the meeting until the seventh meeting. the effect of anagram games on secondary level… 55 journal of applied linguistics and literature, vol 5(1), 2020 instruments the writer designed a test on a simple multiple-choice form with four options: a, b, c, and d. there were 50 questions that consist of 12 reading text with the right answer scored 1 and for the wrong answer scored 0 and students had to answer in 80 minutes time allocation. the writer took descriptive text and procedure text based on the material of the first-grade students in the syllabus curriculum 2013. these questions used as an instrument for collecting the data. the instrument of research was given to the class which did not belong to the experimental and control group. we named this class as a tryout class. the students did the try-out test for 80 minutes. this tryout aims to find out whether the test is valid or not. to prove the validity and reliability of the instrument, the writer gave the instrument a try-out test in the try-out class. the writer draws a blueprint of the test as follow: 1. classification : cognitive domain 2. subject : english language 3. topic : descriptive and procedure 4. time allocation : 80 minutes table 1. instrument test topic level of difficulty levels of cognitive total c1 c2 c3 c4 c5 c6 descriptive text easy 2 3 1 1 7 middle 3 4 3 1 11 difficult 2 3 2 7 procedure text easy 2 3 1 1 7 middle 3 5 2 1 11 difficult 2 3 1 1 7 cognitive domain: c1 : recognition c2 : comprehension c3 : application c4 : analysis c5 : synthesis c6 : evaluation we used spss to check the validity and reliability of the instrument. the validity and reliability criteria for testing the instrument that the writer used based on brown's (2004) theory. then we found the result of rxy = 0.462, the level of significant was 5% r-table with n=30 was 0.361. it mean rxy higher than rt (0.462 > 0.361), so the test was “valid”. the next step was to find out whether the test was reliable or not, the writer used the procedure of split– half method by spearman–brown. in this technique, we must create a question item analysis table. from the analysis, scores were grouped into 2 endang sulistianingsih; rizki dwi juliani; toto pradjarto journal of applied linguistics and literature, vol 5(1), 2020 56 question sections. there were two ways to divide the question section, the first was odd and even, and the second was the first and the second. in this case, the writer uses the second method, it is the first and second split. the results found that r11 = 0.659, then the level of significance was 5% and rtable with n =30 was 0.361. so, the writer concluded that the test was “reliable” because r11 is higher than r-table (0.659 > 0.361). data analysis procedures based on the data that had been calculated, the writer gained the united variant formula was 84.67 and the unity of standard deviation (s) was 9.201. to find out if there were significant differences between the first group and the second group then the t-test was conducted. the writer counted the ttest, then the calculation showed that the t-test was 3.638 with degree freedom 58 and level of significant 5% with the t-table 1.672. because t-ratio was bigger than t-table (3.638 > 1.672), so h1 was accepted. findings during the teaching and learning process using anagram games, below was the description of that process. figure 1. the students work in groups. based on the picture above, students formed groups of 4 or 5 people. after forming groups, they read the description text that had been shared by the teacher. then, the teacher wrote words that look difficult for students on the board. after that, they are asked to form new words according to the words in the writing board. in this activity, students must use a dictionary. the effect of anagram games on secondary level… 57 journal of applied linguistics and literature, vol 5(1), 2020 figure 2. the students work in groups. students began to implement anagram games in this activity, they looked enjoyed and enthusiastic in this learning process. after finished the word game, students were asked to work on some of the questions below the description text. the aim was to make students want to read texts in english but in a different way using games. trough this activity students began to dare to ask the teacher, this revealed that they participated in the learning process. discussions related to the findings, we found several problems during reading class. first, some students made noisy in the class. so the other students did not focus the learning well. second, some students were passive. actually, they did not understand the material that we explained, but they were shy to ask us. we should motivate them to ask the material that they did not understand. we had to be lenient since it needed more time to explain them. last, some students could be not controlled. they always annoyed the other students. the writer should manage the class well and need more energy to control them. even though there were several problems during the anagram implementation actually the learning process quality was changing, which was better from the initial meeting to the last. passive students then became active and pay more attention to each teacher's explanation in front of the class. also, they already understood what anagram games was and how it was applied in their reading learning process. finally, during the last minutes in each meeting, we conducted the test and the results of the test that they had done indicated that there was significant progress in each meeting. the findings that had been explained indicated that anagram games were effective. this was supported by the average score of reading post-test that the experimental group gained was 72 and the control was 63. in other words, the experimental group was performed better than the control group in the reading class. in addition, we also had analyzed the data using a t-test endang sulistianingsih; rizki dwi juliani; toto pradjarto journal of applied linguistics and literature, vol 5(1), 2020 58 and we concluded that the implementation of the anagram games gave a positive effect on students’ reading achievement than the conventional method that usually used. conclusion and suggestion based on the result of data analysis, it is shown that the reading achievement of the experimental group better than the control group. this research agrees that there is a positive effect of using anagram games on reading achievement of the first grade students in the academic year 2018/2019. the implementation of anagram is effective in the teaching and learning process since the students as the participants and the teacher as the facilitator which is suited to the curriculum 2013 that students oriented. besides, the students have fun during the learning process the anagram games which employs peer-assisted make the students do not hesitate to ask their peers when they encounter some difficulties related to vocabulary. students feel at ease when they have to ask or share their problems here, in this case, getting the meaning of unknown words or words that they considered new. the more they engage with this game the more they feel relax, calm and comfortable during reading class. this situation gives an effect on the student's comprehension. the more they add their vocabulary, the more their comprehension is increased. the anagram games has changed students’ opinions towards reading a text, especially which has a lot of words and paragraphs. they do not regard reading as a boring and annoying activity anymore. for the teacher, this method is easier, useful and flexible to apply since there is no need for a lot of time, media, realia and place. the purpose of the anagram games is to facilitate students in learning reading as a skill that has to take several steps to grasp its meaning and get the information in it. the students get more joy when they have to learn reading in a group than do it alone. trough study in the group, students learn not only how to elaborate on their knowledge but also improve their vocabulary. study together also can help them develop their social intelligence. this study suggests for future research implementing the anagram games on other skills except reading, such as speaking, listening and writing. references brown, h. d. (2004). language assessment: principles and classroom practices. person education. inc. creswell, j. w., & creswell, j. d. (2017). research design: qualitative, quantitative, and mixed methods approaches. sage publications. junika, d., & gintings, e. m. (2013). improving students’vocabulary achievement the effect of anagram games on secondary level… 59 journal of applied linguistics and literature, vol 5(1), 2020 through anagram technique in smp ni bandar. transform journal of english language teaching and learning of fbs unimed, 2(1). 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. https://doi.org/10.11648/j.hss.20130101.16 muslaini. (2017). strategies for teaching reading comprehension by muslaini * syiah kuala university, banda aceh. english education journal, 8(1), 66–77. rahman, m. a. (2016). the effectiveness of anagram on students’ vocabulary size at the eight grade of mts islamiyah palangka raya. state islamic institute of palangka raya. rraku, v. (2013). the effect of reading strategies on the improvement of the reading skills of students. social and natural sciences journal, 7(2). journal of applied linguistics and literature, vol. 4(1), 2019 77 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6929 grammatical cohesion in thai cave rescue news in international newspapers 1rika wahyuni tambunan; 2ridwan hanafiah; 3umar mono 1,2,3university of sumatera utara corresponding author: ridwances@yahoo.com abstract this research aimed to identify the types of grammatical cohesion, as well as to describe the realizations of grammatical cohesion used in international newspapers. the data of this research were clauses, phrases, and words. this study departed from the theory of grammatical cohesion from halliday & hasan (1976) and the theory of conjunctive system by halliday & matthiesen (2014). the sources of data were thai cave rescue news in british broadcasting corporation, russia today, france 24, voice of america and china central television newspapers. the method used in this research was qualitative. it provided the types that reference (43%) was predominant with personal and comparative reference, was realized by anaphoric and cataphoric. conjunction (42%) with the additive, temporal, adversative, matter, clarifying, conditional, varying and cause conjunction, was realized by the conjunctive system. substitution (10%) with nominal and verbal substitution was realized by replacing one item by another. ellipsis (5%) with clausal and nominal ellipsis, was realized by eluding a noun, verb or clause and recovering it by referring to an element in the preceding text. the finding revealed that the news texts seldom use other types of the grammatical cohesion especially the use of ellipsis and substitution which were possible to be used in writing because most researchers stated that both ellipsis and substitution were commonly found in speaking. keywords: grammatical cohesion, thai cave rescue news, international newspaper introduction cohesion, in general, is the linking within a text that enables text to hold together by use of various means of cohesion. cohesion refers to relations of meaning that exits within the text and that define it as a text (halliday & hasan, 1976). thus the main idea of cohesion, in general, is to create a text that is to be understood by its readers. cohesion also refers elements of a text which form connections between parts of the text (tanskanen, 2006). cohesion is used for the analysis of text beyond the clause level. it is used not only to characterize the text structure but also to study language development and written composition, especially for the newspaper. there have been described two main types of cohesion and they are grammatical mailto:corresponding rika wahyuni tambunan, ridwan hanafiah, umar mono 78 journal of applied linguistics and literature, vol. 4(1), 2019 and lexical. in grammatical cohesion, it contained of reference, conjunctive system, ellipsis and substitution. reference we saw dodi this morning. he was having breakfast in a new restaurant in front of our house. (“he” is an endophoric reference since it refers to something already mentioned in the text, i.e. “dodi”) conjunctive system anne never feels comfortable in this party. so she‟s leaving. (the conjunctive system “so” creates a causal relation between the state “never feels comfortable” and the event “is leaving”. the meaning of “so” is to introduce the consequence of the cause stated in the first sentence, “because anne never feels comfortable”. ellipsis „the other messengers called hatta. i must have two, you know. one to come, and one to go.‟ (the context allows the listener to understand what is eluded. however, as shown in the examples, the word „messengers’ is omitted and replaced by nothing in the sentences) substitution „i don‟t know the meaning of half those long words, and, what‟s more, i don‟t believe you do either!‟ (the verb „do’ is a substitute for the previous verbal group „know the meaning of half those long words‟ and the presupposed item is in the same sentence). in this research, the researcher uses international newspapers in thai cave rescue news in russia today (rt), british broadcasting coorporation (bbc), voice of america (voa), france 24 (f24), and china central television (cctv) as a source of research data because the language used is very concerned with the sentence congruence with each other in terms of form and meaning and also the grammatical cohesion aspects of a news topic about thai cave rescue. this cohesiveness affects the reader's understanding of the information conveyed. in the newspaper itself, actually, the most dominant thing is how to make the content of news starting from preproduction-production-postproduction (nelliyullathil, 2011). in this research, it shows how meaning relations in the text contribute to its unity. therefore, there are many types of the research that have been done has contributed a lot in researching the usage of grammatical cohesion. alarcon & morales (2011) investigate the types of grammatical cohesion used by undergraduate students‟ argumentative essay dominant types of cohesive device used is reference with 90.67% and the least used is a grammatical cohesion in thai cave rescue news in international newspapers journal of applied linguistics and literature, vol. 4(1), 2019 79 substitution with 0.25% of the total of the cohesive device. suningsih (2016) examines the use of cohesive devices in writing by the third, fifth, and seventh-semester students of pre-intermediate, advanced, and academic writing course that ellipsis and substitution are the lowest, then reference and conjunction is the highest percentage of cohesive devices used. bahaziq (2016) analyzes the types of grammatical cohesion of the sample examination of a student‟s essay writing in michigan english language assessment battery (melab). in line with that research, hidayat (2016) analyzes the types of grammatical cohesion in the short story the little match girl by hans christian andersen. this research pick reference as the main focus to analyze and have 87 (eighty-seven) references, in which 81 (eighty-one) references belong to the anaphoric category and 6 (six) references belong to a cataphoric category. based on the previous studies above, every text has different grammatical cohesion to link the meaning relations in the text contribute to its unity. newspaper as a discourse consists of many texts that present different grammatical cohesion. in line with them, this study focuses on the use of grammatical cohesion in thai cave rescue news in international newspaper that has not done by the previous studies. almost previous research more used the classification of conjunction in general rather than in detail as what has been classified by halliday & matthiessen (2014) to identify the types of grammatical cohesion and to describe the realizations of grammatical cohesion used in the data. methods this research used the descriptive method. descriptive method was used to describe the phenomena which are related to other phenomena (farkhan, 2007). furthermore, this research was analyzed, described and found the result of grammatical cohesion (reference, substitution, and ellipsis) in the data by applying the halliday & hasan and halliday & matthiesen‟s concept of cohesion. the data used in this study were the words, phrases, and clauses that contained grammatical cohesion in thai cave rescue news. the sources of data in this study were in the document of news. the document used as the main data source in this study was the thai cave rescue news text. the data was collected by applying a documentary technique. the document was read and analyzed by choosing the online international newspapers that published the topic of thai cave rescue news and then elaborating the passage by breaking down the text into clauses. the completion in the process of collecting data ended up by identifying grammatical cohesion in each clause and rewrites the data which were words and phrases in bold or italic in order to headline the rika wahyuni tambunan, ridwan hanafiah, umar mono 80 journal of applied linguistics and literature, vol. 4(1), 2019 89% 9% 2% reference pr cr dr grammatical cohesion found. data analysis techniques used in this study were interactive model techniques by miles & huberman (1994). findings grammatical cohesion: the types used there are four types of grammatical cohesion, namely reference, conjunctve system, ellipsis and substitution. in this sense, the researcher tabulated and displayed the data in tables and chart below to give a concise description of the entire data and help the reader easily interpreted the data as described below. table 1. grammatical cohesion used in thai cave rescue news in bbc, rt, voa, f24 and cctv newspapers thai cave rescue news r % s % e % c % total rt 17 5,6 4 1,3 4 1,3 13 4,3 38 bbc 57 18,8 6 1,9 6 1,9 49 16,1 118 voa 18 5.9 5 1,6 0 0 13 4,3 36 f24 26 8,6 10 3,3 3 0,9 18 5,9 57 cctv 12 3,9 7 2,3 2 0,6 33 10,9 54 total 130 42,8 32 10,4 15 4,7 126 41,5 303 based on table 1 above it could be seen that the grammatical cohesion contained in the data was 303 data. reference was the most dominant type with 130 data and followed by conjunction with 126 data. this meant that ellipses and substitution were the lowest types found in the data. further explanation about grammatical cohesion which packaged in percent form could be seen in chart 1 below. chart 1. grammatical cohesion in thai cave rescue news chart 1 above indicated the numeric results of the use of grammatical cohesion in thai cave rescue news. the researcher used a chart as the [category name] 126 [percentage] [category name] 32 [percentage] [category name] 15 [percentage] [category name] 130 [percentage] grammatical cohesion used in thai cave rescue news grammatical cohesion in thai cave rescue news in international newspapers journal of applied linguistics and literature, vol. 4(1), 2019 81 numerical data in order to give a precise description of the data. it was the percentage. from the chart 4.1 above, it could be seen that reference (43%) was the most frequently used of grammatical cohesion by russia today (rt), british broadcasting corporation (bbc), voice of america (voa), france 24 (f24) and china central television (cctv). meanwhile, the ellipsis (15%) gained the lowest percentage of the grammatical cohesion used by those international newspapers. in detail, the grammatical cohesion based on the per-type of each type found in the international newspapers were described in chart 2 as follow: charts 2. grammatical cohesion per types grammatical cohesion: the realization there were four charts representing per types of grammatical cohesion such as reference, substitution, ellipsis, and conjunction. actually, each type embraced some sub-types such as reference (personal, demonstrative and comparison), substitution (nominal and verbal), the ellipsis (nominal and clausal), and conjunction (clarification, additive, adversative, verificative, comparison, temporal, condition, cause, and matter). reference in the reference, the chart as in the chart 2, it could be seen that personal reference (89%) was the dominant one followed by demonstrative (2%) and comparison (9%). it implied that the thai cave rescue news tend to use personal reference items as examples below. (1) the boys had to be brought out the same way. (british broadcasting corporation– line 3). the anaphoric reference also found in british broadcasting corporation. from the bold “same” represents the comparative reference items to identity the general comparison that “the way” of “the boys” has the equal position. 48% 21% 5% 9% 6% 2% 5% 4% conjunction add temp clar adv matt cause cond 84 % 16 % ellipsis ne ce 81 % 19 % substitutions ns vs rika wahyuni tambunan, ridwan hanafiah, umar mono 82 journal of applied linguistics and literature, vol. 4(1), 2019 (2) saman gunan, a former navy seal, ran out of air and drowned on his swim back out of the cave. (voice of america – line 8) in the example above, it was taken from voice of america which the bold word “his” refers the previous word “saman gunan, a former navy seal” that shows the possession to indicate “swim back” in the phrase “his swim back” is refered to “saman gunan, a former navy seal”. (3) in a letter of his own, the coach, ekapol chanthawong, apologized to the boys' parents for the ordeal. (france 24 – line 15). while, in example (5) above was taken from france 24 that showed the cataphoric reference since vice versa by which it looks forwards in the text to indentify the elements where the reference item refers to halliday & hasan:1976. from the bold “his” represents the personal reference items. the bold word “his” refers to the next word “the coach, ekapol chanthawong” that indicate the phrase “in a letter of his own” is refered to “the coach, ekapol chanthawong”. conjunction in conjunction, it showed that additive conjunction (48%) was more dominant than the others. meanwhile, cause (2%) was the least one. it implied that conjunction matter basically less used in news writing. the conjunction of additive was mostly used in the news writing otherwise. it implied the news writing tend to use the conjunction of additive since it conveyed and explained information to inform or educate your reader (nazario, borchers, & lewis, 2013). to see the realization of conjunction in this research is easier than the other types of grammatical cohesion. halliday & matthiessen (2014) had attached the table of conjunction system in his book which eases the researcher to match the conjunction found in the data to the table of conjunction system in halliday & matthiesen‟s book. (1) rescuers have been racing against the weather ever since they discovered the stranded football squad on monday. (russia today – line 5). in the example above, was temporal conjunction that was taken from russia today. that temporal conjunction “ever since” is to create cohesion by linking between “rescuers have been racing against the weather” and “they discovered the stranded football squad on monday”. the conjunction “ever since” represented time of the events. that was “on monday”. (2) the path out is considered especially complicated because of twists (france 24 – line 3). the example above was taken from france 24 which the first bold conjunction system “especially” is clarifying conjunction to mark the value of the word “complicated”. while the conjunction “because of” marked the grammatical cohesion in thai cave rescue news in international newspapers journal of applied linguistics and literature, vol. 4(1), 2019 83 relationship between “the path out is considered especially complicated” and “twists”. it showed the reason why the path out is considered complicated in the clause. ellipsis in the ellipsis, it can be seen that nominal ellipsis (84%) was mostly found in the data compared to clausal ellipsis meanwhile verbal ellipsis was not found in thai cave rescue news in the international newspapers. it implied that the ellipsis was rarely used in those thai cave rescue news. (1) coach ekkapol said they brought no food into the cave and ø survived with clean water from the rocks of the cave. (china central television – line 6). in the example above was taken from china central television. the nominal ellipsis of personal pronoun “they” was followed by “ø survived with clean water from the rocks of the cave”. the pronoun used in the subordinative clause is omitted to fulfill the sentence. the pause “ø” that found in the clause is used to elude the repeated use of the noun phrase “they”. (2) monsoon storm clouds could bring rain at any moment which ø would further flood the cave where the 12 boys, aged 11 to 16, andtheir25-year-old coach have been cut off by rising water. (russia today – line 5). same with the previous example, in example (2) which was taken from russia today, the nominal ellipsis of noun phrase “monsoon storm” was followed by “ø would further flood the cave where the 12 boys, aged 11 to 16, andtheir25-year-old coach have been cut off by rising water”. the pause “ø” that found in the clause is used to elude the repeated use of the noun phrase “monsoon storm”. substitution in the substitution, there were only two substitutions occurred in thai cave rescue news, that was verbal and nominal substitutions. it was similar to the ellipsis. the relation between substitution and ellipsis is very close because it is merely that ellipsis is substitution by zero (halliday & hasan, 1976) (1) experienced cave rescue experts consider an underwater escape a last resort, especially with people untrained in diving, as the boys are. (france 24 – line 3). in example above was verbal substitution which taken from france 24. the substitutes “are” in the example represent the cohesive relation to what has been mentioned. that substitute showed possession of the verb “untrained in diving”. hence, the full form of clause is supposed to be “as the https://www.france24.com/en/tag/rescue/ rika wahyuni tambunan, ridwan hanafiah, umar mono 84 journal of applied linguistics and literature, vol. 4(1), 2019 boys are untrained in diving”. in order to make an effective clause, the same word is replaced by the auxilary verb to be “are”. (2) talking on their dreams, most of the boys said they want to be professional footballers. some said they want to become one of the navy seals. (china central television – line 8). in example above is nominal substitution “some” which was taken from china central television. that nominal substitution substitutes the nominal group “the boys” in the clause to represent the part of the boys wants to be one of the navy seals. hence, the full form of clause is supposed to be “the part of the boys said they want to become one of the navy seals”. in order to make an effective clause, the same word is replaced by the word “some”. discussion the grammatical cohesion in the data showed the results based on determining the types and the realizations of grammatical cohesion in the data. based on the findings, it was revealed that numerous grammatical cohesions were found in rt, bbc, voa, f24, and cctv in which reference (43%) was the most frequently used of grammatical cohesive features by the data. meanwhile, the ellipsis (5%) gained the lowest percentage of the grammatical cohesion in thai cave rescue news. this finding of this research was similar with the finding of alarcon & morales (2011) revealed that the reference (90.67%) was the highest frequency of the cohesive features while substitution (0.25%) was the least used type of cohesive features from the total of the cohesive features. the news texts seldom use ellipsis and substitution which were possible to be used in writing because most researchers stated that both ellipsis and substitution were commonly found in speaking (halliday, 1994 & tsareva, 2010). referring to chart 2, the reference, it showed that the use of a personal pronoun (89%) was dominant. it was due to cohesive items were important because it provided the concept of identifiability (alarcon & morales, 2011) to create links anaphorically and metaphorically between elements in the text (halliday & hasan, 1976). most of the news texts tended to use personal reference. it implied that most news texts were familiar with the reference and more used it to create cohesion by creating links between elements (halliday & matthiessen, 2014) rather than other types of cohesion. it denoted that the news texts were a lack of using other types of cohesion. in addition, “substitution and ellipsis are more characteristically found in dialogues (halliday, 1994 as cited in ghasemi, 2013). furthermore, if it was compared with the reference result, the use of conjunction (42%) was almost equal to the use of reference. referring to grammatical cohesion in thai cave rescue news in international newspapers journal of applied linguistics and literature, vol. 4(1), 2019 85 chart 2 of conjunction, the use of additive was the dominant use of other types of conjunction. therefore, the use of the types of grammatical conjunction takes over the text to make it cohesion so that it had trustworthiness to convey the information written in the news. in detail, reference (43%) was the predominant of the appropriate use of grammatical cohesive features while ellipsis (5%) was the least one due to it less defined in thai cave rescue news. then, news language might contain grammatical ambiguities that arise because of the use of technical terms that might cause confusion among the readers. because news texts were written, they had more complex grammars and did not use pauses, stresses, intonations, and tones of speech as those in spoken language. conclusion and suggestion after analyzing the data, there are 4 types of grammatical cohesion found in the data namely reference, conjunctive system, substitution and ellipsis. in relation to the realization of grammatical cohesion, it can be seen that the reference (43%) which was the predominant of grammatical cohesive features used by in thai cave rescue news in the international newspapers compared to other types. in the reference, it was found that personal reference (89%) was the dominant one followed by a comparative reference (9%) and demonstrative reference (2%) which meant that every types or reference was found in this research. while conjunction (42%) took the second position with additive (48%), temporal (21%), adversative (9%), matter (6%), clarifying (5%), conditional (5%), varying (4%) and cause (2%) which meant that all types of conjunctions were not found in this study but only a few. the third one was substitution (10%) with nominal substitution (81%) and verbal substitution (19%) which meant that clausal substitution was not found in this research. then, ellipsis took the fourth or last position with the clausal ellipsis (84%) and nominal ellipsis (16%) which meant that verbal ellipsis was not found in this research. because this research is only focused on written text, it is also suggested that the further researchers are able to examine the grammatical cohesion in the spoken text. it can be used to explore deeper the use of ellipsis and substitutions since those types of grammatical cohesion are seldom found in the written text. references alarcon, j. b., & morales, k. n. s. (2011). grammatical cohesion in students‟ argumentative essay. journal of english and literature. 2(5). 114-127. bahaziq, a. (2016). cohesive devices in written discourse: a discourse analysis of a student‟s essay writing. english language teaching journal, 9(7). 112-119. rika wahyuni tambunan, ridwan hanafiah, umar mono 86 journal of applied linguistics and literature, vol. 4(1), 2019 british broadcasting coorporation. (2018). thai cave rescue: how the boys were saved. retrieved august 11, 2018, from https://www.bbc.com/news/world-asia44695232?intlink_from_url=https://www.bbc.com/news/topics/cnrx wmw1dzkt/thailand-cave-rescue&link_location=live-reporting-story china central television. (2018). thai footballers rescued from cave make public appearance. retrieved august 11, 2018, from http://english.cctv.com/2018/07/19/arti4n7uatwdxtw3imnub6a e180719.shtml farkhan, m. (2007). proposal penelitian bahasa dan sastra. jakarta: cella jakarta. france 24. (2018). rescue operation of thailand’s trapped boys starts. retrieved august 11, 2018, from https://www.france24.com/en/20180708operation-rescue-thailands-trapped-boys-starts ghasemi, m. (2013). an investigation into the use of cohesive devices in second language writings. theory and practice in language studies. https://doi.org/10.4304/tpls.3.9.1615-1623 halliday, m. a. (1994). an introduction to functional grammar. london: edward arnold. halliday, m., & hasan, r. (1976). cohesion in english. london: longman group limited. halliday, m. i., & matthiessen, m. a. (2014). an introduction to functional grammar. an introduction to functional grammar. https://doi.org/10.4324/9780203431269 hidayat, a. (2016). an analysis of grammatical cohesive device of the short story the little match girl by hans christian andersen 2016/2017. english education: jurnal tadris bahasa inggris, 9(2). 232-244. miles, m. b., & huberman, m. a. (1994). qualitative data analysis: an expanded sourcebook. evaluation and program planning. https://doi.org/10.1016/0149-7189(96)88232-2 nazario, a. l., borchers, d. d., & lewis, w. f. (2013). bridges to better writing (2nd ed.). boston: wadsworth cengage learning. nelliyullathil, m. (2011). mass communication (paper ii: electronic media). kerala. retrieved from http://www.universityofcalicut.info/syl/masscommunication279.pdf russia today. (2018). four children saved from flooded cave in thailand, rescue op halted for night. retrieved august 11, 2018, from https://www.rt.com/news/432300-thailand-rescue-operation-start/ suningsih, s. (2016). the use of cohesive devices in students’ writing. lampung university. tanskanen, s. k. (2006). collaborating towards coherence: lexical cohesion in english discourse. amsterdam: john benjamins. grammatical cohesion in thai cave rescue news in international newspapers journal of applied linguistics and literature, vol. 4(1), 2019 87 tsareva, a. (2010). grammatical cohesion in argumentative essays by norwegian and russian learners. the university of oslo. voice of america. (2018). rain resumes, thai cave rescue effort begins. retrieved august 11, 2018, from https://www.voanews.com/a/rainresumes-thai-cave-rescue/4473531.html journal of applied linguistics and literature, vol. 4(1), 2019 69 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6342 increasing students’ vocabulary acquisition by master and mastery cards game 1 venolia sahrin; 2mulyadi hasan 1,2,universitas bengkulu corresponding email: venoliasahrin@gmail.com abstract the objective of this research is to explain how the master and mastery cards game improve students’ vocabulary acquisition and participation learning process of applying master and mastery cards game in teaching vocabulary for tenth grade students of a vocational school. this research was carried out with a classroom action research design. field notes were the instruments to collect the qualitative data. while vocabulary test and gained the quantitative data that strengthen the quantitative data. the increasing of the test 1 and test 2 was 22.83 point. responding to that result the teacher-researcher decided to stop the cycle at cycle two. according to the researcher and co-observer’s observation students participated actively while playing master and mastery vocabulary cards game. this research significantly increased students’ vocabulary acquisition as well as participation. keywords: master and mastery cards game, vocabulary acquisition, participation introduction tourism and hotel accommodation are two of the most prospective sectors growth in bengkulu, indonesia. with beautiful natural scenery and stunning heritage, bengkulu has become a province in indonesia that is attracting a growing number of foreign visitors. appropriately, it is necessary for the government to train society especially young generation to be able to handle or even manage any service industry related to those sectors. in this case, one of the government’s supports in boosting the quality of future workers is administering vocational school. vocational school has had a big impact in preparing their students to be ready and skillful future workers. smk n 7 as a vocational school in kota bengkulu is preparing the best quality of graduates in order that they have the capability to get a job. the researcher has interviewed the english teacher mrs. ita isnaniah, s.pd. according to her explanation, during the teaching-learning process at hotel accommodation students, she was facing a situation where the students need to require great effort in following english lesson. right after venolia sahrin, mulyadi hasan 70 journal of applied linguistics and literature, vol. 4(1), 2019 that, the researcher doing classroom observation in the guided teaching phase. here the researcher found that the difficulties were caused by some factors as mention below: 1) the teacher used some methods in teaching such as teacher explanation, group discussion, role play and presentation. nevertheless, it makes some students become less active and reluctant to get involved in the process of learning. only few of group member doing the task and the rest group member are just keep talking or doing anything else. 2) limited multimedia and facilities provided by the school make the students have less interest and motivation in following the learning process. in this school teachers do not use any tools like lcd projector and audio-system for delivering new material or show any audio-visual media. during individual supervised teaching, the researcher use printed picture, text, flashcard, audio speaker for listening, and white board as the media. 3) the students have limited vocabulary. it can be seen in learning activity, when the students were allowed to deliver their opinion or to present their work in front of the class, many students chose to speak bahasa indonesia rather than english, sometimes they used bengkulu dialect. even if they were speaking english, they usually repeated the same words in constructing speech. the researcher supposed these cases as problems which were needed to be solved. in order that the students can create a meaningful communication, they need to have good language competences: listening, speaking, reading and writing. all of these aspects depend on the extent of the vocabulary they have already. a british linguists wilkins (1981) stated “while without grammar little can be conveyed, without vocabulary nothing can be conveyed.” it is because in real life communication listener could still understand what speaker said even if the talks uttered grammatically wrong. in the other words the speaker and the listener need to have the same understanding about vocabulary of target language to convey the message in a communication. in teaching vocabulary for english as foreign language (efl) learners, teachers may use various techniques and strategies. jeremy harmer in his book “how to teach english” states that a teacher must have a more creative ways of teaching students. it can be done by giving students a challenging variety of languages; giving exposure even inspiring teachers are asked to give the game which can arouse the children’s motivation to be more ready to learn. increasing students’ vocabulary acquisition by master and mastery cards game journal of applied linguistics and literature, vol. 4(1), 2019 71 there are several media that can be used in learning activity, such as picture cards or card game. these media are appropriate for teaching vocabulary to students because they are excited to study through playing. likewise, hafield (1985) in daryanti (2008) stated that “emphasize in the use of game for language learning”. supporting that statement, several researchers have proven that vocabulary game can increase students’ vocabulary acquisition as well as their participation in group work or classroom activity. in this research, the researcher presented an innovation for additional learning media that can be applied by english teacher in teaching vocabulary. it was master and mastery cards game, the third series of “belajar bahasa inggris dengan kartu”. it consists of one instructions book and five boxes of cards. two boxes of master and mastery cards noun-meaning and the other three are master and mastery card part of speech. the creator of master and mastery cards game, yusuf (2008) stated that this cards game is not only designed for university students, but also high school students, to test their ability in comprehending english vocabulary. asmar (2008) in yusuf (2008) said that “master and mastery cards game is one way to increase ability in using english. in learning process we need a new pattern of learning to avoid boredom. gaming makes students strongly motivated in studying english more.” as a result, they accept and acquire english vocabulary easier without any pressure. on the other side, teaching english vocabulary using game can help teacher in giving reinforcement while teaching learning process. the students that are reutilized to play master and mastery cards game will acquire many more vocabulary. automatically that vocabulary will be saved in their long term memory. judging from the explanation above the researcher conducted a study about this technique in teaching and learning process at 10th grade of smk n 7 kota bengkulu, in order to know how master and mastery cards game improves students vocabulary acquisition. the research title is increasing students’ vocabulary acquisition by master and mastery cards game at x ph 2 of smk n 7 kota bengkulu academic year 2018/2019. considering the background of the study above, the researcher identifies several problems in teaching vocabulary, they are (1) limited multimedia and facilities provided by the school make the students less interest in engaging in the learning process. (2) the students have limited vocabulary. this research is aimed to answer the following question: 1) can master and mastery vocabulary cards game can increase students’ vocabulary? 2) how master and mastery vocabulary cards game improve students participation in learning english? venolia sahrin, mulyadi hasan 72 journal of applied linguistics and literature, vol. 4(1), 2019 methods research design the design of this research is classroom action research. action research is a form of collective self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out. the approach is action research when it is collaborative, though it is important to realize that the action research of the group is achieved through the critically examined action of individual group members (kemmis and mctaggart, 1988:5). research subject and setting the subject of this research was the students of x ph 2 hotelier major of a vocational school in bengkulu, indonesia. this class consisted of 25 students. every student has the different characteristics and academic background. there is an excellent class of each grades in this school. but, generally, they were equal on average of ages, social status, and domicile. the research has been conducted on 5, 6, 12, and 13 of september 2018 in a vocational school in bengkulu, indonesia. research instruments in this research, researcher used three instruments to collect the data. they are vocabulary tests, observation checklist that is completed with field note or memo. the qualitative data has been gotten by using observation checklist. while the vocabulary tests which were prepared by the researcher are used to gain the quantitative data. findings cycle one the preparation of the research began since august 2018. the teacherresearcher prepared the media which were two boxes of master and mastery cards game that would be used in the action. after that the teacherresearcher designed the lesson plan that was adjusted with the syllabus of the lesson. after designing the lesson plan teacher-researcher prepared the vocabulary tests instrument and observation checklist. and the last, asking for a colleague’s help in observing the implementation of this action research. the first meeting for cycle one was held on wednesday, september 5th 2018. and the second metting was at 02.30 p.m on thursday, september 5th 2018 was the second meeting for cycle one. when the teacher and coobserver were entering the class, as usual it was so crowded. after increasing students’ vocabulary acquisition by master and mastery cards game journal of applied linguistics and literature, vol. 4(1), 2019 73 disciplining the class, teacher greeted the students, checking the students’ presence and opened the lesson by telling about the importance of learning english vocabulary if they want to be able to speak english. then, the teacher introduced one of many ways to learn english vocabulary which is master& mastery cards game. the teacher showed and explained the rules in playing that cards game in detail. that day was the first time for the students to play the master and mastery cards game. firstly, the students were divided into a group of 3 or 4. some students as the players and one another have a role as a rater. the game time was set for 30 minutes only. the cards were given to the students. one of the group members shuffled the cards and divided them to every player. in administering the first test, the teacher considered that it is important to set the students in a comfortable classroom atmosphere. under the circumstance which was so hot in the classroom, the teacher invited the students to go outside and enjoyed the wind blowing. in order that, the students could do the test well. after they have gotten their own place, the teacher distributed the test papers to them. in answering the test, there were still the students who were discussing about the tests. then the teacher stopped their talk. at last, the tests continued until the end of the time limit. according to the first vocabulary test result, the teacher researcher found out that the students' average score of the first test was 62.17. the highest score achieved was 80. and there were six students got the lowest score which was 50. from that calculation there only 65.2% students pass the test from minimum score 70. consequently, the researcher concluded that the students’ achievement in score was needed to be improved more. for the next cycle the teacher-researcher would let he students play with the vocabulary cards game in longer time in order that they have longer engaging process to the vocabulary lists from the master and mastery cards game. for additional triggers in the action process the teacherresearcher would like to give some rewards for every winner from each group. cycle two after conducting the first tests and gaining the reflection of cycle one, the teacher researcher continued to the cycle two. the first and second meetings for cycle two were conducted on september 12th 13th 2018. on the first meeting the students played the cards game in the last 30 minutes before the lesson ended. the teacher divided them into groups and they played the cards for several rounds. at that time the students looked like enjoy the game. they made noisy in the classroom but it was not any matter at all. after the gaming time, the teacher asked the students’ perception about the venolia sahrin, mulyadi hasan 74 journal of applied linguistics and literature, vol. 4(1), 2019 game. some positive responses are raised from several students. they said that it was fun and enjoyable. after gaining the second data which were from observation checklist and second vocabulary tests. the researcher interpreted that the result showed the significant improvement. it can be seen from the second vocabulary test score. the average of students’ second test score was 85. it means there are 22 improved point than previous score. in total there are 95.6 % students pass the test while only 4.4% student could not reach score 70. it was much more better than before in cycle 1. furthermore, the students attitude toward classroom activity was improved and less confusion in play the cards game. the existance of rewards for the winner in cycle 2 affected the students’ motivation to learn more the vocabulary list of the master and mastery cards game. ther were more competitive in playing while learning the words list they were playing. by saying that, the teacher researcher decided to end the cycle at the second cycle. discussion the test result is used to find out how much students have acquired the vocabulary they had learnt before. based on the first vocabulary tests result, the teacher researcher found out that students' test average score was 62.17. the highest score achiever was astrid, cica and riken, they got 80. and there were six students got the lowest score which was 50. it can be concluded that the students’ achievement in score was needed to be improved more. the data obtained after correcting the test 2 were; the average score of tests 2 was 85; the highest score was 100 and the lowest was 60. there was a significant improvement between the tests 1 that was conducted in cycle one and tests 2 that was conducted in cycle two. the increasing of the test 1 and test 2 was 22.83 point. responding to that result the teacher-researcher decided to stop the cycle at cycle two. the findings of this research are in line with the mentioned studies. this research proves that the use of master and mastery cards game significantly improve students’ vocabulary acquisition as well as participation. the pleasure atmosphere in classroom while playing the cards game could make the students easier proceeds information into their mind. as what krashen (2003) state that environments that have positive vibes where students feel welcome, promote more learning for the students. media also can help students to process information without excessive explanation from the teacher in classroom activities. the boredom in learning has been increasing students’ vocabulary acquisition by master and mastery cards game journal of applied linguistics and literature, vol. 4(1), 2019 75 minimized by the enjoyable activity which was playing master and mastery vocabulary cards game. conclusion and suggestion according to the researcher and co-observer’s observation, students participated actively while playing master and mastery vocabulary cards game in groups. the students were so excited during the learning-playing time in classroom had better by treatments. similarly, the result was found that there was a significant improvement between tests 1 of cycle one and test 2 in cycle two. so it can be concluded that master and mastery cards game leads the students to learn better. they who were playing master and mastery cards game got more experiences to acquire bit of language into their brain. they tend to learn more active in the teaching and learning activity. in other words, the students who were given treatment using the vocabulary cards got higher chance to interact with the words while they were playing. psychologically, the pleasure atmosphere in classroom while playing the cards game could make the students easier proceeds information into their mind. having presented some conclusions, the researcher would like to propose several suggestions for the teacher to use games in teaching english, here there are some suggestions: 1) teachers should be able to support students to learn english as much as possible so that they are motivated to study english, the games techniques using master and mastery cards game can be used as the media in the teaching-learning process of english. 2) the researcher recommends the english club in the school to provide master and mastery cards, so that the members can play it in their spare time. moreover, it is better for the students to have their own cards, so that they can learn english vocabulary while playing cards game anytime. for further researchers, it will be a pride, if they would like to use this research as a reference or conduct deeper investigation about master and mastery cards game in their teaching english vocabulary in another school. references burns. p.c. and broman, b.l. 1975. the language arts in chilhood education. chicago: rand mc nally college publishing company. daryanti. 2008. teaching vocabulary using english crossword puzzle as an alternative medium to improve vocabulary mastery: an action research at sdn 1 badakarya banjarnegara.research paper, school of teacher training and education muhammadiyah university of surakarta. venolia sahrin, mulyadi hasan 76 journal of applied linguistics and literature, vol. 4(1), 2019 hamalik, oemar. 2010. dasar – dasar pengembangan kurikulum. bandung: alfabeta. hornby. (1995). advance learner’s dictionary. new york: oxford university press. kemmis, s., & mctaggart, r. (1988). the action research planner (3rd ed.). victoria, australia: deakin university press. kemmis, s., & mctaggart, r. (2000) participatory action research. in n. denzim & y. kemmis, s., and mc. taggart, r. 1982. the action research planner. victoria, australia: deakin university press. kosim, n. (2013). improving the students’ vocabulary mastery through flashcards. jurnal pendidikan dan pembelajaran 2 (9). pontianak: universitas tanjungpura. downloaded from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/3376.pdf krashen, s. (1982). principles and practice in second language acquisition. 10,15-16. los angeles: university of southern california. pergamon press inc. krashen, s. (2003) principles and practice in second language acquisition. university of southern california krashen, s. (2004) the power of reading. portsmouth, nh: heinemann. lincoln (eds), handbook of qualitative research (2nd ed, p.595). thousand oaks,ca:sage. martin, p. (2010)vocabulary acquisition. university of victoria. retrieved on june 24th from www.uvic.ca/-stemed/2010-archievesit vocabularyacquisition.pdf mccarten, j. teaching vocabulary: lessons from the corpus, lessons for the classroom. cambridge: cambridge university press, 2007. thornbury, s. (2002). how to teach vocabulary. malaysia: pearson logman. venolia. (2016) a descriptive study on the effect of teaching master &mastery cards game toward students’ vocabulary aquisition (a quasi experimental research at tenth grade of smk n 1 kota bengkulu academic year 2015/2016). bengkulu: universitas bengulu. wantini, d. (2010). improving students ’ vocabulary mastery using realia. surakarta: sebelas maret university. wilkins, d.a. 1981. second language learning and teaching. london: edward arnold publisher. yusuf, s., and team. (2008). belajar bahasa inggris dengan kartu master & mastery. jakara: kawah pustaka. zuharoh, a. (2014). improving students’ vocabulary mastery by using karuta card game (a classroom action research of the seventh grade students of smp n 2 gebog kudus in the academic year 2013/2014. muria kudus university. journal of applied linguistics and literature, vol 5(1), 2020 1 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.7644 the teachers’ beliefs in teacher written corrective feedback on the students’ writing dyah fitri mulati1; joko nurkamto2; nur arifah drajati3 universitas sebelas maret 1,2,3 corresponding email: dyah.fitrimu@gmail.com abstract examining efl writing teachers‟ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decisionmaker. this study addresses the teachers‟ beliefs in the specific teaching writing strategy that is commonly used by the teachers in indonesia to assist students‟ writing, teacher written corrective feedback. it was designed as a case study surveying two teachers from a secondary school in lampung as its respondents. this current study aims at (1) exploring teachers‟ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers‟ beliefs in providing written corrective feedback. the data were collected by using mixed-type questionnaire and interview adapted from lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. the findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. however, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students‟ writing. further, teacher added practical experience when they are teaching writing as her additional factor. keywords: efl writing instruction, teacher written corrective feedback, beliefs, factors http://dx.doi.org/10.33369/joall.v5i1.7644 dyah fitri mulati, joko nurkamto, nur arifah drajati 2 journal of applied linguistics and literature, vol 5(1), 2020 introduction dealing with students‟ error is becoming an essential aspect in the learning second or foreign language. it may happen since many teachers feel that they should provide a correction for the students‟ error as a reaction for the students‟ effort, assist students to keep progressing in writing and justify the grade that would be given from teacher to the students (alshahrani, 2014). they believe that providing error correction or comment as a response to their students could develop students‟ writing accuracy, for instance, the accuracy in lexical error and grammar, than they did not (chandler, 2003). error feedback is defined as the feedback given on the students‟ errors provided by the agent such as teacher or other students (peer) on the students‟ understanding or performance aspect (lee, 2003; hattie & timperley, 2007). despite the oral and peer as the sources of feedback increase lately, the teacher written corrective feedback continues to play central role in the most of the second and the foreign language classroom (alshahrani, 2014). nevertheless, the effectiveness of correcting students‟ error by using feedback nowadays is still becoming debatable issue among researchers and classroom practitioners resulting pros and cons. pros may argue that students‟ writings need to be corrected as their writing process and their errors should be identified. whereas cons, led by truscott‟s controversial essay in 1996, provokes that students need to create writing mistakes as a part of their l2 learning process (bitchener, young, & cameron, 2005). further, truscott (1996) argues that error correction could be time and energy consuming for the teacher. those are why cons believe that any kind of error correction should be abandoned. therefore in countering the cons statement, ferris (1999) argues that truscott‟s opinions were too impulsive and excessively given the promptly developing research evidence highlighting to the ways in which effective error correction could and does assist at least minimally several students on writing instruction, giving that it is clear, prioritized, and selective. moreover, chandler (2003) states that the previous research of truscott‟s finding was sometimes lack of data support on the original study with the statistically noteworthy evidence. therefore, truscott approves the idea that has been proposed by ferris (1999) by exploring which approaches, techniques or methods to the error correction that lead to students‟ development in a short or long term. hence in recent years, the growing research attempt to answer many questions related to written corrective feedback provided by teachers as the result of idea proposed by ferris. however, only a few of the studies were reported investigating what present teachers‟ beliefs are. beliefs are seen as the strongest factors that can predict teachers‟ teaching behavior (pajares, 1992). thus, some researchers (e.g. borg 2006; lee, 2009) start to identify the the teachers’ beliefs in teacher written corrective feedback on… journal of applied linguistics and literature, vol 5(1), 2020 3 importance of investigating beliefs that not only related to their influence on the teaching behavior but also for forming part of the understanding process on how teachers conceptualize their work (richards, gallo, & renandya, 2001). specifically, icy lee (2009)states that teachers who are willing to reflect their beliefs by identifying beliefs that do not support the students‟ needs could assist them to identify contributed factors toward effective corrective feedback. in addition, mostly published written corrective feedback researches have been conducted in the l1 and l2 college context, and in the englishdominant countries especially in the usa (icy lee, 2014). therefore, none of the studies conducted in indonesia so far that has investigated teachers‟ beliefs regarding teacher written corrective feedback and examined the factors of those beliefs. the existing researches in indonesian context mainly focus on the experimental study about whether corrective feedback could be an effective way to improve writing accuracy and what type of corrective feedback is more effective (e.g., kadarisman, 2016). therefore for fulfilling the gap, this current study is one of the limited studies trying to investigate the teachers‟ beliefs in providing written corrective feedback in efl contexts in general and in indonesia in particular. this study is important reminisced that teachers in indonesian context due to beliefs may differ across individuals as well as across contexts. methods participants this study has been conducted in one of secondary schools in lampung, indonesia. two participants were selected to contribute to this study since they met the criteria of the chosen teacher. they consist of teachers who are teaching in a secondary school and utilise teacher written corrective feedback in their writing instruction. at the time of this study, t1 (pseudonym) has graduated from english education department and enrolled as one of master candidate at a governmental university in lampung. she has been teaching for one-half years and using teacher written corrective feedback since her first time teaching writing. meanwhile, the second teacher, t2 (pseudonym), has graduated from english education department at a non-governmental university in lampung. she has been teaching english for fourteen years and utilising written corrective feedback around five to seven years. research design this current study employs a case study research design with purposive sampling of its case selection. the case study ultimately fits to this research since case study focuses on the detailed investigation of specific instance of a dyah fitri mulati, joko nurkamto, nur arifah drajati 4 journal of applied linguistics and literature, vol 5(1), 2020 phenomenon within “a bounded system over time, through detailed, indepth data collection involving multiple sources of information, and reports a case description and case-based themes” (creswell, 2007; kohlbacher, 2006). it guides the researcher to compressively understand and describe related case to be provided as intelligible qualitative finding. in conducting this study, t1 and t2 were given a mixed-type questionnaire followed by in depth interview adapted from (icy lee, 2009). the interview had two major parts. the first part consists of items related to the beliefs of the explicitness, and amount of teacher written corrective feedback, while the second part deals with the factors that shape their beliefs in providing written corrective feedback on students‟ writing. the questionnaire data were subjected to the likert analysis, yielding mostly descriptive data. meanwhile, the interview data were analysed using data analysis technique by (creswell, 2012) including preparing and organizing analysing the data, exploring and coding the data, coding to build description and themes, representing and reporting qualitative findings, interpreting the findings and validating the findings accuracy. thus, to validate the finding‟s accuracy the researcher utilised: 1) member checking to confirm the data got from the participants, and 2) triangulation of sources and technique of collecting data by exploring two teachers using mixed-type questionnaire and followed by in-depth interview. the research questions that guided this study were as follows. 1. what are the teachers‟ beliefs in providing written corrective feedback? 2. what are the factors that shape teachers‟ beliefs in providing teacher written corrective feedback? findings in the findings of teachers‟ beliefs regarding teacher written corrective feedback, three themes were highlighted: (1) teachers‟ beliefs in the explicitness of teacher written, (2) teachers‟ beliefs in the amount for teacher written corrective feedback, and (3) the factors that shape teachers‟ beliefs in providing teacher written corrective feedback. teachers’ beliefs in the explicitness of teacher written corrective feedback in accordance with the data taken from the questionnaire, both teachers had different beliefs in the type of written corrective feedback. t1 believed in the direct corrective feedback (marking the error and provide the correct form of the error) is more effective than indirect corrective feedback. she expressed the direct corrective feedback could directly bring the students into the correct form. the given transcript below explained the way she believed in providing written corrective feedback by using direct type of feedback. the teachers’ beliefs in teacher written corrective feedback on… journal of applied linguistics and literature, vol 5(1), 2020 5 “by using written form. by giving mark like underlining or circling the students‟ mistake and then giving it correction.” (int1/t1) conversely, t2 heavily believed in the indirect corrective feedback that is more effective than direct corrective feedback. she believed that indirect corrective feedback could build students‟ independence in learning process. “i believe in indirect feedback is more effective because it can be trigger for student to think independently about their work. of course, it is under monitor of teacher.” (int1/t2) in addition, t2 added the importance of using indirect corrective feedback to her students. that is because indirect corrective feedback could be a trigger for students to think more critically and analytically since it needs students‟ effort to seek the correct answer by themselves under the teacher‟ guidance. conversely, the reason for t1 using direct corrective feedback is that she realized that her students‟ ability in correcting their own error were still low. she argued that her students had not on the level of analysing errors in their writing yet so that they needed help to correct their own errors. for that reason, she believed in providing the correct answer directly is the most effective way to correct students‟ error in writing instruction. teachers’ beliefs in the amount of teacher written corrective feedback with respect to the questionnaire data, t1 and t2 held different beliefs regarding the extent of the corrective feedback. t1 believed in the comprehensive feedback or marked all of writing aspects at once (both local and global aspects) while t2 believed in the selective feedback or marked some selected writing aspects. the reason for t1 in providing comprehensive feedback strategy is that students sometimes kept repeating their error. therefore, she kept marking and correcting all aspects to notify her students about their errors, as displayed in the following excerpt. “yes, it should be marked like grammar, vocabulary, idea, and mechanics. not all, but mostly i mark them. sometimes they repeat those mistakes not only once they write, but also tomorrow they will repeat).” (int1/t1) contrariwise, t2 preferred to believe in the selective marking as it is contextualized on the learning objectives. therefore, she planned to select the focused aspects of writing. her reasons for believing the selective marking are keeping students to focus on selected aspects and keeping them not to feel english as a burden that leads to dislike english subject. furthermore, she argued that marking all aspects on the students‟ error could be tiresome not only for the students, but also for teacher, as shown in the transcript below: dyah fitri mulati, joko nurkamto, nur arifah drajati 6 journal of applied linguistics and literature, vol 5(1), 2020 “if i teach them about diction and grammar. for example, i will only focus on those aspects. i will ignore other aspects, and it will be corrected another time. because if teacher should give correction to all aspects, it would be tiresome. teacher would feel dizzy, students also feel that way.” (int1/t2) factors that shape teachers’ beliefs in providing teacher written corrective feedback anchored with the questionnaire data, t1 and t2 agreed that academic background is the factor that shapes their current beliefs. t1 obtained her feedback experience when she was on her college. her lecturer might not teach her about what corrective feedback is and how to do it. however, her lecturer asked t1 and her classmates to do peer correction. as she stated, “i ever did that in the college but, it is usually peer feedback. so, the peer provided the feedback”. this experience made her familiar with corrective feedback. therefore, she adapted it for her teaching writing process by changing peer feedback became teacher feedback. having different experience with t1, t2 had bad experience in having corrective feedback on her secondary school. at that time, her teacher provided corrective feedback comprehensively, creating a burden for her. she thought that writing assignment is a burden since so many feedback corrections coming from her teacher. as she stated in the following excerpt: “for me, once there was an assignment then the teacher corrected it. so many errors were made, it was already burdening me. „there is so much to do; it turns out very complicated in english.‟” (int2/t2) that experience finally made her think how to provide feedback correction without making students feed burden. that is by employing selective corrective feedback. additionally, t2 mentioned that practical experience also plays a role in shaping her current beliefs. she felt that her first belief several years ago differs with her current beliefs. she stated that her first belief was employing direct corrective feedback and now it turns to indirect corrective feedback. “i use written corrective feedback maybe around five to seven years. compared to current practice, former i gave a mark, circled the error and gave them the correct way. now, i just give a mark or circle, and then ask questions to trigger my students to analyse the error.” (int2/t2) she further understood that her students were fast to forget the given feedback and she felt that students were dependent on her when she provided the correct form of feedback directly. the teachers’ beliefs in teacher written corrective feedback on… journal of applied linguistics and literature, vol 5(1), 2020 7 discussion considering the aforementioned findings, it can be deduced that both teachers yielded some different beliefs regarding the type of teacher written corrective feedback. t1 heavily believed in the direct corrective feedback while t2 strongly believed in the indirect corrective feedback. the reason that this finding yielded two opposing results may be due to the different aims of teachers when selecting the appropriate type of feedback for their own students. t1, for instance, believed that her students might not come at the level of analyzing and correcting their own error yet. therefore, she believed to select direct corrective feedback as a means to help them correct their error. this result is actually supported by d. r. ferris (2004), who stated that direct corrective feedback might be appropriate for beginner level of students and when the students‟ errors are „untreatable‟, that is, when students are not able to do such self-correct. this finding is similar to the several results (i.e. i. lee, 2003; icy lee, 2009) who has found that the teachers on those findings believed in the direct corrective feedback. meanwhile, t2 believed in the indirect corrective feedback since she believed that students‟ should be encouraged to practice their critical and analytical thinking by letting them analyse and correct their own error. she believed that familiarizing students‟ critical and analytical thinking could help them build problem-solving skill that could be very important for their future. al-hajri & al-mahrooqi (2013) who say that indirect corrective feedback aims at encouraging students to analyse their error in order that they could build problem-solving skill has supported this finding. additionally, this finding is in line with icy lee (2009) that shows most of the teachers on her findings believed in indirect corrective feedback type. teachers in this current also had contrary beliefs regarding the amount of feedback in providing teacher written corrective feedback. as stated by t1 in the data questionnaire and interview, she believed in the comprehensive feedback since her students keep repeating the error they have made. therefore, she should correct students‟ error in all aspects, to remind them of the error they made. the comprehensive study in providing written corrective feedback is commonly used by l2 and efl writing teachers as reported in the previous studies, (e.g. icy lee, 2009). in addition according to icy lee (2014), the comprehensive strategy is dominant in most efl writing classroom which is affected by the “more is better maxim”, that is, the more teachers tend to feel responsible, the more errors they would be corrected. in cons with t1, t2 believed in the selective marking as long as it is contextualized on the learning objectives. her reason in believing the selective marking is that keeping students to focus on selected aspects and keeping them not feel english as a burden that leads to dislike english dyah fitri mulati, joko nurkamto, nur arifah drajati 8 journal of applied linguistics and literature, vol 5(1), 2020 subject. this finding also similar to the study that has been conducted by icy lee (2009) that finds that most of the teachers believed in the importance of applying selective marking. ferris (in i. lee, 2003) supports this finding by stating that “focuses on patterns of error, allowing teachers and students to attend to, say, two or three major error types at a time, rather than dozens of disparate errors”, that is when teachers believed in providing error feedback selectively. in addition, focused written corrective feedback is more manageable for both teachers and students (bitchener & ferris, 2012). therefore, this statement might justify t2‟s reason on selecting selective strategy in providing written corrective feedback. meanwhile as shown by questionnaire and interview data in the findings above, t1 and t2 agreed the factor that shapes their current beliefs is their academic background. both of the teachers experienced feedback on their previous school or college even on the different form of feedback, which made them thought to use feedback correction with several modifications that fit their purpose in teaching writing currently. moreover, t2 revealed that her practical experience for five to seven years using written corrective feedback also had contribution in shaping her current beliefs when she saw that her students might not indicate positive response when she provided direct corrective feedback. that reason could be her justification of her changing beliefs. these findings might support borg (2006) who mentioned academic background and personal experience as two from four standing factors behind the teachers‟ beliefs. this result is in accord with the study conducted by issa (2009) who proves that teachers‟ beliefs in her study are influenced by experience and knowledge. conclusion and suggestion this study investigated the teachers‟ beliefs in providing written corrective feedback at efl writing. the teachers, t1 and t2, participated in the mixedtype questionnaire and in-depth interview adapted from icy lee (2009) to triangulate the data and enable us to get better understanding. the findings revealed that t1 and t2 held some different beliefs regarding providing written corrective. it was uncovered that t1 heavily believed in direct type of feedback while t2 believed in indirect corrective feedback. the reason for two opposing results might be due to the different aims of each teacher when selecting the type of feedback that might appropriate for their students. besides, t1 believed in correcting students‟ error should be done comprehensively while t2 believed in marking selectively. this result might yield different beliefs since both of the teachers had their own consideration regarding the students‟ need. additionally, t1 and t2 mentioned that their beliefs came from their academic background when they were at secondary the teachers’ beliefs in teacher written corrective feedback on… journal of applied linguistics and literature, vol 5(1), 2020 9 school and college. further, t2 added that her practical experience also contributed to her current beliefs since she was experiencing written corrective feedback around five to seven years. while the current study contributes to the field of efl writing and part of teacher cognition by taking into account of in-service teacher‟s beliefs in a natural setting, some limitations are acknowledged. the study focused on uniquely one in-service teacher working on specific context. further, this study was done by using survey questionnaire and interview: it would be more valuable to examine how teacher‟s beliefs from teacher‟s perspective by using another additional data collection, such as journaling. this article hopefully could provide several insights as the springboard for discussion regarding the pedagogical implication as the teacher‟s reflection. references al-hajri, f., & al-mahrooqi, r. (2013). the asian efl journal professional teaching articles august 2013 volume 70. asian tefl journal, 70(august), 1–53. alshahrani, a. (2014). investigating teachers‟ written corrective feedback practices in a saudi efl context: how do they align with their beliefs, institutional guidelines, and students‟ preferences? australian review of applied linguistics, 2, 101–122. https://doi.org/10.1075/aral.37.2.02als bitchener, j., & ferris, d. r. (2012). written corrective feedback in second language acquisition and writing. new york: routledge. bitchener, j., young, s., & cameron, d. (2005). the effect of different types of corrective feedback on esl student writing. journal of second language writing, 14, 191–205. https://doi.org/10.1016/j.jslw.2005.08.001 chandler, j. 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(2003). how do hong kong english teachers correct errors in writing? education journal, 31(1). lee, icy. (2009). ten mismatches between teachers ‟ beliefs and written feedback practice. elt journal, 63(january), 13–22. https://doi.org/10.1093/elt/ccn010 lee, icy. (2014). feedback in writing  : issues and challenges. assessing writing, 19, 1–5. https://doi.org/10.1016/j.asw.2013.11.009 richards, j. c., gallo, p. b., & renandya, w. a. (2001). exploring teachers ‟ beliefs and the processes of change. review of educational research, (1986), 47–48. truscott, j. (1996). the case against grammar correction in l2 writing classes. language learning, (june), 327–369. journal of applied linguistics and literature, vol 4(2), 2019 136 joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7759 foreignization and domestication in the ministerial website localization ely hayati nasution1; roswita silalahi2; vivi adryani nasution3 department of english, faculty of cultural sciences, universitas sumatera utara, medan, indonesia1,2 department of mandarin language, faculty of cultural sciences, universitas sumatera utara, medan, indonesia3 corresponding email: ely@usu.ac.id abstract the translation is a representation of the effect of developing technology on language. translated website or website localization with the easiness of accessibility is considered as the most efficient space for transferring the information nowadays. it certainly involves the appropriate translation strategies in order to provide reliable information required. this research aims to identify the translation strategy involved under foreignization and domestication reference in the official website localization of ministry of health of republic of indonesia, to find out the most dominant translation strategy used, and to analyze the reasons to what extent foreignization and domestication applied, by referring the classifications proposed by venuti (2008). the source of data was taken from five (5) popular news along 2018 which were broken down into 191 data analyzed, consisting of 5 headlines in the form of phrases and sentences, contents totally written in 161 sentences, and 25 sub-contents in the form of words, phrases, clauses, and sentences. the research found that the translator used all eight (8) translation strategies under domestication and foreignization reference including literal translation, transliteration, borrowing, transference, transposition, omission, addition, and adaptation, simultaneously or separately. literal translation becomes the most dominant translation strategy used and it can indicate that the website localization is translated into source text-oriented. keywords: domestication, foreignization, website localization, ministry of health http://dx.doi.org/10.33369/joall.v4i2.7759 domestication and foreignization in the ministry website localization 137 journal of applied linguistics and literature, vol 4(2), 2019 introduction the translation is one of the representations of massive globalization and developing technology on language. the language itself generally has been recognized as the most familiar system used for communication. the existence of translation enables and widens the transfer of knowledge and information all over the world and also affects the development of other fields since the knowledge and information required are provided in the target language. many texts have been translated for different human's purposes; engineering, agriculture, law, education, economics, politics, health, and others. the translated texts then are produced, distributed and spread in varied forms; books, leaflets, papers, newspaper, magazines, catalogs, or even websites. translated website or website localization is seemingly considered as the most efficient form for transferring the information as it has easiness in accessibility. people can obtain information anywhere and anytime through the availability of an internet connection. it indicates that the translated website or specifically known as website localization nowadays has become the most preferable and applicable medium and it will certainly continue to the future due to everlasting inventions on technology, especially those supporting the translation development. the website localization which integrates translation and technology via website communication has introduced a new face in the translation space. it offers challenges to translators and translation studies. with web as its object, a new dimensional type of multimedia source material and the translation of web material constitutes a new type of multilingual service (sandrini, 2005). this multilingual service has provenly been used for certain purposes, either for internationalization (gutiérrez-artacho & olvera-lobo, 2017) or promotion (obeidat, e. & abu-melhim, 2017; sitohang, 2019; valdés, 2014). in order to reach that certain purpose, two constituent elements of translation, namely translating and adapting must become the priority for the translation as the degree of translating and adapting will vary, according to the scope of the website localization and the readers involved. thus, a translator must be able to specify the appropriate translation strategies because it will affect the reader's ability to understand the information presented in the translated or localized website. translators are basically faced with two main problems, firstly on how to treat the certain aspects implicitly conveyed in a source text (st), and secondly on how to apply the most appropriate strategy of successfully conveying these aspects in the target language (tl). there has long been a hot debate over the proper translation strategies chosen for the translating and adapting of website localization contents, and foreignization and domestication have been the focus of debate since their appearance. they become two kinds of completely ely hayati nasution, roswita silalahi, vivi adryani nasution journal of applied linguistics and literature, vol 4(2), 2019 138 contradictive manners of translation strategies postulated by venuti (1995) in which the foreignized translation is source language-oriented, while the domesticated translation is target language oriented (cui, 2011; yang, 2014). the foreignization covers literal translation, transliteration, borrowing, and transference as the translation strategies applied; while domestication includes transposition, omission, addition, and adaptation (venuti, 2008). further, there are many reasons related to this controversy. on one side, these two translation strategies are viewed as the extension of the debate on ‘free translation’ and ‘literal translation’ (wang, 2014). on another side, maintaining the style and the flavor of the original work as far as possible to be understood and accepted by the readers becomes a challenging or even a complicated task a translator may face. therefore, foreignization for some people may be better, but simultaneously other people thought that domestication is more appropriate (baawaidhan, 2016; yang, 2014). based on these two representative reasons, it can be implied that a translator has to decide whether he will have an orientation towards the target reader or maintain the source text with its various aspects. the choice, of course, has its own consequence, hence the translator should choose the smallest risk (prasetyo & nugroho, 2013) as the translation strategy chosen by the translator intentionally or unintentionally will affect the translation quality produced (nasution, 2015). the website localization as one of the new linguistic scopes in indonesia has taken significant attention, for example, the localization of the ministerial website. it is commonly known that a ministry plays a continual role in order to provide the people with the relevant and newest information and issues happening recently. the website localization (wl) of the ministry of health (mh) of the republic of indonesia (ri) is a proof of translation development not only in indonesia but also in the world. based on the information explored in the official website of mh, this website localization was launched firstly in 2006 and presented in two languages, indonesian language (ind) as the source language (sl) and english (eng) as the target language (tl). it contains various topics dealing with recent health matters in indonesia. it is quite interesting to make this website as the object of this research since indonesia is well-known as one of the tropical countries with distinctive health features compared with other tropical countries in the world; although health problems still take high portion in indonesia to be overcome. methods there were 3 (three) main objectives of conducting this research. firstly, identifying the translation strategies involved in the website localization of ministry of health translated from the indonesian language into english domestication and foreignization in the ministry website localization 139 journal of applied linguistics and literature, vol 4(2), 2019 with special reference to foreignization and domestication. secondly, finding out the most dominant strategy used, and lastly analyzing the reasons to what extent the foreignization and domestication applied in the website localization of ministry of health. official website of the ministry of health of the republic of indonesia accessed from http://www.kemkes.go.id/ became the main source of data for this research. in addition, all translated news released in 2008 and retrieved from the website was selected as the population of the research, yet only five (5) of them categorized as the most popular news along 2018 with the translated versions were selected as the sample of the research in order to find out the translation strategies as well as the most dominant strategy used under foreignization and domestication classifications proposed by venuti (2008). although the sample seems little, it represents a rich and vivid example of significant health issues released by the ministry of health of the republic of indonesia along 2018. all the words, phrases, clauses, or sentences contained foreignization and domestication were treated as the primary data, then they were used to describe the reasons of underlying the using of those strategies in the website localization of ministry of health of the republic of indonesia. findings translation strategies used in the website localization of ministry of health of republic of indonesia based on the result of analysis on five (5) popular news along 2018 in the website localization of ministry of health of republic of indonesia which were broken down into 191 data analyzed, consisting of 5 headlines in the form of phrases and sentences, contents totally written in 161 sentences, and 25 sub-contents in the form of phrases, clauses and sentences, it was found that the translator used all eight (8) translation strategies under foreignization and domestication reference including literal translation, transliteration, borrowing, transference, transposition, omission, addition, and adaptation, as shown in table 1. table: 1 the percentage of the translation strategies used in the website localization of ministry of health of the republic of indonesia foreignization number percentage domestication number percentage literal translation 135 70.68 transposition 70 36.37 transliteration 79 41.36 omission 37 19.37 borrowing 63 32.98 addition 16 8.38 transference 38 19.90 adaptation 9 4.71 the result of data analysis displayed in table 1 shows that both domestication and foreignization were used in the website localization and http://www.kemkes.go.id/ ely hayati nasution, roswita silalahi, vivi adryani nasution journal of applied linguistics and literature, vol 4(2), 2019 140 the highest percentage of literal translation among other translation strategies used indicates that foreignization is dominantly used in the website localization of ministry of health of republic of indonesia, as seen in table 2. table: 2 the percentage of domestication and foreignization used in the website localization of ministry of health of the republic of indonesia no. translation strategies number percentage 1 domestication 166 86.91 2 foreignization 106 55.50 both domestication and foreignization are often used or occur simultaneously in the headlines, contents, or sub-contents and in the form of a phrase, a clause or in a sentence, thus the total number or percentage of each translation strategy referring to domestication and foreignization is varied. the reasons for the using of foreignization and domestication in the website localization of ministry of health of republic of indonesia the highest percentage of the using of foreignization in the website localization of ministry of health of the republic of indonesia notes that domestication less attracts the attention of the translator to translate the five most popular news selected as the sample of the data in the oriented target language. the translator prefers to maintain the source text, especially in the translation of the contents of the news, which can indicate that the translator still accentuates the ability of the readers of the source language to understand the translated news found in the website localization despite the news provided in the readers’ source language. it also means that the translator has a perception that the target readers of this website commonly comes from the readers with the same source language so that the selected news are still translated with source language oriented. whether the translation quality of this website fulfills the criteria required in the translation quality assessment (tqa), the advantages and disadvantages may occur due to foreignization and domestication applied, what ideology is conveyed, will be analyzed by the researchers themselves in the further research. discussion the results of the data analysis presented in the former findings inform that all translation strategies under foreignization and domestication reference are used in the website localization of ministry of health of the republic of indonesia. there are four translation strategies under foreignization reference used, they are literal translation, transliteration, borrowing, and transference, and there are also four translation strategies under domestication and foreignization in the ministry website localization 141 journal of applied linguistics and literature, vol 4(2), 2019 domestication reference involved, they are transposition, omission, addition, and adaptation. both foreignization and domestication are often used simultaneously either in translating sentences, clauses or phrases, as shown in table 3. table: 3 the example of translation strategies used in the website localization of ministry of health of the republic of indonesia source text (ind) target text (eng) sama seperti penyakit kronis lainnya seperti 1 2 3 4 5 6 hipertensi, kolesterol, atau dm, obat arv 7 8 9 10 11 12 harus diminum secara teratur, tepat waktu 13 14 15 16 17 dan seumur hidup, untuk meningkatkan 18 19 20 21 22 kualitas hidup odha serta dapat mencegah 23 24 25 26 27 28 penularan. 29 just like other diseases such as 1 2 5 4 3 6 hypertension, cholesterol, or diabetes, 7 8 9 10 arv drugs must be taken regularly, 12 11 13 14 15 on time and for life, to improve the 16 17 18 19 20 21 22 quality of life for odha and can prevent 23 24 25 26 27 28 transmission. 29 the example presented in table 3 tells that there are some translation strategies used to translate a sentence taken from the contents of the news of wl of mh of ri, they are literal translation, transliteration, borrowing, transference, transposition, addition, and omission. separately, the description of each translation strategy used together with its examples is provided in table 3 can be seen in table 4. table: 4 the examples of the use of translation strategies no. translation strategies source text (ind) target text (eng) 1 literal translation sama seperti just like harus diminum secara teratur must be taken regularly tepat waktu dan seumur hidup on time and for life serta dapat mencegah penularan and can prevent transmission 2 transliteration hipertensi hypertension kolestrol cholesterol quality quality 3 transference arv arv 4 borrowing odha odha 5 transposition penyakit lainnya other diseases 6 addition kualitas hidup the quality of life 7 omission penyakit kronis lainnya other diseases translation strategies of foreignization literal translation ely hayati nasution, roswita silalahi, vivi adryani nasution journal of applied linguistics and literature, vol 4(2), 2019 142 the literal translation is one of the translation strategies under foreignization reference means that the denotative meaning of words is taken as if it straight from the dictionary (that is, out of context), but the grammar is respected (dickins, hervey & higgin, 2002). the examples given for literal translation are in the form of clauses and phrases. the clause harus diminum secara teratur (ind) is translated into ‘must be taken regularly’ (eng) and the clause serta dapat mencegah penularan is translated into ‘and can prevent transmission’, meanwhile the phrase tepat waktu dan seumur hidup is translated into ‘on time and for life’. all examples are translated literally (word by word) as shown on the numbered words in table 3. the literal translation used by the translator in translating the former clauses and phrase indicates that the translator tries to maintain the meaning of words of the source language. the use of this translation strategy is considered effective in the given examples because the original message is not deviated from normal usage. moreover, source text (st) and target text (tt) seemingly compatible in terms of meaning. no ambiguity or perplexity occurs due to the fact that each word has its own appropriate target equivalence. transliteration transliteration is another translation strategy of foreignization (a sourceoriented strategy) that focuses on the ‘process of representing words from one language using the approximate phonetic or spelling equivalents of another language (as cited in tiedemann and nabende, 2009). the examples of transliteration strategy given in table 4 are problematic as the words hipertensi, kolesterol, and kualitas originally derive from english words ‘hypertension, cholesterol, and quality’. since the sl is the indonesian language, when translating these words, the translator seemingly only tries to find out or to represent the equivalent spelling of these words in the tl. in other words, the sl letters are only substituted by the tl phonological units. this strategy is appropriate as there are no equivalent words available for those foreign terms, and the translator finds it inevitable to rely on transliteration. transference transference is also another translation strategy of foreignization. it is the process of directly transferring a source language word to a target language text unchanged to create some particular stylistic effect (obeidat, 2015). the word arv, for example, is transferred directly from st into tt without any changes. arv (antiretroviral) is a specialized medicine for hiv aids patients. the use of this translation strategy by the translator is considered domestication and foreignization in the ministry website localization 143 journal of applied linguistics and literature, vol 4(2), 2019 acceptable as there is information stating about this previously, so the intended message can be communicated well. borrowing borrowing is the last translation strategy of foreignization used in the translation of the sentence displayed in table 3. according to molina and albir (2002), borrowing or translating using loan words is to take a word or expression straight from another language. borrowing strategy in the given example is used to translate the word odha in st into odha in tt, too. the word odha is basically an indonesian language abbreviation combining indonesian language, od stands for orang dengan (the people with) and english, ha stands for hiv aids. since the term hiv aids has been familiar with indonesian people, this borrowed word is commonly used and accepted. the translator in this case straightly takes the word odha which has become indonesian language abbreviation into english. translation strategies of domestication transposition transposition is initially introduced by catford (1965) which is popularly called as ‘shift’. transposition is a change of one part of speech for another without changing the sense (munday, 2001). the phrases penyakit lainnya (noun-adjective) in st is translated into ‘other diseases’ (adjective-noun) in tt. there is the change of structure of the words (the position) forming the phrase as shown on the numbered words in table 3. this change is obligatory since the indonesian language and english have different language structure otherwise the translation will be odd. addition addition frequently occurs in translation since most languages have different language structures. the addition is a translation strategy ″in which something is added to the tt which is not present in the st (dickins, hervey & higgins, 2002). in the translated sentence provided in table 3, the words the and of are added when translating the phrase kualitas hidup (st) into ‘the quality of life’ (tt). the translator can adequately translate the phrase into life quality (by using transposition) and it still has the same meaning, yet the translator prefers to maintain the structure of the words forming the phrase by adding the words the and of in order to emphasize the relationship between ‘quality’ and ‘life’, thus the phrase sounds more natural. ely hayati nasution, roswita silalahi, vivi adryani nasution journal of applied linguistics and literature, vol 4(2), 2019 144 omission omission also frequently occurs in translation due to different language structure. omission is skipping words, phrases, clauses, sentences and even complete segments from the st either intentionally or unintentionally. it is estimated to be ″ strongly domesticating; because no trace of the original is left in the tt″ (van poucke, 2012). in the translated sentence provided in table 4, the omission of the word chronic in the translation of the phrase penyakit kronis lainnya (st) into ‘other diseases’ (tt), gives the negative effect to the readers since the word omitted is an important message to be conveyed from that phrase. therefore, the omission done by the translator, in this case, is considered inappropriate or misused as a distortion of the message occurs which may cause the loss of information. further, it can affect the quality of the translation itself as well as the translator’s competence or even it can be a representation of the translator’s inattention or carelessness. conclusion and suggestion foreignization and domestication are significant translation strategies in the website localization of ministry of health of the republic of indonesia proved by all translation strategies under foreignization and domestication reference involved. the highest percentage of literal translation as one of domesticating translation strategies indicate the translator tries to maintain or keep the information of the source language. further, the using of both strategies in translating the information in the selected news continuously implies that the relation between them is complimentary and should be unified. thus, the effect of the translation will be much better. acknowledgment the authors gratefully acknowledge that the present research is supported by the ministry of research and technology and the higher education republic of indonesia. the support is under the research grant talenta usu of the year 2019. references baawaidhan, a. g. 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(2014). the localization of promotional discourse on the internet. https://doi.org/10.1075/btl.78.23val venuti, l. (2008). the translator′s invisibility: a history of translation (2nd ed.). new york, ny: routledge. wang, f. (2014). an approach to domestication and foreignization from the angle of cultural factors translation. theory and practice in language studies, 4(11). https://doi.org/10.4304/tpls.4.11.2423-2427 yang, l. (2014). the application of foreignization and domestication in the translation. https://doi.org/10.2991/icelaic-14.2014.81 teacher’s questions in english classrooms at senior high schools andriyadi1, dedi sofyan2, azwandi3 english education postgraduate program bengkulu university, indonesia e-mail : andriyadi461@gmail.com abstract the aim of this research was to investigate teacher’s questions based on the levels and functions of questions in english classrooms at senior high schools. the study was a descriptive qualitative. the subjects of this research were six english senior high school teachers in rejang lebong regency. for collecting the data tape recording, observation checklist and interview were employed. result related to research questions showed that the teacher’s questions were categorized remembering, comprehending and applying and analyzing level. none of the teachers used questions in, evaluating and creating level of the bloom’s taxonomy. in the research only five function of questions were found namely: practicing skills, checking prior knowledge, recapping, and checking understanding. from the finding it can be concluded that the questions asked by the teachers in classrooms are in lower order cognitive level and not all function of questions (from eleven function of questions) were applied by the teachers. keywords: teacher’s questions, english classrooms, level and function of questions. senior high schools abstrak penelitian ini bertujuan untuk menginvestigasi pertanyaan guru berdasarkan level dan fungsi pertanyaan pada proses pembelajaran bahasa inggris di dalam kelas sekolah menengah atas (sma ). jenis penelitian ini adalah deskriptif qualitatif. subyek penelitian ini adalah enam orang guru bahasa inggris sma di rejang lebong. rekaman, observation checklist dan wawancara digunakan dalam pengambilan data. hasil penelitian yang berhubungan dengan pertanyaan menunjukan bahwa pertanyaan-pertanyaan yang tanyakan oleh guru dikatagorikan pada level remembering (mengingat), comprehending (memahami), applying (menerapkan) dan analyzing (menganalisis). tak satupun guru pertanyaan guru pada level level evaluting (evaluasi) dan creating yang merupan level tinggi pada taxonomy bloom. pada research ini ditemukan hanya lima fungsi penggunaan kalimat tanya yaitu : factual elicitation (pengulangan fakta), practicing skill (melatih keterampilan) checking prior knowledge (mengecek pengetahuan), recapping (menyusun ulang), dan checking understanding (memeriksa pemahaman). berdasarakan penelitian ini dapat disimpulkan bahwa pertanyaan-pertanyaan yang ditanyakan guru di dalam kelas digolongkan pada level kognitif rendah dan tidak semua fungsi pertanyaan (dari sebelas fungsi pertanyaan) diterapkan oleh guru. kata-kata kunci: pertanyaan guru, pembelajaran bahasa inggris, level dan fungsi pertanyaan, sekolah menengah atas introduction indonesia applied the curriculum 13 (c-13) since 2014. the c-13 applies scientific approach as its ways of teaching and learning activity. this approach has five ways of thinking to arrive at the truth (knowledge) namely observing, questioning, experimenting, associating and networking (depdiknas, 2014). the c-13 covers broad content and cognitive aspect, not on the essental aspects that will enable students to be critical and be able to participate in the global world to support indonesia in the upcoming years. additionally, the new curriculum also offers the building of character to prepare the students to face various opportunities, which could bring both positive and negative sides to students and society in general. character education gives the students the knowledge they need to know especially concerning the negative effects of the advancement of technology, science, and art and how they could deal with them properly. however, english teaching in indonsia is still not successful. . this is can be seen from the result of english exam in national examinations. one of the possible factors that influence this is teacher’s teaching technique. teacher teaching technique holds a very crucial role in teaching. teacher’s question is one of the aspect that is very important. dillon (1988) claims that teacher’s questioning plays a very important role to initiate classroom talk. questions can stimulate students’ motivation, focus their attention, help students learn and think better, and also help the teacher know how well a student’s learning is. in addition, gall (1984) argues that one manifestation of teacher talk is teacher question. in teaching and learning process, teacher usually ask some questions to student. teacher’s question is crucial factor to initiate student to talk in classroom. asking questions in teaching and learning activity is a way to stimulate students to participate and involve them in language classroom activities. asking questions in classroom used to make students actively participate in language classroom activities. asking questions of this activities is known as teacher’s question. the teacher must simulate the students to thinks critically by answer the teacher’ questions. according to cotton (1988) teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. clottu (2017) investigates the complexity of the different contexts as well as the diversity of professionals’ questions. the result of this study found students speak diverse languages and attend the courses of regular schools near their homes, this original design takes place in an inclusive context and aims at enabling the teachers to develop reflective practice. tamas kiss at all (2012) studied investigating teacher questions within the framework of knowledge building pedagogy. the researcher found the implementation of knowledge building pedagogy has a positive impact on teacher questioning and contributes to creating an effective learning environment. al-zahrani (2017) studied the effect of questions on fostering interaction in english as a foreign language (efl) classrooms. it also seeks to determine the characteristics of questions that promote increased classroom interaction in saudi arabia. results showed a correlation between the qu estions’ characteristics and the creation of classroom interaction. in other words, some question types significantly improved classroom interaction while others failed to do so. based on studies of teacher’s question by several investigator, such as clottu (2017), tamas at all (2012) and al-zahrani (2017). they had concerned on topic about: the form of questions, the implementation of knowledge building pedagogy in questions and the effect of questions on fostering interaction in english as a foreign language (efl). however, the level of the teacher’s questions have never been conducted. this motivation of the researcher to investigate the level of the teacher’s questions and student’s respond of the senior high school in rejang lebong. this primary questions adressed in this study are follows: 1. what level of questions do english teachers ask in english classes at senior high schools in rejang lebong regency? 2. what are the functions of the questions asked by the english teacher in classroom? method corpus of the study this research investigated the teacher’s question in classroom employed by the teacher along with the english teacher’s. this research is a descriptive research. descriptive research is used to describe characteristics of a population or phenomenon being studied. it does not answer questions about how/when/why the characteristics occurred. rather it addresses the "what" question (what are the characteristics of minnesota state population or situation being studied?). (shields, patricia and rangarajan, n. 2013). descriptive research is a study designed to depict the participants in an accurate way. more simply put, descriptive research is all about describing people who take part in the study. it is considered suitable to present the fact related to the problem which are going to be discussed. qualitative research is a broad methodological approach that encompasses many research methods, and special education and education searchers. the research aims to analyze the teacher’s question in classroom of senior high schools in rejang lebong data analysis procedures there were several steps conducted in analyzing the data collected in this research since the data were also collected through several instruments. the data had taken from the observation checklist, recording and interview. the first data analysis conducted was data analysis from observation checklist. the data collected from observation when the teachers were teaching in classroom. the observation checklist was used to classify the level of questions and function of questions. finding and discussion this chapter present the result of the data collection through recording, classroom observation checklist and interview and for the teachers. the data analyzed in two main parts which were the level of questions and the function of questions from the teacher’s questions in classroom. this chapter present the result of the data collection through recording, classroom observation checklist and interview and for the teachers. the data analyzed in two main parts which were the level of questions and the function of questions from the teacher’s questions in classroom. discussed based on each level of teacher’s questions and function of questions in classroom. 1. 1. the level of question the data combined on one table. the result of observation and recording are presented in table 4.1 bellow. table 1: the level of question no level of question f (%) a. low order thinking 1 remembering 11 ( 18,64 %) 2 comprehending 32 (54, 24%) 3 applying 8 (13,56%) b. high order thinking 4 analyzing 8 (13,56%) 5 evaluating 6 creating total questions 59 (100%) the table shows that there are 59 questions from six level questions based on the bloom’s taxonomy. 11 ( 18,64 %) questions were categorized remembering level. 32 (54, 24%) questions were categorized comprehending level. the use of applying level are 8 (13,56%) . that there are not questions in level evaluating and creating. 8 (13,56%) questions were categorized analyzing level. the table shows the table shows the function of question. 59 question had categorized based on each function. 9 (15,25%) were factual elicitation function. 14 (23,73%) were practicing skills function. 12 (20,34%) were checking prior knowledge, 11 (18,64 %) recapping function and 13 (22,03%) checking understanding function all questions of the data above are categorized based on their level questions and their functions the data of the dialogue between the teachers and their students can be seen on the transcript bellow. 1.1. remembering the learner's ability to retain and recall information. this usually comes in the form of recognition, retrieving, or listing. example: teacher : good morning class. students : fine. teacher : good. thank you. teacher : for to day before continue our lesson i want to ask you did you remember what was our last material? (1) students : past tense.( tense in past form). teacher : what is our assignment? (2) students : no. the question 1 on the dialogue “what was our last material?” show that the teacher recalled or retrieved previous learned information from the last days. he recognized or recalled knowledge from the student’s memory. the question was used to begin the lesson. it had function to recite previously learned information. from the question the students remembered the previous material by giving respond “past tense.”( tense in past form). the question connected to the last material and the material was being studied at the time. question 2 “what is our assignment?” was used to explore the last information from the previous activities in learning. the student answered “no”, they remembered that the teacher did not give them assignment after discussing the material. 1.2 . comprehending requires that the learners explain the situation or process in order to show that they have understood the materials. this usually involves summarizing, paraphrasing or detailed descriptions. example: teacher : good morning class. students : fine. teacher : good. thank you. teacher : for today before continue our lesson i want to ask you did you remember what was our last material ? (1) what is our assignment? (2) students : past tense. teacher : ok about nominal sentence and verbal sentence, do you have trouble? (3) students : no. teacher : any trouble? (4) students : no. teacher : ok, is clear about past tense in the sentence? using verb two, using this, and than what else? (5) students : no. teacher : do you have question?(6) students : no. question 3 and 4 “do you have trouble,?” and “any trouble?” indicated that the teacher checked the student’s comprehending. the level of questions were categorized comprehending level.the questions related to the teacher’s explanation. the data show that the students understand the material. question 5 and 6 “what else?” and “do you have question?” show that the questions constructed meaning from material. the teacher asked the students to review the material. the example shows that there are 3 comprehending questions from the teachers. question 1, 2 and 3 are used to check the student’s comprehending. these questions focus on what did the student understand on the lesson. on the data shows that all students understand all material. the student’s responds “no” indicated that they recognized the material. 3. applying this asks learners to use information that they already have gained, in order to solve a problem that may be similar in nature. this involves implementation of prior knowledge and skills. example : teacher : good morning class. students: good morning. teacher: how are you today ? students: fine thank you, and you? teacher : what is a sentence?(1) who want to try to answer?(2) students: teacher ; a sentence is a group of word which it has minimal has a subject and verb. sentence. dived of two kind of sentence. nominal sentence and verbal. in what way we use of simple past tense?(3) students : untuk mengingat waktu. teacher : yeah to show the incident activity which happen in past time. for nominal sentence. who want to try to give the example about nominal in simple past sentence, please? (4) students : ok mom teacher : who want to try to change the sentence from present tense to past tense? for example they are my cats. ok. please change into paste. who want to try to write on white board?(5), indah please! student : ok. teacher : jadi yang ubah darin present ke past adalah to be jika nominal. jika verbal yang diubah. jadi yang are become were . ok. very good. the first question who want to try to answer?” was used to make the student’s respond. the teacher asked the students to apply their ability in giving the definition of a sentence based on their knowledge. the second who want to try to answer?” indicates that the teacher asked the student to try to give their answer about the meaning of a sentence or definition of a sentence. the third question of the dialogue in what way we use of simple past tense? indicates that the teacher gave more specific question about the using of simple past tense. this question applied to relate with the first and the second questions. the teacher gave the question after the students were able to answers the first and the second questions. the fourth question “who want to try to give the example about nominal in simple past sentence, please?” shows that the teacher asked the student to apply in making a nominal in simple past sentence. it was an implementation of the student’s ability. the fifth question " who want to try to write on white board?(5), indah please! indicates that the teacher asked the students to apply their ability to write a nominal in simple past sentence on white board. from the sentence the teacher knew the student understood or not. 4. analyzing in this process, learners will have to break down the data that was provided in order to fully grasp the content (as it is now in more manageable parts). this usually requires learners to use comparative and/or deconstruction skills. example teacher : how about the second picture?(1) students: announcement menggunakan mix. teacher : observe this! how do you thing for this announcement? (2), is announcement or written announcement? (3) students : lisan. teacher : what does the announcement talk about here? (4) tentangapa pengumuman itu. students : besok pagi siswa diharapkan bawa topi dan dasi. teacher : and now please you observe announcement one and two! oral and written announcement. what is the different these announcement here? (5) students : kalau tertulis ditulis lisan diucapkan. teacher : ok. for conclusion . what tense the writer use to write the announcement? (7) students : simple present tense. “how about the second picture?” in question 1 was categorized in analyzing level. the students must analyzed a picture before answering it. all facts of the picture were described by their own words. on the data students answered the question by indonesia and english. “how do you thing for this announcement? in question 2 indicates that the teacher asked the students to give their opinion in responding the question. the student responded by saying “lisan” (oral announcement). that the students need to analyzed the announcement before giving their they responded based on their analyzed the picture. the question 5 “what does the announcement talk about here?” shows responds. they must observe the announcement. “besok pagi siswa diharapkan bawa topi dan dasi” was the student’s respond. it means that they understood the teacher’s question although the respond was in bahasa indonesia. the question 6 “what are the different these announcements here?” was the analyzing question where the students gave respond by differentiating between two announcements. they compare that announcements. before giving their respond they observed, analyzed and decided to what they would say. what tense the writer use to write the announcement? in question 7 shows the aim of teacher’s question was to test the student’s knowledge of tense. the question was correlated to tense which used in the sentences of announcement. 2. the function of question myhill,d (2006) in which teacher’s question are categorized into 11 functions namely; class management, practicing skills, checking prior knowledge cued elicitation, developing vocabulary, recapping, checking understanding, building on content, building on thinking, and developing reflection, as shown in table . table 2: the level of function of questions function of question f % factual elicitation 9 (15,25%) class management practicing skills 14 (23,73%) checking prior knowledge 12 (20,34%) cued elicitation developing vocabulary recapping 11 (18,64 %) checking understanding 13 (22,03%) building on content building on thinking developing reflection 59 (100%) 1. factual elicitation factual elicitation is to structure a lesson by, so to speak, hopping from a question to the next one, using the learners‘ answers as point of departure for the next question. to follow his or her plan, the teacher can not proceed with the lesson until the expected answer is given by a learner. this approach can be referred to as elicitation method“ (nunan 1991, 195). example teacher : good morning class. students : fine. teacher : good. thank you. for today before continue our lesson i want to ask you did you remember what was our last material?” (1) what is our assignment? ( 2), students: past tense.” question 1 “what was our last material?” and 2 what is our assignment?” were elicitation function the questions above were to recall information about the last lesson. the teachers asked the question before giving the material. the questions were as ways review the previous material. it was used to begin the new material. teacher : how are you this morning? students : fine. teacher : ok. what was our lesson? (1) students : famous people. teacher : apa pelajaran terakhir kemaren? what chapter? (2) famous people? (3) students: yes. the teacher recalled students about the previous material by asking student some question such as “what was our lesson?”, what chapter?” and “famous people?” the questions were used to remember the last material. 2. practicing skills students are expected to rehearse, repeat or practice a strategy or understand something. students practice to express their idea or comprehending by answering questions. example: teacher : who want to try to answer? students : teacher : yeah to show the incident activity which happen in past time. for nominal sentence. who want to try to give the example about nominal in simple past sentence, please?” (1) students : teacher : who want to try to change the sentence from present tense to past tense? (2) for example they are my cats. ok. please change into paste. who want to try to write on white board? (3) indah please. students : ok. mom teacher : who want to try to make negative form from sentence i ate banana? students : i did not ate banana. based on the recording were found that the teacher who produced two practicing skills. the question are 1. who want to try to change this sentence from present tense to past tense 2. who want to try to make negative form? the data above shows the teacher asked the students to try to change the sentence from present tense to past tense (in question 1) and to try to make negative form (in question 2). all the questions indicate the students were expected to rehearse, repeat or practice a strategy or understand something. 3. checking prior knowledge prior knowledge is an essential part of the meaning making negotiated between interlocutors. in classrooms, too, students' prior knowledge is a key factor in students overall achievement and performances. it related to check knowledge and experience relevant to lesson. example teacher : how are you this morning? students: fine. teacher: ok. what was our lesson? students: famous people.” teacher: have you heard about louis pasteur? students: yes. from the recording was found that there a teacher who produced one checking prior knowledge.. the question was “have you learn about louis pasteur?” based on the data that the question from the teachers was related to checking knowledge and experience relevant to lesson. the teacher connected the last lesson that have studied to the lesson at the time. 4. recapping recapping means students repeat the main points of an explanation or description. students recall prior lessons and work done in this lesson. example teacher : how are you this morning? students: fine. teacher : do you still remember what is biographical recount? (1) students : biographical belong to recount text. teacher: what is the function of biographical recount? (2) student : biographical written by series of person life. on the recording was found that there a teacher who produced one recapping . the question is do you remember what is biography recount? the question on the data was recapping . the teacher tried to refresh the student’s memory about the last lesson and to connect with the lesson were being studied. 5. checking understanding questioning is the predominant tool for determining what students know. it is important to recognize that what is done with the question is essential. it relate to check grasp of ideas and concepts already covered example: teacher : find out what happen on the picture? student : teacher : is it clear? (1) student : “yes. teacher : do you have trouble? (2) students : no. teacher : any trouble? (3) students : no. teacher : ok, is clear about past tense in the sentence? (4)using verb two, using this, and than what else? students : no. teacher : do you have question? (5) students : no. question 1, 2, 3 and 5 indicate the teacher checked the student’s understanding about the material of the lesson. question 4 shows that the teacher checked the student’s understanding by saying the material of the lesson. 3. result of interview the result of the data collection through classroom interviews are presented in the interview transcript bellow: example: interviewer : do you know the bloom’s taxonomy? interviewe : yes. interviewer : in bloom’s taxonomy there are five levels namely remembering, comprehending, applying, analyzing, evaluating and creating? according to you which levels are difficult to apply in asking questions? interviewee: in my opinion, the difficulty of using level defends on the class of students. different class are not same in applying the level. evaluating and creating are difficult level. interviewer : do you know the function of questions? interviewee : yes. interviewe : do you consider the function of questions before you ask students some questions? interviewee : yes. i must correlate my questions with the student’s respond interviewer : what are the function of your questions? interviewee : to know the students understand or not the lesson. the transcript above shows that not all level of questions were applied by the teacher in classroom. the use of level of question were not same to all class. evaluating level and creating level were difficult to apply in classroom. it mean that the teacher did not use the levels. the interview shows that the interviewee did not know all function of question. she only mention one function of her question as this sentence “to know the students understand or not the lesson.” she did not the other function of questions. 4. result of checklist observation the finding from checklist observation regarding teacher‘s questions in classroom were presented in table 4.2. overleaf table. 4.2: checklist observation (level of question) d a ta r e m e m b e ri n g c o m p re h e n d in g a p p ly in g a n a ly zi n g e v a lu a ti n g c re a ti n g 1     _ _ 2   _  _ _ 3    _ _ _ 4    _ _ _ 5 _   _ _ _ the table show that four teachers applied remembering level in asking questions in classrooms. only one teacher did not applied it. all teachers applied remember levels when they were asking students some questions in classroom. three teachers applied teachers applied analyzing levels in their students in classrooms. two asking applying level to ask some questions students some questions and three teachers did not applied it. no one teacher who applied evaluating and creating levels when they were asking some questions in classroom. table 4.3: checklist observation( function of question) function of question d a t a f a c tu a l e li c it a ti o n c la s s m a n a g e m e n t p ra c ti c in g s k il ls c h e c k in g p ri o r k n o w le d g e c u e d e li c it a ti o n d e v e lo p in g v o c a b u la ry r e c a p p in g c h e c k in g u n d e rs ta n d in g b u il d in g o n c o n te n t b u il d in g o n t h in k in g d e v e lo p in g r e fl e c ti o n 1  _ _  _ _   _ _ _ 2  _   _ _   _ _ _ 3  _ _  _ _   _ _ _ 4  _   _ _   _ _ _ 5 _ _  _ _ _ _ _ _ _ _ the table show that factual elicitation function applied by four teachers to asks students some questions in classroom. there were not who applied class management level. three teacher were applied practicing skills level. only one teacher did not applied checking prior knowledge level. there were not teachers who applied developing vocabulary, building on content, building on thinking and developing reflection level. four teachers applied recapping and one teacher did not applied it. checking understanding was applied by four teachers and one teacher did not applied it. discussion 1. the level of teacher’s question the first question in this research was what level of questions do english teachers ask in english classes at senior high schools in rejang lebong regency. from the result above, the teacher used 32 questions (54, 24%) at comprehending level. 11 questions ( 18,64 %) are remembering level and 8 questions (13,56%) are applying level. there were not teachers used questions in evaluating and creating level of the bloom’s taxonomy. the majority of teachers used questions in comprehending level at the classroom. comprehending is the second level of low order thinking in the bloom’s taxonomy. based on the theory at the level contents comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. state a problem in one's own words. the result show that the using question were majority in low level of questions. the high levels of questions (evaluating and creating did not apply in teacher’s questions.from the table known 32 (54, 24%) questions were categorized comprehending level. it means that the teacher the using of comprehending level were dominantly in asking question, in the other hand, 8 (13,56%) questions were categorized analyzing level. it indicates that the higher level were difficult to apply in classroom. the previous study was conducted by jannah (2013) entitled an analysis of teacher’s question in efl classroom. she found that only four of all cognitive domains of bloom’s question taxonomy were asked by the teachers especially in three lower cognitive level namely; remembering, comprehending and applying or those are in some displays questions and one of three higher cognitive levels such as analysis. furthermore, the study revealed that the questions or cognitive levels would not make students produce longer responses unless the teachers are able to encourage the students their students to elaborate further rater that just accepting responses brief or less complex responses. the result was suitable with ping shen’s study. he found that the teachers asked more lower-cognitive questions (79.2%) than higher ones (20.8%). based on the theory of the cognitive domain, results revealed that excessive use of lower-cognitive questions could not facilitate the development of students’ critical thinking. additionally, the misuse of higher-cognitive questions by the teacher was also identified. the previous research had the similarity with this research. the both researches show that the majority of teachers asked more lower-cognitive questions. the questions could not facilitate the development of students’ critical thinking. the cognitive domain involves knowledge and the development of intellectual skills (bloom, 1956). based on the theory that the questions could not reach the high cognitive. they could not develop the students’ critical thinking. based on the cognitive domain theory , the most important thing is that high cognitive question (hcq) can promote students’ higher-order thinking. hcq can require students to engage in independent thinking such as problem solving, analyzing and evaluating information. two previous studies above had similarity with this research where the teachers did not applied the high cognitive question . based on the result that the teachers did not use evaluating and creating level when they were asking some questions to students. there were not teachers used the operational verbs of evaluating and creating level. the action verbs for evaluating level are namely: judge, select, decide, justify, verify, argue, recommended, assess, discuss, determine and choose. there were not the action verbs for creating level such as: change, estimate, make, compile and adapt in the research .evaluating involves making judgments based on criteria and standards through checking and critiquing. critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. in the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something. creating are putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. creating requires users to put parts together in a new way, or synthesize parts into something new and different creating a new form or product. this process is the most difficult mental function in the new taxonomy. the teacher’s questions were not able to motivate students to reach the high order thinking, the teachers did not use the level because the students were lack of vocabularies. they got difficulty to answer the questions using the levels. the results showed that the teachers asked more low cognitive questions related to recalling facts or grasping main contents of materials, especially knowledge, than high cognitive questions. the results of this research revealed the limited use of high cognitive questions would limit the development of students’ ct. furthermore, the weakness of teacher’s questioning behavior was identified. a few of hcq from the teacher, in lacking a chain of reasoning and explicit instruction, could not prompt the development of ct either. the result of interview shows that some teachers did not apply the high cognitive level caused by several reasons such as the students had lack of vocabulary. some teachers felt that their student were anxious to answers the questions. they thought that they useless asks some questions using the evaluation and creating level so that the students did not have chance involves making judgments based on criteria and standards through checking and critiquing. furthermore, the students could not solve their our problem to improve their weakness in speaking, they could not contribute too much to run their lesson. the teacher did not encourage students to estimate, plan and find the solution about the lesson. therefore, the study recommends that teachers are expected to focus on hcq after asking a series of lcq in order to give an environment rich in opportunity for enabling ct. moreover, teachers should be trained how to ask some questions appropriately and effectively, especially hcq. 2. the functions of teacher’s questions eleven functions of question could be applied in the classroom. they were factual elicitation, practicing skills, checking prior knowledge recapping, and checking understanding class management, practicing skills, checking prior knowledge, cued elicitation, developing vocabulary, recapping and checking understanding. in the research only five questions were applied when they were asking questions in classroom, namely; factual elicitation, practicing skills, checking prior knowledge, recapping, and checking understanding. not all functions of question applied in the classroom. they were developing vocabulary, building on content, building on thinking, cued elicitation, building on content and developing reflection based on the data was found that the teachers did not apply all function of the sentences. almost the teacher’s questions could be responded by the students on the data. the student’s respond were suitable with the questions. student’s respond were spoken in english. several respond were spoken in bahasa indonesia. the result shows that practicing skills function. 14 questions (23,73%). it means that the teachers majority used question as practicing skills function in asking questions. 9 (15,25%) were factual elicitation function. the using of practicing skills function are suitable with curriculum 13 (c13) where students are dominantly active in all activities. teachers are as facilitator. the result above was different with myhill d (2006). he found the dominant forms of statements were informing and instructing, and the dominant form of questions was factual. this suggests a pattern of teaching which is trans missive, with the teachers in this study imparting factual information, and asking factual questions. the teachers appear to be the givers of information, the children the receivers. the differences were caused by the level of student’s. the subject of myhill d were students of elementary school and this subject of this research were students of junior high school. the level of age influenced the teachers in giving questions. one feature the analysis highlights is the relatively low number of questions relate to higher-order thinking, those questions which ‘promote reflection, analysis, selfexamination and enquiry’ (wood, 1988). based on the theory that building on thinking function and developing reflection were higherorder thinking where students had chance to move forward with students’ ideas and concepts and query how pupils are learning and the strategies they are using. from the result was found that the function of teacher’s questions were categorized in higher-order thinking. the result of interview were relevant with the result of recording where not all function of question were applied by the teacher. based on interviews only five function question applied in classroom namely; factual elicitation, practicing skills, checking prior knowledge, recapping and checking understanding. the teacher did not applied the other function of questions such as: class management, cued elicitation, cued elicitation, building content, building thinking and developing reflection. the teacher should applied them in asking some questions in classroom. class management means the teacher linked to management of student’s tasks/behavior. cued elicitation function gave them to cue answering. developing vocabulary meant the teacher’s question posed students to assess or clarify understanding of vocabulary. building on content function made students to put together information about the topic of the lesson. building on thinking gave chance the students to move forward with their ’ ideas and concept of leaning. developing reflection querying how pupils are learning and the strategies they are using. developing reflection query how pupils are conclusion based on problems formulated in chapter 1, two things are concluded in this research. the first about the level of teacher’s questions asked by the english teachers in english classroom, the second about the function of teacher’s question in classroom. the conclusion are explained as follows: 1. the level teacher’s questions. the majority of questions asked by the teachers were lower order cognitive thinking levels questions. there were remembering, comprehending and applying. there were not teacher applied evaluation and creating level when they were asking questions in classroom. 2. the function of teacher’s questions. english teachers applied five function of questions when they were asking questions namely: factual elicitation, practicing skills, checking prior knowledge recapping, checking understanding class management, practicing skills, and checking prior knowledge, references alison, k. 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(2001). questioning in the primary school. london: routledge falmer. joall (journal of applied linguistics and literature), 8(2), 2023 303 joall (journal of applied linguistics and literature) vol. 8 no. 2, august 2023 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/article/view/26821 https://doi.org/10.33369/joall.v8i2.26978 autonomous learning model in online english classes: the benefits and challenges siti maulia rizki , siti sarah fitriani , sofyan a gani , iskandar abdul samad 1,2,3,4english education department, universitas syiah kuala, indonesia 1,2,3,4jalan teuku nyak arief no. 441, kopelma darussalam article info abstract article history: received: march 26, 2023 revised: may 30, 2023 & jun 11, 2023 accepted: july 11, 2023 the post-pandemic phase has provided choices in the teaching and learning process, whether offline, online, or hybrid. autonomous learning has become one of the preferred learning models dealing with online learning. this model of learning is believed to enhance students’ proficiency in efl learning and enable learners to direct their learning. this qualitative study aims to investigate the benefits and challenges of implementing an autonomous learning model post-covid-19 outbreak to efl learners. there were three teacher-participants from sukma bangsa and modal bangsa high schools in aceh. the teachers participated in a semistructured interview, and the data from the interview were transcribed and coded through thematic analysis using the coding system. the data analysis results indicate three benefits of autonomous learning through online platforms: meeting human needs, creating motivated and reflected learners, and developing communicative competence in second/foreign language learners. furthermore, the challenges of autonomous learning are related to teachers’ roles, students’ beliefs, and social perspectives on autonomous learning. based on the result, autonomous learning model could be a choice as a learning model for online learning. keywords: autonomous learning online learning post-covid 19 outbreak benefits challenges conflict of interest: none funding information: none correspondence: siti sarah fitriani, english education department, universitas syiah kuala, indonesia. ssfitriani@usk.ac.id ©authors this is an open access article under the cc-by-sa international license. how to cite (apa style): rizki, s.m., fitriani, s.s., gani, s.a., samad i.a. (2023). autonomous in online learning model: the benefits and challenges. joall (journal of applied linguistics and literature), 8(2), 303-320. https://doi.org/10.33369/joall.v8i2.26978 teaching and learning in the 21st century is filled with challenges and opportunities, particularly teaching students who learn english as a foreign language. the changes of the 21st education require efl teachers to be more responsive. furthermore, english teachers have significant roles in dealing with the evolution of 21st-century learning that requires many skills to get high standard use of the english language (suherdi, 2012). mastering the https://ejournal.unib.ac.id/index.php/joall/article/view/26821 https://doi.org/10.33369/joall.v8i2.26978 https://crossmark.crossref.org/dialog/?doi=10.33369/joall.v8i2.26978&domain=pdf https://creativecommons.org/licenses/by-sa/4.0/ https://doi.org/10.33369/joall.v8i2.26978 https://orcid.org/0009-0001-4049-8224 https://orcid.org/0000-0001-6843-7186 https://orcid.org/0000-0003-1670-8540 https://orcid.org/0000-0002-2089-9418 siti maulia rizki, et al. 304 joall (journal of applied linguistics and literature), 8(2), 2023 english language has always been referred to as the four skills: reading, writing, speaking, and listening. however, in the 21st century, learning skills go beyond the four skills, focusing on learning and innovation skills such as critical thinking, creative thinking, communicating, and collaborating (trilling & fadel, 2009). therefore, we found that it is essential to have a new concept of learning in order to accommodate global competition; the model of learning that is supposed to motivate students to take greater initiative and responsibility to direct and manage most of their own learning, and in the long run, their personal and professional development. one of the preferred learning models is autonomous learning. autonomous learning model (alm) is believed to positively enhances indonesian students’ proficiency in the efl context. the model of autonomous learning has challenged many researchers to research this model. an emphasis is put on the new form of learning, which enables learners to direct their learning (fidyati, 2017). moreover, autonomous learners are developed through learners’ responsibility for their learning. this idea made autonomous learning an explicit or conscious intention which leads the students to accept responsibility for their own learning unless they have some idea of what, why, and how they try to learn (cakici, 2015). corona virus disease 2019 (covid-19) pandemic started at the end of 2019. this pandemic forces schools in several countries to close and advises students to study from home. the education system was not prepared for the challenges that increased amid the covid-19 outbreak (kong, 2020). additionally, naqvi (2020) conveyed that learning is having a new paradigmatic shift from direct model education to virtual learning through online tasks, online teaching, and all activities that make learners experience a new learning model. consequently, teachers could not teach the students and support their learning directly. the learning process is mostly accomplished online. after the pandemic, besides the offline and hybrid models, online learning is still chosen by some education providers. in this situation, alm could be a good choice to support learning; through this learning model, students are responsible for their own learning, and teachers play roles as facilitators. the model of online learning creates a new environment of learning, particularly the learning of english, which forces teachers to teach online. we are now reviewing the previous studies about autonomous learning. take a study in venezuela as an instance, where louis (2006) conducted a study about an effort to help students be autonomous learners through technology at the university of simón bolívar. louis explained that technology could deliver the pedagogical support that the students need. the research discussed autonomy, students’ empowerment, and the use of learning styles and strategies in language learning and showed how these autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 305 could be implemented through a classroom methodology. in addition, fidyati (2017) revealed a study about the significance of autonomy for indonesian efl learners. she reported that the use of media and technology through the personal learning environment (ple), computer-based materials, portfolio, and exposure to english language resources helped students in indonesia as well as in switzerland, the united kingdom, spain, portugal, and taiwan, where learning autonomy in english language learning is promoted. through her work, she highlighted that promoting learners' autonomy regarding indonesian education practices and socio-cultural beliefs and traditions is significantly important. she believed autonomous learning is a good model for indonesian efl learners and should be considered a strategy to improve their english proficiency. while other previous studies focused more on autonomous learning and the role of technology in increasing students’ skills and english proficiency in efl classrooms, our study, however, highlighted the benefits and challenges in implementing autonomous learning after the covid-19 outbreak. the pandemic is a crisis condition that should be anticipated, especially related to educational preparation. in the future, a situation like the pandemic of covid-19 may reoccur, so it is crucial to prepare for and after the crisis. in order to deal with the disruptions, many countries have prepared schemes and ideas related to emergencies in education issues. take the chinese government for instance. they changed offline teaching to ‘disrupted classes – undisrupted learning.’ this idea of learning pointed to providing adaptable learning options such as self-access centers (sacs), independent-learning centers (ilcs), and virtual resources accessed online by students from anywhere (alghazali, 2020). the online learning model created a new environment for learning english, forcing the teacher to teach online. therefore, this research tries to discover the challenges and benefits of autonomous learning in online learning. a successful autonomous learner tends to have challenges. since autonomy is considered a western idea, it is believed that it will be challenging to contextualize this model of learning in the indonesian context. however, there have been insufficient studies investigating these challenges. through this study, we hope that autonomous learning could be an option to support online learning and that students have a meaningful virtual learning process with autonomous learning. defining autonomous learning experts have different definitions of the autonomous learning model; therefore, having a single definition of this term might be difficult. as the commonly used definition, holec (1981) defines autonomy as “the ability to take charge of one’s learning” (p. 3). his definition focused on two main siti maulia rizki, et al. 306 joall (journal of applied linguistics and literature), 8(2), 2023 concepts: one is an ability, and the second is to take charge of one’s own learning. according to him, the ability is a power or capacity to do something, not a type of conduct, or behavior. to take charge of one’s own learning, on the other hand, is “to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning” (p.3), which include setting the objectives of learning, determining the contents and progression, selecting the methods of learning, monitoring the learning progress, and evaluating the product of learning (benson, 2006). autonomous learning is a new option in 21st-century learning because the activities in this model engage learners in an authentic learning situation. it is the learners who participate in learning and studying and are responsible for their learning, and they ought to be entitled to vote on what to learn and how to learn. the learning style in autonomy classroom implies full access to content materials, setting objectives, curriculum design, and learning methodology. it involves taking charge of one’s learning with all the responsibilities that come with it (macaro, 1997). through the process of autonomous learning, learners would face some difficulties of learning, however, the lessons create them to be learners with the ability to improve and innovate (zhifeng, 2017). the advantages of autonomous learning according to little (2007), there are three significant reasons autonomy plays an important role in students’ learning. the first one is that autonomy meets human needs. the first advantage of autonomous learning is that this model of learning is one of the three basics human needs (deci, 1995). learner autonomy solves the problem of learner motivation because an autonomous learner is intrinsically motivated to meet his/her need for learning (little, 2007). the next reason is that autonomy creates motivated and created learners. nowadays, one of the biggest problems in learning is students’ motivation. little (n.d.) explains that the students committing to their own learning are able to solve their motivational matters. they are able to overcome temporary motivational setbacks. already motivated, the students in the autonomous classroom use the language effectively, enabling them to master productive and receptive skills more efficiently than the nonautonomous students in traditional, teacher-centered classroom contexts (tamer, 2013). in order to get more benefits from alm, reflection begins as a collaborative activity in which teachers and learners make their joint understanding of the process they are engaged in. reflection on the learning process is an important key component of learner autonomy. by reflecting on the learning process, learners become aware of how and why they choose the methods and strategies they use in different projects, and for solving different tasks. awareness of the learning process helps the learners become autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 307 autonomous (turloiu & stefansdottir, 2011). in addition to the first and second reasons, the final reason would be that autonomy improves communicative competence in second/foreign language learning. it is well accepted that any efl/esl program intends to help learners optimally gain high communicative competence. since effective communication depends on a complex set of procedural skills developed only through their use, it is likely that a language classroom cannot develop all the skills the students need for effective communication to the full range. therefore, learners who enjoy a high degree of autonomy (especially social autonomy) in their learning environment would have more opportunities to develop their communicative ability as than those who do not (scharle & szabό, 2000). all the advantages of learner autonomy above explain why learner autonomy is often associated with effective learning. it is also why generally believed that learners with a higher degree of autonomy are more likely to succeed in their learning, especially in learning a second/foreign language, than those who are less or not autonomous. it is to test the theoretical hypothesis that autonomy in language learning and better language learning are closely related and equivalent to each other (benson, 2001). the challenges of autonomous learning teachers have a huge responsibility to encourage students to become autonomous learners. autonomous learning is considered one of the great models for developing meaningful learning (wiraningsih & santosa, 2020). however, still, teachers are faced with challenges in promoting learner autonomy. there are three significant challenges in fostering an autonomous learning model in the efl classroom and in the online class. teachers’ roles and teachers’ beliefs are the first challenge. the teacher’s role is generally seen as a crucial factor for autonomous learning. in reference to older studies, we note the evidence that teachers generally have a positive attitude to theoretical aspects of autonomous learning, such as situational classroom management and learning strategies, but utter doubts when it comes to practical realization. every teacher has his/her unique way of interpreting the syllabus for teaching. perhaps the first step is that the teacher should negotiate a joint interpretation of the syllabus with the students in order to develop autonomy. this will cause a thorough exploration of the goals of the syllabus, whether implied or explicit and of the ways in which the learners can make those goals their own. a process is more likely to succeed if it begins by inviting the learners to make explicit what they expect from the learning process and what they can bring to it, than if it begins with a lecture on the benefits of autonomous learning (little, 1991). the next challenge is the students’ beliefs. one of the biggest problems of learners is related to the learners’ self-concept of competence in taking siti maulia rizki, et al. 308 joall (journal of applied linguistics and literature), 8(2), 2023 control of their learning. this suggests a poor grasp of meta-cognitive skills required for autonomous learning regardless of the learners’ levels of success in autonomous learning. in addition, data shows that a considerable number of learners, particularly those who were among the low achievers in english, felt distressed about managing their learning in autonomous learning. they found it difficult to identify their weaknesses and locate suitable materials and methods to overcome those limitations. the last challenge is the social perspective on social autonomy. learning english with autonomous model is something challenging for indonesian language learners. this is because the chance for autonomy in indonesian efl students is rarely emphasized or promoted in the pedagogical process. in turn, while some teachers want to promote autonomous learning in english language classrooms, they are often constrained by education practices, including curriculum, textbooks, and socio-cultural values (fidyati, 2017). in addition, reading and studying may play the most important part in learning english; indonesian efl learners are much less interested in both activities (lamb, 2004). this result will have negative long-term implications for students’ critical thinking or their ability to formulate questions, and they will be constrained in their recognition of learning autonomy. this study formulates two essential questions about the benefits of autonomous learning; does the learning model plays a significant role in students’ learning?; and what are the challenges in implementing autonomy in efl classroom? method research design this study employed a descriptive qualitative research approach to investigate the challenges and benefits of implementing the autonomous learning model. the research occured in sukma bangsa and modal bangsa high schools in aceh province, indonesia. sukma bangsa high school is a semi-boarding school that is divided into three educational levels; primary school, junior high school, and senior high school. moreover, the other school, modal bangsa high school, is also a boarding school in aceh besar. in this research, we only focused on the first grade of senior high schools of both sukma bangsa and modal bangsa, which conducted a virtual model of learning combined with an autonomous learning model after the pandemic. instruments and procedures the subject of this research was three english teachers selected using purposive sampling. the sample is chosen because the teachers teach english in grade one of the senior high schools. one male teacher from sukma bangsa and two female teachers from modal bangsa has implemented an autonomous learning model in the teaching and learning process, especially autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 309 in the virtual classroom. in selecting the participants, we used purposive sampling. in purposive sampling, the participants were chosen because of their experience or opinions on the research topic. the participants were chosen “with purpose” to enable the researcher to explore the research question or develop a theory (bob & ross, 2010). the instrument used in this study was an interview guide. this study conducted a one-time interview with each teacher to collect data related to our research topic. we interviewed the three teachers, and the data from the interview were analyzed qualitatively to find out the benefits and challenges. there are six questions about the benefits of autonomous learning and eleven interview questions related to the challenges of autonomy in learning. the interview guide was adapted from tamer’s (2013) dissertation on students’ readiness for autonomous learning of english as a foreign language. the theory of the benefits was based on little’s concept of language learner autonomy. the benefits only focus on three points: autonomy meets the human’s needs, autonomy creates motivated and reflected learners, and autonomy increases communicative competence in second/foreign language learning. also, this study’s challenges discussed teachers’ roles, students’ beliefs, and social perspectives on autonomy. data analysis procedures the data from the interview were transcribed into a written form and analyzed qualitatively to find out the benefits and challenges. in addition, the interview data were presented in thematic analysis using the coding system, and then they were associated with the relevant theories. findings the benefits of autonomous learning in this study, the benefits of autonomous learning are divided into three categories based on little’s (2007) theory: meet human needs, create motivated and reflected learners, and increase communicative competence in second/foreign language learning. we present the benefits based on these three categories. autonomy meets the human needs based on the interview, two of the three teachers agree that autonomous learning encourages learners’ desire to study as their human needs. teacher a (ta) stated: “every student is different in their learning capacity. in autonomy, students have to be ready to study and have the option to choose their learning preferences. as the proverb says siti maulia rizki, et al. 310 joall (journal of applied linguistics and literature), 8(2), 2023 that we cannot judge all animals by climbing, when students are happy to study, they feel comfortable, and the learning will be more effective. they will be more enthusiastic about studying when they know the study’s goal.” teacher c (tc) added that the learning process mostly depends on the students by saying, “teacher and school have a huge impact on improving students’ knowledge.” she continued that even though the students have good teachers and good facilities at the school, the students should be eager to study and be responsible for their learning to ensure that the learning process is effective. teacher b (tb) explained about autonomous learning model as the best option to study, as she said below: “this is one of the best choices in learning. it is worse if we do nothing and teach only via whatsapp, but compared to face-toface learning, i prefer to face my students directly.” autonomy creates motivated and reflective learners according to tc, “students’ motivation in learning is related to their willingness to learn. if the students strongly desire to learn, they will be motivated and reflected as autonomous learners.” tc truly supports autonomous learning because autonomous learners have a strong willingness to study. the teacher is happy that the students are motivated to pursue their dreams. tb has the same idea as tc. she said that if the learning is more colorful, the study will be more active, and the students will be automatically motivated. on the other hand, ta explained more about the role of their friends in motivating students. most students, especially those who usually get the lowest score, are motivated by the higher score students. autonomy improves communicative competence to second/foreign language learning the result of the interview confirmed that ta and tc believed that communicative competence in learning english depends on the students themselves, as ta described: “some students who love english used to watch anime and english movies. these activities increase the students’ speaking skills. in school, the students and teachers are also obligated to speak english every monday, wednesday, and tuesday.” ta also gave options for the tasks of the subjects for several skills. so, the students are sometimes able to finish the assignment in the form of writing or speaking. along with ta, tc also believes that communicative competence depends on the students’ willingness because not all students like the english subject. tc also added: autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 311 “for the students who are keen on english, the model of autonomous learning strongly affects them and makes their communicative competence better. in a debate class, the students who really love english can speak english fluently.” different to other teachers, tb explained that students become more communicative because they have to share with their friends during the learning process. the challenges of autonomous learning model virtual learning made the term autonomy an important role in dealing with the transformation of learning. there are various challenges in implementing the autonomous learning model, but for our study, we only focused on three significant factors influencing the implementation of this model of learning; teachers’ role, students’ beliefs, and intercultural perspective on autonomy. teachers’ role as the crucial factor in promoting autonomy, all the teachers agree to give the opportunity to the students to develop their autonomy in learning. ta assumed that the students had different knowledge and ability to understand what the teacher taught them. ta even gave three options for students to fulfill their assignments. he said that: “the first option, the students who like to create a video, they watch a video and learn how to make a video, they can finish the task with the video they made about the subject. then, the students who are shy to speak in the video, they can finish the task with written expression. they can write like three paragraphs about what the teacher asked them. and the last one, the students can do assignment by answering the teacher’s question directly. i try to facilitate them as a teacher.” furthermore, tb also allowed students to build their autonomy. however, in the process, the teacher has another problem with the limited time during virtual learning. the teacher also tried to do collaborative learning, where she divided them into several groups, and they shared. the limited time made the teacher only do the group learning once. tb stated: “i also used flipped classroom, but it is hard to have flipped classroom in the online learning. at the end, i just adjust the autonomy in learning with the support of microsoft team application.” tc also has a similar answer related to her role to develop autonomy for the students. generally, tc answered: “i totally supported the students as autonomous learners and they are responsible to their own learning. however, in the early siti maulia rizki, et al. 312 joall (journal of applied linguistics and literature), 8(2), 2023 phase of learning from home in aceh, the students feel confused about the learning process. the unfamiliarity of online learning made the virtual classroom well.” thus, tc has the initiative to deal with a commitment to the students to be responsible for their learning. the students not only turn on the laptop but also focus to the learning activities. tc, though, tried to understand students’ life situations. she does not force them to be independent in learning. autonomous learning is a process that students need time for especially in virtual learning. students’ belief successful learning autonomy creates a good collaboration between the students and teachers. in the last part, it is explained that the teachers already offered an opportunity for students to be autonomous learners. however, immense challenges also came from the students. in both schools, all teachers found several problems from students in implementing autonomous learning. one of the biggest problems stated by the teachers is the readiness of the students to be autonomous in online learning. most students are still passive in the virtual teaching-learning process. all teachers also agree that this problem happened because they are at the first grade of senior high school. thus, the students are in the process of adapting their learning to the new environment. additionally, online learning has separated the students, their teachers and friends, making it harder to adjust the learning process and learning activities in the virtual form. according to the teachers, the problem stated in theory by alghazali (2020) truly happened to their students. the teachers’ statements about the challenges are categorized in table 1 below. table 1. the challenges of autonomous learning faced by students in virtual learning technical concern digital literacy time management selfmotivation teacher a √ √ √ teacher b √ √ teacher c √ √ √ √ table 1 shows that time management is the challenge experienced by most students in both schools. the lack of time management made the students late to submit the assignments. they used to submit the assignment over the deadline. tc stated that all the challenges listed in table 1 happened in her class. the teacher said that: autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 313 “even though this school is modal bangsa boarding school, which is one of the best schools in aceh, not all of the students are autonomous. i also had some ignorant students. i used to call their names in the online class. i cooperated with their homeroom teacher to resolve the problem”. tc also dealt with the students’ moods, which changed very fast. sometimes they do not focus on online learning. on the other day, they will have a personal problem like being tired and having stomach ache. she concluded that laziness and motivation were the challenges as well. regarding technical issues and digital ability, the teacher only faced this in the beginning months of online learning. after several months, they solved the challenges related to that problem. in addition, tb did not discuss students’ digital ability as the problem in her class. still, the teacher highlighted that the students spent much time and did not finish the task. tb added “the students are so passive. the teacher has to feed them in learning because they totally depend on the teacher, especially for the first grade.” on the other hand, the students of ta mostly complain about mobile data and internet access. ta explained, “they feel difficult to finish the task related to digital use, such as creating and editing videos as part of their digital literacy.” this problem happened because sukma bangsa is located in more suburban areas than modal bangsa. this difficulty also caused the students to finish their tasks very late and could not submit the task on time. in this part, ta did not have a problem with the students’ self-motivation because he said that the students were happy with the options of the assignments. social perspectives on autonomous learning in developing autonomous learning, the students need support from the environment, parents, school, and culture that have huge interactions with the learners. parents factor in sukma bangsa, ta explained: “the parents of students already understand the regulation of sukma bangsa. therefore, everything given by teachers will be supported by the parents. take theile data as an instance, the parents greatly provide them enough mobile data for their children to learn online.” additionally, ta continued that the teachers need to communicate with the parents. studying online made the students spend time in front of their mobile phones or computers so that the parents are able to supervise them and collaborate with the teachers to support the virtual learning process. siti maulia rizki, et al. 314 joall (journal of applied linguistics and literature), 8(2), 2023 in this school, some parents also asked the teacher to send them the material given to the students. so the parents can track the progress of their studies. in line with this, tb also said that the parents are happy to see the students’ autonomy, “the parents support students to be autonomous not only in learning but also in their life.” tc also agrees that most parents support their children to be autonomous learners. “only one or two parents are not enthusiastic about supporting students’ autonomous learning. one of the problems is that the students have to help their parents during the online class, this condition affects the teaching and learning process. still, because this problem only happened once, i think that this is not a big problem at all.” overall, the parents are pleased with the autonomy. for instance, there is a condition where tc has to contact one student’s father because his son made trouble, but the feedback is very positive. the father said that if his son has a problem, the teacher can communicate with him as soon as possible. so, the parents are ready to give their best time to their child. in addition, like ta, the parents in modal bangsa also support the students by providing wi-fi or mobile data for online learning. school and environment in general, both schools support the implementation of autonomous learning. in sukma bangsa, for instance, ta explained: “the school provided counselors to facilitate students’ diversity. counselors are responsible to divide the students based on their styles of learning such as auditory, visual, kinesthetic and other styles as needed. however, the teachers in this school also generate challenges that they face in developing autonomy for the students.” for online learning, ta remained that the school also bought more internet capacity and purchased premium accounts of supporting applications like zoom, ruangguru, and others. there are no specific challenges from the school based on ta’s explanation. on the other hand, the other two teachers from modal bangsa said about the challenge they face because of the number of students in the virtual class. teacher b stated, “it was a huge challenge for teaching about one hour and thirty minutes for 203 students. sometimes, it takes much time only to check the attendance list.” teacher c also mentioned the same challenge, especially in the beginning months of online learning. besides, to solve this problem, the school provides a microsoft team application for learning. the use of microsoft team helped the teacher to divide students into several groups and ease the teacher to track the students based on their groups. autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 315 discussion in this research, there are two research questions to be answered. the first investigates the benefits of implementing autonomous learning, while the second explores the challenges of autonomy in learning amid the virtual classroom model. the result shows that autonomous learning has positive benefits amid virtual learning. it is marked based on the teachers’ answers in the interview sessions. furthermore, learning autonomy also presents challenges related to teachers’ roles, students’ beliefs, and social perceptions of autonomous learning. the benefits of autonomous learning are identified based on the theory of little (2007). the first benefit is autonomy as a human need. the data showed that the autonomous learning model benefited learners as their human needs. in addition, the previous pandemic has initiated a situation where the students do not meet their teachers face-to-face. the students’ strong desire helps them study outside the classroom. this research also showed that the autonomous learning model created motivated and reflected learners as the second benefit. masgoret and garder (2003) stated that motivated learners have a strong effort, are persistent and attentive to the task at hand, have goals, desires, and aspirations, enjoy the activity, make attributions concerning success and failure, are aroused, and make use of strategies to aid in achieving goals. thus, the autonomous learning model that asks students to learn together with friends will create motivation and make them reflect on their friends’ achievements. spratt, humphreys, and chan (2002) also reported the link between autonomy and motivation, where motivated language learners have a good engagement to practice autonomous learning outside the class. the third benefit is communicative competence in second/foreign language learning. the interview data proved that learners’ competence depends on their willingness to learn english. the teachers believe that the autonomous learning model strongly affected the learners to improve their communicative competence. according to scharl and szabό (2000), learners who enjoy a high degree of autonomy (especially social autonomy) in their learning environment would have more opportunities to develop their communicative ability than those who do not. besides several benefits of learning, autonomous learning also has some challenges especially in learning from home. fostering autonomous learning in the indonesian efl context deals with challenges since the capacity of autonomy is infrequently emphasized in the pedagogical learning process (fidyati, 2007). the first challenge of autonomy is supposed to be the teacher. however, based on the answer, there is no problem for teachers to develop autonomy for students. the teachers truly support the students to be siti maulia rizki, et al. 316 joall (journal of applied linguistics and literature), 8(2), 2023 more autonomous by giving options as a part of learning autonomy. the teachers have a significant role in supporting the students’ involvement in the teaching-learning process. this learning process makes the students more disciplined, and most importantly, the learning process should make the students autonomous (benson, 2001). kemala (2016) stated that to develop students’ autonomy in learning, teachers must ensure that both students and teachers hear the same thing. teachers must offer them various learning strategies, such as using cards for memorizing words, reading strategies, and giving the students awards for their achievements. in addition, in supporting the implementation of alm, the teachers use some preferred applications such as zoom, google meet, and microsoft teams. the second challenge of autonomous learning usually comes from students. there are four significant challenges in fostering autonomous learning in students. first, the challenge related to the technical concern. in some places, the problem of computers, mobile phones, and internet access are not well available. second, the students have problems with computers and digital literacy. most of them lack the ability to use self-access resources. in addition, the third challenge is the students’ time management. the last is the students’ self-motivation to deal with virtual learning (alghazali, 2020). the third challenge of alm is social perspectives on autonomous learning. as a result, parents, schools, and the environment support the development of autonomy in students’ learning. these factors truly affected the success of the implementation of autonomous learning. the characteristic of autonomous learners is interdependence, and they need interaction in learning (little, 1991). aoki (1999) added that learners interact with social support that can care for and motivate them. parents, brothers, sisters, relatives, friends, and teachers are examples of social aspects which truly influence autonomous learners. according to vygotsky's approach, the learning process emphasized social interaction and collaboration as significant factors involving extensive use of learning environments. it facilitated students’ collaboration and interaction with pairs or larger groups, which have not been shaped by teacher-centered classrooms (kemala, 2016). conclusion the results of the research showed that all teachers already fostered alm in their virtual classroom with the different steps of autonomous learning. autonomous learning benefits in online learning to create motivated and reflected learners and develop communicative competence in second/foreign language learning. furthermore, the challenges of autonomous learning are teachers’ roles, students’ beliefs, and social perspectives on autonomous learning. although there are some challenges in implementing autonomous learning, alm could be a choice for learning models. autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 317 this study has limited the investigation of the benefits and challenges of 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(2017). the characteristics and methods of autonomous learning of higher mathematics. advances in social sciences, education and humanities research, 96, 1259-1263 the authors siti maulia rizki was born in kota bakti, 02 october 1992. she is an english teacher in mtsn 2 aceh besar. she has taught english for more than 8 years. she is passionate in education and a founder of “guru bahagia”, an online platform focusing on educational development. she finished her bachelor’s degree at islamic state university of ar-raniry, aceh majoring in english education in 2014. also, she completed her master’s degree in english education at syiah kuala university, aceh indonesia. she experienced some short course programs such as the asean india student exchange program (aisep) in 2016, life of moslem in germany (lmg) in 2017, and e-asean youth volunteer program (ayvp) in 2021. her research interest is in education, language teaching methods and approaches, and teaching english as a foreign language (efl). autonomous in online learning model: the benefits and challenges joall (journal of applied linguistics and literature), 8(2), 2023 319 siti sarah fitriani was born in medan, 24 august 1981. she is a lecturer at the english language education department of syiah kuala university, banda aceh – indonesia. she completed her bachelor’s degree majoring in english education at syiah kuala university in 2006. she finished her ph.d. program at the university of new england (une), armidale – australia. before taking her ph.d. candidacy at une, she had completed her master’s degree in applied linguistics at macquarie university, sydney australia. her research interest is in literacy, language teaching methods and approaches, including the use of genre approach for teaching english as a foreign language (efl), especially metacognition, and communicative language teaching generally. she has taught efl for more than 14 years at syiah kuala university, aceh, indonesia. sofyan a. gani is an english lecturer in english education department, teacher training and education faculty, syiah kuala university in banda aceh, indonesia. he was born in beureunuen, pidie, aceh. sofyan obtained his undergraduate degree(s1) from syiah kuala university in 1985, his master degree from the university of wales, uk, in 2003, while his doctoral degree (s3) from state university of jakarta (unj), indonesia in 2005. from year 1997 to 2000 sofyan had been assigned as the head of upt syiah kuala library. in year 2008-2016 sofyan was appointed as the head of the english education department of graduate program (s2), syiah kuala university. iskandar abdul samad is an alumnus of university of new england (une), australia. he completed his ph.d. degree at this university in 2015. his research interest is in language teaching methods and approaches, including the use of genre approach for teaching english as a foreign language (efl) and communicative language teaching generally. before completing his ph.d. at une, he had completed his master’s degree in applied linguistics at macquarie university, australia in 2007. he has taught english as a foreign language for more than 13 years at syiah kuala university, aceh, indonesia. he established a private foundation, rumoh bahasa, where he also teaches efl. iskandar is an avid reader and writer. he has attended and presented papers at national and international conferences and written books on teaching english for novice students. siti maulia rizki, et al. 320 joall (journal of applied linguistics and literature), 8(2), 2023 appendix interview guide a. teacher interview questions (advantages) 1. what is your perception about autonomous learning model? 2. do you think that students in this school are autonomous learners? why/why not? 3. what are the teacher and school preparations in implementing alm? 4. do you believe that alm encourages learner’s will and would allow the students to learn more effectively? 5. do you think alm made the students more motivated and reflected in learning?why/why not? 6. do you think alm creates students communicative competence especially in learning english in this covid-19 situation?why/why not? b. teacher interview questions (challenges) 1. what are the teacher’s roles in challenging the learner’s autonomy? do you give your students opportunities to develop learner autonomy? how? 2. is there any problem from the student in implementing alm? 3. do the environment and culture support the autonomous learning? 4. what are the challenges to allow learners to create their own goals? 5. what are the challenges to encourage learners to use their second language outside the classroom? 6. what are the challenges to raise students’ awareness of learning processes? 7. what are the challenges for learners to identify their own preferred styles and strategies? 8. what are the challenges to encourage learner choice? 9. what are the challenges to allow learners to generate their own tasks? 10. what are the challenges to encourage learners to become teachers? 11. what are the challenges to encourage learners to become researchers? journal of applied linguistics and literature, vol. 4(1), 2019 88 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.7384 students’ difficulties in translating english text 1arono; 2nadrah 1university of bengkulu, 2iain bengkulu corresponding author: arono@unib.ac.id abstract nowdays, there are many translation problems although software application to assist translation are available. the objectives of this research were to identify types of error in translation, students‟ difficulties in translating text, and factors which influence students‟ error in translating in english department of state institute for islamic studies bengkulu. this research used descriptive quantitative method. the results of this research showed that students‟ difficulties in translating english text, were elliptical errors (67.29%), idioms (87.5%), and textual meaning (73.54). the difficulties of students in translating were lack of vocabulary (87,50%), difficult translating islamic texts (75,00%), literary works (66,66%), and grammatical issues (62,50%). then, the factors affected students‟ error in translation were ignorance of ellipsis; unable to identify ellipsis, idiom, and lexical meaning; lack of strategy in translating ellipsis, idiom, and lexical meaning; translating words per word; most students lack a strong background on the content of the text. it was concluded that the students got three types of error in transalation, four points difficulties in translation, and six factors which influence the students‟ error in translation. keywords: translation, difficulties, and english text introduction translation is the transmission of a thought in a language to another language. it is a process which guides from written source language text into target language (pinchuck, 1977; wilss, 1982; newmark, 1991). it is also a bridge to understand the knowledge, science, textual material, and others. many learners do translation to understand text. however, they have difficulties in translating from english to indonesia or the vice versa even though software application to assist translation are available. some learners said that translation is difficult since the materials of translation are not suitable with the need of language learners, the activity of translation is boring, and the learners also lack of background knowledge about linguistic. they may do errors in translating some idioms and some words which are not familiar with their native language because the culture influences mailto:arono@unib.ac.id students’ difficulties in translating english text journal of applied linguistics and literature, vol. 4(1), 2019 89 language‟s expressions. as it is said by al-darawish (1983), general difficulties in doing translation are no two languages are exactly the same in term of phonological, morphological, lexical, syntactic, and semantic features. they are divergent in arrangement of sentences or syntax. that‟s why students find it difficult in translating of english into the target language then, another difficulty is to translate idiomatic expressions from english into the target language. as it is stated by baker (1992) there are two factors which make idiomatic expression translation in english difficult. first, the translators lack of equivalence of the target language. they do not know the acceptable translation of some words into target language since different languages express different linguistic features. the latter, culture specific idioms are also not easy for the students to translate into the target language. they may refer to specific items to that particular culture of the language. however, according to komissarov (1985), five aspects should be considered in idiomatic expressions such as figurative meaning, literal meaning, emotive character, stylistic register, and national coloring. figurative meaning tries to give meaning not based on the basic meaning of the words but imaginative meaning. the translators should be able to assess the figurative meaning in the sentences. then, literal meaning is the basic meaning or original meaning of the words. to look for the literal meaning is not as difficult as figurative language. emotive character means that whether the sentences providing positive, negative, and neutral meanings, whereas stylistic register is to notice whether the sentences are very formal, informal, slang or taboo. last, national coloring means proper nouns of something using nationality. those five aspects cause difficulty for students in translating. some studies related to translation have been reported such as suksaereseup and thep-ackrapong (2009) they show that the translators have problems in reading process of the source text and wrong lexical interpretation. this translation was done by thai students who translated from english to thai. then, sukmana (2000) also reported in her research that most students of sixth semester of english study program at university of bengkulu get poor achievement and none of them get good achievement in translating idiomatic expression. another research was also done by al zu‟bi (2018) which maintains that m.a students who take translation program in yarmouk and middle east university faced difficulties in translating. it was because their unfamiliarity with political expression and resorting to literal translation. moreover, ibrahim (2017) has conducted research about an investigation of difficulties of translation which faced by sudanese students in dongola university. his research aims were to find out kind of students‟ arono, nadrah 90 journal of applied linguistics and literature, vol. 4(1), 2019 difficulties in translation, introducing pupils‟ difficulties in detail, and how to overcome the problems. the data were taken from dongola university consisted of 30 students. questionnaire was used to take the data of the study. he reported that sudanese university students in college of education in the second semester find students‟ difficulties in translating because of grammatical categories, linguistic level, lexical items, and some differences between source language with the target language. whereas, another research also applied in m.a translation students in university of yarmouk and university of jordan entitled ‟difficulties efl jordanian university students encounter in translating english idioms into arabic. this research claims that efl students find it hard to translate idioms from english into suitable equivalent arabic in term of opaque and semi-opaque idioms from context. in detail, it can be showed that the index value of difficulties of appropriate translation was 0,472. it means that the students get difficulties in translating opaque idioms from english into arabic. then, they also face problems in translating semi-opaque idioms with index value of difficulties at 0,742. from this calculation, it demonstrates that the students get difficulties in translating semi-opaque idioms english to arabic at moderate level. it happened since they lack of knowledge of the target language cultural expressions, the gap between those two cultural languages and lack of attention due to english idioms in translation and english program (alrishan & smadi, 2015). furthermore, kohil (2005) also conducted research about students‟ difficulties in finding equivalent of translating idiomatic phrasal verbs from english into arabic. the purpose of her research was to explore how pupils‟ linguistic competence affects their translation process. in this investigation, twenty five third year students of english department in mentouri university of constantine were chosen randomly to respond a written translation test. the result of her research shows that the students make more incorrect compared to correct answer. they also encounter some problems when translating idiomatic phrasal verbs from english into arabic. these matters are caused by the lack of students‟ knowledge due to linguistic competence and literal meaning. however, those studies have not discussed deeply yet about students‟ difficulties in translating english texts. a considerable some research has investigated due to poor in translating idiomatic expressions. other also had conducted the study of translation difficulties viewed from grammatical categories, linguistic level, and lexical items. however, there is a little research related to type of error in translation, students‟ difficulties in translation, and factors which influence students‟ error in translation in state institute of islamic studies of bengkulu. therefore, additional studies on types of error and students‟ difficulties in translation as well as factors which students’ difficulties in translating english text journal of applied linguistics and literature, vol. 4(1), 2019 91 make students‟ error in translation are needed. the aims of this study are to identify types of error in translation, students‟ difficulties in translation, and factors which influence students‟ error in translation in english department in state institute of islamic studies of bengkulu. methods this research used descriptive quantitative method. gay (2000) said that descriptive research involves collecting data in order to answer questions concerning to the current status of the study. it was used to find out types of error in translation, students‟ difficulties in translation, and factors which influence students‟ error in doing translation. the population was sixth semester of english study program and sample of this research was 24 students english study program in state institute of islamic studies of bengkulu. the data of the research were collected by using test, questionnaire, and interview. the researchers applied test to identify types of error in translation, questionnaire to find out students‟ difficulties in translation, and interview to identify factors which influence students‟ error in doing translation. in collecting the data, the researchers conducted test and then spread questionnaire, and lastly interview the students with the prepared questions. then, the data were analyzed by using four alternatives options; they were always, often, seldom, and never which proposed by sugiyono (2007). these alternative options were used for analyzing questionnaire. meanwhile, in analyzing the test, the researchers used four steps: first, the students‟ work evaluated one by one; second, the students‟ translation errors were marked; third, the students‟ translation errors were grouped based on the types of errors; fourth, and calculating the percentage of errors made by using formula suggested by sudjana (1989). findings based on the research finding, it can be seen from the following table. table 1. percentage of students’ errors no types of errors number of total errors percentage of total errors 1 translating idioms 420 87,5% 2 translating ellipsis 323 67,29% 3 textual meaning 353 73,54% total errors 1096 from the table above, the most frequent error made by students is translating idioms that occur 420 times which equals to 87.05% of the total errors. the data of difficulties in translating idioms can be seen from the sentence “make a long story short”. the student‟s translation “buatlah cerita itu menjadi singkat”, whereas the acceptable translation is “berbicara langsung arono, nadrah 92 journal of applied linguistics and literature, vol. 4(1), 2019 pada intinya”. the students get confused the acceptable answer for the idioms “make a long story short”. then, it is followed by 73,54% with 353 number of error for textual meaning. the data shows from the example of the sentence „” the gardener waters the garden twice a day. the water is taken from the river.” the student translates the sentence into “tukang kebun mengairi kebun dua kali sehari. pengairan di ambil dari sungai”. the acceptable translation is “tukang kebun mnyiram kebun dua kali seminggu. air di ambil dari sungai”. the student still does not get the acceptable translation for that sentence. meanwhile, the percentage of translating ellipsis is the lowest percentage at 67, 29% with 323 number of error. it can be seen from the data of the sentence such as “sinta did not come to my birthday party, and neither did mike. the student translates into “sinta tidak datang ke pesta saya, mike juga”. the acceptable answer is “sinta tidak datang ke pesta saya, mike juga tidak datang”. the student still gets difficult an acepptable answer. table 2. percentage of students’ difficulties in translation no type of difficulties students frequency in option and percentage always % often % seldom % never % 1 lack of many vocabularies 21 87,50 % 2 08,33 % 1 04,17 % 0 0 2 translating islamic texts 1 04,17 % 18 75,00 % 5 20,83 % 0 0 3 translating literary texts 2 08,34 % 16 66,66 % 4 16,66 % 2 08,3 4% 4 the neceesity of grammar in translation 15 62,50 % 5 20,83 % 4 16,66 % 0 0 in this table, 21 students (87,50%) always find difficult to translate since they lack of english vocabularies. for instance, the sentence “the secretary strives to get promotion to be a directur” is translated into „sekreatris ingin mendapatkan promosi menjadi direktur”. the acceptable translation is “sekretaris berjuang untuk mendapatkan promosi menjadi direktur”. then, 18 students (75,00%) often find difficult in translating islamic texts. for example in the sentence “two of pilllars of islam are fasting and pilgrimage to mecca”. the student translates into “dua rukun islam adalah puasa dan ke mekkah”. the acceptable translation is “dua rukun isalam adalah berpuasa dan naik haji ke mekkah”. the student find hard to translate pilgrimage to mecca to acceptable translation. in addition, 16 students (66,66%) often feel difficult in translating for literary text. the students find it difficult to translate “the stars danced playfully in the moonlit sky”. the student‟s translation is “bintang-bintang menari dan bermai-main di angkasa”. the acceptable translation is “bintang-bintang menari main-main di langit di terangi cahaya bulan”. lastly, 15 students (62,50%) said that they always get difficulties in translation because of grammatical factor. for students’ difficulties in translating english text journal of applied linguistics and literature, vol. 4(1), 2019 93 example in the sentence “ rini is not going to shopping by herself, and her mother is not either”. the student‟s translation is “rini tidak pergi shopping sendirian, dan ibu juga”. the acceptable translation is “rini tidak pergi belanja sendirian, dan ibu rini juga tidak pergi sendirian.” the student got confuses to get acceptable translation because of grammatical structure of the sentence. table 3. some factors which influence students’s error in translation no factors which influence students in translation 1 ignorance in term ellipsis 2 can not identify ellipsis, idiom, and textual meaning 3 lack of strategy in translating ellipsis, idiom, and textual meaning 4 still translating word of speech 5 most students lack a strong background on the content of the text table three showed that there are five factors which influence students‟ error in translation. they are ignorance in term ellipsis, can not identify ellipsis, idiom, and textual meaning, lack of strategy in translating ellipsis, idiom, and textual meaning, still translating word of speech, most students lack a strong background on the content of the text. those factors make the students feel difficult to translate the sentences from english to indonesian. starting from factor 1 to factor 4, the example of the sentences have been mentioned in explanantion of table 2. the last factor is the students do not have enough background knowledge about the content of the text since the students can not comprehend certain fields of knowlegde. discussion the purpose of this study was to identify type of error in translating, students‟ difficulties in translating, and factors which influence the students‟ error in doing translation of english students of sixth semester in islamic studies of state institute of bengkulu. first is to identify type of error in translating. it can be seen from the finding in the table one above, there are three types of error made by students in translating; they are idioms, ellipsis, and adjustment of textual meaning. error in translating idioms has the highest percentage at 87,5% among three types of error in translation. it means that an idiom is the most difficult part for the students to translate. it is happened because idioms cannot be understood from the literal meaning of the words which they are composed; or they are difficult to understand from individual words (redman, 1997). for instance, the idiom in the sentence” don’t let keith upset you. he loves laying down the law but nobody takes him seriously.” the student answer is “jangan biarkan keith mengganggu kamu. dia suka membohongi hukum tapi tak seorangpun yang menganggapinya serius”. the correct answer is “jangan biarkan keith membuatmu marah. dia suka membawa-bawa hukum tetapi tak seorangpun menanggapinya terlalu serius.” from this example, it can be arono, nadrah 94 journal of applied linguistics and literature, vol. 4(1), 2019 seen that the student do not realize the underlined words idioms, and he/she translates the sentences word by word in target language. the translation is not equivalent to the target language. then, another example of idiom is in the sentence “the english grammar test was a piece of cake” the students translate into “tes tata bahasa inggris tersebut sulit”. the correct translation is “test tata bahasa inggris tersebut mudah”. the students also get difficult in translation the sentence “i am really feeling under the weather today”. they translate it into “ saya merasa cuaca tidak bagus hari ini”. the correct translation is “saya merasa tidak sehat hari ini”. from this example, it can be seen that the students do not realize the underlined words idioms. the translation is not equivalent to the target language. the students‟ difficulties in translation of idioms have been supported by baker (1992). baker said that the first difficulty found by the translators in translating idioms was the capability to identify and to differentiate idioms from non-idioms usage. idioms are sometimes impossible to recognize since modification can be done in idioms and can spread over a clause. this situation makes the students difficult to translate idioms in the target language. it is also supported by howwar (2013) that idioms are as part of mastering any languages and part of everyday language usage since idioms show linguistic and cultural boundaries which is able to communicate between cultures. because of the boundary of linguistic and culture may make the students hard to translate the idioms into indonesian. they may not predict the acceptable answer for the given idioms. it seems clear that idioms in translation are difficult for the students to find the appropriate of their translation. another error made by the students is textual meaning which has 13,69% lower than the percentage of errors in idioms. it can be said that the students still have difficulties in translating phrases. these phrases need adjustment of textual meaning. in this research, the researcher used two short texts which contain 7 phrases in the first text and 3 phrases in the second text. it can be seen from one of part the text such as “many poor countries have had bad experiences in recent decades when they tried to leapfrog into an industrial economy by importing steel mills and huge manufacturing plants.” the student translates the underlined phrase into “mencoba untuk mengulanginya”, whereas the acceptable answer is “.”mencoba masuk kedalam”. from this example, the student‟s answer has not been acceptable yet with the target language. most students made error not only in tranalating phrases but also in translating other sentences in the text. as it is supported by rachmadie (1988) textual meaning is the meaning that is determined by the text. the students should see context of the text in translating that phrase. students’ difficulties in translating english text journal of applied linguistics and literature, vol. 4(1), 2019 95 then, errors are also found in translating ellipsis with the percentagee 67,29%. the researchers prepared 10 sentences which contains ellipsis the students felt difficult to translate the ellipsis. for example, “true stories deal with anger, imaginary one with love”. the student‟s translation is “kisah nyata ada karena kemarahan, yang berimajinasi dengan cinta”. the correct translation is “ kisah-kisah nyata berkaitan dengan amarah, kisah imajinasi berkaitan dengan cinta”. another example is “ in the baseball game, our team scored four homeruns, the other team,only two”, the students‟ answer is “ dalam permainan baseball, tim kami memenagkan empat goal, dan tim lainnya dua gol”. the corrrect translation is “dalam pertandingan bisbol, tim kami mencetak empat goal, tim bisbol yang lainnya mencetak dua gol”. in this example, noun is omitted in underlined sentence. it made the students confuse in translating them. it is suggested for the students to repeat the noun to get acceptable translation in target language. it is stated by rachmadie (1988) ellipsis is a structural relation which one linguistic is omitted. the word omitted in the sentences may correct grammatically, but the students do not fully understand the sentence meaning because of that omission. it also contents that ellipsis is a case in which a structural gap is found or is completed by reference of related structure (halliday &hassan, 1976). this condition makes the students get confused how to translate ellipsis in appropriate answer. second, to identify students‟ difficulties in translation can be seen from the table two. most students find it difficult in doing translation because of lack of vocabularies. it can be seen from the table, twenty one students always find it the most difficult in translating because they need many vocabularies with percentage 87,50%. it is only two students at percentage of 08,33% said that they are often difficult to translate because of vocabularies, whereas only one student said that he seldom find it difficult to translate because of new vocabularies. the next difficulty is in translating islamic text with 18 students (75,00%) often find it difficult. next, it is merely one student (04,17%) said that he always gets difficulties in translating islamic text, while five students said that they are seldom in getting hard to translate islamic text. as ma‟mur (2006) asserts that students‟ problem in translating islamic text because of some reasons such as prophetic words do not have their appropriate meaning in english and some islamic texts are perhaps not well written since they are not written by writers of native language. moreover, it can be also seen from table two that literary texts are also difficult for the students to translate. two students (08, 34%) assert that they are always difficult to translate literary text. then, sixteen students at 66,66% said that they often find difficult in translating literary texts. meanwhile, four students (16,66%) seldom find it difficult in translating literary text, two students say that they never get difficult in translating arono, nadrah 96 journal of applied linguistics and literature, vol. 4(1), 2019 literary texts. in this part, they should know the meaning behind the words which are written by the writer. newmark (1991) said that literary texts contain figurative meanings which are difficult to translate to indonesia or vice versa. it is also supported by apostolatu and apostolatu (2012) in their paper that literature texts were problematic since they involve translating the metaphorical and figurative meaning of the texts. the other difficulty in translation is grammar. fifteen students (62,50%) always find it difficult to translate because of grammar. five students at 20,83% often find it difficult to translate because of translation, and only four students seldom get difficult in translation because of grammar. they do not know how to translate the sentences or the text well since they lack of mastering grammatical pattern of a language. when the sentences are complicated and long, they are hard to translate them well, (fahrurrozi, 2003). as it is proven by ibrahim (2017) in his research that students got difficulties in translating because of grammatical categories, linguistic level, lexical items, and some differences between source language with target language. lastly is to identify factors which influence the students‟ error in translation. it can be seen in the table three, there are five factors which made the students‟ error in translating. the students ignore term of ellipsis since they do not understand them. they also cannot identify ellipsis, idiom, and textual meaning. they have tried to translate them carefully, but they still got the unaccepteble translation. as stated by sukamana (2000), the students got difficulties in translating idioms because they don‟t kow the acceptable translation of them. after that, they lack of knowledge of strategy in translating ellipsis, idiom, and textual meaning in order to get equivalent meaning in the target language. moreover, they translate the text word by word in translation process. they do not pay attention to the whole context of the text. they also do not have strong background knowledge about the context of the text given to them. it is supported by newmark (1991) that in translating some texts, the students are influenced by translator knowledge of another language and knowledge of the context of the text. besides, accurate strategies are not used by the students to get approriate translation. they sometimes focus on word per word translation and they also often use paraphrasing and cultural substitution strategies to get acceptable translation (meryem, 2010). this condition makes them difficult to figure out the acceptable translation in target language. based on the discussion above, it is suggested for furher studies dealing with students‟ strategies in facing difficulties in translation ir order to have suitable translation in target languge. students’ difficulties in translating english text journal of applied linguistics and literature, vol. 4(1), 2019 97 conclusion and suggestion translation is one difficult subjects faced by the students of english study program in state institute of islamic studies of bengkulu. the students have made three kinds of error namely of idioms, ellipsis, and textual meaning in translation. besides, they find it difficult in translation because they lack of vocabularies, are difficult to translate islamic texts, get difficulty in understanding literary texts, and are difficult to translate the texts because of grammar. they are also influenced by some factors which made them error in doing translation. those factors are ignorance in term ellipsis, can not identify ellipsis, idiom, and textual meaning, lack of strategy in translating ellipsis, idiom, and textual meaning, still translating word of speech, most students lack a strong background on the content of the text. it is recommended for the students in translating the texts to see and understand the context of the texts before translating, to know the form of the pattern of the sentences in the texts, to study literary texts by consulting with the lecturers, to know the meaning of them, and to find better strategies in translating by reading some books or other sources related to strategies of translation. after analyzing the data, there are 4 types of grammatical cohesion found in the data namely reference, conjunctive system, substitution and ellipsis. in relation to the realization of grammatical cohesion, it can be seen that the reference (43%) which was the predominant of grammatical cohesive features used by in thai cave rescue news in the international newspapers compared to other types. in the reference, it was found that personal reference (89%) was the dominant one followed by a comparative reference (9%) and demonstrative reference (2%) which meant that every types or reference was found in this research. while conjunction (42%) took the second position with additive (48%), temporal (21%), adversative (9%), matter (6%), clarifying (5%), conditional (5%), varying (4%) and cause (2%) which meant that all types of conjunctions were not found in this study but only a few. the third one was substitution (10%) with nominal substitution (81%) and verbal substitution (19%) which meant that clausal substitution was not found in this research. then, ellipsis took the fourth or last position with the clausal ellipsis (84%) and nominal ellipsis (16%) which meant that verbal ellipsis was not found in this research. because this research is only focused on written text, it is also suggested that the further researchers are able to examine the grammatical cohesion in the spoken text. it can be used to explore deeper the use of ellipsis and substitutions since those types of grammatical cohesion are seldom found in the written text. arono, nadrah 98 journal of applied linguistics and literature, vol. 4(1), 2019 references alrishan, a & smadi, o. (2015). difficulties efl jordanian university students encounter in translating english idioms into arabic. journal of education and practice.6 (10). 124-133 al-darawish, h. (1983). arabizing university education in arabic, jerusalem, arab studies society. cited in hamdallah, r.,problems and approaches to translation with reference to arabic. language and translation.j.king saud university, 10. 23-38 al zu‟bi, i. (2018). difficulties that m.a students encounter in translating political expression from his majesty king abdullah‟s our last best chance. middle east : middle east university. retrived on 20 january 2018 from https://meu.edu.jo/librarytheses/5870a6efa6fcb_1.pdf apostolatu, r.c. & apostolatu, i. (2012). lingustic and cultural issues in translating negation in literary texts: a case study, mourning becomes electra, by eugene o’neil. paper presented at international conference: paradigms of ideological discourse. https://www.slideshare.net/aleeenafarooq/problems-in-translating baker, m. (1992). in other words; a course book on translation. london: routledge fahrurrozi. (2003). teknis praktis terjemahan. yogyakarta: teknomedia yogyakarta. gay, r.l. (2000). educational research. london: merril publishing company halliday, m., & hssan, h. (1976). cohesion in english. london: erward arnold. howwar, m. (2013). seeking the nature of idioms : a socio cultural study in idiomatic english and arabic meaning. international journal of scientific and research publications,3(2), 1-3 ibrahim, m.a.e. (2017). an investigation of difficulties of translation that face sudanese university students: a case study of college of education, dongla university. international journal of social science and humanities research. 5(3).587-601. kohil, h. (2009). investigating problems in translating english idiomatic phrasal verbs into arabic. m.a thesis. mentouri univerisity of constantine, algeria komissarov, v. (1985). the practival value of translation theory. babel. 34(1), 280-2813 ma‟mur, i. (2006). pijar-pijar pemikiran bahasa dan budaya. jakarta : diadit media. meryem, m. (2010). problems of idioms in translation, case study: first year master. mentouri university: constantine. newmark, p. (991). about translation. australia: multilingual ltd. https://www.slideshare.net/aleeenafarooq/problems-in-translating students’ difficulties in translating english text journal of applied linguistics and literature, vol. 4(1), 2019 99 pinchuck, i. (1997). scientific and technical translation. london: andre deutsch. redman, s. (1997). english vocabulary in use pre-intermediate and intermedidate. jakarta: erlangga. sudjana, n. (1989). penelitian hasil proses belajar mengajar. bandung: remaja rosdakarya. sugiyono. (2007). metode penelitian pendidikan. bandung : alfabeta. sukmana, w. (2000). the english – indonesian translation skills. university of bengkulu: unpublished thesis. suksaereseup, n. & thep-ackrapong, t. (2009). errors found in translation from english to thai. translation journal. 13(1). wilss, w. (1982). the science of translation: problems and method. tubigen, germany: gunter narr verlag. journal of applied linguistics and literature, vol 5(1), 2020 26 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.9739 language learning strategies employed by efl learners in a rural area yanik lailinas sakinah1; putu dian danayanti degeng2; sahiruddin3 universitas brawijaya1,2,3 corresponding email: yaniklailinas@gmail.com abstract learning strategy has been widely acknowledged to play an important role in foreign language learning to help the learners in improving language competence. however, studies about language learning in efl setting in various setting with different participants are still required as to provide a comprehensive representation of how language learning strategies are applied by l2 learners, particularly in an indonesian efl setting. this study aimed to examine what language learning strategies are used by efl learners who work as the local tour guide at national park of bromo tengger semeru /taman nasional bromo tengger semeru (tnbts), located in east java, indonesia. participants of this study were 33 english learners who work as local tour guide the instruments used was strategy inventory for language learning (sill) version 7.0 adapted from oxford (1990) consisting of 50 questions with 5 scale for each item. this study had a quantitative design as it dealt with the analysis of the numeric data collected from the questionnaire results and employed spss software as a tool to analyze descriptive statistics. the result showed that the most frequent strategy used was compensation strategy with mean value 3.64 and the least frequent strategy used was memory strategy with mean value 2.77. keywords: language learning strategies, local tour guide, national park of bromo introduction rubin (1975) as the pioneer researcher who concerns about the language learning strategy (lls) suggested examining what strategy successful second or foreign language learners use in detail. griffiths (2013) defined the lls is intentional behavior and thoughts used by the learner to help them in understanding, learning, and remembering new information. it is a kind of activity chosen by the learners for specific purposes in regulating their language learning. o’malley & chamot (1990) defined that learning will be language learning strategies employed by efl… journal of applied linguistics and literature, vol 5(1), 2020 27 organized, planned, monitored, and evaluated when the learners use strategies. accordingly, all the language learners need a good strategy to achieve the goals. learning strategy is an individual’s approach to an assignment, about how people think and act when they plan, execute, and evaluate the performance on the assignment and its outcomes (protheroe & clarke, 2008). moreover, foreign language is learned in many fields; formal, non-formal, and in informal setting. the english as foreign language (efl) learners who work as a local tour guide at national park of bromo tengger semeru /taman nasional bromo tengger semeru (tnbts) have different way in learning a foreign language. they learn english without tutor and they do not join any english course. inadequate facilities such as internet access, learning media and located in a rural areas become a challenge for them to keep learning. tnbts is an international tourism attraction and it is located in east java and one of big tourism attractions in indonesia. the local tour guide learns efl to fulfill one of requirements in guiding foreign tourists. according to researcher’s investigation, the local tour guide had been given a guide license card by the provincial government. they had conducted sequence test before guiding tourists. some who did not pass the test would follow a test in the next session. in this case, the researcher wants to know the preference learning strategies used to develop their english. gerami & baighlou (2011), su & duo (2010), dawadi (2017), and ghufron (2017) investigated the lls used by foreign learners in formal setting. the results showed that the learners used various strategies and implicated that the lls lead the learners to reach a good achievement in improving language skills. agreeing this, investigating the efl learners in different setting to provide the appropriate lls for improving the target language is required. language has a significant role in the communication and understanding between tourists and tourist facilities (al-saadi, 2016). the role of english as an international language would be a fundamental thing should prepare. president republic indonesia has a target to increase indonesian tourism about 20 million foreign tourists in 2019, in order to fulfill the target of foreign exchange (nusantara, 2018). for being successful in learning a language, the learners should be aware of learning strategies (o’malley & chamot, 1990). the lls has a significant part in the learning process of foreign language to assist the learners in improving language competence (oxford, 1990). oxford (1990) defined that there are two common strategies for language learning where both of them are interconnection. those are direct and indirect strategy. direct language is like the actor on the stage; play with the language itself in some of specific tasks and situations while indirect yanik lailinas sakinah, putu dian danayanti degeng, sahiruddin 28 journal of applied linguistics and literature, vol 5(1), 2020 strategy is like the management of learning in general. from those two classes common strategy, oxford (1990) divide them into six groups strategies. memory strategy, cognitive strategy, and compensation strategy are under the direct class. for indirect class there are metacognitive strategy, affective strategy and social strategy. from all strategies, oxford (1990) developed the strategy inventory of language learning (sill) questionnaire to know which strategy used by the learners in learning a language. bobanovic & randic (2008), lai (2009), salahshour & sharifi (2013), chang & liu (2013), wilujeng (2015), jiang & wu, (2016), (stracke & anam, 2016), (hadi, 2017), and shyr et al (2017) have scrutinized the lls used by efl learners which aim for knowing the specific lls used in improving the target language. these studies used sill questionnaire adopted from oxford (1990) to identify the most frequent strategy used. most of these studies were focused on language learning strategies in formal education in case of education needs and mostly they were students from urban areas. while nowadays, foreign language is needed in many fields, instance tourism field to (reddy, 2016). furthermore, widiyati (2017) and wongthon (2007) scrutinized the efl learners in tourism fields, however they have analyzed the need of prospective tour guide in acquiring english to speak with foreign tourist without knowing the most lls used by the learners. whereas, the appropriate lls is needed to be analyzed to assist the learners for attaining the target language. therefore, this study would investigate the lls used by efl learners from a rural area at tnbts to provide the lls’s variation as facilitation on their learning. methods research design in this study, the researcher used quantitative design, deal with questionnaire and the data would be analyzed based on descriptive statistics. in quantitative research the result is expressed in statistical terminology because the data are analyzed mathematically (latif, 2015). participants there were 33 participants as the sample who participated in this study. they are local tour guides at tnbts who guide foreign tourists and have already gotten an officially tour guide license card from east java provincial government. the participants were chosen randomly based on the official tour guides lists that are active as a tour guide and willing to be participant. instrument and data collection this study used strategy inventory of language learning (sill) instrument version 7.0 developed by oxford (1990). there were 50 questions containing language learning strategies employed by efl… journal of applied linguistics and literature, vol 5(1), 2020 29 5 points rating scale to value the frequency of the learners’ strategy use. the questionnaire sill was administered to know the frequently strategy used by the learners. the distribution strategy items in sill by oxford (1990) can be seen in the table below. table: 2 sill’s distribution questions strategy items question number a memory strategy 9 items 1,2,3,4,5,6,7,8,and 9 b cognitive strategy 14 items 10,11,12,13,14,15, 16,17,18,19,20,21,22 and 23 c compensation strategy 6 items 24,25,26,27,28, and 29 d metacognitive strategy 9 items 30,31,32,33,34,35,36, 37,and 38 e affective strategy 6 items 39,40,41,42,43,and 44 f social strategy 6 items 45,46,47,48,49, and 50 the participants graded the questionnaire based on the scale items from 1 to 5 where: 1 means never true of me. 2 means rarely true of me. 3 means sometimes true of me. 4 means usually true of me. 5 means always true of me. data analysis while in analyzing the data, the researcher used statistical for the social sciences (spss) software. the result of this study would be analyzed by using oxford classification strategy and defined them into three level of frequency. table: 3 classification of frequency of use classification frequency of use average score low never or almost never used 1.0 to 1.4 generally not used 1.5 to 2.4 medium sometimes used 2.5 to 3.4 high usually used 3.5 to 4.4 always or almost always 4.5 to 5.0 yanik lailinas sakinah, putu dian danayanti degeng, sahiruddin 30 journal of applied linguistics and literature, vol 5(1), 2020 classification frequency of use average score true of me adopted from oxford (1990) findings the instrument used to elicit indonesian tour guide’s language learning strategies at tnbts was strategy inventory language learning (sill) developed by oxford (1990). the cronbach’s alpha showed 0.945 demonstrating that this instrument showed very strong reliability. the normal distribution of the data was assessed through the value of skewness (s=1.33) and kurtosis (k=-.01) demonstrating that the data was normally distributed since the values were not greater than 1.96 or 2.58 (field, 2009). (field, 2009). based on the research data obtained, the researcher calculated the mean score for six english learning strategy used. the overall mean of each strategy score for all learners was shown in the table below. table: 4 the overall mean of each strategy minimu m maximu m mea n std. deviatio n ran k compensatio n 2.67 5.00 3.64 0.58 1 metacognitive 1.67 4.78 3.40 0.63 2 social 2.00 4.83 3.17 0.70 3 affective 2.00 4.83 3.12 0.57 4 cognitive 1.79 4.43 2.83 0.60 5 memory 2.00 4.56 2.77 0.53 6 it can be seen from the table above, the strategies that most frequently used by the local tour guide at tnbts was compensation strategy with mean score 3.64. after compensation strategy there was metacognitive strategy as the second strategy frequently used by a mean score 3,4. moreover, for the other strategies, such as memory, cognitive, affective, and social strategy were also used but they have a low mean score compared to the compensation and metacognitive strategy with 2.77, 2.83, 3.12, and 3.17 respectively. while the least frequently used was memory strategy, because the mean was about 2.77 only. there were six questions should be answered to represent the compensation strategy in the sill. the percentage in each question was explained by using charts below. language learning strategies employed by efl… journal of applied linguistics and literature, vol 5(1), 2020 31 18,31% 20,10% 15,52% 14,83% 16,94% 14,28% 0,00% 5,00% 10,00% 15,00% 20,00% 25,00% guessing gesturing new words without looking dictionary guessing next words phrasing compensation strategy most learners use a gesture or body language when they do not understand something in english during communication. it was about 13,30% of all participants claiming this way as a strategy. guessing was also the strategy under compensation strategy receiving 12,12% response of use by the learner when they did not understand about something in english. thus, gesturing and guessing were the best way for some learners when they felt difficult in learning english. this strategy brought an advantage to solve the lack of knowledge of the target language. the overall mean score from all learners was 3.1. it showed that the level of frequency for the learners were medium level. it means that almost all learners answered “sometimes true of me” on the questionnaire. the descriptive statistics of the language learning strategy used from sill would be displayed in the table below. table: 5 the descriptive statistics of the language learning strategy item strategy learners mean mo 1 think of relationships between what already know and new things that learned in english. 3.45 3 2 practice new english words in a sentence so can remember them. 3.09 3 3 connect the sound of a new english word and an image or picture of the word to assist in remembering the word. 2.84 2 4 remember a new english word by creating a mental picture of a situation in which the word might be used. 3.60 4 yanik lailinas sakinah, putu dian danayanti degeng, sahiruddin 32 journal of applied linguistics and literature, vol 5(1), 2020 item strategy learners mean mo 5 use rhymes to memorize new english words 1.90 2 6 use flashcards to remember new english words. 1.54 1 7 physically act out new english words. 3 3 8 review english lessons often. 2.81 2 9 remember new english words or phrases by remembering the location on the page, on the board, or on a street sign. 2.69 3 10 say or write new english words several times 2.57 2 11 try to talk like a native speaker 3.81 4 12 practicing the sounds of english 3.42 3 13 use the english words that know in different ways 2.54 2 14 start conversation in english 2.81 3 15 watch english language tv shows spoken in english or go to movies spoken in english 3.54 4 16 read for pleasure in english. 2.24 2 17 write notes, messages, letters, or reports in english. 1.96 1 18 first skim an english passage (read over the passage quickly) then go back and read carefully 2.51 2 19 look for words in first language that are similar to new words in english. 2.54 2 20 try to find the patterns in english. 2.87 3 21 find the meaning of an english word by dividing it into parts that can be understand 3.30 3 22 try not to translate word-for-word. 3.21 3 language learning strategies employed by efl… journal of applied linguistics and literature, vol 5(1), 2020 33 item strategy learners mean mo 23 make summaries of information that already heard or read in english. 2.36 2 24 understanding unfamiliar english words, make guesses 4 4 25 when can't think of a word during a conversation in english, using gestures 4.39 5 26 make up new words if do not know the correct ones in english. 3.39 3 27 read english without looking up every new word 3.24 3 28 try to guess what the other person will say next in english 3.69 3 29 if can't think of an english word, using a word or phrase that means the same thing 3.12 3 30 try to find as many ways as can to use my english. 3.42 3 31 notice my english mistakes and use that information to help me do better. 3.78 4 32 pay attention when someone is speaking english. 4.09 4 33 try to find out how to be a learner of english. 2.96 3 34 plan my schedule, then will have enough time to study english 2.66 3 35 look for people who can talk to in english. 3.57 4 36 look for opportunities to read as much as possible in english. 2.75 2 37 have clear goals in improving the english skills 3.93 4 38 think about the progress in learning english 3.39 3 39 trying to relax whenever feel afraid of using english 4 4 40 encourage self to speak english even when afraid of making a mistake. 4.12 5 yanik lailinas sakinah, putu dian danayanti degeng, sahiruddin 34 journal of applied linguistics and literature, vol 5(1), 2020 item strategy learners mean mo 41 give our self a gift, reward or treat when do well in english. 3.21 4 42 notice if be anxious or nervous when studying or using english. 3.36 3 43 write down the feelings in a language learning diary 1.66 1 44 talk to someone else about how it feel when learning english 2.39 2 45 if do not understand something in english, then ask the other person to slow down or say it again 4.24 4 46 ask speakers to correct when talk 3.33 3 47 practice english with other learners 2.33 2 48 ask for help from english speakers 3 3 49 ask questions in english 3.24 3 50 try to learn about the culture of english speakers 2.90 3 from the table above, based on the analysis of the frequently strategy used, gesturing strategy was the most frequently used. the mode in the item number 25 was 5. it means that, the most learners answered “always true of me” that was the highest grade in the sill questionnaire. gesturing strategy includes in compensation strategy from one of strategies in direct class strategy, the classification from oxford (1990). gesture or mime would be used by the learners at tnbts when they felt difficult in understanding something new in their target language when doing communication. the mean score was about 4.39, it showed that the learners were in the high level used, especially in gesturing strategy. in conclusion, 55,3% of all strategies in 33 participants used compensation strategy as the frequently used for acquiring the language. discussion compensation strategy is the direct strategy used to conquer knowledge limitations in four skills for learning and producing the target language (oxford, 1990). this strategy can be used for all language learners to help them in acquiring a language. several efl learners from different settings used this strategy as the most frequent strategy such as; chang & liu (2013), wilujeng (2015) and jiang & wu, (2016). most of the participants had mid to language learning strategies employed by efl… journal of applied linguistics and literature, vol 5(1), 2020 35 high level english proficiency efl learners. moreover, these results were in contrast to oxford (1990) which asserted that the compensation strategy is suggested for the beginner and intermediate language learners. in this paradigm, compensation strategy has a significant role to help the learners who are lack of knowledge concerning the target language both theoretically and practically. this could be reinforced by what oxford (1990) has asserted. yet, it is also useful for advance learners who occasionally do not understand an expression in the target language. therefore, compensation strategy is convenient to the all level of english proficiency. furthermore, those previous studies in line with the current study’s result where the compensation strategy become the most commonly used to assist the learners when they get difficulties in understanding or practicing the target language. indeed, the learners’ setting could influence the learners to choose the specific strategy. however, the current study showed the lls used by efl learners from a rural area and would give implication for english language learners in indonesia. it can be seen from the result that using gestures and guessing words became the most frequently strategies used. the learners were also encouraging their self to speak english even when anxious of making a mistake. this can be interpreted that their language skills still need to be developed by using or adding new strategies to achieve the best results by mastering as both theoretical and practical. besides, it also gave an implication that the learners would be more active and self-regulated because they have limited classroom contact hours with the english tutor except of limited access and facilities to support their learning. the more proficient learners used more language learning strategies (oxford,1990). lai (2009) and bobanovic & randic (2008) scrutinized that the lls used efl learners who had high level proficiency would use more strategies. they used metacognitive strategies and cognitive strategies for the highest frequently used. it was also showed that compensation strategy gets a lower frequency comparing with metacognitive and cognitive strategy. this proves that compensation strategy is mostly used for the language learners who has lack of knowledge and do not mastering the theories as well. therefore, guessing, gesturing or body language, and mime would help them to overcome the problems. in addition, it was similar to a study which is conducted by chang & liu (2013) that the compensation strategy was also employed by the learners among efl university freshmen. this strategy was mostly used by the learners who has low level english proficiency. in this study, the researcher also compared with the learner’s motivation. it has a highly significant from the frequency of strategy use and had positive correlation with their motivation. in compensation strategy the learners enable to use the target yanik lailinas sakinah, putu dian danayanti degeng, sahiruddin 36 journal of applied linguistics and literature, vol 5(1), 2020 language for comprehension or production whereas has limitation in knowledge. in this case, when the learners do not know the grammar or loss the vocabulary the different way may be used to deliver the message. however, the current study shows that the learners must use various language learning strategies, not only applying the compensation strategy but also the other strategies. it also gives a recommendation for the government to give sustainable english training to the efl learners who work as a local tour guide, due to increase their skills for guiding tourists. through this study, the provincial government can have empirical data to conduct training for those who have been selected as tour guide and for those who have not. because the findings reveal that the efl learners at tnbts need to improve their learning strategies to achieve the target language expertly. therefore, the quality of the guide will be much better and have a good impact for indonesian tourism. conclusion and suggestion based on the result of the sill questionnaire analysis, the local tour guide at tnbts implemented compensation strategy to achieve the goal of learning. in overall result gesturing and mime strategies in compensation was the highest frequently used. almost all of learners used this way to avoid misunderstanding and to overcome the problems if they faced some difficulties in the target language. it was implicated that the tour guides do not have much theoretical knowledge towards the target language. therefore, the learners tend to use guessing and body language for solving the problems while acquiring the target language. to conclude, there should be a training, workshop or kind of english short course for the local tour guide at tnbts to improve the strategies used and mastering the target language. at last, the researcher give suggestion to the provincial government for not only ask them to get official license of tour guiding but also give sufficient input knowledge to get the best result in guiding foreign tourist by mastering the language both theoretically and practically from training education and short course. in addition, the lls used by foreign tour guide may need to be conducted in wide and more samples to make the english learning strategies more variable. references al-saadi, n. 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(2007). learning english outside the classroom : case study of tuk-tuk drivers in phranakhon si ayutthaya 1. international education journal, 8(2), 433–448. https://doi.org/http://iej.com.au journal of applied linguistics and literature, vol 5(1), 2020 11 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.9063 the language choice of chinese community in medan: a sociolinguistics study vivi adryani nasution1, niza ayuningtias2 universitas sumatera utara1,2 corresponding email: vivi.adryani@usu.ac.id abstract this study aims to describe the manifestation of language choice and the dominant factors of determining language choice among chinese community inter-ethnic and intra-ethnic relations in medan. this study used descriptive qualitative method emphasized on a multiethnic and multilingual chinese community background. the sociolinguistic theory of language choice focused on the domain features involving family and occupation domains was used as the basis of this study. it applied miles and huberman technique for analyzing the data and the bungin formula for calculating the data. of the 80 respondents, the results of the questionnaire showed that the hokkien sub-ethnic was the dominant sub-ethnic in medan compared to other chinese sub-ethnicities. the manifestation of language choice in the domain of family and occupation especially in inter-ethnic relation is dominated by vernacular language, especially hokkien language although respondents come from non-hokkien ethnic. however, indonesia language becomes the main language used related to intra-ethnic relation. in addition, the dominant language choice factor is influenced by chinese participant’s cultural backgrounds similarity. keywords: chinese community, domain, language choice, medan, sociolinguistics introduction medan is one of heterogeneous cities in indonesia. one of the heterogeneities can be seen from the amount of vernacular languages and ethnicities in medan such as melayunese, bataknese, karonese, acehnese, padangnese, javanese, chinese, and so on. people in medan use indonesian language as national language. however, the heterogeneity of vernacular languages is still used as language choice for daily interactions of each ethnic community member one of them is the chinese community. chinese community in medan is one of ethnic communities in medan that plays an important role in the economy of medan. based on the census of population in 2000 and 2010, chinese community in sumatera utara consists of 353.259 and 340.325 people in mailto:vivi.adryani@usu.ac.id vivi adryani nasution, niza ayuningtias 12 journal of applied linguistics and literature, vol 5(1), 2020 respectively . in an interview with mr. tomi wistan as the secretary of indonesian-tionghoa association (inti), based on the 2019 election in medan, 15% of the voters were chinese. however, since 2010 there has not been any data update regarding to the amount of chinese population in sumatera utara particularly in medan. the chinese community is not a homogeneous community. they also differ in culture, political orientation, and economic background. in culture, chinese community consist of sub ethnic communities such as hokkian, hakka, konghu, tiociu, khek, hai lo hong, hokciu, and many more. each of the chinese sub ethnic communities has their own vernacular language used by the members of the sub ethnic community to communicate to each other and to other sub ethnic community members. the hokkian chinese sub ethnic community has the most members. based on the first survey in several chinese community members in medan, the interaction among hakka, kanton, konghu, tiociu and other sub ethnic fellow in chinese community or also called inter-ethnic and sometimes sub-ethnic have to choose the hokkian language to communicate because hokkian is the chinese sub-ethnic community that has the most members so the hokkian language dominates other chinese sub ethnic languages. in a book titled ―tionghoa medan, komunitas paling kontroversial di indonesia‖, it is stated that ―the main characteristic of medanese chinese is speaking in a very typical hokkian language‖ (setiawan, 2018). from the excerpt of the book, it can be concluded that the majority of chinese community members in medan use hokkian language in inter-ethnic relations, and hokkian language in medan has its own characteristics, often called medanese hokkian. if two or more languages are used alternately by the same speaker, then it can be said that those languages are in contact with each other. in the language contact among bilingual society, language phenomenon as an object of sociolinguistics study is often found, such as language choice. this language choice results a language mixing phenomenon. the birth of language choice and language attitude phenomenon is caused by the speaker having two languages to use alternately, as seen in chinese community in medan that can be categorized as bilingualism. the language phenomenon that possibly occurs as the result of language contact in sociolinguistics is called bilingualism (chaer & agustina, 2004). bilingualism is the use of two languages alternately by a speaker in their contact with other people (mackey, 1962). language choice as a social phenomenon is not only influenced by linguistic factors but also external factors. language choice is closely related to the situation of the speaker’s social community. the difference in age, and level of education can affect people’s language choice in their the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 13 communication with other people. other than that, the situation in which the conversation happens also affects how a language will be used. according to fasold, language choice is a person in bilingual or multilingual community speaking two or more languages and has to choose which language to use (fasold, 1984). to see the choice and the use of language in speakers, domain theory is needed. domain is a term created by joshua fishman. he defines domain as an abstract illustration of sociocultural from communication topics, relations between communicators, and where the communication takes place according to the social structure of the speakers. certain social factors, speakers, social context of the conversation, functions and topics of the conversation are important in the consideration of language choice in different kinds of speakers (fishman, 1972). the meeting of one individual with other individuals that have different or same language background in a conversation can create many variations of language use. this makes the speaker choose which language to use according to the context or situation of the conversation. based on the multilingual phenomenon in multicultural society like the chinese community above, this study is entitled ―the language choice of chinese community in medan: a sociolinguistics study‖ a study related to language choice in chinese community has also been done by chong shin, ―the chinese community in west kalimantan: a review of language choice in sekadau city‖. this study describes the condition of language choice of chinese community in sekadau city, west kalimantan. in sekadau, there are three main ethnics, malay, dayaknese, and chinese. the chinese community consists of two sub ethnic communities, khek (majority) and hoklo (minority). there are 12 languages used in sekadau, but the 4 dominant languages used by the chinese community in sekadau are indonesian, malay language with sekadau dialect, khek and hoklo. this study used sociolinguistics theory focused on social determination involving family, society, religion and culture domain. the result of the study shows that sekadau, khek and hoklo languages are dominantly used in chinese communities. on one hand, indonesian language is used in formal situation meanwhile malay language with sekadau dialect is used in informal situation. on the other hand, related to religion activities, the language used depends on the religion of the society. the christian chinese mostly use indonesian language, but konghu chinese use konghu language. furthermore, for cultural occasions, such as wedding ceremony, they use mandarin (shin, 2007). wulan in her study titled 城市化进程中城市新移民的语言选择—以长 沙位列, new language choice of urban migrants in urbanization process – a case study in changsha city. the study shows that new migrants in cities vivi adryani nasution, niza ayuningtias 14 journal of applied linguistics and literature, vol 5(1), 2020 come from urbanization and promoting the urbanization process. due to the difference in immigration place, the dialect of new migrants in the city varies greatly. in order to be more adaptable with urban life, they have to face different communication objects in different communication situations. language social prestige and language attitude, individual needs and language ability of new migrants in cities affect the language choice of new migrants in cities. after conducting questionnaire survey, observation and interview in changsha city, there are four kinds of language used by new urban migrants: a shift of local dialect to local dialect in the area, mandarin, and third local dialect. moving out from local dialect refers to the birth place of the new urban migrants. moving to local dialect refers to the dialect of the city where the new migrants live and work. mandarin is a standard language of modern chinese promoted to the entire chinese community. the third local dialect language refers to new city shifts besides emigration and immigration. the dialects of other regions which are still owned by the community. the third local language hardly ever been used in daily life (吴 岚, 2018). methods the type of study is a field study. the method used in the study is descriptive-qualitative method. the data collection is conducted by observation, questionnaire, and interview. the method of data collection is also conducted by using sudaryanto method namely involved conversation observation technique (sudaryanto, 2015). in this case, the researcher participated in the conversation and scrutinized the conversation through interview. the participation of the researcher is active flexible and the result of the interview uses recording technique. the data collection technique applied is purposive accidental sampling. purposive accidental sampling technique is where the data is obtained randomly or choosing an individual or group to meet in the appointed location (mahsun, 2005). participants respondents of the study are 80 chinese people domiciled in medan aged 15-60 years old. there were 69 female and 11 male. 42 respondents are bachelor degree. 63 respondents are multilingual, mastering foreign, vernacular and national languages. instruments the main instrument of the study is questionnaire distribution and unstructured interview. the determination of informants is based on ethnic, age, education level, vernacular language and foreign language spoken. in the questionnaire there are questions related to family and accupation the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 15 domains. each question consists of 6 answer choices and respondents can choose more than one answer and add their own answer based on their actual condition. respondents can also write down the reasons choosing the answer. data analysis procedures the result of the collected questionnaires uses data analysis technique by miles and huberman. the three steps of data analysis are data reduction, data presentation and conclusion (miles & huberman, 1992). the data calculation uses bungin formula (bungin, 2008). findings from 80 questionnaires, the data are obtained as shown by table 1: table 1. the amount of chinese sub ethnic respondents in medan sub ethnics number of respondents number % hokkian (hk) 45 56.3 tiociu (tc) 14 17.5 konghu (kh) 11 13.7 hakka (ha) 5 6.2 hai lho khong (hlh) 3 3.7 hok chio (hc) 1 1.3 khek (k) 1 1.3 total 80 100 from 80 respondents, 7 chinese sub ethnic communities are found. table 1 shows that 56.3% of the dominant sub ethnic community are hokkian. followed by tiuciu and konghu sub ethnic communities. whereas hakka, hai lo khong, khek, and hokciu are the minorities. the result of the questionnaire shows that the hokkian sub ethnic community dominates other sub ethnic communities in medan. likewise said by the secretary of inti medan, mr. tomi wistan and mr. setiawan, that the majority of chinese ethnic sub-groups in medan are hokkien. table 2. the comparison of the amount of chinese sub ethnic language mastery sub ethnics hokkian (hk) number of respondents vernacular language mastery non vernacular language mastery hokkian (hk) 45 43 2 tiociu (tc) 14 6 8 konghu (kh) 11 4 7 hakka (ha) 5 4 1 vivi adryani nasution, niza ayuningtias 16 journal of applied linguistics and literature, vol 5(1), 2020 sub ethnics hokkian (hk) number of respondents vernacular language mastery non vernacular language mastery hai lho khong 3 3 (hlh) 1 hok chio (hc) 1 1 khek (k) 1 1 table 2 shows the incompatibility of the amount of sub ethnic community members with the amount of native vernacular language mastery. it can be seen in the table that there are 14 of tiuciu sub ethnic respondents, but only the 3 of them master the tiuciu sub ethnic language. same goes to respondents of konghu and hakka sub ethnic community. meanwhile in hai lo hong, khek, and hokciu, the sub ethnic community members can no longer speak in their native vernacular language, they switched their language use to hokkien language. based on table 2, it can also be seen that there are 2 respondents that do not master the hokkien language. from the result of the interview, it is stated that the two respondents do not master the vernacular language because their parents no longer use the vernacular language, instead they use foreign language such as mandarin or english for daily conversation especially in the family domain, causing the foreign language become their first language and indonesian language become their second language. this is also supported by their entry to international school that uses foreign language as the first language, the use of vernacular language is not advisable in the school environment. discussion the discussion of language choice of chinese community in medan is focused in family and occupation domain a home is where the family gathers so the use of minority language or vernacular language starts at home. and at work is where the majority of chinese community socializes with multi ethnics or intra-ethnics, so it can be seen what language is going to be used in inter-ethnics and intra-ethnics communication. family domain table 3. language choice of family domain at home answers selected answers total respondents (%) a hk 43 53,8 tu 2 2,5 ha 2 2,5 the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 17 answers selected answers total respondents (%) kh 3 3.8 k 0 0 hc 0 0 hlh 0 0 b bi 6 7.5 c m 2 2,5 e 0 0 d hk/bi>hk 12 15 hk/bi>bi 1 1,2 tu/bi>tu 1 1,2 ha/bi>ha 2 2,5 kh/bi>kh 1 1,2 e hk/m>hk 2 2,5 hk/m>m 1 1,2 f bi/m>m 1 1,2 bi/m>bi 1 1,2 total 80 100 based on table 3, if compared with language choice in which the language use focuses only in one sub ethnic language between tu, ha, kh language, tu, ha, kh chinese sub ethnic community still choose their native vernacular language in family domain although there is only a few of them. based on table 2, the respondents of khek, hokciu, and hai lo hong sub ethnics community no longer use their vernacular language and they use hokkian language instead. as can be seen in table 3 the language choice of hk has the highest percentage, the language choice of hokkian dominates other sub ethnic languages because a half of non-hokkian sub ethnic community switched their language to hokkian, indonesian, and mandarin. if viewed in terms of comparison of the use of two languages between vernacular language and indonesian language, they are hk/bi>hk 12 respondents; tu/bi>tu 1 respondent; ha/bi>ha 2 respondents; kh/bi>kh 1 respondent. the use of hk and mandarin language (m) also shows that hk language is more often used in family domain, but the use of indonesian language and mandarin language has equal comparison. based on the result of the interview with non-hokkian sub ethnic respondents, most parents do not use the sub ethnic native language to communicate with their children. the reason of not using the sub ethnic native language to their children is because most of their parents can no longer speak or no longer fluently speak in their native sub ethnic language too, other than that, the parents assume that their environment is dominated vivi adryani nasution, niza ayuningtias 18 journal of applied linguistics and literature, vol 5(1), 2020 by hokkian sub ethnic community and many of non-hokkian sub ethnic community have switched their language to hokkian language. therefore, in order to ease their communication and interaction with other chinese community, they choose hokkian language to be their first language in communication. this makes hokkian language become first language in most of 6 other chinese sub ethnic community. table 4 the language choice when discussing about education with children/ parents at home answers selected answers total respondents (%) a hk 34 42,5 tu 3 3.7 ha 4 5 kh 3 3.7 b bi 4 5 c m 2 2,5 d hk/bi>hk 14 17.5 hk/bi>bi 4 5 tu/bi>tu 3 3.7 ha/bi>ha 2 2,5 kh/bi>kh 2 2,5 e hk/m>hk 1 1,2 hk/m>m 1 1,2 f bi/m>m 2 2,5 bi/m>bi 1 1,2 total 80 100 table 5 the language choice when discussing about personal stuffs with children/parents at home answers selected answers total respondents (%) a hk 32 40 tu 5 6,2 ha 6 7.5 kh 4 5 b bi 6 7.5 c m 2 2,5 d hk/bi>hk 11 13.7 hk/bi>bi 3 3.7 tu/bi>tu 2 2,5 ha/bi>ha 2 2,5 kh/bi>kh 2 2,5 the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 19 answers selected answers total respondents (%) e hk/m>hk 1 1,2 hk/m>m 2 2,5 f bi/m>m 1 1,2 bi/m>bi 1 1,2 total 80 100 as seen in table 4 and table 5 containing the language choice when discussing about education and personal stuffs with children/parents at home, if viewed in terms of language use that focused in only one language, it is the vernacular language. the use of vernacular language still dominates due to the habit, especially at home, because the home is where the participants feel more free and relaxed so they will choose the language that fits to the situation. if viewed in between the use of two languages such as vernacular language and indonesian language (bi) or mandarin (m) when discussing about education and personal stuffs, also shows that vernacular language is the most frequently used language. indonesian language is used when there are things or words that cannot be expressed with the vernacular language. mandarin language is used if the parents or children use mandarin language to communicate with each other at home, rather than the vernacular or indonesian language. occupation domain table 6 the language choice in the communication with chinese co-workers in the office answers selected answers total respondents (%) a hk 40 50 tu 0 0 ha 0 0 kh 0 0 k 0 0 hc 0 0 hlh 0 0 b bi 11 13,7 c m 3 3.7 e 2 2,5 d hk/bi>hk 12 15 hk/bi>bi 4 5 e hk/m>hk 2 2,5 hk/m>m 1 1,2 f bi/m>bi 2 2,5 vivi adryani nasution, niza ayuningtias 20 journal of applied linguistics and literature, vol 5(1), 2020 answers selected answers total respondents (%) bi/m>m 1 1,2 bi/e>bi 2 2,5 total 80 100 based on table 6, the language choice of chinese community in medan in their interaction with their chinese co-workers in the office is hokkian language. there found none of the non-hokkian sub ethnic community uses their vernacular language, this is caused by most of the chinese community in medan have mastered the hokkian language although they are not a native hokkian. in order to ease the communication between chinese community members, hokkian language is chosen as the first language in the office. besides, choosing the vernacular language in interacting with chinese fellow gives familiarity impression. there also found respondents who choose to use indonesian language, the reasons of choosing indonesian language are (1) the respondents want to keep the professionalism in the work environment and tolerate other non-chinese co-workers when they are around, (2) there are some respondents that do not speak their vernacular language fluently so they prefer using indonesian language for communication. the foreign language choice also occurs such as mandarin (1) as an alternative language for respondents and their interlocutors who cannot speak in the vernacular language and (2) to practice the fluency of their mandarin language skill. english (e) is used when the respondent is working in a work environment that requires english. table 7 the language choice in the communication with chinese leaders in the office answers selected answers total respondents (%) a hk 27 33.7 b bi 16 20 c m 3 3.7 e 2 2,5 d hk/bi>hk 9 11.3 hk/bi>bi 11 13.8 e hk/m>hk 3 3.7 hk/m>m 2 2,5 f bi/m>bi 3 3.7 bi/m>m 2 2,5 bi/e>bi 2 2,5 total 80 100 the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 21 based on table 7, hokkian language still dominates the language choice and language use. based on the result of the interview, this is caused by using vernacular language with the leaders in the office gives familiarity impression and eases the communication and interaction with the leaders, but the use of vernacular language only occurs in informal situations, not in formal situations or meetings. if the frequency of the use of hk language is compared with the use of indonesian language, it only has a slight difference because the respondents want to keep the professionalism in the work environment and to give an impression of respect to the leader. table 8 the language choice in meetings answers selected answers total respondents (%) a hk 0 0 tu 0 0 ha 0 0 kh 0 0 b bi 73 91.3 c m 2 2,5 e 2 2,5 d bi/m>bi 1 1,2 bi/m>m 1 1,2 bi/e>bi 1 1,2 total 80 100 based on table 8, it can be seen that meetings are formal situations and there are some participants that come from different backgrounds in the meeting. hence, indonesian language is used as the first language. this corresponds with the position of indonesian language as national language that functions to connect people with different ethnicity and cultural background in in indonesia. the reason of the language choice that refers to the use of two languages such as bi/m>bi; bi/m>m; bi/e>bi is because of the location factor that allows respondents to use mandarin or english followed by indonesian language. table 9 the language choice in the communication with chinese co-workers in social media answers selected answers total respondents (%) a hk 39 45,4 b bi 9 12 c m 1 1,3 e 2 2,7 vivi adryani nasution, niza ayuningtias 22 journal of applied linguistics and literature, vol 5(1), 2020 answers selected answers total respondents (%) d hk/bi>hk 12 16 hk/bi>bi 7 9,3 e hk/m>hk 3 4 hk/m>bm 1 1,3 f bi/m>bi 2 2,7 bi/m>m 1 1,3 bi/e>bi 3 4 total 80 100 table 10 the language choice in the communication with chinese leaders in social media answers selected answers total respondents (%) a hk 35 40 b bi 11 14,8 c m 2 2,7 e 1 1,3 d hk/bi>hk 12 16 hk/bi>bi 14 18,7 e hk/m>hk 1 1,3 hk/m>m 1 1,3 f bi/m>bi 1 1,3 bi/m>m 1 1,3 bi/e>bi 1 1,3 total 80 100 based on table 9 and 10, the language choice in social media with both chinese co-workers and chinese leaders is also dominated by hk language. habit and familiarity are the main reasons of choosing vernacular language in social media. although hk dominates other languages, based on the interview respondents also often mix it with bi. can be said that, indonesian language plays an important role in overcoming miscommunications in the delivery of meaning. social media in here refers to written communication media. based on the interview with the respondents, in written communication there are quite many miscommunications occur in the delivery of meaning by using vernacular language such as hk language, because hk language is categorized as a homograph language, where the lexical relations between words has the same writing but different pronunciation and meaning. hk language is a language that has intonation to distinguish meanings, but hk language does not have particular alphabets as written language so that the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 23 sometimes in written communication in social media the participants have to guess the meaning of the written words. due to the unavailability of particular alphabets in chinese sub ethnic languages, the use of indonesian language is needed to reduce miscommunications. table 11 the language choice in the communication with non-chinese fellows in the office answers selected answers total respondents (%) a v 0 0 b bi 73 90,7 c m 2 2,7 e 2 2,7 d bi/m>bi 1 1,3 bi/m>m 1 1,3 bi/e>bi 1 1,3 total 80 100 the participant or the difference in ethnicity background proves that indonesian language is the main language used in intra-ethnicity communication with co-workers/leaders at work. mandarin and english has small percentage, because not all respondents-participants can use and speak in the language. place and situation factors also affect the use of those foreign languages and when to use them. none chinese respondents choose vernacular language (v) to communicate with non-chinese. it is quite difficult to find non-chinese community mastering chinese vernacular language. conclusion and suggestion the manifestation of language choice in inter-ethnicity relations of chinese community in medan in family and occupation domain is dominated by vernacular language notably hokkian language. although the respondents are from different chinese sub ethnic community but the dominant sub ethnic language used is hokkian language. based on the result of the interview with respondents, there are 56 non-hokkian sub ethnic community members aged less than 60 years old that are passive and no longer speak their own vernacular language such as hakka, konghu, tiuciu, and other sub ethnic languages. this caused by parents that no longer use and teach their vernacular language because their environment, medan, is dominated by hokkian sub ethnic community. therefore, in order to make the children blend and communicate well with their chinese fellows, hokkian language is chosen as their first language and mother tongue in the majority of chinese community in medan. besides using vernacular vivi adryani nasution, niza ayuningtias 24 journal of applied linguistics and literature, vol 5(1), 2020 language, mandarin language is also used as an alternative language in inter-ethnicity relations. followed by indonesian and english in certain condition, participant, place, and topics. the manifestation of language choice in intra-ethnicity relations of chinese community in medan is indonesian language. this caused by the significant difference of ethnicity backgrounds and the speakers who speak only indonesian language as their first language in intra-ethnicity communication. furthermore, in medan, there is no vernacular language that can be chosen as a main language for daily communication in intraethnicity relations other than indonesian language. in this study, it can be found that chinese community in medan are multilingual speakers, so in their interaction, chinese community in medan will choose the language that correspondents to the factors of language choice. based on the factors of language choice stated by ervin-tripp in social interactions (grosjean, 1982), namely (1) setting (time and place) and circumstance, in this case this refers to the location notably house and office; informal and formal situations. informal situation refers to family domain at home. formal situation refers to the office. although the respondents are in working situation where indonesian language should be dominating as a formal language, but due to habit and familiarity factors they choose to use vernacular language, hokkian language; (2) participants in interaction. due to the cultural background similarity, chinese community in medan choose to use vernacular language with family, co-workers and leaders; (3) topics. it can be said that the chinese community in medan are used to use vernacular language in various conversation topics and; (4) the interaction function. if seen from the dominance of hokkian language in family and occupation domain then the main factor in this study is the similarity of the participants’ cultural background. it has been such a habit in the life of chinese community that vernacular language is used in every occasion, particularly with their chinese fellows. if they have to choose between using vernacular language and indonesian language to use in daily life, the chinese community in medan prefers their vernacular language, hokkian. this shows the function and position of the vernacular language is higher than indonesian language. on the other hand, this shows that the language maintenance is high. although some of the chinese sub ethnic community members switched their language to hokkian, but as an alternative to keep using their vernacular language, they use hokkian language to adapt with the dominant sub ethnic community. the language choice of chinese community… journal of applied linguistics and literature, vol 5(1), 2020 25 acknowledgment this research was funded by talenta universitas sumatera utara nomor: 4167/un5.1.r/ppm/2019, 1 april 2019. references bungin, b. 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(2018). 城市化进程中城市新移民的语言选择—以长沙位列. 黑河学刊, 240(6), 1. https://doi.org/10.1017/cbo9781107415324.004 1 the effect of teachers’ direct and indirect feedback on student’s writing ability yuli latifah1, bambang suwarno2, irma diani 3 123english education postgraduate program bengkulu university, indonesia e-mails: yulilatifah22@gmail.com, wdsaraswati@gmail.com, irmabengkulu @yahoo.com this study is intended to find out any difference in effectiveness between direct and indirect feedback on students’ writing ability. the design was quasi experiment. the population consisted of the students of the x class of senior high school 4, rejang lebong, curup, indonesia. the samples comprised 32 students in group 1 and 32 students in group 2. the instrument was a writing test. in the data analysis, the researcher used the normality, homogeneity, and t-test.these were calculated and analyzed by using spss 20. the tests consisted of pre-test and post-test. in post-test, there was no significant difference between groups on all aspect. there were two results of this study. firstly, in the post test there was a difference of mean score between experiment group 1 and experiment group 2. in general ability, in group 1 increased by 15.59. meanwhile, the group 2 increased by 2.60. this indicated that there was an effect of indirect feedback on students’ writing ability. from t-test calculation, t-count was 3.274 which ttable was 1.670. it showed that t obtained was bigger than t-table (3.274 > 1.670). h0 was rejected and h1 was accepted. in other words, indirect feedback technique was effective on students’ writing ability. based on the data analysis, the indirect feedback technique was positively effective in increasing on students’ writing ability, on general writing ability. there were also significant differences between both groups in the writing ability aspects such as organization, language use and vocabulary. keyword: writing, indirect feedback, direct feedback, experimental study. penelitian ini bertujuan untuk menemukan perbedaan efektivitas antara respon langsung dengan respon tidak langsung pada kemampuan menulis siswa. penelitian ini menggunakan quasi eksperimen. populasi dari penelitian ini adalah seluruh siswa kelas x di sma n 4, rejang lebong, curup, indonesia. sampel penelitian ini terdiri atas 32 siswa dari group 1 dan 32 siswa dari group 2. instrumen yang digunakan adalah tes menulis. dalam menganalisis data, peneliti menggunakan normality, homogeniti, dan t-test. mereka dihitung dan dianalisis dengan menggunakan spss 20. tes terdiri dari pre-test dan post-test. ada dua hasil dari penelitian ini. pertama, ada perbedaan skor rata-rata antara kelompok eksperimen group 1 dan kelompok eksperimen group 2. dalam kemampuan secara umum, peningkatan skor dari kelompok 1 adalah 15,59. sementara itu, grup 2 meningkat sebnyak 2,60. ini menunjukkan bahwa ada pengaruh umpan balik tidak langsung pada kemampuan menulis siswa. dari perhitungan t-test, nilai t-hitung adalah 3,274 dan t-tabel adalah 1,670. ini menunjukkan bahwa t yang diperoleh lebih besar dari t-tabel (3,274> 1,670). dapat disimpulkan bahwa h0 ditolak dan h1 diterima. dalam kata lain, teknik umpan balik tidak langsung efektif pada kemampuan menulis siswa. kedua, ditemukan bahwa motivasi menulis siswa juga meningkat setelah pelaksanaan perlakuan. berdasarkan analisis data, teknik umpan balik tidak langsung secara positif efektif dalam meningkatkan kemampuan menulis siswa. pada kemampuan menulis umum, ada juga perbedaan signifikan antara kedua kelompok dalam aspek kemampuan menulis seperti organisasi, penggunaan bahasa dan kosa kata. keyword: menulis, umpan balik tidak langsung, umpan balik langsung, penelitian eksperimen. mailto:yulilatifah22@gmail.com, mailto:wdsaraswati@gmail.com, mailto:wdsaraswati@gmail.com, mailto:dank_aron@yahoo.com 2 introduction writing is one of the activities that form art. it has ability to describe and to explain about opinion or idea in our brain. it gives new information to readers about knowledge him or herself but also can tell about characters of a writer without meeting the writer. moreover, writing as communicative process; the students can express their feelings, their opinions, or their ideas to the reader. their writing will be read by the reader. the reader can know about writing quality of someone. so, to make good writing, the writer or the students must know the process of writing. astuti (2013) states that many grammatical mistakes are made in their writing such as spelling, fragment, run ones, concord, punctuation, and organization. it makes the students confused. they do not really know how to correct their mistakes in their writing work. as a result, the students do not make any progress in writing skills. according to adas and bakir (2013), there are many reasons that causing difficulties in writing of second language learners. those are: (1) lack of students‘motivation and teachers‘interests. (2) learners have limited vocabulary of second language. therefore, students end up repeating the same words; this hinders creativity. and then (3). english language learners don‘t use invented spelling and their written texts are restricted to words which they know. (4) then, the present tense is the only tense used in their writing. (5) the students‘writing is difficult to understand because of the illstructured sentences in composition. and also, (6) students are unwilling to share their work with other students and they don‘t get the suitable feedback. (7)the last, when the learners read their writing aloud, they couldn‘t distinguish whether what they read or write is right or wrong. riani (2016) found that in order to solve the students’ difficulties in writing. teachers can modify their assessment in correcting students’ work. direct and indirect feedback is believed to contribute in improving student’s writing ability. jamalinesari (2015) found his study that direct feedback was more effective than indirect feedback. the students can find error on their writing quickly. so direct feedback method can used by teacher. eslami (2014) said that implementation of indirect method of error correction will necessarily call for sufficient linguistic knowledge possessed by students to self correct errors and also getting used to self edit their own text. using indirect feedback strategies may strongly demand somewhat focused error correction especially with low-level-of proficiency learners.utami (2012) found that teachers’ direct feedback improved the students writing skill in a short period and also teachers’ direct feedback need a long time in the class with a low proficiency level. as stated by sokolik (2003), there are four principles of teaching writing. the principles are understanding students’ reason for writing, providing many opportunities for the students to write, making feedback helpful and meaningful, and clarifying how the students’ writing will be evaluated. the first principle is understanding students’ reason for writing. it is about the importance of both teacher and students’ goals. teacher needs to understand and convey goals to the students so that the students can apply the writing skills that 3 they learn. the second principle is providing many opportunities for the students to write. since writing is in part a physical activity, the teacher should give more practice for the students in the learning activities and the practice itself should provide different types of writing. by practicing more, the students can construct correct english words and also sentences. the third principle is making feedback helpful and meaningful for the students. in writing, students need feedback from their teacher. teacher should give clear feedback to the students in which the students understand the vocabulary or symbol that is used by the teacher. if it is necessary, teacher can discuss the feedback with the students in the class so that the students can see the errors on their writing. in this way, the students can learn from their mistakes and be more aware of making errors. the last principle is clarifying how the students’ writing will be evaluated. the teacher should give an evaluation which is clear for the students such as how important creativity or originality of ideas is; how important following a particular written format is; how important grammatical accuracy is; how important that the assignment include recently taught material is; and how important accuracy is in spelling and punctuation. besides, the teacher needs to make a scoring rubric so that the students know what kind of aspects and requirements that will be assessed in writing. feedback as an exact word is the teachers offer new information or specific information to their students that related about process in learning teaching. a crucial question is what this feedback should look like. a feedback type commonly used in classroom is corrective feedback: the marking of a student‘s error by the teacher. recently, there has been quite some disagreement in the academic field on the benefits of this kind of feedback on learners‘written output. feedback is defined as teacher's input to a writer's composition in the form of information to be used for revision (keh, 1990). it is also defined as information provided by teachers to help students trouble-shoot their performance (nicole and macfarlane, 2006). i would define it as teacher's response to students' writing in the form of oral or written comments that aim to help them improve their writing performance. feedback has an important role in teaching technique that is given by teacher. however, feedback is important to increase students‘learning process, this statement similar with aghajanloom et al (2016) said that a clear implication of the study is that written corrective feedback types (specially unfocused direct corrective feedback) should be emphasized as an essential tool for developing writing ability of intermediate efl learners. its mean that, the teacher should give students the appropriate feedback to achieve the goal of feedback itself. the aim of feedback is to deliver students with perception that helps them to increase their writing, the students can learn more not only know new vocabulary but also they can memorize verb 2 that form irregular or regular verb. then, they can arrange word by word with good grammar. according to lewis (2002: 3-4), feedback has several purposes such as; a. feedback provides information for teachers and students 4 teacher able to get information about the students progress and directly is a form of evaluation for the teacher teaching. for the learners, feedback is ongoing form assessment which is more focused on the progress rather than value or marks. by highlighthing strengths and weakness, the comments provide information about individual progress, unlike marks or rank. and then compare one student with another. the comments can give direction about language, by stating a rule or giving an example. b. feedback provides students with language input illustrate how language is used in a communication. that is why it is important, to extend student’ language by writing comments in language use. in this way, the students can learn new vocabulary and structures in structures in context. c. feedback is a form of motivation feedback can encourage the students to learn and to use english language for the best the students’ ability. as the teacher find out more about the students like as encouragement can take personal situations report. d. feedback provides students with advice about learning the teachers can provide students with more than simply description of their language use. comments can be made for the students in learning process. e. feedback able to lead students toward autonomy. one long term purpose of feedback is to lead to the point when they can find their own mistakes. direct feedback is offered when the teacher writes the correct form on the student’s paper, while indirect error feedback is offered when the teacher indicates the location of the error on the paper by underlining, highlighting or circling it with providing the correct form (lee, 2004). ferris and roberts (2001) said indirect feedback is a type of written feedback in which teacher indicates an error has been made by students on their writing, but the teacher does not offer or provide the correct form of the error. the teacher only gives correction on students’ writing. indirect corrective feedback is commonly presented by giving indicators. the indicators may be in one of four ways: recording in the margin the number of errors in a given line, using a code to show where the error has occurred and what type or error it is or underlining or circling the errors. ferris and roberts (2001) said indirect feedback is a type of written feedback in which teacher indicates an error has been made by students on their writing, but the teacher does not offer or provide the correct form of the error. the teacher only gives correction on students’ writing. indirect corrective feedback is commonly presented by giving indicators. the indicators may be in one of four ways: recording in the margin the number of errors in a given line, using a code to show where the error has occurred and what type or error it is or underlining or circling the errors. therefore, it needs to find the effective method between direct or indirect feedback used by teacher in encouraging student to do good writing by posing four questions: (1) is there any difference in effectiveness between direct and indirect feedback on students’ writing ability? (2) is there any difference in effectiveness between direct and indirect feedback on students’ writing ability in the aspect of content? (3) is 5 there any difference in effectiveness between direct and indirect feedback on students’ writing ability in the aspect of language use? (4) is there any difference in effectiveness between direct and indirect feedback on students’ writing ability in the aspect of vocabulary? method this research use, the reseacher conducted a quasi experimental research design because according to gay (2000: 367) experimental research was the only type of research that can test hypotheses to establish cause and effect relationship. the design of this research was as follow groups pretest treatments posttest (e1) y1 x1 y2 (e2) y1 x2 y2 note: e1 = experimental group 1 e2 = experimental group 2 y1 = pre-test y2 = post-test x1 = using indirect feedback x2 = using direct feedback the participant of this research were all the students x of senior high school namely was there were 137 students. the researcher used cluster sampling. the sample of this research consist of the students of two classes, which are selected after pre-test. the sample of this research was the students of x1 (social science class) were 32 and x2 (social science class) were 32, the total sample 64 students table 1 : sample of the research no class total 1. x1 (social science class) 32 students 2. x2 (social science class) 32 students the instrument of this research was a writing test. students’ scores are rated by two (2) raters. the scores from two (2) raters are validated by using product moment formula: note: r count is compared with r table if r count was greater than r table then there was a correlation between r1 (the score from rater 1) and r2 (the score from the rater 2). then, the scores are averaged. if r count was less than r table then scoring is repeated. there were four stages for these research procedures; (a) planning is including the drafting and preparation of study design to obtain data, such as the researcher gave pretest for the students to write a recount text. (b) pre-test, before started to give a treatment, the researcher gave a pre-test to the students. the purpose of pre-test was to know the students writing ability. first, the researcher gave the theme past experience and the students write it on their sheet. (c) treatment gave through direct and indirect feedback for at least 8 meetings. in treatment, the researcher gave steps in direct and indirect feedback. the researcher explained about recount text materials. then, the researcher asked the students to write down recount text. (d) post-test was given after the treatment to the students. posttest was given at the end of treatment to know the improving writing ability of recount text and two classes. the researcher gave the post-test and the posttest test was same with the pre-test test. after the researcher gave post-test, the writing test are checked and scored. researcher calculated the test and analyzes it by using the formula state in the data analysis. the researcher generalized the data based on the analysis. (e) report writing, the researcher wrote the result of comparison between indirect and direct feedback after did pre-test, treatment, and post-test. findings and discussion the result and findings from this research, the first phase was finding 6 students’ scores are rated by two (2) raters. the scores from two (2) raters are validated by using product moment formula: table 2. validation of scores group rcount rtabel result indirect feedback pre-test 0.414 0.2461 valid indirect feedback post-test 0.451 0.2075 valid direct feedback pre-test 0.859 0.2075 valid direct feedback post-test 0.583 0.2075 valid based on the table above, r count was compared with r table, so the result rcount was greater than rtable then there was a correlation between r1 (the scores from rater 1) and r2 (the scores from the rater 2). then, the scores are averaged. its mean that, scores of the two raters on the pre-test and post test had statistically significant correlation. the second phase, the reseacher checked the correlation between two interraters of writing test before the reseacher gave the result of pre test and post test. on pretest, the pearsons’ correlation revealed for experiment group 1 (indirect feedback) r= -0.105, p= 0.567 and also in experimental group 2 was r = -0.105, p = 0.567. it means that the scores of two raters on the pretest had significant correlation. on the posttest result, the pearsons’ correlation revealed for experiment group 1 (indirect feedback) r= 0.558, p= 0.001 and also in experimental group 2 was r = 0.558, p = 0.001. it means that the scores of two raters on the pretest had statisticaly significant correlation on the post test. a. result of pre-test and post-test in overall aspect the result of pre-test was calculated by using the formula of f value. from the f value calculation, f obtained was smaller than f table (0.579 < 3.996), in other words, both sample have equal variances. thus, analysis was continued by using the ttest for equal variances. the result of pre-test for experiment group1 was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.127 < 46.194). and experiment group 2, χ2 obtained was smaller than χ2 table (0.111 < 46.194). the result of post-test for experiment group 1 was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.127 < 46.194). and experiment group 2, χ2 obtained was smaller than χ2 table (0.111 < 46.194). from the calculation, it was found that score of experiment group 1 was 60.29 and experiment group 2 was 62.11. the following hypothesis (this hypothesis for the research question number one is reviewed: there is no a significant difference in student’s total score average between the class that uses direct feedback and the class that uses indirect feedback. then, there is a significant difference in student’s total score average between the class that uses direct feedback and the class that uses indirect feedback. from t-test calculation for total pretest, the value of t-count was -0.513 and t-table was 1.670. it showed that t obtained was smaller than t-table (t-count < t-table; -0.513 < 1.670). based on the explanation above, the differences between the two groups were small. briefly, these two groups have similar ability and therefore those groups can be accepted as the sample of the research. based on the result, in order to to analyze the pre-test and post-test result the score of experimental group 1 and experimetal group 2 were compared by using t-test was used to see whether the treatment could improve students’ writing ability or not. from t-test calculation for total post test, the value of t-count was 3.274 and ttable was 1.670. it showed that t obtained was bigger than t-table (t-count > t-table; 3.274 > 1.670). it can be concluded that h0 was rejected and h1 was accepted. in other words, there was a difference in post-test score average between the 7 experimental group 1 and group 2. shortly, this research showed that indirect feedback can be effective for students’ writing ability. b. difference on performance aspects 1. content aspect score analysis the result of pre-test for group 1 was calculated by using the formula of normality test. for group 1, χ2 obtained was smaller than χ2 table (0.263 < 46.194). and group 2, χ2 obtained was smaller than χ2 table (0.208 < 46.194). thus, the data from both groups were normal. table 3. homogeneity test the result of post-test for experiment group 1 was calculated by using the formula of normality test. from the chi square value, χ 2 obtained = 0.210 dan χ 2 tabel = 46.194 (χ 2 hitung < χ 2 tabel ; 0,210< 46.194) it can be concluded that the post test score distribution is normal, and experiment group 2, χ2 obtained was smaller than χ2 table (0.271 < 46.194). table 4. homogeneity test the result of post-test was calculated by using the formula of fvalue. from the f-value calculation, the f-count was 3.138, whereas the ftable was 3.996. it means that f-count was smaller than f-table (3.138 < 3.996. in other words, both samples have equal variances. the following hypothesis (this hypothesis for the research question number two point b) is reviewed. in the pre test result before the reseacher gave treatments were there was no a difference in student’s score average for content aspect between the class that uses direct feedback and the class that uses indirect feedback. however, in the post test after treatments were there was a difference in student’s score average special for content aspect between the class that uses direct feedback and the class that uses indirect feedback. it can be concluded that h0 was rejected and h1 was accepted. based on the summary on table 11, indirect feedback was effective for the whole aspect of writing ability. table 5. content pre-test result class mean score t-count t-table difference remark e1 68.75 -0. 089 1.670 no significant difference two tailed α = 0.05 e2 69.14 note : e1 : experiment group 1 e2 : experiment group 2 from t-test calculation, the value of t-count was -0.089 and t-table was 1.670. it showed that t obtained was smaller than t-table (-0.089 < 1.670). based on the explanation above, the differences between the two groups were small. briefly, these two groups have similar ability and therefore those groups can be accepted as the sample of the research. based on the summary on table 10, indirect feedback was not effective yet for pre test result. from the pre-test result, the effectiveness between experiment group 1 and experiment group 2 have not looked yet because the students forgot of generic structure or language features from the text. table 6. content post-test result clas s mean score t-count t-table difference remark e1 84.77 3.138 1.670 significant difference two tailed α = 0.05 e2 71.48 note : e1 : experiment group 1 e2 : experiment group 2 from the calculation, it was found that mean score of experimental group 1 was 84.77 and the mean score of experiment group 2 was 71.48. thus, the analysis was continued by using t-test formula for equal variances. from t-test calculation, the value of t-count was 3.610 and t-table was 1.670. it showed that t obtained was smaller than t-table (t-count > t-table; 3.610 > 1.670). it can be concluded that h0 was rejected and h1 was accepted. in other levene's test for equality of variances f sig. .257 .614 levene's test for equality of variances f sig. 3.138 .081 8 words, there was a difference in post-test score average between the experimental group and control group. based on the summary on table 11, indirect feedback was effective for the whole aspect of writing ability. 2. language use aspect score analysis in order to answer the third problem or research question 2(b), the researcher analyzed the result of language use aspect score analysis of pre-test. the result of pre-test for experiment group was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.190 < 46.194). and experiment group 2, χ2 obtained was smaller than χ2 table (0.169 < 46.194). then the result of pre-test was calculated by using the formula of f value. from the f value calculation, the f obtained was smaller than f table (1.445 < 3,996), in other words, both sample have equal variances. thus, analysis was continued by using the t-test for equal variances. table 7. homogeneity test of language use pre-test the following hypothesis (this hypothesis for the research question number two point b) is reviewed. in the pre test result before the reseacher gave treatments were there was no a difference in student’s score average for language use aspect between the class that uses direct feedback and the class that uses indirect feedback. however, in the post test after treatments were there was a difference in student’s score average special for language use aspect between the class that uses direct feedback and the class that uses indirect feedback. it can be concluded that h0 was rejected and h1 was accepted. its mean that, indirect feedback was effective for the whole aspect of writing ability. table 8 language use pre-test result group mean score t-count t-table difference remark e1 54.69 -1.072 1.670 no significant difference two tailed α = 0.05 e2 59.38 note : e1 : experiment group 1 e2 : experiment group 2 from t-test calculation, the value of t-count was -1.072 and t-table was 1.670. it showed that t obtained was smaller than t-table (t-count < t-table; 1.072 < 1.670). based on the explanation above, the differences between the two groups were small or not significant briefly, these two groups have similar ability. table 9. language post-test result note : e1 : experiment group 1 e2 : experiment group 2 from the calculation, it was found that mean score of experimental group 1 was 70.70 and the mean score of experimental group 2 was 60.94. from ttest calculation, the value of t-count was 2.773 and t-table was 1.670. it showed that t obtained was smaller than t-table (t-count > t-table; 2.773 > 1.670). the result language use post-test score was used to find out maximal score, minimal score, and mean score from both groups that can be seen in the following table. it can be concluded that h0 was rejected and h1 was accepted. in other words, there was a difference in posttest score average between the experimental group 1 and experiment group 2 in other word. its mean that, indirect feedback was more effective than direct feedback. levene's test for equality of variances f sig. 1.445 .234 group mean score t-count t-table difference remark e1 70.70 2.773 1,670 significant difference two tailed α = 0.05 e2 60.94 9 3. vocabulary aspect score analysis the result of pre-test for experiment group was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.191 < 46.194). and experiment group 2, χ2 obtained was smaller than χ2 table (0.228 < 46.194). then the result of pre-test was calculated by using the formula of f value. from the f value calculation, the f obtained was bigger than f table (0.062<3.996 ). in other words, both samples have no equal variances. table 10. homogeneity test of vocabulary pre-test the result of post-test for experimental group 2 was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.168 < 46.194). and experiment group 2, χ2 obtained was smaller than χ2 table 0.173 < 46.194). the result of post-test was calculated by using the formula of fvalue. from the f-value calculation, the f-count was 0.539 whereas the ftable was 3.996. it means that f-count was smaller than f-table (0.539 < 3.996. in other words, both samples have equal variances. table 11. homogeneity test of vocabulary posttest the following hypothesis (this hypothesis for the research question number two point (c) is reviewed. in the pre test result before the reseacher gave treatments were there was no a difference in student’s score average for content aspect between the class that uses direct feedback and the class that uses indirect feedback. however, in the post test after treatments were there was a significant difference in student’s score average special for content aspect between the class that uses direct feedback and the class that uses indirect feedback. it can be concluded that h0 was rejected and h1 was accepted. based on the summary on table 17, indirect feedback was effective for the whole aspect of writing ability. in order to answer the last problem or research question 2c, the researcher analyzed the result of vocabulary score analysis of pre-test. the result was compared in the following table. table 12. vocabulary pre-test result group mean score t-count t-table difference remark e1 57.42 -0,102 1,670 no significant difference two tailed α = 0.05 e2 57.81 note : e1 : experiment group 1 e2 : experiment group 2 thus, analysis was not continued by using the t-test for equal variances.from t-test calculation, the value of t-count was -0.102 and t-table was 1.670. it showed that t obtained was smaller than t-table (t-count < t-table; 0,102 < 1.670). based on the explanation above, the differences between the two groups were small or not significant briefly, these two groups have similar ability. the result vocabulary post-test score was used to find out maximal score, minimal score, and mean score from both groups that can be seen in the following table. table 13. vocabulary post-test result group mean score t-count t-table difference remark e1 71.88 2.133 1,670 significant difference two tailed α = 0.05 e2 61.72 note : e1 : experiment group 1 e2 : experiment group 2 thus, the analysis was continued by using t-test formula for equal variances. and t-table = 1,670. t –count = 2.133 and t-table = 1,670 from t-test calculation, the value of t-count was 2.133 and t-table was 1.670. it showed that t levene's test for equality of variances f sig. .062 .804 levene's test for equality of variances f sig. .539 .465 10 obtained was bigger than t-table (t-count > t-table; 2.133 > 1.670). it can be concluded that h1 was accepted and h0 was rejected. in other words, there was a significant difference in post-test score average between the experimental group 1 and experiment group 2. shortly, this research was successful and showed that applying indirect feedback could improve students’ writing ability at the second grade of sma negeri 4 rejang lebong. discussion as previously mentioned, the main purpose of this research was to find out differences in effectivenes between direct and indirect feedback on students’ writing ability. based on the data analysis, the findings are;the reseacher found that the pre-test should that there was no significant differerences between experiments group 1 and experiment group 2 .however, in the post-test, there was significant between experiment group 1, experiment group 2. it’s mean that the reseacher could answer for number one that was indirect feedback was more effective than direct feedback. in this research the researcher discusses about three aspects in writing ability such as, content aspect, language use aspect and vocabulary aspect. from the result, there was significant difference in mean score between the experimental group 1 and experimental group 2 for all aspect. for the second questions, the reseacher found that the result of post test from experiment group 1 and group 2 was different. the hyphothesis from the result was h1 was accepted and then h0 was rejected because the score from experiment group 1 that uses indirect feedback was higher than group 2. its show that if indirect feedback was more effective than direct feedback in writing ability of content aspect. the reseacher found the same result for language use aspect. in here, the result showed the students’ score in experiment group 1 was bigger than students’ score in group 2. its mean that h1 was accepted and h0 was rejected. the reseacher concluded that indirect feedback was more effective than direct feedback to increase the students’ writng ability. the reseacher could answer the last question that indirect feedback was more effective than direct feedback in writing ability of vocabulary aspect. the reseacher found in this research, the scores from students that used direct feedback in group 2 was smaller than the scores’ students in group 1. however, in the treatment stages, when the students wrote the text there were some students were noisy, and also they wrote slowly. it made their writing was not maximal. beside that some students were passive in class and it caused of some factors, such as they were not confident enough to their text. most of them were afraid of making mistakes. sometimes, the teaching learning process was also dominated by several students only. furthermore, after some treatments, the researcher found that the students can understand more about their writing after the researcher gave indirect and direct feedback. the students got treatment that used indirect feedback more active to ask the reseacher about the circling symbol on their paper and then, this technique was more encourage the students to revise their writng so that the students could increase their writng. on condition that the students’ got indirect feedback from the reseacher, they found that indirect feedback given was clear enough. moreover, the symbols that used were also comprehensible and they were satisfied with it. then, the thing that they liked the most from indirect feedback was they would be able to know their mistakes that they made in their writing. it was significantly helpful for the students to improve their writing. besides, after receiving indirect feedback the students were motivated to revise their writing. the students wanted to decrease the correction or the sign on their writing that was given by the reseacher. additionally, the result of this research also clarified some theories and ideas from the expert. the result of this research was also similar to the result of 11 some previous study. the finding of this study seems to support the theories that there was a significant between indirect feedback and direct feedback. in general, indirect feedback was more effective than direct feedback to improve students’ writing ability or its aspects of writing. conclusion this study aimed to find out whether there was a significant difference on writing ability between students at the tenth grade students of sma negeri 4 rejang lebong who were taught by using indirect feedback and that were taught using direct feedback. some conclusions can be drawn. based on the findings and discussion it could be concluded that, first, indirect feedback was more effective than direct feedback and increasing students’ writing ability. this increasing may result from the types of feedback that encourages learners to know and understand their mistakes so that the students tried to learn independent and they became actively asked questions for the researcher. moreover, the students became more aware of their errors. in addition, the students felt motivated and challenged after receiving the indirect feedback from the reseacher. secondly, indirect feedback was more effective to improve the students’ writing ability in the content aspect. it was proven by the scores differences between two groups in the post test scores. the result of post-test analysis showed that it means indirect feedback was more effective than direct feedback. thirdly, from result of statistical calculation of indirect feedback was more effective than direct feedback in the language use aspect. its means that indirect feedback was more effective than direct feedback. furthermore, from result of statistical calculation of indirect feedback was more effective than direct feedback in the vocabulary aspect. the overall conclusion is that, in each aspect of indirect feedback was more effective than direct feedback. references adas, d & ayda, b.(2013). writing difficulties and new solution: blended learning as an approach to improve writing abilities .international journal of humanities and social science, 3(9), 255. astuti, puji a. (2013).the effectiveness of peer feedback to improve the writing ability of the tenth grade students of sma kanisius harapan tirtomoyo in the academic year of 2012/2013 (skripsi). pend. bahasa inggris, universitas yogyakarta. indonesia. ellis, r.(2008). a typology of written corrective feedback types. elt journal, 28(2), 97-107. eslami, e.(2014). the effects of direct and indirect corrective feedback techniques on efl students’ writing. procedia-social and behavioral sciences, 98.445-452. ferris, d., & roberts, b. (2001). error feedback in l2 writing classes. how explicit does it need to be?. journal of second language writing. 10(3), 161184. jamalinesari, a & friends.(2015). the effect of teacher-written direct vs indirect feedback on students’ writing. procedia-social and behavioral sciences, 192.116-123. gay, l.r & peter a. (2000). educational research: competencies for analysis and application. (6thed). lee, i. (2008). understanding teachers ’written feedback practices in hong kong secondary classrooms. journal of second language writing, 17, 69-85. sokolik, m. (2003). writing. in d. nunan (ed.), practical english language teaching. new york, ny: mcgraw hill. utami, u (2012).improving students’ writing skill through teacher’s direct feedback in sma n 1 jogonalan.skripsi. pend. bahasa inggris, universitas yogyakarta, indonesia. 12 journal of applied linguistics and literature, vol 4(2), 2019 162 joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7607 kinds of questions making efl students learn: students’ perception mushoffan prasetianto1 universitas brawijaya1 corresponding email: m.prasetianto@ub.ac.id abstract interactions in the classroom play an important role because learning occurs in the interactions between more knowledgeable person and less knowledgeable person. interactions in the efl classroom can be seen as a dialogic activity in which the lecturer raises questions to the students. this study attempted to uncover the types of questions which can make students learn. the participants of the study were the lecturer and students of language learning assessment course. the data of this study were the students’ perceptions on what kinds of questions make them learn and lecturer’s verbal questions. the results of the study show that there are four kinds of questions raised by the lecturer, namely analogy, optional, convergent and divergent questions. from those kinds of questions, divergent questions can make students learn because those questions drive students to have a discussion in which students can interact each other. keywords: questions, make students learn, content course introduction english is considered as a foreign language in indonesia. it implies that the learners lack exposure of english in their environment. newspapers, television and radio programs are rarely written or spoken in english. thus, the language input that the learners get is only in the classroom. whereas, in the classroom students learn the four skills and the time to learn english at school is limited, so teachers need to encourage students to learn english themselves outside the classroom. however, a classroom is still the main place where teaching and learning occur. it consists of the interaction of students and a teacher. sert and walsh (2013) confirmed that classrooms are institutional settings where learning and teaching practices manifest themselves in interactions between students and teachers. in efl classroom, the teacher acts as one of resources for the students since the students mostly get language input in the http://dx.doi.org/10.33369/joall.v4i2.7607 kinds of questions making efl students learn: students’ perception 163 journal of applied linguistics and literature, vol 4(2), 2019 classroom. renandya (2012) found that teachers have a resource role when the students need a help. rohmah (2002) argued that the conversation and instructional exchanges between the teacher and the students are the best contribution of students’ skill training. students can learn by interacting with the teacher in the classroom. the teacher creates communicative situation to achieve the curricular objective (mohtar and yusoff, 1997). interactions in the classroom play an important role because learning occurs in the interactions between more knowledgeable person (the teachers) and less knowledgeable person (the learners). sunggingwati and nguyen (2013) suggested that interaction with more knowledgeable or capable others helps children construct an understanding of the construct. an interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people. duron et al. (2006) found that questions can be used to stimulate interaction between the teacher and the learners. the teacher can interact with the learners by raising questions. authentic questions should be raised to get thoughtful answer from the students (zhang, 2008). interactions in the efl classroom can be seen as a dialogic activity in which the teacher raises questions to the students. sharpe (2008) concluded that a dialogic classroom is characterized by questions being posed. in line with sharpe’s study, mcneil (2012) found that dialogic approaches to teaching are questions that elicit students’ thoughts, reasons, experiences and opinions. teacher can construct students’ knowledge through raising questions. giving questions can shift classroom discourse toward more constructivist-based practice (chin, 2007). questions are an essential part in teaching and learning process. wong (2010) claimed that a question type is a key part of teacher’s armoury. it can scaffold the thinking skill of the learners. duron et al. (2006) figured out that teacher can establish what is already known and extend beyond that to develop ideas and understandings by raising questions. caram and davis (2005) confirmed that teacher-initiated question is simple, yet strong method for exploring idea and concept. it implies that questioning can promote the students understanding and thinking skills. questions play an essential role in students’ learning. questioning refers to the question asked by the teacher in the classroom. the teacher can help the learners to comprehend the text by giving question. in addition, teacher can monitor the learners’ understanding through questioning. chin (2007) suggests that questions can provide feedback for teacher about students’ understanding. boiser (2000) states that questioning is the easiest and the most immediate way for teacher to monitor the extent of comprehension in a classroom. mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 164 the teacher should have a purpose in giving questions. the questions that are posted by the teacher can promote the comprehension when the teacher has a goal in his mind. cotton (2001) confirmed that the purposes of teacher’s questions are to develop interest and motivate students to become actively involved in lessons and develop critical thinking skills. thus, the questions act as stairs which scaffold the students’ comprehension. questions can be categorized into many types. gabrielatos (1997) categorized into genuine question, authentic question and pedagogical question. genuine question is the question which actually seeks information. authentic question is question which teacher asks in order to get information he/she really needs. pedagogical question is question which is asked as part of teaching and learning. farahian and rezaee (2012) classified questions into open/closed question, display and referential question, and yes/no question. open question requires long answer, while closed question requires short answer. display question refers to question given to the students in which the teacher already knows the answer. referential question refers to question given to the students in which the teacher does not know the answer. yes/no question requires yes or no answer. richards and lockhart (1996) categorized questions into procedural, convergent and divergent question. procedural question refers to question which deal with classroom routine and procedure. convergent question refers to question to encourage students to recall information. divergent question refers to question which involve higher thinking level so that it encourages diverse responses of the students. celce-murcia and larsen-freeman (1999) categorized the forms of question into yes/no question, whquestion, and tag question. yes/no question defines as question for which either yes or no is the expected answer. whquestion refers to question which is used to request specific information. tag question is a short question form appended to statement. the aforementioned types of questions are not the focus of the present study. the present study attempted to find the types of questions which can make students learn. it is essential to find which questions make students really learn. learning means that the students follow up the teacher’s question by reading references or discussing with others. thus, a study which relates types of question with students’ learning needs to be conducted. making students learn means driving students to finish the task by either reading references or discussing with others. students know how to direct and use their thought and action to finish task. wood (1992) claims that questions may motivate, sustain and direct the thought process of the students. some previous studies related to questions raised by teacher have been conducted. in australia, sharpe’s (2008) study found that modifying kinds of questions making efl students learn: students’ perception 165 journal of applied linguistics and literature, vol 4(2), 2019 questioning or reformulate students’ reasoning support their understanding of the process of historical inquiry. in philippines, delima’s (2012) study found that students were encouraged to participate more in class discussion if teacher asks low-level question. in china, yu’s (2010) study suggested asking referential question to students to engage and interact in the classroom. those previous studies were conducted in esl context, while the present study will be conducted in efl context in which there will be possibly different questions can be raised by the lecturer. in indonesia context, some previous studies related to question have been conducted. sunggingwati and nguyen (2013) conducted their study in samarinda. they observed in three senior high schools. they found that teacher’s questions follow the questions in the textbook. another research was conducted by rohmah (2002). her study found that man (madrasah aliyah negeri) teacher used more display questions and comprehension check. kirana (2010) conducted her study in rsbi school. she observed how biology teacher gave questions. her study found out that rsbi teacher has employed the questioning strategies and the application of those strategies was quite good. the previous studies aforementioned found the following ideas: the way the teacher generates question, the function of question for classroom interaction and the proportion of question type posed by teacher in the classroom. while, the present study find the types of questions which make efl students learn. the aforementioned previous studies did not relate question with students’ learning. in fact, students’ learning cannot be neglected because the objective of teaching is to make students learn. thus, students’ learning is important since it is related with the objective of teaching. therefore, this study is conducted. this study investigates kinds of questions raised by the teacher which make the efl learners learn. in this study, “making students learn” means driving the students to finish tasks by either reading references or discussing with others. it is expected to find out the questions which make the efl students’ learning. methods this study mainly used observation and retrospective protocol as the major research instruments. the research design was grounded theory. the researcher acted as non-participant observer in which the researcher just sat at the back of the classroom observing questions raised by the lecturer. the researcher observed the lecturer naturally. this study was designed to investigate questions raised by a lecturer which make students learn in the content course class. the participants of the study were the lecturer and students of language learning assessment course at one of university in malang, mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 166 indonesia. there were 30 undergraduate students involved in the study and one lecturer. the students’ characteristics were that students’ english ability were relatively good because they were in the fifth semester. they comprehend the lecturer’s questions well. it means that they did not misunderstand the lecturer’s questions. there were 26 girls and 4 boys involved in the study. language learning assessment course was chosen. the lecturer who often raised questions was observed. a lecturer of language learning assessment was observed because he posed many questions which met the purpose of this study. the researcher knew that lecturer posed many questions because he taught the researcher in undergraduate and graduate school. thus, the researcher knew the way how the lecturer taught his students. the researcher used video recorder to observe him in the classroom. the observation was conducted until the questions raised varied. the researcher transcribed the recorded video. from the transcription, the researcher knew that the questions raised varied. the researcher stopped the observation when the questions varied. then, the researcher made protocol instrument for the students. the protocol consisted of two columns in which the questions raised by the lecturer and the other column was students’ learning. the students wrote what they learned from the questions in protocol instrument. from the protocol, the researcher found the questions which made the students learn. the questions which made students learn were obtained from the highest frequency of the tally. it meant that many students wrote repeatedly the same question which makes them learn. next, the researcher interviewed one student as a start and continues to other students until there was no new information obtained. last, the researcher drew conclusion. after the data were collected, the analysis was done through some steps. the first step was transcribing the video observation recording. after all data were transcribed, the researcher read through all data to get general sense. then, based on the list of recorded questions raised by the lecturer, the researcher grouped the list of questions which had the same kind. based on the researcher’s interpretation and richards and lockhart (1996), the researcher categorized into four kinds of questions. from those kinds of questions, the researcher made retrospective protocol. the researcher collected the data to answer the first research question. the second step was to identify the questions which make students learn. the researcher tallied the students’ response from the protocol. the kinds of questions which had the most number of tallies were the questions which made students learn. the third step was to interview the students. the researcher interviewed the students to know why the particular kind of question make students learn and what the students do to indicate they learn because of the kinds of questions making efl students learn: students’ perception 167 journal of applied linguistics and literature, vol 4(2), 2019 question. the researcher interviewed outside the classroom. the researcher used semi-structure interview. the researcher stopped the interview when there was no more new information. the researcher collected the data from protocol and interview to answer the second research question. the last step was to draw conclusion. the conclusion was taken when the students’ opinion toward particular kind of questions from the retrospective protocol outnumbered than the others. findings kinds of questions raised by lecturer the lecturer raises many questions during teaching and learning activities in his class. the observations are conducted in efl classroom for three meetings. 160 questions were obtained during the researcher’s observations. those questions mostly use yes/no and w/h questions. researcher classifies those questions based on richards and lockhart (1996) and researcher’s interpretation. below is an example of analogy questions. extract 1: t: what is test? s: question sir t: questions?/ questions?/ what is it (pointing to mobile phone)? s: mobile phone t: what is mobile phone?/ one word s: technology t: technology? s: tool t: so, what is test? s: instrument, method, tool, procedure from the extract above, the lecturer asks the definition of a test. but, the students give wrong answers. then, the lecturer modifies the question by asking “what is mobile phone?” the lecturer uses the real thing to prompt student’s answer. the lecturer gives analogy between a test and a mobile phone. the following is another example of analogy questions. extract 2 t: okay/ do you have motor cycle? s: yes t: what is inside your motor cycle? s: engine t: begin with o/ followed by i s: oil t: can you see the oil of motorcycle? s: no t: how can you see the oil of motorcycle? s: make it out t: how? (showing a gesture of opening screw)/what is the name? namanya apa itu? s: tap mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 168 t: yes/ to tap// what is actually the function of test? s: to tap t: in test, what to tap for? s: knowledge, ability, competence from extract 2, the lecturer asks about the function of the test. since the students’ competence exists in mind which we cannot see it directly, the lecturer tries to ask real things to relate to the concept. the lecturer asks “what is inside in your motorcycle?” and “how can you see the oil of motorcycle?” those questions can bring real things to make student understand the concept easier. the lecturer uses analogy to explain the concept to students. thus, questions such as (what is mobile phone?; what is marker?; what is the function of marker?; what is inside your motor cycle?; do you pray?) can be categorized into analogy questions. analogy questions are the questions which use other things as similarity to make students understand a certain concept more easily. there are 15 analogy questions during observations. the following is examples of optional questions. extract 3: t: is language aptitude test standardized test or it is made by a teacher? is it made by an expert or teacher? s: expert extract 4: t: my question what is theory an expert can be used to design language aptitude test? is it theory about language in general or do you refer to curriculum or what?/ which one? s: theory about language from the extracts above, the lecturer asks “is language aptitude test standardized test or it is made by a teacher?” and “is it theory about language in general or do you refer to curriculum or what?” the lecturer asks the students by providing options. it is indicated by “or”. thus, the students just choose from the options provided. those questions can be categorized into optional questions. optional questions are the questions which use “or” and give choices for the students to choose. the questions which comprise optional categories are “what kind of behavior? physical or verbal?, is language aptitude test is standardized test or it is made by a teacher?, is it theory about language in general or do you refer to curriculum or what?”. there are 6 optional questions obtained during observations. extract 5: t: where is the position of competence?/ where is the location of ability?/ where is the position of knowledge? s: in mind t: something which exist in your mind, do you think you can see it? s: no kinds of questions making efl students learn: students’ perception 169 journal of applied linguistics and literature, vol 4(2), 2019 from the extract above, the lecturer asks yes/no questions “do you think you can see it?” this type of questions does not give opportunity for students to give wide responses, instead, the students just answer “no”. extract 6: t: now have a look at norm side, legal document/ so basically thay are in the form of something which are physical/ kira-kira apa ya? begin with k/ what is it? s: kurikulum t: is it document? is it legal? s: yes t: what you mean by competence in terms of norm here is kurikulum/ what kind of kurikulum are you using now? s: k-13 the extract above shows that the lecturer asks questions which recall the student’s background knowledge. the lecturer poses question “what kind of curriculum are you using now?” this question tries to solicit student’s background knowledge. those questions can be categorized as convergent questions because the lecturer already knows the answer, the lecturer just want to know students’ knowledge. convergent questions are the questions to recall background knowledge of the students. it sometimes needs short responses. questions such as: something which exist in your mind, do you think you can see it?, what is instruction?, what kind of curriculum are you using now?, how many ki (kompetensi inti) do you have?, what is the standard process? are included into the convergent category. there are 131 convergent questions obtained during observations. extract 7 t: what is one of test based on purpose? s: proficiency test, aptitude test, diagnosis test, placement test, achievement test, test for research, selection test t: excellent/ those are among others test based on function, based on objective//okay now look at your note again, there are seven function we can identify the purpose of making test/ please order this types of test logically according to logical order, what are the logical order of test based on purpose? s: (students discus each other) t: finish? s: yes t: who has found the correct order? ya salim s: the first is selection, placement, research, diagnosis, aptitude, proficiency, and the last is achievement the extract above shows that the lecturer poses question “what is the logical order of test based on purpose?” this question needs student’s opinion. it is possible that students give wide responses instead of just yes/no answer or short responses. this kind of questions need long responses from students and prompt student’s thinking skill to higher level because the students should analyze first before they give responses. this kind of questions can be categorized into the divergent questions. mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 170 divergent questions are questions which solicit wide responses of students. it sometimes elicits long responses from students. questions such as: what do you want to test actually?, what is the material of the test?, what is competence?, competence consist of three component. what are they?, what are the logical order of test based on purpose? are included into the divergent category. there are 8 divergent questions. during the observation, the lecturer raised 160 questions. those questions can be categorized into four categories. analogy and optional questions are terminology from the researcher. while, convergent and divergent questions are terminology from richards and lockhart (1996). questions making students learn the questions which make students learn are obtained from protocol. from the result shows that 5 out of 30 students respond that analogy questions can scaffold their understanding toward the lesson. seven students respond that optional questions could drive them to read references in internet or library. no single student responds that convergent questions make them learn. 13 students respond that divergent questions make students discuss with their peers. other 5 students respond that divergent questions make them summarize the lesson. thus, divergent questions make students learn because most of students respond divergent questions. through divergent questions, students discuss with their peers. the result of interviews show that questions raised by the lecturer is important. from the kinds of questions raised by the lecturer, the interviewees think that divergent questions make them learn better because it can promote their critical thinking. the interviewees said that “divergent questions consist of some questions which can stimulate my critical thinking”. furthermore, the interviewees said that divergent questions “can build bridge between their knowledge through questions raised by lecturer.” it means that the knowledge gap between the teacher and students can be bridged through divergent questions. in addition, divergent questions give opportunity for students to respond longer as the interviewees said “in divergent questions we need long answers”. below is an example of the interviews extract 8 i: from those questions raised by lecturer, which one do you think make you learn? s: from those question, i think i will learn better in divergent question i: why? s: because divergent question consist of some questions which can stimulate my critical thinking so that i can learn deeper and deeper about the subject kinds of questions making efl students learn: students’ perception 171 journal of applied linguistics and literature, vol 4(2), 2019 extract 9 i: so far your lecturer ask many questions. and from those question which one make you learn? s: divergent i: why? s: because from the divergent, the lecturer let the student think critically. the lecturer doesn’t know what will the student answer. from the divergent question, student can build bridge between their knowledge through question raised by lecturer. and force students to think critically. divergent question is more challenging. the interviewees also said that they would discuss with their friends who sits next to them when the lecturer gives divergent questions. the interviewees said “share our opinion with my friends through discussion.” the students share their opinion in the discussion when the lecturer raises divergent questions. in the discussion, students who are less capable in comprehending lecturer’s questions ask help from other friends who are capable. this interaction between less capable students and more capable students promote students’ understanding. it indicates that the divergent questions make the students learn by discussion. discussion kinds of questions raised by lecturer the lecturer asks 160 questions during teaching and learning. the questions invite the students’ response. the lecturer raises questions to encourage students’ responses and avoid spoon feeding teaching. the lecturer raises questions and lets students find the answers themselves. in this study, the lecturer spends most of his teaching by giving questions. the questions which the lecturer raised vary. there are four categories found in this study: analogy, optional, convergent and divergent questions. there are 15 analogy questions, 6 optional questions, 131 convergent questions and 8 divergent questions. the lecturer uses those categories based on situation or student’s responses. at the beginning of the lesson, the lecturer always asks questions. when the students cannot answer the questions, the lecturer modifies or changes his questions. toni and parse (2013) support that students’ comprehension and language proficiency determine teacher’s questions. analogy questions can be used to introduce concept what the topic of the lesson. in this study, the lecturer asks a question “what is the function of a test?” the students cannot answer. then, the lecturer uses an analogy question to deliver the concept by asking “how make oil out of motorcycle?” the lecturer visualizes the function of a test with oil in the motorcycle. it is important to visualize the real things with the concept of the lesson. harrison and treagust (2006) suggest that meaningful learning in mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 172 introducing new concept can happen when the students connect the newly taught concept with what they already know. thus, analogy questions can build link between things which students know and the concept of the lesson. optional questions provide students with options. optional questions use “or” which indicates the students just chooses from the provided options. this kind of questions includes lower level of thinking because students just recall the knowledge. this kind of questions also has function as helper for students. in line with rohmah’s (2002) study found that an alternative question is used to help student if the students find difficulty in answering the question. convergent questions also include lower level of thinking because it recalls students’ knowledge and needs short responses from the students. lee and kinzie’s (2012) study found that lower level questions are frequently used to recall students’ knowledge. lecturer frequently uses convergent questions at beginning of the lesson. it functions as stimulation of students’ background knowledge. according to ho’s (2005) study found that there are 3 levels of questions: level 1, level 2 and level 3. level 1 is the questions that the teachers already knows the answers and have limited responses. level 2 is the questions that are designed to “gauge language proficiency”. level 3 is the questions that are “purely exploratory” and the teacher genuinely want to know the answers. convergent questions include level 1 because the questions have limited responses and have one correct answer. the lecturer uses convergent questions to test student’s understanding about the subject. divergent questions give opportunity for students to respond longer. it provides students to promote higher level of thinking because students should think first how to respond the questions. divergent questions invite different responses from students. in line with kayaoglu’s (2013) study found that divergent questions invite diverse responses from students and require higher level of thinking. divergent questions includes in level 3 (ho, 2005). students must be able to recall some information from memory, but must apply that knowledge and other knowledge to explain, or analyze a topic. moreover, the students can explore and justify their answers if it is necessary. questions making students learn students attend a class with purpose. they attend the class to learn, from knowing nothing to knowing something. students have to do something to learn. one of which is interaction, interaction between students and students or lecturer and students. schwab (2011) supports that learning is not an kinds of questions making efl students learn: students’ perception 173 journal of applied linguistics and literature, vol 4(2), 2019 individual process but more likely participation which means learning cannot happen individually but learning happens in interaction. learning is collaborative and co-constructed between lecturer and students. learning can happen in the classroom in which teacher’s role is as facilitator (sharpe, 2008). lecturer is not knowledge transmitter. lecturer should interact and invite students’ participation to scaffold students’ thinking skill from lower to higher order. student-lecturer interactions can be generated through questions. thus, lecturer should ask questions which make students learn. lecturer should know questions which can drive students to read references more or have discussion. students can learn from their peer through discussion. discussion is used by teacher to affect cognitive potential (zhang, 2008). students can share ideas and opinion in discussion. students whose ability is higher can tell others whose ability is lower. this student-student interaction can promote learning. the result of this study shows that divergent questions can make students learn. from the interviews, students respond that this kind of questions can drive them to discuss with someone who sits next to them. hill and flynn (2008) believe that teacher should provide students “cognitively rich experience” through discussion. discussion can promote students’ cognitive to critical thinking skill. in line with self-regulated learning theory (zimmerman, 2008), students personally direct form of learning such as seeking help from peers. discussion can be a way for students to find a help from their peers. divergent questions can make students learn by having a discussion. in discussion, students interact with each other. a student interacts with other students whose ability is higher. students can share knowledge and opinion during discussion. moreover, students are self-regulated learners if they see themselves as agent of their own behavior (montalvo and torres, 2004). it means that students control their own behavior, one of which is discussion, to reach academic goal. for classroom practitioner/teacher, he/she should use questions in certain situation such as stimulating new topic, checking students’ understanding and promoting students’ participation in the classroom. in stimulating topic, practitioner should use analogy questions which mean relating the topic with something around students’ daily life. in checking students’ understanding, practitioner should use convergent and optional questions to monitor students’ understanding toward the lesson. practitioner should use divergent questions to promote students participation because divergent drive students to discuss with their peers. the limitation of the study is that this study used students’ perception. students’ perception is used because it is easier than finding the mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 174 facts of students’ learning. it is difficult to monitor the students’ achievement. therefore, students’ perception is used in this study considering the time of data collection and difficulty of following informants’ learning. since there is no empirical research to find the effectiveness of the questions toward students’ achievement. therefore, experimental research is needed to conduct for further researcher. conclusion and suggestion lecturers can raise questions to engage students’ interaction in the classroom. the interaction can help students’ learning. in the interaction, students can learn from their peer through discussion. lecturers can prompt students’ discussion via their questions. from the findings, there are four kinds of questions lecturers can raise. they are analogy, optional, convergent and divergent questions. based on students’ perception, divergent questions make students learn via discussion. lecturers can make students learn if the lecturers raise divergent questions. divergent questions provide discussions within students. in a nutshell, lecturers raise divergent questions if they want to make students learn because divergent questions can direct students to discuss. references boiser, d. c. 2000. strategies for teaching: a modular approach. manila: rex. caram, c.a. and davis, p. b. 2005. inviting student engagement with questioning. kappa delta pi record: 18-23. celce-murcia, m. and larsen-freeman, d. 1999. the grammar book: an esl/efl teacher’s course 2nd edition. _,usa: heinle and heinle. chin, c. 2007. teacher questioning in science classrooms: approaches that stimulate productive thinking. journal of research in science teaching 44 (6): 815-843. cotton, k. 2001. classroom questioning. school improvement research series. http://educationnorthwest.org/webfm_send/569. accessed january 12 2014. delima, e. m. 2012. a reticent student in the classroom: a consequence of the art of questioning. asian efl journal. professional teaching article: conference issue 60 (2): 50-69. duron, r., limbach, b. and waugh, w. 2006. critical thinking framework for any discipline. international journal of teaching and learning in higher education 17 (2): 160-166. farahian, m. and rezaee, m. 2012. a case study of an efl teacher’s type of questions: an investigation into classroom interaction. procedia social and behavioral sciences 47: 161 – 167. http://educationnorthwest.org/webfm_send/569 kinds of questions making efl students learn: students’ perception 175 journal of applied linguistics and literature, vol 4(2), 2019 gabrielatos, c. 1997. a question of function: teacher questions in the efl classroom. paper given at 18th annual tesol greece convention, national bank of greece training centre, glyfada, greece, 12-13 april 1997. http://www.gabrielatos.com/tq.pdf. accessed december 15 2013. harrison, a.g. and treagust, d.f. 2006. teaching and learning with analogy: friend or foe. in aubusson, p.j., harrison, a.g. and ritchie, s.m. (eds.) metaphor and analogy in science education (pp. 11-24). dordrecht: springer. hill, j. d. and flynn, k. 2008. asking the right questions. national staff development council 29 (1): 46-52. ho, d. g. e. 2005. why do teachers ask the questions they ask? relc journal 36(3): 297-310. kayaoglu, m. n. 2013. case study into the classroom questions by a native speaker and a non-native speaker teacher in efl classes. the asian efl journal professional teaching article 69: 4-31. kirana, a. m. 2010. questioning strategies employed by a biology teacher in the rsbi program of smpn 5 malang. unpublished thesis. malang: state university of malang. lee, y. and kinzie, m.b. 2012. teacher question and student response with regard to cognition and language use. instructional science 40: 857-874 mcneil, l. 2012. using talk to scaffold referential questions for english language learners. teaching and teacher education 28: 396-404. mohtar, t.m.t. and yusoff, m. 1997. sustaining student engagement in classroom discourse. the language teacher issue 21(9). http://jaltpublications.org/tlt/articles/2199-sustaining-student-engagementclassroom-discourse. accessed january 10 2014. montalvo, f. t. and torres, m. c. g. 2004. self-regulated learning: current and future directions. electronic journal of research in educational psychology 2 (1): 1-34. renandya, w.a., 2012. teacher roles in eil. the european journal of applied linguistics and tefl 2: 65-80. richards, j. and lockhart, c. 1996. reflective teaching in second language classroom. new york: cambridge university press. rohmah, z. 2002. teacher’s questions in reading classes. teflin journal 13 (2): 163-174. schwab, g. 2011. from dialogue to multilogue: a different view on participation in the english foreign‐language classroom. classroom discourse 2(1): 3-19. sert and walsh. 2013. the interactional management of claims of insufficient knowledge in english language classrooms. language and education 27 (6): 542-565. http://www.gabrielatos.com/tq.pdf http://jalt-publications.org/tlt/articles/2199-sustaining-student-engagement-classroom-discourse http://jalt-publications.org/tlt/articles/2199-sustaining-student-engagement-classroom-discourse http://jalt-publications.org/tlt/articles/2199-sustaining-student-engagement-classroom-discourse mushoffan prasetianto journal of applied linguistics and literature, vol 4(2), 2019 176 sharpe, t. 2008. how can teacher talk support learning?. linguistics and education 19: 132-148. sunggingwati, d. and nguyen, h. t. m. 2013. teachers’ questioning in reading lessons: a case study in indonesia. electronic journal of foreign language teaching 10 (1): 80-95. toni, a. and parse, f. 2013. the status of teacher’s questions and students’ responses: the case of an efl class. journal of language teaching and research 4 (3): 564-569 wong, r. 2010. classifying teacher questions in efl classrooms: question types and their proper use. tesol in context 20 (1): 37-57. wood, d. 1992. teaching talk: how modes of teacher talk affect pupil participation, in norman, k. (ed.) thinking voices: the work of the national oracy project (pp. 203-214). london: hodder & stoughton. yu, w. 2010. an analysis of college english classroom questioning. journal of language teaching and research 1 (2): 136-144. zhang, y. 2008. classroom discourse and students learning. asian social science 4 (9): 80-83. zimmerman, b. j. 2008. investigating self-regulation and motivation: historical background, methodological developments, and future prospects. american educational research journal 45 (1): 166-183. nenitriyana a2b016021 1 thematic progression in jakarta post and ‘kompas’ newspaper editorials: a comparative study on text coherence strategy neni triyana1, safnil arsyad2, arono3 123 english education postgraduate programe bengkulu university, indonesia e-mail: nenie80@gmail.com safnilarsyad@gmail.com dank_aron@yahoo.com abstract: this research objective are analyze the common pattern in jakarta post and ‘kompas’ newspaper editorials. the research method used was a mixed method. the research instrument is checklist. the procedure classifies all objects (10 texts jakarta post newspaper editorials and 10 texts ‘kompas’ newspaper editorials) on the thematic progression patterns are checklist. the result shows that the thematic progression in jakarta post and ‘kompas’ newspaper editorials are found 3 patterns of thematic progression; 10 texts derived theme; 8 texts constant progression, and 2 text linear progression. the different on thematic progression in jakarta post and “kompas’ newspaper editorials is difference, the difference of sequence in the patterns between jakarta post and ‘kompas’ newspaper editorials. the conclussion thematic progression in jakarta post and ‘kompas’ newspaper editorials are derived theme and constant progression. keywords:thematic progression, jakarta post, 'kompas', editorials, checklist abstrak: tujuan penelitian ini adalah menganalisis pola umum di jakarta post dan editorial surat kabar ‘kompas’. metode penelitian yang digunakan adalah metode campuran. instrumen penelitian ini adalah ceklist. prosedur penelitian mengklasifikasikan semua objek (10 teks tajuk rencana di koran jakarta post dan 10 teks tajuk rencana di koran ‘kompas’). pada pola perkembangan tematik adalah daftar ceklist. hasilnya menunjukkan bahwa tema dalam tajuk rencana di koran jakarta postdan ‘kompas’ ditemukan 3 pola perkembangan tematik; 10 teks berdasarkan tema, 8 teks perkembangan konstan, dan 2 tek perkembangan linier. perbedaan antara tajuk rencana di koran jakarta dan ‘kompas’ ada perbedaan, perbedaannya itu ada pada urutan pola antara tajuk rencana di koran jakarta post dan ‘kompas’. kesimpulan pengembangan tematik tajuk rencana di koran jakarta post dan ‘kompas’ adalah berasal dari tema dan perkembangan konstan. kata kunci: pengembangan tematik, jakarta post, ‘kompas’, editorials, ceklist mailto:nenie80@gmail.com mailto:safnilarsyad@gmail.com mailto:dank_aron@yahoo.com nenitriyana a2b016021 2 introduction texts are any of various genres types linguistics forms. they can be spoken and written. spoken texts are those like speeches. news at television and radio, conversation, and other oral communication. while written texts are newspapers, books, novels, letters, and other written languages brown (1994). thematic progression is a significant contribution to text coherence. coherence is the logical connections which readers perceive in a written or oral text. it refers to the understanding that the reader derives from the text. a text is said to have global coherence, if it hangs together as a whole, which is referred to as “discourse flow” by halliday (2014). discourse flow is managed by two related systems such as theme or thematic progression and structure. the theme is often given information (familiar to the reader of from the context), and the rhyme consists of new information. fries (1995) notes the theme orients reader to message which is perceived and provides a framework for messages interpretation. thematic progression is another way of promoting coherence text, by succession of themes across sentences and paragraph. different thematic progression serve different roles an creating a strong topical focus in a text, allowing new information to be developed or introducing a number of different information pieces. thematic progression is a significant contribution to text coherence. coherence is the logical connections which readers perceive in a written or oral text. it refers to the understanding that the reader derives from the text. a text is said to have global coherence, if it hangs together as a whole, which is referred to as “discourse flow” by halliday (2014). discourse flow is managed by two related systems such as theme or thematic progression and structure. the theme is often given information (familiar to the reader of from the context), and the rhyme consists of new information. fries (1995) notes the theme orients reader to message which is perceived and provides a framework for messages interpretation. thematic progression is another way of promoting coherence text, by succession of themes across sentences and paragraph. different thematic progression serve different roles an creating a strong topical focus in a text, allowing new information to be developed or introducing a number of different information pieces. danes (1974) identifies three patterns of thematic progression for example pattern 1 represents a linear progression where theme follows from preceding rhyme and so on; pattern 2, a progression where each theme is derived from a more general macro-theme; and pattern 3, a constant progression where the theme is kept from clause to clause. jakarta post is a english language newspaper in indonesia. the paper is owned by pt bima media tenggara, and the head office is in the national’s capital, jakarta. the jakarta post was started as collaboration among four indonesian media under the urging of information minister ali murtopo and politician jusuf wanadi. and then the jakarta post is going online. this newspaper also available on the web. the jakarta post.com is more than just extension of the information in indonesia. nenitriyana a2b016021 3 kompas is an indonesia national newspaper, published by kompas gramedia. it has been in existence since june, 1965. kompas also manages an online portal kompas.com, which contains updated news and the digital version of the paper. comparative study a concepts thematic progression in jakarta post and ‘kompas’ newspaper editorials. coherence strategy is one where the elements strategy and reinforce each other thematic progression the pattern: linear, derived, and constant progression. a coherence strategy produces more value, with each element of the strategy producing more because of the present of the other elements. but in this research just restricted three pattern. are studies on these topics such as from wei (2016). it analyzed the speakers and writers organize their messages in a way which make them integrate into the unfolding text smoothly and it makes a significant contribution to the coherence of a text. it can connections that listeners’ or readers’ perception in a written or oral text. the second research on this topic was conducted by eva’s (2013) she found thematic progression letter analysis on reader’s forum in jakarta post. she found that: 1) zigzag theme, 2) re-iterate theme, 3) blending between those thematic development and 4) no thematic development. the last study on this topic was conducted by valeria (2015) she analyzed the schematic structure of news item text. newspaper and article text from jakarta post. she found the similarity of texts is used for declarative mood type in the two tests, but there is only one interrogative mood type found in the jakarta post (tjp). the studies above are important research to know about the thematic progression. however, there is no comparative study about thematic progression in jakarta post and ‘kompas’ newspaper editorial. research will analyze the text in jakarta post and ‘kompas’ newspaper editorials used the pattern 1, 2, and 3. according danes (1974) identifies three patterns of thematic progression: pattern 1 represents a linear progression where the theme follows from the preceding rheme and so on; pattern 2, a progression where each theme is derived from a more general macro-theme; and pattern 3, a constant progression where the theme is kept from clause to clause.texts are any of various genres types linguistics forms. they can be spoken and written. spoken texts are those like speeches. news at television and radio, conversation, and other oral communication. while written texts are newspapers, books, novels, letters, and other written languages brown (1994). thematic progression is a significant contribution to text coherence. coherence is the logical connections which readers perceive in a written or oral text. it refers to the understanding that the reader derives from the text. a text is said to have global coherence, if it hangs together as a whole, which is referred to as “discourse flow” by halliday (2014). discourse flow is managed by two related systems such as there nenitriyana a2b016021 4 theme or thematic progression and structure. the theme is often given information (familiar to the reader of from the context), and the rhyme consists of new information. fries (1995) notes the theme orients reader to message which is perceived and provides a framework for messages interpretation. thematic progression is another way of promoting coherence text, by succession of themes across sentences and paragraph. different thematic progression serve different roles an creating a strong topical focus in a text, allowing new information to be developed or introducing a number of different information pieces. danes (1974) identifies three patterns of thematic progression for example pattern 1 represents a linear progression where theme follows from preceding rhyme and so on; pattern 2, a progression where each theme is derived from a more general macro-theme; and pattern 3, a constant progression where the theme is kept from clause to clause. post is a english language newspaper in indonesia. the paper is owned by pt bima media tenggara, and the head office is in the national’s capital, jakarta. the jakarta post was started as collaboration among four indonesian media under the urging of information minister ali murtopo and politician jusuf wanadi. and then the jakarta post is going online. this newspaper also available on the web. the jakarta post.com is more than just extension of the information in indonesia. is an indo nesia national newspaper, published by kompas gramedia. it has been in existence since june, 1965. kompas also manages an online portal kompas.com, which contains updated news and the digital version of the paper. comparative study a concepts thematic progression in jakarta post and ‘kompas’ newspaper editorials. coherence strategy is one where the elements strategy and reinforce each other thematic progression the pattern: linear, derived, and constant progression. a coherence strategy produces more value, with each element of the strategy producing more because of the present of the other elements. but in this research just restricted three pattern. there are studies on these topics such as from wei (2016). it analyzed the speakers and writers organize their messages in a way which make them integrate into the unfolding text smoothly and it makes a significant contribution to the coherence of a text. it can connections that listeners’ or readers’ perception in a written or oral text. the second research on this topic was conducted by eva’s (2013) she found thematic progression letter analysis on reader’s forum in jakarta post. she found that: 1) zigzag theme, 2) re-iterate theme, 3) blending between those thematic development and 4) no thematic development. the last study on this topic was conducted by valeria (2015) she analyzed the schematic structure of news item text. newspaper and article text from jakarta post. she jakarta kompas nenitriyana a2b016021 5 found the similarity of texts is used for declarative mood type in the two tests, but there is only one interrogative mood type found in the jakarta post (tjp). the studies above are important research to know about the thematic progression. however, there is no comparative study about thematic progression in jakarta post and ‘kompas’ newspaper editorial. research will analyze the text in jakarta post and ‘kompas’ newspaper editorials used the pattern 1, 2, and 3. according danes (1974) identifies three patterns of thematic progression: pattern 1 represents a linear progression where the theme follows from the preceding rheme and so on; pattern 2, a progression where each theme is derived from a more general macro-theme; and pattern 3, a constant progression where the theme is kept from clause to clause. from the background above, the research formulated problems. of the research follow: 1. what are the common pattern of thematic progression in jakarta postnewspaper editorials? 2. what are the common pattern of thematic progression in ‘kompas’ newspaper editorials? 3. what are the different (if available) between the thematic progression pattern in jakarta post and ‘kompas’newspaper editorials? method research was genre-based study can be categories as mix method study. the main objective of this study was thematic progression in jakarta post and ‘kompas’ newspaper editorials. therefore, in order to gain the objective, the current study employed jakarta post and ‘kompas’ newspaper editorials based on the research method with pattern-based approach. the data of this study were taken from 20 texts newspaper editorial (10 texts jakarta post and 10 texts ‘kompas’ newspaper editorials). that was quite understandble since the practice done so far, as interest to read newspaper editorials, the editorials language was usually formal as they directed at a reading public who is already informal about current events but who wishes to read about the wider implications of events in news. the various formality of the language, however, from a large newspaper to a small provincial newspaper. more importantly, the language of editorials is persuasive. therefore, it dragged the writer to employ only thematic progression in jakarta post and ‘ kompas’ newsapaper editorials. study were summarized in table 3.1 below. table 1. the distribution of the newspaper editorials this no newspaper code f % 1. jakarta post jp 10 50 2. ‘kompas’ k 10 50 total 20 100 nenitriyana a2b016021 6 as indicate in table 1 the convient samples 20 texts newspapers editorials were selected. ten were from jakarta post and ten were from‘ kompas’. the distribution of the newspaper editorials, as presented in table 3.1. respresents the distribution of thematic progression in jakarta post and ‘ kompas’ newspaper editorials and selected based on purposive sampling technique. only the thematic progression in jakarta post and ‘ kompas’ newspaper editorials. the newspaper editorials were randomly obtained through the writer’s consent and taken from jakarta post and ‘kompas’ newspapers in indonesia. the decision about the number of 20 editorials included jakarta post and ‘ komaps’ newspaper editorials. the minimum requirement for number of text to be included in a quantitative analysis was 20 texts. in additions, another reason for selecting 20 newspaper editorials was also made based on the assumption that this present study on only editorials, so that the number of 20 texts newspaper editorial. the research object was the text appeared in the jakarta post and ‘kompas’ newspaper editorials. the research was common pattern thematic progression in jakarta post and ‘kompas’ newspaper editorials. the total object of reading texts taken from 10 texts in jakarta post and 10 texts from ‘kompas’ newspaper editorials. the total object were 20 texts. the sequence of the research procedures will be followed: first collect the texts in jakarta post and ‘kompas’ newspaper editorials. second give the code and number at editorials in each text. third, find theme and rheme in reading text as the object on analysing. the data were jakarta post 10 texts and ‘kompas’ 10 texts in newspaper editorials, so total were 20 texts. fourth marked thematic progression (theme and rheme) all texts in jakarta post and ‘kompas’ newspaper editorials. fifth identify the text based pattern thematic progression of the text and classified the text as pattern taken the common pattern. sixth checklist the of the all object ( 20 texts ) based the patterns thematic progression in table intrument. seventh analyze the all object, so that the data was comparison research and coresearch common pattern thematic progression in jakarta post n ‘kompas’ newspaper editorials. since this study concerns three genres analysis, the research was employ a checklist contain newspaper editorials as the main instrument in analyzing the data. the newspaper editorials employed for analyzing the text sections of the thematic progression in jakarta post and ‘kompas’ newspaper editorials of patterns was draw or pattern from danes (1974). the instrument in this research was checklist the table instrument after the text finish marked thematic progression (theme and rheme) in the text continue the 20 texts with instrument checklist. the research draw a table containing the texts, and based the pattern of the texts which will analyzed by research and co-research. co-research was eka puspita. she was the college student s2 bahasa inggris unib. nenitriyana a2b016021 7 table 2. checklist/instrument of text thematic progression innewspaper editorial patterns representative keywords editorials jakarta post kompas 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1. linear progression 1a. theme realtes to the rheme of the preceding utterance, and in other words, the rheme portion of each sentence 1b. occur frequency in expository and argumentative texts 2. derived theme 2a. the topic of each sentenceare individually deifferent, but are all derived from the same 2b. hypertheme or overall theme of a paragraph or text as illustrated 3.constant progression 3a. the same theme appears in a series of ulttrance 3b. involves the following relevant relations (danes 1974) in this research, the data was collected by using documentation. according to arikunto (1998), documentation method collects the data about variable from newspaper, note, book, magazine, etc. the documtation is the 10 texts in jakarta post and 10 texts in kompas editorials. in collecting the data, the researcher used co-researcher to avoid faultiness, and doubtless. (hopkin, 1993) suggested that the researcher can use partnership or collaborative observation which is particularly relevant. he also said that partner must be somebody with whom the researcher can work comfortably. the researcher used co-researcher who has an experience about the subject being investigated. the research and co-research first filling the marked appropriate with the procedures. of reading text was to get the general meaning or impression of content. after then, each reading was analyzed by marking the pattern classified as theme and rheme text which appreared in the jakarta post and ‘kompas’ newspaper editorials. all the marked were collected and tabulated according to the giving concept. the comparison between two research and coresearch analyzed by using reliability technique. to see whether the checklist was reliable or not, research used inter rater reliability. weir (1993) said that inter rater reliability refers to the degress is similarity between different examiner. it is often that work marked indenpendently by two different markers, with their being averaged. this reliability measured a correlation coefficient. in this research the technique for analyzing data:certify the keyword of each pattern linear progression, derived theme and constant progression, the results of identication in the cumulative or summing based on the progression pattern, rejection based the pattern linear progression, derived theme and constant progression, identify and calculate the most frequently used patterns in jakarta post and ‘kompas’ newspaper editorials, finding/identifying the difference of progression each nenitriyana a2b016021 8 pattern between text in jakarta post and ‘kompas’. to achieve the reliability of data analysis, this study employed data tringulation analysis in which inter-rater reliability analyis was concluded. this to ensure the reliability of the textual analysis where all of these texts were all the texts choosen from the newspaper editorial and analyzed by an expert as an independent rater, so that different individuals can identify the boundry of communicative pattern at a sufficiently hight level the co-research was trained who to code the text into its possible communicative pattern with the use of research instrument as previously explained in order to assure that the co-research clearly understood how to code the newspaper jakarta post and ‘kompas’ section. then, the coresearch was asked to identify the possible moves selected newspaper and if any miscodingart occurredthen a discussion, negotiation and clarification will be held in order to reach an agreement between the research and co-research. last, the co-research was work independently it codeall texts. the 10 texts jakarta post and 10 texts ‘kompas’ the total 20 texts. then she was trained to identify thematic progression in jakarta post and ‘kompas’ newspaper editorial in marked theme and rheme in text newspaper editorial and conclused by pattern thematic progression taken thecommon based the pattern after then using the checklist based on pattern by danes (1974). the co-research was given 20 texts jakarta post and ‘kompas’ newspaper editorials selected from 20 of texts jakarta post and ‘kompas’ newspaper editorials. she classified all text based pattern thematic progression using the checklist based on danes (1974). finally, the result of inter rater/coder analysis as cited in kanoksilapatham (2005) to ensure correspondence in the identification of pattern. the percent agrrement was calculated using the following formula: x 100% where: a = the number of agreements d = the number of disagreements (dobahkti, 2011) to know the data strengt agreement, the scale value is formulated as follow: table 3. interpretation of cohen’s kappa value of kappa level of agreement % data that are reliable 0 – 20 none 0 – 4 % 21 – 39 poor 3 – 15% 40 – 59 fair 15 – 35 % 60 – 74 good 35 – 63 % 75 – 90 excellent 64 – 81% above 90 almost perfect 82 – 100% nenitriyana a2b016021 9 through this calculation, the correlation between the research and co-research coding for each text newspaper editorial. the coficient analysis of cohen’s kappa as cited in kanoksilapatham (2005) was presented in figure 3.3. it was where the cohen’s kappa has an upper limit of 1.00 and a lower limit od 0.00 (brown, 1996). the rules for the interpretation of cohen’s kappa are summarized as follows: less than 0.40 is poor, 0.40 – 0.59 is fair, 0.60 – 0.74 is good, and more than 0.75 is excellent (kanoksilapatham (2005). results and discussion there were 20 texts newspaper editorials theses analyzed in this study. ten were selected from jakarta post (jp) and ten were ‘kompas’ (k) newspaper editorials. to measure the reliability of the textual analysis, this study employed data trigulation analysis. as shown in table 4. the result of the inter-coder reliability analysis showed 95% agreement between research and co-research. it indicated that there was a high agreement between research and co-research which implies that the reliability of the result can be accepted. table 4. the result difference of research and co-research reliability analysis no pattern total text agreed analysis cohen’s kappa persentage 1. linear progression 20 2 texts .10 10% 2. derived theme 20 10 texts .50 50% 3. constant progression 20 7 texts .35 35% total 19 texts .95 95% from table 4 above there are results research and coresearch reliability analysis thematic progression in jakarta post newspaper editorials. first, tommon pattern is derived theme 10 texts (50%). second, common is constant progression 7 texts (35%) and third, common pattern is linear progression 2 texts (10%). the totals agreed analysis research and co-research were reached (95%) covering 19 texts. it meant the reliability result was high and accepted. the first analysis in this study is focused on occurrence possible of thematic progression in jakarta post newspaper editorials. the data analysis results revealed that the thematic progression as are presented in table 5 below: table 5. thematic progression in jakarta postnewspaper editorials no pattern frequency percentage 1. constant progression 5 texts 50 % 2. derived theme 4 texts 40 % 3. linear progression 1 text 10 % total 10 texts 100 % nenitriyana a2b016021 10 as can be noticed in table 5. the common pattern of thematic progression in jakarta post newspaper editorials was constant progression. it meant the constant progression was reached (50%) covering 5 texts. constant progression result was high and accepted from the other pattern. the second analysis in this study is on identifying which common pattern of thematic progression in ‘kompas’newspeapr editorials are constant progression, derived theme, and linear the results are presented in table 6 below: table 6. thematic progression in ‘kompas’ newspaper editorials no pattern frequence percentage 1. derived theme 6 texts 60 % 2. constant progression 3 texts 30 % 3. linear progression 1 text 10 % total 10 texts 100 % as can be noticed n table 6. the common pattern of thematic progression in ‘kompas’ newspaper editorials are derived theme were reached (60%) covering 6 texts. it meant more than half occur the pattern derived theme the frequence 60%. the common pattern of the thamatic progression in jakarta post and ‘kompas’newspaper editorials: ten texts jakarta post and ten texts ‘kompas’ newspaper editorials in defferent texts of authors have been analyzed in this research, there are three possible pattern of review jakarta post newspaper editorials, there are pattern: 1) linear progression, 2) derived theme, 3) constant progression. the analysis results are show in table 7 below. the analysis results presented with follows table. table 7. thematic progression in jakarta post and ‘kompas’ newspaper editorials. no pattern jakarta post newspaper ‘kompas’ newspaper total freq freq freq % 1. derived theme 4 texts 6 texts 10 50 2. constant progression 5 texts 3 texs 8 40 3. linear progression 1 text 1 text 2 10 total 10 texts 10 texts 20 100 in table 7. there were some sholarship between jakarta post and ‘kompas’ newspaper in using thematic progression. such as both of them use use three types of thematic progression, for example. derived theme, constant progression and linear progression. both of them used derived theme on general implantation on writing the news for their media. nenitriyana a2b016021 11 discussion first objective of this research is the common pattern of thematic progression in jakarta post newspaper editorials. the results showed that all 10 texts. all were newspaper editorials adopted three pattern proposed by danes (1974). including pattern linear progression, derived theme and constant progression. the common pattern of thematic progression in jakarta post newspaper editorials. that in text was the most common pattern constant progression. it seems progression not in accordance with the described in the sequence by (danes 1974). between pattern derived theme and linear progression. constant progression command pattern in jakarta post newspaper editorials. it meant half form 10 text occur the pattern constant progression the frequence 50% and derived theme the frequence 40%. the adventages the constant progression was successive clauses retairn the same there or referent in initial times on problems within the labour party. adventages derived theme will followed the themes connect to implict overall ‘hypertheme’ of the whole text and adventages linear progression is a logical means of creating cohesion is logical means of creating cohesion but less obtrusive than constant progression. it may however seem plodding it overused. according danes (1974) pattern constant progression, a constant progression where the theme is kept from clause to clause.this mean that the jakarta post newspaper editorials used a simple pattern because it rarely used a pattern linear progression. the second objective of this research was to common pattern of thematic progression in ‘kompas’ newspaper editorials. the results shown that all 10 texts. all were newspaper editorials adopted three pattern proposed by danes (1974). including pattern linear progression, derived theme and constant progression. the common pattern of thematic progression in ‘kompas’ newspaper editorials. the text was the most common pattern derived theme. it seems progression not in accordance with the described in the sequence by (danes 1974). between pattern constant progression and linear progression. derived theme command pattern in ‘kompas’ newspaper editorilas. it meant more than half occur the pattern derived theme the frequence 60% and constant progression the frequence 30% . the adventages of derived themes were connected to implict overall ‘hypertheme’ of the whole text, adventages the constant progression, successive clauses retairn the same there or referent in initial times on problems within the labour party and adventages of linear progression was a logical means of creating cohesion logical means of creating cohesion but less obtrusive than constant progression. it may however seem plodding it overused. according danes (1974) pattern derived theme, a progression where each theme is derived from a more general macro-theme. this mean that the jakarta post newspaper the nenitriyana a2b016021 12 editorials used a simple pattern because it rarely used a pattern linear progression. the last objective, the different between the thematic progression pattern in jakarta post and ‘kompas’ newspaper editorials. difference, thematic progression pattern in jakarta postare constant and derived theme. where as thematic progression pattern in ‘kompas’ are derived theme. its means the some differences of thematic progression pattern between jakarta post and ‘kompas’ pattern progression, in jakarta post are constant progression and derived theme in ‘kompas’ are derived theme and constant progression. this means that both of these newspaper chose to use a simple pattern, and rarely using pattern linear progression. this is probably in jakarta post and ‘kompas’ newspaper editorials caused or in the intention of ease readers and interested in reading editorials or probably readersearly read newspaper.it means that the writer of “editorials in jakarta post and ‘kompas’ mostly dominant the texts by using derived theme and constant progression. it is informative, easier and understand. the current finding of justifying research based on the knowledge gaps is also difference jing wei (2016). it analyzed the speakers and writers organize their messages in a way which make them integrate into the unfolding text smoothly and it makes a significant contribution to the coherence of a text. it can connections that listeners’ or readers’ perception in a written or oral text. the contrast, the way for justifying the research project based on the knowlege gap in newspaper editorial of the this study difference from the finding of eva’s (2013) she found thematic progression letter analysis on reader’s forum in jakarta post. the finding were: 1) zigzag theme, 2) re-iterate theme, 3) blending between those thematic development and 4) no thematic development. the way for justifying the research project based on the knowlwdge gap found the thematic progression in newspaper editorial of this study were diffrence of the finding in the last study on valeria (2015) she analyzed the schematic structure of news item text. newspaper and article text from jakarta post. she found the similarity of texts is used for declarative mood type in the two tests, but there is only one interrogative mood type found in the jakarta post (tjp). conclusion and sugestion since this research concern in investigating the pattern in thematic progression, thematic progression in jakarta post and ‘kompas’ newspaper editorials.the out put of this research was conclude the most frequent pattern of text in the neswpapers. based on the finding of thematic progression analysis. several conclusions could be draw pattern from this study. in term of the thematic system, it was found that two patterns of thematic progression are employed in newspaper editorials.first, common pattern of thematic progression in jakarta postnewspapereditorials are constant progression and derived theme. second, common patternof thematic progression in ‘kompas’ newspaper editorials are nenitriyana a2b016021 13 derived theme and constant progression. finally, difference on thematic progression pattern in jakarta post and ‘kompas’newspaper editorials. in the thematic progression in jakarta post newspaper editorials are constant progression and derived themewhere as the thematic progression in ‘kompas’ newspaper editorials are derived theme and constant progression. the diffrerences exist in the order of patterns of topic progression. suggestion based on the finding and the conclusions, the research would like to contribute some suggestions: 1. for the teachers. it can be reference for teaching mainly in application of language element about thematic progression. it is as implication of the theories to practice in using thematic for mass media writing and reading as sampling for using it. 2. for the students. it is as example for using thematic progression in daily life. students were more understand for its implantation clearly. references arikunto,suharsimi.1998.prosedur penelitian suatu pendekatan praktek. jakarta: rinekacipta. alice caffarel-cyron&elizabethrechniewski. 2014. exploring the generic structure of french editorials from the perspective of systemic functional linguistics, journal of world language. brown, h douglash. 1994. teaching by principles: an interactive approach to language pedagogy.san fransisco: prentice hall regent. danes, f. 1974. fungsional sentence perspective and the organization of the text.in papers on functional sentence perspective, by f. danes, the hague. 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grammar (4th ed.). revised by c. m. i. m. matthiessen.new york: routledge. halliday, m.a.k. 2004.an introduction to functional grammar (3rd ed.). revised by c. m. i. m. matthiessen.london: arnold. halliday, m.a.k. 1994. an indtroduction to functional grammar.2nd ed. london: arnold. halliday, m.a.k., and r. hasan.1985. language, context and text: aspects of language in a social semiotic perspective. geelong: deakin university press. halliday, m.a.k and hasan, r. 1976. cohesion in english. london: longman halliday, m.a.k. 1978.language as social semiotic: the social interpretation of lnaguage and meaning.london: edward arnold. halliday, m.a.k. 1994. an indtroduction to functional grammar.2nd ed. london: arnold. herriman, j. 2011. themes and theme progression in swedish advanced learners’ writing in english. nordic journal of english studies 10: 1–28. h.j.x. fernandes, 1984. testing and measurement.jakarta nasional education planning. hopkins, d.1993. a teacher’s guide to classroom 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introducing functional grammar, 3rd ed. abingdon: routledge. wang, l. 2007. theme and rheme in the thematic organization of text: implications for teaching academic writing. asian efl journal 9(1): 164–176. weir, c.j. 1983.identifying the language needs of overseas students in tertiary education in the united kingdom.upublished.ph d thesis, university of london. yang, x. 2008.thematic progression analysis in teaching exploration writing. english language teaching 1(1): 29–33. 46 3 theoretical background. van dijk, t.a. 1996. opinion and ideologies in editorials’, second draft march 1996. paper for 4th international symposium of critical discourse analysis, language, social life and critical thought, athens 1995, and 2006. valeria’s. 2015. a genre analysis of news item texts in the jakarta post and new york times. eka puspita a2b016007 1 language features used to describe major character in short stories eka puspita1, azwandi2, irma diani3 123 english education postgraduate programe bengkulu university, indonesia e-mail: puspitaeka398@gmail.com azwandi58@yahoo.com irmabengkulu@yahoo.com abstract: language features are the important aspect in a text. this is part of the student’s knowledge. if the students familiar with the language features, they can understand the major characters in the texts easily. the purpose of this study is to analyze the language features that used to describe major characters in short stories. this research was a descriptive qualitative research. the research objects were taken at six indonesian short stories and six english short stories. the research procedure classifies all objects based on language features of research instruments.the results of this study are there are two characters of major character in the short stories, protagonist and antagonist. in indonesian short stories there are two short stories that have antagonist characters and four short stories have protagonist characters. and all of the short stories only have one major character. but in english short stories, four of the short stories have two major characters and two short stories only have one major character. keywords: language features, short stories, characters, major characters abstrak: ciri-ciri kebahasaan merupakan aspek yang penting dalam sebuah teks. ini merupakan bagian dari ilmu pengetahuan yang dimiliki siswa. jika siswa mengenal ciri-ciri kebahasaan, mereka bisa memahami tokoh utama dalam cerita pendek. tujuan dari tesis ini adalah untuk menganalisis ciri kebahasaan yang digunakan untuk menggambarkan tokoh utama dalam cerita-cerita pendek. penelitian ini adalah penelitian deskriptif kualitatif. objek penelitian diambil dari enam cerita pendek indonesia dan enam cerita pendek inggris. prosedur penelitian adalah dengan mengklasifikasikan semua objek berdasarkan ciri kebahasaan dalam instrument penelitian. hasil penelitian ini adalah: ada dua karakter tokoh utama yaitu protagonis dan antagonis. pada cerita pendek indonesia, ada dua cerita pendek yang memiliki karakter antagonis dan empat cerita pendek yang empunyai karakter protagonis, dan semua cerita pendek hanya memiliki satu tokoh utama. tetapi pada cerita pendek inggris, ada empat cerita yang mempunyai dua tokoh utama dan dua cerita yang mempunyai satu tokoh utama. key words : language features, short stories, characters, major characters introduction short story is a brief, imaginative narrative, unfolding a single predominating incident and a single chief character; it contains a plot, the details of which are so compressed, and the whole treatment so organized, as to produce a single impression. (esenwein, 1909: 51). the short story is a literary genre. it is usually fictional narrative prose, as well as another form of fictional stories, short story is also established by intrinsic elements such as ; theme, character, setting, plot, stylistic, and point of view. the related issues on analysing short stories have been discussed in some graduating papers and journals. as seen in adera (2012), in his mailto:puspitaeka398@gmail.com mailto:azwandi58@yahoo.com mailto:irmabengkulu@yahoo.com eka puspita a2b016007 2 thesis adera stylistically analyses four of edgar allan poe’s short stories: three sundays in a week, the black cat, a tale of jerusalem, and shadow. he uses foregrounding as a theoretical framework for his analysis. the second study was conducted by adane (2012), adane says due to time constraint the analysis focuses only on three selected chapters that are considered to be stylistically representative in the novel. the novel has a total of sixteen chapters. adane takes lexical categories and figures of speech as theoretical framework for his analysis. the third study was conducted by segara (2013), segara found that the students did not use one or more features in their narrative text and the students applied and ignored when writing narrative text and factors that made students ignored features of narrative text. the fourth study was conducted by buechner (2015), she explore writing to evaluate the nature of creativity in the english field, explaining certain techniques that writers must learn, identifying struggles they must overcome, and including tips from editors on publishing fiction. the last study was conducted by alemu (2015), he found that very limited number of theses dealing with stylistic analysis of short stories and none of them deals with any of o henry’s works. since the research is theoretical, analytical and descriptive in nature, close reading and text based analysis are applied in the analysis of the short stories. the finding from adera (2012) same with adane (2012) and alemu (2015). adera analyse the stylistic in four short story but alemu just one short story. adane analyses stylistic only focuses on three selected chapter in a novel. unlike finding from segara (2013) and buechner (2015) just analyse the narrative text features and buechner just analyse the writing analysis in short story. the above studies are important in order to know about the language features however; none of those studies above focus on language features in major characters in short stories. therefore, the researcher choose short stories for children, especially folktales and legends because, first, beside it is a part of english material in junior high school, the short stories like folktales and legends needed to be introduce to the learners for enriching and showing differences genres and text types. second, by showing different genre or text such as folktales and legends, it may also influence specific characters to the learners. “.from the background above, the research formulated problems. of the research follow: 1. what language features did the authors used to describe the major characters in indonesian short stories? 2. what language features did the authors used to describe the major characters in english short stories? 3. how are the major characters characterized in indonesian and english short stories? method eka puspita a2b016007 3 research is qualitative study that uses descriptive content analysis since data is in the form of text. maxwell (1996) argues that qualitative study focuses on certain events or people emphasizing not on numbers, but more on words. data source the source of the data in this study is gathered from some short stories. the writer uses twelve short stories as main data. the data are taken from the text books and internet that are relevant and support the data of this research. the short stories consist of six folktales from indonesian short stories and six folktales from english short stories. the short stories are taken from eight text books. in one text books have four until five folktales and legend. some of them are fable, but researcher just takes the short story of fairy tales or legends. the short stories are the legend of kemaro island, malin kundang, the crying stone, timun emas, wa lancar and the legend of rawa pening. the english short stories are beauty and the beast, the golden star fruit tree, the woodman and his children (henzel and gretel), mangita and larina, the empty pot, and the prince and his best friends. this instrument was adapted from leech and short (1992). according to the model of analysis used by leech and short, and can choose one or a few issues to focus on in an analysis of their four categories of linguistic analysis. the researcher has chosen to focus on one, namely lexical categories. table of language feature’s instruments language features nouns verbs adjectives adverbs adapted from leech and short (1992) this instrument was adapted from leech and short (1992). according to the model of analysis used by leech and short, and can choose one or a few issues to focus on in an analysis of their four categories of linguistic analysis. the researcher has chosen to focus on one, namely lexical categories. method of data analysis in this study, the writer use content analysis. content analysis is applied to the analysis of data in documents and refers to the systematic description, description of the contents of documents. four common uses for content analysis are: 1. to describe the relative frequency and importance of certain topics 2. to evaluate bias, prejudice or propaganda in pint materials. 3. to assess the level of difficulty in reading materials, and 4. to analyse types of errors in students’ work. results and discussion language features used by authors to describe major characters in indonesian short stories 1. timun emas the language features can see from the following table: this eka puspita a2b016007 4 table 1. timun emas short story language features nouns verbs adjectives adverbs the island java indonesia a couple of farmer children monster buto ijo condition meat of human being months the wife baby girl timun emas a teenager house a child parents something bamboo seedles seeds of cucumber dressing salt things weapons prey nose vines of cucumber cucumbers steps bamboo trees a lake the land ocean god home lived married had prayed called give granted grown up sacrifice eating agreed gave named came frightened hide told asked postpone promise said prepared take chase ran catch spread scared arrived realized left knew turned grabbed started found took break threw overcome continued caught threw stood drowned died thankful ferocious powerful fresh pregnant beautiful happy healthy smart diligent fast far angry sharp exhausted dense busy hard long time ago later again quickly easily behind soon finally instant from the table above, researcher analyze that verbs are the greatest number of language features. the choice of verbs contributes clearly to the depiction of characters as heroes or villains, and it appears that there is association between “positive” verbs and “good” characters. the second numbers of the language features are nouns, in this short story, noun consist of proper nouns such as, timun emas, buto ijo and indonesia. common nouns such as, the island, children, monster, ocean, etc. collective nouns such as, a couple of farmer, meats of eka puspita a2b016007 5 human being, seeds of cucumber, and vines of cucumber. material nouns such as, bamboo, seeds, etc the third numbers of language features are adjectives. the adjectives used in describing a character are very important. the type of adjectives consists of physical appearance such as, beautiful and pregnant. and personality adjectives such as, ferocious, powerful, smart, dilligent, etc the last numbers of language features are adverbs. the researcher analyze that the types of adverbs that used in this short story are adverb of manner such as, quickly, easily and finally. adverb of time such as, long time ago, later, and behind, and adverb of frequency such as, again and soon. 2. malin kundang malin kundang is a popular legend from west sumatera, indonesia. in this short story, the language features can be seen in the table as follows: table 2. malin kundang short story language features nouns verbs adjectives adverbs mother son malin kundang something woods the forest food need clothes permission dear god ship employee man merchant daughter mother land the harbor west sumatera everybody the dweller wife village clothes the justest king the sky the thunder light thundering condition everything stone lived hanged given took sold buy fulfill ate wore asked work want change let go get come back said answered went motivated made increased interested marry agreed invited see anchored heard told shouted found welcome ashamed saw remember believe young difficult nature enough poor better luck good diligent fast rich big beautiful bad sad short dark normal once upon a time namely daily normaly one day soon near now always eka puspita a2b016007 6 unbelieve forgive felt became rumbled sound from the table above verb is the greatest number of language features, the researcher analyze that verbs in the text can show the characters, it can see from the verbs such as, ashamed, saw, go have no. the second numbers of language features is nouns. in this text noun consist of proper noun suc as, malin kundang. the common noun such as, the merchant, ship, daughter. the last is material noun such as, stone. the third number of language features is adjectives. the adjectives use physical appearance such as, young. the personality adjective such as, diligent. the fourth number of language features is adverbs. adverb which is used in this text are adverb of manner such as, daily, normaly. adverb of place such as, near. adverb of time such as, soon. and adverb of frequency such as, always 3. the legend of kemaro island the legend of kemaro island is a popular legend from south sumatera. from the short story, the language features can be seen from the table as follows: table 3. the legend of kemaro island short story language features nouns verbs adjectives adverbs a kingdom south sumatera the king daughter siti fatimah man courage a ship china the captain tan bun ann a prince business merchant months the palace king’s permission half of profit majesty the people information son in law love thing nine big jars gold a letter the parents fell propose wanted marry arrived came planned meet stay remember share give said admired tried find asked knew made worked approached talked filled wrote told agreed sent cover beautiful single young rich beauty richer patience spirit hard big rotten angry power impatient grave bigger high a long time ago one day here then often really finally secretly after a while top later immediately the bottom again always never eka puspita a2b016007 7 the thieves vegetables the pier musi river stone mistake guards message a pile of soil an island the water looked for surprised opened saw looked search threw smashed found jumped collect waited for became drowned from the table above, the greatest number of language features is verbs. in this short story, there are two characters. the first character is siti fatimah. the verbs can be show the character of siti fatimah such as, admired, work, fell, saw, waited for, wanted, jump and helped. the second character of this short story is tan bun ann. the character of tan bun ann can be seeing from the verbs as follow; cam, meet, ask, and propose. the second number of language features is nouns. the types of nouns which use in this text such as, proper noun, common noun, collective noun and material noun. proper nouns such as, tan bun ann, siti fatimah. common noun in such as, the king, daughter, man. collective nouns such as, half of your profit, a pile of soil. the third number of language features is adjectives. like the verbs and nouns, adjective is larger than adverb although it is only more one point. the adjectives that used by the author are physical appearance, personality and comparative adjective. the physical appearance such as, beautiful, single, young and beauty. the personality adjective that use in this short story such as, patience, spirit, angry, power and grave. the comparative adjective such as, richer and bigger. the last number of language features in this short story is adverbs. adverbs that use in this story are adverb of manner, such as, really, finally, secretly and immediately. the next is adverb of place such as, here, top and bottom. adverb of time can be see in the sentence such as, a long time ago, one day and. later. adverb of frequency such as, often and never 4 the crying stone. the crying stone is a famous short stories from kalimantan, indonesia. from the text of short story above the language features can be following from the table below: table 4. the crying stone short story language features nouns verbs adjectives adverbs widow village daughter mother problem make up clothes the market food everybody lived helped want know put wear look buy refused accompany poor old small beautiful lazy arrogant best rich sad beauty once upon a time never one day finally behind on the way again always everytime anymore eka puspita a2b016007 8 girl woman dress servant people the pain god girl’s leg stone the process the upper parts of girl’s body body agreed go walk said admired asked answered hear understand met hold prayed punish turns continues panic forgive cried becomes see call curious simple sad ashamed panic suddenly slowly already too late now down from the table above, the greatest number of language features is verbs. the first major character in this short story is a poor widow (a mother). it can be see from the verbs such as, hear, say, understand, hold, prayed, punish, the second major character is a daughter.it can see from the verbs such as, helped, want, know, said, asked. the second number of language features is nouns. the first kind of nouns in this short story is common nouns, such as, widow, village, and daughter. the second noun is collective noun such as, the upper part of the girl’s body. the third noun is material nouns such as, dress, stone. the third number of language features is adverbs. there are four types of adverb which use in this text; the first is adverb of manner, such as suddenly, finally. the second is adver of place, such as, behind. the third is adverb of time such as, once upon a time, now. the last adverb is adverb of frequency such as, again. the fourth number of language features is adjectives. the adjectives use personality and physical adjectives. the examples of personality adjective such as, lazy, arrogant, ashamed, panic. the example of physical appearance such as, poor, old, small, rich, beautiful. 5. wa lancar wa lancar is a story from north sumatera. the language features in this short story can be seen from the table as follow: table 5. wa lancar short story language features nouns verbs adjectives adverbs wa lancar man money preacher rice field students a piece of advice first preacher second preacher third preacher studied have go met willing teach return asked help agreed poor young diligent hard enough hungry satisfied poor jealous angry always fortunately several years later again afterwards immediately mysteriously next apparently eka puspita a2b016007 9 a stone a knife kids jealous preacher palace king lesson man daughter wedding receptionist guest hill foods preacher’s advice stone the hill soldiers hole bed centipede wife things father word everything mistakes taught left thought gave eat wait wanted leave adviced rest pay get grind thankful suffered passed made told remembered fell died took bought arrived sleep finished killed woke surprise confessed punished tired delicious hungry black lucky deep bad true following morning lucky suddenly soon from the table above, the greatest number of language features is verbs. the character in this short story can we see from the verbs such as, wanted, help, say, told, confessed. the second number of language features is nouns. from the text, nouns consist of proper noun suc as, wa lancar. common noun such as, the preacher. collective noun such as, a piece of advice. and material nouns such as, stone, knife. the third number of language features is adjectives. the adjectives consist of physical appearance such as, young. and personality adjectives such as diligent. the last number of language features is adverb. adverb in this short story use adverb of manner such as, fortunately, adverb of place such as next. adverb of time such as later. and adverb of frequensy such as, in the following morning. 6. the legend of rawa pening the legend of rawa pening is a famous story from central java. the language feature of the legend of rawa pening short story can be seeing in the table as follow; table 6. the legend of rawa pening short story language features nouns verbs adjectives adverbs boy village door food nobody woman knocked asked cared help gave wanted little poor hungry weak generous old once upon a time finally mockingly easily suddenly now eka puspita a2b016007 10 shelter meal lesung mortar rice flood a boat journey people the field a stick the ground everybody the crowd the hole water lake rawa pening lake salatiga central java indonesia leave pounding reminded remember save thanked continued passing saw gathering came stuck challenged pull tried succeded laughed stepped dumbfounded spouted stop flooded saved told picked became big wooden happy closer luck huge from the table above, the greates number of language features are verbs, the character of this short story can be see from verbs as follows, knocked, asked, cared, helped, the second number of language features are nouns, in this short story noun consist of proper noun such as, lesung, rawa pening,. common nouns such as, people. materials noun such as, stick. the third number of language features is adjectives. adjectives which used in this short story are personality adjectives such as, hungry, weak, generous. the physical appearance such as, little. and comparative adjectives such as, closer. the fourth number of language features is adverbs, adverbs in this short story such as, adverb of manner. for example, mockingly, easily. adverb of time such as, once upon a time, now. language features used by authors to describe the major characters in english short stories 1. mangita and larina mangita and larina is a fairy tale from filipine. the language features of this story can be see from the table as follows: table 7. mangita and larina short story language features nouns verbs adjectives adverbs the banks of the laguna the bai fisherman wife daughters mangita larina hair girl lived died named had helped mend make smile poor beautiful black dark good bright little fair many years ago night never cruelly one day mockingly afterwards down eka puspita a2b016007 11 loved kindness father the nets the torches fish nipa house a ray of sunshine sister the day a pin butterflies the lake water the people woman rice bowl the doorway head blood the jar kitchen a word treatment of a stranger the big city the river food sickness the world shells a bag of seeds signs the bag a seed mangita’s moan of pain girl’s cries the point of death the visitor the house the room a blinding light place fairy arms hearts island home evil hands a number of elves peace happiness a greent plant the pasig wickedness spent combing catching stick go see laugh struggling thought came begged put mending saw spoke pushed fell injured sprang washed filled thanked promised forget spoke care mocked took task hate sell attacked carved earned buy though try swept asked nurse ease grew opened came gave showed thanks returned watched hid paid wished bent searched stood holding pointed sit long golden proud different pretty clear poor jealous old cruel alone enough worse kind weak alone weaker empty there now everywhere too finally soon again suddenly now the bottom this day eka puspita a2b016007 12 clapped appeared carried struggling combs becomes floats know punished the largest number of language features is verbs. from the verbs in the text we can see the character as follow, sprang, help, washed, saw, spoke, pushed. the second number of language features is nouns. types of nouns in this text are proper noun such as, mangita and larina. the common nouns such as, fisherman, wife. the collective nouns such as, a bag of seeds, the point of death. the abstract noun such as, kindness. and material noun such as, rice, seed. the third number of language features is adjectives. adjectives in the text consist of personality adjectives such as, cruel, kind, physical appearance such as, black, dark. and the comparative adjectives such as, worse and worse. the fourth number of language features is adverbs. adverbs in this text are adverb of manner such as, cruelly, mockingly, finally, suddenly. adverb of place such as, down, there, the bottom, everywhere. adverb of time such as, now. and adverbs of frequency such as, never. 2 the golden star fruit tree the golden star fruit tree is a famous story from vietnam. the language features of this story can be seeing from the table below: table 8. the golden star fruit tree short story language features nouns verbs adjectives adverbs man vietnam sons attitudes older brother younger brother father’s wealth parts everything a smal piece of land star fruit tree the tree raven all the ripe fruit the market family bag a place full of gold raven’s back house wife younger brother’s house wealth the truth died divided took gave made selling came ate know dared approach begged replied need have bring fill told climbed flew invited refused decided got surprised rich old different greedy kind big afraid starve long poor happy same longer heavy straight fast a long time ago in front of there unfortunately one day surprisingly too happily finally now gladly soon on the way down eka puspita a2b016007 13 fortune plea pockets the sea see asked tell offered trade accepted moved expected became hang swayed sank from the table above, the researcher analyze that the greatest numbers of language features are verbs. the characters of this short story can be see from verb as follow; took, gave, filled, brought, tell. the second number of language features is nouns. nouns in this short story consist of proper noun such as, vietnam, raven. the next noun is common coun such as sons, brother. the third noun is collective noun such as a small piece of land, a place full of gold. the last noun is material noun such as, gold. the third number of language features is adjectives. adjectives in this short story consist of phisical appearance such as, big, rich, and old. the personality adjectives such as, greedy, kind. the last adjectives are descriptive in comparative form, such as, longer. the fourth number of language features is adverb. the adverbs using adverb of manner such as, surprisingly, finally. adverb of place such as, in front of, there. adverb of time such as, one day. and adverb of frequency such as, soon, too. 3. the empty pot the empty pot is a folktale from china. the language features of this short story can be see from the table below: table 9. the empty pot short story language features nouns verbs adjectives adverbs an emperor a successor throne children flowers plants kingdom seed child result months contest crown crowd palace home one of the children jhrunk gardener village needed select loved decided call gave said show win wear wanted returned carried put tried announced emerged changed grow repotted old best good young a tiny the same confused finest empty real shame blossoming honest enough once upon a time next carefully properly one week later sprouting carefully at the palace again eka puspita a2b016007 14 pot soil girl kids puzzled the method clothes mother father parents things majesty everybody passed cleaned prepared walked hold bring felt agreed lined brought checked came scowled pleased choose continued surprised boiled smiled from the text above, researcher analyze that the greatest number of language features are verbs. we can see the character from verbs such as, felt, agreed, said, and tried. the second number of language features is noun. in this short story the author use proper noun such as, jhronk. common noun such as, the emperor. collective noun such as, one of the children. the material noun such as, seed. the third number of language is adjectives. the adjectives consist of personality adjective such as honest. the other adjective is physical appearance such as, old. the fourth number of language features is adverbs. the author use adverb of manner such as, carefully, properly. adverb of place such as, at the palace, once upon a time. the adverb of frequency such as, again. 4. beauty and the beast beauty and the beast is one of famous folktales in the world. the language features in this short story can be seeing in the table below: table 10. beauty and the beast short story language features nouns verbs adjectives adverbs a merchant daughters sons girl the family money beauty brothers sisters wealth older sister garments rose father the forest the snow storm became worked took demanded bring asked regain trapped came found wandered saw plucked appears said die youngest most beautiful lost poor hard expensive simply perfect jealous broken once upon a time the night morning evening never one day night gladly suddenly happily eka puspita a2b016007 15 palace food shelter the garden a beast place a chest gold home treasure father’s place bast place a fairy reward wife the magic mirror condition castle heart love a prince happiness goodness begged agreed go take refused return gave filled sent enabled make giving told happened insisted went saw thanked get treated visited leave allowed agreed overjoyed persuaded stay dreamt dying transported found realized marry transformed joined lived founded from the table above, the greatest number of language features is verbs. verbs in the text such as, became, worked, came, die, refused, thanked, transformed, etc. the second greatest number of language features is nouns. the types of noun in this text are proper noun such as, beauty, rose. the common noun such as, merchant, daughters, sons. abstract noun such as, happiness, goodness. and the last is material noun such as, gold. adjectives are the third numbers of language features although it is only one point greater from adverbs. there are three types of adjectives in the text; they are physical appearance, superlative adjective and personality adjective. such as, the youngest, the most beautiful. the youngest and the most are superlative adjective while beautiful is physical appearance adjective. personality adjective such as, jealous. the fourth number of language features is adverbs. adverbs in this text consist of adverb of manner such as, suddenly. adverb of time such as, every evening. and adverb of frequency such as, never. 5. the woodman and his children eka puspita a2b016007 16 the woodman and his children is a famous folktale in the world. the original title is henzel and gretel. the language features of this short story can be seeing in the table as follows; table 11. the woodman and his children short story language features nouns verbs adjectives adverbs a woodman a mountain the forest wood children boy henzel gretel the mother father woman wife woodcutter stepmother person customers firewood family husband idea the plan child pebbles pocket shirtfront home a piece of bread place the parents distances the trail destination all of the pebbles crumbs of bread ground birds house of a witch candy foods the roof chocolate the walls cake windowpanes sugar building a piece of roof one of the windowpanes doorknob lived went cut had died married became find buy grew suggested abandon objected kept talking made overhead collected filled sleep reached said stay play return walked dropped brought began mark tried disappeared eaten wandered belonged made attracted opened entered grabbed put became cook took withdraw grown feel fed remain annoyed bad poorer deep small short lost nice sweet clear hungry unusual poor obvious delicious fatten long thin hot good valuable took apologized longer poor rich happy once everyday after a while finally one day somewhere morning here in the evening the end of the day now aimlessly naturally simply day after day inside there finally again eka puspita a2b016007 17 witch a cage meals brother finger the oven crawl the key witch’s house a trunk treasure the rest decided light roast pretended show lighted slammed trapped burned unlocked release searched discover found apologized happened enjoyed from the table above, the researcher analyze that the greatest number of language features in this short story are verbs. the characters in this story can be seeing from the verbs such as, dropped, have, slammed, shut, and trapped. the second number of language features is nouns. noun which use in this short story are proper nouns such as, henzel, gretel. common noun such as, woodman, mountain. collective noun such as, a piece of the roof, one of the windowpanes. the material noun such as, the doorknob, the door. the third number of language features is adjectives. the adjective use physical appearance such as, fat. the personality adjective such as, bad. the comparative adjective such as, longer. the last number of language features is adverbs. the adverbs in this text are adverb of manner such as, aimlessly. the adverb of place such as, here. the adverb of time such as, morning. 6. the prince and his best friends the prince and his best friends is about the frienship of three young mans. the language features of this short story can be seeing from the table below: table 12. the prince and his best friends short story language features nouns verbs adjectives adverbs prince jonathan loved people friends peter pipe the servant of the palace franklin greedy a son of aristocrat the forest a group of bandits three boys house the gate doors the three boys a hostage the bandits ransom adored walking attacked entered blockaded trapped terrified asked surrender urged supported give decided realised become ask scared wanted make kind young old afraid suspicious angry once upon a time one day suddenly near inside immediately quietly early at dawn the front there suddenly outside behind safely eka puspita a2b016007 18 father a deal franklin’s behaviour the room a horse the window one of the bandit’s horses the yard the capital escape opened unlocked entered search supposed sleeping heard running saw riding sneaked waited hiding took went going from the table above, the greatest number of language features are verbs, the verbs such as, decided, realized, become, made, opened, unlocked. the second greates number of language features is nouns. nouns which used in this short story are proper noun and common noun such as, prince, jonathan. from the verbs jonathan is proper noun and prince is common noun. the collective noun such as, the servant of the palace, the son of an aristocrat. the third number of language features is adverbs. in this short story, the authors used adverbs of manner such as, immediately. the adverb of place such as, inside. the adverb of time such as early at dawn. the last number of language features is adjectives such as, kind, young. adjectives kind is personality adjectives and young is physical appearance. the major character characterized in the short stories. a. indonesian short story. having analyze the result, the researcher find that timun emas is the major character in this short story. the major character in a story is generally known as protagonist. she is protagonist because she is a hero in this story and it can be see from verbs run, spread, and threw. such as in the sentence finally, when timun emas was almost caught, she threw her salt. soon the land where buta ijo stood turned into ocean. buto ijo was drowned and died instantly (line 32). timun emas has dynamic character who changes from frightened to be brave girl. it also can be see from verbs such as frightened and scared. timun emas was scared but because of his weapons she could kill a monster. timun emas also has neutral character, who describes the imaginary character that is only life in the fiction. malin kundang is the major character, he is the most appear in the story. malin kundang is antagonist because he has bad character. it can see from verbs go away and shouted. he shouted to his mother to let her mother go away. from adjective ashamed, he ashamed to his wife because his mother is very poor. malin kundang has dynamic character that changes the action it can see from. it can eka puspita a2b016007 19 see from adjectives poor, good, diligent and rich. malin has good character before, he is good and diligent but after he become rich, he changes to be a bad character. malin kundang is neutral character; this character is only presented to set up the story itself. in the crying stone short story, a daughter is the major character but she is antagonist. it can see from adjectives lazy and arrogant. and from noun servant, she calls her mother as her servant. the character of a daughter can be see from the quotation “no, she is not my mother. she is my servant,” the girl answered (line 14). a daughter has flat character that has only one certain nature character that is bad character. a daughter also static character, it is the same from beginning until the end because the conflict of the story does not influent to this character. a daughter is neutral character because this character is only presented to set up the story itself. the major character in the short story of the legend of kemaro island is tan bun ann because he is the most appears in the story. he is protagonist. it can see from the nouns love and courage. tan bun ann fall in love with siti fatimah and he has courage to propose her. from the verbs such as, permission, admired and propose. the character of tan bun ann can be seen in the sentences tan bun ann finally got information about fatimah. he knew that she was single and the king only wanted to have a rich son in law. the information made tan bun ann worked harder. he wants to be richer (line 15). tan bun ann is flat character because he has simple character. the character of tan bun ann always static that is does not change in surprising way. tan bun ann is neutral character who describes the imaginary character that is only life in the fiction. wa lancar is the major character in wa lancar short story. he has good character, its mean that wa lancar is protagonist. it can see from verbs studied, help, teaching and remembered. the character of wa lancar can be seen from the sentence wa lancar wanted to help poor kids by teaching them (line 14). wa lancar is flat character because it is only has one nature character. there is no surprising action designed to make the reader impressed. wa lancar also stactic because the character remains predictable. wa lancar is neutral character; he describes the imaginary character that is only life in the fiction the major character in the legend of rawa pening is a little poor boy. the little boy is protagonist. it can see from adjectives little, poor, hungry and weak. such as in the sentences once upon a time, there was a little poor boy came into a village. he was very hungry and weak (line 1). from verbs such as, used and pick up for example in the sentence he used the “lesung” as a boat and picked up the old woman (line 15) a little boy has flat character, he has the simple character. a little boy has dynamic character, his character changes from weak to be strong. a little boy is neutral character. b. english short story. mangita and larina are two major characters in mangita and larina’s short story. there are two characters in this short story, that are good and bad characters. mangita has good character and she is protagonist, it can see from eka puspita a2b016007 20 adjectives good and kind. for example in the sentence she was a good and beautiful girl (line 3). and you were cruel and mangita was kind (line 41). it can see from nouns such as, loved and kindness. for example in the sentence she was a good and beautiful girl, was loved by all for her kindness. from verbs such as, help and washed. for example mangita sprang to help her, washed the blood away from her head (line 15). opposite with mangita, larina is antagonist. it can see from adjective jealous and cruel, such as this made larina jealous (line 10) and the cruel girl said that she had done so (line 37). from verbs such as stick, laugh, spoke and pushed, for example in the sentences, she would catch a pretty butterfly, cruelly stick a pin through it (line 7). ...and would laugh to see the poor butterfly struggling in the pain (line 9). when larita saw the old woman she spoke mockingly to her and pushed her. (line 14). and adver such as cruelly, for example in the sentence the people dislike her for her cruelly (line 9). the character of mangita and larina are also flat characters, the attitude and behavior of the character is totally flat. there is no surprising action. both of them also static that is do not changed in surprisingly way. the major characters in this short story are neutral character because this character is only presented to set up the story itself. in the golden star fruit tree short story, there are two major characters that are the older brother and the younger brother. the older brother is antagonist, he has bad character. it can see from adjective greedy in the sentences such as, the older brother was very greedy (line 2). from verbs took and gave from the sentence such as, the big brother took almost everything. he gave his younger brother only a small piece of land (line 5). opposite from his brother, the younger brother is protagonist and he has good character. it can see from adjective kind such as ...and the younger brother was very kind (line 3). from verb invited such as, on the commemoration of his father’s death, he invited his older to come to his house (line 22). both of them have flat character, it means that they are the simple character that only has nature character. their characters also static, their characters remains predictable. the major characters have neutral characters because this character is only presented to set up the story itself. in the empty pot short story, jhrunk is major character. he is protagonist because he has good character. it can see from adjectives good, best and honest such as in the sentence he was a good gardener, even people said that he was the best young gardener in his village (line 10) and sentence “you are the only child honest enough to return with an empty pot” (line 48). from verbs tried and planted such as, “. i tried the best. i planted your seed with the best soil...” (line 44), it means that jhrunk is dilligent child. jhrunk also flat character, he has simple character, there is no surprising action. the character of jhrunk is static because his character is the same at the end of the story as the beginning. jhrunk is neutral character who describes the imaginary character that is only life in the fiction beauty is the major character in beauty and the beast short story. beauty is protagonist, she has good character. it can see from verbs insisted and went such as, beauty insisted on taking her father’s place, eka puspita a2b016007 21 and so she went to the beast palace (line 15). beauty has dynamic character, who demonstrated a new realization about her self. beast asks beauty to be his wife but beauty refused him. at the end, beauty realized that she was in love with the beast and want to marry him. beauty is neutral character who describes the imaginary character that is only life in the fiction in the short story of the woodman and his children, there are two major characters that are henzel and gretel. henzel and gretel has good characters and they are protagonists. henzel and gretel are the heroes, it can see from verbs slammed, shut, and trapped such as, gretel slummed shut the oven door and trapped the witch inside (line 45). henzel and gretel are dynamic characters, their characters change to be brave characters. henzel and gretel has neutral characters, they describes the imaginary character who is only life in the fiction the major character in the prince and his best friends short story are jonathan and peter piper. they are protagonist characters and have good characters. it can see from adjective kind and afraid such as ...there lived a kind young prince named jonathan (line 1) and ...but peter was not afraid (line 8). jonathan and peter piper have dynamic character, which changes in the course of the action. they also has neutral character who describes the imaginary character who is only life in the fiction discussion major characters in indonesian short sories having analyzed the indonesian short stories, the researcher found that the major character in indonesian short stories has two characters, protagonist and antagonist characters. although they are from different regions, some of them have the same characters, such as malin kundang and the crying stone. both of them have bad attitudes, they are ungodly children. different from malin kundang and the crying stone, timun emas, wa lancar and the legend of rawa pening have good attitudes; they are heroes and want to help another people. the kemaro island is about a couple falling in love but they are never being in love because of death. from the six short stories, four of them, malin kundang, the crying stone, the legend of kemaro island and the legend of rawa pening have the real evidence. the major characters in english short sories from six english short stories four of them have two major characters in one short story, they are protagonist and antagonist. the short stories such as, mangita and larina, the golden star fruit tree, the woodman and his children and the prince and his best friends. the major characters of each short story have bad and good attitudes. two of short stories have one major character in one short story, that the eka puspita a2b016007 22 are beauty and the beast and the empty pot. from the twelve short stories, the researcher has analyzed that there is no ungodly characters in english short story such as malin kundang and the crying stone. but there are the same character between timun emas, the empty pot and the woodmand and his children; they are about honest, brave and hero children. they are about kind children. the major characters characterized short stories from the explanation in the result, researcher analyze that in indonesian short stories timun emas has protagonist, dynamic and neutral characters. malin kundang has antagonist, dynamic and neutral characters. the crying stone has antagonist, flat, static and neutral characters. the legend of kemaro island has protagonist, flat and neutral characters. wa lancar has protagonist, flat and neutral characters. and the legend of rawa pening has protagonist, flat, dynamic and neutral characters. there are four short stories which have almost same characters that are timun emas, the legend of kemaro island, wa lancar, and the legend of rawa pening. the major characters of each short story are protagonist and neutral characters. but each of them has different in flat, static and dynamic characters. timun emas has dynamic character same withthe legend of rawa pening. the legend of kemaro island, wa lancar and the legend of rawa pening have flat characters in english short stories, mangita and larina short story has the same characters with the golden star fruit tree and the empty pot. both of them have two major characters, they are protagonist and antagonist, flat, static, and neutral characters. but the empty pot only has one major character. the beauty and the beast short story have same characters with the woodman and his children and the prince and his best fiends. the major characters of that stories has protagonist, dynamic and neutral characters. explaining the result with theory in this paper attempts have been made to language features analyze in selected short stories. in order to carry out the language features, twelve different short stories (timun emas, malin kundang, the legend of kemaro island, the legend of rawa pening, the crying stone, wa lancar, mangita and larina, the golden star fruit tree, beauty and the beast and the woodman and the children (hanzel and gretel), the prince and his best friends) a checklist of language features categories suggested by leech and short (2007) has been applied as a theoretical framework. in the analysis of indonesian short stories among the checklists, lexical categories have been employed. and it was noticed that the authors use of verbs takes the largest share of the major word classes. these verbs play a very great role in describing the characters, the setting and the surroundings well. through the use of adjectives (that contributes the 3rd largest number from the major word classes), the author is able to describe the physical and psychological features of the characters and the setting. nouns, the second largest eka puspita a2b016007 23 group of the major word classes, have played an important role in the story. this role in making meaning accessible to the reader is achieved through describing actions and to a certain extent by playing stative role in the story. the fourth number is adverbs. in the analysis of english short stories among the checklists, lexical categories have been employed. same with the indonesian short stories, there are six english short stories use of verbs takes the largest share of the major word classes and nouns are the second largest group of the major word classes. the second number is verbs. all of english short stories, adjectives that contributes the 3rd largest number from the major word classes, the author is able to describe the physical and psychological features of the characters. the fourth number is adverbs. from the explanation above, the researcher needs to compare the language features by using the table as follows: table 13. the number of language features in indonesian and english short stories. indonesian short stories language features english short stories language features n v adj adv n v adj adv timun emas 37 46 17 9 mangita and larina 63 75 26 19 malin kundang 33 44 18 9 the golden star fruit tree 30 37 16 14 tle legend of kemaro island 39 42 17 16 the empty pot 32 38 14 9 the crying stone 22 31 15 17 beauty and the beast 39 53 11 10 wa lancar 36 41 18 15 the woodman and his children 62 67 25 19 the legend of rawa pening 28 33 12 6 the prince and his best friend 29 36 6 14 total 195 237 97 72 total 255 306 98 85 from the table above, the researcher analyze that from all of the stories, the authors of indonesian and english short story use verbs as the greatest number of language features, the second numbers are nouns, the third numbers are adectives and the fourth numbers are adverbs. the number of english short stories is greater than the indonesian short stories. in the crying stone and the prince and his best friends short stories, the numbers of adverbs are larger than adjectives. the comparing and constrasting result with other study from the previous studies in chapter i, this study gets the same result from alemu (2015) about stylistic analysis of selected short stories by o henry. alemu analized four short stories of o henry (after twenty years, a harlem tragedy, the last leaf, and a furnished room). he use the same theory from short and leech (2007). the result of alemu’s paper is in one the short story, after twenty years, the author’s use of nouns takes the largest share of the major word classes. verbs are the second dominant group of the major word classes. adjectives contribute the 3rd largest number from the major word classes. and the least eka puspita a2b016007 24 represented in the major word classes are adverbs. the implication of this research for study the implications of this research for study are firstly, for the teacher, short story is one of materials that used to be taught in junior high school level especially for ninth grade. according to permendikbud number 24 (2016) in syllabus about core competence (1,2,3,4) and basic competence (3.7 and 4.7) for the ninth grade of junior high school. the unit focus on narrative text. the grammar lessons are the use of simple past tense, adverbs of time in simple past tense, singular and plural nouns. the learning material sections contain text title, the social function of the text, language features, vocabulary and the generic structure of the genre. the core competencies and basic competencies of ninth grade at junior high school are presented as follows: table 14. the core competencies and basic competencies of grade ix of junior high school. core competencies basic competencies 1. respect and appreciate the teachings of their religion 2. respect and appreciate the honest behaviour, discipline, responcible, caring (tolerance, mutual cooperation), polite, confident in teaching effectively with the social and natural environment in a range of social and existence. 3. understanding knowledge (factual, concept science, technology, arts, conceptual and procedural) based on his curiosity about science, technology, arts, culture and events related phenomena. 4. try, process, and present in the realm of concrete (using parse, compose, modify, and create) and realm of the abstract (writing, reading, counting, drawing, and fabricated) accordingly to the learned in school and other sources in the same viewpoint/ theory. 3.7. to compare the social function, generic structure, and language features of spoken and written narrative text by asking and giving information about short and simple fairy tales based on the context. 4.7.to get contextual meaning about the social function, generic structure and language features of spoken and written short story and simple fairy tales. conclusion having analysed this study about language features used to describe major characters in short stories, the language features can be used in teaching narrative texts for children. it could be read in following discussion: 1. the result of language features in indonesian short stories are the authors use verbs as the largest share of the major word classes. the verbs play a role in describing the characters of major character; the second dominant group of the major word classes are nouns and the third number from the major word classes are adjectives. and the least represented in the major word classes are adverbs. from the six indonesian short story, there is one short story that has adverb is greater than adjective. it is the crying stone short story. 2. in english short stories, the result of language features that used to describe major character has the same result with indonesian short stories. the authors use verbs as the greatest number of the major word classes, the second eka puspita a2b016007 25 number is nouns and the third number is adjectives. the last number of the major word classes is adverb, but one of the six english short story, the prince and his best friend short story use adverb as the third number of major word classes and adverb is the last number of major word classes. 3. the dominant characters of major character in indonesian short stories are protagonist and antagonist, from six of indonesian short stories, there are two short stories where the major characters are antagonist, they are malin kundang and the crying stone and four short stories where the major characters are protagonist, they are timun emas, the legend of kemaro island, wa lancar, and the legend of rawa pening.. in english short stories, there are four short stories which have two major characters, protagonist and antagonist characters, they are mangita and larina, the golden star fruit tree, the woodman and his children, and the prince and his friends. . and two short stories only have one character of major character, they are the empty pot and beauty and the beast, both of these short stories is protagonist. from the twelve short stories, there are no english short stories which have the same characters with malin kundang and the crying stone. suggestion based on the conclusion above, the researcher would like to give suggestions related to this research, which hopefully will be helpful for english teacher, students, institution, and further researcher. 1. for english teacher, the using of language features to identifying major characters in short stories will help the teacher in teaching narrative text especially for folktales and legends 2. for the students, they expected to be interest with the lesson and easy to identify the major character in short stories, and they can easily to understand the characters of the major characters. the children expected to more interesting to read short stories especially short stories and folktales from indonesia and another country, 3. based on the limitation in this study, the result of this research can be used as reference for further researcher who wants to analyse language features and characters of major character in short stories and other literary works. references abrams, m.h. 1971. glossary of literary terms. third edition. usa: holt, rinehart, and winston, inc, 1971, print. abrams, m.h. 1999. a glossary of literary terms. united states of america: heinle & heinle. edisi ke-7 adane, samron (2012). stylistic analysis of the beautiful things that heaven bears eka puspita a2b016007 26 adera, diribu (2012). stylistic analysis on selected short stories by edgar allan poe altenbernd, lynn and leslie l lewis. 1996. a handbook for the study of poetry. london: collier-macmillan limited. edgar allan poe (1846) “the phylosophy of composition”. graham’s magazine, 1846 edgar allan poe (1994), from a review of night and morning: a novel by edward bulwerlytton, graham’s magazine (april 1841), quoted in may, 1994,66 esenwein, berg. 1961. ‘what is a short-story’, in current-garcia and w.r.patrick (eds.). what is the short story? chicago, scott, foresman. hamalian, leo, and frederick r. karl (eds), the fourth world: the imprisoned, the poor, the sick, the elderly and underaged in america (1976). kreatif. bahasa inggris sma/ma dan smk/mak kelas x semester 2. penerbit viva pakarindo lakoff, g. (1990) women, fire and dangerous things, chicago and london: the university of chicago press leech, g. and short, m. ([1981] 1992). style in fiction: a linguistic introduction to english fictional prose. london & new york: longman. nurgiyantoro b, (2007). teori pengkajian fiksi.edisi 7; gajah mada university, press maxwell, j, a (1996). qualitative research design: an interactive approach, london: sage sanger, k. ([1998] 2000). the language of fiction. london: routledge. sinar mandiri (2002). bahasa inggris. standar isi ktsp kelas ix semester 2. penerbit sinar mandiri wardiman. a, jahur m.b, & djusma. m.s (2008). english in focus: for grade ix junior high school (smp/mts), pusat perbukuan departemen pendidikan dan kebudayaan wellek, rene and austin warren. 1956. theory of literature. new york: hartcourt, brace and world, inc. (2015). bahasa inggris. think glaobally act locally. kelas ix. kementerian pendidikan dan kebudayaan republik indonesia. 2015 (2016). peraturan menteri pendidikan dan kebudayaan nomor 24 tahun 2016 tentang pendidikan saintifik pada kurikulum 2013 developing reading material based-on local culture for junior high school in kabupaten rejang lebong leni agustina 1 , alamsyah harahap 2 , syahrial 3 postgraduate english program faculty of teacher training and education, university of bengkulu email: azra870@gmail.com. 1 , alamsyahharahap18@yahoo.com. 2 ,eric.syahrial@gmail.com 3 abstract nowadays, the developing and appreciating material based on student’s local culture is very attractive. the objectives of this research are to know the existing folktales in students’ book, to identify local folktales that suitable to be included in the english students’ book and to know how to include the local folktales in the english students’ book for ninth grade of junior high school in rejang lebong. this research adapted the r&d model proposed by borg and gall (1983) with some modifications. the data was taken from students and teachers of smp negeri 1 rejang lebong, smp negeri 2 rejang lebong and smp negeri 5 rejang lebong through questionnaire and interview. the first result of this research shows that students like the existing folktales in students’ book but sometimes they found difficulties in comprehending it. the second result identifies three siutable local folktales suitable to be included in the students’ book; legenda batu menangis (62.4%), lalan belek (66.7%) and muning raib (66.7%). the third result shows that the developed material can be used as supplementary reading material. in conclusion, the existing folktales in the student’s book are good but not contextual, there are highly three suitable local folktales to be included in students’ book (legenda batu menangis, lalan belek, and muning raib) and the way to include the suitable local folktales in english students’ book is as supplementary reading material. as suggestion, the next researcher can conduct further study on evaluation by using try out of this material development. keyword: developing reading material, local culture, supplementary material. abstrak pengembangan dan pembaharuan bahan ajar berdasarkan kearifan lokal sangat menarik saat ini. penelitian ini bertujuan untuk mengetahui sejauh mana cerita rakyat yang ada pada buku siswa, mengidentifikasi dan menambahkan cerita lokal ke dalam buku siswa dan untuk memasukkan cerita rakyat lokal ke dalam buku siswa smp kelas sembilan di kabupaten rejang lebong sebagai tambahan bahan ajar. penelitian ini menggunakan model penelitian dan pengembangan borg dan gall (1983) dengan beberapa modifikasi. data penelitian ini diambil dari siswa dan guru smp negeri 1 rejang lebong, smp negeri 2 rejang lebong dan smp negeri 5 rejang lebong melalui kuesioner dan wawancara. hasil dari penelitian ini menunjukkan bahwa siswa menyukai cerita rakyat yang ada di dalam buku teks tetapi kadang-kadang mereka mengalami kesulitan untuk memahaminya. penelitian ini juga mengidentifikasi 3 (tiga) cerita rakyat rejang lebong yang sesuai dimasukkan ke dalam buku siswa yaitu; legenda batu menangis (62,4%), lalan belek (66,7%) dan muning raib (66,7%). materi yang telah dikembangkan ini dapat digunakan sebagai bahan belajar membaca tambahan. kesimpulan dari penelitian ini adalah cerita rakyat yang ada di dalam buku teks menarik tetapi tidak kontekstual bagi siswa di kabupaten rejang lebong, terdapat tiga cerita rakyat yang dapat dimasukkan kedalam buku siswa sebagai bahan belajar membaca tambahan. saran penelitian ini ditujukan pada peneliti berikutnya untuk melaksanakan evaluasi yang menekankan pada uji coba materi yang telah dikembangkan. kata kunci: pegembangan bahan ajar membaca, budaya lokal, bahan ajar tambahan. mailto:azra870@gmail.com mailto:alamsyahharahap18@yahoo.com introduction culture is one of the important elements in learning a language. language and culture cannot be separated. students have to acquire the language and the culture (byram, 1990; byram & flemming, 1998). when students learn a language, automatically they will learn the culture of the language. it is part of communicative competence which includes cultural understanding, conversation, society norms and values. acquiring the language and the culture at the same time is rather difficult for the students, especially for beginner like junior high school students. teacher should find a text which is useful, interesting, engaging, involving, important, and relevant to their lives. teacher should provide the text that is familiar for the students. if the students have already known the content of the text, teacher can help them to draw their attention to the language (masuhara, 2003). obviously, the students and the teacher come from the same cultural background and the same language. it enables them to communicate and develop idea about local culture that they are familiar with. it is supported by vygotsky’s sociocultural theory (1994) on second language acquisition said that in acquiring a language is influenced not only by cognitive side but also by the environment of social and cultural around the students. interaction between the students and teacher in a real sociocultural setting will encourage them to participate in the classroom. responding to this view, the teaching-learning materials and activities should also cover the local culture of students to meet the students’ background knowledge, emotion, experience, and culture (bao, 2016; tomlinson, 2012; mckay, 2003). if the students are given unfamiliar topic to be discussed, they are most likely to give up and take time to do so. if the topic is familiar for them, they will be easy to comprehend the materials and the learning will take place. they have background knowledge about the topic and know what they are going to discuss. they will engage actively with the lesson. furthermore, the government of indonesia on the national education system suggests that the teachers’ responsibility for maintaining the indonesian culture relate to the values of religion and local wisdoms. teachers have an important role in integrating cultures or cultural elements in teaching and learning process. as textbooks are generally considered to be the major source of the teaching materials in the classroom, they have an important role in integrating cultures or cultural elements in the teaching and learning process. there are many textbooks published and used but they contain many culture values because they are produced for national level of the country. based on the researcher’s observation in the textbook used by ninth grade students of smp negeri 5 rejang lebong entitle think globally act locally, the existing materials contain the cultures of java, bali, palembang, and other indonesian cultures. it differs from the students’ culture. they should comprehend a text from other culture in their nation, for example they have to comprehend the text from java like mount bromo, tangkubanperahu, banyuwangi, and borobudur temple. although the texts are famous for indonesian people, the students are still difficult to comprehend the text because they do not have background knowledge of the text. it will make the learning process does not take place. mukundan (2003) proposes that it is more valuable to develop reading material that suit with students’ background knowledge, experience, interest, emotion and culture. culture-based learning can be classified as a representation of contextual-learning approach. contextually, the learning process should be relevant to the real situation and the culture where the learners are (bao, 2016; tomlinson, 2012; mckay, 2003). the culture-based covers all principles, norms, and practical orientation which happen among the society. this evidence then is used as the orientation in developing the reading material; culture-based reading material is referred to the use of material taken from rejang lebong culture. in line with this case, the learning process will be more beneficial and interesting for the learners since it directly applies their daily lives. based on con structivism theory developed by piaget (marysia, 2003), everybody has his own definition toward his learning and he will relate it to his prior knowledge. a learner will achieve such knowledge through the process of adding, modifying, and revising all the information during his learning. constructivism theory also strengthens that every individual exactly bring along his prior knowledge during the learning. brooks & brooks (1993) stated that the culture-based learning which goes along with the constructivism theory will create such a very convenient learning process. kusuma (2012) found that by applying culture based in the classroom, the teacher has played the role as a professional educator; helping the learners to do some of the following things: 1. seeing the relevance between principle of the subject matter and the different culture context. 2. understanding all the subject matter and the culture where the learners live. 3. actively participating in the culturebased learning process. 4. having the learners‟ knowledge and experience by varying the classroom activities. 5. understanding the nature of culture as such community where the learners are being learned and as it is seen from the educational point of view. 6. having an understanding and being competent to perceive all things around the learner’s daily life. there are studies on developing reading materials based on local culture such as kusuma (2012); utami (2014); and arifani (2016). kusuma and utami had concerned on developing reading materials focus on topics about: traditional clothes, traditional food and drink, tourism object, famous public figure, traditional music and dance of balinese. arifani developed fifteen chapters containing local reading passages from various famous local tourism objects, famous public figures, cultures, traditional cuisine and music. however, there are no studies that focus on topic of local folktale of the culture. considering this fact, this study will develop local culture reading material focus on folktale or narrative text for the ninth grade students of junior high school students in rejang lebong. the primary questions adressed in this research are as follow: 1. how are the existing folktales in the english students’s book for ninth grade of junior high schools in rejang lebong? 2. what local folktales are suitable to be included in the english students’ book for ninth grade of junior high schools in rejang lebong? 3. how to include the local folktales developed in the english students’ book for ninth grade of junior high schools in rejang lebong? methodology this was research and development (r & d) study which aimed to develop effective product based on the result of need analysis. it was conducted to design reading materials based on local culture for the students of ninth grade of junior high schools in kabupaten rejang lebong. borg and gall (2003) state that r & d is a process to develop and validate the educational product by testing it. they suggest that the product should be systematically field-tested, evaluated, and refined until they meet specified criteria of effectiveness, quality, or similar standards. the respondents of the research were the ninth grade students of smpn 1 rejang lebong, smpn 2 rejang lebong and smpn 5 rejang lebong and their teachers. the total numbers of the ninth grade students were 93 persons (31 students from smpn 1 rl, 33 students from smpn 2 rl, 29 students from smpn 5 rl). there were 9 teachers who taught ninth grade (3 english teachers from smpn 1 rl, 3 english teachers from smpn 2 rl, 3 english teachers from smpn 5 rl). the instruments of this research were questionnaire and interview. there were two kind of questionnaires used. the first questionnaire is for the students and the teachers to identify the needs of local culture reading materials for ninth grade of junior high school in rejang lebong. the second questionnaire is for expert judgement to evaluate the material developed. this study simplified borg and gall’s model into five steps, because this study only developed the models of reading material based on local culture. they were conducting need analysis, writing the syllabus, developing the material, evaluating and revising. the data would be analysed quantitatively and qualitatively. the questionnaire consisted of several questions which asked the students and teachers to choose the answer and gave the reason of their answers based on their experience in teaching and learning reading. after they had filled the questionnaire, the score would be counted. then, the data from the questionnaire would be analysed quantitatively by using percentage (arikunto, 2010). it described the percentage of each statement/question from the students and the teachers to identify the needs of local culture reading materials for ninth grade of junior high school in rejang lebong. the formula of percentage: f p = ---------- x 100% n where: p= the percentage of students need f= frequency n= total number after the data has been calculated, the criteria of the percentage are described as table 1 follow: table 1. the range/criteria of the percentage percentage criteria 81 % 100 % excellent 61 % 80 % very good 41 % 60 % good 21 % 40 % fair 0 % 20 % poor (adopted from arikunto: 2007) the percentage of all the data was acquired based on those criteria. the student’s preference was accumulated from all the students’ answers of each statement divided with the total number of students. while the teachers preference was accumulated from all the teachers’ answers of each statement divided with the total number of the teachers. the researcher focused on the criteria “very good and excellent”. the statistical service centre (2001:23) states that 60 % is the popularity summaries that readers find them accessible, convenient and to a degree useful. after gathering the information from the interview, the researcher analysed the data by writing the conversation transcript, describing the data, and writing the conclusion. firstly, the researcher rewrote each interview conversation conducted to the respondents by repeating the record and reading important notes written by researcher during the interview. after that the researcher classified the answers into the categories information needed as the answer to the problems asked in this research. then, the researcher drew the conclusions of all data gathered to develop model of local culture reading material. the data obtained by using expert judgment questionnaire were analysed by using likert-scale as measurement. there were four options in the first questionnaire: strongly agree (sa), agree (a), disagree (d) and strongly disagree (sd). the score of each scale are presented below: .table 2. the score of each option no categories score 1 strongly agree (sa) 4 2 agree (a) 3 3 disagree (d) 2 4 strongly disagree (sd) 1 from the data collection above, the mean (x) from the data can be calculated using formula proposed by suharto (2005). mean = ∑ f x n the mean values can be put on categories in order to make the data easier to read. the formula was proposed by suharto and can be seen as follows: r = (xh−xl) 4 where: r : range xh: the highest scale xl : the lowest scale the result of the calculation was converted into descriptive analysis. data conversation table was used to convert the data as the mean of the data had been calculated. table 3. data conversion table scale interval descriptive categories 1 1 ≤ x ≤ 1.74 poor 2 1.74 ≤ x ≤ 2.24 fair 3 2.5 ≤ x ≤ 3.24 good 4 3.24 ≤ x ≤ 4 very good the second data from open-ended questions in the second questionnaire were analysed through four steps: collecting data, reducing data, data displaying, and drawing the conclusions. in the data reduction step, the data are selected, limited, simplified, and transformed by summarizing the answers of open-ended questions. finding and discussion the existing reading materials the information about existing reading material was very important as the basic information to develop the local folktale reading material for the ninth grade students of junior high school in kabupaten rejang lebong. it is found that the existing reading material is good. it can be used for the teaching and learning process. the following tables present the students’ and teachers’ view about the existing reading materials. table 4. the existing reading material questions items student teacher is the existing folktale interesting? a. interesting b. interesting enough c. very interesting d. not interesting 17.3% 62,4% 7.5% 12.9% 22.2% 77.8% 0 0 is the existing folktale easy? a. easy b. difficult enough c. difficult d. very difficult 28.0% 61.3% 8.6% 32.2% 55.5% 44.4% 0 0 is the existing folktale useful? a. useful enough b. useful c. very useful d. not useful 26.9% 51.6% 18.3% 3.2% 22.2% 33.3% 44.4% 0 if you have not known the folktale, do you find difficulties in comprehending it? a. yes b. no 69.9% 26.9% 100% 0 the existing folktales in the student’s book for ninth grade of junior high school (sangkuriang, the golden cucumber, telaga warna and other indonesian folktales) are good to be used in the teaching and learning process based on the students’ and teachers’ opinions. most of the students and the teachers think that the folktales in the textbook used are quite interesting and not too difficult. students love to read the folktales and encourage them to learn. it can help the teaching and learning process runs smoothly. the existing folktales help students to develop their confidence. however, sometimes the students find difficulties in comprehending the story because they do not know the story about. they do not have background knowledge about the story. it can be concluded that the existing folktales are good to be used in the teaching and learning process but they are not contextual for the ninth grade students of junior high school in kabupaten rejang lebong. here is the interview excerpt with one of the student (nd). “kadang-kadang, kadang menarik, kadang tidak. tidak menarik karena saya tidak mengerti dengan isi teks tersebut.” (23 januari 2018, 09.06 wib) “sometimes, it is not interesting if i do not understand the content of the text.” (january 23rd 2018, 09.06 wib) the result of this research is similar with kusuma (2012) and utami (2014). kusuma (2012) found that the existing materials were not contextual for the students of ninth grade of elementary schools in buleleng regency, bali. utami (2014) identified topic selection as one problem in reading for the eight grade students of smp laboratorium, singaraja, bali. in this research, most students and teachers think that the existing folktales do not always suit with the students’ background. it is difficult for the students to acquire the language and the text at the same time. they believed that if the students have background knowledge about the text, they will be easy in comprehending it. then, it is suggested to the teachers to suit the reading materials (folktales) with students’ background knowledge (bao, 2016; tomlinson, 2012; mckay, 2003). it can be seen that there is still a width opportunity to increase students’ reading comprehension through local folktales. it is hoped that by using local folktales that are familiar for the students, it will be easier for them to comprehend the text. they have already had background knowledge about the local folktales so teacher can help the students to draw their attention to the language (masuhara: 2003). students can focus to learn about the use of simple past tense,adverb of time in simple past tense and certain vocabularies in narrative text. the need of local-folktales the learning needs are focused on what the learners will have to do with the reading material. it is found that there are different choices between the students and the teachers about local folktales that can help the students easy to comprehend the text. it is possibly because not all respondents of the research comes from rejang lebong. some of them come from padang, batak, jawa, palembang, and other cities in indonesia, only few of them are native of rejang lebong. below table is the result of the learning needs questions in need analysis. table 5. the need of local folktale reading materials questions items student teacher have you ever read rejang lebong’s folktale in english? a. ever b. never 22.6% 77.8 22.2% 77.8% which rejang lebong”s folktale have you ever read? a. lalan belek b. muning raib c. the legend of crying stone d. tri sakti e. jagok setahun f. others......... 23.7% 22.6% 62.4% 6.5% 1.1% 8.6% 66.7% 66.7% 0 0 0 11.1% will the folktales above make students easier to comprehend them? a. yes b. no 68.8% 30.1% 100% there are three local folktales suitable to be included in the students’ book for ninth grade of junior high school in rejang lebong. they are crying stone, lalan belek and muning raib. it is based on the finding of this research that the students have been familiar with the local folktale of crying stones. it is because most of the students have read the story in suban air panas and in the library. there is a relief of crying stone in suban air panas, one of tourism object in rejang lebong and people can read the brief story of cying stone in indonesian. they have already known the story so it will make them easier to comprehend the story in english. based on constructivism theory developed by piaget (marysia, 2003), everybody has his own definition toward his learning and he will relate it to his prior knowledge. a student will achieve such knowledge through the process of adding, modifying, and revising all the information during his learning. constructivism theory also strengthens that every individual exactly bring along his prior knowledge during the learning. brooks & brooks (1993) stated that the culture-based learning which goes along with the constructivism theory will create such a very convenient learning process. meanwhile, the teachers choose the story of lalan belek and muning raib. they think both stories teach good moral value for the students. moral value is one of the structures of narrative text. a story has a value that guide people throughout our lives. sharma (2017) states that moral value are important in life because people can differentiate between good and bad, help build good relationship, help in eradicating problems, and a key to self-motivation. some of the important values can be: honesty, hard work, respect for others, kindness and forgiveness. it is also in line with what the government have introduce in the current curriculum about the importance of character education in school. teacher should insert character education in teaching and learning process to strengthen the students’ character (peraturan presiden nomor 87 tahun 2017). this program applies to strengthen the moral value of religious, honesty, tolerance, discipline, hard work, creative, democracy, curiosity, nationalism, love the nation, appreciation, communicative, peace, love reading, love the environment, social care and responsibility. the government of indonesia wants to develop golden generation in 2045 to face the globalization era. furthermore, this research also identifies the teaching and learning activities that mostly preferred by the respondents. there are different preferences between students and teachers about strategy, evaluation and vocabulary activities in reading comprehension. since the aim of this research is to help the students and the teachers in teaching and learning process, this research will follow the students’ and teachers’ choices. it is suitable with faravani and zeraatpishe (2006) proposes that in learner-centred syllabus, content should be derived from the process of consultation and negotiation with the students. therefore, there should be considered in developing or designing material including determining postcourse communication needs, consulting and negotiating with the students.it can be seen on table 3 about the result of the teaching and learning activities questions in need analysis. table 6. teaching and learning activities item questions student teacher which strategy do you prefer to comprehend a text? a. silent reading b. reading aloud c. finding main idea d. listening to the text e. identifying the purpose of the text f. understanding certain word g. semantic mapping 76.3% 17.2% 45.2% 43% 1.1% 59.1% 7.5% 44.4% 33.3% 44.4% 77.8% 0 100% 0 which evaluation do you prefer? a. multiple choice b. matching c. filling in the blank d. true/false e. answering question f. essay g. information transfer 73.1% 37.6% 35.5% 54.8% 34% 21.5% 5% 33.3% 55.5% 22.2% 100% 100% 33.3% 33.3% which vocabulary activity do you prefer? a. translation b. games c. synonym d. antonym 68.8% 37.6% 39.8% 45.2% 100% 44.4% 44.4% 11.1% which activity do you prefer in doing exercise? a. individual b. pairs c. group 38.7% 54.8% 69.9% 77.8% 55.5% 100% the most preference strategy chose by the students is silent reading. it is in contrary to brown (2001) that silent reading is not suitable for beginner like junior high school students. he states that the beginners are still struggling with the control of limited vocabulary and grammatical patterns. the students still need control from their teacher like pronunciation. they do not need to pronounce every word to themselves. it is better for the student to learn to be an efficient reader, find the information that is needed to comprehend the text. the teachers prefer listening and understanding certain word strategy in comprehending a text. masuhara (2003) states that listening to a text before reading it helps decrease linguistic demands and encourages learners to focus on meaning. the major difficulty for the students to read is that reading involves a complex process of decoding sounds, words and sentences, getting meaning from the text and relates it with their relevant knowledge in order to comprehend the text. by teachers’ reading the text to the students can help the students to interpret the text. the students like the evaluation activity in the form of multiple choices. they like multiple choice because there are some answers provided and they just need to choose the best answer. if they are not sure about the correct answer, they will only guess one of the provided answers. multiple choices are the simplest kind of item to construct but extremely difficult to design correctly (brown: 2003). it is difficult for the teacher to design multiple choice items by themselves. the teachers prefer stating true/false and answering questions to asses students comprehension to the text. those evaluations are mostly found in the textbook to measure students’ ability in reading comprehension. the students and the teacher think that translation is the best way for vocabularies activity. based on the result of the interview with the teachers in this research, translation is the best way to help the students to overcome unknown words. they ask the students to look for the difficult words on their dictionary. it is hoped they can remember and use the words on their next lesson. brown (2001) suggests the way to overcome students’ problem in vocabulary through guessing the meaning by the context. they can look at the grammatical relationship, the discourse, the cultural reference and meaning between lines. the students also like to work in group than work individually or in pairs. they think their friends will help them if they get difficulties, discuss the answers and make them more confident in doing the task. based on the researcher experienced on teaching, some students’ attitudes about group work are often negative; they do not work within their group, they depend on their friends, and they make noise. they only follow the result of their group. in contrary, brown (2001) says those teachers still need to recognize and capitalize upon each student’s differences. group work can be implicated as a step to individualizing instruction. in learning english, individual activity is still needed to know students proficiency of the language. after conducting needs analysis, the syllabus was developed. the syllabus covers the language areas and knowledge which the learners had to learn. it is the guideline in developing the materials. the syllabus consists of topic, core competence and basic competence, indicator, learning material, and learning activities. the researcher also analysed the curriculum that was used in the teaching and learning process. the materials must be developed based on the core competencies and the basic competencies so that the learning objectives could be achieved. the syllabus developed the local folktales that had been chosen by the students and the teachers in need analysis stage: the legend of crying stone, lalan belek and muning raib. the materials are intended to help the students in learning english especially comprehending narrative text not to help the teachers in teaching narrative text. the syllabus presented the materials based on the learning that had occurred in previous lesson. it is called the linear approaches to sequencing by nation (2010: 82). students learn about generic features of the crying stone story and they apply what they have learn in muning raib story. it did not only refer to the result of need analysis in term of teaching and learning activities but also some experts’ suggestions and previous researches about good strategies and activities in reading. based on the syllabus, the researcher began to develop the first draft materials. the materials were divided into some parts: introduction, lesson proper, reinforcement, and fun grammar. the introduction consisted of warm up activity which aimed to build the students’ awareness about the materials they are going to learn. lesson proper consisted of observing, questioning, collecting, analysing, communicating, and creating part which were the main activity of the material in the unit. fun grammar part was developed to build and strengthen the students’ further knowledge about grammar. the last was reinforcement consisted of reflection and summary. it gave the students’ chance to review what they were learning from the whole unit. after the first draft of the materials had been developed, the materials were evaluated by an expert. the data of the expert judgment were obtained through a likert-scale questionnaire which had four points. the items of the questionnaire evaluate the appropriateness of the content, appropriateness of the language, appropriateness of the presentation, and appropriateness of the graphic of the developed materials. the result from expert’s questionnaire shows that the mean value of the appropriateness of the content is 4 which can be categorized as “very good”. the mean value of the appropriateness of the language is 4 which can be categorized as “very good”. the mean value of the appropriateness of the presentation is 4 which can be categorized as “very good”. the mean value of the appropriateness of the graphic is 3.2 which can be categorized as “good”. in the expert judgment, the expert gives some suggestions to the developed materials. the suggestions from the expert are about the grammatical errors and wrong choices of words in the materials. the revisions of the first draft materials were considered as the final draft of the materials. the way to include the local folktales identified the materials that have been developed are included in the english students’ book for ninth grade of junior high school in rejang lebong as supplementary reading materials. it is caused that the students have already had background knowledge about the story. it makes them easy to learn and comprehend it by themselves. they can draw their attention on the use of language in the story. they can determine the objectives, comprehend the story and process their own learning. it is similar with kristianasari and suharmanto (2014) and astuti and mariana (2015) in their research found that teacher should find another sources of material because the existing reading materials in the textbook are not adequate. teacher should adapt the reading materials in the textbook with supplementary reading materials which suit with the students and can be used independently. the supplementary reading material is to add the published materials in both quantitative and qualitative changes. islam and mares (2015) states that teacher can supplement the existing material by either extending (quantitative changes) or expanding (qualitative changes). since reading is the foundation of other skills in language learning, there should be more time allocation for the students to have exposure to read before they can use it in their real need in school. ironically, in our curriculum english classes has only four sessions a week, each of which lasts in 40 minutes. these sessions should be used to cover four language skills; listening, speaking, reading and writing (peraturan menteri pendiikan dan kebudayaan nomor: 22 tahun 2016). to compensate for lack of time, efforts should be made to develop the students’ habit of autonomous learning. little (1991) states that being autonomous enables students to determine their objectives, defines the content and processes their own learning, select their methods and techniques, and monitor and evaluate their progress and achievements. to reach such learning situation, however, teacher does not only need to change the students’ mind set and learning habit but also to improve their learning facilities including reading materials. teacher should prepare the material that can help students to add their knowledge abbot the lesson at home. it should encourage the students to study by themselves. by giving local folktales, it is hoped that the students will be motivated in doing so because they have already had background knowledge about the story. it is easy for them to comprehend the text. finally, they can focus their attention to the use of language in the text. conclusion and suggestion based on the research findings, conclusions can be drawn as follows. first, the existing folktales in the textbook (sangkuriang, the golden cucumber, telaga warna and other indonesian folktales) used by the ninth grade students of junior high school in rejang lebong are good to be used in the teaching and learning reading but not contextual. second, the suitable local folktales to be included in english students’ book for the ninth grade of junior high school in rejang lebong are; legenda batu menangis (62.4%), lalan belek (66.7%) and muning raib (66.7%). third, the way to include the suitable local folktales in english students’ book for the ninth grade of junior high school in rejang lebong is as supplementary material to add and enrich the existing material. the product of this research is reading materials for the ninth grade students of junior high school in kabupaten rejang lebong. based on the research findings, there are suggestions proposed by the researcher for the teachers in junior high school. first suggestion is about the topic of the materials. the topic should be related to the daily activity so that the students are not confused about what they are learning. exploring the social life of the students is suggested to be done by an english teacher. the second suggestion is concerning with the students’ activity. although the materials are about reading activities, the activities must be interesting by conducting some games and audio/visual during the reading activities. there are two suggestions proposed by the researcher for other researcher and/or other materials developers. the first suggestion is about the importance of conducting needs analysis. conducting needs analysis is important because it helps the materials developers or researchers identify what kind of materials that should be developed. the last suggestion is that since the materials are evaluated only by the expert, it will be better if the materials are also evaluated by conducting a try-out. it can give a better evaluation for the developed materials. references arifani, yudhi. (2016). optimizing efl learners’ sensitizing reading skill: development of local content-based textbook. english language teaching 9(5). arikunto, (2010). prosedur penelitian suatu pendekatan praktik ed revisi. jakarta: rineka cipta. bao, dat. (2016). “improvements in today’s elt materials development”. in azarnaoosh, maryam, et. all. (eds.). issues in materials development. sense publisher: rotterdam. borg, w and gall, m.d. (1983). educational research: an introduction. longman: new york. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. longman: san fransisco. brown, h. d. (2003). language assessment: principles and classroom practices. longman: san fransisco. brooks, jacqueline g., and brooks, martin g. (1993). in search of understanding: the case for constructivist classrooms. alexandria, va: association for supervision and curriculum development. byram, m. (1990). cultural studies in foreign language education. multilingual matters. byram, m. & flemming, m. (eds.) (1998). language learning from an intercultural perspective. cambridge: cambridge university press. faravani, a. & zeraatpishe, m. (2006). “selection and gradation in materials development”. in azarnaoosh, maryam, et. all. (eds.). issues in materials development. sense publisher: rotterdam. islam, c. & mares, c. (2016). “adapting classroom materials”. in azarnaoosh, maryam, et. all. (eds.). issues in materials development. sense publisher: rotterdam. johnson, marysia. (2003). a philosophy of second language acquisition. yale university press: london. kristianasari, r. & suharmanto. (2014). supplementary reading materials for international standard junior high schools grade seven. journal online universitas negeri malang vol.2, no.2 (2012). kusuma, i. p. i. (2012). developing reading material for elementary students in tourism area by inserting local culture. jeels, 3(1). little, d. (1991). learner autonomy 1: definitions, issues, and problems. trinity college: dublin. masuhara, hitomi. (2003). “materials for developing reading skills”. in tomlinson, b. (ed.). developing materials for language teaching. continuum: london. mckay, s. l. (2003). toward an appropriate eil pedagogy: reexamining elt assumptions. international journal of applied linguistic, 13(1). (http://people.upr.br/~clarissa/pdf s/eilpedagogy-mckay). mukundan, jayakarana. et. all. (2016). “developing reading materials for esl learners”. in azarnaoosh, maryam, et. all. (eds.). issues in materials development. sense publisher: rotterdam. nation i. s. p. & macalister j. (2010). language curriculum design. new york: routledge. statistical services centre. (2001). approaches to the analysis of survey data. the university of reading: united kingdom. sharma, swati. (2017). what is the importance of moral values in our life?. (https: //www.quora.com.) tomlinson, b. (2012). introduction: principles and procedures of materials development. (http://assets.cambridge.org.7628 54-excerpt. pdf). utami, ida ayu m. i. et. all. (2014). developing culture-based supplementary reading material for the eighth grade students of smp laboratorium singaraja. ejournal program pasca sarjana universitas pendidikan ganesha volume 2 tahun 2014. vygotsky, l.s. (1994). mind in society: the development of higher psychological processes. cambridge: harvard university. ---------(2016). peraturan menteri pendidikan dan kebudayaan nomor 22 tahun 2016 tentang kompetensi inti dan kompetensi dasar kurikulum 2013. -----------(2017). peraturan presiden nomor 87 tahun 2017 tentang penguatan pendidikan karakter. http://people.upr.br/~clarissa/pdfs/eilpedagogy-mckay http://people.upr.br/~clarissa/pdfs/eilpedagogy-mckay -dwisnu, developing authentic assessment .... erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 80 developing authentic assessment for mechanical engineering subject of vocational school students (esp) at smk n 2 of bengkulu erlian dwisnu university of bengkulu erlian_dwisnu@yahoo.co.id abstract this research was aimed to know the appropriate assessment, find out speaking’s authentic assessment material and find out the characteristics of authentic speaking assessment model for mechanical engineering of vocational school. the type of research was research and development. this study was conducted in mechanical engineering subject at smkn 2 bengkulu city. the sample was taken from third class of mechanical engineering students. the data was collected by using questionnaire. the result of the study showed that; first, the appropriate assessment for mechanical engineering students section of vocational school in smk n 2 of bengkulu city was authentic assessment. second, the researcher found 4 kinds of speaking’s authentic assessment for mechanical engineering. it can be clasified into role play, presentation, picture cued and debate. third, the characteristics of authentic speaking assessment model for students and teachers of mechanical engineering at smkn 2 of bengkulu city were topic of assessment, social function format, type of authentic assessment, instrument of authentic assessment, types of rating scale/rubric and times. keywords: english for specific purpose (esp), developing assessment, authentic assessment introduction english is one of the compulsory subjects which available in every section at vocational school of bengkulu city likes; electricity section building section, and engineering section. however, to accommodate need of students in study english, the vocational school of bengkulu provides english for specific purposes for all students of non-english section. accordingly, as one of the famous vocational school in bengkulu, smk n 2 has been implemented the study of english as specific purpose. mechanical engineering is one of section which study english as a compulsory subject. esp is importance for mechanical engineering of vocational school in smk n 2 of bengkulu city, because it is one of the purposes of learning the english language itself is to prepare the young generation of indonesia to compete globally. so that the younger generation can later be equipped to interact extensively with international language skills are good and right. in the curriculum, learning objectives english is to produce learners who are able to use perfomative english language, functional, and epistemic. consequently, there was a need for assessing esp students who need proficiency in both language skills and their section of the study. thus the esp approach provides opportunities to the students to acquire their specific purposes that concern on the talent to achieve particular communicative tasks. an assessment becomes one of the famous aspects in esp approach. assessment occupies a famous mailto:erlian_dwisnu@yahoo.co.id erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 81 position in the esp process, where provide esp teacher prosperity of information on the effectiveness and quality of learning and teaching. dudley-evans and john (1998) mention that assessment is a process of measuring students’ progress, they mention the reasons for using assessment was giving feedback to the students, the second reason was to improve learning encompasses benefits such as reinforcement and confidence building. moreover, assessment is the process of collecting information about something that we are interested in (bachman, 2004). sarosdy et al (2006) argue that assessment focuses on testing, measuring or judging the progress and the achievement or the language proficiency of the learners. authentic assessment in a task based process setting implies a focus on language mastery (criterion-reference performance) rather than relative performance (norm referenced performance), a focus which ames and archer (1988) found to be highly motivating in the classroom, fostering longterm use of learning strategies and helping students form realistic but challenging goals. there were two types of assessments as the focus on this study, traditional assessments and alternative assessments. here, the researchers only focus to authentic assessments, because traditional assessments it cannot observe and measured the success in study, especially in vocational school which more focuses in their section than knowledge. an authentic assessment also had strong relevanced to the scientific approach in accordance with the demands of the learning curriculum 2013. this kind of assessment was able to describe the learning outcome of students in order to observe, question, explore, experiment, build networks, and others (kemendikbud, 2013). furthermore, the assessments that appropriate to measure the students’ abilities were authentic assessment. according to padmadewi (2015) authentic assessments give the students opportunities to use language for real purposes, and in real or realistic situation, and assess their attempt to do so successfully. the other statement from cahyaningati (2015) which relate to padmadewi was that authentic assessment is suitable in assessing ppns students in learning esp. however to avoid the subjectivity in assessing the students competencies, teachers should create the scoring criteria. interreability should be maintained so that some teachers may not give students the impression of rating hard while others are rating easy. from my observation to the teachers who teach in smk n 2 on 07 june 2016, some teacher said that the test of english in this vocational school has been implemented authentic assessment. on the other hand, they were some teacher still using test based on the book only, because some of the english teacher feel that authentic assessment bore bigger burden for them. they had spent more time in assessing students’ competence in using english in the classroom. moreover, these conditions became factors of the low level of relevance in mechanical engineering graduation competence with the demands of employment and the ways they are giving assessments to the students. on this section, it didn’t have coordination between one to another teachers in the shame subject. therefore, they were using different materials in teaching although they teach in erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 82 the same department and just different class. thus the researcher trusts that, the answer to beat the difficulty of the significant of occupational education on learning outcomes aspect was the growth of authentic assessment. finally, the researcher should find the necessary assessment for teachers and students and found the kinds of speaking’s authentic assessment material for mechanical engineering students throught the proces of developing authentic assessment procedure adapted from baker (1993) and herman, aschbacher, and winters (1992) and sugiyono (2013) and also to know the characteristic of speaking authentic assessment model for mechanical engineering section of vocational school. this research only focused for speaking skill. methodology this study is a part of research and development. according to borg and gall (2003: 570) a research and development is a research in which focused on developing and validating the use of the product of education. it was conducted in mechanical engineering students of vocational school at smk n 2 of bengkulu city. the subjects of the research were third class of mechanical engineering students and teachers. the data was collected in academic 2016/2017 through observation. result and discussion results chart 1: the result of students need analysis from the chart 4.1 showed that; students agreed that the appropriate assessment was authentic assessments. moreover, it can help to improve more specific to need of students subject. english is necessary subject for students in mechanical students get high score in english subject the teacher giving a score in every test the teacher has used authentic assessment students want the assessment be better students agree to get a score not only on middle test and final test authentic assessment s is important for students yes 100% 18% 12% 4% 72% 80% 88% no 0% 82% 88% 96% 28% 20% 12% 0% 20% 40% 60% 80% 100% 120% p e rc e n ta g e s erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 83 chart 2: result of need analysis from teachers accordingly, it can be concluded that the teachers and students were need to develop an authentic assessment. it was showed from the percentages of students and teachers need analysis, there were 72% students want the assessment to be better and there were 88% students agreed that authentic assessment is important for students. however, from the analysis of teachers need analysis, there were 100% teachers agreed that authentic assessment more effectively and authentic assessment helps the teacher to assess the students more effective than traditional assessment. result of studied documents on authentic assessment in the process of developing speaking’s authentic assessment material for mechanical engineering, the researcher got an authentic assessment material for speaking skills. the following table 5.1 shows speaking’s authentic assessment material for mechanical engineering. table 1 speaking’s authentic assessment units topics social function format type of authentic assessment instrument of authentic assessment type of rating scale/rubric time 1 teks lisan untuk menawarkan jasa dan responya siswa menawarkan jasa dengan baik,untuk menjaga hubungan interpersonal dengan guru,teman, dan orang lain. pairs, group role plays peer assessment oral language scoring rubric 4x45’ (2meeting) erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 84 t a b l e 5 . 2 teks lisan untuk mengawali penyampaian berita atau informasi yang mengejutkan siswa menyampaika n berita atau informasi yang mengejutkan dengan baik,untuk menjaga hubungan interpersonal dengan guru,teman dan orang lain. pairs, groups role plays peer assessment holistic oral language scoring rubric 4x45’ (2meeting) 3 teks lisan dan tulis untuk meminta perhatian 4bersayap (5extended) dan responnya meminta perhatian dengan baik,untuk menjaga hubungan interperonal dengan baik pairs/ groups role plays peer assessment holistic oral language scoring rubric 4x45’ (2meeting) 4 teks khusus lisan berbentuk surat lamaran pekerjaan mengungkap kan ungkapan yang lazim digunakan oleh sumbersumber otentik:surat lamaran kerja individual presentations selfassessment holistic oral language scoring rubric 4x45’ (2meeting) 5 teks pernyataan gambar (caption) memberikan informasi yang terdapat dalam gambar pairs /individual picture cued descripti ons peer assessment and self assessment holistic oral language scoring rubric 4x45’ (2meeting) 6 teks ilmiah factual (teks yang berisikan tentang benda, binatang dan gejala/peristi wa alam terkait dengan mata pelajaran lain) menguraikan gambaran umum tentang gejala alam,sosial, dan bendabenda buatan manusia secara objektif dan ilmiah. individual oral report self assessment holistic oral language scoring rubric 4x45’ (2meeting) 7 teks lisan untuk menanyakan dan menyatakan keharusan menyatakan dan menanyakan keharusan untuk menyarankan dan mengingatkan pairs role plays peer assessment holistic oral language scoring rubric 4x45’ (2meeting) 8 teks lisan untuk menyatakan dan menanyakan fakta,pendapa t dan responnya menyatakan dan menanyakan keharusan untuk menyarankan dan mengingatkan individual/ groups debate peer assessment and self assessment holistic oral language scoring rubric 4x45’ (2meeting) final examination erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 85 however, from eight steps that used to develop speaking’s authentic assessment material for mechanical engineering, the team was found 4 kinds of speaking’s authentic assessment material in step 5 adapting authentic assessment. from that result, it can be classified into; role play, presentation, picture cued and debate as an authentic assessment material for speaking skill that used in mechanical engineering. result of the characteristics of speaking’s authentic assessment material the result showed that, the characteristic of speaking’s authentic assessment material for mechanical engineering students in smkn 2 of bengkulu city contains of seven characteristics that found from the result of speaking’s authentic assessment material for mechanical engineering of vocational school, they were; topics, social function, kind of authentic assessment, format, instrument of authentic assessment, rating scale, and time. all of the characteristic have been implemented on the material of speaking’s authentic assessment for mechanical engineering. discussion the first question in this research was what is the necessary assessment for mechanical engineering students and teacher is authentic assessment. the results showed that the majority of students and teachers have similar problems. however, it showed that the students and teachers need more effective assessments to apply for assessing students’ abilities in using english as foreign language. as mentioned by shohamy (2001 in mckay, 2006), assessment has the power to change people’s lives. the effect of assessment may be positive or negative depending on a number of factors, ranging from the way the assessments procedure is constructed, to the way it is used. the effective assessment procedures are assessments that have been designed to ensure, as far as possible valid and fair information on the students’ abilities and progress (mckay, 2006). furthermore, the effective assessment that found from the result of students and teachers questionnaire was the authentic assessments. it was explained on the result of teachers and students questionnaire. however, there were only 4% students said that teacher has used authentic assessment, 72% students want the assessment be better and 88% students agreed that authentic assessment is important. moreover, it was supported by statements of teachers that showed, the majority of teachers said that authentic assessment more effectively and authentic assessments help the teachers to assess the student’s better than traditional assessment. the researcher thought that authentic assessments would solve the problem in this subject. it was because this school have implemented curriculum 2013 in teaching learning process at school. although, in this school did not use authentic assessment effectively, but the majority of teachers have understood the mechanical of using curriculum 2013 that have relevance to the scientific approach in accordance with demands of using authentic assessment. the second question is what kinds of speaking’s authentic assessment material for mechanical engineering are role play, presentation, picture cued and debate. erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 86 moreover, o malley (1996) proposed some steps for assessing oral language, including identifying purpose, planning for assessment, developing rubrics and scoring procedures and setting standards. on this step the researcher was found the kinds of authentic assessment for speaking skilll of mechanical engineering, they were: first, role play assign distinct roles to each students and ask them to speak through these roles.role plays tend to be more structured than improvisations but less scripted than plays. second, presentation can be performed by students individually. they can present many topics related to the learning outcomes of their department. third, picture-cued can be used for assessment of individual students and are probably most appropriate for beginning and intermediate learners. fourth, debate can present opportunities for language for a purpose: to convincingly defend one side of an issue. the third questione is what are the characteristic of speaking’s authentic assessment material for mechanical engineering are; the first was topic of assessment. second was social function. the third was format, the fourth was type of authentic assessment and the fifth was instrument. the sixth was types of rating scale/rubric. the last was time. it was showed just a little differences characteristic of authentic speaking assessment for mechanical engineering of vocational school. according to surya there were some characteristic that found in authentic writing assessment, there were; (1) topic, (2) tasks, (3) descriptions of the procedures, (4) authentic assessment, (5) scoring rubric. conclusion based on data analysis in chapter four, it can be concluded that; first the necessary assessment for students and teachers in mechanical engineering subject was authentic assessment. therefore, the authentic assessment has to be applied more effectively in classroom. however, there are 8 steps that used in mechanical engineering subject at smk n 2 of bengkulu city, that are; (1) build a team, (2) determine the purpose of authentic assessment, (3) specify objectives, (4) collect examples of assessments, (5) adapt existing assessments, (6) validating the assessment, (7) try out the assessment and step 8 final product. from the eight steps, step 5 adapt existing assessment has been important element in this procedure, because form this procedure it can be found 4 kinds of speakings’ authentic assessment for mechanical engineering of vocational school, they were; role play, presentation, picture cued and debate as a kinds of speaking’s authentic assessment that used in mechanical engineering. third, the characteristic of authentic speaking assessment model in mechanical engineering students at smk n 2 of bengkulu city were; the first was topic of assessment. second was social function. the third was format, the fourth was type of authentic assessment and the fifth was instrument. the sixth was types of rating scale/rubric. the seventh was time. suggestion after finishing this research, the writer suggests: for the teachers erlian dwisnu joall (journal of applied linguistics and literature) vol. 3 no. 2 | 87 english teachers can give the students an appropriated assessment that necessary to their subject. so that, it will make students more interested and active doing the assessment. need analysis should be one of the most important steps that teachers have to be references in developing the assessments. thus, it can be suitable for the students. for further researchers who want to conduct the same topic of this research. it should collect some information from need analysis to reach the effective assessment. moreover, the next researchers also have to consider effective time in trying product to get effective result. references aschbacher, p.r.(1991). performance assessment : sate activity, interest, and concerns. appuralied measurement in education 4(4): 275-288 bachman, l.f. (1990). fundamental considerations in language testing. oxford: oxford university press. baker, e. l (1993). questioning the technical quality of performance assessment. the school administration; 50(11), 12-16 borg and gall, (2003). educational research : universitas michigan. c. ames and j. archer (1988). achievement goals in the classroom: students learning strategies and motivation processes. journal of educational psychology :260–267. cahyaningati tri desi. (2015). developing authentic assessment esp for engineering studedents: international conference. denpasar: udayana university. dudley-evans,t. and john, m.st. (1998).development in english for specific purposes.cambridge: cambridge university press. herman, j.l., aschbacher, p.r., & winters, l. (1992). a practical guide to alternative assessment. alexandria va: association for supervision and curriculum development. kementerian pendidikan dan kebudayaan republik indonesia. (2013). jakarta : departemen pendidikan dan kebudayaan. o malley, j michael. 1996. authentic assessment for english language learner. usa. addison wesley publishing. penny mckay. (2006). assessing young language learners: cambridge language assessment series. peraturan pemerintah republik indonesia nomor 19 tahun 2005 tentang standar nasional pendidikan (2005). shohamy.(2001). language testing: the social dimension. university of michigan. sàrosdy,j. and bence,t,f. vadnay,m. (2006) . applied linguistics 1 for ba students inenglish. cambridge: cambridge university press. sugiyono. (2013). metode penelitian kuantitatif, kualitatif, dan r&d. bandung alfabeta. surya satyawati. (2015). authentic assessment on teaching writing: international conference. denpasar: udayana university. meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 88 evaluation of english teaching materials used at sd it ummi in kota bengkulu based on ktsp (kurikulum tingkat satuan pendidikan) meri lestari arono university of bengkulu, indonesia merilestari42@yahoo.com abstract the objectives of this study were: (1) to find out whether textbook used by second grade students at sd it ummi kota bengkulu fulfill the criteria of a good textbook. (2) to find out whether the english textbook used by second grade students at sd it ummi kota bengkulu relevant to ktsp curriculum. this research used descriptive qualitative content analysis as its research method. the data were collected from the english student book “let’s make friends with english” for second grade students. the results showed that english textbook entitled “let’s make friends with english” used by second grade students at sd it ummi kota bengkulu have fulfilled the criteria of a good textbook by achieving the fair fulfillment. the textbook was categorized relevance to the ktsp curriculum, but the activities in the listening can be said irrelevant because they cannot cover the learning objectives in listening. it was then recommended that the teachers need to modify the tasks and activities on the textbook which did not fulfill the criteria of good textbook, especially in the area of accompanying materials (cd, cassettes and pictures), language skill, and teach ability aspects. key words: evaluation, english teaching materials, and ktsp introduction in indonesia, the government determines national policy and education standards to guarantee the quality of national education which sets in legislation the national education system (uud sisdiknas pasal 50 ayat 2). furthermore, ktsp (kurikulum tingkat satuan pendidikan) is very appropriate for student needs, circumstances, and conditions of the school. thus, the school has enough authority to design and specify the materials, activities, media, and assessment. in ktsp, teaching material is an important part of education. teaching materials can be developed from many learning sources, such as: textbook, flash card, websites, etc. the textbooks are one of learning material commonly used in teaching learning process. it is not surprising that they often become the only materials in the classroom. this fact happens for several reasons. first, textbooks are relatively easy to find and commercially provided. second, it provides a guide for the learners which offer expected behaviors that they have to perform (crawford as cited in richards and renandya, 2002). third, textbooks help teachers to prepare the lesson (brown, 2000). fourth, they also become a flexible syllabus for teaching and learning process in which teachers easily modify based on the students’ needs. mailto:merilestari42@yahoo.com meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 89 based on the first observation in sd it ummi at salak 3 street, dusun besar, singaran pati, kota bengkulu, the researcher concluded that in this elementary school seem to ignore school based curriculum (ktsp 2006) as the guidance for teaching english. some english teachers do not use other sources to develop their own materials based on the standard stated in ktsp. they just use the materials from let’s make friends with english without considering some essential factors dealing with students’ development and the importance of english as a foreign language. in short, the entire phenomenon above seems against the theory of teaching english as a foreign language to elementary school students. the materials are not in line with the students’ development. moreover, the importance of english as foreign language seems not to be considered by the teachers in teaching english for elementary school students. hence, it is important for the research to see whether the english teaching materials relevant to school based curriculum and elementary students’ development or not. based on the problems above, this research will analyze english teaching material used in sd it ummi kota bengkulu. the english teaching materials used by english teachers in sd it ummi kota bengkulu should keep attention on the elementary school students’ development. the materials used must consider the content of the textbook and language content (vocabularies) which have to include the relevant topic with school based curriculum (ktsp 2006) and provide the purposeful activities in the term of learning by playing and learning by doing. based on the explanation before, the research questions are formulated as follows: does the english textbook use in second grade students at sd it ummi kota bengkulu fulfill the criteria of a good textbook?. is the english textbook used by the second grade students at sd it ummi kota bengkulu relevant to ktsp curriculum? from the research questions, this research has two objectives as follow: (1) to find out whether textbook used by sd it ummi kota bengkulu fulfill the criteria of a good textbook or not. (2) to find out whether the english textbook used by sd it ummi kota bengkulu relevant to ktsp curriculum or not. method the researcher used descriptive evaluative design concerned with the document analysis to describe the condition happened in the english textbook entitled let’s make friends with english for the second grade students. ary et.al (2010) stated that descriptive research is designed to obtain information concerning the current status of phenomena. in this research, the phenomenon was about the evaluation of english textbook which had been published by erlangga. this research was designed to evaluate a textbook and describe the result of the evaluation. the data in this study were taken from the english textbook widely used in sd it ummi kota bengkulu. this was the let's make friends with english. the textbook consists of 7 chapters and 103 pages. this research focused on just one book meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 90 and all of the activities in the textbook in the scope of first semester and second semester. the checklist given to three teachers in sd it ummi kota bengkulu and validated by experts in bengkulu university. based on the experts’ suggestions, the evaluation checklist was written in english and it contained 97 items. the checklist divided into twelve main categories. in this study, the researcher used some steps to evaluate textbooks. (1) before conducting the main instrument of this research, the researcher did survey comparison among syllabus, lesson plan, and english textbook used in the second grade at sd it ummi kota bengkulu. (2) finding recommendation for adapting instruments. (3) collecting and gathering related data of the research. (4) analyzing the data and information gathered from interview instrument and also evaluation checklist instruments. the instrument is a tool which required to get information. gay and airasian (2000) stated that an instrument is a tool which used in collecting data. while, arikunto (2000) revealed that instrument in collecting data is a tool which used by researchers to help them in collecting data in order to make it more systematic and easy. in this study, the instruments of this research are: (1) evaluation checklist: this instrument used to evaluate the content of the textbook used at the school in this research. the researcher used the scale 0-4; 0=totally lacking 1=poor 2=adequate 3=good 4 = excellent. this scale used to know how appropriate the textbook used. (2) interview. in this research, the researcher used semistructured. the items of the questions are more and less five questions. the questions are related to the objective of the research. this interview conducted to the teachers at the school. the data collected from an english textbook for second grade at sd it ummi kota bengkulu. this is let’s make friends with english. (1) evaluation checklist. this research used an evaluation checklist to collect the data from the textbook. evaluation checklist in this research used to find out whether the textbook appropriate to curriculum and good textbook criteria or not. (2) interview. the interview of this research was semi-structured interview. it is kind of interview which the interviewer has a general idea of where he or she wants the interview to go, and what should come out of it, but the interviewer doesn’t enter the interview with a list of pre-determined questions (nunan, 2003). in this research, the interview in this research is used to know the information deeper and accurately from the english teachers. (3) documentation. a valuable source of information in qualitative research could be documented. sugiyono (2008) stated that documentation could be written and picture by someone that could be used to obtain information. in conducting documentation method, the researcher can provide book, syllabus, documents, etc. documentation method serves to make credible the result of observation or interview. as this research intends to evaluate textbooks, the checklist used to gather data (ary, et.al. 2010). to get comprehensive results of the data, the checklist is developed from meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 91 sources comprising criteria from cunningsworth (1995), littlejohn in tomlinson (2011), nation and macalister (2010), and mukundan, et.al (2011) the calculation of the result of data analysis was given in the textbook. this was done by dividing the total criteria which have been met with the total number of criteria. then, it multiplied by 100 % to achieve the sum points. the formula of calculation used in the evaluation process is presented as follows. σx: the total of criteria which were fulfilled by textbook in each aspect. n: the total number of criteria in each point. the formula above used to decide the results of data analysis. the results contained four criteria presented in the following table. the conversion of fulfillment average into four proposed categories (pusat perbukuan, 2011) result and discussion the relevance of materials to criteria of good textbook general appearance on whether or not the cover of the book is informative and attractive, the results indicate that an extremely high positive response from the raters that support the statement, 66.67% agree, while only 33.33% raters disagree with the statement. so, it can be said that the majority of the raters believes that the cover of the textbook in the evaluation checklist is informative and attractive. a complete consensus on the statements that the font size, orientation page, detailed table of contents, chosen colors, appropriate lesson headings, reasonable price and glossary are appropriate to the criteria of good textbook. all the raters agree with the statements. this indicates that the raters are completely satisfied with the parts of the book. regarding the statement on whether or not the book has a bibliography, the results shown that only 33.33% rater agree. on the other hand, 66, 67% of the raters either disagreed with the statement and accordingly it can be said that the majority of the english teachers in sd it ummi are not satisfied with the bibliography provided in the textbook. design and illustration in this part, the researcher concluded that almost all of raters support each statement in design and illustration. it showed that majority in each point above categorized very good or good. the table also shows clearly that most of the raters perceive the book as not having consistent artwork. accompanying material the results show that there is no suitability of the cassettes that accompany the book. over 66, 67% of the raters disagree and only 33.33% raters agree with the statement. so, it can be said that the range of fulfillment score category 80%-100% good 60%-79% fair 50%-59% sufficient 0-50% poor percentage = σx x 100% n meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 92 cassettes accompanying the textbook are not suitable. regarding the cd-rom that accompanies the book, the table shows that there is no complete consensus on its suitability. over 100% of the raters disagree with the statement and none of raters agree. no positive responses are recorded. on whether or not the posters and flash cards that accompanies the book are informative, the table shows that the results are in favor of the posters and flash cards of the book. over 66, 67% of them agree with the statement and 33, 33% disagree. furthermore, there are a large percentage of the raters with the statement that the teacher's books that accompany the book are not suitable100% of the raters disagree while none of the raters’ responses that support the statement objectives the result shows that there is a complete consensus among the participants on the statement that the book fulfills the general objectives of teaching english in sd it ummi and the book fulfills the general objectives of teaching english based on ktsp curriculum. all of the raters agree with the statement. no one disagrees or strongly disagrees. regarding the terminal objectives specified explicitly in the pupil's book, the results show the majority of the raters didn’t believe that they are based on some theoretical background, 66, 67% disagree and only 33, 33% agree. concerning the issue of the item no 4-10 in statements above, almost all of the raters support the statement. it means that the raters are completely satisfied with the objectives of the book. furthermore, the results show that the majority of the raters didn’t support the statement number 11-13 that the textbook is fit to the students' background, students age and students need, almost 100% raters disagree. none raters did not support the statement. different with the textbook seems to be socially acceptable; there is a complete consensus among raters. over 100% of the raters agree and none raters did not support that statement. finally, the result shows the statement number 16-17 almost all of the raters strongly agree and agree about that. topic contents in table 4.5, over 100% of the raters agree on the statement number 1-4 in topic contents. it means that the book has varied topics and appealing to second graders various interests and personalities. and also, the topics encourage students to express their own views, and the book avoids potentially embarrassing or disturbing topics, the results show that all the participants’ responses are in favor of the book. on the other hand, the table above shows that raters support the statement that the topics allow students to think critically. language contents the result shows that there is a complete positive response on the statement number 1-6 that the book covers the textbook integrate the skill well such grammar and vocabulary items appropriate to second graders. almost all of the raters agree with the statement. furthermore, the results show that the majority of the raters meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 93 disagrees that the presentation of the vocabularies is moving gradually from simple to more complex. regarding the issue of whether the authentic task or close to real language situations and book covers the main grammar items appropriate for second graders, the results show that there is a complete agreement. 100% raters agree and support the statement. regarding the issue of whether the book includes adequate materials for teaching vocabulary, the results show that there is a conflict between the raters about the adequacy of the materials for teaching vocabulary. 66. 67 % raters did not support the statement and only 33. 33% raters agree about that. however, the majority of the raters supports the statement number 11-12. over 100% raters agree and support that statement. socio-cultural context the result shows that all the raters support the statement that the social and cultural contexts in the book are comprehensible; 100% agree with the statement. no one disagrees or strongly disagree. that can prove that the social and cultural components of the textbook in question are comprehensible. furthermore, the table also shows that the percentages of the raters 100% agree with the statement that the content of the book is free from stereotypical images and information. no one disagrees or strongly disagrees. that indicates that the book is completely free of any stereotypical images or information. regarding the issue of whether or not the book can allow students to learn about the inner lives of the characters used in the book, the results show that a high percentage of the raters agree that the student can learn about the inner lives of the characters used in the book. over 100% of the raters support the statement. on whether the textbook in question expresses positive views of ethnic origins, occupations, age groups, social groups and disability or not, a large conflict among the raters can be observed. all of the raters satisfied with social and cultural contexts of the textbook. language skill the result above shows the percentage of the raters supporting that the four skills are adequately covered. it means that 66.67% agree with the statement while 33.33% of the raters are against it. on whether there is material for integrated skills, work or not. the results show that there is a conflict between the raters about that. 33.33% raters agree with the statement. on the other hand, 66.67% of the raters disagree with the statement. regarding the listening material of the book in question, the results show that the majority of the raters disagree about the listening material is well recorded, as authentic as possible, and accompanied by background information, questions and activities. none raters agree and strongly agree with the statement. the results of statement number 4-6 above show the largest percentage. over 100% raters support the statements and none raters disagree about the statements. meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 94 teaching ability the result shows that a high percentage of the raters did not support the statement that the book helps teachers to minimize their preparation time, only 33. 33% of the raters agree. over 66.67% of the raters disagree with the statement. on whether or not the book helps teachers exploit the activities to meet the students' expectations, the table shows again a large agreement. over 100% of the raters perceive that the book helps teachers exploit the activities to meet the students' expectations. none of the raters disagree with the statement. regarding the issue of whether the book helps teachers cater for mixed ability students and classes of different sizes, the results show that most of the raters support the statement, 66.67% agree. on the other hand, only 33.33% raters do not support the statement. flexibility the result shows that the majority of the raters supports the statement about whether or not the book is appealing and useful to the students, caters for different levels of formality, and provides opportunity for teachers and students to localize activities. almost all of raters agree about statements. in the terms of flexibility, only the book caters for different preferred learning styles that indicate that a high percentage of the participants do not support the statement. over 66.67% disagree with the statement. teaching methods in teaching methods, the result shows that the english teacher at sd it ummi kota bengkulu used the best methods. it is appropriate with ktsp (kurikulum tingkat satuan pendidikan). it means that an extremely high percentage of the raters supports the statement about the teaching methods used in the book are the latest in the field, “student-centered” allow students to talk more than teachers and allow various class activities. practice and test the result shows that there is a complete agreement on the statement number 1-5 that the textbook have appropriate practice and test. almost all of the raters agree with the statement. furthermore, the results show that the majority of the raters (66. 67%) disagree that the book provides periodical revisions for diagnostic purposes. however, the majority of the raters supports the statement number 7-10. over 100% raters agree and satisfied about the statements. regarding the issue of whether the review exercises sufficient, the balance between free and controlled exercises, the results show that 100% raters disagree and did not support the statement. the table above shows that an extreme percentage of the raters support the statement number 13-19. almost all of raters agree and strongly agree about the practice and test of the textbook used at sd it ummi kota bengkulu. and, the raters only did not support the textbook provides warm-up introductory activities. the relevance of textbook to ktsp in analyzing the course book, the researcher was assisted by some meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 95 english teachers. they were asked the interview and to fill in the checklist of the material evaluation. here is the interview with the teacher about students’ ability in learning english. menurut saya, kemampuan siswa dalam berbahasa inggris sudah cukup baik hanya saja sangat disayangkan banyak para siswa yang kurang senang belajar bahasa inggris, karena menganggap mata pelajaran ini menjadi kendala disebabkan tidak digunakan dalam komunikasi sehari harinya. sebagian para siswa merasa jenuh, bahkan setres bila mengikuti pelajaran ini, apalagi jika pembelajaran tidak dibarengi dengan latihan yang menarik dan menyenangkan (u.n: 09 agustus 2017). in my opinion, the ability of the students in english has been already good enough. unfortunately, most students less pleased to learn english, because they consider these subjects are constraints due to not being used daily. most students feel saturated and stress to learn english, if the exercises is not interesting and fun. (u.n: 09 august 2017). the information above informed that the second grade students at sd it ummi kota bengkulu needed interesting material to make them enjoy learning english. furthermore, based on the result of the interview and checklist, the researcher analyzed the let’s make friends with english course book which the most relevant to the ktsp. it is necessary to get the real description of the uses of this book in the elementary schools at sd it ummi kota bengkulu. these data related the researcher’s answer : menurut saya, buku yang kami gunakan sudah sesuai dengan kurikulum yang ada. tapi sangat disayangkan sekali, kami tidak menerima materi pelengkap yang menyertai buku, seperti cdrom, kaset ataupun soft file untuk listening. selain itu, kami juga tidak membunyai buku khusus untuk guru. terkadang kami kesulitan untuk memberikan materi listening kepada siswa. jadi terkadang kami mengarang materi sendiri atau jika sempat kami mencari sumber lain (u.m: 09 agustus 2017). according to me, the book that we use is in compliance with the existing curriculum. but, we do not receive complementary accompanying material of the book, such as a cd-rom, tape or soft files for listening. in addition, we also do not have a special book for teachers. sometimes we are hard-pressed to provide the material in listening to the students. so, we create new materials or looking for other sources (u.m: 09 august 2017). it’s meant that the teacher must be creative and innovative to create new materials. these data related the researcher’s answer statement about the uses of let’s make friends with english course book at sd it ummi kota bengkulu. materi yang digunakan belum mencakup semua skill, karna untuk listening tidak ada materi pendukung yang bisa kami gunakan. buku yang kami gunakan tidak dilengkapi dengan caset ataupun cd. jadi kami sedikit kesulitan untuk skill listening. (u.e: 09 agustus 2017) meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 96 the material used is not yet cover all the skill, because there is no supporting materials for listening that we could use. the textbook is not equipped with a cassette or cd. so, we were a little troubled for the skill of listening. (u.e: 09 august 2017) it’s related to some components of the checklist below. each of them described as follows: listening regarding the listening material of the book in a statement, the results show that the majority of the raters disagree about the listening material is well recorded, as authentic as possible, and accompanied by background information, questions and activities. none raters agree and strongly agree with the statement. speaking the statement shows the percentage of the raters supporting that there are sufficient materials for spoken english (e.g. dialogues, role plays, etc.). it means that 33.33% of the raters strongly agree and 66.67% agree with the statement. reading on whether there are sufficient reading material or not. the results show that 100% raters agree about that. none strongly disagrees and disagree with the statement. writing the results of statement writing activities are suitable in terms of length, degree of accuracy, and amount of guidance show the largest percentage. over 100% raters support the statements and none raters disagree about the statements. discussion in the cumulative textbook evaluation checklist, percent of agreement of the raters amounts 84.32% it categorized good agreement. the lowest agreement of the raters’ amount 80.00% and the highest agreement of the raters amount 100%. based on the data described in the result, some research findings should be discussed. the discussion comprised two items related to the relevance of the materials to the criteria of good textbooks and to curriculum or sk and kd in the let’s make friends with english. these research findings are discussed below: the relevance of materials to criteria of good textbooks general appearance acknowledging the importance of textbook attractiveness, the survey sought to evaluate the second grade text from that perspective. informed by a variety of studies, the criteria for determining attractiveness were 1) cover; 2) font size; 3) orientation page; 4) detailed table of contents; 5) chosen colors; 6) appropriate lesson headings; and 7) reasonable price; 8) appropriate glossary 9) comprehensive bibliography. as noted in the result, eight of the nine evaluative criteria in the textbook were deemed appropriate. only as pertains to bibliography did a comparatively significant percentage of the raters find substantial room for improvement. it should be noted at this stage, however, that this is the perception of the textbook which teachers, not students, have. nevertheless, their meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 97 perception is uniquely important. not only because it is informed by experience, but also they are the ones who will be ultimately responsible for teaching through this book and, indeed, of devising the ways and means by which to incite greater student interest and curiosity in the subject at hand. design and illustration as indicated before, the results for this category were good. it is quite important to note that a significant percentage of the raters had positive opinions regarding the textbook illustrations. this is considering that illustrations serve the purpose of clarifying complexities and of stimulating both interest and creativity. sheldon (1988) suggests having "an optimum density and mix of text and graphical materials on each page". he also emphasizes the importance of having colorful and appealing artwork. accompanying material the raters tended towards the opinion that the accompanying material was not appropriate for the textbook in statements. it is important to note here that this particular level of evaluation does not speak for the textbook itself, but only for its accompanying material and, even then, the appropriateness of that material within the context of the textbook itself. consequently, that the accompanying material was deemed appropriate does not mean that the textbook itself is appropriate or, at least, that the appropriateness of the textbook cannot be judged on the basis of the responses to this question-set. objectives as indicated in the result, opinions tended towards the positive. according to the majority of the raters, the textbook covered all of the components in checklist and quite effectively functioned as a teaching and learning aid. that does not mean to imply that the raters did not identify any area where there was room for improvement, as they did. none the raters said that the materials for teaching pronunciation were not satisfactory. however, it is important to note that this was the only area over which critical opinions were voiced and, in general, the learning components were positively evaluated. socio-cultural context in general, the responses to the statements about this category have been varied and mixed. as regards the first statement, whether or not the socio-cultural context was suitable and understandable. this means that the textbook’s references were drawn from world views and socio-cultural environments with which the students were familiar. as for the second statement, pertaining to whether or not the textbook promoted stereotypes, the participants unanimously maintained that it did not. language skill generally, the results, as evidenced in the above table are balanced. the textbook is not optimally designed to equally satisfy all the required skills, but it does, nevertheless, generally satisfy the requirements of english skills development. the four skills are, according to most of the raters, satisfactorily covered in the meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 98 textbook. they are not, however, given equal weight. the focus tends to be significantly more on writing and reading, than on listening and conversation skills. prior to criticizing this particular shortcoming, it is necessary to point out two facts. the first is that the textbook in the statement is aimed towards second grade students in sd it ummi kota bengkulu, with the implication being that this group is still at the stage where they need to grasp a degree of mastery in vocabulary, grammar and writing. they need to grasp the language before they can engage in conversation. this does not mean that conversation is ignored as it is not. instead, it gives less weight than are reading and writing skills. teaching ability in general, the greater majority of the raters opined that the textbook in question greatly facilitated the ability of teachers to prepare their lessons and, indeed, to satisfy their objective of effective teaching. the implication here is that the textbook functions as a very good guide for teaching english to second grade students in sd it ummi kota bengkulu. flexibility as illustrated in the result, four questions were asked and the results tended to be mixed. regarding the issues of whether or not the textbook was useful and appealing to students and whether or not it helps localize the activities of both students and teachers, the results were positive and definitely indicated that the textbook contributed significantly to the satisfaction of these two functions. teaching methods as indicated before, the results tended towards the negative, strongly suggesting the imperatives of revision. not only did the majority believe that the textbook unfolded in accordance with outmoded teaching and learning strategies but an overwhelming majority of raters maintained that the book is teacher centered, does not allow for student participation and quite effectively constraints any, and all, opportunities for class activities which would promote the teaching and learning of english. practice and test as noted before, the participants tend towards a largely positive view of the textbook as a tool for practice and test. the great majority of raters have positive views as regards the attention the textbook pays to practice and test, maintaining that the exercises contained therein are varied, clearly explained and representative of the preceding lessons. the relevance of textbook to ktsp listening as listening activities provide authentic input to the this textbook has generally provided appropriate listening tasks in each unit. there, listening was presented through “listening” section. listening tasks, serving as an input, offered different spoken texts for learners in the form of dialogues and monologues. though providing input in each unit, listening tasks were mostly spoken by the teacher. it therefore did not provide listening tasks in the form of recording or video. this was not interesting and appealing for the meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 99 learners as it did not portray the real characters in each dialogue. also, the conversation would not be authentic since it was only spoken by the teacher. speaking basically, speaking activities should promote the reality that the learners would face in real life situation. first, learners should be made aware that speaking can be uncertain in some ways. the conversation in daily life can be unpredictable. second, learners must also understand the way to run the conversation in an appropriate way. in other words, they need to acquire the strategy of overcoming breakdown in communication. these aspects are said to be lacking in most efl textbooks (cunningsworth, 1995). simple dialogue, selfintroduction, classroom language, role play and talk about food, hobby, and family are activities to encourage students to be active and speak. this textbook contained different kinds of speaking activity, like an interview, telling about their self, animals and hobby. reading realizing the importance of reading tasks as an input for the students, the activities should not only promote acquisition by containing language slightly beyond their proficiency level but also provide a favorable condition to the students. this is seen as a beneficial thing to do it will foster their motivation in the teaching and learning process. to do so, the texts and activities presented in each unit should cater their interests. there were various reading texts in the textbook which familiarized young learners to the real life. this book also presented a word, phrases, simple sentence, and simple text as reading materials. reading skills are taught from word, phrase, and followed by simple sentence and a short text. writing in general, writing activities in the textbook require the students to produce something based on the given model. the emphasis of this will be on the teaching writing skills, strategies, and processes in a sequential way (ferris and hedgecock, 2005). this is realized through many types of activities presenting on the textbook. these consist of controlled, guided, and free writing activities such as filling the gaps, dictation, filling in forms, and free writing. the writing activities of this textbook ware generally appropriate to young learners’ level. it presented various of activity in a writing activity. generally, the activity of writing that was presented in this book is good and suitable to the young learners’ need conclusion the relevance of textbook to criteria of good textbook the result of the finding and discussion shows that 88.90%of the book meets the requirements of a criteria good textbook in terms of general appearance. 90.90% of the book meets the requirements of a criteria good textbook in terms of design and organization. 25.00% of the book meets the requirements of a criteria good textbook in terms of accompanying materials, 70.60% of meri lestari, arono joall (journal of applied linguistics and literature) vol. 3 no. 2 | 100 the book meets the requirements of a criteria good textbook in terms of objectives, 100% of the book meets the requirements of a criteria good textbook in terms of topics appropriateness, 83.30% of the book meets the requirements of a criteria good textbook in terms of learning component, 100% of the book meets the requirements of a criteria good textbook in terms of socio-cultural, 66.70% of the book meets the requirements of a criteria good textbook in terms of skill development, 66.70% of the book meets the requirements of a criteria good textbook in terms of teach ability, 75.00% of the book meets the requirements of a criteria good textbook in terms of flexibility, 91.70% of the book meets the requirements of a criteria good textbook in terms of teaching methods and 78.90% of the book meets the requirements of a criteria good textbook in terms of practice and test. the english textbook entitled “let’s make friends with english (student’s book)” fulfilled 78.14% criteria of good textbook adapted from some experts. according to the percentage of fulfillment, it can be concluded that the textbook was categorized as fair in fulfilling the requirements of good textbook criteria. it means that teachers can use the textbook as 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(1983) . learning purpose and language use. oxford: oxford university press. joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7797 journal of applied linguistics and literature, vol 4(2), 2019 185 structural metaphor of love in english songs in the late 20th century from stylistic and cognitive perspectives nguyen thi hong thu1 hanoi law university corresponding email: thu.nth@hlu.edu.vn abstract: metaphor is a powerful linguistic device for musicians to write love songs. through love songs, metaphor is understood and studied more interestingly and effectively. the paper identified distinctive linguistic features of metaphors as well as interpreted the metaphorical images of love in the songs. the data for analysis are the samples randomly taken from english love songs in the late 20th century. there are 68 songs used with 80 verses included in the corpus for analysis. all the collected data were qualitatively and quantitatively processed. in this paper, the metaphorical images in the songs were classified into three different kinds, namely structural metaphors, ontological metaphor, and orientational metaphors, of which the number of structural one ranks the first. the writer analyzed 46 structural metaphors to find out conceptual meaning transference from the vehicles to the tenors from cognitive perspectives and the rhetorical value distributed to songs from stylistic perspectives. finally, the implication for learning, teaching and translating metaphor was presented. keywords: metaphor, structural metaphor, love, songs, cognitive introduction metaphor in a language is like a flower of life. life becomes more beautiful with the colorful flowers and language becomes more legend and meaningful with metaphorical images. understanding metaphor is crucial to comprehend figurative language in literature and daily life. metaphor is used to describe something that the author cannot adequately represent in a literal style. they can broaden or bring a fresh breath into a familiar or overused subject. adding metaphors means adding interest and depth to writing. metaphor creates more specific and clearer visual images of what the writer is trying to express. http://dx.doi.org/10.33369/joall.v4i2.7797 mailto:thu.nth@hlu.edu.vn structural metaphor of love in english songs in… 186 journal of applied linguistics and literature, vol 4(2), 2019 it is obvious that language is a tool for expressing human thought. it reflects the way people think and view the world around them. each language has different characters but it is generally expressed through a simple meaning form of language: word. the meaning of any word is a matter of what we do with our language, not something hidden inside anyone's mind or brain so hogan (2010) showed the close relation between word meaning and the semantic value. language with a variety of sense is a thing that has changed all the time from the forms of words to the meaning in which people could remove, add, and transfer the meaning of words to be suitable with the context and intent of writers. using metaphor is a significant change in both cognition and linguistic style of language that enriches the content and makes writers‟ emotions sublimated. this semantic change in the use of metaphor makes an evolution of language in literature and communication. it can be said that metaphor is also a useful linguistic device for musicians to write impressive songs. through love songs, metaphor is understood and studied more interestingly and effectively. love is a beautiful song in life in which people often create unique words to give the beloved messengers to each other and with the power of metaphor; love becomes the wings in the sky. as a result, the occurrence of metaphors of love in songs increases the cognitive and linguistic value for the love that more easily touches the bottom of the heart of readers. the stylistic definition of metaphor is approached as one stylistic device of a particular language variety that is relatively individual, such as the metaphors of politics, economy, and music. each stylistic metaphorical image brings different values in each field. seen from the cognitive approach, metaphor is a very powerful meaning transference tool as it reflects the way we conceptualize the world we live in. it is almost impossible to understand a thing without grouping it with other category members that share the same properties. in doing so, we acquire different kinds of concepts and, as a result, build our schemata of a genre. metaphors supply these requirements. often we treat them only as stylistic devices, but in fact, metaphorical expressions verbally represent the way of human thinking and reasoning. people tend to conceptualize emotions, love being one of them, metaphorically because both emotions and metaphors connected with them are inevitable parts of everyday life. according to lakoff and johnson (1980), metaphor is a device of the poetic imagination and the rhetorical flourish a matter of extraordinary language rather than ordinary language. as it is stated by vo dai quang (2005), metaphor is word meaning transference based on the similarity between two things as regards function, character, size, shape, age, color, etc. meanwhile baars. b.j, 1998 defined metaphor as an application of a word or phrase to an nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 187 object or concept, a comparison to that object or concept, not just literally denote. it is clear that the term metaphor refers to the meaning of the word that can be expanded beyond its literal meaning. according to lakoff and johnson in metaphors we live by (1980) and zoltan kovecses in metaphor: a practical introduction, there are 3 kinds of conceptual metaphors: structural metaphors, orientation metaphors, ontological metaphors. a. structural metaphors: structural metaphors are generally understood conceptual metaphors where one concept is metaphorically structured in terms of another. structural metaphor is the most productive type of all conceptual metaphors. b. orientational metaphors: orientational metaphors organize immaterial concepts in terms of physical orientation: happiness is up (high spirits) and sadness is down (feeling low), the future is ahead and the past behind. the group of orientational metaphors is said to be connected with our orientation in space. (lakoff, 1980:16). c. ontological metaphors: in ontological metaphors, experiences are treated as concrete objects e.g. containers. when we deal with them in such a way we can "refer to them, categorize them, group them, and quantify them and, by these means, reason about them" (lakoff, 1980:25). conceptualist views consider metaphor as a cognitive mechanism used to structure our knowledge in the mind by means of one domain of experience understood in terms of the first one. a metaphor has two conceptual domains. one is the thing that is to be understood, which is called the target domain, and the other is the thing that is used to understand the first one, and it is called the source domain (kövecses, 2002:4). according to barcelona (2000:3), metaphor is the cognitive mechanism whereby one experiential domain is partially mapped or projected onto a different experiential domain so that the second domain is partially understood in terms of the first one. the tenor is the subject to which attributes are ascribed. the vehicle is the object whose attributes are borrowed. in the example “love is a game”, "love" is compared to a game, describing it with the attributes of "game"; "love" is the tenor, and "a game" is the vehicle. according to jakobson (2003), metaphor has been pervasive in every field of life. this figurative language can be witnessed through its prevalence not only in art, music, sculpture, and literature but also in ordinary language. metaphorical competence plays an essential part in boosting language ability and it is necessary to enhance the awareness about structural metaphor of love in english songs in… 188 journal of applied linguistics and literature, vol 4(2), 2019 metaphor. there have been a great number of studies in which the writers expressed concern about metaphor. a holographic study of metaphors concerns love in chinese” by renying yang (2008) makes a thorough analysis of love metaphors in chinese basing on the conceptions of emotional metaphors by lakoff, kovecses and the others. this paper analyzed the conceptual metaphor of love in chinese in relationship with characteristics and cultural identity. here, perspectives of historical development and ideology were also introduced with a variety of metaphors of love originated from other languages. there are some outstanding works on the metaphor of love and metaphor of love in songs such as “the translation of metaphor in english newspaper article” by lam thi hong dao (2012). one more research mentioned in this paper is the one composed by le thuy linh (2011). she took an interest in analyzing and comparing the metaphor of “love is fire” in english and vietnamese. the metaphors are built based on the features of fire with different processes such as burning, maintaining and extinguish. the body heat is also compared with the heat of the fire. the work brings about the useful knowledge on metaphors and gives readers the interest in investigating metaphor of love in songs. in short, these works play an important role in building language instructions in general and instructions for the use of metaphor in particular. however, these studies did not analyze the metaphors of love in songs deeply and systematically based on the cognitive and linguistic perspectives. also, the number of metaphors of love quoted are not diverse and various. in addition, these have little authentic and practical value in teaching. it is the reason why a study entitled “metaphors of “love” in the english songs in the late 20th century from the cognitive and linguistic perspectives” with the hope of giving the readers interesting experience through the metaphoric images in songs as well as their artistic value and from this analysis to make a meaningful contribution to learning english in reading and writing skills for learners, teachers was made. this paper aimed to clarify the following questions: 1. what are the typical metaphorical images of love in english love songs in the late 20th century? 2. how are the metaphorical images of love cognitively expressed in the love songs? 3. what is the rhetorical value of the metaphorical images distributed to the songs? methods data nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 189 the data for analysis are the samples randomly chosen from the english love songs of all kinds in the late 20th century. there are 68 songs used with 80 metaphorical verses of three types, of which 46 structural metaphorical images quoted in this paper to analyze. they are collected from websites, newspapers, magazines and books. data analysis procedure the major methods which are used for this paper are qualitative and quantitative ones in which data was collected, categorized in three types and counted in the number of occurrence and the percentage of meaning items. the data was also analyzed qualitatively to find out the rhetorical value to the songs. it refers to the various procedures in the following. first of all, official documents related to metaphor are collected. the task for the researcher is not to take such documents at face value. in addition to finding out the vital theoretical knowledge for the topic, the researcher must realize where the metaphorical images used are in songs, what terms they belong to, how they were constructed, and how they are used and interpreted. after analyzing and interpreting data generated from the examination of documents and records, the findings will be categorized and synthesized into meaning items. findings occurrence of linguistic items used metaphorically in songs. table 1.2: occurrence of conceptual metaphors denoting love in english songs in the late 20th century from the cognitive perspective meaning items of metaphor number of meaning items of metaphor percentage (%) 1 love is a concrete and real object 11 13.75 2 love is the abstract thing 4 5 3 love is light 6 7.5 4 love is madness 4 5 5 love is religion 2 2.5 6 love is closeness. 13 16.25 7 love is a living creature 5 6.25 8 love is magic 2 2.5 9 love is a natural phenomenon 5 6.25 10 love is music 4 5 11 love is a journey. 4 5 12 love is the heaven 5 6.25 13 love is a game. 2 2.5 14 love is fire 7 8.75 15 love is a war 4 5 16 love is deeper high 2 2.5 total 80 100% structural metaphor of love in english songs in… 190 journal of applied linguistics and literature, vol 4(2), 2019 a surprising result from the research is that there are 80 metaphorical images are quoted from 68 song lyrics and are distributed to 16 main meaning items of metaphor. “metaphor of closeness” and “metaphor of concrete object” are used with the highest numbers 13 (16.25%) and 10 (13.75%) respectively. the images used for these two types of metaphor are familiar to real life such as voice, shoulder, candle, holiday or mountain, etc. these things are the old images but bring the new emotions to human beings through metaphorical meaning transference. they wear new thinking on the basis of the old concept – love. meanwhile, the metaphors of religion, magic, music, game are less used at the same rate (2.5%). this figure may not lead to any result or assessment because of the limited number of songs. the metaphor “love is fire” and “love is light” make up a comparative number (8.75% and 7.5 %) which shows quite a big favor for this type of metaphor. these images bring about positive thought and bright look about the passion of human beings. occurrence of love metaphors in english songs in three subtypes table 2: the occurrence and percentage of conceptual metaphors denoting love in three subtypes. no meaning items of metaphor ontological metaphors (%) structural metaphors (%) orientational metaphors (%) 1 love is a concrete and real object 13.75 2 love is a living creature 6.25 3 love is a natural phenomenon 6.25 4 love is a game. 2.5 total 28.75 5 love is religion 2.5 6 love is closeness. 16.25 7 love is the abstract thing 5 8 love is magic 2.5 9 love is madness 5 10 love is music 2.5 11 love is a journey. 5 12 love is the heaven 6.25 13 love is light 7.5 14 love is fire 8.75 15 love is a war 5 total 68.75 16 love is deeper high 2.5 total 2.5 nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 191 it is clear from the table that there is a significant difference in the number of conceptual metaphors of each type occurring in the songs. there are numerous structural metaphors found in the data and these are categorized under suitable conceptual metaphors. noticeably, structural metaphors are found in songs with the highest occurrence, making up 68.75 % of three subtypes. this group is the largest of the three and includes some of the most common samples. ontological metaphors account for 28.75 % and the lowest frequent type is orientational metaphors with 10 %. in short, there is a preference for using metaphor in structural type and it is hard to find out the orientational one in the songs collected. analysis of structural metaphors and their rhetorical value in songs it can be said that the musicians make use of the effect of figurative language to support the content and rhetorical value of the songs. metaphor can be thought of as a mechanism for empowering diction. it is thought of much as an instance of reaching a particular meaning that has the effect of arriving at a more immediate picture of reality. the power of metaphor is to create meanings by the simplest or most elaborate of comparisons between unlike elements. metaphor has been acknowledged as a primary tool for writers. thanks to them, every melody sublime to the deepest point of readers‟ heart. it is a metaphor that is considered as a powerful device of language in order to make love sublime. especially, love songs cannot run out of metaphorical imagines. music without metaphor would be as a tree on a desert. it is not easy to have such romantic lyrics such as: love is a bird, she needs to fly let all the hurt inside of you die you're frozen (madonna-"frozen") love and bird – a vivid comparison makes readers feel like flying with the free wings of love. metaphor both describes and paints and lulls people into the sweet melody of songs. it is clear that metaphor can add an ornamental or poetic flourish to every word of songs. it also gives new meanings to words already in common use in which love must be tight closeness between lovers. a new idea that love needs freedom is the opinion the writer wants to express. metaphor in songs is much like its function within poetry and other written works: to relate two different things to each other to provide a deeper meaning or understanding of each. many writers and lyricists use metaphor in songs to make personal experiences more universal and connect more strongly with a listener. metaphor in songs can also be used to create a stronger impression on topic. the use of metaphor in songs also makes the lyrics of the song more structural metaphor of love in english songs in… 192 journal of applied linguistics and literature, vol 4(2), 2019 memorable for a listener, allowing him or her to find it later and listen to it again. it can foster the cognitive function of conceptualizing-namely, generating or understanding concepts-by giving the concept a familiar such as “love is a journey”, “love is a game”, “love is music”, etc. it is practical to allow readers to have a greater understanding of the concept, object, or character being described. this is done by comparing it to an item that may be more familiar to the reader. i’ve been a miner for a heart of gold (the heart of gold) value of metaphor is purely artistic: to create an image that is beautiful or profound or otherwise produces the effect that the writer desires. for these reasons, writers have used the metaphor in literature since the earliest recorded stories. many song writers and lyricists use metaphor in songs to make personal experiences more universal and connect more strongly with a listener. what a feeling in my soul love burns brighter than sunshine it's brighter than sunshine let the rain fall, i don't care i'm yours and suddenly you're mine, suddenly you're mine it's brighter than the sun (aqualung brighter than sunshine). these sweet words come from the using metaphor in song. the experience becomes beautiful memories. the structural metaphorical images are really artistic and sophisticated. love is light a light in the dark shining your love into my life (celine dion because you love me) wherever lovers go, no matter how the weather is, love always brings them the sunshine. when lovers possess that light within, they will see it externally because it is the soul's light. so, keep that flame lit, and they will never feel the darkness. we all walk in the dark and each of us must learn to turn on our light with a warm heart. love is light that dissolves all the walls between souls. love is light that brightens every heart‟s darkness love is the soul's light, (the taste of morningrumi) cause we have the brightest love two lights that shine as one morning glory and midnight sun ageless and ever evergreen... (barbra streisandevergreen) here is the rainbow i've been praying for. it's gonna be a bright (bright), bright (bright) sunshiny day. (johnny nash i can see clearly now) love is light is one metaphor used in these sentences. light is an indispensable thing for human beings, just as love is from lovers‟ point of view. items such as “shine” and “brightest” are used to seek for light. they have indicated the essential role of love played in life, and his intention of searching for love. nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 193 what a feeling in my soul love burns brighter than sunshine it‟s brighter than sunshine let the rain fall, i don't care (aqualung brighter than sunshine) he's my laughter, my lover, my life he's my sunlight (nina – sunlight) love is madness love is also a psychological illness which is stated as the insanity of human. falling in love, people will experience the stages of emotions of which madness is considered a common symptom without right direction, decision and choice. lover is described as absent-minded ones. i'm crazy about her she drives me out of my mind (lakoff 1980: 49) according to young (2009: 148)), love can partially be viewed as “an emergent property of a cocktail of ancient neuropeptides and neurotransmitters”. he shows that as a drug, the hormone enhances trust in humans and makes them more empathetic towards other people‟s emotions. or as young ends his essay: “after all, love is insanity”. many lexical items are used to express this type of emotion such as surreal, a fool, foolish beat or a riot. minogue writes about love causing surreal or unreal feelings in „cowboy style‟ and „harmony‟. the ordinary is surreal, peace and terror all in one. (minogue -„cowboy style‟) see me loving you a fool without a lover (diana ross experience) just a foolish beat of my heart (debbie gibson foolish beat) in ‟drunk‟ the protagonist is experiencing psychosomatic symptoms caused by his desire for love. i ache for the great experience there's a riot in my senses (drunk‟minogue) the protagonist explains these symptoms by saying there‟s a riot in his senses; again, the grip on reality seems to disappear, resulting in the protagonist confusing the sensory perceptions. this desire for love is causing a shock in the protagonist; one sensory perception is causing other sensory channels to react as well and when there all of them are receiving stimuli, the result is complete sensory chaos, a literary riot of and in the protagonist‟s senses. love is the abstract thing love is an eternal topic, whether in daily life, in literary works, or in films, which are universal and complex. due to certain cultural contexts or specific geography, love has its own uniqueness; even an individual has his or her own structural metaphor of love in english songs in… 194 journal of applied linguistics and literature, vol 4(2), 2019 way of expressing love. while some people consider love as concrete things, the others hold love as elusive and abstract things. hence, the conceptual metaphor theory has provided us an important method to explore the conceptual meaning of such emotional words as love. there are many examples of metaphors of love as the abstract thing. they are common in everyday life as they present different aspects of this powerful emotion. the intensity plays an essential role in the way we think of love. the abstract thing can be elaborated to the items: inspiration, truth, dream, chance, happiness, loneliness, emptiness, etc. you've been my inspiration through the lies, you were the truth my world is a better place because of you (celine dion because you love me) loving and being loving is great happiness in life. the world will be better because of you because you are always my inspiration, my belief. love is not always sweet and beautiful. for the brokenhearted people, love is a dark sky or lost way, broken dream and plan. his future seems to stop because love is over. i thought i'd lost my way forever every dream and every plan every last chance slipped through my hand and you smiled at me and it was over (aaron neville i owe you one) a true love is important in life. someone who gives each other the unconditional love supports present and encourages future and their life will be full of happiness and sweet caress. love means never having to say you're sorry. but in life not many people luckily have the forever true love: bye-bye happiness, hello loneliness i think i'm-a gonna cry-y bye-bye love, bye bye sweet caress, hello emptiness i feel like i could di-ie (everly brothers bye bye love) love is happiness, loneliness, sweet caress or emptiness depending on the lover‟ motion and the tones of passion and love. and you complete the heart of me our love is all we need circle in the sand, circle in the sand (belinda carlisle circle in the sand) “circle in the sand” is a concrete thing but it bears an abstract meaning that is a full love without any fracture. it is an expected image of all lovers. love is religion love and religion are two topics intensively debated because there is no religion without love but to come to a happy ending in love, people must experience the strict rules of religion and to some extent, love is hindered by religion. as a result, there are beautiful love-religion stories but with the help nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 195 from the god, the people who deserve to have a love, will have an expected love. if we put our heart in god‟s hand, he will place our heart in the hand of a worthy person. from the early day, love is considered as a religion. kovecses (2002: 14.) gives the conceptual metaphor of the object of love is a deity. this conceptual metaphor is of particular interest as, according to kovecses, it acts differently than most of its kind. typically, he explains, conceptual metaphors use a source domain better understood and more concrete to define a more abstract and complex target domain. in „some kind of bliss‟, as the title of the song already indicates, the state of bliss is not without contradiction. succumb to this illusion so strong, so deep (minogue -some kind of bliss) this time the love may not have received blessing from above – and most probably not from the lovers‟ parents either – but it is sufficient for the lover. he feels happy and contented enough; there is no need to reach for the skies, sometimes it is simply better to enjoy what one has before her. every day is all there is to show that the protagonist has his feet very firmly on the ground and he has taken a very mature stand on the situation the seraph lover in „looking for an angel‟ can be included in this category. with a peaceful smile, you are from the temple won't you stay a while (minogue „cowboy style‟) the same can be said of his love interest in „cowboy style‟ – she is from the temple. this, in conjunction with the line with a peaceful smile, brings into mind buddhism. the calming, peaceful presence of the writer‟s love interest encourages her to wish the love interest to stay for a while, thus possibly through guidance providing enlightenment. the surreal feelings the writer goes through later in the lyrics point out to this as well: the protagonist now finds and now feels and he feels as if his future life has just begun. again, the different aspects of love merge: eros is present, but so is stored and agape. love is closeness. the conceptual metaphor love is closeness is used by kovecses (2002, p. 64). kovecses writes about statues portraying two people in love and the imagery used in depicting the love relationship: the two people can be bound together or inside each other – at the very least they are very close to each other. from this proximity of the subjects, kovecses derives the conceptual metaphors of love is closeness. being in love is being physically close. the distance between the two lovers is changed, which leads to the result that they fall in love, or that they want to fall in love. let me take you by the hand and lead you through the streets of london, i'll show you something to make you change your mind. structural metaphor of love in english songs in… 196 journal of applied linguistics and literature, vol 4(2), 2019 (beatles the streets of london) but still, something between us holds together cos i've been holding you so damn tight (ace rejectsugabage) in these two examples, the first person touches the second person by the hand and by the upper body respectively. this kind of physical closeness which can be called getting touched seems to be quite popular and preferred between lovers. anything, baby just let me get next to you i only want to be by your side (sade by your side) get next to you and by your side are the expressions to show the closeness of the lovers which has the meaning that the first person is just near the second person and he can protect the second person from harm. what‟s inside of my heart? it ain‟t gonna change so it shouldn‟t be so easy to walk away (lionel richie i call it love) this first-person wants to part with his beloved one at first. however, he finds that his heart does not change so he says it shouldn‟t be so easy to walk away. though it seems that the first person is in a dilemma, the last sentence reveals his tendency to stay with the beloved one. since it shouldn‟t be so easy to walk away then it is better to stay together with the beloved one problems arising from the relationship are the distance or the lost between lover. no matter how near you'll be you'll never belong to me (the carpenters i can dream can't i) just can't live my life without you baby come here, have no fear (elliott yamin moody's mood for love) run to me baby and hold out your hand (p.y.t. simply in love with you") on the surface, all the examples here mention that the second person is dynamic and is the one who needs to be loved. however, the real interpretation is as follows the first person is the one who is eager to be loved. but for some unknown reasons, the fir sty person does not wish to be the dynamic one. therefore the first person asks the second person to be the dynamic one so that the first person can be in love in these desperate times we get pushed and shoved from every side (the scorpions love will keep us alive) this is a positive example. it looks like the two have no choice and are passive in getting together since they get pushed and shoved from every side. but no matter whether they are passive or reluctant to do anything, the truth is that they get together. though we go our separate way lookin‟ for better days (neil young separate ways) nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 197 this negative example is quite clear that both of the two go their separate ways and looking for better days. then not a single one wants to keep this love. the reason is not that the days they stay together are bad, but they want to find better days finally, in „rhythm of love‟, the protagonist states being together is good so good together some people work better solo (minogue‟rhythm of love‟) she does suggest that some people work better on their own: alone – or solo as minogue writes. the protagonist is not like that; she could never be without the love interest. being without the loved one would be not being at all. love is magic magic is something supernatural, something that defies or even breaks the laws of nature, and cannot be explained by them. magic is something outside of religion proper. the number of metaphoric expressions in the data required separating some elements, and treating magic and religion as separate source domains was a logical choice. some examples of magic metaphor are mentioned in: she cast her spell over me she is bewitching (lakoff 1980:49) although it is not important whether humans believe in magic or not, what is important is the fact that people are not indifferent to it. magic affects people and fascinates them profoundly. women especially are said to have the power to seduce men, hypnotize them or even, cast spells on them. as love is treated almost like a magical and inexplicable phenomenon, it is not difficult to understand why love is comprehended in terms of magic. love is music the conceptual metaphor love is music is based on the conceptual metaphor love is a collaborative work of art by lakoff and johnson. lakoff and johnson (1980) define the conceptual metaphor love is a collaborative work of art to be “particularly forceful, insightful and appropriate” (pp. 140). everybody's saying' that music is love everybody's sayin' its love (crosby stills nash music is love) when words fail, music speaks. if love is music, lovers are the notes on the page and the melody in the heart. there is such a romantic music type and also there are some types of happy/ sad music so it is said that music is the voice of the heart. love is like playing music: first, you must learn to play by the rules, and then you must forget the rules and play from the heart. music often express the feeling and emotion of lovers and this is an effective way to connect the souls. structural metaphor of love in english songs in… 198 journal of applied linguistics and literature, vol 4(2), 2019 in „rhythm of love‟, minogue plays with blending the domains and lexical fields of love dance and music. you've got a good beat, i can dance to you …come on let's jam „(minogue rhythm of love‟) the lover is more experienced, she wants to – and will – dance to the beat of her lover. the lovers are engaged in an intense dance to the beat of their hearts, the rhythm of their bodies. there is an evident connection between dance and love here. it is as if the protagonist is a virgin dreaming of her first love or first sexual experience. she wants to and is ready to enter the world of love but is afraid to take the first step, as she is not sure whether his feet will fail her. she wants to succumb to the budding love but is afraid he will get hurt or will not succeed. or perhaps the writer has been hurt by love and is now having doubts whether she has the courage to give love another chance love is just a game, broken all the same (the magic numbers love is just a game) this quotation expresses a metaphor because love is not literally a game. by figuratively asserting that the love is just a game, the writer uses the points of comparison between the love and a game to convey an understanding of the characteristic of love as a game. love is fire love is fire metaphor is an example of a structural metaphor. “my heart is on fire, i do not want to get burned again, that kindled love in his heart.” thanks to the metaphorical expression that kindled love in his heart, we can conceptualize love as having a beginning and an end just as fire has. when the fire is kindled, the love begins; when it goes out, the love ends. “her eyes were glistening jewels” “love is a rose” in this example, the word rose has a connotative meaning that is thought to be the very beautiful and fresh object to people. so this meaning is transferred to refer to the characteristic of love to imply that love is lovely and wonderful like a flower. the similarity in this case between a love and a natural thing is about the characteristic. this is one of the metaphorical imaginations of love. so metaphor in this definition is understood as a conceptual projection whereby one experiential domain is understood in terms of another. in the above example, the essence of love is likened and understood in terms of a characteristic of a rose. conclusion and suggestion conclusion nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 199 the researcher clarifies the metaphorical images of love in songs, analyzes and categorizes 80 metaphorical images into 3 subtypes: ontological, structural or orientational metaphors with 16 sets of meaning. then, the writer introduces and analyzes how structural metaphors are used and the rhetorical value in these songs. lastly, some discussions are given about the percentage of the occurrence of metaphors in songs. we cannot refuse the role of metaphors in shaping our colorful pictures on love. many examples of metaphors of love which i try to present in the paper are common in everyday life as they present different aspects of this powerful emotion. without the notion of metaphor, we would not be able to comprehend such an abstract feeling as love. the intensity plays an essential role in the way we think of love, for instance. the conceptual metaphor – love is fire emphasizes the existence of love (on fire), it is intensity (flames), duration and shows how love affects people (he was consumed by love). due to the existence of metaphor, the most powerful emotions, love being one of them, can be interpreted gently. suggestion most important, being aware of metaphors reminds us of the central role that poetic skills play in our thought. finding a metaphor plays a vital role in feeling and perceiving the value of literature. after studying metaphors of love in english love songs, i have found out implications for using metaphors in general and metaphors of love in particular for learners, teachers, and translators. suggestion for learners once learners are able to have their own metaphors and use them to promote the ideas flexibly, they will become metaphor masters. if the learners know to take advantages of the benefit of using metaphor, they can improve all the skills in learning a second language. conceptual metaphor provides students with the possibility of understanding one concept in terms of another. from a domain, they can refer to many various domains by the metaphorical expressions. as a result, they will broaden their vocabulary and make them more productive. learners should know what a metaphor is if they are studying examples of metaphors in text. simply knowing the definition, however, is not sufficient. they should be able to identify examples of metaphors in the text on their own. they should be able to explain the purpose of the metaphor and analyze how it contributes to the theme of the work. thus, applying conceptual metaphors in learning language will help students improve their reading comprehension a lot. structural metaphor of love in english songs in… 200 journal of applied linguistics and literature, vol 4(2), 2019 when studying one language, it is necessary not only to study vocabulary, grammar, reading, writing, speaking or listening, but also to know how to use language in a natural way. metaphor is specially used in daily life, in any languages, and in many situations. in both spoken language and literature language, metaphor can frequently appear. as soon as understanding the message of each metaphor in songs and literal works, learners can easily communicate with native speakers naturally or use metaphor flexibly in their own writing. so, metaphor plays an important role in improving reading and writing skills. it is necessary to write paragraphs containing a metaphor appropriately as possible. learners should use metaphors in their own writing to train their language competence better. as students become aware of their own metaphors for learning they can recognize how their language competence progresses. in addition to the above skills, learning literature cannot lack using metaphor. the use of metaphor in poetry is one of the most important aspects of poetic style that must be mastered. despite being the major students of english, they have few chances to practice using metaphor in writing. they still get a loss to understand and analyze metaphor in song or literal works. therefore, when learning english literature, they must try their best to identify, analyze and use metaphor steps by steps from sentence to text. suggestion for teachers not many students understand metaphor clearly and dare use metaphor in communication as well as in literal works frequently. some can use metaphor in their writing but illogically and inflexibly. hence, teachers must spend enough time and create appropriate methods to teach them to learn it in the best way. teachers should make their students aware of the applicability and significance of metaphors. the students should understand the nature conceptual metaphor and how it can be applied in daily life. teachers can create interesting lessons to inspire learners to be absorbed in metaphor with the easy and exciting activities such as sharing examples, brainstorming, trying composing short poems… metaphor is an effective language tool for teachers to teach vocabulary in the collocation of word. metaphor is frequently used in poetry, as poets endeavor to find creative ways to express experience. encouraging students to use metaphors will help them improve their writing ability and produce interesting pieces that others will enjoy reading. it can be difficult for students to create their own metaphors. however, there are activities that teachers can use to help students understand metaphors and to inspire the use of these literary devices to help bring writing to life nguyen thi hong thu journal of applied linguistics and literature, vol 4(2), 2019 201 students often limit their descriptive writing to what they see. teachers make students think about all five senses when they are writing. for example: write a short poem about “love”. (teachers can suggest making a list of love metaphors., "love is a..." and fill in the end with the first thing students think of that feels true: love is a race, love is chocolate, love is a fight, dream,...then students can start to describe what they know and think about). the influence of the first language in metaphoric processing has been explained as the result of the cultural background and expectations of that language, which affects the way learners, conceptualize the target language and process metaphors in the target language (boers, 2003; kövecses, 2004). thus, it is important that learners discern the way figurative language is used in a particular culture because learning a language means learning about culture learners can gain linguistic and non-linguistic knowledge. as a means of cultural transmission, metaphors can raise learners‟ awareness of the relationship. consequently, teachers should provide students with knowledge of a culture. in short, the data consists of 80 verses from 68 song lyrics and even though the number of lyrics did not seem excessive in the beginning, the workload needed in finding and analyzing all the metaphorical expressions in the 80 data proved out to be staggering. the number of song lyrics should have been reduced in order not to deviate from the typical extent of theses. organizing metaphorical expressions under the appropriate conceptual metaphors works well but i am not contented with the way each of them is analyzed. with the love for literature, i could have analyzed every example elaborately and interestingly but because of limitation of pages and time, i only mentioned them generally. this research mainly focuses on the semantic mechanism of metaphors used in english love songs by famous bands and writers. thus, there are still some exciting aspects that need further studies: it would be a fascinating idea to widen the topic to other fields such as metaphors in folk songs, in poetry, novels… it would be better to analyze metaphor from other perspectives, also, analyzing and clarifying the implications for teacher to enhance metaphor competence for student should be paid attention. furthermore, the later one could choose only one metaphor to deepen such as “love is religion” with many sources of material. 202 journal of applied linguistics and literature, vol 4(2), 2019 references baars, b. j. (1998), metaphors of consciousness tins vol. 21, no. 2. barcelona (2000:3), introduction. the cognitive theory of metaphor and metonymy, berlin and new york: moutoii de gruyter. cơ, t. v. (2011), những khái niệm ngôn ngữ học tri nhận liên quan đến văn hoá học (p4), culture and information press dao , l. t. h. (2012), the translation of metaphor in english newspaper article, da nang university jakobson (2003), two aspects of language and two types of aphasic. fundamentals of language. 2nd ed., rev. the hague: mouton, lakoff, george (1993), the contemporary theory of metaphor. in a. ortony (ed.) metaphor and thought. (pp. 202-251) cambridge: cambridge university press lakoff, george, johnson m. (1980), metaphors we live by.university of chicago press. lakoff, george, turner, mark (1989), more than cool reason: a field guide to poetic metaphor. university of chicago press. merwin, w. s 1973 linh, l. t. t (2011), metaphor of “love is fire” in english and vietnamese, hcm education university patrick hogan (2010), the-cambridge-encyclopedia-language-sciences: word meaning, university of brighton quang, v. đ (2005), semantics (ngữ nghĩa học), culture and information press. yang. a. (2008) holographic study of metaphors concerning love in chinese. renying yang, north china university http://www.press.uchicago.edu/presssite/metadata.epl?mode=synopsis&bookkey=26495 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6886 journal of applied linguistics and literature, vol. 4 (1), 2019 60 language style of humor on stand-up comedy video 1merry rullyanti; 2nurdianto 1, 2english literature department faculty of letters university of dehasen corresponding email: merry.rullyanti85@gmail.com abstract this research explained about language styles which used in stand-up comedy script brought by chris rock. chris rock owns famous joke material that is affected by the black comedy pioneers like richard pryor and redd. he attacked the subject of much avoided by comics such as politics, race and celebrity. openness and honesty witch extremely bold that what makes chris rock as one of the most successful and a famous comic in modern comedy. chris rock is known for his insulting comedian, he is also known for using satire and surreal in his joke. language style has several functions in its uses. stand-up comedy brought by chris rock is usually shows about the different in human right between black and white skins. based on the description above, the researcher decided to research language style in stand-up comedy brought by chris rock. in this research the researcher uses keraf (2007) to analyze the language styles. this research is a qualitative descriptive research. this research source of data is stand-up comedy script with tittle “kill the messenger” brought by chris rock. based on research, there are 2 language styles used in “kill the messenger”, there are 10 rhetorical language styles and 17 figurative language styles. based on the data, hyperbole rhetorical language style is dominantly used in “kill the messenger”. and epithet figurative language is dominantly used too.the reason is because chris rock is still try to persuade the white skin american to be humble to black skin american and must respect to each other. keywords: language styles, humor, stand-up comedy introduction humor has been widely presented in various media forms of media such as audio and visual media. additionally, humor can also contain in audio visual as in stand-up comedy. stand-up comedy as one of the products of humor are rife discussed by the general public today can be interpreted as 'standing comedy' or „single comedy'. stand-up comedy has the specificity that jokes material brought on stage by comic in front of audience live. there are some of the famous american comic that is woody allen, george carlin, margaret cho, jerry seinfield, eddie murphie, and chris rock. the names above are very popular among their fans of stand-up language style of humor on stand-up comedy journal of applied linguistics and literature, vol. 4(1), 2019 61 comedy because of different character of joke in each material comedy. chris rock is own famous joke material that is affected by the black comedy pioneers like richard pryor and redd. he attacked the subject of much avoided by comics such as politics, race and celebrity. openness and honesty witch extremely bold that what makes chris rock as one of the most successful and a famous comic in modern comedy. chris rock is known for his insulting comedian, he also known for using satire and surreal in his joke. because of above reasons, researcher chose chris rock as the target of research. according to researchers explained above, language style can be used in many aspect, but still the function is to attract the listener. in comedy language style is used in different type of jokes, different people will use different language style, language style will become of the characteristics of the comedian. then, humor emerged by chris rock is inseparable from the linguistic aspects of creating humor especially style of language. the use of style language on humor often appear suddenly and appeared as a result of an individual's expertise of comedian about using the language style both orally or written to inflict funny effect about humor that performed. every comedian has own language style and there are no standard rules in electoral style that displayed. a discussion of the use of language style is not a new thing. according to keraf (2009: 115) language style can be review from various points of views, the perspectives or opinions on language style at least can be distinguished from linguistic and non-linguistic. in the utterance of humor in stand-up comedy video performed by crish rock linguistic aspect is a major construction to support his action on the stage, unique wordplay and attractive that showed by chris rock be able to get response laughter from the audience. chris rock has its own tricks to provoke laughter language style that is used also varies in delivering the story of humor. one style of language he uses is hyperbole. this has become one of the weapons to support the creation of incredibly humor effect. considering all the reason above, the researcher selected stand-up comedy video "kill the messenger" as a research object. unique wordplay as a tool of humor that become concern the researcher to discover language styles are used to create humor in stand-up comedy video "kill the messenger" performed by chris rock. chris rock is the fifth ranked as stand-up comedian according to toptens.com. they are not so many black skin comedian and researcher chose chris rock based on the comments on the site. merry rullyanti, nurdianto 62 journal of applied linguistics and literature, vol. 4(1), 2019 methods the research design will use descriptive qualitative approach. tarigan (2012) states that descriptive is a writing that can illustrate a story and purpose of the description is to invite readers to be able to understand, feel, and enjoy the objects discussed such as mood, activity and so forth while moleong (2017) qualitative research is a study used to investigate, discover, describe, and explain the quality or privilege of unexplained social influence, measured or illustrated by quantitative approach.the data will be taken from video script including the playing time, data will be taken from sentences spoken by chris rock.researcher in collecting data will read the comedy script, then listing which words or sentences categorized as language style. findings language style used in “kill the messenger” researcher found there are fourteen utterances use rhetorical language style. as mentioned by keraf (2010), rhetorical language style means deviation from common construction to reach certain effect, the function can be varied such as explain, strengthen, revive non-alive object, provoke, laughs and decorate sentences. in “kill the messenger” script spoken by chris rock (cr), most of his comedy contains many purposes, but his main purpose is to support or ask his watcher to support barrack obama as us next president. according to main characteristic of america people where they have a right to talk free, chris rock sarcasm the president directly. because of that, even there are more than a thousand utterances, only few utterances considered using rhetorical language style. the detail information about rhetorical language style can be seen in table below. table 1. rhetorical language style in cr script no rhetorical language style total 1 apostrophe 1 2 periphrasis 1 3 prolepsis 1 total 3 apostrophe first finding in chris rock utterance can be found in data 1019, it is considered as aposthrope, cr said “that's the universal big-dick greeting like" hey hey welcome to pussonia"”. word pussonia cannot be found in any dictionary (general dictionary) the reason is because it is not general word which used in speaking normally. pussonia word is a modification from word pussy. word pussy can have different meaning depends on the purpose of the use, for example “don‟t act like a pussy”, that utterance use language style of humor on stand-up comedy journal of applied linguistics and literature, vol. 4(1), 2019 63 word pussy, and the word itself means coward. in foul language, pussy means woman genital, some of american use that word to praise woman genital for example, “nice pussy”, some other use this word refers to a naughty girl or call girl but some other use it as a friendly name for female friend. so, word pussonia can be refer to a country or a name of bar or café with naughty woman as a service. in the script, the researcher only found one apostrophe. periphrasis in data 183, researcher found periphrasis utterance, cr said” it's going to be hard for barrack obama to be president, man”. periphrasis means longer sentence than usual, it is about using the different way longer to express something, cr can use will instead of going to be. cr uses going to be because he believes it is something really happened, cr believes barrack obama way to be a president will be blocked and what cr said is true because if barrack obama want to be a president, he will be the first black skin president and for people who always racist to other, they will try to oppose him. researcher only found one periphrasis utterance. prolepsis according to research, researcher found two utterances categorized as prolepsis, for example at data 118, cr said “they will change all this shit”, and at data 338 “soon they‟re going to start selling gas in bars. sentence they will change all this shit means the persons will move all. this sentence prolepsis meaning, it is impossible to make a woman pregnant just getting close without doing nothing. hyperbole according to research, researcher found eight utterances categorized as hyperbole, for example at data 206, cr said “it's my fucking wife, man, she's gonna kill you”, sentence she‟s gonna kill you is hyperbolize the utterance, the purpose is to make someone afraid doing something. another example at data 270 when cr said” they know they gaining weight when too many black guys start hitting on 'em”, the word they refer to white woman, cr means white people believe that every time white woman get close to black people especially man, can make them pregnant. this sentence hyperbolizes the meaning, it is impossible to make a woman pregnant just getting close without doing nothing. table 2. figurative language style in cr script no figurative language total 1 epithet 8 merry rullyanti, nurdianto 64 journal of applied linguistics and literature, vol. 4(1), 2019 no figurative language total 2 synecdoche 1 3 irony 3 4 sarcasm 4 5 inuendo 1 total 17 epithet first finding is epithet, epithet is a descriptive literary device that describes place, a thing, a person, in such a way that it helps in making the characteristics of a person. in this research the researcher only found one sentence which categorized as epithet. it can be found in data 36 when cr said” and i saw a bunch of white people taking pictures of me”, cr use white people to describe about american who have white skin, racist is a problem in america, another example about epithet sentence can be found in data-40, cr said” and they're like, "ah, chicken bone. 13 miles to the left, niggers will be there."”, cr said word “nigger”, nigger is a nickname for black skin people, same as with “yellow” for asian or chinese people. white skin american thought all black skin people come from nigeria eve thought they know that not all black skin not from nigeria especially when they were born and live since toddler in america. another example can be seen at data 82 when cr said” this motherfucker been telling the same story for 40 fuckin' years.”. cr uses word “the motherfucker” to address someone which he doesn‟t like for telling same story for 40 years. this word is really popular word, motherfucker word is used to someone who made someone angry, someone who weak also for enemy. there are eleven sentences categorized using epithet language style. synecdoche researcher also found only one synecdoche in the script, it can be seen in data 45, cr said” big election year in the united states”, synecdoche is a literary device in which a part of something represents the whole or it may use to represent a part. in this case, words united states in represent all countries in america continent. researcher also found seventeen figurative language style, but researcher only found four kind of figurative language style in cr stand-up comedy script. the detail about figurative language can be seen in the table below. irony researcher also found the utterance use irony in a sentence, it can be found in data 430, cr said “do you know what a black dentist would have to do to language style of humor on stand-up comedy journal of applied linguistics and literature, vol. 4(1), 2019 65 move into my neighborhood?” the cr use black dentist to mock the racists, it means that there is a different thing between how white skin dentist move to the neighborhood must be different and easier compared to black skin dentist. the researcher found only four utterance using irony. sarcasm researcher found six utterance which categorized using sarcasm language style. sarcasm is a form of verbal irony that mocks, ridicules, or express contempt. for example, in data 321, cr said” bush is unbelievable, man. this guy's unbe-fucking-lievable”. this sentence can be considered also as irony but it goes to sarcasm because it is in verbal expression. normally that utterance looks like cr praise bush, but he intends the opposite, he mock bush for his rule as president. the use of irony or sarcasm usually hide the true intention, negative meaning with positive sentence. another example for sarcasm can be found at data 847, cr said” that's right. pussy's like visa, accepted everywhere”, this utterance mocks sex worker is like a visa, accepted everywhere. as mentioned before about pussy‟s meaning, sex worker same like visa, they can be accepted everywhere. innuendo researcher also found one innuendo language style in cr script, for example, in data 468, when cr said” you scream "nigger" and i'll raise interest rates”. this utterance insult how white skin america underestimated black skin america. there are so many privileges for white skin america but it is not for black skin, from above utterance, black skin america mostly treated as a black goat, when a group of people consist black and white skin american, and a mistake was done by white skin america, the blame would be addressed to black america, the reason is because the racist in overview everything is still high and still problem. dominant language style in “kill the messenger”. based on the finding by the researcher, researcher found that in “kill the messenger” stand-up comedy script brought by chris rock, he mostly used figurative language style, there are 17 figurative styles. it is clear in “kill the messenger”, most utterances refer to a comparison between black and white skin privilege. the different human right for black people the reason is because many utterances concludes white and black and show how white skin discriminates the black skin for example like they know they (white skin women) were going a date with black skin men will make them pregnant (gain weight meaning) and epithet is a figurative language which used the most. in rhetorical language style, hyperbole is a style which have been used the most, it means cr like to say something over than normal merry rullyanti, nurdianto 66 journal of applied linguistics and literature, vol. 4(1), 2019 condition to attract the audiences respond. some foul language is also used to shown his deeply feeling. not only in “kill the messenger” in his other stand-up comedy with different title like “blacker” cr said, “you could be the worst mama on earth”, this utterance is hyperbole because researcher believes that there will be the worst other than her mama. in figurative language style, epithet language style is the dominant used by cr, there reason because cr type of comedian by criticizing or mock someone even president. the word “nigger” and “black people” also come out at his other tittle of his stand-up comedy like in “nigger vs black people”. discussion according to findings, the result of this research is analyzed to answer the research question. analyzing process is done by connecting findings and theory. according to keraf (2007), there are two kind of language styles, rhetorical language style and figurative language style. each language style has many subs, for example rhetorical language style has 10 styles and figurative language style has 17 styles. there are 1149 utterances which spoken by chris rock in his stand-up comedy with tittle “kill the messenger”. but from 1149 utterances, researcher only found few utterances using language style, the rest of them is using regular utterance with direct message. in this part findings are analyzed based on the finding in a paragraph. cr was well known for his career as a comedian, he received two emmy awards and obtained large critical acclaim. in his standup comedy with tittle niggas vs black people, one of cr utterances to show social problem between white and black skin people is “everything white people don't like about black people”. cr also known for his rough comedy, it means he mostly uses foul language and adult language in his comedy like in his comedy with tittle ”love” he said “you can fuck a woman with a diamond dick and make a cup in time, she‟ll still complaint why you made me cum so hard”. the audience also loves his comedian language style for example like a comment from josh araujo in “love”, “if you look very closely between all the foul language and the gruff voice, this man makes more sense than your philosophy textbook” it means all of cr utterance is more meaningful than philosophy book about woman and love. a comment also comes from ali rm84, “i swear he is 100% right, i have been with all kinds of cultures and nationalities and i have never met a happy woman in my life...” means he believes what cr said about women for all nationality or cultures are same. data shows that there are 15 rhetorical language styles and 23 figurative language styles. based on the data, cr stand-up comedy with title language style of humor on stand-up comedy journal of applied linguistics and literature, vol. 4(1), 2019 67 “kill the messenger” means to compare or showing similarities. it can be seen from how he tried to blow racist problem in america, he compared how white skin american privilege is different with black skin american. he also exposed how bush ruled american and he also tried to ask the audience to support the first black skin president candidate in next president election. in rhetorical language style, hyperbole is a style which have been used the most, it means cr like to say something over than normal condition to attract the audiences respond. some foul language is also used to shown his deeply feeling. not only in “kill the messenger” in his other stand-up comedy with different title like “blacker” cr said, “you could be the baddest mama on earth”, this utterance is hyperbole because researcher believes that there will be the baddest other than her mama. in figurative language style, epithet language style is the dominant used by cr, there reason because cr type of comedian by criticizing or mock someone even president. the word “nigger” and “black people” also come out at his other tittle of his stand-up comedy like in “nigger vs black people”.according to finding, researcher believes that in order to attract audience and to make his comedy became has characteristic, he uses figurative language than rhetorical, the reason is because cr used to blow topic about racism and different treat by other people also use foul language in every comedy. from finding the data and analyze it, researcher found something interesting in cr script, it can be categorized as rhetorical-figurative language style or mix of 2 styles. the reason is because it is possible to mix two styles in one utterance like sarcasm-hyperbole. conclusion and suggestion based on the findings data, the analyze the data the researcher believes that chris rock in “killer the messenger” standup comedy uses figurative language style, the reason is because cr always choose the conflict or racism between black skin and white skin in united states. most content of cr stand-up comedy is about criticizing the government and how white skin people treat black skin people low also use foul language as his comedy characteristics. references cooper, c. (2008). elucidating the bonds of workplace humor: a relational process model. human relations, 61, 1087-1115. crawford, m. (2003). ‘gender and humour in social context.’ journal of pragmatics, 35, 1413-1430. dynel, m. (2013). humorous phenomena in dramatic course. poland: university of lodz merry rullyanti, nurdianto 68 journal of applied linguistics and literature, vol. 4(1), 2019 fauconnier, g. & turner, m. (1995). “conceptual integration and formal expression”. metaphor and symbol 10 (3): 183-203. freud, s. (1960). jokes and their relation to the unconscious (j. strachey, trans). new york: greene, g. f. (2012). rhetoric comedy: how comedians use persuasion and how society uses comedians. hancock: goerge college & state university. longman advanced american dictionary. (2003). longman advanced american dictionary. new york: pearson education. journal of applied linguistics and literature, vol 4(2), 2019 130 joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.6933 susilo bambang yudhoyono’s speech the role of the military in changing the world: semantic analysis nurlaila sari harahap1; umar mono2; bahagia tarigan3 universitas sumatera utara1,2,3 corresponding email: ilaharahap719@gmail.com abstract this research entitled susilo bambang yudhoyono‟s speech the role of the military in changing the world: semantic analysis. the objectives of this research are to find out the types of associative meaning, describe the realization of associative meaning in susilo bambang yudhoyono‟s speech, and the reason of using associative meaning in the data. the data of this research were utterances. the source of data was susilo bambang yudhoyono‟s role of the military in changing world speech. the method used in this research was descriptive qualitative adopted data analysis procedures proposed by miles & huberman. this study focused on associative meaning by using leech‟s theory. the result showed that there were the different amount of the types of associative meaning used in sby‟s speech. the affective meaning dominated the frequent type of associative meaning in sby‟s speech with 58 utterances (44.3%) from all total 131 utterances. this type was not much disparity within the number of connotative meaning used that only (3.1%) lower than affective meaning, about 54 utterances or in amount (41.2%) rather than another two types which seemed to have a low priority to use. the use of social meaning was only discovered in amount 12 utterances or (9.2%). then, the least of all types of meaning used in sby‟s speech was reflected and collocative meaning. the number of reflected and collocative meaning only reached (3.1%) and (2.3%) or it was only 3 4 utterances found from the whole of speech utterances. sby tends to use connotative and affective meaning yet he still used social, reflected and collocative meaning with the low rate. keywords: semantics, associative meaning, speech introduction semantics is the study of meaning in a wide sense that is communicated by language (leech, 1981). semantics is an important role regarding the case of http://dx.doi.org/10.33369/joall.v4i2.6933 susilo bambang yudhoyono’s speech the role of the military… 131 journal of applied linguistics and literature, vol 4(2), 2019 communication. it is because the language has the means to speaker regarding conveying or communicating the meaning of his/her for the listener. every president has a special style in delivering a speech. they have different styles in persuading people. with a military background, president susilo bambang yudhoyono (sby) has a kind of discipline which is firmly disciplined and courageous. starting the office through the general election, president sby was directly chosen by the people in 2004, the sixth president indonesia. according to indonesian presidential interpreter, muhammad iqbal sirie has an opinion on sby's style of speech that sby has his own style in delivering his speech. he has a lot of international levels meetings, complemented by the selection of words conveyed to his audience. president sby tends to use official language, (http://m.liputan6.com/news/read/2362224/begini-gaya-bahasa-jokowi-dansby-according to -penerjemah-presidency, accessed on april 18 2017, 07:12 wib) sby has made quite frequent speeches in his tenure, the words or sentences chosen by sby had many meanings or messages. sby who was once be the number one person in indonesia has a background with very broad knowledge and has education in several countries abroad which makes him familiar with the society of different level, sby has a very high repertoire language. the term repertoire is used for various languages that are known and used by someone in an association, work, and their affairs. it turns out that everyone masters and uses a lot of different kinds of mother tongue. it is related to associative meaning because it is unstable of meaning and has variants of individual experience (leech, 1974: 21). the associative meaning of expression has to do with the individual mental understanding of the speaker. they, in turn, can be broken up into five subtypes are connotative meaning, stylistic meaning, affective meaning, reflected meaning, and collocative meaning. in the other hand, it is the meaning of words that has a connection to the relationship of word with the condition beyond the language. for examples, the word “white” associates with the word of “holy,” in the other way, while the word “black” associates with the word “darkness, sadness, and badness” because to understand the meaning, we need to know how words or sentences convey the meaning. the idea is that when we read texts; we try to know how words are put together to convey meaning so that they can be understood. it differs when we understand the meaning of speaking since sometimes it has the ambiguous meaning which makes the listener thinks more deeply to convey the meaning. based on the phenomenon above, the researcher is interested in analyzing sby‟s speech to find out the types of meaning in order in sby‟s speech. semantics is one tool to analyze every sentence in ways to find out the meaning in the language used. the researcher chooses geoffrey leech1‟s theory nurlaila sari harahap; umar mono; bahagia tarigan journal of applied linguistics and literature, vol 4(2), 2019 132 to understand the meaning. generally, it is classified into seven types of meanings in which five of them are identified as associative meanings. the researcher sees that every written text has associative meaning that links the meaning relations in the text contribute to its unity in order to help the readers understand well, we need the knowledge to minimize these misunderstandings so that the communication process can achieve a common goal. in addition, a word that is spoken by the speaker often means ambiguity which results in a person's speech not being smooth. the meaning of the word becomes blurred and the listener gets confused, it can even result in disharmony of an on-going conversation, so it becomes very urgent to know aspects of meaning formation for anyone, especially for language learners. thus, this thesis is entitled susilo bambang yudhoyono‟s speech the role of the military in changing the world: semantic analysis methods the researcher applied the qualitative descriptive method where the researcher gradually made sense of social phenomenon by contrasting, comparing, replicating, cataloguing and classifying the object of the study. according to miles, huberman and saldana (2014). qualitative research was research which the data were collected and analyzed based on observations, interviews, documents, and artifacts. qualitative researchers usually tried to understand how things occur by going to the natural setting without implementing any intervention. the purpose of the qualitative method was to achieve an understanding of how people made sense of their lives. the data analysis consists of some current flew of activity: data collection, data condensation, data display, and conclusion drawing/verification. all these activities were involved in the whole process of this research. findings on the results of the associative meaning analysis above, it can be seen the percentage results from the elements that have been analyzed in associative meaning. elements that exist in associative meaning include connotative meaning, affective meaning, social meaning, collocative meaning, and reflected meaning. after the researcher conducted the analysis, there were the types of associative meaning that appeared most based on percentages as follows: there were 131 data used associative meaning. 58 data or 44,3% in affective meaning , 54 data or 41,2% in connotative meaning , 12 data or 9,2% social meaning, 4 data or 3,1% in reflected meaning, 3 data or 2,3% collocative meaning. it can be seen in the part affective meaning that susilo bambang yudhoyono’s speech the role of the military… 133 journal of applied linguistics and literature, vol 4(2), 2019 dominated the frequent type of associative meaning in sby‟s speech. sby‟s used a lot of affective meaning in his speech that meant he gave the feeling to hearer or reader is clear. in other word, it is the expression or communication of emotion or feeling of the speaker about something that is happened according to the situation. connotative meaning, in the connotative meaning it could be seen in the context, in example “corners of the world” meant that almost all places in the world had been colonized by terrorists, including major countries. it could be seen in the context when sby was delivering his speech and explaining about the demand for terrorism acts. affective meaning, in the affective meaning is related to someone's feelings if they hear or read certain words. feelings that appear can be positive or negative. the word honest, humble, and wise raises positive affective meanings, while corruption and collusion create negative affective meanings. when sby was delivering his speech “i am fully aware” as stated in (s.115), that utterance conveyed by sby when he argued about the international peace condition need to be maintained. so then, sby made a statement “i am fully aware” as his personal expression that he cared for peace. yet this utterance still affected by his personal feeling but the difference was here sby emphasizes his utterance rather than the previous examples which only delivered without any specific emphasizing. reflected meaning, in the reflected meaning was the meaning that communicated through the association with another sense of the same expression of the word. „cold war‟ actually meant a war that was not involved physical fight. it was not indicated the damage such destroying building, burning a city, firing the gun. the term of „cold war‟ often classified as a war in enmity without hostilities or warfare. it such a hostile desire which deeply embedded in human thought. as in impact, the true physical warfare may be triggered. social meaning, in the social meaning was the meaning it refers to the usage of language in and by a society which has big proportions in determining the meaning that certain speaker has to use and wants to convey, in example “peace be upon us all”. indeed this utterance categorized either into conceptual meaning or connotative meaning, but considering the context while sby conveyed it, the utterance turned to have social value and circumstance. nurlaila sari harahap; umar mono; bahagia tarigan journal of applied linguistics and literature, vol 4(2), 2019 134 collocative meaning, in the collocative meaning it refers to the associations a word acquires on account of the meanings of words which tend to occur in its environment, in example sby said a phrase “harmonious relation” in the middle of his speech. conceptually in the context of relationship „harmonious‟ was similar to friendly, amicable, cordial, amiable, agreeable, congenial, easy, peaceful, peaceable, conflict-free, cooperative, and good-natured. what should be underlined was not a similar word, but the phenomenon of how to match the word „harmonious‟ could be met to the word „relation‟ thus it was categorized as collocative meaning. conclusion and suggestion in the result of the analyzed data, it was found that the sby speech entitled “the role of military in a changing world” used both types of associative meaning; connotative meaning; social meaning; affective meaning; reflected meaning; and collocative meaning. it could be seen that affective meaning dominated the frequent type of associative meaning in sby‟s speech with 58 utterances (44,3%) from all total 131 utterances. this type was not much disparity within the number of connotative meaning used that only 3,1% lower than affective meaning, about 54 utterances or in amount 41,2% rather than another two types which seemed to have a low priority to use. in the use of social meaning, it was only discovered in amount 12 utterances (9,2%). then the least of all types of meaning used in sby‟s speech was reflected and collocative meaning. the number of reflected and collocative meaning used only reached 3,1% and 2,3% or it was only 3 4 utterances found from the whole of speech utterances. the reason why affective meaning dominantly appeared in sby speech was that there was a personal influence from sby‟s experiences and impressions which appropriate to the circumstance while he delivered his speech. that was his experiences and impression in military academy affected his speech in front of a thousand cadet military of the united states of america. the researcher suggests conducting semantic research associated with the discourse analysis theory because by using that theory it was expected could help to interpret the meaning through the ideology contained in an utterance. in addition, it could be better also the researcher applied semiotic theory in order to help the researcher analyzed the depth meaning from video-based data. last, it was suggested also that the researcher should make a comparison between the semantic meanings used by someone or thing with another one. for instance, was like the semantic meaning from jokowi‟s speech and prabowo‟s. references bloomfield, l. 1993. language, london : university of chicago press. susilo bambang yudhoyono’s speech the role of the military… 135 journal of applied linguistics and literature, vol 4(2), 2019 djajasudarma & fatimah. t. 1999. semantik 1: pemahaman ilmu makna. bandung: penerbit pt refika aditama bandung. finch & geoffrey. 1998. how to study linguistics. hongkong: machmillan. kreidler, c. w. 1998. introducing english semantics. london: routledge 11 new fetter lane.. leech, g. 1974. semantics. first published. london: pelican books. leech, g. 1981. semantics: the study of meaning. second edition. london: penguin books. leech, g. 1991 "the state of the art in corpus linguistics", in aijmer k. and altenberg b. (eds.) english corpus linguistics: studies in honour of jan svartvik, 8-29. london: longman. lyons, j. 1984. introduction to theoretical linguistics. melbourne: cambridge university press. lyons, j. 1995. lingustic semantics. cambridge: cambridge university press. mulyana, y. g. h. 1995. a practical guide for public speaking. jakarta: kesaint blanc. miles, m. b & huberman, a. m . 1984. qualitative data analysis. california: sage publications. miles, m. b , huberman, a. m. & saldana, j. 2014. qualitative data analysis a method”, third edition. california: sage publications. palmer, f. r. 1981. semantics. melbourne: cambridge university press. saeed, j. i. 1997. semantics. oxford: he blackwell. steve, w. 1990. research methods and analysis: searching for relationship. new york: harper & row publication. yule, g. 1985. the study of language: an introduction. melbourne: cambridge university press. journal of applied linguistics and literature, vol. 4(1), 2019 13 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.6773 the use of listening logs through whatsapp in improving listening comprehension of efl students 1iwan fauzi; 2putri angkasawati 1,2universitas palangaraya corresponding email: i_fauzi@edu.upr.ac.id abstract the objective of this study is to find out the effect of using listening logs through whatsapp on listening comprehension of efl students in the department of english education of palangka raya university. the listening comprehension of students is categorized low which hampers their proficiency in english. then an experiment is done to improve students’ comprehension in listening skill by using listening logs through whatsapp application on smartphones. the experiment treated in this study was to make a learning group of whatsapp by inviting the students joining the group. the experiment was held for three weeks which practiced four aspects of listening comprehension: (1) identifying main ideas or main gists, (2) identifying supporting details, (3) identifying moods of message, and (4) developing new vocabularies. there were 40 students (24 females and 16 males) fulfilling the sample of the study taken from the second year efl students of english study program at palangka raya university. the method used in this study was pre-experimental design by choosing the type of one group pretestposttest design. the pretest and posttest evaluation results were analyzed using non-parametric test of wilcoxon signed-ranks by tworelated samples statistical analysis to find out the significance of the experiment given. the study concludes that the practice of listening through listening logs in whatsapp gives significant improvement in listening comprehension to efl learners. keywords: listening logs, whatsapp, efl students introduction among four skills that are taught to english as a foreign language (efl) students, many researchers believe that listening and speaking are the most important skills (bano, 2017). bress in bano (2017) states that listening skill is important because humans start listening since babies before being able to speak. he pointed out that listening must be the most practiced skill to communicate. iwan fauzi, putri angkasawati 14 journal of applied linguistics and literature, vol. 4(1), 2019 listening comprehension is the process of understanding spoken materials using aural organs. celik, yidliz, and tugrul mart in gilakjani and sabouri (2016) defined listening comprehension as one's ability to recognize another through sense, aural organs and allocate a meaning to the message to understand. beyond understanding meanings and supporting details in spoken materials, listening also includes listening for thoughts, feelings, and intentions of the speakers in delivering the message (pourhossein, gilakjani and ahmadi, 2011). listening comprehension is not only hearing. after listeners hear the message, they should be able to form a meaning in their mind as one of the necessary parts in making successful communication (rost in ahmadi, 2016). when language learners are listening to other people's utterance, they are not only hearing sounds in utterance—they are expected to receive messages carried in the utterance by mental processing the spoken materials into something that is understandable. brown (2006) states that there are two processes in making the understandable input (i.e., in listening comprehension): top-down and bottom-up processing. top-down processing means using prior knowledge and experiences that are similar to the new input in order to understand it—by guessing and inferrring what can the input be about (i.e., main idea); bottom-up means using the information we have about linguistic elements: sounds, word meanings, and discourse markers to understand the input in details. as listening comprehension is a process that happens mentally, it needs active involvement, effort, and practice by the language learners. in efl context difficulties in listening might raise during the process because the learners are still lacking in the language's background knowledge as it is a new thing. there are certain studies by lynch as stated in bano (2017) which demonstrate that listening to second language is not too far different from the process of first language listening, only that the second language listeners have a limited knowledge of the language. a limited knowledge of the language includes the knowledge of cultural differences, accent, vocabulary, length or speed of the language input; which are considered as some major problems the language learners face with listening comprehension (azmi bingo, celik, yidliz, and tugrul mart, 2014). adding more listening practice will help the efl learners to cope with this situation. more listening practice can be implemented through extensive listening. extensive listening is an out-of-class listening that provides students to use any listening materials outside the classroom to increase the exposure to the spoken language (vandergriff and goh, 2012). extensive listening consists of listening activities beyond the classroom-based listening setting. this type of listening focuses on giving language learners more the use of listening logs through whatsapp in improving… journal of applied linguistics and literature, vol. 4(1), 2019 15 exposure to listening materials by considering the fact that they have more time than when they are doing listening in the classroom. why extensive listening should be taken into account to efl students. this is due to the fact that the great exposure of listening materials and time in extensive listening encourage learners' motivation to practice and continue practicing in their own time (lynch in milliner, 2017). it is ideal for learners in efl context who need as much practice as possible to master the new language. extensive listening also advocates the learners to be exposed to different types of discourse, e.g., dialogic speech, accents, and cultures (gilliland in milliner, 2017). it also helps the learners cope with the major difficulties they face in listening comprehension. in this digital era, forming a language learning community is not difficult. there are many technology-based tools or applications for language learners to create their own learning communities by offering various services to make the extensive listening experience with peers happen. teachers can also use this to facilitate their students to do extensive listening as an extended teaching-learning practice by creating learning communities as well. some examples of technology-based tools that can be used are whatsapp, yahoo messenger and line. whatsapp (henceforth named as wa) is a popular social networking application which allows the users to send and receive texts, audio, photos, videos, documents, location, voice calls, and creating groups. the accessibility of wa in most smartphone and computer devices is a great opportunity to maximize the time and place flexibility of extensive listening activities. the learners do not need to prepare any meetings in a specific place and time to do listening exercise together. they only need to access their wa, create group, and communicate through it. by considering the accessibility of wa, this study used it as a platform to do an extensive listening by using a strategy called listening logs. logs, journals, or portfolios are purposeful collection of students' work that demonstrates to the students and others dealing with their efforts, progress, and achievements in given areas. in other words, logs give assistance that record learners activity in experiencing the materials, help in reflecting of what they have learned, think about what they have learned, and act out their comprehension through the logs (genesee and upshur in sharifi and hassaskhah, 2011). listening logs, also called as listening journals, listening diaries, or listening portfolios have already been used to study the process of language learning and teaching since the late 1970s (chen, 2016). the strategy of using logs in listening activities is still continuing today. furthermore, as stated by gilliland in nunan and richards (2015: 13) listening logs are as an ongoing assignment through which students iwan fauzi, putri angkasawati 16 journal of applied linguistics and literature, vol. 4(1), 2019 document their participation in out-of-class activities. she further stated that listening logs require students to take variety of materials, take notes on the content, and reflect on their comprehension of each material they listened to. specific goals can be set, then the goals will be controlled regularly by listening logs. using listening logs through wa means combining the self-learning of using listening logs with peer-learning (i.e. learning in groups) through discussion and other learners' shared listening logs which are conducted through a group in wa. in addition, listening logs through wa is a strategy which means that the activities of listening are recorded in listening logs and communicated through wa. the use of wa is to point out the accessibility of this application as a medium of implementing listening activities through which listening logs are used in it. starting from making a learning group; then it is continued by sending and playing audio materials through the platform or links to outside audio sources; sending the listening logs worksheets; and making discussions about the contents in the listening logs and about the listening activity itself through group-chatting. there have been many studies conducted about the effect of listening logs on listening skill. a study carried out by gilliland (2015) reported on intermediate and advanced esl students' perceptions of extensive listening logs. the study revealed that the listening log had encouraged the students to try out new genres of listening contents. the students also make improvements in listening and critical thinking skills. then, galloway and rose (2014) reported on japanese students' experiences with different varieties of english. the study was found that recording listening logs increased the students' exposure to global english varieties and motivate them to reevaluate personal prejudices against certain varieties. another study by kemp (2010) found out that using a listening log helped efl students in a british university developed independent learning skills, including monitoring their own performance and progress, making decisions on their learning, and acting upon them. in addition, chen (2016) reported the effect of extensive listening on her taiwanese students by maintaining listening logs. it gives effects on the students' future study planning, the gaining of new knowledge, improvement in listening skills, and an increase in confidence. related to the use of wa as a medium to carry out the logs in language learning, there are still few discussions revealing this popular smartphone application in the field of language teaching. this is probably due to the fact that it is still a new medium in language learning. two studies about the use of wa revealed here are related to teaching and learning in general, not to specify in a particular subject of teaching, i.e., english. rambe and bere (2013), for instance, examined the use of wa in a the use of listening logs through whatsapp in improving… journal of applied linguistics and literature, vol. 4(1), 2019 17 south african university. the students gave the positive feedback and claimed that it was an easier way to communicate with their teachers and the rest of the class and it was also fun. another study about wa as a learning medium has been conducted by bansal and joshi (2014) who revealed that married students found learning through wa is disruptive, but much younger students found favorable. from these two studies, wa as a learning medium seems more favorable for college students or at least positive because it is fun and has great accessibility to use. based on the discussion aforementioned, this study is related to the effect of using listening logs through wa on listening comprehension achievement of students in lower intermediate language level. there are two questions to be answered in this study; (1) is there any significant effect of the students’ listening comprehension using listening logs through whatsapp? and (2) what are aspects of listening comprehension improved after the students are facilitated in learning english using listening logs through whatsapp? methods this study used pre-experimental design which took the type of one group pretest-posttest design. there were 40 students (24 females and 16 males) taken to fulfill the data of this study. the sample was taken from the second year efl students of the english study program at palangka raya university that were considered to be passed the matriculaton course of four basic english skills by level-one (listening, speaking, reading, and writing). the subjects were given an achievement test before and after doing experiments. the pretest and posttest results were analyzed using nonparametric test of wilcoxon signed-ranks by two-related samples of statistical analysis to find out the significant effect of the experiment. the achivement test was adapted from listening diagnostic test based on phillips (2001) which was regarded to be standard to the level of university students. there were 40 items to be tested which represented four aspects of listening comprehension: (1) identifying main ideas or main gists, (2) identifying supporting details, (3) identifying moods of message, and (4) developing new vocabularies. to confirm the vallidity of the test, the researcher asked two senior lecturers of english study program to rate the content of test. both lecturers were agreed that the test content was suitable and could evaluate the students’ comprehension on listening related to the four aspects. then, cronbach alpha was used to count the reliability coefficient of the test which obtained the value .86. so, the researcher felt confident about the validity and the reliability of the test instrument. iwan fauzi, putri angkasawati 18 journal of applied linguistics and literature, vol. 4(1), 2019 the experiment treated in this study was to make a learning group of wa then invite the subjects joining the group. an assistant of the researcher was acted as the group administrator to communicate with the subjects about the ethics of the learning group which were no use of absurd language, no personal remarks, and be active participation on the activities. the treatment was held for three weeks starting from may 28th to june 17th, 2018. in every week the subjects were asked to do the listening exercise by playing the provided audio and to record what they got from the activity into the listening logs. the following is the schedulle of weekly activities on the wa learning group. table 1. weekly schedule of the learning group activity on wa day 1  the format of listening logs was sent to each member of the learning group (shown on appendix-1).  audio files were sent to the wa group. days 2 to 6  the students were listening four audio-file materials in monologues or short conversations in which one audio file was sent for one day.  the students wrote down what they conveyed from the audio into the listening logs based on the format given in which one audio file was one log-sheet to one day.  on the day 6 at 11:59 p.m. the students should send the listening log-sheet formats to the administrator of the group. day 7  the students discussed their logs and their weekly listening experience with the group members and the researcher bychatting to find solutions to any problems relating with the listening activities and the logs itself.  on the discussion, the students were asked to reflect by revising their logs or taking any notes of new information. table 2 below shows the summary of students’ scores of listening comprehension before and after they were given treatments of learning group activity on wa (scores more details are shown on appendix-2). the use of listening logs through whatsapp in improving… journal of applied linguistics and literature, vol. 4(1), 2019 19 table 2. summary of students’ scores (preand posttest) on listening comprehension n mean std. deviation listening comprehension scores before treatments 40 57.062 9.2488 listening comprehension scores after treatments 40 73.937 7.4008 then, the scores of pretest and posttest on table 2 are statitiscally calculated using non-parametric wilcoxon test of two-related samples to find out the significance difference of both test scores. table 3. score differences of listening comprehension in pretest and posttest n mean rank sum of rank z asymp. sig. (2-tailed) score posttest – score pretest negative ranks 0a .00 .00 -5.532a .000 positive ranks 40b 20.50 820.00 ties 0c total 40 based on negative ranks wilcoxon signed ranks test table 3 shows that there is a significant difference in listening comprehension after three weeks treatment of using listening logs through wa. the data shows that all students scored higher in posttest than pretest, and none students scored lower than pretest nor student maintained the scores as same as the pretest. hence the treatments given to the subjects succeed to improve students’ listening comprehension. this is specified by statistical test values where z (1.96) = 5.53, p < .001. in relation with the aspects of listening comprehension improvement after the students are facilitated using listening logs through wa, four aspects of comprehension namely identifying main ideas or main gists, identifying supporting details, identifying moods of message, and developing new vocabularies are also statistically calculated through wilcoxon tests. table 4 comprehension scores of identifying main ideas in pretest and posttest n mean rank sum of rank z asymp. sig. (2-tailed) score posttest – score pretest negative ranks 0a .00 .00 -5.890a .000 positive ranks 40b 20.50 820.00 ties 0c total 40 a. based on negative ranks wilcoxon signed ranks test table 4 shows that all students scored higher in posttest than pretest of identifying main ideas. none students scored lower than pretest nor student scored the same as the pretest. it clearly indicates that students’ iwan fauzi, putri angkasawati 20 journal of applied linguistics and literature, vol. 4(1), 2019 comprehension of identifying main ideas significantly improved after they treated with the listening logs on wa. this is specified by statistical test values where z (1.96) = 5.90, p < .001. table 5 comprehension scores of identifying supporting details in pretest and posttest n mean rank sum of rank z asymp. sig. (2-tailed) score posttest – score pretest negative ranks 5a 16.30 81.50 -4.244a .000 positive ranks 33b 19.98 659.50 ties 2c total 40 a. based on negative ranks wilcoxon signed ranks test in the case of identifying supporting details, 5 out of 40 students scored lower, whereas 33 students scored higher in the post-treatment of listening comprehension test. then, there were two students maintained their previous scores of comprehension. the data from the table clearly shows that there is a significant difference between students’ comprehension scores before and after treatment with the listening logs on wa. this is specified by statistical test values where z (1.96) = 4.24, p < .001. table 6 comprehension scores of identifying moods of message in pretest and posttest n mean rank sum of rank z asymp. sig. (2-tailed) score posttest – score pretest negative ranks 0a .00 .00 -5.705a .000 positive ranks 40b 20.50 820.00 ties 0c total 40 a. based on negative ranks wilcoxon signed ranks test table 6 shows that all students scored higher in posttest than pretest of identifying moods of message. none students scored lower than pretest nor student scored the same as the pretest. it clearly indicates that students’ listening comprehension significantly improved after treating them with the listening logs on wa. this is specified by statistical test values where z (1.96) = 5.70, p < .001. table 7 comprehension scores of developing new vocabularies in pretest and posttest n mean rank sum of rank z asymp. sig. (2-tailed) score posttest – score pretest negative ranks 5a 10.50 52.50 -4.137a .000 positive ranks 28b 18.16 508.50 ties 7c total 40 a. based on negative ranks wilcoxon signed ranks test the use of listening logs through whatsapp in improving… journal of applied linguistics and literature, vol. 4(1), 2019 21 in the case of developing new vocabularies, 5 out of 40 students scored lower, whereas 28 students scored higher in the post-treatment of listening comprehension test than in the pretest. then, seven students maintained their previous scores of comprehension. from the table, it clearly indicates that there is a significant difference between students’ comprehension scores in developing new vocabularies before and after treatment with the listening logs on wa. it is specifically shown by statistical test values where z (1.96) = 4.14, p < .001. discussions in present study, the students were expected to enhance their listening comprehension by four criteria of achievement: (1) identifying main idea or main gist; (2) identifying supporting details; (3) identifying moods of message; and (4) developing new vocabularies. using listening exercises on wa should not only be done in class, but it is also outside the classroom (extensive listening) where the students could allocate more times to plan the activities. by allowing the students to use listening log strategy—during the treatment, the students could get clear instructions of what information they should have found while listening. moreover, by using wa those instructions given were listed on the listening logs and the students should have answered those instructions based on what they found while listening. as this listening log strategy was carried out through a wa group where group members wanted to learn the same matters, the students did not only record their findings on listening logs and study it by themselves. yet, they could also share the logs to the other members, to study them together or to give feedback through the logs in order that they could be used as additional information. by doing this—sharing the logs to the group may build a discussion and more information could be taken as many people as involved, instead some difficulties could be solved together in group. based on the result of this study, the use of listening logs through wa succeeds to improve significantly students’ listening comprehension. this is due to the fact that it lets the students effectively get more information from listening materials since it could be practiced outside the classroom. morever, the result of present study also confirms a study of gilliland (2015) who found that the use of listening logs can give great influence on language learners' extensive listening. as listening to a new language takes practice and time, language learners have to do more than just listen to materials— they also have to comprehend the contents well. by recording information they found while listening, learners can reflect on their comprehension toward the contents through the record they made. in addition, this current study also approves the results of bansal and joshi’s (2014) study in which iwan fauzi, putri angkasawati 22 journal of applied linguistics and literature, vol. 4(1), 2019 using wa is favorable as a learning medium because of its accessibility for teacher or students. conclusion and suggestion this pre-experimental study indicates that with the practice of listening through listening logs on wa there are some significant improvements of listening comprehension made by efl learners. the results of this study lead to two main conclusions. in general, the average score of efl learners in listening comprehension increase significantly after treatments. none students score lower than before they involve in listening practice through listening logs on wa which means the treatment given is effective to improve their listening comprehension. in specific, efl learners have excellent performance in identifying main ideas and identifying moods of message. by these two indicators of comprehension, the students’ achievement improves very significantly without retaining any student to maintain the same scores on the two indicators evaluated before the treatment. meanwhile, two other indicators of comprehension still retain some students unimproved in which 7 out of 40 students do not improve in identifying supporting details, and 12 out of 40 students are unimproved in the way of developing new vocabularies. however, both indicators of comprehension mentioned later are still significant in terms of their improvement effects. based on the result of this study, it recommends that wa can be used to help efl learners in extensive listening activities along with listening logs because wa is the most popular application media in smartphones nowadays in terms of delivering message and sharing information. another advantage of listening logs through wa is that this software application can be applied as a strategy of homework assignments by efl teachers to their students. this is due to the fact that learning in a classroom is very limited in time, so that this strategy can be used to give students more opportunity to do listening activities outside the classroom since time is not restricted. then, teachers can monitor their students what they have learned and check their students’ improvement by looking at the listening logs that they have sent through the wa. references ahmadi, s. (2016). “the importance of listening comprehension in language learning”. international journal of research in english education; 1(1): 7-10. azmi, b. m., celik, b., yidliz, n., and tugrul, m. c. (2014). “listening comprehension difficulties encountered by students in second the use of listening logs through whatsapp in improving… journal of applied linguistics and literature, vol. 4(1), 2019 23 language learning class”. journal of educational and instructional studies in the world; 4(4), 1-6. bano, f. (2017). “towards understanding listening comprehension in efl classroom: the case of the saudi learners”. english language teaching; 10(6): 21-27. bansal, t., & joshi, d. (2014). “a study of students experiences of whatsapp mobile learning”. global journal of human-social science research; 14(4): 28-33. brown, s. (2006). teaching listening. new york, ny: cambridge university press. chen, c. w. (2016). “listening diary in the digital age: students' material selection, listening problems, and perceived usefulness”. the jalt call journal; 12(2): 83-101. galloway, n., and h. rose. (2014). “using listening journals to raise awareness of global englishes in e lt”. elt journal; 68(4): 386-396. gilakjani, a. & sabouri, n. (2016). “learners' listening comprehension difficulties in english language learning: a literature review”. english language teaching; 9(6): 123-133. gilliland, b. (2015). “listening logs for extensive listening practice”. in language learning beyond the classroom (pp. 13-22). d. nunan & j. c. richards (eds.). new york: routledge. kemp, j. (2010). “the listening log: motivating autonomous learning”. elt journal, 64, 385-395. milliner, b. (2017). “five online resources for extensive listening in the japanese efl classroom”. accents asia; 9(2), 1-10. nunan, d., richards, j. c. (2015). language learning beyond the classroom. new york, ny: routledge. phillips, deborah. (2001). longman complete course for the toefl test. new york: a pearson education company pourhossein., gilakjani, a., and ahmadi, m. r. (2011). “a study of factors affecting efl learners' english listening comprehension and the strategies for improvement”. journal of language teaching and research; 2(5): 977-988. rambe, p., & bere, a. (2013). “using mobile instant messaging to leverage learner participation and transform pedagogy at a south african university of technology”. british journal of educational technology, 44(4), 544-561. sharifi, ahmad., and hassaskhah, jalleh. (2011). “the role of portfolio assessment and reflection on process writing”. asian efl journal. retrived from http://www.asian-efl-journal.com/pdf/march-2011as.pdf 20 may 2018. http://www.asian-efl-journal.com/pdf/march-2011-as.pdf http://www.asian-efl-journal.com/pdf/march-2011-as.pdf iwan fauzi, putri angkasawati 24 journal of applied linguistics and literature, vol. 4(1), 2019 vandergrift, l. & goh, c. (2012). teaching and learning second language listening: metacognition in action. new york, ny: routledge. wei, l. (2012). “teaching listening in efl classroom in senior high schools in taiwan”. retrieved from http://english.tyhs.edu.tw/xoops/html/tyhs/teach_source101/06pl an in february 19th, 2018. http://english.tyhs.edu.tw/xoops/html/tyhs/teach_source101/06plan http://english.tyhs.edu.tw/xoops/html/tyhs/teach_source101/06plan the use of listening logs through whatsapp in improving… journal of applied linguistics and literature, vol. 4(1), 2019 25 appendix 1 iwan fauzi, putri angkasawati 26 journal of applied linguistics and literature, vol. 4(1), 2019 appendix 2 students’ scores in listening comprehension no. students’ labels scores of pretest scores of posttest 1 2 3 4 sum 1 2 3 4 sum 1. s001 12,5 7,5 10,0 20,0 50,0 20,0 17,5 12,5 20,0 70,0 2. s002 15,0 12,5 17,5 10,0 55,0 20,0 15,0 20,0 15,0 70,0 3. s003 10,0 20,0 12,5 7,5 50,0 15,0 25,0 15,0 15,0 70,0 4. s004 15,0 20,0 10,0 12,5 57,5 22,5 17,5 12,5 15,0 67,5 5. s005 12,5 15,0 10,0 12,5 50,0 17,5 22,5 12,5 15,0 67,5 6. s006 10,0 20,0 12,5 20,0 62,5 15,0 22,5 20,0 22,5 80,0 7. s007 12,5 12,5 17,5 20,0 62,5 17,5 20,0 20,0 25,0 82,5 8. s008 15,0 17,5 17,5 17,5 67,5 20,0 17,5 25,0 22,5 85,0 9. s009 20,0 20,0 12,5 17,5 70,0 25,0 25,0 15,0 15,0 80,0 10. s010 10,0 15,0 17,5 20,0 62,5 17,5 17,5 20,0 20,0 75,0 11. s011 10,0 17,5 20,0 12,5 60,0 15,0 25,0 22,5 12,5 75,0 12. s012 15,0 15,0 20,0 20,0 70,0 20,0 20,0 25,0 22,5 87,5 13. s013 10,0 12,5 7,5 20,0 50,0 15,0 25,0 10,0 25,0 75,0 14. s014 12,5 15,0 10,0 17,5 55,0 17,5 20,0 17,5 20,0 75,0 15. s015 17,5 12,5 20,0 15,0 65,0 22,5 20,0 22,5 10,0 75,0 16. s016 17,5 17,5 17,5 20,0 72,5 25,0 20,0 20,0 20,0 85,0 17. s017 17,5 20,0 10,0 15,0 62,5 22,5 25,0 12,5 17,5 77,5 18. s018 10,0 15,0 7,5 12,5 45,0 15,0 20,0 15,0 22,5 72,5 19. s019 10,0 20,0 12,5 12,5 55,0 15,0 22,5 15,0 20,0 72,5 20. s020 15,0 17,5 12,5 10,0 55,0 20,0 22,5 20,0 12,5 75,0 21. s021 12,5 10,0 0,0 20,0 42,5 17,5 17,5 17,5 22,5 75,0 22. s022 10,0 12,5 7,5 20,0 50,0 17,5 20,0 15,0 22,5 75,0 23. s023 17,5 15,0 15,0 12,5 60,0 22,5 22,5 17,5 12,5 75,0 24. s024 10,0 20,0 17,5 12,5 60,0 15,0 20,0 25,0 20,0 80,0 25. s025 15,0 17,5 10,0 20,0 62,5 20,0 12,5 12,5 25,0 70,0 26. s026 10,0 15,0 12,5 12,5 50,0 15,0 17,5 20,0 22,5 75,0 27. s027 12,5 12,5 10,0 20,0 55,0 20,0 20,0 12,5 17,5 70,0 28. s028 12,5 20,0 12,5 10,0 55,0 17,5 25,0 15,0 17,5 75,0 29. s029 15,0 12,5 5,0 10,0 42,5 20,0 15,0 12,5 15,0 62,5 30. s030 20,0 12,5 0,0 10,0 42,5 25,0 5,0 2,5 17,5 50,0 31. s031 10,0 15,0 5,0 12,5 42,5 15,0 17,5 12,5 17,5 62,5 32. s032 10,0 20,0 0,0 12,5 42,5 15,0 25,0 7,5 15,0 62,5 33. s033 15,0 10,0 5,0 12,5 42,5 22,5 15,0 7,5 17,5 62,5 34. s034 17,5 20,0 15,0 17,5 70,0 22,5 25,0 17,5 17,5 82,5 35. s035 15,0 12,5 12,5 17,5 57,5 20,0 17,5 20,0 17,5 75,0 36. s036 17,5 20,0 15,0 12,5 65,0 22,5 15,0 17,5 20,0 75,0 37. s037 17,5 12,5 12,5 20,0 62,5 22,5 15,0 20,0 17,5 75,0 38. s038 20,0 17,5 15,0 20,0 72,5 25,0 25,0 17,5 17,5 85,0 39. s039 20,0 20,0 12,5 17,5 70,0 25,0 17,5 15,0 22,5 80,0 40. s040 20,0 15,0 12,5 12,5 60,0 22,5 20,0 15,0 15,0 72,5 notes: 1. scores in identifying main ideas 2. scores in identifying suppoting details 3. scores in identifying moods of message 4. scores in developing new vocabularies 14 rhetorical moves and linguistic features of journal article abstracts by postgraduate students, national and international authors in applied linguistics rosy putri andika safnil alamsyah harahap university of bengkulu rosyputriandika@gmail.com abstract: the abstract has become the first part that will be read by readers in a research article. some important aspects in the abstract are move structure and linguistic features. this study examines the rhetorical moves and linguistic features of english research article abstract written by three groups of authors in applied linguistics. the research design was mixed method design combining quantitative and qualitative method with the corpus of this study consisted of 60 abstracts by postgraduate students, national and international authors found in ra abstracts. the results show that the common moves by three groups of authors have only three moves (i.e purpose, method, and results). the common linguistic features used by three groups of authors are active voice, present tense, and simple sentence. by comparing the three groups of abstracts the differences are found in the postgraduate students authors. they were used move 1 (background/ introduction/ situation) fewer than national and international authors. furthur the postgraduate students used past tense more dominant than present tense and using hedges is more frequently than national and international authors. this study concludes that in writing ra abstracts a writer should adjust the commonly used rules the abstract especially in using 5 moves in the abstracts. key words: abstract, rhetorical move, applied linguistics introduction an abstract is the first part that will be read in the publication journal, research article, thesis, and so on. the readers can overview the content of a journal by reading an abstract. submitting an abstract is an important thing even in national or international journal. the objective can be more detail seen by reading the abstract. abstract is beneficial for the reader to identify the keywords that will make it easier for exploring the research. the moves of abstracts are to extend the purpose in research article. writing abstract becomes an obligation in journal, research article, and thesis. swales and feak (2009) investigated that the number of “rhetorical moves” (or communicative stages) in abstracts can be found in various fields and in various languages. most researchers identify a potential total of five moves in the rhetorical structure of abstract. in the other words, abstract can identify a whole content of a study and such an option for the mailto:r 15 reader to continue to read the study or not. although an abstract is very important on the research article, writing abstract is not easy for students, novice, and new writers. according to safnil (2014) writing an abstract for ra (research article) is not only difficult for university students; it is also hard for lecturer and novice writers. it might be different problems for different group of writers ( i.e. postgraduate students, national and international authors). an increasingly important area in such research is the study of thesis writing at the postgraduate level, with much attention paid to theses written in english as a second or foreign language (ren and li: 2011). other problems of writing abstract in english by non-native are the right choice of tenses and sentence patterns. based on the explanation above, one of the main problems experienced by research article author is writing abstract. choosing the right tenses and sentence patterns become the problems in writing abstract. however, the comparative study on various groups of writers still rarely done especially is research article abstract in applied linguistics. this is the rational of this study that is to investigate the similarities and differences on move structure of abstract written by three groups of authors they are postgraduate students, national and international authors. based on the background of this research, the problems as followed, writing abstract is difficult not only for the novice or new writer but also postgraduate students, national and international authors. the problem in writing abstract still found in move structural, tenses, and sentence patterns, and finally analyzing english abstract in indonesia is still rarely done. many studies have analyzed abstract in different aspects. ren and li (2011: 162) compared the study on the rhetorical moves of abstracts in published research articles and master‟s foreign language theses. they found that five basic rhetorical moves in developing abstracts were commonly found in the abstracts written by both experts and student writers, experts tend to be more selective in their use of the moves to best promote their papers, while student writers tend to include all the moves to be more informative of the content and structure of their theses. some student writers even include “limitation” in their abstracts without mentioning the strength, which might undermine the value of their work. this is in contrast to expert writers‟ effort in promoting their paper in their abstract by including the “conclusion” move more often. students‟ lengthy “introduction” move and over brief “product” move, in contrast to expert writers‟ balanced use of these two moves, reveals their insecurity as novice writers. students‟ repetition in their abstracts indicates their unawareness of the value of space in academic writing. the other research analyzed the comparison in different grade of ability (san and tan, 2012: 40). they compared study the rhetorical moves in abstracts of students‟ term papers 16 and published articles in the field of computer and communications systems engineering. they found that move 1 and move 2 were seen to be the obligatory moves for the two groups of writers although the total occurrences of both moves were higher in the expert abstracts. move 3 which was seen as optional for the expert writers was however, seen as obligatory for the novice writers. for move 4, although both groups of the writers regarded the move as optional, the novice writers had less tendency of using the move than the expert writers. however, move 5 which appeared to be optional too for both groups of writers was seen to be used more by the novice writers in the abstract writing. in other words, the expert and novice writers were seen to take move 1 and move 2 as the obligatory moves but for move 3, move 4 and move 5 the writers tended to have different preferences of using the moves. almost the same issue tseng (2011: 27) examined 90 research article abstract in three linguistics journals from two dimensions, there are the move structure and the second is the verb tense of each move. the analysis included the distribution of the five moves, the move structures, and the distribution of the opening and closing moves of abstracts. he found that the abstracts analyzed tended to take a fourmove structure instead of fivemove one as proposed in literature. he was also found that there were some variations between the abstract written by native speakers and nonnative speakers of english. can, et al (2016) studied fifty research articles were randomly selected from the esp journal, the abstracts were taken from recent issues published between 2011 and 2013 preferred to reflect current writing practices. they found that authors discuss results, purpose, and methodology in their abstracts more than implications of the findings or background information. they said the authors are well aware of the fact that they need to use the allowed space economically, then the background information about the topic is the first to be omitted by writers in applied linguistics, and thus it seems to be the only move in the optional category, being disregarded in more than half of the sampled abstracts. in addition, an abstract has also been analyzed in any disciplines. some studies have conducted the research in applied linguistic. safnil (2014), investigated thirty abstracts in three disciplines (i.e. humanity economics, management, and education) written in english by indonesian writers. firstly, he found that the major of ra abstracts written in english by indonesian academics in the corpus of this study have only three moves (i.e. purpose, method, and results) second, the english abstracts found in the data of this study are mostly written in active sentence using present tense except for move 3 (methods) in which half of them are written in past tense that – complement sentences are mostly found in move4 (results and finding). based on the previous studies above the comparative studies conducted in term papers and thesis students. however, this study is the comparative study on various groups 17 of writers still rarely done especially is research article abstract in applied linguistics. this study will be analyzed five moves patterns and linguistic features in research article abstact written by three group of writers such as postgraduate students, national authors, and international authors. methodology this research is conducted by using mixed method to answer three questions, namely the rhetorical moves and linguistic features in ra abstracts by postgraduate students, national authors, and international authors in applied linguistic. according to creswell and plano (2007) mentions that side steps the issue of paradigms, but characterizes mixed methods research as having a set of guiding philosophical assumptions and a method where a qualitative and quantitative were mixed at some point in the study. the qualitative method used in collecting the data to compare by three groups of writers (i.e postgraduate students, national authors, and international authors), while the quantitative method used in analyzing the research article abstracts by different group of writers in applied linguistics. the corpus of this study consisted of sixty ra abstracts in applied linguistics written by different group of authors (i.e postgraduate students, national authors, and international authors) they were; twenty journals were randomly selected by postgraduate students (ra abstracts) in applied linguistics, twenty ra abstracts by national authors (teacher/ lecturer) in applied linguistics, and twenty ra abstracts were from international authors in applied linguistics. the postgraduate students used research article abstracts in journal of english language and literature education (joall) by english education department at university of bengkulu. research article abstracts by national authors was taken in teflin journal‟s website, international authors‟ abstract was taken from some website such as international journal of english studies (ijes) and asia efl journal professional articles. table 1 presents the distribution of abstracts as the corpus of the study. the instrument of this study was checklist containing of five move patterns and checklist containing of linguistic features. the moves used by swales (2009) with five moves such as move 1) background/introduction/ situation, move 2) present research / purposes, move 3), methods/ materials/ subject/ procedures, move 4), results/ finding and move 5), discussion/ conclusion/ implication/ recommendation. in addition, checklist for linguistic feature contained such as voice (passive and active voice), tenses (present and past tense), type of sentence (simple and complex sentence), and metadiscourse devices (hedges, attitudinal stance, and selfreference words) modified in zhang, et al (2012). 18 table 1: frequency of moves in english research article abstracts because of the analysis of moves and linguistic feature involved subjective judgment. a corater was asked to analyze sample of abstract in order to ensure the validity of text analysis. the corater was a postgraduate student in english department at education faculty, universitas sebelas maret. first, the corater has been told how to identify the abstracts in structure move and linguistic features following the analysis procedure already described. the rater has been given 15 out of 60 abstracts (20%) from the corpus of this study. in this research, the result of the researcher and corater was compared. results and discussion this chapter presents the results and finding of this study based on analyzed the english abstracts written by three groups of authors in applied linguistics. the analyses also compared with co rater, and the result discussed as follows. sixty english ra abstracts in different groups of authors have been analyzed in this research, they were written by postgraduate students (ps), national authors (na), and international authors (ia). the results as displayed in the following table. note: ps= postgraduate students na= national authors ia= international authors n= total abstracts as shown in table 3, the most dominant move found in the abstracts written by three groups of authors are move 2 (present research/ purposes) used by 55 authors (91,7%), move 3 (methods/ materials/ subject/ procedures) used by 54 authors (90%). and move 4 (results/ finding) used by 57 authors (95%). the example of abstract with three dominant moves is as follow: example 1: {m2} (s-1) this research was aimed to find out the students‟, lecturers‟, and experts‟ perspective toward the quality of the english course book for nursing department students. {m3} no moves abstract written by three groups of authors ps na ia total % n=20 n=20 n=20 n=60 1. move 1 4 12 9 25 41,7% 2. move 2 20 16 19 55 91,7% 3. move 3 20 16 18 54 90% 4. move 4 20 18 19 57 95% 5. move 5 13 13 11 37 61,7% 19 (s-2)this research was an evaluative study. (s-3)the participants of this research were 3 experts, 3 lecturers and 80 nursing students. (s4)the instrument of this research was an evaluation checklist based on mcdonough and shaw‟s criteria. {m4} (s-5)the findings of the research were (1) over eighty percent participants agreed that syllabus fulfills the criteria for quality a nursing course book; (2) over eighty percent participants agreed that the content area fulfills the criteria for quality a nursing course book; (3) over ninety percent participants agreed that layout and physical appearance fulfills the criteria for quality a nursing course book; (4) over eighty percent participants agreed that practicality fulfills the criteria for quality a nursing course book; (5) over eighty percent participants agreed that language use fulfills the criteria for quality a nursing course book. (ps-6) the example above shows that the first sentence is chategorized as move 2 which contains the purpose/ present of the study, because the lexicon ‘aimed’ indicates that the author explains the present study. in the example 1, the sentence 2 to 4 are chategorized as move 3, because the lexicon ‘…evaluative study’, ’the participants...’, ‘the instrument…’ indicate that they explained the method, subjects, and instrument of the study. afterwards, in the sentence 5 the author defined the results/ findings of the research. it can be implied by the use of words „ the findings of the research...‟ that can be chategorized as move 4. thus from explanation above this abstract have in three moves (move 2, move 3, and move 4). table 3 above also shows that move 5 (discussion/ conclusion/ implication/ recommmendation) used by 37 authors (61,7%) in writing abstracts. here is the example of move 5 : example 2: {m5}(s-9) „….finally the study suggested implications and recommendations for additional studies within the indonesian context.‟ (na 11) in example 2, move 5 can be found in sentence 9 of the abstract. it can be identidfied by the use specific lexicon of ‘ implication’, and ‘recommendation’ that indicate the author providing implication and recommendation of the research. the used of move 1 (background, introduction, situation) is also shown in table 3. move 1 reaches the samllest frequency and used by only 25 authors (41,7%). the example of move 1 in an abstarct is as follow: example 3: {m1}(s-1) „asean economic community (aec) has become a popular issue. however, there are many obstacles in joining aec. (s20 2) one of them is english for communication. (s-3) unfortunately, business english letters as the media for communication in business are not taught at schools. (s-4) in fact, in this free trade era high school leavers are enhanced for being businessmen that need communications for business...‟ (ia-3) in the example above, sentence 1 to 4 are chategorized as move 1, because those sentences defined the situation/ background/ introduction of the research. it implies that the author tried to introduce the issue by describing phenomena that happened in aec. in this study there are linguistic features that has been analyzed, such as voice (active and passive voice), tenses (past and present tense) , sentence type (simple and complex sentence), and metadiscourse devices (hedges, attitudinal stance, and self reference words). the finding shown are as following description. the results of voice features analysis in ra abstracts written by three groups of authors (i.e postgraduate students, national and international authors) the total usage of active voice is 153 times (69,2%) while the passive voice is just 68 times (29,8%) in the moves of abstracts. it means that the dominant use. the example of active voice in the abstracts as follow: example 4: (s-6) „this study aims at knowing the common stages of business english letters via email, whether the writers and the addressees understand the letters, and the strategies used in the letters…‟(ia-3) (m-2) in the example above, the sentence is chategorized as active voice. the possible reason is the sentence in ra abstract commonly using a noun phrase as the subject of the sentence, such as this research, this study, the paper, etc. this results in line with zhang et al (2012) who found that the active voice was common in all the five moves of the abstracts. eventhough active voice as the highest fequency, but passive voice also used in the abstracts. the example of passive voice as below: example 5: (s-10) ‟….the students‟ perception indicates the developed materials were oriented to students‟ need, interesting and proven to be useful to solve the problem of lack of materials in english for accounting. (ps-20) (m5) as shown in the example above, the authors used passive voice as an expression of move 5 in the abstract. this study has analyzed that the use of passive voice exists in all moves of abstracts. it seems that the authors used active or passive voice as an optional features in the moves of abstracts. other linguistic features analyzed in english ra abstracts are 21 tenses (present tense and past tenses). the total sentence with present tense is 112 three groups of authors, this study indicates that postgraduate students obtain different results. the authors of times (49,1%) while the past tense is 97 times (42,5%) in the moves of abstracts. it implies that the dominant usage of tenses features is present tense. by comparing the ps groups used past tense more dominant than present tense. it might be the ps groups supposed that the research had been done, so they tend to use past tense than present tense. the example of present tense as dominant usage is as follow: example 6: (s-1) „this paper identifies challenges that english as a foreign language (efl) novice teachers in indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning...‟ (na9) (m-2) in the example 6, the auhor used present tense in move 2 to define the purpose of the research by using of present verb „identifies’. this study has analyzed that the present tense is common used in the introduction, purposes, and conclusion. example 7: (s-2) ‟...the method applied in this research was descriptive method. data collection techniques used observation check list. there were three textbooks observed. the aspects that were observed consisted of content, presentation, language, and graphic…‟ (ps-11) (m-3) the example above shows that the author used past tense to explain the method/ materials/ subject, and procedure of the research. it can be seen by using of past participle such as ‘applied’, ‘used’, and ‘observed’. the type of sentence in english ra abstacts also have analyzed in this study. as can be seen in the table 6, the most dominant type of sentence is simple sentence. it indicates that the simple sentence is understanable in ra abstracts. although the simple sentence as dominant usage, the complex sentence also exists in the moves of abstarcts. the example of simple sentence as below: example 8: (s-1) this article reports a study on teachers‟ use of interaction strategies in english language teaching (elt) in lower secondary level of education…‟ (na-1) (m-1) in example 8 above abstracts use simple sentence, because in the sentence have main verb to express the moves of abstracts. example 9: (s-9) „….nevertheless, the study provides english language teachers of situations where anxiety is 22 most likely triggered in a nns-nns communication setting. (ia-9) (m-5) in example 9, the author used complex sentence as the conclusion in move 5 of abstract. it can be seen by the use of lexicon „nevertheless’ as a mark of complex sentence. actually, simple and complex sentences are choice to the authors as an expression in the moves of abstracts. the important point is simple or complex sentence used in moves to make the abstracts understandable for the readers. metadiscourse devices consisted of hedges, attitudinal stance, and selfreference in ra abstracts written by three groups of authors. table 7 concludes that the authors in usage of hedges, attitudinal stance, and selfreference words are just a view. the total usage of hedges is 14 times (6,8%), attitudinal stance is only one time (0,4%), and selfreference words is 10 times (4,6%) in the abstract. the example of hedges as folows: example 10: (s-4) ‟... it could be said that the speech and behavior of students during the learning process…‟ (ps-17) (m-4) in example 10, the author used hedges in move 4 of abstarct. it can be seen by the use of lexicon ‘could’ as an expression of the tentativeness and posibility . this study has analyzed that postgraduate students have dominant usage of hedges. according to zhang et al (2012) the possible reasons are might be the authors‟ lack of linguistic resources for expression of their own opinion and their relationship and interaction with their readers. it indicates that postgraduate students authors‟ should be improve the expressions of interactional metadiscourse. in addition, this study also has analyzed the attitudinal stance. this study found only one the writer used attitudinal stance, this is example as below: example 11: (s-4) „....school characteristics (the sociocultural context) and teachers‟ beliefs about esp were clearly seen as the most influential factors on their low levels of efficacy ...‟ (ia1) (m-3) in the example above, the author used attitudinal stance as an expression of the author‟s judgment in move 3 of the abstract. it can be found by the use of lexicon ‘clearly’ in the sentence.. the last analyzed in the metadiscourse device is selfreference. the example for self reference words is as follow: example 12: (s-6) „…from these findings, the author makes recommendations …‟ (na-6) (m-5) in example 12, the author using selfreference word to define the move 5 of the abstract. the self reference words should be not use in 23 the abstract, because self reference is a subjective words. the examples of selfreference in this study such as „the researcher’, ‘the author’, ‘i’, and so on. according to zhang et, al (2012) he suggest that using self reference might be ascribed to the author‟s preoccupation with trying to sound as objective as possible by avoiding any reference to himself/ herself or his/ her own study. this finding indicate that just a view authors used selfreference. 3.1 the differences and similarities in rhetorical move and linguistic features in ra abstracs written by three groups of authors. by comparing the three groups of authors, this study found that move 1 reaches the smallest frequency and used by only 25 authors (41,7%). especially for the postgraduate students have the minimum frequency than national and international authors. the similarities of the structure move in this research have in the same highest frequency with three moves, they are move 2, move 3, and also move 4. those moves such as obligatory in the english ra abstract written by three group of authors. second, the postgraduate students used past tense more dominant than present tense. contrast with national and international authors, they are more dominant used present tense than past tense. in using hedges postgraduate students are highest frequency than national and international authors. the similarities of linguistic features also found in this study. first, in using voice three groups of author most dominant used active voice. second, in type of sentence the three groups of authors most frequently used simple sentence in the abstract. the last, the three groups of authors have used self reference in the minimum frequency. in addition, the quality of abstracts are in using complete move (move 1, move 2, move 3, move 4, and move 5). in the corpus of this study, the quality of abstracts based on complete moves are just a view. it means the authors (postgraduate students, national and international authors) should be used the five moves in the abstracts. this suggestion in line with swales (2009) who suggest that the five moves in the abstracts. as linguistic features in the english ra abstracts using voice (active and passive voice), tenses (past and present tense) , sentence type (simple and complex sentence) are and option in the abstracts and minimize the usage of metadiscourse devices (hedges, attitudinal stance, and self reference words). discussion the first objective of this research is to identify the common moves found in english ra abstract by three groups of authors in applied linguistics. the result showed that the dominant move of abstracts based on the corpus of the study are frequently with move 2 (present research/ purposes), move 3 (methods/ materials/ subject/ procedures), and move 4 (results/ 24 finding). the majority of authors began their abstract with the move 2 (present research/ purposes). it indicate that for the postgraduate students, national authors, and international authors has three moves (move 2, move 3, and move 4) are obligatory and move 1, move 5 are optional in their english abstracts. this results are in line with can, et al (2016) who found that the majority of authors discussed the results, purpose, and methodology in their abstracts more than implications of the findings or background information. it might be caused the existence of various forms could be because there are no explicit standard rules for decision on moves for abstracts (crookes: 1986). there are some possiblity of english asbtracts in the corpus of the study. the technical guideline of writting this journal from joall (2017) implied that the abstract of research paper should contain title, purpose, method, and research finding. the statement in line with the result of postgraduate students‟ abstracts that majority of authors used three moves pattern. author guidelines in the teflin journal (2017) indicate that author guidelines for conceptual articles abstract maximal 100 words and for research based article maximal 200 word without any discription. ijes (2017) implied that the abstract no more than 150 word in length. thus the corpus of the study have different structure moves in the english abstract. this finding show the similarities of zang (2012), he found the most abstract in the dataset had three important moves purposes, method, and product but lack the introduction and conclusion moves as described in hyland‟s (2000) ipmprc model. moreover, the qualified of abstracts should have five moves in abstracts such as move 1 (background/ introduction/ situation) move 2 (present research/ purposes), move 3 (methods/ materials/ subject/ procedures), move 4 (results/ finding) and move 5 (discussion/ conclusion/ implication/ recommendation) suggested by swales (2009). this suggestion in line with patridge in safnil (2014), he suggested that a ra abstract should have five moves (main aim, specific objective, reason, process and results). it means important to include move 1 and move 5 to inform the readers in the practical benefit of the research finding. the second results of this research is the common linguistic features found in english ra abstract in the corpus of the study. this study found that simple sentence become the highest frequently of the authors‟ used in english research article abstracts by three different groups of authors. because of an abstract is a mini summary of the research, so the sentence represent of expression of the author‟s to make the reader easier find the key words of the research. the syntactical features has also voice, in this research the majority authors frequently used passive voice. this finding is in line with zhang, et al (2012) who found that the total number of 20 abstracts the active voice used nearly twice as 25 frequently in the abstracts as the passive voice. based on the results above, the authors are frequently used present tense in the english ra abstracts. contrast to postgraduate students‟ dominance used past tense in their english ra abstracts. according to swales (1990) mentioned that the use of tense (i.e. present and past tense) are clear characteristics of abstract written in english „present tense‟ is used to refer to the information available in the article and „past tense‟ is used to stress the importance of the research results of findings. the next finding is hedges, attitudinal stance, and self reference words. in this study the authors use hedges as expressions of tentativeness and possibility, but the highest frequently is postgraduate students‟. while only a few of the national and international authors used hedges. on the other hand, the attitudinal stance was found in international authors. selfreference words were used in a view english abstract written by three groups of author. the possible reason according to zhang, et al (2012) it might be the author‟s lack of linguistic resources for the expression of their own opinions and their relationship and interaction with their readers. this result in line with safnil (2014) the finding indicated that the use of interactional metadiscourse devices are very rare and dominated by hedges mostly found in move 4 while the use of attitudinal stance of the writers and selfreference words are even rarer in the abstract. the last objective of this research is the differences of rhetorical move and linguistic features written by three groups of authors. from the result and discussion above, it can be seen there are differences of rhetorical moves. first, by comparing the three groups of authors this study found that move 1 (background/ introduction/ situation) have 25 (41,7%). especially for the postgraduate students have the minimum frequency than national and international authors.second, postgraduate students dominantly used past tense than present tense. contrast with national and international authors, they are most dominant used present tense than past tense. third, in using hedges postgraduate students are highest frequency than national and international authors. conclusion the data were obtained to answer the research question in analyzing the rhetorical structure and linguistic features by three groups of authors in applied linguistic. as the results of this study, it can be concluded as follows. the common moves used by postgraduate students, national and international authors found in the abstracts are move 2 (present research/ purposes), move 3 (methods/ materials/ subject/ procedures), and move 4 (results/ finding). the common linguistic features used by postgraduate students, national authors, and international authors are active voice, present tense, simple sentence, and hedges. the postgraduate students used move 1 (background/ introduction/ situation) fewer than national and international 26 authors. they used dominantly past tense than present tense, and obtained the highest frequency in using hedges. 5.1 suggestion based on the reseach finding that has been concluded above, some suggestions are proposed as follow. this study suggests that in writing ra abstracts a writer should adjust the commonly used rules the abstract especially in using 5 moves in the abstracts. for further research, they can propose in other institution of higher education from other disciplines. due to the limited data of this study, the findings in the study need to be tested in larger scale studies. references atkinson. p, coffey. a. (1996). makin sense of qualitative data: complementary research strategies. michigan: sage publications. bathia. k. v. (1993). analysing genre: language use in professional settings. london: longman. bhatia, vijay. (1997). “genre analysis step by step.” journal of linguistics, no. 19: 207–40. cookes, g. (1986). towards a validated analysis of a scientific text structure. applied linguistics, 7 (1), 57-70. craswell, j, plano. c. v. (2007) designing and conducting mixed method research. thousand oaks: sage. can. s, karabacak. e, qin j. (2016). structure of moves in research article abstracts in applied linguistics. mdpi. v 4, 2338. celik, s.s. & aydin, s. (2016). wiki effect on english as a foreign language writing achievement. global journal of foreign language teaching. 6(4), 218-227. golebiowski, z. (2009). prominent messages in education and applied linguistics abstracts: how do authors appeal to their prospective readers? journal of pragmatics, 41(4), 753-769. hyland. k., tse, p. (2005) evaluative that constructions: signaling stance in research abstract. fuction of language, 12 (1), 39-63. hyland, k. (2000). disciplinary discourse: social interactions in academic writing. london: longman. kusnadi. t and bharati. d. (2012). developing an english instructional material for bridging course program. english education journal, 2(2), 207-211. pho, p. d (2010). linguistic realizations of rhetorical structure a corpusbased study of research article abstract and introducion in applied linguistics and educational technology. ren. h., y. li (2011). a comparison 27 study on the rhetorical moves of abstract in published research articles and master foreign language thesis , english language teaching, v. 4(1), 162166. safnil (2014) the discourse structure and linguistic features of research article abstracts in english by indonesian academic. bengkulu: asian esp journal vol.10 (issue 2) (pp:191-224). san. l. y, tan h. (2012). a comparative study of the rhetorical moves in abstracts of published research articles and students‟ term papers in the field of computer and communication systems engine. international journal of applied linguistics and english literature, v 1(7) 40-50. saewae. s, tangkiengsirisin. s. (2014). rhetorical variation across research article abstracts in environmental science and applied linguistics. english language teching. v 7 (8) 81-93. suntara. w, usaha s. research article abstracts in two related disciplines: rhetorical variation between linguistics and applied linguistics. english language teaching, v 6 (2) 84-99. swales, j. m (2004). research analysis: english in academic and research settings. cambridge: cambridge university press swales. j. m, c. b feak. (2009) abstract and the writing of abstracts. united states: michigan press. tseng , f. (2011). analysis of move structure and verb tense of research article abstract in applied linguistics journal's, international journal of english linguistics, 1(2) , 2739 yik san, lam, and helen tan. (2012). “a comparative study of the rhetorical moves in abstracts of published research articles and students‟term papers in the field of computer and communication systems engineering.” international journal of applied linguistics & english literature 1 (7): 40– 50. doi:10.7575/ijalel.v.1n.7p.40. zhan, b, q. b. t. thuc and i , pramoolsook (2012). move and linguistic realizations: english research article abstract by vietnamese argicultural researchers, the asean esp journal ,v. 8(3), 126149. journal of applied linguistics and literature, vol 5(1), 2020 88 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.9403 the effect of genre based approach on students’ writing ability of recount text dina maryana mastura1, safnil arsyad2, irwan koto3 universitas bengkulu1,2,3 corresponding email: dinamaryam9@gmail.com abstract the objective of this research was to investigate the effect of genre based approach on students’ writing ability of recount text. this study was conducted through quasi experimental design. the population were the total of 52 second year students of sman 05 bengkulu tengah (ips1 as experimental class dan ips2 as control class). the experimental class was taught by using genre based approach and the control class was taught by using the conventional approach.the instrument was a written test of a recount text. before analyzing the data by using t-test, a normality and homogenity test were conducted, then scored by using assessment rubric of heaton (1988). the result showed that there was significant effect of genre based approach on students’ writing ability of recount text. the effects were on the content, organization, vocabulary, language use, and mechanics. keywords: writing ability, genre based approach. introduction writing is one of the most important skills in english as a foreign language (efl). clay, 1983 (cited in kim & kim, 2005) claims that writing as a skill is very paramount for many reasons, one of them as attempting to communicate in the new mode that students most effectively discover and master the relationship between speech and written text. as an important skill, it should make the writing itself be an ability that must be mastered by the students. on the contrary, teaching writing for efl learners is challenging, as what kim and kim (2005) argue, efl learners mostly face time constraints in learning writing. furthermore, regarding to the argument, richard (2006) states that from those four language skills to be taught at schools, writing is the most difficult for the teachers and students. the effect of genre based approach on students’ writing ability of… journal of applied linguistics and literature, vol 5(1), 2020 89 it also supported by some research in many countries which use english as a foreign language. in the student’s context, when they do write, they find themselves confused with word choice, correct grammatical use, organization and the generation of ideas (gao, 2009). the same research conducted in vietnam, taiwan, thailand, korea, kenya, and indonesia that concluded the efl students have to face many problems when learning to write compositions in english, and specific writing settings had the progress slowly (trong, 2011; yang, 2012; kim, 2012; ann, somba, obura, njuguna, itevete, mulwa, and nooh, 2015; alwasilah, 2001). the difficulties of writing also experienced by the the second year of social department of sman 05 bengkulu tengah. based on the data of student’s writing test score on december 20i7, there were 20 students of 30 students got score below 75 (the minimum standar of passing grade). it means only 38% succeeded and 62% students failed in writing test, more than a half students in the classroom got remedial. regarding to those problem, the researcher suppose if the teachers implement all activities that they should do in every stage of genre based approach, the students should have been able to produce the texts written. the interview that has been done to some students concluded that the low of student’s score because of the difficulties of the students to express ideas in writing. it took them a long time to find out the idea to write. in addition, once they got ideas for their writing, the students were still struggling in putting these ideas in reasonable, coherence, and cohesive. problems still occurred in terms of grammar, vocabularies and punctuation. all these problems are mentioned as the component of writing, as heaton (1988) states that writing components are the elements used in measuring a writing test; content, organization, vocabulary, language use and mechanics. the teaching approach is estimated convenient to the teaching writing is the approach that can make students has more time to prepare the topic that will be writtten and develop the idea of writing, so that writing as a proses will be easier. one of the approach is genre based approach. this approach focuses on the understanding and production of selected genres of texts. it have been identified by richards (2006) as a major trend in english language teaching (elt) in the new millennium. the implementation of genre based approach with the stages, has implemented in many countries and effective proved. the effectiveness of genre-based approaches in teaching writing has been widely acknowledged in a large number of experimental and theoretical studies (such as burns, 2001 cited in budairi, 2015; and kongpetch, 2006) that investigated the effectiveness of using genre based approach in teaching writing to improve students writing skills for english major students. this research will conducted to investigate the effect of genre based approach on students’ writing ability of recount text at the dina maryana mastura 90 journal of applied linguistics and literature, vol 5(1), 2020 second year students of sman 05 bengkulu tengah. the research is expected to give valuable contribution on genre based approach for teaching and learning english, especially in teaching writing. hypothesis of this research is that there is significant effect of genre based approach on students’ writing ability of recount text at second year of social department students of sman 05 bengkulu tengah in academic year 2018/2019. the effect can be seen from component of writing, namely content, organization, vocabulary, language use, and mechanics quality. methods participants / subject / population and sample this study conducted through the application of experimental study. experimental is the appropriate of the quantitative designs which is used to decide probable cause and effect (creswell, 2012). quasi experimental design is kind of experimental used in this research because it had not have random assignment of subjects to groups or other strategies to control extraneous variables. seniati (2011) said that in quasi experiment the subject of the research is not randomized, it is done based on the class readily available. instruments a test was used by the researcher in collecting data taken by pre test and post test consist of scored by using the rubric for the writing ability adapted from heaton (1988). a test of writing a recount text conducted to the all the population were taken as samples. they were second year students of social department of sman 05 bengkulu tengah which consist of 52 students of two classes (xi ips1 and xi ips2). data analysis procedures the data was analyzed by using t–test formula with spss (statistical package for social science) version 17.0. before conducting the test of hypothesis, it was done requirements test, they were normality and homogeneity test. normality test would be analyzed by using kolmogorov-smirnov and homogeneity test was analyzed by using levene test. findings result of the research showed there is significant effect of genre based approach on students’ writing ability of recount text at second year of social department students of sman 05 bengkulu tengah in academic year 2018/2019. the effect can be seen from component of writing, namely content, organization, vocabulary, language use, and mechanics quality. the effect of genre based approach on students’ writing ability of… journal of applied linguistics and literature, vol 5(1), 2020 91 all of the component of writing (content, organization, vocabulary, language use, and mechanics) showed t –test score with significant (2-tailed) > 0.05 in pre-test meant that ho accepted that there is no difference on content quality of students and score < 0.05 in post-test meant that ho rejected that there is difference on content quality of students. the scores can be seen on the table 1 below. table: 1 scores of t-test components of writing ability component of writing scores of t-test with significant (2-tailed) experimental and control class pre-test post-test content quality 0.357 0.04 organization quality 0.832 0.00 vocabulary quality 0,357 0.04 language use quality 0,529 0,004 mechanic quality 0,346 0.004 discussion the writing ability of recount text students by using genre based approach has effect on students writing ability. this result was similar to research findings of elshirbini and elashri (2013) who found that there is the effectiveness of using genre-based approach in developing students' writing performance and attitudes towards writing. the effect of genre based approach on students’ writing ability was shown in content, organization, vocabulary, language use and mechanics quality of students’ writing. it compatible to the results is similar to the research finding of agesta and cahyono (2017) who found that there was a significant effect of genre approach on the students' writing achievement, covering four writing components: organization, vocabulary, grammar, and mechanics. this result was similar to the research finding of wang (2013) who investigated genre-based approach in writing and the results of the study indicated that learners did writing better when they were made aware of structure and providing models seem to increase the salience of the communicative moves considered by the learners for inclusion in their texts. the results is also similar to the research finding of belmekki & sekkal (2018) who found that there was an effect of process-genre approach on the language choice of esp students' writing achievement. the limitations of this research were reviewed from several factors, such as this research was only conducted in one place, namely sman 05 bengkulu tengah, so the number of samples in this study came from a narrow population. then, the results of dina maryana mastura 92 journal of applied linguistics and literature, vol 5(1), 2020 this study were not yet strong enough to be generalized elsewhere unless they had the same characteristics as the research sample. then, a number of meetings in learning take place at noon, so that the results of activity in the classroom and the learning outcomes given were not optimal. conclusion and suggestion based on the research findings, it can be concluded that there is the effect of genre based approach on students’ writing ability at the second year students of sman 05 bengkulu tengah. the researcher proposed the suggestion for teacher to replace the conventional approach currently applied by teachers in learning writing ability with the use of genre based approach by paying attention to the teaching design and the use of assistive devices that support the application of these approach, for more effective. then, because of most students had weaknesses on quality of vocabulary, so it is expected that the students to find out the way in improving their ability in writing of vocabulary component such as sophisticated range, effective word or idiom choice and usage, choosing effective word, sentence styles and word choice, precise vocabulary usage, and good order of words. for further researchers, because this learning method cannot yet be generalized to all schools, it is expected that subsequent researchers will conduct research genre based approach by using different variables, subjects, and research compositions. references agesta, s & cahyono, y.b. (2017). effect of process-genre approach on the indonesian efl writing achievement across personality. international journal of english language and linguistics research, 5(3), 39-48. alwasilah, a.c. (2001). language, culture, and education. bandung, indonesia. andira. belmekki, a & sekkal, f. (2018). the effect of process-genre approach on esp students’ achievement in writing. european journal of research and reflection in educational science, 6 (2): 9-10. www.idpublications.org budairi, a. (2015). revisiting the 2006 school level curriculum and the genre based approach in the context of efl curriculum development in indonesia. ahmad dahlan journal of english studies, 2(3), 31-38. creswell, j.w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston, ma: pearson. elshirbini, i.i., & elashri, a.e. (2013). the effect of the genre based approach to teaching writing on the efl al-azhr secondary students' writing skills and their attitudes towards writing. journal of education and practice, 4(1), 45-60, 1-20. the effect of genre based approach on students’ writing ability of… journal of applied linguistics and literature, vol 5(1), 2020 93 gao, j. (2009). teaching writing in chinese universities: finding an eclectic approach. asian efl journal, 7(5), 102-109. heaton, j.b. (1988). writing english language testing handbook. new york, ny: longman. kim, m. (2012). genre based approach to teaching writing. asian esp journal, 8 (3), 33-39. kim, y. & kim, j. (2005). teaching korean university writing: balancing process & genre approach. asian efl journal quarterly, 7(2), 69-90. kongpetch, s. (2006). using a genre based approach to teach writing to thai students: a case study. asian esp journal, 5 (2), 21-33. richards, j.c. (2006). communicative language teaching today. singapore: seameo regional language centre. seniati, l., aries,y.,& bernadette, n.s. (2011). psikologi eksperimen. jakarta, indonesia: indeks. trong, t.l.u.u. (2011). teaching writing through genre based approach. belt journal porto allegra, 2(1), 121-136. wang, c. (2013). a study of genre approach in efl writing. theory and practice in language studies, 3(11), 2128-2135. yang, w.h. (2012). a study of students’ perceptions and attitudes towards genre based esp writing instruction. asian esp journal, 8(3), 89-95 journal of applied linguistics and literature, vol 4(2), 2019 120 joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7681 syntactical error analysis on report text soraya grabiella dinamika1; ridwan hanafiah2 sekolah tinggi ilmu manajemen sukma medan1; universitas sumatera utara2 corresponding email: dinamika.soraya@gmail.com abstract this study aims at investigating and classifying the syntactical errors in the writing of report text made by 20 students of department of english literature of fib-usu. syntactical errors in writing made by efl students are needed to be investigated by using the error analysis theory developed by gass & selinker in 2008 as it provides six appropriate investigation procedures, namely; collecting data, identifying errors, classifying errors, quantifying errors, analyzing errors and remediation. each of students was assigned to write a topicbased report text with the length of 150 up to 250 words in count. this study dealt with a qualitative descriptive approach. after the ea procedures applied, in this study found that the students made major syntactical errors within the use of article ‘a/an’,’ the’ in terms of omission and addition of articles, the use of relative pronoun, and the use of subject-verb agreement in terms of past tense agreement and number agreement. based on the error analysis procedure applied, it was obtained that the most predominant syntactical errors made by the students was the use of article which comprises of 125 errors (50.2%), followed by the use of subject-verb agreement with 117 errors (47%) and followed by the use of relative pronoun as the least error which comprises of 7 errors (2.8%). the syntactical error made by the students caused by two major sources, intra-language error and intra-language error. by seeing at these problematic areas, the researcher has suggested to take out several related pedagogical remediation to the students. keywords: report text writing, syntactical error, error analysis, pedagogical remediation introduction there are several numbers of english texts that should be mastered by the students; one of the notable is the report text. gerot & wignell (1994:196) define report text as a genre of text which aims to describe the way things are, with reference to a range of natural, man-made and social phenomenon in our environment. report text may reveal the natural phenomenon such as http://dx.doi.org/10.33369/joall.v4i2.7681 mailto:dinamika.soraya@gmail.com syntactical error analysis on report text 121 journal of applied linguistics and literature, vol 4(2), 2019 living or non-living things, and social phenomenon such as technology, economic issue, parliament, and political parties. since report text is a common text taught to students of english major, therefore it has been assumed that the students are familiar with it, in terms of the use of its grammatical features and generic structures. yet, though the fact appears to be so, the errors in writing are still found in non-english speaking students’ writing productions. in learning l2, errors are common to happen. there are factors causing it, for instance that l2 may have different language grammar with l1, the lack of students’ knowledge about l2 structure, misperception, language misuse and interference. but, in fact, the errors are often ignored by the teacher as the guide in learning. therefore the students don’t have idea about the errors they make. they don’t receive any uptakes and feedbacks in their writing production, while it is essential for their writing skill. error refers to the systematic errors of the learner from which are able to reconstruct his knowledge of the target language. it reflects a portion of the learner’s competence in the target language. thus, error cannot be selfcorrected. corder (1981:24) claims that the making of errors is significant because it is part of the learning process itself. he also adds that the process of learning a second language is a fundamentally different nature from the process of primary acquisition. in order to get the uptake and feedback on their writing, it is needed to have a further analysis toward the errors students make. therefore, in order to analyze errors made by the learners, some experts in second language acquisition field then construct an approach namely, error analysis (ea). gass & selinker (2008:103) define ea as a procedure for analyzing second language data that begins with the errors learners make and then attempts to explain them. according to them, there are two main sources of error, namely inter-language (negative interference from l1) and intralanguage (developmental errors between l1 and l2). error analysis has successfully proven its function in analyzing l2 learners’ errors in numerous research of classroom situation. by seeing at the success of ea procedures conducted in l2 classroom situation, it is necessary for the researcher to take an insight over several previous researches on this field. research on error analysis has been frequently done. thus, it is important to take a view on former ones. zawahreh (2012) investigated the written english errors of 350 tenth grade students in females and males schools in ajloun, jordan. the students were asked to write a free essay about "a journey to the ancient city of jerash in jordan" in an ordinary english language exercise in the class. the findings were respectively; the most predominant errors among tenth grade students in ajloun schools within morphology errors of lack of agreement between subject and the soraya grabiella dinamika; ridwan hanafiah journal of applied linguistics and literature, vol 4(2), 2019 122 main verb, function words errors of insertion of prepositions, syntax errors of omission of the main verb, tenses errors of using present instead of past, and lexical items errors of lexical item order. barzegar (2013) committed to analyzing persian learners of english made in converting ten persian sentences into english. the data of the research was analyzed according to several procedures, such as collecting, describing, analyzing and evaluating the errors that were made by the intermediate level students from the simin institute in ramsar, iran. the result of the study indicate that the majority of errors produced by these learners involve syntactic morphological errors in the descriptive of errors, substitution in the process of errors, and intralingua errors dominated the source of errors. those previous researches took places in middle east countries which known as non-english speaking countries just like indonesia, but, the similar research hardly nationally ever done in indonesia and north sumatera province, locally. since the indonesian language and english language have different language structure, thus the errors occur may differ in some ways as well. therefore, research on syntactical errors is immediately necessary to do in this local area, for avoiding indonesian students from making another error by going through the factors causing it. this research answers its necessity by analyzing the syntactical errors made by students of department of english literature of fib-usu, in their english report text writing. the students have been exposed to english language and structure since they were in the first semester. since being the english students requires them to be able to use english both in written and oral register, therefore they are expected that making error sentences is none of their problem any longer. thus, this research aims at investigating whether the students make any syntactical errors. if any, the researcher intends to classify the type of errors and explain the source of errors as well. furthermore, to define errors made by the students, contrasting l1 and l2 grammar is undertaken. moreover, error analysis is expected to give some useful pedagogical remediation for the students to avoid making another syntactical error in their writings in the future. the objectives of this study are to; (1) find out the most predominant errors made by the students, (2) investigate the source causing the errors, and (3) take out pedagogical remediation that suits the syntactical errors found. methods this research engaged with qualitative descriptive approach. in this research, to analyze the student’s syntactical error, only the student whose l1 is indonesian and l2 is english taken as the data source. besides, in order to analyze the source of errors in english students’ report text writings, the syntactical error analysis on report text 123 journal of applied linguistics and literature, vol 4(2), 2019 researcher applies the error analysis approach designed by gass & selinker in 2008, for it provides complete procedures of ea, namely collecting data, identifying errors, classifying errors, quantifying errors, analyzing errors and remediation; it is appropriate to be applied in the typical of classroom second language research; and it provides the analysis with the causing factors called inter-language and intra-language errors. participants there were 20 undergraduate students of english literature department of fib-usu, class of regular a & b in the academic year of 2015/2016 involved in this research. they were at the sixth semester and had passed the subject of writing i-iv and english structure i-iv as well. they were assumed that they had achieved whole basic english grammatical skills. moreover, these students were going to continue writing their final thesis to reach a bachelor degree, in which the final thesis generally in the form of report text. thus, the researcher took them as the participants. instruments the participants were assigned to write a topic-based report text on indonesian general election 2014. the researcher defined the length of the writing as 150 up to 250 words in count. the writing sheet were distributed to the students, afterwards the writing sheets were collected as the data source of this study. procedures there were six ea procedures applied in this study to analyze the data, respectively named; (1) collecting data, (2) identifying errors,(3) classifying errors, (4) quantifying errors, (5) analyzing errors and (6) remediation. at first, the data are analyzed based on each student’s writing result. next, the errors found categorized into its type of errors. the analysis is tabulated to make it easier to be read. then, the researchers expose the error form by italicizing it, in order to distinguish it with the correct form. afterward the error is quantified to know its frequency of occurrence. then, the errors are analyzed due to its source of error, whether inter-language error of intra-language error. moreover, this type of tabulated analysis is applied to the entire 20 students’ writing results. as the last procedure of error analysis, the pedagogical remediation is intended to be carried out to the students based on problematic area in syntactical errors. findings the 20 students’ writing sheets were respectively analyzed due to six procedures of ea. after all of the data had been analyzed thoroughly, then it soraya grabiella dinamika; ridwan hanafiah journal of applied linguistics and literature, vol 4(2), 2019 124 came to several findings. the typical syntactical errors found in the students’ writing sheets were mostly the use of article in terms of omission and addition of articles, the use of relative pronoun, and the use of subject-verb agreement in terms of past tense agreement and number agreement. the result of analysis is presented as followings; the use of article ‘a/an’,’ the’ the first error being analysed was the use of english article, namely ‘a/an’,’ the’. the use of article was then subcategorized in two subs; omission and addition. on the table 1 below, the brief view of analyzed error is presented. table 1: the use of article error no initial type of errors error form frequency of occurrence source & cause 1 app the use of article omission of ‘a/an’ omission of ‘the’ …their logo which called red garuda1 2 intra-language error …kpu1 officially announced … intra-language error addition of ‘a/an’ on the brief example above, it was found that the student still made errors in using article ‘the’. the proper noun should be preceded by article ‘the’, as in red garuda and kpu for they belong to definite noun. meanwhile, the students omitted using article ‘the’, it reflects his inability in using l2 structure or called intra-language error. after all data analyzed, then the final quantification was made to gather the results of article error. then it was found that article errors occurred for 125 times with 125 intra-language error source. the use of relative pronoun the second errors being analyzed was the use of relative pronoun, which was projected to the use of relative pronoun unit, such as; who, whom, which, whose, that. the table 2 below is presented to show the show the example of clause error made by the student. table 2: the use of relative pronoun error no student’s initial type of errors error form frequency of occurrence source & cause syntactical error analysis on report text 125 journal of applied linguistics and literature, vol 4(2), 2019 no student’s initial type of errors error form frequency of occurrence source & cause 1 app the use of relative pronoun the party who1 receive 25% of national vote, was out of number. 1 intralanguage error from the example above, it could be seen that the student wasn’t able to use the proper relative pronoun unit. for a name of an organization, he put ‘who’ instead of ‘which/ that’. it shows that he found it difficult to distinguish the subject preceding the relative unit. after all data analysed, the final quantification was made to figure out the total number of the use of relative pronoun error. thus, it was obtained that relative pronoun errors donated seven occurrences with 1 inter-language source and 6 intra-language sources. the use of subjectverb agreement the last syntactical error categories being analysed was the use of subjectverb agreement (sva). the sva analysis then subcategorized into two; the use of number and the use of tenses. table 3 below is presented to project the example of error found in the clause. table 3: the use of sva error no student’s initial type of errors error form frequency of occurrence source & cause 1 app the use of number agreement even though there were several miscommunication1 1 intralanguage error the use of tense agreement the party who receive1 25% of national vote, was out of number. 4 intralanguage error1,2,3,4 as the former parties which hold2 the flag were pdi-p and gerindra jokowi and jusuf kalla take3 the responsibility of the election the kpu announced both of them, govern4 indonesia legally… the student on the example above made several errors in using subject-verb agreement. in terms of number agreement, he couldn’t deal the auxiliary ‘were’ and quantifier ‘several’ with the noun ‘miscommunication’, soraya grabiella dinamika; ridwan hanafiah journal of applied linguistics and literature, vol 4(2), 2019 126 which was supposed to be parallel with its former class of words, it needed to be ‘miscommunications’. whilst in the use of tense agreement the student made errors in selecting the verbs. in fact, the report text he made happened in the past few years, in which verb type ii (past tense) needed to be used. it showed that the student still had problem in using l2 structure or called intra-language error. therefore, the verb ‘receive’ should be ‘received’, the word ‘hold’ should be ‘held’, the word ‘take’ should be ‘took’, and the word ‘govern’ should be ‘governed’. after all data of sva analysed, the final quantification was obtained as followings; sva errors occurred for 117 in total, with description of 22 number agreement errors and 95 tense agreement error. while interlanguage errors occurred for 9 times and 108 intra-language errors. at last, the syntactical errors made by the students in 20 report texts came to 249 errors in total. in which respectively construed for 10 interlanguage errors and 239 intra-language errors. discussion the errors found in this analysis might have caused by several factors. the most logical one is that the students’ l1 is indonesian language while english language is foreign to them. those findings are further presented in discussion section below. the use of article errors was sub-categorized into type of article whether addition or omission. the omission of ‘a/an’ occurs for 9 times, which entirely caused by the intra-language error. the omission of ‘the’ occurred for 69 times, which entirely caused by the intra-language errors. meanwhile, the addition of ‘a/an’ occurred for 10 times, and the addition of ‘the’ occurred for 37 times, then the additions of article were entirely caused by intra-language error as well. these results showed that the students hadn’t completely mastered using the article in english language. no interference from l1 in this type of syntactical error happened for there is no function of article use in indonesian language just like what english language has. table 2 showed that the use of relative pronouns errors occurred only 7 times. the errors mostly caused by 6 intra-language error and 1 interlanguage error. this was the least syntactical errors occurred, because the students wrote lesser relative clauses than other clauses. yet, writing english relative clauses was demanded to be practiced more by the students, since there is only relative pronoun unit in indonesian language, namely “yang”, while the english has five, namely who, which, whose, whom and that. table 3 showed that the use of subject verb agreement (sva) occurred for 117 times. it was constituted by the use of number agreement and the use of past tense agreement. the number of agreement errors occurred for 22 syntactical error analysis on report text 127 journal of applied linguistics and literature, vol 4(2), 2019 times which caused by 3 inter-language errors and 19 intra-language errors. meanwhile, the tense agreement errors occurred for 95 times which caused by 6 inter-language errors and 89 intra-language errors. it was obviously a huge number of errors found in 20 students’ writing results. differences in structure of indonesian language and english language might have been causing the occurrences of sva errors. in indonesian language structure, change of tenses doesn’t exist, so there are no verb or predicate changes. moreover, number of subject doesn’t affect the changes of verb. eventually, in relation to the objective of the study, it was found that the most predominant syntactical errors fell into the use of article, followed by the use of sva and the use of relative pronoun respectively. the most influencing errors caused by the intra-language source (l2 interference). clearly, by seeing through these findings, some pedagogical remediation related to syntactical and english grammatical needed to be carried out. remediation the remediation is carried out to be the step of overcoming the findings of this study, therefore errors can be avoided in the future study. this step can be beneficial for; the students as the language learner; the teacher as the classroom learning mediator and facilitator; the course and syllabus designer; and the other researcher who work in language field. firstly, in relation to the results of article use error analysis, it is suggested for the students to learn more about the function of article in sentence. therefore the students need to understand when they need to omit the unnecessary article, and in what condition they need to add a necessary article, or even when to use no article at all. reading more about the theory of english article and part of speech may improve students’ knowledge. practicing more to write or read about english text stories, poems, movie scripts, songs and any other printed mediums may challenge students to be more aware on article errors. the teacher may provide them with more complete medium of learning and exact method to teach article. secondly, due to the errors of relative pronoun, the students are required to have more understanding in using the relative pronoun relator. they have to learn to use the relative pronoun in different type of clause, for each relative pronoun relator has each own function in different clause context. the teacher may ask the students to do some practice in using relative pronoun relator directly when the students want to say two or more clauses at one time, so they could avoid redundancy in using clauses. thirdly, on the error of sva use, the students need to be consistent on the tenses form being used. for instance, when a student writes a text composition by using past tense form, apparently the next sentence fragment should be written by using past tense form as well. however, learn soraya grabiella dinamika; ridwan hanafiah journal of applied linguistics and literature, vol 4(2), 2019 128 more about the use sva can be started from memorizing verb changes such as verb type i, ii, and iii. then, they may go one step further to use it in daily conversation or task. they also need to practice it in writing sections. facing this kind of error, it is suggested to the teacher to give facilitations and proper medium for learning sva, such as giving the proper course design and upgrading the method of teaching sva. by applying this consistency, hopefully, can help students to avoid making tense agreement errors. the number agreement errors can be avoided if the students completely understand about the verb changing form depending on the singular or plural subject. thus, it is suggested that the students work more on the understanding of number agreement and focus on the number case of subject. due to the findings that the error is caused mostly by intralanguage errors, thus, the students are required to be even more serious in learning and practicing english grammar, whether in writing or speaking skill. in addition, the researcher recommends the students to keep reading books which related to english grammar and genre-based writing. conclusion and suggestion based on the error analysis applied, it is concluded that the 20 students of department of english literature of fib-usu still make syntactical errors in their report text writing results. the results appeared to be; the use of article is the most predominant errors which comprises of 125 errors (50.2%), followed by the use of subject-verb agreement with 117 errors (47%) and followed by the use of relative pronoun as the least error which comprises of 7 errors (2.8%). in relation with the analysis of source of errors, the intralanguage error causes the most errors with account of 239 times of occurrences, while the inter-language error occurs for 10 times. this finding shows that the students cannot completely master and apply the grammar of english in terms of syntactical function into their writing. in line with the result of analysis, the researcher has carried out several pedagogical remediations for the students based on problematic area of syntactical error. analyzing error is a field that might develop day by day according to the type participants, degree of education, language skill, source and target of language and any other influencing factors, moreover, the further studies on error analysis needs to be administered within different aspects, whether it is still in the field of language either in the field of its grammatical structure. therefore, analysis on error may go beyond the morphological aspects or even beyond the clause and discourse ones. this study is supposed to be references for another researcher, linguist and educator, for their further study on error analysis. syntactical error analysis on report text 129 journal of applied linguistics and literature, vol 4(2), 2019 references barzegar, m. (2013). persian efl students’ error analysis. asian journal of social sciences & humanities. volume 2 (no. 4: 2013): 322-334. corder, s.p. 1981.error analysis and interlanguage. oxford: oxford university press. dinamika, s.g. (2016). report text on indonesian general election 2014: a grammatical error analysis. [unpublished thesis]. medan: university of sumatera utara, postgraduate program. frank, m. (1972). modern english: a practical reference guide. new jersey: prentice-hall, inc. gass, s.m. and selinker, l. (2008). second language acquisition: an introductory course. new york: routledge taylor and francis group. gerot, l. and wignell, p. (1994). making sense of functional grammar. sydney: southwood press. greenbaum, s. and nelson, g. (2002). an introduction to english grammar. london: pearson education limited. kroeger, p.r. (2005). analyzing grammar: an introduction. cambridge: cambridge university press. lado, r. (1957). linguistics across cultures. ann arbor: university of michigan press. richards, j.c, ed. (1972). error analysis: perspective on second language acquisition. new york: longman. zawahreh, f.a.e. (2012). applied error analysis of written production of english essays of tenth grade students in aljoun schools, jordan.international journal of learning & development.volume 2 (no. 2:2012): 280-299. joall (journal of applied linguistics and literature) vol. 4 no.2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7773 journal of applied linguistics and literature, vol 4(2), 2019 215 model of competency development in the personality of english teacher candidates through student development management based on islamic academic culture nuridin1; *choiril anwar2 faculty of teacher training & education science, universitas islam sultan agung1; language and communication science faculty, universitas islam sultan agung2 *corresponding email: choirilanwar@unissula.ac.id abstract the english language education study program of sultan agung islamic university (unissula) has formulated a vision to become a leading study program in building the generation of khaira ummah, developing science and technology on the basis of islamic values, and building islamic civilization towards a prosperous society blessed by allah. the effort to realize this vision was carried out through the implementation of islamic academic culture as an implementation of fostering students who gave birth to the best generation. this study aims to (1) find a student development management model based on islamic academic culture at sultan agung islamic university, (2) find a model of personality development competence in english education study program students as prospective teachers. this research was conducted at sultan agung islamic university. the study population was students of the english language study program, dean and deputy dean of academic and student affairs. data were collected through interviews, questionnaires and documentation. data then were analyzed by descriptive analysis. the results of the study show that (1) the factual model that has been carried out by unissula in student development is based on three guidelines in its management, namely unissula's vision, unissula's strategic plan (renstra), and islamic academic culture values. the student development program is generally carried out through three stages, namely the initial stage when new students enter, coaching is done through the pekan taaruf program, the second stage, when becoming a student, guidance is carried out through tutorials, reasoning, leadership, entrepreneurship, and interest-sharing programs. talent. in the third stage of training before graduation students, it is conducted through a debriefing program; (2) the model of islamic academic culture-based student development is effectively used in an effort to mailto:choirilanwar@unissula.ac.id model of competency development in the personality of english teacher…. 216 journal of applied linguistics and literature, vol 4(2), 2019 improve the personal competence of english education study program students. keywords: personality competence, management, student development, islamic academic culture introduction many practitioners of higher education in western universities have expressed their concern for the modern western education system. prof. harry lewis, a harvard professor for 32 years and served as dean of harvard college for 8 years (1995-2003), for example, expressed this concern in his book, excellence without a soul: how a great university forgot education. according to lewis (2006), the education system has made moral errors which erode the moral-spiritual side of man. this error is clearly reflected in the loss of a serious moral vision, which results in education becoming soulless education. this kind of criticism has also been done by some western scholars before, such as sir walter moberly in his book the crisis in the university, which was published in 1949; and christopher dawson in his book entitled the crisis of western education, in 1961. ideally, educational genealogy should start from a philosophy about the importance of humans having good manners or behavior and developing various potentials to create a civilized system of life (nuridin, 2015). the key to success in attempting adab (integrity) or the formation of good (dominant) behavior lies with the teacher, because the teacher is the spearhead of the success of education and is considered a figure who plays an important role in achieving educational goals (wahab, 2011). therefore, the most important factor of a teacher's figure is his maturity or personality (sardiman am, 2007). the formation of the teacher's personality is not instant. personality is formed through a long and continuous process. efforts to establish teacher personality can be done when they are still students through student development efforts. this is important because at the level of reality, many events are of concern in the world of education, especially related to delinquency of students and students who show significant escalation from year to year (nasikhah, 2013). student mischief in question is of various types. for example, the results of the 2011 national narcotics agency (bnn) survey showed that of 100 students there were two people who had tried using drugs, one of whom was a perpetrator of regular abuse. furthermore, from 1,000 students, there are predicted to be around four non-injecting addicts and three injecting addicts (bnn, 2011). nuridin; choiril anwar journal of applied linguistics and literature, vol 4(2), 2019 217 the research conducted by simbolon (2012) in a boarding university in bandung showed that there were data ranging from one to two cases of violence in the dormitory every semester, with the number of bullying perpetrators ranging from one to eight people. therefore, efforts to establish the personality of students, especially students of english education study program as prospective teachers, are very strategic. this strategic step is also an effort to realize the achievement of teacher personality competencies as regulated in law number 14 of 2005 on teachers and lecturers and government regulation (pp) number 74 of 2008 on teachers. the problem is that personality competence is less developed through education in the classroom, because so far personality competencies have almost developed automatically in the frame of "religious values" and "eastern values" of our nation which sometimes do not survive the current of modernization and globalization (abdurrahman, 2007). as an illustration, in the united states, personality development for teacher education is included in the curriculum with significant credits, given during the first two years in the prospective teacher education institution. likewise in south korea and singapore, to ensure the personal competence of teachers they carry out a series of quality control activities to develop teacher competencies, and the development of personality competencies is given in a very large portion compared to other competencies (iswanti, 2017). strategic steps to prepare prospective teachers who have personality competencies have been carried out by sultan agung islamic university (unissula). as the organizer of the english language education study program, unissula has formulated a vision to become a leading islamic university in building the generation of khaira ummah, developing science and technology on the basis of islamic values, and developing islamic civilization towards a prosperous society blessed by allah swt (statute of unissula, 2011). in order to realize this vision, unissula has implemented islamic academic culture as the basis of the educational process, including in student development. this article will describe the efforts that have been made by unissula in order to prepare prospective teachers to have personality competencies through student development based on islamic academic culture. teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education in formal education, basic education, and secondary education (pp no. 74/2008 section 1 number 1) . teachers must have academic qualifications, competencies, educator certificates, physical and spiritual health, and have the ability to realize national education goals model of competency development in the personality of english teacher…. 218 journal of applied linguistics and literature, vol 4(2), 2019 (section 2). competence is a set of knowledge, skills, and behaviors that must be owned, internalized, mastered, and actualized by the teacher in carrying out professional duties (section 2 paragraph 1). (2) teacher competencies as referred to in paragraph 1 include pedagogical competencies, personality competencies, social competencies, and professional competencies obtained through professional education. (3) teacher competence as referred to in paragraph 2 is holistic. personality competencies as referred to in paragraph 2 at least include personalities that are: a) faithful and pious, b) noble, c) wise and wise, d) democratic, e) steady, f) authoritative, g) stable, h) mature, i) honest, j) sportsmanship, k) be an example for students and society, l) objectively evaluate their own performance, and m) develop themselves independently and sustainably (paragraph 4). permendiknas no. 16 of 2007 concerning qualifications and competencies teachers explain personality competencies for classroom teachers and subject teachers, at all levels of primary and secondary education, as follows: 1. acting in accordance with the norms of religion, law, social and national culture of indonesia, including: (a) respecting students without distinguishing adherents, tribes, customs, regions of origin and gender; and (b) behave according to the religious, legal and social norms that apply in society, and a diverse indonesian national culture. 2. showing himself/herself as an honest, noble person, and role model for students and society, including: (a) behaving honestly, decisively, and humanely; (b) behave that reflects noble piety and character; and (c) behavior that can be imitated by students and members of the surrounding community. 3. showing himself as a solid, stable, mature, wise and authoritative person, including: (a) presenting himself as a stable and stable person; and (b) presenting himself as mature, wise and authoritative. 4. demonstrating work ethic, high responsibility, pride in being a teacher, and self-confidence, including: (a) demonstrating high work ethic and responsibility; (b) proud of being a teacher and confident; and (c) work independently and professionally. 5. upholding the professional code of ethics of the teacher, including: (a) understanding the professional code of ethics of the teacher; (b) applying the teacher professional code of ethics; and (c) behaving in accordance with the teacher's code of ethics. mastery of teacher personality competencies has important meaning, both for the teacher, school and especially for students. scientific evidence as quoted by sudradjat (2012) shows that teacher personality competencies nuridin; choiril anwar journal of applied linguistics and literature, vol 4(2), 2019 219 influence student’s learning and personality development. quantitative studies conducted by irawan (2010) prove that teacher personality competencies have a close and significant relationship with student achievement motivation. while the qualitative study conducted by rahayu (2007) shows that teacher personality competence has a contribution to the moral condition of students. the results of other studies prove the appearance of the teacher's personality will more influence the interests and enthusiasm of children in participating in learning activities. personality competency becomes an important pillar for a teacher. therefore, strengthening this competency needs to be done from the beginning, while still in the process of learning, as a university student (prospective teacher). the basic ability of professionalism, especially in the aspects of the teacher's personal competence needs to be well prepared. student coaching management a. management the nature of management is al-tadbir (arrangement) (ramayulis, 2008). this word is a derivation of the word dabbara (set) which is widely found in the qur'an like the word of allah swt which means: "he governs affairs from heaven to earth, then (affairs) rises to him in one day whose levels are a thousand years according your calculations (surah al sajdah: 05). while management according to the term is the process of coordinating work activities so that it can be completed efficiently and effectively with and through other people (robbin & coulter, 2007). siagian (1980) defines management as the ability or skill to obtain an outcome in order to achieve goals through the activities of others. management is an activity process that must be carried out using scientific and practical ways of thinking to achieve the stated goals through the collaboration of other people by using available resources in the right way. terry (2006) suggests that basic elements which are available resources to achieve goals in management are man, machine, methods, and materials. in addition to the five elements above, there is the sixth element of management, namely market. these management elements are usually known as "6 m in management". activities to optimize the elements and resources possessed in management are carried out through planning to an evaluation process known as management functions. the management functions are designing, organizing, implementing, coordinating, and controlling. as robbin & coulter (2007) stated that the most important basic function of management is planning, organizing, leading, and controlling. model of competency development in the personality of english teacher…. 220 journal of applied linguistics and literature, vol 4(2), 2019 b. student coaching coaching is an effort of actions and activities carried out in an efficient manner to get better results (tim penyusun kamus pusat pembinaan dan pengembangan bahasa, 1996). coaching has an understanding of the process of action, how to build, renewal, refinement, effort and action, actions that are carried out efficiently and effectively to obtain good results. in the context of tertiary education, student development is interpreted as a learning process by providing knowledge, values and exemplary with the aim of helping and developing the skills and knowledge that students already have in order to gain skills and knowledge to achieve life goals. the mandate of law no. 20 of 2003 on national education system is very clear that education in essence is to develop the potential of students based on faith and piety, personality, noble character, and independence. thus, education has a strategic role in fostering and building student character. because students are students in higher education, in order to achieve the objectives of national education, student guidance is needed, namely guiding all student activities as students during the education process. 3. islamic academic culture islamic academic culture is the civilization of the application of islamic values in all life on campus carried out by all campus residents to achieve educational goals at unissula (supadie et al., 2008). the implementation is in the form of activities with islamic values as the basis of the entire academic and non-academic processes on campus which are carried out jointly and full of seriousness. according to unissula, the values of islamic academic culture in general include two things, namely (1) strengthening of science and technology and (2) strengthening ruhiyah. strengthening science and technology is intended to be an important part of campus life. through islamic academic culture, unissula strives to improve scientific quality through strengthening science and technology. strengthening science and technology is carried out through four things as follows: (a) spirit of iqra', (b) developing science on the basis of islamic values, (c) appreciation of science, and (d) building islamic learning society. ruhiyah reinforcement is intended so that the faith and piety and akhlakul karimah (noble character) become the pillars that underlie someone in demanding knowledge and are able to practice it for the benefit of the universe. ruhiyah reinforcement in islamic academic culture includes the following: (a) movement of congregational prayer, (b) islamic dress nuridin; choiril anwar journal of applied linguistics and literature, vol 4(2), 2019 221 movement, (c) thaharah movement, (d) exemplary movement, (e) islamic hospitality movement, (f ) movement to realize noble morals. methods data table 1. data needed data needed sources student coaching literature and islamic academic culture article in journal, scientific magazines, text books etc general data of unissula profile of unissula implementation of student development programs based on islamic academic culture documentation, observation dan dept interview with respondent. respondent the respondent of this study is students, dean, and faculty secretary of english education study program. data collection data collection in this study was conducted through interviews, observations, and questionnaires to the respondents. data analysis this analysis is used to analyze data and information obtained from preliminary studies. the use of qualitative descriptive analysis is intended to obtain an overview of the role of organizers and educators in the process of planning, implementing, and evaluating the development of unissula english language education students. findings practical overview of the personality development model the personality development model of prospective teachers through student development based on islamic academic culture is prepared based on unissula's vision and mission. efforts to realize a vision with islamic academic culture as the basis for student development have become consensus and value commitments that have been built together. building value commitment together in accordance with the principles of value-based management as stated by robbin & coulter (2007) that a value-based management approach is a management approach by establishing, advancing, and practicing values with an organization. shared values act as guidelines for managerial actions and decisions. in unissula, the implementation of student coaching as a translation of the coaching program begins when new students start entering through model of competency development in the personality of english teacher…. 222 journal of applied linguistics and literature, vol 4(2), 2019 the pekan taaruf program. then when entering the first and second semester lectures, students are required to take part in the religious tutorial activities. in semester 3 until before graduation students are given the freedom to participate in coaching activities in accordance with talent and specialization. until finally, when students approach graduation, they are obliged to follow the debriefing activities of prospective graduates. the management of student guidance from the beginning of admission to graduate students on an ongoing basis is in line with the opinion of qomar (2007) that the management of students is management related to students starting from the beginning to completing (graduating) studies from educational institutions. unissula is committed to realizing the vision of building the generation of khaira ummah through the creation of islamic campus communities by applying the values of the qur'anic teachings and guidance of the prophet muhammad who are full of love and glory (supadie, et al., 2008) through the application of islamic academic culture. this culture is a movement of islamic values within the campus that is carried out together and full of seriousness as a habit of living with values that are believed to be true, namely the application of islamic values in the whole campus life (supadie, et al., 2008). personality competency development through strengthening ruhiyah in islamic academic culture means that prospective teacher students have a strong faith through the practice of consistent islamic teachings (istiqamah), have good morals that can support their competence as prospective teachers. the intended development model can be described as follows. figure 1 model of prospective teacher personality competence development islamic academic culture (strengtheni ng science and knowledge), reasoning, leadership, interest, taaru f week new student faku ltair coachi ng on ukm info on islamic academic culture academic informatio n, institution, ormawa sema bem student prospective teachers with personality strengthening on islam, leadership, entrprneurship , interests, kesejahteraan trainin g prospectiv e graduates strengthen ing islam, success story, empowerin g alumni nuridin; choiril anwar journal of applied linguistics and literature, vol 4(2), 2019 223 description of the application of aspects of ruhiyah reinforcement through islamic academic culture as shown in figure 1 are as follows: (a) application of the congregational shalat movement shalat is the pillar of religion. the main shalat is congregational one. shalat in congregation is a media to build the solidity of the community (muslims). congregational shalat is the representation of true worshipers in gathering themselves harmoniously to move forward towards the common goal. congregational shalat is held at unissula as part of a strong affirmation in the implementation of islamic academic culture. to succeed in the congregational prayer movement a motivator team is formed consisting of lecturers and employees as well as students. the motivator team is tasked with reminding them to carry out congregational prayers. in addition, the provisions of all campus activities have stopped providing services at 11:45 a.m. and 14:45 a.m. the purpose is to stop campus activities so that all lecturers, employees and students carry out the jamah dhuhur and ashar prayers in the mosque. (b) application of the islamic dress movement clothing is one of one's personal mirrors. even the javanese proverb mentions ajining salira ana ing busana, which means more or less one's selfesteem (personality) is located in the way and style of wearing a dress. the basic rule that must be understood in dress is about the boundaries of genitals, both male genitals and female genitals (tim budai, 2008). in the framework of implementing islamic academic culture in islamic dress aspects, unissula is applied in accordance with the chancellor's decree number: 5812 / j / sa / xi / 2007. the application of islamic dress culture in an effort to streamline its implementation, then for students who have not been dressed in islamic regulations according to the provisions are not permitted to take classes and are not given service (chancellor rector number: 5621 / j / sa / x / 2007) (c) application of thaharah movement maintaining purity and cleanliness (thaharah) is part of worship. even in some ways thaharah is the key in carrying out worship to allah swt. for muslims, implementing thaharah is part of the act of faith and as a key to worship that must be done seriously in order to get closer to worshiping allah swt. thaharah does not stop at the realm of individual muslims individually, but islam also pays attention to cases of purity/cleanliness in the environment. consequently, it is imperative for every muslim to be a pure and clean person, then jointly strive to form a holy and clean collective / pilgrimage to finally create a people who decorate society and the world with the beauty model of competency development in the personality of english teacher…. 224 journal of applied linguistics and literature, vol 4(2), 2019 of a pure and clean life, through mastery of teaching disciplines and the practice of religious best practices in the muslim community consistently. the application of islamic academic culture in the environmental aspects of the environment in addition to always maintaining the cleanliness of the campus is also done with a prohibition to smoke. smoking is an action that can pollute the environment while it is also not healthy for the human body. the imposition of a smoking ban is stipulated in the chancellor's decree number: 4654 / b.1 / sa / viii / 2007. conclusion based on data analysis and discussion in this study, several conclusions can be drawn according to the formulation of the problem as follows: 1. the factual model that has been carried out by unissula in fostering students based on the unissula strategic plan (renstra), and islamic academic culture values through three stages of coaching, namely the initial stage when new students are trained through the pekan taaruf program, the second stage when becoming students coaching is done through tutorials, reasoning, leadership, entrepreneurship, and programs for developing interests and talents. in the third stage of coaching when students approach graduation, it is conducted through a debriefing program. 2. the development of a factual model is carried out by compiling student coaching concepts based on islamic academic culture by referring to the koran basis which is developed by describing the general analysis of student development problems, description of the development of student potential based on islamic values contained in al quran as a basic framework student development patterns, elaboration of the main points of student development, a description of the stages of student development as a frame of reference for the stages of coaching according to capacity, semester level and achievement targets of the coaching program, and management coverage which are guidelines by implementing quality procedures. 3. based on the results of the trial and development, the student academic culture based islamic development management model has proven to be effective as a model of student development based on islamic academic culture in an effort to improve the quality of students. efforts to improve quality are carried out through the taaruf week program as a program for students' initial introduction to campus life and mapping of student potential, religious tutorial programs, leadership and entrepreneurship programs, interest and talent development programs nuridin; choiril anwar journal of applied linguistics and literature, vol 4(2), 2019 225 and briefing programs as the last program students receive before graduation. 4. response of the management is in the very high category in the concept of conformity with unissula's vision, mission, islamic academic culture values, unissula strategic plan (renstra), systematic pattern and stages and substance content and student development programs, practicality of application of models in efforts to foster students and the effectiveness of the model towards student development. references abdurrahman. 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postgraduate program university of bengkulu, indonesia abstract the literary translation still becomes such of debating among several experts and researchers, especially at translation studies. the aim of this study was to find out what kinds of techniques of translation were applied in translating the poems of maya angelou, and how the appropriateness of techniques were applied by the students. mollina & albir’s classification of translation techniques was used as the primary theory in the analysis of the translation texts.this study was descriptive qualitaive and content analysis. the data were taken from text translations of two poems which consist of 550 data from 10 students as translators. the research findings revealed that14 techniques were used by students. the result showed that there were 14 translation techniques which were used, compensation, literal translation, modulation, linguistic amplification, discursive creation, linguistic compression, reduction, amplification, adaptation, transposition, borrowing, established equivalent, particularization, and description. the next finding showed that the appropriate techniques were applied at 69.3%. meanwhile, inappropriate techniques were at 30.7%. the conclusion of this study was that students used the most at compensation and the lowest was description. the students mostly successful in applying appropriate technique at delivering messages, but were flub in recreating the poetical aspect in target language. in some cases, this indicated deficiency in determining the equivalent expression in the target text. the suggestion for further researchers is to explore a similar study by investigating on figurative speech and poetical aspect at poetry translation. key words: translation, poetry, technique 1. introduction the role of language in the developing world is materialized through translating and since critical language study is concerned with the processes of producing and interpreting texts and with the way these cognitive processes are socially shaped, it can be considered as an approach alternative to translation studies. the importance of translation studies still has an essential role for indonesians. it is because more in formations are presented and served in foreign languages, particularly in english (choliludin, 2005) and it is still becoming the subject in several levels in education of foreign language study. in spite of english teachers often ignore or disregard incorporating translation into language classrooms, because it closed association with the grammar translation method, other judgments of beginning language classes, translation has even been demoted as a teaching method. yet today the emphasis is on reading for meaning rather than on translating, which has been identified with the inefficiencies of decoding. definitely researchers (whyatt, 2009; weydt,2009; o’muireartaigh 2009) have proven that it is ensuring to apply translation tasks to increase l2 learner proficiency in language control and reading skills. the pupose of the translation is being one of subject of study at stain curup, beside the students can understand the importance of translation, and becoming as a translator in all international and intercultural exchanges. the students can be familiar with various theories of translation and can implement them in certain purpose of translation. it can be said that 2 translation product assisting people who do not understand english for getting information from the english text. therefore, translation is still exist in each list of subjects which is learnt by students on advance grade level at many colleges and universities.. guerra (2014) explained that students’ attitudes were surprisingly positive for several reasons: translation is one of their preferred language learning tasks, it is motivating, it facilitates a deeper understanding of the form and content of the source language text, it increase learners’ awareness of the differences between both linguistic systems, it allows them to re-express their thoughts faster and easier, and it helps them acquire linguistic and cultural knowledge. at this study, the writer concerned on issues of problems at literary translation which become difficulties and challenging work to render to another language (burnsshaw, 1995), (sapir,2000), (raffel, 2010) in studying literary aspect especially at understanding of poetry. when the translators were demontrating a poem and expressing the effects of poetic not only through rhythm, stress, rhyme but also comprehending on message, idea and feeling of poets. moreover, the method, procedure and strategy even the technique which the experts propose to render many elements aspect for resolving the problem in translating from sl into tl. therefore, based on the consideration of issues the writer reveals becoming main aspect of this study needs to discuss. the literary translation, especially poetry translation challenges students to think about the power of words, meaning, culture and context (rutherford, 2009). since the current research deals with poetry translation and poetry is one of the subcategories of literary texts, it is worth to say that, kolahi, (2012) said that in translating literary texts specially poetry there is a great tension between form and content and the act of literary translation is indeed a challenging act in which a poetry translator’s main concern is whether to prefer the form over the content or vice versa. some experts explain on poetry translation like dryden (cited in miremadi, 1995) argues that all meanings and concepts are translatable and what is said in one language can be conveyed in another language. nida (1984, p.104) argues that "anything that can be said in one language can be said in another, unless the form is an essential element of the message". however, philosopher ludwig wittgenstein (cited in robinson, 2010) says that poetry is translatable, like everything else. he argues that translating from one language into another is a mathematical task, and the translation of a lyrical poem, for example, into a foreign language is quite analogous to a mathematical problem. according to catford (1965) becoming a good translator is the person who has ability in comprehending both source language and target language as long as someone can find the transposition of textual material in one language by tantamount textual material in another language. however, for the quality of the translation product, it will be defined by translator’s knowledge about source language and target language, and also by translator’s skill on enclosing the knowledge in to the practice of analysis, discovery, transfer, and re-expression of the meaning (choliludin, 2005). it can be said that educational background related to theory of translation and experiences in translation field determine the quality of translation work. in related studies were conducted by other researchers about analyzing students’ translation work such as, daghoughi & hashemian (2016) did a research on analysis of culture-specific items and translation strategies applied in translating jalal al-ahmad’s by the pen. their study discovered that from among newmark’s (1988) list of strategies, functional equivalent was the most frequently used and modulation and paraphrase were the least frequently used strategies. thahar (2015) carried out research about translation techniques of simile in the novel angels & demons to malaikat & iblis. this research conducted using document analysis. the result of this research explained that literal translation is the dominant translation technique was used. it was used because the translator can keep the image and the 3 messages of the simile. if simile has equivalence in the target language adaptation technique can be applied. quite recently, kesuma (2017) conducted the research on tittle ‘translating malay incantation texts of sea offerings into english: an analysis of translation techniques and translation accuracy’. she explained that the most dominant technique applied by the translators was literal technique and the accuracy of translation was affected by translator’s cultural background. it was discovered that translators with malay descendant understood the source text easily, and to some extents translated the target text accurately. otherwise, the translators were not malay, they failed to translate the text accurately and the translators did not have sufficient cultural knowledge of the source text. thus, the translated versions were not readable and accepted. in the previous studies have mentioned above many of them had equal object of their study discussed about what strategy or technique applied in translation. however, some of them which focused about translation’s work of students, while none of them investigated the analyzing of students translation in lyterary text. therefore, the gap of this research is in analyzing translation of student’s work of english poem into indonesian. the subject of this study were students who has gotten experiences in lecturing translation subject and literature subject as becoming translators. the focus of the study was on analyzing students’ translation work at poetry translation by investigating what the techniques were applied in transferring the source text and investigating the appropriateness of technique application in translating poem by maya angelou. 2. methodology 2.1. design of the research this research was document analysis which employed to analyze the data and to gain the result of research. it analyzed students’ translation product by comparing the source language and the target language. this research was classified into descriptive qualitative research. according to gay and airasian (2000) descriptive research involves collecting data in order to answer concerning current status of the object of the study and the research question. descriptive research tries to present the problem clearly based on the accurate data, explaining and describing the topic of a problem based on theory used. qualitative methods involve the collection and analysis of primarily no numerical data obtained from observation, interviews, tape recordings and documents. the object of the research was translation of students’ work of poems by maya angelou. this study also found out the techniques were applied by students and how were words, phrases, or sentences rendering into indonesian language by using appropriate techniques. 2.2. the source of data unit of analysis in this study was poem as corpus of translation were analyzed. the poems were chosen as subject of this study which became the source data were two texts of poem entitle “equality and i am human” written by maya angelou included 55 lines. those were translated by students at stain curup into indonesian as target language. the method of sampling was purposive sampling, which included 10 students who were chosen by recommendation from their lectures, whom became the subject of this research. 2.3. instrument of research the instrument of this research was molina and albr’s theory (2002) about translation technique. the theory was used as major theory to investigate the translation of students’ work in rendering the poems. the writer was as second instrument to analyze the translation text. 4 2.4. technique of data analysis there were two kinds of data which analyzed in details. the first was students’ translation works or documents the analysis began with analysis of translation techniques used by the students through translation techniques theory proposed by molina and albir (2002). the second was the observation data of technique appropriateness. the writer employed the scale of equivalence category as mentioned at table 2. the writer formulated the indicators of appropriateness of technique application in translation. table 2. appropriateness of technique application scale category indicator conclusion 2 equivalent translated text is easy to understand the messages the application of technique is appropriate 1 nonequivalent translated text is easy to understand.but there are still some which need more than one to be repeated to read them. the application of technique is inappropriate the analysis of data can be seen through the following steps.  firstly, the writer read and analyzed the poems by investigating the translation techniques of the lines could be rendered into indonesian. the writer applied different color code to identified one technique to others.  then, writer compared the documents of student’s translation between source text and target text at sentences, phrases or words for differing and recognizing what techniques were used.  then, writer counted the techniques were used by the students in translation of the poems in each line of stanzas,  then, writer analyzed the data of application of techniques by giving code into the number in order to analyze it easily.  then, the writer analyzed the texts of translation and decided whether techniques were applied appropriate or not by using scale of equivalence.  finally, writer interpreted, concluded the results of application the techniques of translation and the appropriateness in indonesian text. 2.5. the validation technique this study used co-rater to check the reliability of data analysis results. the co-rater was a postgraduate student at the english education department of education faculty of bengkulu university. she was conducting same research about translation analysis. the co-rater was asked to analyze the equivalence of poem translation and the application of translation techni ques that were used to render the poems by maya angelou. the scale of observation checklist were designed into two category; 2 for equivalent and 1 for non-equivalent. then, inter-rater reliability was calculated using cohen s kappa to ensure correspondence in determining the appropriateness of translation technique application. from the cohen kappa inter-rater agreement showed a kappa value of 0.89 with p<0.000. the data of inter rater analysis were consistence. this result was showed that level of agreement between two raters was very good. 5 3. result and discussion 3.1. result this chapter displays the result and discussion of the research of translation poetry by maya angelou which was translated into indonesia by students of stain curup. the poem has 55 lines of two poems which were given. the poems were given to 10 students, then all lines were analyzed totally 550 data. the techniques which were observed in this study they are molina and albir’s techniques, and the analyzing of appropriateness in applying of translation technique in translating of poem by maya angelou. 3.1.1. types of translation techniques at poem by maya angelou the first finding was the application of translation techniques which were used. the results showed that there were 14 techniques used by students in rendering the poems entittled ‘equality and i am human’ by maya angelou. the results were presented at figure 2 which showed there were 14 techniques with difference of color code. figure 2. applying techniques of translation in poems of maya angelou figure 2 showed that the application techniques of translation which used by the students, they were compensation at 113 times (20,5%), then followed by literal translation is 97 times (17,6%), linguistic amplification 59 times (10,7%), discursive creation 51 times (9,3%), modulation 46 times (8,4%) and linguistic compression 40 times (7,3%), reduction 31 times (5,6%), amplification 28 times (5,1%), adaptation 24 times (4,4%), transposition 20 times (3,6%), borrowing 18 times (3,3%), established equivalent 12 times (2,2%), particularization 6 times (1,1%), and the lowest number is description 5 times (0,9%). in this study, the result showed that the compensation technique had the highest frequency at 113 times (20,5%). this technique is applied when the translators wanted in transferring the messages of the source language into target language by introducing implicit information of the poem and they gave stylistic effect in target language. because of this sources language poetry text which has figurative meaning, the translator tried to render the information as close as possible to the poet’s idea. this could be seen at compensation technique for examples on data; sp/l11 : you announce my ways are wanton, sp/l12 : that i fly from man to man, ts1/l11 : engkau bilang caraku (menyampaikan aspirasi) ini salah! ts1/l12 : yaitu mengadu kepada semua orang 6 in this sample of data, the poet used the term ‘fly’ at the line 12 that i fly from man to man. the term fly was translated literary into indonesian is terbang, but the translator used compensation technique which purposed to introduce the information which has meaning that in english is fly translated into mengadu. this is where the translator wanted to introduce the element of information in the source language which cannot be reflected into target language literally. therefore the term fly would be unable to understand if it translated into terbang dari pria ke pria lain. the word fly is indicating the ability of things or animal which have the wing, so they can be able to fly. in other words, a resemblance of two contradictories or different objects is made based on a single or some common characteristics. thus, the line implied the meaning that she was pretended by him/her as a bird that seeks food, fly from a man to man or place to place. the poet found someone who wants to hear and listen to her aspiration, so she needed to move or to meet someone can fulfill her desire. the next highest number of technique was literal translation. it was found for 97 times (17,6%). this technique is the direct transfer of the source language text into grammatically and idiomatically appropriate target language text. the lines were used this technique most of them didn’t have figurative or imaginative language, however few of them applied at figurative language. here the sample of data of using literal technique: sp-l1 : you declare you see me dimly sp-l2 : through a glass which will not shine, ts7/l1 : kau mengatakan kau melihatku samar-samar ts7/l2 :melalui kaca yang tidak akan bersinar in this data the poet said in second line through a glass which will not shine. then, it was translated into melalui kaca yang tidak akan bersinar. this data the translator rendered the line word by word or translated directly from the source language into target language, without digging another possible meaning or feeling of the poet inside this line. this might be the translator tried to keep the rhyme of the poem in target language. the third technique that was found in translating this poem was linguistic amplification (la), at 59 times (10,7%). this technique is to add linguistic elements, and often using interpretation approach to render the expressions or text. it also can be text translation effected from dubbing process. applying this technique can be seen at following data, sp-l16 : no matter how heinous a crime. sp-l17 : ‘oh, i couldn’t do that,’ ts5/l16 : seberapa kejamnya suatu kejahatan bukanlah persoalan yang berarti ts5/l17 : ah, saya tidak akan bias berbuat demikian from the sample data above the source language at sp-l16 no matter how heinous a crime, translator used linguistic amplification to translate into indonesian as seberapa kejamnya suatu kejahatan bukanlah persoalan yang berarti. the usage of this technique can be identified mostly whole component of the source language was not translated into indonesian language literally, the translator preferred applying her interpretation and tended to use dubbing (if the expression is red as how the rhyme of the poem delivered by the poet in another language).if this data is translated literally, it would be as tidak masalah seberapa kejinya suatu kejahatan. differently, at this data there was another addition word which didn’t find at the source language that bukanlah persoalan yang berarti. the writer paid attention to the result of translation is tended to translator’s interpretation by adding linguistic element to target language, so the essential of poetical of the source text could be relished as enjoyable as target language. 7 the next technique was discursive creation, at 51 times (9,3%). this technique was employed mostly by translator number 2 and 3. this technique is where the translator as molina and albir state that is used temporary equivalence which is totally unpredictable out of context. this sample of applying this technique, can be seen at following data, sp-l5 : you do own to hear me faintly ts2/l5 : anda mengetahui bagaimana yang semestinya and sp-l12 : that i fly from man to man, ts2/l12 : saya mencoba mencari teman here were two samples of data which shown the usage of discursive creation. from the data sp-l5 you do own to hear me faintly, the translator 2 rendered this into anda mengetahui bagaimana yang semestinya. from this data there is not equivalent word of the source language transferred into target language, but the translator used his understanding by edging in his experience of message and pouring out it into target language. same case at other data at line 12 that i fly from man to man, it was transferred into saya mencoba mencari teman, the idea or message of the source language can be understood in target language, the poet like a bird who fly from man to man, he decided to make new expression which had different context from the source language. another technique was modulation technique. it was found 46 times with percentage (8,4%). this technique employs the different point of view in target language. the translator used it to make the messages from the source language comprehensible by changing standpoints to target language, so the reader can be easier to understand the message in the line of poem. the using of this technique can be seen at following sample of data; sp-l3 : though i stand before you boldly, sp-l4 : trim in rank and making time. ts1/l3 : meskipun jelas-jelas aku berdiri di hadapanmu ts1/l4 : setelah berjibaku berusaha untuk menemuimu from this data, the source language was at sp-l3; though i stand before you boldly. the writer found at word before you which was translated into di hadapanmu. this called modulation because the word before has literal meaning as preposition is sebelum. whereas, the translator changed the meaning become di hadapan, which has same function as preposition but different point view at indonesian language. another word was used this technique can be identified in translating adverb boldly into jelas-jelas. this is where meaning adverb boldly was not rendered literally into dengan berani but the translator used another point of view but it would not change the essential message of the poem. this was implied the message that the poet informs abjection of second person stated that he/she cannot look the poet though she stood in front of him/her. the technique of linguistic compression was found at 40 times (7,3%). the following data were shown the sample of using this technique, sp-l48 : if a human being dreams a great dream, dares to love somebody, sp-l49 : if a human being dares to be martin king or mahatma ghandi or mother teresa or malcom x, st5/l48 : seandainya seseorang menginginkan impiannya terwujud, berani untuk mencintai seseorang. st5/l49 : seandainya manusia berani untuk menjadi seseorang yang luar biasa, from the data above, the usage of the technique can be seen from the source language at sp-l 52, if a human being dares to be martin king or mahatma ghandi or mother teresa 8 or malcom x, translated into target language as seandainya manusia berani untuk menjadi seseorang yang luar biasa. the next technique was reduction, it was found at 31 time (5,6%). this technique is used to reduce or suppress information from the source language into target language. the information seemed omission from the source text, so could not find in target language. the sample data was shown of applying this technique can be seen at the following data, sp-l13 : but if i’m just a shadow to you, sp-l14 : could you ever understand? st5/l13 : tapi apabila aku hanya menjadi bayangan bagimu st5/l14 : biaskah kau mengerti? from sample data above the source text is could you ever understand?. meanwhile, the translator was re-expressing the text into target language as bisakah kau mengerti. this indicated that there omission word was not translated into text target. meanwhile, that is the word ever has literal meaning is pernah. but the translator only exposed the simple expression as mentioned at data st5/l14 above. this can be accepted as long as the meaning did not out of real message of the poem. however, the essential of poetical aspect would not be felt in the target text. suggestion of this data, that it should be applied at another technique such as literal, linguistic compression. the next technique was amplification. it was found at 28 times (5,1%). this technique is applied to add information or to introduce the implicit message or idea of the poem explicitly, that is makes target language of text in translation become longer than the source language but does not change the meaning. corniness the technique is adding the new information from the source language implicit into target language explicitly. it also can be through paraphrasing of original text. the following the sample of applying this technique, sp-l5 : you do own to hear me faintly sp-l6 : as a whisper out of range, st4/l5 : engkau dengan sengaja tidak mendengarkan ku st4/l6 : seolah-olah suaraku bagaikan sebuah bisikan dari kejauhan from data above that was clearly there were new words or new information introduced by translator about the message of this line. the source text at sp-l6 showed that as a whisper out of range, this is figurative speech what is called simile, it is identified by using as at beginning of line. this expression has literal translation in indonesian into, seperti bisikan yang jauh dari jangkauan. here the translator revealed the subjects become comparison of this text, that is voice or the translator translated into seolah-olah suaraku. the translator gained to re-express the message more comprehended to the readers. the messages of whole the poem were about delivering the poet’s feeling on the disappointment to anybody whom she told to. the next was adaptation, which occurred 24 times (4,4%). this technique is to replace a source text cultural element with one from the target culture. it was the first classification of translation techniques that had a clear methodological purpose. the result of applying this technique can be seen at following data, sp-l29 : i’ve learned a few things. sp-l30 : first, i’m aware that i’m a child of god. st9/l29 : saya telah mempelajari beberapa hal st9/l30 : pertama, saya tahu bahwa saya adalah hamba allah from the data above sp-l30 showed that the first, i’m aware that i’m a child of god, in this text the sentence of i’m a child of god has cultural dimension which has literal meaning saya adalah anak tuhan. this sentence would not have same meaning at different culture. otherwise, the translator is from different culture from the poet’s culture and belief. 9 the translator has islamic religion to be certain it would change this sentence appropriately into islamic culture, as shown at data st9/l30 saya adalah hamba allah. the next technique was borrowing, which occurred 18 times (3,3%). this technique is taking a word or expression straight from the source language to target language. the technique can be pure borrowing, the word was taken without any change from the source and naturalized borrowing. this can be an expression taken from a third language or a familiar expression by speakers of the target language, or even an untranslatable expression which is not worth explaining. the applying of this technique can be seen at following data, sp-l39 : the statement is: ‘i am a human being. nothing human can be aliento me. sp-l40 : if you can internalize at least a portion of that, st7/l39 : pernyataannya adalah aku adalah manusia, tak ada manusia yang bias menjadi alien untukku. st7/l40 : apabila sedikit saja kamu hayati dari pernyataan itu from the data above the usage of this technique can be seen at word alien. the translator took or placed the word into the target as original word written at the source language without modification. this is what newark named as pure borrowing, it is a word taken without any change from the source. this may be accepted because the word alien is already known or familiar term to speaker of the target language. the next technique was transposition. it was found at 20 times (3,6%). this technique is used to change a grammatical category or a shift of word class. this technique applied for rendering the source text by shifting word category to target text, such as verb to noun, noun to verb, adverb to verb. the usage of this technique can be seen at following data, sp-l13 : but if i’m just a shadow to you, sp-l14 : could you ever understand? st1/l13 : tapi jika aku terus membayangimu st1/l14 : apa engkau mau mengerti? from data above the source text at sp-l13 but if i’m just a shadow to you, this translated into target text as st1/l13 tapi jika aku terus membayangimu. in the source text the poet used word a shadow to describe herself as figurative language to compare to something, it is implied the translator compare herself as a shadow for second person in this poem. another word, she should be with a person like a shadow and keep being with a light. in this translation technique then the translator reused the meaning of shadow but in different category, it was changed into verb as membayangi in target text. this was still being understandable in essential message of the poem. so, the translator shifted the word shadow become verb ‘to shadow’. the last technique was description, which occurred at 5 times (0,9%). according to molina and albir this technique is to replace a term or expression or add information of a term with a description of its form or function. the technique purposes to describe a term in the source text more comprehensible about the message in the line into the target text. the usage of this technique can be seen at following data, sp-l25 : yes, my drums are beating nightly, sp-l26 : and the rhythms never change. st1 /l25 : ya, gendang-gendangku selalu berdentang (meneriakkan tuntutanku) setiap malam. st1/l26 : yang mana irama (seruan) nya selalu tetap the data above at the source text sp-l25 yes, my drums are beating nightly, translated into target text as st1/l25, ya, gendang-gendangku selalu berdentang (meneriakkan tuntutanku) setiap malam. this technique clearly identified in target text, there a description to describe a term in the source text of beating the drum. this is meant beating in indonesian as berdentang or berbunyi. it added the new information of implicit message of 10 the source text descriptively (meneriakkan tuntutanku) as explanation of the poet’s feeling that consisting in the text of poem. 3.1.2. the appropriateness of translation techniques the second finding answered the second question of this study that to find out appropriateness of technique application in translation poems by maya angelou. to investigate their work of translation in application certain technique, the writer compared the techniques that were used by the translators then analyzed the messages in the target text or equivalence of translation could be easy to understand or not. molina and albir (2002) states that using of application of techniques is the result of a choice made by a translator, its validity will depend on related context, the purpose of translation (song, novel, erudition or poetry), and reader expectation. thus, validity or accuracy of technique is used determining to what context of text is translated, what is purpose of the text is translated and accuracy in transferring messages, feelings or ideas to target language which related to the purpose of translation. thus, using of chosen certain technique can influence the appropriateness of applying techniques in translation, whether to fulfill the purpose of the text in transferring message, feeling or idea of the source language to target language. moreover, the appropriateness techniques were analyzed by identified transferring messages or ideas depend on context of the poem. this result showed two categories of appropriateness of technique application in translation poems, namely appropriate and inappropriate technique. the result of appropriateness of application technique of poem translation at each line, is shown at table below table 4. the appropriateness of techniques application of student’s translation at poems by maya angelou. appropriateness category 1 2 3 4 5 6 7 8 9 10 total % appropriate 50 24 25 46 44 30 38 35 46 43 381 69.3 inappropriate 5 31 30 9 11 25 17 20 9 12 169 30.7 lines 55 55 55 55 55 55 55 55 55 55 550 100.0 the table above could be said that the most of the students applied the appropriate technique to translate the poem by maya angelou. it was shown by amount of frequency of appropriate category at 381 or 69,3%. otherwise, inappropriate category show at 169 or 30,7%. the appropriateness of techniques were identified by each lines of poem that translated by students, it can be seen completely in appendix. the result of inter-rater agreement analysis was showed at following table. table 5. symmetric measure value asymp. std. errora approx. tb approx. sig. measure of agreement kappa .895 .021 21.031 .000 n of valid cases 550 the table above showed that the result of inter-rater agreement indicated a kappa value of 0.895 with p<0.000. the data of inter rater analysis were consistence. this result was showed that level of agreement between two raters was very good. the writer showed and analyzed the appropriateness techniques applied by students, by dividing them in each category appropriate and inappropriate of technique application in translation poem by maya angelou. this was served at choosing stanzas to see the context of the poem. 11 a. appropriate technique of translation work the first category of the appropriateness technique was appropriate technique which applied by students in translating poems by maya angelou. the previous table showed calculation of appropriate technique application showed that the most of techniques were applied appropriately at 381 time (69,3%). the appropriate technique data means that the translators were able to transfer the meassage, feeling or idea from source text to target text. so, the translated text was comprehensible. the sample of appropriate technique can be shown at table 6 table 6. appropriate technique at first poem ‘equality’ line the source text the target text technique st1-l11 you announce my ways are wanton, engkau bilang caraku (menyampaikan aspirasi) ini salah! amp st1-l12 that i fly from man to man, yaitu mengadu kepada semua orang com st1-l13 but if i’m just a shadow to you, tapi jika aku terus membayangimu trans st1-l14 could you ever understand? apa engkau mau mengerti? mod from the table 6 showed that the four samples of data applied the appropriate technique. they can be indicated at choice of technique that applied as tool or effect in target language. in the case line 11, you announce my ways are wanton, were translated into engkau bilang caraku (menyampaikan aspirasi) ini salah!. in the first sample at line 11, the translator used amplification technique. it is seen at adding new information which is not found at the source text. the words my ways got addition of information into caraku (menyampaikan aspirasi), this technique was appropriate, because the target text was comprehensible or equivalent. there was not the shift information or untranslatable of message from the source text to target text, even though the translator tried to make sure the message could be delivered well by adding the implicit information to the target text. another example of appropriate technique application was shown in the case line 12. the technique was applied compensation, this was shown at translation of word fly into mengadu. the poet who wrote this line used figurative word that was metaphor. it is compare something with other. at this line the poet used word fly, it is usually known as a bird, in order to move from one place to other. but the translator translated the word fly into mengadu, as an action which usually used by people to struggle his/her aspiration or ambition to achieve. this technique affected to the target text more comprehensible in delivering message of the poet. another example was in the line 13. the source text but if i’m just a shadow to you, this was translated into tapi jika aku terus membayangimu. this translation could be said as equivalent translation, because the message of the source text transferred well enough to target text, and the technique was applied appropriately. the name of this technique was transposition. it is a technique of translation to change lexical element from the source language into another form to target language. in this case, the translator changed the noun of shadow into verb in target language membayangi in target language. this can be accepted as appropriate technique in transferring the message to the target text. moreover, the translator tried to keep figurative meaning in order to be able felt also in target language. next example was shown at line 14. the source text was could you ever understand?. then translated into apa engkau mau mengerti?. it is shown that the translator used modulation technique. it can be identified by changing point of view from the source text into target text. at the source text has literal meaning bisakah kamu pernah mengerti? but the translator used another point of view become apa engkau mau mengerti?. the message of this line as answer from the previous line that, if the poet kept staying with the second person 12 in this poem, the poet assumed that he/she never understand or want to pay attention to her. so, the poet asked to him or her at last line in this stanza. another example of appropriate technique application at second poem ‘i am human’,could be seen in the table 7 table 7 appropriate technique at poem ‘i am human’ line the sourcetext the target text technique st1-l27 if i think of my life as a class, jika saya mengandaikan hidupku ini sebuah kelas com st1-l28 and what i’ve really learned, dan apa yang telah saya pahami com st1-l29 i’ve learned a few things. saya telah mempelajari beberapa hal lt st1-l30 first, i’m aware that i’m a child of god. pertama, saya adalah makhluk ciptaan allah adp from the table 7 showed that the begining stanza of second poem. in this poem the poet used less figurative language or poetical language as seemed at first poem. the first line at the source text at line 27 is written as if i think of my life as a class, it was translated into jika saya mengandaikan hidupku ini sebuah kelas. in this line, the poet started her thought by comparing herself with the thing (a class). at this case, the poet used simile that identified by using as to compare between two thing. the translator translated this line most of the words in literaly, this work was intended in order to keep figurative language either in the source text or in target text. however, the focus of this line was usage of other technique that was compensation technique. it was known at rendering word think then translated into mengandaikan. the technique was applied in purpose to reinforce the figurative element in translation text. the word think looked it was okay to render into memikirkan. otherwise, another function of this technique is to introduce other more suitable word or expression in target text. in this case, the translator rendered the word into mengandaikan which had more suitable to comprehend of the message when it translated into indonesian. therefore, the technique was used appropriate. the next line at 28, the text was and what i’ve really learned, this translated into dan apa yang telah saya pahami. it is another technique application at same cases, it was compensation. this could be seen at translation result from the source text into target text. the translation of the word learned was not translated literally into belajar/pelajari, but it was translated into pahami/memahami. the translator was reused different word or expression to transfer the message from the source text into target text. this decision in order to find out equivalent word in target language for easier to understanding the poet’s thought. therefore, application of the technique at this line applied appropriately. the next example as shown at line 29 the source text was i’ve learned a few things, then translated into saya telah mempelajari beberapa hal. the source text of this line was formed just like usual sentence. there was no implied meaning or figurative language at this line. so, the translator applied the literal technique to render the message from the source text. it could be seen translation word by word between both the source language and target language. the last example at line 30, the source text was first, i’m aware that i’m a child of god, and its translation as pertama, saya adalah makhluk ciptaan allah. in this case, there was cultural dimension in the source text that was a child of god. otherwise, the literal translation of this word child of god into anak tuhan. it was not equivalent if the translator has different culture with the poet. consequently, the translator who has islamic religion, it could not be sameness perception in translating this line. therefore, adaptation technique should be chosen by the translator to render the message or idea of the poem. the application of this technique could be seen at translated a child of god into makhluk ciptaan tuhan. this 13 could be included appropriate technique, because the text of translation was equivalent in another culture or islamic reader to comprehend the message of the poem. the complete data of application of appropriate technique can be seen at appendix, it was identified by giving the number 2 as representative appropriate technique was applied. b. inappropriate technique of translation work the next category of the appropriateness technique was inappropriate technique which applied by students in translating poems by maya angelou. the table 6 showed calculation of inappropriate technique application showed that the most of techniques were applied inappropriately at 169 time (30,7%). the inappropriate technique was identified by giving number 1 at each line that was meant the application technique was not equivalent in transferring the message and it was not understood when it was translated into the target language. the sample of data at application of inappropriate technique could be seen at the following table. table 8. inappropriate technique at first poem ‘equality’ line the source text the target text technique st2-l5 you do own to hear me faintly anda mengetahui bagaimana yang semestinya dc st2-l6 as a whisper out of range, di hati kecilmu sebenarnya kau memahami dc st2-l7 while my drums beat out the message akan tetapi egoku menyalahkanya dc st2-l8 and the rhythms never change. dan selalu membuatku untuk tetap menyalahkannya dc the table 8 showed that 4 lines of data sample were applied in translation poem by maya angelou. the line 5 showed that the source text you do own to hear me faintly, then it was translated into anda mengetahui bagaimana yang semestinya. this line had the implied meaning that the second person made his/herself could not hear the poet clearly or heard faintly. but the translator translated this line out of context in delivering message from the source text into target text. the translator rendered them (the words/messages) into anda mengetahui bagaimana yang semestinya. this technique was named by discursive creation. this translation text could not be sameness context with the source text. moreover, it was hardly understood the in comprehending the message in the target text (equivalence). the writer suggested the techniques could be used such as modulation, linguistic amplification or compensation technique. suggestion of application of linguistic amplification at this line is engkau dengan sengaja tidak mendengarkanku. the next sample of inappropriate technique could be seen at line 6, the source text written as a whisper out of range, the target text was di hati kecilmu sebenarnya kau memahami. in this line, the poet used figurative language that was simile, this could be seen by using as at beginning word at line 6. otherwise, the translator translated it into di hati kecilmu sebenarnya kau memahami. it was used discursive creation which had temporary context in the target text. the message of this line could not be delivered well by the translator. however, the theory of technique seemed was not equivalent, but the message of this line so far from the poet’s idea which poured in the poem. in this case, the translator should pay attention to the message of the expression in the context. so, the result of target text could be delivered well and enjoyed to the readers in target language. the next sample of data in application of inappropriate technique could be seen at line 7. the source text was while my drums beat out the message. this poem was translated as akan tetapi egoku menyalahkanya. the target text was translated by using discursive creation that uses a temporary equivalence that is totally unpredictable out of context. it was not too different from previous line; the translation of this line was included non-equivalent or applied at different context in delivering the message of the poem. this line could not be rendered by this technique because, commonly the technique is not used to render the text, 14 but it used to translate the specific terms, title of films or music which had no context of the sentence, phrase or word. the line 8 showed that the source text written as and the rhythms never change, and its translation in target text was dan selalu membuatku untuk tetap menyalahkannya. this sample of data which was included inappropriate technique that applied in translation of this poem. the translator used discursive creation. this technique may work if the context of the message was equivalent or message of the poem out of situation in this stanza. in the fact, the meaning or message of this result was not representative as the situation of rhyme which the poet wanted to say. the next examples of inappropriate technique application were at second poem ‘i am human’. it could be seen in the table 9 table 9 inappropriate technique at poem ‘i am human’ line the source text the target text technique st2-l30 if you can internalize at least a portion of that, jika kamu bias menginternalisasinya setidaknya satu bagian dari manusia. bor st2-l31 you will never be able to say of a criminal act, kamu tidak akan pernah mengatakan bahwa kamu adalah makhluk paling suci, dc st2-l32 --no matter how heinous a crime. yang tidak pernah berbuat salah, dc st2-l33 ‘oh, i couldn’t do that,’ bahwa kamu adalah manusia dc from the table 9 above were samples of data in poem 2 that applied the technique inappropriately. the sample of data at line 30 was if you can internalize at least a portion of that, then, this was translated into indonesian as jika kamu bias menginternalisasinya setidaknya satu bagian dari manusia. in this case, the result of translation the writer focus on technique that was used by translator in rendering word internalize. the translator applied borrowing technique to translate this word into menginternalisasikan. this was kind of technique which lent the source word and used it at the target language. the problem was at transferring the message of the source text to the target text unsuccessful. because, the term internalize have equivalent word to use as acceptance word in target language, such as, menghayati, mendalami, merenungi etc. therefore, application of this technique was not recommended to translate this line. the next sample of data at application of inappropriate technique could be seen at line 31. the source text was you will never be able to say of a criminal act, and then this was translated into the target text as kamu tidak akan pernah mengatakan bahwa kamu adalah makhluk paling suci. the translator used discursive creation to translate the line. it was clear enough to identify the application this technique based on the result of the translation was out of context and different message which was delivered by the translator. for same cases, the application of this technique should be paid attention to the meaning and the message of the poem. nevertheless, this technique is similar with free translation which is determined by the translator to render the source text. as the result, the technique that was chosen has to represent the idea or message that consisting in the poem. the next sample of data could be seen at line 32 that the source text was --no matter how heinous a crime. the target text was shown as yang tidak pernah berbuat salah. the translator consistently used the discursive creation at this line. as the result, the message of the source text was being ignored and the result of the target text was non-equivalent. the last sample of data in application of inappropriate technique could be seen at line 33, ‘oh, i couldn’t do that’. this was translated into the target text as bahwa kamu adalah manusia. the technique was used by the translator was discursive creation. it was seen at unpredictable translation in the target text. in this case, the translator could not transfer the 15 message with equivalent expression in the target text. therefore, the application of translation technique was inappropriate. 3.2. discussion 3.2.1. techniques of translation were used by the students in this research, it found that there were 14 techniques in translating the poems. the techniques are applied by the translators indicated that conscious effort to transfer the messages, feelings and ideas of the poems. in order to make the translation communicate to the readers, the translator should be skilled enough to translate feelings, cultural nuances, humor and other delicate elements of a piece of work. thus, supported by ziaul (2012) argued that a literary translator should not translate meanings but the messages. the writer finds the translators’ effort to delivering the message based their understanding to the target language. this can be seen at dominant of usage the technique on compensation, a technique is employed where the translators desire to introduce the implicit information of the source text. the technique is applied mostly by translator 1, 4, 6, 7, 8 and 10. the translators intend to choose another equivalent term to recreate stylistic effect or just to make the message could be transferred, then they will try to create another play on words in another part of the text. the result of sp/l12-ts1 is shown how the application of this technique implied the message by changing other word from fly into mengadu. the same cases, it can be identified that the line 27 at the source language if i think of my life as a class, in this data the translator still employed compensation technique. it could be identified as figurative speech called simile, it is stated comparison (usually formed with "like" or "as") between two fundamentally dissimilar things that have certain qualities in common (nordquist, 2017). the translator translated this line into jika saya mengibaratkan hidup saya sebagai sebuah kelas, the word think was not translated literaly into memikirkan or berfikir, but it was translated into as mengibaratkan, this is can be accepted because the translator wanted to make the line of poem behave more stylistic and to affirm the simile effect into target language. it is implied that the poet desired compare the life belong to herself become a class. in same case compensation technique was described by moentaha (2006) on the translation technique, the translator conveys a message from the source language into the target language by meant of another language. example :tidak pemah dia peduli dengan perasaan istrinya-he really does not care about his wife's feeling. from this finding of technique application shows the compensation technique may be good enough solution to find out the suitable word or expression due to the translation of difficult expressions or word to translation the target language. another data of using this technique can be looking at appendix. this is correlated to albir (2001) suggests that as one of technique to translate the literary texts. this technique is especially useful when it comes to wordplay: if the translator cannot directly adapt a pun, for instance, which tends to happen quite often, then they will try to introduce the implicit information, to create another play on words or to create stylistic effect (molina, 2002) in another part of the text. because of this sources language poetry text which has figurative meaning, the translator tried to render the information as close as possible to the poet’s idea. this meant that it shows that the translator has intended to make the sl text more comprehensible to the readers of the tl. there was a contrast to other study which conducted the study on analysis translation on figurative language such as novel, song, poem and even figure of speech. kolahi (2012) found that all the translators have translated the poem as word for word rendering or literal translation. this could be concluded by the researcher that this strategy or technique in this study has crucial shortcoming of its result is the lack of sense equivalence and diminished communicative value. therefore kolahi (2012) stated that applying this technique was not recommended in transferring imaginative meaning. as supported by deedari (2005) the 16 reader of a poem should go beyond the plain literal meaning or denotation of a poem’s words if s/he wants to catch the whole meaning. the literal translation was found in this research as second of the highest number applied in poem translation. the translators who used mostly at this technique are translator 5, 6, 7, 8, 9 and 10. however some studies reported that this technique was the greatest number in translation many literary or non-literary of text such as thahara (2015), tedty (2013). however, the most of result of recent studies told the translators preferred in this technique (other studies discussed as other name is strategy) (thahara, 2015; yuliasri, 2014; kesuma 2017). the application of this technique is not recommended by many studies such as, kolahi, 2012; yuliasri, 2014, because, it might destroy the transferring message and distract the beautifulness of the poetic aspect in target text, as show at data sp/l2-ts7. this line has multi interpretation when a translator render the statement into target language, it can be figurative language or real situation what described by the poet about her feeling on certain situation which faced by herself. however, this can reveal more one interpretation many experts have dealt about the poem existence is mostly told about expressing her/him experience in poetry, one of them perrine (1963) states the poet, forms his/her own store of felt, observed or imagined experiences, selects, combines and reorganizes. however, there is still theory of translation literary text which proposes the literal technique is called word by word by lefevere, a. (1975) in translating poetry: seven strategies and a blueprint. in accordance with kolahi (2012) explained that the application of the technique had been successful in translating the textual level in the source text of literary text to some degree, but it failed at extra textual level. this is also found at other studies to render the literary text can destroy the aesthetic aspect in the source text (tisgam, 2014), this is shown as the finding in this study that the lyrics or stanzas were translated are lost in meaning and failed to delivered the messages of the source text. otherwise, there are the words or sentences at some lyrics or stanzas have textual aspect, they are not included the figurative meaning or imaginary aspect as shown at sample of data sp/l9, l10, l21, and l22. therefore, in some stanzas the literal translation can be accepted, because there is no need to intend the implicit message or imaginary thought of the poet in the line. the third technique was linguistic amplification. this technique was more often applied by translators 2, 3 and 9. the translator used his/her understanding or comprehension to translate the text, the difference this technique with other technique by using translator interpretation such as discursive creation or linguistic compression is the result of translation in target language still being connected by the source language or another words the message of the source language could have been transferred to target language and comprehensible for the reader. this technique is also found at yuliasri (2014) that showed the application of the technique was included at dominant technique to translate script of film harry potter and the sorcerer’s stone at (10,7%). the fourth technique was discursive creation 51 times (9,3%), this technique was employed mostly by translator 2 and 3.the application of this technique as shown at sample of data sp/ts2-l5 and l12.this technique applied temporary equivalence which is totally unpredictable out of context. sometimes, the translator does not pay attention to message and context of the source language at data sp/ts1-l1 and l2 (see appendix), the translator just poured out his/her understanding of poems at target language. this technique is also similar with other strategy what is called free translation or blank line and poetry into prose by lefevere (1975). it is also defined by delisle (1993) that it is included an operation in the cognitive process of translating by which a non-lexical equivalence is established, in world literature the ideas become cross-fertilized, the experience of others can be usefully employed to create benefit ideas to render the source text. this can be concluded that the 17 technique is applied if translator wants to pour out his/her ideas based on understanding or experience which is felt when translating the source text. the next technique was included less frequent used that is modulation 46 times at (8,4%). opposite at yuliasri (2014), this technique included at dominant technique to translate humor text at film harry potter. from this technique, the translators used variation of the form of the message, obtained by a change in the point of view (newmark, 1988; molina and albir, 2002). this technique is one of the way to translate the literary text is to transform the poem form into prose as proposed by lefevere’s strategy (1975). contrary, this technique also found at mughalih (2010) analysis of translation procedures the result showed that definition of modulation closed to compensation technique in molina and albir (2002) which used the variation in rendering word or ‘hanya angin, hanya senyap, hanya rusak’, then translated into english ‘only wanting, loneliness, separateness’. the word angin was translated into wanting, at this case application of this technique similarly with deciding stylistic effect or to find other word to deliver the message of the poem. whereas, the techniques category of the infrequent was used by translators, they are particularization 6 times or (1,1%) and description 5 times or (0,9%). application of these techniques is also found at other study (yuliasri, 2014 and nasution, 2017) which applied fewer times at translation of cultural text. application of the particularization technique is included infrequent at several translation’s work or product, because text of the source language especially in writing cultural aspect, the translator is more prefer to use rendering the text of the source language to actual meaning or other word which has equivalent word in target language, rather than using particular terms or précising meaning of word more specifically in delivering message from original text. 3.2.2. the students applied the techniques appropriately and inappropriately in this study the writer investigated appropriateness techniques were applied in translation of poem. applying technique of translation have to be considered to find solution for rendering the information, ideas or messages from the source language to target language as molina and albir (2002) states that to finding a suitable solution for a translation unit, needs to be materialized by using a particular technique. in translating a text or terms from english into indonesian, translators are expected to choose an equivalent of suitable word and easily comprehensible by reader or target reader, that is to say the target language reader (target reader)in this case is indonesian. so, the translator should choose an appropriate equivalent in indonesian in order the target reader receives the message that will conveying to the target language translator from the source language. according to machali (2009), the equivalent is a form of a demand "sameness" in the target language which seen from semantics terms equivalent to a form of the source language text. therefore, the technique of translation from the source language to the target language must look as natural as possible. it means the result of translation can deliver the message from the source language, so it is the same as the message could be felt either in the target language. the result showed that the highest values are proved that the application of translation techniques in rendering the poems is appropriate. moreover, this could be achieved when the translator has good background knowledge in cultural, linguistic and sensitivity of literary text. however, there are several lines could be hardly understood or failed to deliver the messages and ideas of the poem to the target language. it means the translators almost completely done to render the poem, this because the poem was been translated, is not too difficult to translated. in translation of figurative language which is usually found in poems, it is needed specific skill to render it into another language. and in this study there were 2 types of poem, 18 one of them needs capability of the translator to finish the work. there were few lines included the figurative meaning, such as at l2, l3, l4, l6, l7, l8 of first poem namely ballad, the stanzas consist four lines and repetitions of words, lines or stanzas. differently, at second poem has included free verse poem. at this poem the poet used the general term and word and less consist of figurative language. in the finding section, the category of appropriate technique that was used by the translators, they focused on transferring messages and ideas from the source text to the target text as close as possible they describe real situation in original text. the translators have tried rendering the original poems to its translation as good as they can render by choosing the appropriate expression in the target language. this is also found at mugalih (2010) in analyzing translation procedures in indonesianenglish poem. concisely, by seeing at poetic aspect in poem study should get attention in its translation into another language. at in this case, many of the results of their translation didn’t pay attention to the rhyme or sound of poetry as beautifulness as source of original text, and sometimes they change the them in the translation such as in rhyme, omits or adds some words (mugalih, 2010). but, the translators intended to render the text of poem as equivalent as possible in order to easy to comprehend to the reader in the target language. the experts explain about this case that the application of appropriate technique of translation or looking for equivalence translation, it consists of many countenances; for instance, it is an essential condition for translation, an obstruction to advancement in translation studies, or helpful category for analyzing translations. sometimes, it is ‘damaging’ (gentzler, 1993) or ‘irrelevant’ (snell-hornby, 1988). catford (1965) opines that the central problem of translation practice is that of finding the target language equivalents. a central task of translation theory is therefore that of defining the nature and conditions of translation equivalence. the translators, through using equivalence approaches, also endeavor to influence their readers by the ‘standard translation’. yet, the notion of equivalence creates several problems since we can interpret it in miscellaneous manners. both the words as well as context are considered in equivalence. in this connection, catford (1965) simply puts forward that translation is the “substitution or replacement of textual materials in one language by equivalent textual material in another language”. the writer sees that the most of translators do the rendering of the poems using a derivative content form, although some students still tried to keep source text form into target text, similarly finding found at mugalih (2010). the writer assumes this could be happened in their work of translation caused of application translation techniques were used change them from figurative and poetic aspect into free line poem in target language. nevertheless, this can be accepted because the translator intends to prefer in delivering meaning then recreate the other poem in target language. the writer also concludes that the appropriate technique can be applied in translating literary text especially poetry there are compensation, discursive creation, linguistic amplification, linguistic amplification, and adaptation, as stated by hurtado’s theory (2001). in this case of derivate form of the poem, the translators are focusing on the messages or the meaning of the original poem, this supported by eugene a. nida (1982) argues that form of original text is changed, as long as the change is preserved the message and the translation is faithful. as some cases of result at inappropriate technique were applied by translator, they were used to create their own interpretation without paying more attention to message and idea of the target (the case of translator 2 and 3). at this case, the translator only focused on creating another poem in indonesian language, they were not concerning on how the message of the poem could be felt either in target text. the other category of inappropriate technique can be identified on translation which had unrepresentative equivalent message when it translated into the target language, as but if i’m just a shadow to you, this line translated into 19 tapi, aku adalah bayanganmu at data st6/l13. clearly, the translation at indonesian language, the purpose and message were definitely different. and the poet’s feeling could not be felt when it was read in the target text. the result of inappropriate technique which is found in this study, it can be stretched the problem of determination in application certain technique. sometimes, a technique might appropriate in one expression but it becomes different comprehensible in another technique, such as application discursive creation in data st/l12 that i fly from man to man, this translated by same technique but the result might not same, st2/l12 saya mencoba mencari teman, this sample of using discursive creation applied appropriately. because of the idea or message of the source text is still felt in the target text. on the contrary, another sample of the data st6/l12 kalau aku berjalan tidak tahu arah, at this application technique the context and message was different from the source text. the application of inappropriate technique was happened also found at some studies by mugalih (2010) showed that the translators used the certain technique which is not included appropriate procedure or the technique was used could break the sense of the original poem. at other study by masroor (2016) showed that the translators used plenty of literal technique to translate the prose text in persian translation of harry potter. the application certain technique of course influences to the product of translation itself (molina and albir, 2002) as smaller unit to describe how the result of translation functions related to the corresponding units in the source text. therefore, consideration of applying one technique should be paid attention more to the translator, because, the use of particular technique in the translation clearly affects to the quality of the translation result itself (wenny, 2013). the other word, to determine the translator was used the right technique and acceptance in translating the source text, it is determined how the readers or reviewers understand the message and feeling of the poet could be delivered into target language. from the previous results the study describes that, the efforts of the translator was good enough to use particular technique or applied them appropriately for transferring idea of the poet to the readers. by comparing to previous studies (mugalih, 2010; wenny, 2013) there were consequently of application of inappropriate technique (at same case category) makes the result of translation (molina and albir, 2002) untranslatable at sense of poetical and ambiguity in the target text. therefore, the translation of poetical aspect should pay attention to essential of delivering message, feeling and idea which consist in poem. the other finding shows at this analysis that the translators faced difficulties in translating the source text which one the appropriate expression to use as representative the original text . so, the translators do not consider the original form of poetry, by using the contents of the poem or keeping rhyme as basis, they are free to determine the form of poetry translations that they want to make. the translators usually use this solution to resolve the problem in translating literary text especially in poetry. this is easier than using the mimetic form which retains the contents and aesthetics values of poetry. retaining the aesthetic values of poetry is so difficult in translating a poem, because indonesian language has very significant differences to the english. the translator should possess equal insights into which the text of the source language is translated from which the translation is to be made and the target language to which the translation is to be done. if the translator does not have command over both the languages and the words do not “obey is call” and lacks a “feel” of the language, his translation may not be put up to the mark. this study is implicated on necessary of literary studies, especially at comprehension on its translation. by knowing the implied message of the text, it can make learning of literature subject more interesting. writer suggests for further studies who conduct at same subject of this study, to do the research more intensively on poetry and figurative language 20 when they translated into another language, especially to find out the basic of method or technique used in translation studies. 4. conclusion and suggestion 4.1. conclusion based on the result and the discussion section, it can be concluded that there are two conclusions in this study. the conclusions of this study are: 1. the students applied 14 techniques of translation in rendering the poems by maya angelou. they were compensation, literal translation, modulation, discursive creation, linguistic amplification, linguistic compression, reduction, amplification, adaptation, borrowing, transposition, established equivalent, particularization, and description. 2. the students applied the technique mostly appropriately. most of their work had well comprehensible in transferring meaning and message of the poems. however, there some students were in trouble in determining the appropriate technique to recreate translated poem in target language. in other cases, the students were mostly successful in applying appropriate technique, but they were flub in recreating the poetical aspect in target language. 4.2. suggestion translation of literary text is more complex that other text. therefore, it needs more that general efforts to do it. the writer gives some suggestions as follows: 1. the students / translators in translation activity should pay attention to not only render the words but also the messages. moreover, the understanding of techniques application in translation activities is more than necessary and developing english skills, especially in translation in order to achieve the good translation. 2. the lecturers/teachers of language education study program it can be suggested to the lecturers that the translation theory and practice should be engaged together not only applying them at contextual text such as science, economic or social category, but also they are still being useful at literary text such as songs, poetries. 3. the further researchers the writer suggests continuing the research on translation analysis of students work at different cases such as investigating the translation of figurative speech or analyzing other poems by investigating the rhyme and rhythm in target language. references catford, j.c. 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(2014). translation techniques and equivalence in the indonesian translation of humor in harry potter and the sorcerer’s stone. journal translation. vol 5, (3) 45-46 journal of applied linguistics and literature, vol 4(2), 2019 146 joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7780 the effect of genre-based mentoring on linguistic feature quality of research article absracts by indonesian lecturers in social sciences and humanities dedi jasrial1; safnil arsyad2, arono3 universitas bengkulu1,2,3 corresponding author: dedi.jasrial@gmail.com abstract meta-discourse is one of the linguistic features that have gotten a considerable attention in writing a research article abstract recently. it is because the meta-discourse serves as a textual and interpersonal marker that can help readers to organize, classify, interpret, evaluate, and react to the contents of a propositions or meanings of sentences in the research article abstracts. however, indonesian authors still have a problem in the use of meta-discourse based on its function in writing a research article abstract that meets to reputable international journals. the purpose of this study is to help improve the linguistic feature quality of research article abstracts written by indonesian lecturers in social sciences and humanities in terms of the appropriate use of metadiscourse devices. this study used three stages of genre-based method following hyland (2003): modeling, joint construction, and independent construction to mentor 20 lecturers in improving their research article abstract quality in terms of the appropriate use of meta-discourse devices in the sentences. the meta-discourse devices in the lecturers’ research article abstracts was evaluated following the frameworks of meta-discourse based on its function as suggested by hyland (2005). the result revealed that there is an important improvement on the linguistic feature quality of indonesian lecturers’ research article abstracts in terms of the appropriate use of meta-discourse devices. it implies that genre-based mentoring method has been quite effective in helping indonesian lecturers in social sciences and humanities in writing their ra abstracts in using meta-discourse devices for a reputable international journal. keywords: research article abstract, linguistic feature, meta-discourse, genre based mentoring method http://dx.doi.org/10.33369/joall.v4i2.7780 mailto:dedi.jasrial@gmail.com the effect of genre-based mentoring on linguistic feature… 147 journal of applied linguistics and literature, vol 4(2), 2019 introduction it cannot be ignored that the existence of an abstract in a research article, an academic paper, a thesis, a dissertation, and other research report is currently important. as akbas (2012) states that abstract is important because the author briefly introduces what the author has done and found, and it is an important point to be known by readers in the same community. likewise, abstract serves as a promotion tool to attract and persuade the readers to read the entire article (arsyad, 2014; emilia, 2009; pho, 2008; hyland, 2000). therefore, research article abstract contains the important point of whole paper to help the readers understand simply the basic idea in a scientific work. regarding the importance of abstracts, authors need to know the proper ways to write a qualified research article abstract for international journals. one of those ways is by involving meta-discourse devices in writing a sentence in research abstract as a form of linguistic realization in academic writing. according to mirshamsi and allami (2013), metadiscourse is used to help the authors or speakers to interact with the readers or receivers of their texts. further, hyland (2005) suggests that authors should use the meta-discourse devices in academic writing as presented in the table below; table: 1 types of meta-discourse in academic texts (hyland, 2005, p. 49) category function examples from the corpora interactive meta-discourse transitions connection between steps in argument thus, although, and, however frame markers discourse acts, sequences or stages the purpose of the study endophoric markers information on other parts the text the first chapter evidential information from other texts x’s (1980) observation about code glosses additional information such as, including, e.g. interactional meta-discourse hedges subjectivity of a position possible, may, seem boosters expressing certainty clear, somewhat, suggest attitude markers writer’s attitude to proposition appropriate, bets, surprisingly self-mentions author’s (s) presence i engagement markers building relationship with reader note that dedi jasrial; safnil arsyad; arono journal of applied linguistics and literature, vol 4(2), 2019 148 as shown in table 1, the meta-discourse consists of two types, such as interactive and interactional meta-discourse. both of them have different function. as keshavarz and kheirieh (2011) mention that interactive metadiscourse refers to “elements that are used to help the writer organize the discourse and arguments in a way that they convey the writer’s intended meaning”, while interactional meta-discourse refers to “the writer's feelings, attitudes and degree of commitment toward the text” (p. 6). therefore, the aim of meta-discourse devices used by the authors in academic writing is to adjust the level of personality in their texts, and to offer a representation of themselves and their arguments. it will help the readers easier understand, comprehend, organize, interpret, and evaluate the information that presented in the text, including the research article abstract. meta-discourse is part of discourse structure that has a function to add the quality of research article beside the rhetorical structure (i.e. communicative unit of moves). the authors should make meta-discourse appropriately when they write each section of research article (abstract, introduction, method, results and discussion, and conclusion), so that their research article quality meets to discourse structure of international journals. however, adnan’s (2009) study found that one of indonesian authors’ problems in writing research article for international journal was structure transfer (discourse) in second language acquisition. in regarding to metadiscourse, azizah and budiman (2017) state that indonesian graduate students still have a problem to make hedges in writing a research article; they are still confused how to use it appropriately. whereas, the other problem faced by indonesian authors is the journals’ high standard in terms of language and content including of the research article abstract (arsyad & adila, 2017). thus, those findings and statements imply that the indonesian problems in writing a research article are in terms of content, and language (i.e. discourse structure). consequently, journal editors often rejected indonesian’s manuscripts. in the field of social sciences and humanities, renandya (2014) reports that relc journal’s rejection rate is over 90%, eltwo has a rejection rate of 50-60%, and so does other journals in the language education fields such as elt journal, applied linguistics and tesol quarterly. renandya further explains that the reasons of rejection from the journals’ editors are vary, such as poorly writing quality, language errors, scope, and aims of the journals do not match, and do not follow the submission’s guidelines. similarly, ehara and takahashi (2007) also state that the important cause of manuscript rejection is language barrier, but it is not the sole factor. meanwhile for indonesian authors’ problem, adnan (2009) explains that the ultimate reason of rejection is the inability of indonesian authors followed the discourse structure of international journals to express their ideas in writing the the effect of genre-based mentoring on linguistic feature… 149 journal of applied linguistics and literature, vol 4(2), 2019 research article. the discourse structure in this case means that the manuscripts rejection caused by the inappropriate use of meta-discourse devices in the research article abstract. the problems faced by indonesian lecturers in social sciences and humanities in writing a research article abstract in terms of meta-discourse usage can be solved using genre-based mentoring method (gbmm) which developed from teaching and learning stage of genre theory that called as genre-based approach (gba). it is because gba is an approach to teaching writing that has directions for the learners (martin, 1993 as cited in elashri, 2013).meanwhile, the direction in the gbmm was done collaboratively among the participants, mentor, and instructor in writing process (i.e. choosing the appropriate meta-discourse devices for each sentence in research article abstracts). the collaboration was done in three main stages by following hyland (2003, p. 21); namely (1) modeling, (2) joint construction, and (3) independent construction. therefore, the use of gbmm for this study aimed to help improve the linguistic quality of research article abstracts written by indonesian lecturers in social sciences and humanities before submitting their research article manuscripts to reputable international journals. several researchers had done studies about meta-discourse analysis in research article abstracts, such as (liu & huang, 2017; wang & zhang, 2016; mocanu, 2015). these studies examined the meta-discourse in different disciplines. the findings show that there was a different use of metadiscourse devices in research article abstracts in different disciplines. the dominant of meta-discourse devices among disciplines was hedges. it means that each journal in different disciplines has different characteristic in using meta-discourse. then, nagao (2018), burgos (2017), elashri (2013), and batubara (2013) did the studies about genre-based approach. those studies found that gba could improve students’ writing ability in different genres (i.e., descriptive text, argumentative and expository essay), attitude, and performance. the previous studies above had found that the ideal of meta-discourse devices for research article abstract that had published in reputable international journals, and the use of gba for teaching writing in terms of text types in english. however, there is no study as far as those authorsare concerned on improving the linguistic feature quality in terms of the appropriate use of meta-discourse in indonesian lecturers’ research article drafts for international journals by using genre-based mentoring method. this is the rationale for this study; that is toprove or disprove the effectiveness of genre-based mentoring on linguistic quality of research dedi jasrial; safnil arsyad; arono journal of applied linguistics and literature, vol 4(2), 2019 150 article abstracts by indonesian lecturers in social sciences and humanities. to address the issue, the research question of this study was; a. how can genre-based mentoring method help improve the linguistic features quality of ra abstract in terms of the appropriate metadiscourse use written by indonesian university lecturers in social sciences and humanities in bengkulu? method research design and research participants the design of this study was a descriptive qualitative and quantitative method that called as a mix method. gay, mills, and airasian (2011) state that mixed method designs is the combination between quantitative and qualitative approaches and the data of the study must be in form of quantitative and qualitative. the distribution of participants in this study is presented in this table below: table: 2 distributions of research participants no universities codes number of participants percentage 1 university of prof. hazairin, s.h uh 2 10% 2 muhammadiyah university of bengkulu mub 3 15% 3 dehasen university of bengkulu dub 4 20% 4 state islamic institute of bengkulu siib 1 5% 5 university of bengkulu ub 11 55% total 20 100% as shown in table 2, the participants of this study were chosen purposefully and the number of research participants among different universities and institute is not equal; this is because there was a difference in term of the number of lecturers in each university and institute who have written an ra draft. instruments the instrument of this study was observation sheet developed from the meta-discourse’ frameworks of hyland (2005). the observation sheet used as a tool to identify sentences, words, and phrases that indicated as a metadiscourse device in the research article abstracts of the participants, and comments about the inappropriate meta-discourse usage in the sentences. then, the number of possible meta-discourse based on its category was displayed in table. the last, all data analysis results was calculated. the effect of genre-based mentoring on linguistic feature… 151 journal of applied linguistics and literature, vol 4(2), 2019 genre-based mentoring method procedures this study applied genre-based mentoring method by following the model of teaching learning stage from hyland (2003, p. 21). this model was chosen because it was simpler and one of the most recent models compared to other modelsas suggested by feez and joyce (2002), and rhothery and stenglin (1994, as cited in dirgeyasa, 2016). the hyland’s model is presented below: figure 1. model of the teaching and learning cycle (hyland, 2003, p. 21) as shown in fig. 1, hyland’s model has three stages in implementing the genre-based approach in the teaching of writing; (1)modeling and deconstructing a model of text, (2) joint construction, and (3) independent construction. each stage consisted of one workshop, so that there were three workshops done in implementing the genre-based mentoring method. the detail explanation of each stage in implementing genre-based mentoring in the workshop is as follow. modeling the researcher held this stage in the first workshop. the activities in modeling stage are the students and teachers analyze and discuss the structure, context, and language in the text of a genre (hyland, 2003). the aims of analysis process in the modeling process is to know the nature of text’s features (i.e , linguistic features, text structure, and communicative purpose of text (dirgeyasa, 2016). in addition, the building the context of text was also carried out before doing the analysis process. it was done by an instructor who an expert in academic writing in presentation activity. the instructor built the knowledge of participants in terms of linguistic features (i.e meta-discourse devices) of a research abstract based on standard international journal. dedi jasrial; safnil arsyad; arono journal of applied linguistics and literature, vol 4(2), 2019 152 in building the knowledge, the expert shared his experiences, knowledge, and showing a sample of good research article abstract, that had published in an international journal to the participants. the second activity in the modeling stage was the instructor asked the participants to submit their research article abstract. these drafts become the first draft of the study. then, the instructor analyzed the drafts by seeing the appropriate use of meta-discourse. the analysis results of the drafts contained comments about the participants’ drafts. after that, the participants and the researcher together discussed the comments, for examples; inappropriate metadiscourse devices in a sentence. the researcher and participants did the discussion via face-to-face mode at university of bengkulu in a workshop. joint construction this stage was held in the second workshop. this workshop produced the second draft. rivera (2012) states that the teacher’s role in the joint construction stage is to guide students to create a new text that matches with the target genre. therefore, in genre-based mentoring method, there was also collaboration between the researcher and the participants in this stage. the aim of collaboration is to give the supports for the participants in using linguistic resources and writing skill (ong, 2016). the linguistic resources refer to meta-discourse, while research article abstract refers to writing ability. the researcher, instructor and the participants worked together in revising or rewriting a sample of research article draft using the knowledge and experience that the participants obtained from the first stage. for example, the researcher and the participant chose the some appropriate meta-discourse features in a sentence. independent construction this stage was held in the third workshop. this workshop produced the third draft. according to nagao (2018), the independent construction stage is a process of constructing a text that done by students independently with use all the knowledge that they have obtained in the previous stage. in this stage, the participants started to reconstruct their own research article abstract drafts independently. the participants used all the knowledge that they had obtained before in the first stage and the result of construction of research article abstract in the second stage. the participants edited or rewrote their own research article abstract drafts. in addition, in genre-based mentoring method, there was still a little discussion done between the researcher and the participants in this stage who still need a help in reconstruction their own drafts, but the researcher’s role in this stage was not as active as in the first and the second stage. the effect of genre-based mentoring on linguistic feature… 153 journal of applied linguistics and literature, vol 4(2), 2019 data analysis this study used genre-based discourse analysis or communicative purpose analysis (cpa) to analyze the drafts of the workshopparticipants. the ways of identifying the communicative purpose and discourse clues in the research article abstract drafts that categorized as meta-discourse devices following the steps from arsyad (2014). first, the researcher read carefully the entire article to understand the research project. second, researcher read the abstract drafts of the research to get a better understanding. third, the abstract drafts of the research article read again to identify the possible meta-discourse in each sentence. fourth, the possible meta-discourse devices in each sentence of research article abstracts were coded based on meta-discourse category. finally, the possible meta-discourse devices cited into observation sheet based on meta-discourse category to calculate all the data analysis result. then, data analysis results were calculated and displayed in a table. to avoid the subjectivity of the analysis from the researcher, an independent rater was involved in this study as a co-rater. the co-rater was an alumnus of postgraduate program of english language education of university of bengkulu and an english teacher at a vocational school in bengkulu. the researcher trained her intensively before analyzing the drafts to get better understanding on meta-discourse. after that, she had two months to analyze 60 ra abstracts from the corpus of the study. the result of inter-rater correlation agreement was 88.89% or 0.88. this result was in an excellent category agreement (brown, 1996 as cited in kanoksilapatham, 2005). the difference occurred in identifying and coding boosters, attitude markers, and transitions. after a few discussions between the researcher and the co-rater, full agreement was finally achieved. research article abstracts evaluation lecturers’ ra abstracts were evaluated following the meta-discourse frameworks suggested by hyland (2005). the frameworks used as guidelines to evaluate the meta-discourse quality of the lecturers’ ra abstract drafts, because it is an ideal framework for standard international journal. it was used as a guideline to examine and evaluate the linguistic features (i.e. the appropriate use of meta-discourse device) of the lecturers’ ra abstracts as the participants of this study from the first, second, and third drafts. the ra abstract drafts that have more appropriate meta-discourse devices based on the frameworks were the better ra abstracts. to know the improvement, the researcher compared the number of appropriate item of the meta-discourse device in the ra abstract drafts from draft 1 to draft 3. dedi jasrial; safnil arsyad; arono journal of applied linguistics and literature, vol 4(2), 2019 154 findings the data analysis results after applying genre-based mentoring method show that there is an important improvement on linguistic features quality of ra abstracts written by lecturers in social sciences and humanities in bengkulu from draft 1, 2, and 3 in terms of the appropriate use of metadiscourse. in this study, there were two categories of meta-discourse used by the lecturers in their ra abstracts, namely interactive and interactional metadiscourse. the frequency of meta-discourse devices in the lecturers’ ra abstract drafts from draft 1 to draft 3 is presented in the following table. table: 3. the distribution of meta-discourse in the lecturers’ ra abstracts meta-discourse category draft 1 draft 2 draft 3 interactive metadiscourse interactional metadiscourse transition 87 89 110 frame markers 19 32 37 evidentials 4 4 5 code glosses 28 32 34 hedges 19 27 32 boosters 27 35 35 attitude markers 8 11 15 self-mentions 2 0 0 engagement markers 2 2 2 as shown in table 3, the interactive meta-discourse is used in four categories, namely transitions, frame markers, evidential, and code glosses. meanwhile, interactional meta-discourse also found in five categories, namely hedges, boosters, attitude markers, self-mention, and engagement markers. the frequency of interactive meta-discourse devices had increased in four categories of lecturers’ ra abstract drafts. for examples, the appearance frequency of transitions had increased from 87 items in draft 1 to 110 items in draft 3, frame markers had increased from 19 items to 37 items in draft 3, evidential had increased from 4 items to 5 items in draft 3, and code glosses had increased from 28 items in draft 1 to 34 items in draft 3. in addition, the frequency of interactional meta-discourse devices had increased in four categories and reduced in one category. for examples, the appearance frequency of hedges had increased from 19 items in draft 1 to 32 items in draft 3, boosters had increased from 27 items in draft 1 to 35 items in draft 3, attitude markers had increased from 8 items in draft 1 to 15 items in draft 3, engagement markers had increased from 2 items in draft 1 to 3 items in draft 3, and self-mentions had reduced from 2 items in draft 1 to 0 item in draft 3. the effect of genre-based mentoring on linguistic feature… 155 journal of applied linguistics and literature, vol 4(2), 2019 extract 1 however, the symbols of the islamophia…, because it has labeled islam as a terrorist religion.(transition-dub-sri and vet). as can be seen in extract 1, the writers used transition devices in writing their sentences, for examples; however and because. the function of the transition devices is to connect between the steps in authors’ argument and to make the background of their ra abstracts more argumentative. extract 2 the purpose of this paper is to describe influence of guided imagery techniques … (frame marker-move-2-ub-way and ish). as shown in extract 2, the writers used a frame marker device to state the research’ purpose, such as “the purpose of this paper”. the function of this frame marker device in the example above is as a discourse act to address the purpose of the writer did the study. extract 3 relaxation techniques such as guided imagery have been used to treat a variety of student anxiety … (code glosses-ub-way and ish). the example in extract 3 above shows that the writers used a code glosses device to provide additional information about the relaxation techniques (i.e. such as). the function of the code glosses device in the example above is as additional information to support the main idea of the sentence. extract 4 following the model suggested byloan and pramoolsook (2015) … (evidentials-move-3-ub-was, saf and al). as can be seen in extract 4, the writers used an evidential device (i.e. loan and pramoolsook (2015)) to address the theory that they used as a methodology of their study. it aims to inform readers about the reference that they cited from other texts. extract 5 a. ... thismay be problematic for university students or new writers especially when writing in a language ... (hedges-mub-rin, saf, and way). b. …the symbols of islam used by a community on certain activities can build a negative stereotype …(hedges-dub-sri and vet). as can be seen in extract 5 (a and b), the writers had used hedges devices in writing the sentence, such as, may and can. word “may” in extract 9a is to state position of writers’ claim about the problems faced by dedi jasrial; safnil arsyad; arono journal of applied linguistics and literature, vol 4(2), 2019 156 university students. in extract 9b, the writers used word “can” to state their claim about the symbols of islam that build a negative stereotype in certain community. the use of hedges devices in the examples above had shown subjectivity from the writers in writing their ra abstract draft so that the positive communication through a text between writers and readers can be achieved. in addition, authors can avoid objections about the writers’ claims from other parties. extract 6 the results show that two authorial stances: neutral and positive stances...(boosters-ub-suc, saf and aro). as can be seen in extract 6, the writers had used a booster device in writing their sentences to state the result of their study in the research article abstract. word “show” is to state the writer’s certainty expression about their research results. this example shows that the use of booster in writing the ra abstract is to express the writers’ certainty or to emphasize a point that they believed. extract 7 the discussion section is considered the most important section of a thesis but also the most difficult to write especially by university students (attitude markers-move-1-bu-was, saf, and al). as can be seen in extract 7, the writers used an attitude marker in writing the sentences to introduce the background of their study, such as “the most important, and the most difficult”. the term of “the most important” is to express the writers’ attitude about the position of discussion section in a theses and the term of “the most difficult” is to express that the discussion section is not easy to be written. the use of attitude markers in writing ra abstract can be form of adjective and they inevitably indicate the writers’ attitude to what they write or say. extract 8 grammar is one of the language knowledge that must be mastered by english students. (engagement markers-ub-wis, em, and ilz.). the example in extract 8 above shows that the writers used an engagement marker in form of modality “must” to state their claim. it aims to inform readers about the importance of mastering english grammar for english students. it can also build a relationship between writers and readers through a text. discussion as described in the previous section, the lecturers used appropriate metadiscourse devices in writing their ra abstracts. the appearance frequency of the effect of genre-based mentoring on linguistic feature… 157 journal of applied linguistics and literature, vol 4(2), 2019 meta-discourse devices in the lecturers’ ra abstract had improved from draft 1, 2 and 3. it implies that the lecturers might have understood the function of meta-discourse in writing ra abstracts or in academic text. hyland (2005) states that meta-discourse is linguistics features in communication not only to show the writers’ position, such as attitude, personalities, and assumptions to the reader but also provide coherent and related ideas from one to another. the use of meta-discourse features will also create communication between the writers and the readers the lecturers had used interactive meta-discourse, such as transition, frame markers, evidential, and code glosses. arsyad and arono (2018) mention that the use of transition and frame marker markers will create text to be more cohesive. meanwhile, evidentials and code glosses feature will help readers to get detail information in text. in addition, the lecturers also involved the interactional meta-discourse devices in writing the ra abstracts, such as hedges, attitudinal markers, boosters, engagement markers. zhang et al (2012) mentions that the interactional meta-discourse (i.e., hedges and attitudinal markers) must be frequently used by author because these markers are evaluative and subjective from the author such as in supporting the choice of research topics, research methods, results or findings and conclusions to convince readers that research is important, interesting, valid, and reliable. it implies that the use of meta-discourse in ra abstract can improve the rhetorical quality of writers’ ra abstract. the results of this study in terms of meta-discourse usage in ra abstracts were in line with the results of study from wang and zhang (2016). wang and zhang also found that the frequency usage of interactive metadiscourse in two disciplines of academic article journals (i.e. mathematical and linguistics) was more frequently found in both ra journals than interactional meta-discourse. based on the study from the researcher and zhang and wang (2016), they found six features that the most dominant exist in meta-discourse. the most dominant features exist in interactive meta-discourse are transitions, frame markers, and code glosses. meanwhile, the most dominant features exist in interactional meta-discourse are hedges, boosters, and attitude markers. these findings imply that those features are the most important to be included more frequently in writing the research article abstracts and the lecturers’ ra abstracts have been the same as international journal standard. thus, these evidences and explanation of findings of this study indicate that the ra abstract drafts of the lecturers have become better in terms of linguistic features quality style. the function of meta-discourse is to create a coherent and cohesive text. each linguistics feature has its own function that contributes to make a genre to be more communicative dedi jasrial; safnil arsyad; arono journal of applied linguistics and literature, vol 4(2), 2019 158 the improvement of the ra abstracts quality of the lecturers in terms of the meta-discourse usage also show that genre-based mentoring is an effective method in teaching and learning writing for indonesian lecturers before submitting to international journals. the effectiveness of this method is because it has three stages of writing process cycle that developed from genre-based approach. these stages were able to improve the lecturers’ knowledge on choosing the appropriate use and the importance of metadiscourse as a linguistic realization in writing a ra abstracts for reputable in international journals, especially, in modeling and joint construction stage. in addition, dirgeyasa (2016) claims that “genre as an approach to teaching and learning writing is a matter of mixed approach between process and product approach” (p. 50). the genre as a process refers to the steps that followed by students and teachers in the process of writing a text, while genre as a product refers to the distinctive features of writing in terms of organization, linguistic features, writing style, rhetorical structure, and communicative purpose. the collaboration between process and product in genre-based approach aims to enable students write a better genre in academic writing based on its purpose. moreover, widodo (2006) states that genre-based approach educates students to use better language patterns so that the students can produce a coherent text. thus, in the genre-based mentoring method there were processes carried out by the researcher and participants in writing a research article abstracts in terms of the appropriate use of meta-discourse. the processes in the genre-based mentoring method were; 1) the participants and researcher together analyzed the use of metadiscourse device in each sentence of the research article abstract, and discuss the results of analysis in the modeling stage. 2) the participants and the researcher worked together choosing the appropriate meta-discourse device for each sentences in research article abstracts in the joint construction stage. 3) the participants revised their own ra abstract drafts in groups or individually. as a result, better research article abstract drafts was produced based on linguistic feature quality of reputable international journals after applying the genre-based mentoring method. the findings of this study were in line with those of nagao (2018), burgos (2017), elashri (2013), and batubara (2013) who found that genrebased approach was effective to improve the students’ writing ability. first, nagao’s (2018) findings show that gba could improve students’ awareness of generic structure and interpersonal meaning in writing argumentative essays. second, burgos (2017) found that gba could help students to understand the moves and linguistics features of expository essay. third, the study from elashri (2013) revealed that students’ writing ability and their positive writing attitude improved after applying gba. the last, batubara (2013) found that that gba was able to improve students’ ability in writing a the effect of genre-based mentoring on linguistic feature… 159 journal of applied linguistics and literature, vol 4(2), 2019 narrative text viewed from students’ ability in producing a narrative text based on its structure and language. the findings of this study and the previous studies, it indicates that the genre-based mentoring method supports the effectiveness of the genrebased approach for teaching writing. it is not only for efl students who learn writing of a model of genre (i.e. text types and essays) but also for lecturers who learn writing the genre of ra for reputable international journals. conclusion as described in the previous section, it can be concluded that linguistic features quality of the lecturers’ ra abstracts in social sciences and humanities had improved from draft 1, 2, and 3. the improvement of linguistic feature quality of the lecturers’ ra abstracts was viewed from the frequency the appropriate use of meta-discourse from draft 1, 2, and 3. it implies that genre-based mentoring method has been quite effective in helping indonesian university lecturers in social sciences and humanities in bengkulu in writing the ra abstracts based on international journal linguistic feature before submitting their manuscripts to a reputable international journal. references adnan, z. 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(2012). moves and linguistic realizations: english research article abstracts by vietnamese agricultural researchers. the asian esp journal, 8(3), 126-149. journal of applied linguistics and literature, vol 5(1), 2020 71 joall (journal of applied linguistics and literature) vol. 5 no. 1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.8920 cursing, sexual harassment, profanity, obscenity and epithet in dallas buyers club movie imelda woa wene1; ouda teda ena2 sanata dharma university1,2 corresponding email: imeldawene@gmail.com abstract taboo words are words that are strictly prohibited to be used due to the fact that they may cause misunderstanding or conflict and are not appropriate. therefore, it is important to understand taboo words in order to avoid using inappropriate words.this studyexamines the use of taboo words by the characters in dallas buyers club movie. it focuses on the types of taboo words and reasons that influence the characters to use taboo words in the movie. this study used content analysis method as the research method. the sources of data were the movie and its transcription. the researchers obtained the data from the characters‘ utterances. this study finds there are five types of taboo words, namely cursing, profanity, obscenity, epithet and sexual harassment. cursing is the most frequently taboo word used by the characters in the movie. the researchers also find that he reasons for using the taboo words are humor, psychological condition, ethnic group identity and social class. psychological condition is the dominant reason for the characters‘ use of taboo words. the result of this study provides an in-depth understanding of the usage of english taboo words in movies that might influence young english learners. keywords: characters, dallas buyers club, taboo words, utterances introduction language has dynamic characteristics. it means that it changes over time. in modern era, the norm of using language is changing. the words that are considered as taboos in the old times are now considered to be common words. the use of taboo words nowadays is intense. people from different social status and ages may use taboo words during the conversations. from generation to generation, taboo words are strictly prohibited to be used in society since it may cause misunderstanding or conflict. radclifee http://dx.doi.org/10.33369/joall.v5i1.8920 imelda woa wene, ouda teda ena 72 journal of applied linguistics and literature, vol 5(1), 2020 and brown (in allan & burridge, 2006) state that taboo words mean simply ‗to forbid‘, ‗forbidden‘, and can be applied to any short of prohibition. yule(2014) states taboo words are defined as words and phrases that are inappropriate for use in social communities, that is, words that are considered sacred, prohibited, or just inappropriate. klerk (1992) enriches the definition of taboo words in the following way: ―... tabooed words generally being culture-specific and relating to bodily functions or aspects of a culture that are sacred. such words are avoided, considered inappropriate, and loaded with affective meaning‖ (p.277). furthermore, olsen (2018)accounts taboo words are prohibited or strongly discouraged from using them in connection with social relations. the use of taboo words is subject to sanctions and is limited to institutional and individual levels assuming that some harm will occur if the taboo word is pronounced (jay, 2009b). many words and expressions are viewed as ‗taboo‘, such as those used to describe sex, our bodies and their functions, religion matters and those used to insult other people.this is in line with crystal‘s opinion (in purba, 1998)that taboo word or linguistic taboo is any words that are generally related to sexual organs, the supernatural, excretion, religion matters, and death, but quite often they extend to other aspects of domestic and social life.jay (2009)mentions that there are hundreds of taboo words and phrases. knowing this fact, it is very necessary for language users to know the types of taboo words in order to have a deep understanding before using them in communication. ningjue (2010)formulates five types of taboo words, namely, cursing, profanity, obscenity, epithets, and sexual harassment. cursing, according to jay (1992)in his book cursing in america: ―the intent of cursing is to invoke harm on another person through the use of certain words or phrases‖ (p.2). ningjue (2010)supports jay‘s idea by stating: ―cursing is throwing negative hurtful damning words at somebody‖. when cursing, both the speaker and the listener understand what is going on. the speaker knows that the taboo words are expressed and the listener knows that the target of the taboo words is himself. examples of cursing are fuck, damn, eat shit and die, and i hope you break your neck. profanity is a religious term that usually leads to irrelevant words related to the use of the name of god or deity and other religious terms. according to battistella (2005), profanity involves the rough use of what is considered sacred. ―the range of it is wide, from a mild hell or damn to a more emphatic goddamn‖ (ningjue, 2010, p.6). moreover, jay (1992) describes:―an example of profanity would be a word or phrase which seeks not to denigrate god, religion or holly affairs but would be based more on ignorance of or indifference to these matters‖ (p.3). the common profanity cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 73 expression employing religious terminology are jesus fucking christ, hell you, goddamn, and holly shit. obscenity, according to battistella (2005), is words and phrases that characterize gender anatomical differences or sexual function and excretion in a crude way. jay(1992)argues obscene words are considered to be the most offensive and are rarely, if ever, used in public media. those words are motherfucker, cocksucker, fuck, shit, tits, or cunts. epithets are harsh words that refer to one's appearance, disabilities, and other characteristics that are considered lacking.‖epithets are various types of slurs, such as wop, raghead, bitch, or fag. usually these refer to race, ethnicity, gender, or sexuality, but they may also refer to appearance, disabilities, or other characteristics (as for example with the epithets midget, gimp, and retard)‖ (battistella, 2005, p.72). the use of epithet is usually driven by frustration and anger directed at people and other objects. jay (2009)also shares the same idea by stating: ―epithets are offensive emotional outbursts of single words or phrases used to express the speaker‘s frustration, anger, or surprise (holy shit! fuckme!)‖ (p.155). sexual harassment is distinguished verbally and physically. this type of taboo word has a great negative effect on the victim.jay (2009) explains: ―verbal sexual harassment amounts to unwanted jokes of a sexual nature; references to a person‘s sexual behavior, body, or clothing; or pervasive offensive sexual comments. the mere utterance of an offensive word does not meet the conditions of sexual harassment, nor is speech that is not severe or pervasive enough to create an objectively hostile or abusive work environment—one that a reasonable person would find hostile or abusive‖ (p.82). in addition, jay (1996a) also states that sexual harassment also relates to references that demean someone based on gender. examples of sexual harassment arekiss myass, fuck meanda dumb ass woman. these words are inappropriate to use in social interaction. although taboo words are considered taboo in society, using taboo words is also needed in some contexts. olsen (2018) argues the use of taboo words, or swearing, can be considered a necessity in language, especially when studying it from a sociolinguistic perspective. this shows that besides having negative sides taboo words also have a positive side. there are many reasons that encourage people to use taboo words, and one of them is to express their feelings. ―people, as a kind of emotional animal have a desire to express their feelings, relieve their negative stress, and establish their identities and status through their speeches‖ (jay, 1999,p.84). he argues that the use of taboo words can help them achieve this goal effectivelysince language is a tool used by everyone. in this study, the researchers list the reasons for using taboo words. the first reason is humor. although it is considered taboo and not polite, the jokes about sex are very popular among imelda woa wene, ouda teda ena 74 journal of applied linguistics and literature, vol 5(1), 2020 males and females on the internet (ningjue, 2010). mentioning something that is usually prohibited can reach a humorous effect. according to jay (1999) the usage of taboo language could be positive when it occurs in circumstances like joking and sexual enticement. the second reason is psychological condition. psychological condition is the most influential factor in using taboo words. jay (1999) in his book why we curse: a neuro-psycho-social theory of speech explains: ―the aggressive person learns aggressive curse words and uses them to express his/her aggression towards others; he/she perceives others on the basis how others use aggressive language. the sexually anxious person uses sexual terminology in a manner that exposes his/her underlying anxiety through hesitation, word choice, and avoidance. the sexually anxious person experiences and interprets sexuality of the self and others through a forbidden language of sexuality‖ (p.87). furthermore, crystal (in jay, 1999), asserts that there are many daily examples of taboo words, usually profanities or obscenities, which express emotions such as hatred, antagonism, frustration, and surprise. by stating the statement, the two experts indicated that using taboo language by saying forbidden words, negative emotions such as anger, dissatisfaction, depression, can be very relieved. in this context, we can see that the use of taboo words can be both positive and negative. next is ethnic group identity. it is common knowledge that language is used in the construction of ethnic identity. the terms "ethnicity" and "ethnic identity" consist of characteristics that we consider important when defining who we are and others, both as individuals and as part of a larger group. in the united states, there are two dominant ethnicities namely black and white english. milroy (in macaulay, 2005) points out that race and ethnicity are prominent in american ideology. africans stand out in their language called black english which is different from standard english. thomas and wareing (2004) state that european and african ethnicities differ from each other not only in terms of where they come from, religious beliefs, cultural practices, and the language people speak, but also in terms of their racial characteristics. according to trudgill (2000) the relationship between language and ethnic groups may be a simple relationship of habits, reinforced by social barriers between groups. the last reason for using taboo words is social class. different social groups use different language varieties, and as experienced members of a speech community we must learn to classify speakers accordingly (trudgill, 2000). people who come from upper class are considered polite in using language. in contrast, those who are from lower class or working class tend to use offensive or bad language in their daily interaction. lower class people usually use emotions to speak rather than think. this is due to the cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 75 difference in their social groups where he lower class or working class consists of uneducated people. gray (in aditia, 2011) has the same perspective by stating that it might be fair to say that many speakers of swear words come from anarchist or lower class backgrounds, and that they swear primarily as a way to distance themselves from mainstream society and strengthen their position as members of certain social groups. those reasons above do have an impact on why people use taboo words in their social interactions. the use of taboo words is increasing day by day. this situation is caused by the use of taboo words on american movies. today, american movies dominate the cinemas throughout the world. people who are from different ages are interested in watching american movies, hence it makes them easy in knowing, learning, and even applying taboo words that they learn from the movies in their social interactions. claire (1998) states that there is a system for rating american movies. the ratings do not say how good the movies are. they tell how much sex, nudity, violence and vulgar language are in them. in movie, taboo words always bring out social culture, education, and someone‘s identity. taboo words in movie plot are representations of real life. the young english learners might be exposed to taboo words from movies. those who like to watch american movies might be exposed to taboo words from the movies. taboo words have been the focus of research a long time ago (jay, 1992; klerk, 1992; davis, 1989;trudgill, 1972). other researchers examine the use of taboo words by gender (hashamdar & rafi, 2018; gao, 2008). hashamdar and rafi (2018) investigate the relationship between social identity and taboo words used by men and women to express their anger. they also focus their research on the relationship between the using of taboo words in male and female participants who had a college degree and those who did not. meanwhile, gao (2008) examines the use of taboo language in the conversations of female, male and mixed gender in several episodes of the american tv series sex and the city. further, gao analyzes the differences and the similarities of using taboo language in male and female speech in terms of gender differences, and conversational strategies in general.unlike these two studies, this study aims to examine the taboo words used by the characters in dallas buyers club movie. this study wants to see the use of the taboo words by the characters. moreover, this study uses dallas buyers club as the subject of this study because this movie was a hollywood box office movie in 2013. the movie also won three awards at the 2014 academy awards. the movie received a lot of attention of many people around the world. there are many taboo words found in this movie that might influence the audiences. for these reasons, this study uses this movie as the subject of the study. imelda woa wene, ouda teda ena 76 journal of applied linguistics and literature, vol 5(1), 2020 although the taboo words have long been the topic of research, it is still considered unsuitable for the research material especially in the world of education. since the topic of taboo word is still considered as a taboo to be examined, a research on taboo words is very necessary in order to give a deeper understanding of the taboo word itself. it is important to inform everyone who always uses the taboo words in daily communication without knowing what taboo words are. this paper aims to examine taboo words used by the characters in dallas buyers club movie based on the following formulated questions: 1) what are the types of taboo words found in dallas buyers club movie?; 2) what are the reasons for the characters to use taboo words in dallas buyers club movie? through this study, the speaker and listener‘s attitudes to the use of taboo words can be seen so that the understanding of the use of the taboo words becomes deeper. methods sample this study used content analysis method as the research method.research that uses qualitative content analysis focuses on the characteristics of language as communication by paying attention to the content or contextual meaning of the text (hsieh & shannon, 2005; tesch, 1990).this study focused on the taboo words of four main characters in dallas buyers club movie. the four characters were ron woodroof, rayon, eve saks, and tucker. the research data were the movie and its script which was downloaded from https://thescriptsavant.com/pdf/dallasbuyersclub.pdf. the researchers obtained the data from the characters‘ utterances. furthermore, theory of taboo words by ningjue (2010)was used in this study to analyze the data. instruments in this study, the researchers were the main instrument who obtained, interpreted, and analyzed the data. peredaryenko and krauss (2013) mentions that the researcher acts as main instruments in qualitative research. according to turato (in pezalla, pettigrew, & miller-day, 2012), ―researchers use their sensory organs to grasp the study objects, mirroring them in their consciousness, where they then are converted into phenomenological representations to be interpreted‖ (p.167). moreover, the secondary instrument was data sheet. it was used to classify the data. the data sheet was provided in the form of a table to present the two objectives that were the focus of the study, namely, the types of taboo words and the reasons for using taboo words. https://thescriptsavant.com/pdf/dallasbuyersclub.pdf cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 77 data analysis procedures there were several steps followed by the researchers in this study. first of all, the researchers categorized the collected data into categorization system. next, putting the selected utterances that contain taboo words into the table as raw data. after finishing the classification, the researchers analyzed the data to desribe the types of taboo words and the reasons for using taboo words in the dialogues. in addition, the researchers also employed quantitative methods in the analysis because it involved the number to obtain percentage of each phenomenon in the table. the fixed percentages then were used to support data interpretation. after that, the researchers confirmed the findings with the theory used in the analysis. the researchers then explained the findings to answer the research questions. the final step was reporting the findings and drawing the conclusion. findings types of taboo words found in dallas buyers club movie this study finds 60 data of taboo words. the data are then displayed in table 1. the frequency of the occurrence of the types of taboo words uttered by the four characters are shown in the table below. table 1. the frequency of taboo words emerged in this study taboo word frequency percentage cursing 32 53,33 % profanity 7 11,67 % obscenity 4 6,67% epithet 14 23,33 % sexual harassment 3 5 % total 60 100% the table 1 shows that the taboo word in the form of cursing is the most frequent taboo word used, and it is followed by epithet. meanwhile, the least taboo words used is sexual harassment. reasons for using taboo words after analyzing the data, the researchers discover the reasons behind the characters‘ taboo words during the conversation in the movie. the interpretation of the reasons for using taboo words by the characters is done by looking at the context in which the characters use taboo words. in addition, the expressions that they show when using the taboo words are also observed. as it is discussed in the literature review, there are four reasons why people use taboo words. the finding of the present study discovers all of the reasons used in the movie. the four reasons are described in the table below. imelda woa wene, ouda teda ena 78 journal of applied linguistics and literature, vol 5(1), 2020 table 2. the frequency of reasons for using taboo words reasons for using taboo words frequency percentage humor 3 5 % psychological condition 50 83,33 % ethnic group identity 1 1,67 % social class 6 10% total 60 100% from table 2, it can be seen that psychological condition is the main reason for the characters used taboo words in dallas buyers club. it occurs 50 times in the movie. the reasons for humor and social class are 6 times and 3 times. moreover, the reason for ethnic group identity occurs only once. discussion in this section, the researchers discuss the findings in depth in order to answer the research problems of this study. some data from the appendix are taken as examples to provide a complete explanation. this section consists of two parts. the first part deals with the types of taboo words in the dallas buyers club movie and the second part is about the reasons for using taboo words. types of taboo words in this study this study finds five types of taboo words uttered by the four characters in dallas buyers club movie. those taboo words are cursing, profanity, obscenity, epithet, and sexual harassment. it means the five types of taboo words from ningjue (2010)‘s theory are used in this film. cursing this study finds that cursing is the most dominant taboo words used by the characters in the dallas buyers club movie. cursing is described as negative hurtful damning words (ningjue, 2010). it attempts to invoke harm on person(jay, 1992). cursing appears 32 times and 2 of them are presented below in italic and bold forms. in the parking lot of rodeo stadium ron : “tucker! i need you to arrest me!‖ tucker : ―fuck off, woodroof!‖ ron :― come on, man. no, shit!‖ the word shit refers to taboo word because this word relates to negative hurtful damning word at somebody or something. in this case, the first speaker (ron) is chased by the gamblers when he sees the second speaker (tucker) who is a police officer. he asks a help from tucker but he cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 79 rejects to help ron. ron sees the gamblers are approaching him and he is worried. the word shitis used by ron to express his worry. on tucker‘s police car ron : ―thanks for the lift, man. (fell to ground) fuck!‖ tucker :―you okay?‖ ron :―you rattled my brain.‖ tucker : ―what brain?‖ in the dialogue above, the word fuck is concluded as taboo word because this word relates to negative hurtful damning word at somebody or something. in this situation, ron is chauffeured by tucker to his house. when arriving at his house, ron starts to get out of the car but he is fallen. the word fuck is used by him to express his bad luck. profanity profanity refers to religious cursing. the words such as god and jesus christ which are considered holy by religious people are used as taboo words. mcgregor as cited by olsen (2018) describes: ―words with religious connotations are generally regarded as taboo in many cultures when they are used outside of the appropriate religious context with expressions such as, ―god!‖, alternatively, ―christ!‖ (p.13). in daily interaction, people use the words as religious cursing. profanity appears 7 times in dallas buyers club movie. the researchers provide 2 examples of profanity that can be seen as follows. in ron‘s car ron : ―hey! hey! hey! hey! jesus fucking christ, you fucking idiot!‖ rayon : ―i've been looking for you, lonestar.‖ ron : ―know i coulda killed you, huh?‖ the phrasejesus fucking christ refers to taboo phrase because this phrase relates to the irrelevant use of the name of god or deity. in this case, ron is counting his money when someone enters his car. ron spontaneously takes his gun and points it to the person. when he realizes that the personis rayon.ron expresses his dejection by using the phrasejesus fucking christ. the phrase jesus fucking christis expressed by ron to show his emotion to rayon who could die if ron pulled the trigger. in the hospital room rayon : ―i guess you're handsome in a texas hick, white trash, dumb kinda way.‖ ron : ―get the fuck outta here, whatever you are, before i kick you in the fucking face. goddamn.” in the dialogue above, the word goddamn refers to taboo word because this word relates to religious cursing that relates to the coarse use of imelda woa wene, ouda teda ena 80 journal of applied linguistics and literature, vol 5(1), 2020 what is taken to be sacred. in this case, rayon, who is ron‘s roommate in the hospital comes to ron‘s bed then sits there. ron is annoyed because he realizes that rayon is a gay. the expression goddamn is expressed by ron refers to his dejection. obscenity obscenity is considered as the most offensive taboo words and is restricted to be used in public media(jay, 1992). it refers to gender anatomical differences or sexual function in a crude way. there are several obscene words found by the researchers in the movie. in the locker room ron : ―d'yahear rock hudson was a cock sucker?‖ t.j : ―where d'ya hear that shit?‖ ron : ―it's called a newspaper. right there. it's a shame, ain't it? all that fine hollywood pussy just all being wasted on a guy who smokes his fucking friends.‖ the word a cocksucker in the dialogue above refers to the taboo word due to it relates to comment about someone‘s sexual behavior. the first speaker (ron) tells the second speaker (tucker) if actor rock hudson is a homosexual man. the expression of a cocksucker is used as a description of rock hudson‘s sexual interest. in the field oil ron : ―alright, clinto, that shit is purer than a preacher’s daughter’s pussy right there.‖ clint : ―not after you‘ve just coughed your lungs all over it.‖ the phrasea preacher’s daughter’s pussy above is categorized as taboo phrase because this word relates to part of woman‘s private body. in this situation, ron sells cocaine to clint. he promotes the cocaine is purer by comparing with a body part of preacher daughter which is considered as ainnocent woman. this taboo phrase is used to emphasize the good quality of cocaine. this is in accordance with what olsen (2018)states that ―the occurrence of a taboo word will strengthen the impact of a statement considering how the word or words used are generally inappropriate in a conversation‖ (p.9). epithet epithet is kind of taboo wordswhich is used as an emotional language. epithet uses the context of race, ethnicity, appearance, and disabilities to insult other person. that words that refer to epithet are bitch, midget and wop. the data below are the result and analysis of epithet and the words in italic and bold form are the taboo words of epithet. in the oil field cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 81 t.j : ―hey, you thinking anymore about saudi arabia? they need guys over there.‖ ron : ―fuck, no. why d‘you wanna go work for a bunch of sand niggers anyway, huh?‖ in the conversation above, the word niggers is categorized as taboo word since this word relates to race. in this situation, t.j asks ron‘s decision about an offer to work in saudi arabia. ron is not interested in the offer so that he answersthat he is not interested to work there. after that, ron asks t.j what makes him want to work in saudi arabia. the word niggers is expressed by ron in his question to t.j to insult arabian who most of them got black skin and also to emphasize that he really is not interested at all to work there. the reason of using the word niggers is ethnic group. in the hospital room dr. sevard : ―mr. woodroof, have you ever used intravenous drugs? have you ever engaged in homosexual conduct?‖ ron : ―homo? did you say homo? yep! that's what yousaid isn't it? shit, you fucking kidding me'? i ain't no faggot, motherfucker! i don't even know no fucking faggots. look at me. what d'you see, huh? the goddamn rodeo's what you see!‖ the word faggot uttered by the character above is related to taboo word because this word refers to the appearance of someone. in this case,dr. sevard asks his patient, ron, if he ever engages in homosexual activity which also means that ron is a homosexual man or bisexual. ron is furious when he hears it, then he answers dr. sevard that he is not a homosexual man. the word faggot is expressed by ron who is furious withdr. sevard. jay (2009b) emphasizes that epithets are offensive emotional outbursts of single words or phrases used to express the speaker‘s frustration, anger, or surprise. sexual harassment sexual harassment is sexual remarks which refer to sexual behavior, sexual looseness and body parts. it also refers to offensive sexual comments and demeans someone based on gender, for example, damn ass woman and big tits. these words are inappropriate to use in public because the meaning of the words will harm the listeners. the result and analysis of sexual harassment could be seen in data below. in ron‘s car rayon : you got enough for 20 of us? ron : yep! imelda woa wene, ouda teda ena 82 journal of applied linguistics and literature, vol 5(1), 2020 rayon : you know what? you don't deserve our money, you homophobic asshole. the phrase homophobic asshole isa taboo phrase because it relates to sexual behavior and body part that are rude and impolite to hear. in this situation, rayon enters ron‘s car and it makes ron feel annoyed. ron asks rayon to get out from his car. afterwards, rayon asks ron if he has medicine for 20 people who want to buy it. ron is speechless at the first when he heard that there are 20 customers. he then answers yes. however, rayon who already feels upset with ron, tellshim that he does not deserve the money . rayon uses the taboo word to insult ron. the phrase homophobic asshole is expressed by rayon to show his dejection. at ron‘s office rayon : ―well, maybe this will help.‖ (giving money to ron) ron : ―where d'you get this? d'you sell your ass? really, where d'you get it?‖ rayon : ―i sold my life insurance policy. not like i'm gonna need it anyway. thank you.‖ the phrase sell your ass above refers to taboo word since this word relates to part of private body. the first speaker (rayon) gives money that is from the sale of his insurance police to the second speaker (ron). ron knows if rayon has not money anymore so he is curious how rayon got much money so he asks rayon. the word ass is expressed by ron to show his disbelief about how rayon can get much money. reasons for using taboo words in this section, the researchers discuss the reasons for using the taboo words by the four characters in the dallas buyers club movie. these characters have strong reasons for using taboo words. crystal and peckham (in olsen, 2018) explain that ―swearing, whether mild or strong, makes an excellent relief mechanism. it actually helps to turn on the inanimate object that has hurt you and berate it verbally… or, if you would prefer a more literary allusion, swearing is a way to ‗unclog the heart.'…‖ (p.11). in this study, the four reasons for using taboo words are humor, psychological condition, ethnic group identity, and social class are explained through several examples below. humor after doing the analysis, the researchers find the reason for using the taboo words as humor occurred 3 times. the use of taboo words such as joke about sex are expressed by the characters in the movie. the aim of using the taboo word is only for humor. people may find relief and positive effects of cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 83 laughing at jokes, humour and sarcasm in which curse words are used (jay, 1999). the researchers take one example produced by the character to describe humor as the reason for using the taboo words. in dr. vass‘s clinic, mexico dr. vass : ―now you got chronic pneumonia, among other things. it can cause memory loss, mood swings, aching joints.‖ ron : ―if it sucks, i got it. i can't get my cock up, all that shit. if it is shit, i got it, don't i?‖ the dialogue provides an example of the reason for humor. the second speaker (ron) uses the word cock up in his utterance to make a joke about his condition. the use of taboo words can give positive outcomes. jay (2009a) explains: ―positive social outcomes are achieved by using taboo words in jokes and humor, social commentary, sex talk, storytelling, ingroup slang, and self-deprecation or ironic sarcasm in order to promote social harmony or cohesion‖ (p.155). in this case, the use of taboo is intended for self-humiliation or ironic sarcasm. psychological condition when people get angry, they tend to use aggressive curse word to express their aggression and anger towards others. in this situation, the psychological condition is the factor which makes people use the taboo words. they express their emotion such as anger, dissatisfaction, and depression in a crude way. it is in line with the statement of allan and burridge (2006): ―language is used as a shield against malign fate and the disapprobation of fellow human beings; it is used as a weapon against enemies and as a release valve when we are angry, frustrated or hurt ― (p.2). the reason for using taboo word as psychological condition in this study can be seen in the italic and bold form below. in the hospital room dr. sevard : ―based on your health, on your condition, on all the evidence we have, we estimate you have 30 days left to put your affairs in order.‖ ron : ―thirty days?‖ dr. sevard : ―i‘m sorry.‖ ron : ―fuck this. this is shit. fucking 30 day mother fuckers. let me give y'all a little newsflash. there ain't nothing out there that can kill ron woodroof in 30 days.‖ from the dialogue, it can be seen that the second speaker (ron) uses fuck to express his emotion of shock when he hearsthat he will die soon. the word fuck here is very needed to be uttered by ron to express his emotion. imelda woa wene, ouda teda ena 84 journal of applied linguistics and literature, vol 5(1), 2020 taboo words are connected not only to words that are considered inappropriate for use in particular social surroundings, but also what people tend to use to exclaim feelings, both positive and negative, and proffer opinions regarding particular types of matters (olsen, 2018). ethnic group identity language is used by people in daily inteaction to express their ethnic identity. through spoken language, we can find out which ethnic group the person came from, for instance, white americans and black americans use different ways of communicating. in this study, the use of taboo because of ethnic group identity factor occurred only once. the taboo word that is used by the character due to the ethnic group identity is presented in the dialogue below. in the oil field t.j : ―hey, you thinking anymore about saudi arabia? they need guys over there.‖ ron : ―fuck, no. why d‘you wanna go work for a bunch of sand niggers anyway, huh?‖ the using of taboo word on the dialogue above is to insult a race that is arab. the second speaker uses the word niggers to emphasize the difference of skin color. in this case, the word arab is replaced by the word niggers. social class taboo words can be also used to express someone‘s social class. as it has been mentioned previously, the use of language of upper class people in their social groups is obviously different from that of lower class people. in other words, different social groups use different linguistic varieties (trudgill in aditia, 2011). however, mcgregor (in olsen, 2018) mentions that the relationship between different classes and their use of speaking in english is quite complicated by stating: ―broadly speaking, swearing has flourished most in the upper and lower or working classes, but not in the bourgeoisie or middle class‖ (p.12-13). mcgregor's statement shows that the use of taboo words is not only by lower or working class but also by upper class. the example of using the taboo words by working class can be seen below. in the locker room ron : ―d'yahear rock hudson was a cocksucker?‖ t.j : ―where d'ya hear that shit?‖ ron : ―it's called a newspaper. right there. it's a shame, ain't it? all that fine hollywood pussy just all being wasted on a guy who smokes his fucking friends.‖ cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 85 in conversation above, the first speaker (ron) utters the taboo word cocksuckerin order to replace the word homosexual. ron who is from working class tells his workmates that actor rock hudson is a homosexual man. using taboo words is a habit for ron. conclusion and suggestion the data from the movie shows that from 60 conversations in dallas buyers club movie, there are 32 cursings, 7 profanities, 4 obscenities, 14 epithets and 3 sexual harassments. the most taboo word used in this movie is cursing. meanwhile, sexual harassment is the least used taboo word. in this study, fivetypes of taboo words by ningjue (2010) are found in the movie. furthermore, several reasons influence the use of taboo words, namely humor, psychological condition, ethnic group identity and social class. the psychological condition reason is the one used most in the movie. the least used reason is ethnic group identity. the result of this study provides an indepth understanding of the usage of english taboo words in movies that might influence young english learners. the researchers of this study acknowledge that this study still has limitation in which it only focuses on the use of taboo words by four characters in movie. therefore, it is highly recommended that the future studies need to be conducted and the future researchers can conduct the same research by increasing the number of the characters to be studied. moreover, it is really suggested that the future researchers conduct the same research in the other literary works. references aditia, h. (2011). an analysis of taboo word and swear word in dustin lee abraham ’ s how high movie letters and humanities faculty state islamic university “ syarif hidayatullah .” retrieved from http://repository.uinjkt.ac.id/dspace/bitstream/123456789/4861/1/h endri aditia-fah.pdf allan, k., & burridge, k. (2006). forbidden words taboo and the censoring of language. new york: cambridge university press. battistella, e. l. (2005). bad language: are some words better than others? new york: oxford university press. claire, e. (1998). dangerous english 200! an indispensable guide for language learners and others (3rd ed.). illinois: delta publishing company. davis, h. (1989). what makes bad language bad? language and communication, 9(1), 1–9. https://doi.org/10.1016/0271-5309(89)90002-5 gao, g. a. o. (2008). taboo language insex and the city: an analysis of gender differences in using taboo language in conversation. kristinanstad university. retrieved from http://www.diva imelda woa wene, ouda teda ena 86 journal of applied linguistics and literature, vol 5(1), 2020 portal.org/smash/record.jsf?pid=diva2:224602 hashamdar, m., & rafi, f. (2018). social identity and use of taboo words in angry mood: a gender study. theory and practice in language studies, 8(6), 623. https://doi.org/10.17507/tpls.0806.11 hsieh, h. f., & shannon, s. e. (2005). three approaches to qualitative content analysis. qualitative health research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687 jay, t. (1992). cursing in america: a psycholinguistic study of dirty language in the courts, in the movies, in the schoolyards and on the streets. 273. retrieved from http://www.amazon.com/dp/155619451x jay, t. (1999). why we curse. why we curse. https://doi.org/10.1075/z.91 jay, t. (2009a). do offensive words harm people? psychology, public policy, and law, 15(2), 81–101. https://doi.org/10.1037/a0015646 jay, t. (2009b). the utility and ubiquity of taboo words. perspectives on psychological science. perspectives on psychological science, 4(2), 153–161. https://doi.org/10.1111/j.1745-6924.2009.01115.x klerk, v. de. (1992). how taboo are taboo words for girls? language in society, 21(2), 277–289. https://doi.org/10.1017/s0047404500015293 macaulay, r. k. s. (2005). talk that counts: age, gender, and social class differences in discourse. in talk that counts: age, gender, and social class differencesindiscourse. https://doi.org/10.1093/acprof:oso/9780195173819.001.0001 ningjue, z. (2010). taboo language on the internet: an analysis of genderdifferences in using taboo language.kristinanstad university. retrieved from http://www.diva portal.org/smash/get/diva2:398136/fulltext01.pdf olsen, j. h. (2018). bachelor thesis bachelor ’ s programme in linguistics , 180 credits creating verbal weapons a sociolinguistic study on taboo words and acceptance in social communities bachelor thesis , 15 credits. peredaryenko, m. s., & krauss, s. e. (2013). calibrating the human instrument: understanding the interviewing experience of novice qualitative researchers. qualitative report, 18(43), 1–17. pezalla, a. e., pettigrew, j., & miller-day, m. (2012). researching the researcher-as-instrument: an exercise in interviewer self-reflexivity. qualitative research, 12(2), 165–185. https://doi.org/10.1177/1468794111422107 purba, r. (1998). linguistic taboo in simalungun a sociolinguistic study. ikip malang. tesch, r. (1990). qualitative research: analysis types and software tools. in evaluation practice (vol. 12). https://doi.org/10.1016/08861633(91)90027-u thomas, l., & wareing, s. (2004). language, society and power: an cursing, sexual harassment, profanity, obscenity and epithet… journal of applied linguistics and literature, vol 5(1), 2020 87 introduction. trudgill, p. (1972). sex, covert prestige and linguistic change in the urban british english of norwich. language in society, 1(2), 179–195. https://doi.org/10.1017/s0047404500000488 trudgill, p. (2000). sociolinguistics: an introduction to language and society. penguin books, 243. https://doi.org/10.2307/326846 yule, g. (2014). the study of language (5th ed.). retrieved from http://bibliotecavirtual.unad.edu.co:2048/login?user=proveedor&pass =danue0a0&url=http://bibliotecavirtual.unad.edu.co:2051/login.aspx? direct=true&db=nlebk&an=387929&lang=es&site=edslive&ebv=ek&ppid=page-__-42 sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 11 evaluation of indonesian english textbook for the ninth graders of junior high school “think globally act locally” from efl teachers’ perspectives sri handayani bambang suwarno i wayan dharmayana english education postgraduate study program faculty of teacher training and education bengkulu university, indonesia handa.srihandayani2809@gmail.com wdsaraswati@gmail.com dharmayana@unib.ac.id abstract the purpose of the study was to investigate the efl teachers‟ perceptions concerning the textbook of “think globally act locally” on these criteria: (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary material, (3) learningteaching content, (4) language skills and aspects. thirty two efl teachers of junior high school participated in this study. the instrument consisted of questionnaire and interview. results indicated that in physical and utilitarian attributes, this textbook was perceived as „good‟, in efficient outlay and supplementary materials was perceived as „fair‟, in learning-teaching content was perceived as „fair‟, and in language skills and aspects was perceived as „fair‟. overall, this textbook was perceived as „fair‟. it still needs improvement in several aspects. the illustrations should be more natural. the mistakes in this textbook should be corrected. teaching aids like audio materials (cassette/cd), posters, and flashcards, need to accompany this textbook. the exercises should be varied. new word list and glossary should be provided to support vocabulary building and reading skill. finally, authentic audio material like cassette/cd and phonetic transcriptions for each new word should be available for listening and pronunciation practice. keywords: textbook evaluation, efl teachers‟ perspectives, english textbook introduction there are five very important components to achieve the objectives of learning and teaching a language, they are: students, teachers, materials, teaching methods, and evaluation (kitao, 1997). textbooks as one of the learning materials play a very significant role in the success of teaching and learning. according to cunningsworth (1995) textbooks provide educational text which can be used as source of material for teaching and learning. they provide objectives for the teaching process, so the teacher can choose which objective that will lead the learning process (richards, 2001). textbooks are a major source of providing instructions to the teachers and students, that‟s why it is stated that textbooks are the backbone of every educational system. they help in designing the assessment and evaluation system for the students, shaping the process of classroom teaching and learning (mahmood, 2011). they are the core of all the educational activities because they provide students “a rich array of new and potentially interesting facts, and open the door to a mailto:srihandayani2809@gmail.com mailto:wdsaraswati@gmail.com mailto:wdsaraswati@gmail.com sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 12 world of fantastic experience” (chambliss and calfee, 1998. p. 7). ansary and babaii (2002) list the argument of using textbook, they are textbook is a framework which regulates and times the programs, in the eyes of learners, no textbook means no purpose, without a textbook learners think their learning is not taken seriously, in many situations a textbook can serve as a syllabus, a textbook provides ready made teaching texts and learning tasks, a textbook is a cheap way of providing learning materials, a learner without a textbook is out of focus and teacher dependent, and perhaps most important of all, for novice teachers a textbook means security, guidance, and support. textbooks also provide dialogues and worksheet. so the time would not be consumed too much by the teacher to make or design some exercises for the students. in learning activity, textbook contain many materials which are used to develop students‟ cognitive, affective, and psychomotor skills (littlejohn and windeatt, 1989). to develop students‟ cognitive, textbooks provides lots of materials and exercises, to develop students‟ affective, textbooks provide dialogues. and to develop students‟ psychomotor skills, textbook provide some movement activities in the exercises. sheldon (1988) states that textbooks “represent the visible heart of any elt program" (p.237). they consist of objectives, materials, and assessment instruments to ease the teachers for teaching and the students for learning. even though textbook is the simple way to get instructional in teaching and learning process, teachers should be careful in selecting textbook as the source of their teaching material in the classroom. the textbook that the teachers choose would satisfy them and their students‟ needs. for teachers who rely much on the textbook as the main source of material, they should be careful in selecting the textbook. since, if the textbook is not appropriate with the learners, like does not match with the learners‟ need and characteristics, such as age of the learners, level of the learners and also the learning style of the learners, it may mislead the students who learn english as a foreign language (efl). there were many previous studies which found that some textbooks were not appropriate to be used in engish language teaching and learning. rahayu y.e. (2013) concluded that the english e-book entitled english in focus for grade ix of junior high school was less appropriate and still needs some improvements in learning activities, methods, illustrations and pictures, and also audio-tapes. gustin and sundayana in anshar et.al. (2014) in their study summarized that there were some textbooks which did not meet to the learners characteristics. some textbooks for junior high school did not consider the level and some textbooks for senior high school did not consider the learning style of the learners. ahour t., et al (2014) evaluated the appropriateness of “english textbook 2” for iranian efl second grade high school students from the teachers‟ perspectives, and the results of the study indicated that generally teachers‟ perceptions about the criteria were not favorable. naseem, et al. (2015) in their study concluded that english textbook for matriculation program (9th class) prescribed by punjab textbook board, lahore, pakistan did not fulfill the general objectives of the target language. by seeing these facts, evaluating textbook is needed to assist teacher determining the suitability of the textbook to their teaching objectives. it helps teachers knowing the weaknesses of the textbook and enables them to supplement the textbook or find other relevant and suitable teaching-learning materials based on their own specific sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 13 needs in their own specific teaching situation. in 2013, indonesian ministry of education and culture revised the curriculum for elementary and high schools, namely curriculum 2013. it replaced the previous curriculum, the curriculum 2006. this curriculum is claimed to be different from the previous one in several aspects. one of the main differences is the implementation of scientific approach instead of communicative approach in teaching and learning. in line with this curriculum launching, indonesian ministry of education and culture also published and distributed printed electronic books in all subjects to meet the change of the curriculum, included english textbooks, for all students and teachers in piloting schools which implement curriculum 2013 that is 6221 schools, consists of 2598 of elementary schools, 1437 of junior high schools, 1165 of senior high schools, and 1021 of vocational high schools (news.detik.com:2014). for english teaching and learning of junior high school, the government published three series of student‟s english textbooks entitled when english rings a bell for the seventh grade students by yuli rulani khatimah et al, was published in 2013 and was revised on 2014, 2016 and 2017, when english rings a bell for the eighth grade students by siti wachidah et al, was published in 2014 revised on 2016 and 2017, and „think globally act locally‟ for the ninth grade students by siti wachidah, et al was published in 2015 and has not ever revised yet. and at present, in 2018, the government committed that all schools in indonesia should implement curriculum 2013 (www.dakta.com.: 2017). it means that these textbooks are more widely used. these textbooks are prescribed by the ministry of education culture of indonesia to be taught at schools which implement the curriculum 2013 in indonesia. its use is a compulsory by the schools. these textbooks are designed suited the new curriculum with scientific approach and authentic assessment as the main characteristics. even though these textbooks were published by the government, the necessity to analyze and evaluate these textbooks was driven by the fact that these textbooks are used in large national scale. they were recently developed and their strengths and weaknesses would have a high impact on indonesian students‟ english learning. textbook evaluation is seen as an important thing to be conducted, since efl teachers showed a dependency toward textbook in the classroom. a study conducted by ena in lathif (2015) showed that many indonesian efl teachers used textbooks as the only instructional materials in teaching-learning process. it means that they rely a lot on the textbook available. so, the quality of the textbook should be good. therefore, teachers are required to evaluate the textbook to determine what actions they should take, whether to adopt, adapt, or supplement it. in addition, there was also a disclaimer in this textbook which allowed everyone to give suggestion or criticism, as cited below: “buku ini merupakan buku siswa yang dipersiapkan pemerintah dalam rangka implementasi kurikulum 2013. buku siswa ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi kementerian dan kebudayann dan dipergunakan dalam tahap awal penerapan kurikulum 2013. buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbarui, dan dimutakhirkan http://www.dakta.com./ sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 14 sesuai dengan dinamikan kebutuhan dan perubahan zaman. masukan dari berbagai kalangan diharapkan dapat meningkatkan kualitas buku ini”. (“this is a student‟s book prepared by the government for the implementation of 2013 curriculum. this student‟s book is organized and reviewed by various parties under the coordination of the ministry of education and culture, and is used in the early stages of applying the 2013 curriculum. this book is a “live document” which continuously improved and updated in accordance with the dynamics of the deceased and the changes of the age. input from various circles is expected to improve the quality of this book. ”) (wachidah, et al: 2015: ii) furthermore, the minister of education and culture of indonesia on his foreword in this textbook on the last paragraph also stated: “sebagai edisi pertama, buku ini sangat terbuka terhadap masukan dan akan terus diperbaiki untuk penyempurnaan. oleh karena itu, kami mengundang para pembaca untuk memberikan kritik, saran dan masukan guna perbaikan dan penyempurnaan edisi berikutnya. atas kontribusi tersebut kami mengucapkan terimakasih.” (“as the first edition, the book is open for every suggestion and will continuously be improved to perfect it. therefore, we invite readers to give suggestion and critics for improvement and perfection on the next edition. thank you very much for the contribution.”). (wachidah, et al:2015: iv) based on the rationale, disclaimer and foreword citations above, it could be concluded that the government welcomed for suggestions and critics from readers, users, observers or others in order to improve the textbook in order to increase the quality of the textbook. therefore, researcher interested to analyze and evaluate one of these textbooks, that was the third graders english student textbook entitled “think globally act locally‟ by siti wachidah, et al and was published in 2015. other reason why researcher chose this textbook to be evaluated was because this textbook after its first publication has not been revised yet, different with the two other published textbooks for the seventh and eighth graders. indeed, this textbook had already reviewed by various parties under coordination of ministry of education and culture, but the government will highly appreciate for everyone who gives suggestions or inputs which directed to increase this english textbook quality. consequently, researcher assumed that it is important to know how do the efl teachers, as the textbook‟ users, perceive this student‟s english textbook for the ninth graders of junior high school entitled “think globally act locally” fulfill the criteria of a good english textbook, in terms of physical and utilitarian attributes, efficient outlay of objectives and supplementary material, learning-teaching content, and language skills and aspects. its strengths or weaknesses would have a high impact on indonesian students‟ learning of english. sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 15 the problem of this study was formulated in the following study questions: 1. how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of physical and utilitarian attributes? 2. how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of efficient outlay of objectives and supplementary material? 3. how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of learning-teaching content? 4. how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of language skills and aspects? to answer these questions, a descriptive study was conducted to investigate the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook. the objectives of this study was to investigate the teachers‟ perception toward the suitability of the student‟s english textbook for ninth grade of junior high school entitled “think globally act locally” to the criteria of a good english textbook: 1) in terms of physical and utilitarian attributes, 2) in terms of efficient outlay of objectives and supplementary material, 3) in terms of learning teaching content, 4) in terms of language skills and aspects. this study focused on evaluation from efl teachers perspectives on the english textbook “think globally act locally” for the ninth grade students written by siti wachidah, et al and was published in 2015. efl teachers in this study refer to the secondary schools english teachers of the ninth grade in bengkulu city, indonesia. this study was expected to give several advantages to some parties such as efl teachers of junior high school, efl teachers‟ association, textbook writers and publishers, board of national educational standard, and other researchers in the area of english language education. methods this was a descriptive study. arikunto (2010) defines descriptive study as a study which aim to investigate a certain situation, condition or other things and the result will be describe in the form of a result report. the aim of employing descriptive study is to describe the nature of a situation as it exists at the time of the study and to explore the causes of particular phenomena. this study tried to find out how do the efl teachers‟ perception toward the english textbook for junior high school for the ninth graders “think globally act locally” in terms the aspects of textbook which fulfill the criteria of good textbook in terms of physical and utilitarian attributes, efficient outlay of objectives and supplementary materials, learning teaching content, and language skills and aspects. the present study was in-use textbook evaluation, since the student‟s english textbook under investigation are being used by the students in piloting junior high schools that implement indonesian new curriculum: curriculum 2013, and the book has just been released by indonesian ministry of education and culture and have been used by the students since july 2015. all the the population was taken as the sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 16 sample in this study that was 32 the ninth graders‟ efl teachers who came from 14 junior high schools in bengkulu city which have been implemented curriculum 2013 and have been using english textbook which prescribed by indonesian ministry of education and culture. two data collection methods are employed in this research: 1) questionnaire which adapted from a userfriendly 139-items five likert scales of abdelwahab (2013) textbook evaluation checklist with coefficient alpha ranged from .78 to .79 which indicated a high estimate of realibility based on the main inter-rater correlation, and 2) interview. the procedure of analyzing data are: first, specifying the phenomenon to be investigated. second, finding out a suitable checklist of textbook evaluation. third, distributing the questionnaire to the sample of the study. fourth, collecting the questionnaires from the participants. fifth, tabulating the data collected. sixth, interviewing some of the participants. seventh, interpreting the findings by using textbook categories: ( 1,00 – 1,80 = very poor, 1, 81 – 2, 60 = poor, 2, 61 – 3, 40 = fair, 3, 41 – 4, 20 = good, 4, 21 – 5, 00 = very good), and stating conclusions. eighth, reporting the results of the study descriptively. result and discussion this section discusses the results of the study. the results will be presented following the order of the research questions. the first research question was “how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of physical and utilitarian attributes?” in terms of the physical and utilitarian attributes aspect involves three sub-aspects: (1) general appearance, (2) layout and design, and (3) visuals of the textbook. general appearance sub-aspect considers the following 9 items: the outside cover of the textbook is informative and attractive, the font size and type used in the book are appropriate, the paper used for the textbook is of good quality, binding is strong enough, printing used is good, there is enough white space to achieve clarity, the title and sub-heading titles are written clearly and appropriately, its size is appropriate, and the textbook has sufficient number of pictures to make the situation more life like. layout and design sub-aspect, considers 12 items: there is a variety of design in a textbook to achieve impact, there is consistency in the use of headings, icons, labels, italics, etc., the textbook includes a detailed overview of the functions and structures that will be taught in each unit, the textbook has a complete and detailed table of contents, every unit and lesson is given an appropriate title, the textbook has a complete bibliography, the textbook is organized logically and effectively, an adequate vocabulary list or glossary is included, adequate review sections and exercises are included, the textbook is free of mistakes, the textbook is durable. visuals sub-aspect consider 4 items: the visuals should be well produced, varied and attractive, stimulate students to be creative, the visuals are functional, and the visuals are compatible with students' own culture. the table below shows the summary of the perception of the teachers in each sub-aspect of physical and utilitarian attributes at this textbook obtained from questionnaires. it presents the findings of these sub-aspects in the form of mean of the score and its category for each. sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 17 table 1. the mean of teachers‟ responses to the questionnaires in terms of physical and utilitarian attributes 1. physical and utilitarian attributes subaspects assessed mean of the score category a. general appearance 4,14 good b. layout and design 3,15 fair c. visual 3,27 fair total mean 3,52 good table 1 reveals that the general appearance of textbook gained score 4.14 which categorized into „good‟. then for layout and design of the textbook was got the mean 3.15 and categorized into „fair‟. and the last sub-aspect assessed was visual of the textbook which obtained 3.27 and also categorized into „fair‟. in general, this aspect got total mean 3.52 which categorized into „good‟; it means that based on the participants‟ perspectives, the physical and utilitarian attributes of this textbook is considered as appropriate. this finding supported by interview result in which most of the teachers perceived the physical and utilitarian of this textbook was considered as good. it means that the physical and utilitarian of this textbook fulfilled the criteria of a good english textbook. however they still suggested that this textbook still need improvement relates to its layout and design and its visuals. in respect to layout and design which was considered as fair, teachers suggested that this textbook still need some improvement in the variety of design, overview of the function and structures, review sections and exercises, and also correcting all mistakes that are found many in this textbook, such as miss-printed, grammatical errors, the name of the characters often exchangeable, miss order of the characters in a cloze dialog or conversation, etc. this finding was in contrast with riddell (2003) who points out that textbook should be well laid out. and there should be no mistakes in it. in line with riddell, byrd in celce murcia (2001) also says that textbook should have good presentation. about the visuals in the textbook, which was also considered as fair, teachers suggested that it will be better if the pictures or illustrations use photographs or at least pictures which are designed more natural and more real-life like. this finding was in line with dougill (1987) who states that the physical appearance of materials should be appealing enough to motivate learners. moreover, riddell (2003:100) suggests that a good textbook should be visually appealing and well laid-out. it is hoped, when the learners‟ interests, attention, and curiosity are attracted through attractive presentation, their motivation to the task will increase and as a result there is likely to be a better chance of learning. a study conducted by tok (2010) on textbook “spot on” used in state primary school in turkey also found that most participants actually responded unfavorably to the layout and design aspects of the book. fitriyani (2013) conducted textbook analysis of “when english rings the bell” a textbook for the seventh grade of junior high school and found that the unitizing of the textbook seems badly done. some extent of the sub topic is not in uniting with the grand topic ones, there was even a repetition on a topic with different grand topic. similar to this finding, a study sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 18 conducted by rahayu (2013) which analyzed an english e-book entitled english in focus for grade ix junior high school also found unfavorable result to the visual of the textbook. all these studies confirmed the result of this study which also found that the layout and design and visual of this textbook were less appropriate, and still needs some improvement to make it better. the second research question was “how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of efficient outlay of objectives and supplementary materials?” in respect to efficient outlay of objectives and supplementary materials, there were three sub-aspects evaluated namely: (1) book objectives (2) teaching aids, and (3) teaching methods. book objectives sub-aspect considers 10 items: the textbook fulfills the general objectives of teaching english language at the specified educational institute, the objectives are related to the learners' needs and interests, the objectives are specified explicitly in the textbook, the objectives are measurable, the objectives are relevant to the students' local culture, the objectives make a balance between the four main skills, listening, speaking, reading and writing, the objectives help the teacher to choose the right aids and the best methods of teaching, the six levels of bloom‟s taxonomy dominant in the textbook, the content underlines the importance of knowledge, and the textbook raises students' interest in further english language study. teaching aids sub-aspect, considers 8 items: the textbook book is supported efficiently by audio-materials, teacher's guide is available, workbook is available, cassettes are available, the pictures and diagrams required are available, the aids used help to build students' confidence, students are encouraged to bring real objects in class to illustrate some points of learning, the posters and flash cards are available and suitable. teaching methods sub-aspect considers 14 items: the teaching methods used in the book are the latest in the field, the methods used are student-centered, the activities allow students to talk more than teachers, the activities used allow various class activities, the activities used enable the learners to use english outside the classroom situation, the activities used enable the learners to use english outside the classroom situation, the activities can be exploited fully to acquire different language skills, activities can work well with methodologies in elt, the textbook encourages inductive approach to learning, the textbook helps teachers exploit the activities to meet the students' expectations, activities and exercises introduce the main principles of clt, the textbook helps teachers cater for mixedability students and classes of different sizes, the textbook includes lessons that reflect on study techniques, students are encouraged to take some degree of responsibility for their learning, the textbook provides opportunity for teachers and students to localize activities. the table below presents the findings of these sub-aspects in the form of mean of the score and its category for each. sri handayani, bambang suwarno, i wayan dharmayana joall (journal of applied linguistics and literature vol.3 no.2 | 19 table 2. the mean of teachers‟ responses to the questionnaires in terms of efficient outlay of objectives and supplementary materials 2. efficient outlay of objectives and supplementary materials subaspects assessed mean of the score category a. book objectives 3,48 good b. teaching aids 2,60 poor c. teaching methods 3,30 fair total mean 3,13 fair table 2 above reveals to the teachers‟ perception on the efficient outlay of objectives and supplementary materials of the textbook. in this term, there were three sub-aspects assessed. the first sub-aspect was the book objectives. this first sub-aspect gained score 3.48. it means that in general the teachers perceived the book objectives of this textbook as „good‟. the second was teaching aids of the textbook which got score 2.60; it means that teachers perceived the teaching aids provided in this textbook as „poor‟. and the third was teaching methods of the textbook which obtained 3.30; it means that teachers perceived the teaching methods used in this textbook as „fair‟. in general, this aspect got total mean 3.13 which categorized into „fair‟, it means that based on the participants‟ perspectives, the efficient outlay of objectives and supplementary materials of the textbook was considered as moderate. this finding supported by interview result in which most of the teachers perceived the outlay of objectives and supplementary materials of this textbook as fair. it means that the objectives and supplementary materials of this textbook have not fulfilled the criteria of a good english textbook. it less appropriate to be used by the students and it still needs some improvements. in term of teaching aids, teachers suggested that this textbook should provide audio material, like cassette or cd/flash disk which contain native speaker recording for listening and pronunciation-purposes activities, special workbook to enrich the students exercises, posters and flash cards, or at least web links to access those materials. this finding was not compatible with richard (2001) who states that good textbook include a variety of learning resources and teaching aids such as workbooks, teachers‟ guide, cds and cassettes, video, etc, which make the learning environment interesting and enjoyable for the learners. similarly, graves (2000) also states that the textbooks should include supporting materials such as teachers‟ guide, cassettes, worksheet and video which helps the teacher. moreover, suyanto (2010:101) points out that those teaching aids can help teachers extend the materials so that they will be clearer and easier to be understood by students. regarding to the teaching methods, teachers also suggested that this textbook still needs other methods applied which suited to the learning objectives and the students‟ characteristics. in line with the teachers, masuhara (1998: 236-266) points out that a good textbook has to meet the needs of students, teachers, and administrators. the finding on the book objectives confirmed previous studies results such as heriati (2017) who investigated the same book with the researcher‟s, entitled the analysis of think globally act locally’s book and its relevance to 2013 english curriculum. the result of joall (journal of applied linguistics and literature vol.3 no.2 | 20 this study concluded that the materials in this textbook still applied the low level in thinking order skills of the cognitive and the psychomotor aspects. it meant that this textbook has not fulfilled one of the items in the book objectives where the textbook should dominantly covers the six levels of bloom‟s taxonomy. fitriyani (2013) conducted textbook analysis of “when english rings the bell” for the seventh grade of junior high school and concluded that from the side of age analysis, the textbook was not necessarily used on their grade although it was suitable with the curriculum nowadays, but for the real communication used, almost the students felt too easy to learn the content of this textbook. it is quite simple for their grade level. it also meant that the textbook has not fulfilled one of the criteria of good english textbook which required that an english textbook that the objectives of textbook must be related to the learners‟ needs and interests. while this textbook was felt too easy by the learners. it did not challenge them.naseem, et al. (2015) evaluated english textbook for matriculation program (9th class) prescribed by punjab textbook board, lahore, pakistan, and concluded that the textbook did not fulfill the general objectives of the target language. tok (2010) examined english language textbook “spot on”, used in state primary schools in turkey. the result showed that „spot on‟ was not relatively compatible with the 8th grade students‟ language-learning aims and actually did not raise their students' interest. all these studies showed the unfavorable result for the objectives of the book which is similar to the result of the researcher‟s finding. it meant that there were many studies which found that the objectives of the books under evaluated were less appropriate. related to teaching aids, a study conducted by rahayu (2013) which analyzed an english e-book entitled english in focus for grade ix junior high school, and a study conducted by anshar, m.r. et.al. (2014) which evaluated english electronic books for junior high school in indonesia has similar result which concluded that the textbooks under their evaluation did not provide complete supporting aids. it was similar with the finding of the researcher‟s study which concluded that the teaching aids in this textbook were insufficient. those three studies suggested that textbook should be completed with teaching aids especially cassettes or cds of native speakers recording/videos for listening and pronunciation practices. in line with the finding of teaching methods, alamri (2008) who evaluated the sixth grade english language textbook for saudi boys' schools found that the findings were generally in favor of the textbook except for the teaching methods and some other sub-items. moreover, tok (2010) examined english language textbook “spot on”, used in state primary schools in turkey, and concluded that many activities were repetitive, failed to neither encourage truly meaningful practice, promote realistic discourse, nor lead to the internalization of language. it meant that the teaching methods in the textbooks under evaluation were less appropriate to be used and should be improved. the third research question was “to what extent does the english textbook for the seventh grade of junior high school entitled “how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of learning-teaching content?” in terms of learningteaching content, there were three sub-aspects evaluated namely: (1) subject and content (2) exercises, and (3) social and cultural context. in sub-aspect of subject joall (journal of applied linguistics and literature vol.3 no.2 | 21 and content considers 9 items: the material is up-to-date, it covers a variety of topics from different fields, the textbook contains fun elements, the language in the textbook is natural and real, the subject and content of the textbook is interesting, challenging and motivating, the topics encourage students to express their own views, the topics allow students to think critically, the course components are effectively and clearly organized around specific topics, the topics provide a list of new or difficult words. while, sub-aspect of exercises considers 10 items: the exercises have clear instructions that explain how every exercise can be done, the exercises are adequate, purposeful and interesting, the exercises foster the spirit of independent learning, the textbook provides a balance of activities and tasks that focus on both fluent and accurate production, the exercises/tasks move from simple to complex, the grammar points and vocabulary items are introduced in motivating and realistic contexts, the exercises incorporate individual pair and group work, the textbook's exercises can be modified or supplemented easily, the textbook provides a variety of meaningful and mechanical exercises and activities to practice language items and skills, the textbook provides models for final achievement tests. social and cultural context sub aspect considers 9 items: the social and cultural contexts in the textbook are comprehensible, the content of the textbook is free from stereotypical images and information, the textbook expresses positive views of ethnic origins, occupations, age groups and social groups, the content presents different cultures, the content discusses some well–known characters from different areas of the world, the content helps students be aware of how to interact using the language within a new culture that is often very different from their own, the content displays different traditions and customs, the three ps of culture are represented in the content, the topics of the content cope with the criteria of the students‟ culture. the table below presents the summary findings of these sub-aspects in the form of mean of the score and its category for each. table 3. the mean of teachers‟ responses to the questionnaires in terms of learning teaching content 3. learning-teaching content subaspects assessed mean of the score category a. subject and content 2,94 fair b. exercises 3,01 fair c. social and cultural context 3,18 fair total mean 3,04 fair table 3 reveals that in term of the learning-teaching content of the textbook, there were three sub-aspects evaluated. the first sub-aspect was the subject and content of the textbook. this sub-aspect gained score 2.94; it means that teachers perceived the subject and content in this textbook as „fair‟. the second was the exercise of the textbook which got score 3.01; it means that teachers perceived the exercises in this textbook as „fair‟. and the third was social and cultural of the textbook which obtained 3.18; it means that teachers also perceived the social and cultural contexts in this textbook as „fair‟. in joall (journal of applied linguistics and literature vol.3 no.2 | 22 general, this aspect got total mean 3.04 which categorized into „fair‟, it means that based on the participants‟ perspectives, the efficient outlay of objectives and supplementary materials of the textbook was considered to be fair. this finding was similar with the interview result, that was mostly interviewrs perceived that the subject and content of this textbook was considered as fair. it means that this the subject and content of this textbook have not fulfilled the criteria of a good english textbook, and need improvement in some aspects. relating to the subject and content, teachers suggested that some long and difficult texts should be simplified. this textbook should provide new wordlist and glossary to ease the students to comprehend the texts, and it will be better if the grammar materials are added both the explanation and the exercises. for narrative, procedure and report texts with their exercises should be added and varied as well. riddell (2003:100) states that a good textbook should contain thought provoking issue to challenge to students. the subject and content of the textbook should be interesting, challenging and motivating. in addition, byrd (in celce-murcia: 2001:416) suggests that textbook should contain meaningful and interesting content. in addition, in terms of the exercises, teachers also suggested that this textbook should also provides various exercises such as completing, short answer questions, matching, true false, synonym-antonym, arranging jumbled words/sentences, and the most important was multiple choices since this will be helpful for the ninth graders to prepare them facing many exams, especially national examination which use multiple choice questions. this finding was in contrast with riddell (2003:100) who suggests that textbook should have varied and balanced language works, skill work, pronunciation, etc. similarly, byrd (cited in celce-murcia, 2001:416) states that good textbook should also contain doable and varied tasks, beside meaningful content, usable examples, and presentation of textbook. moreover, concerning to social cultural contexts of the textbook, teachers suggested that it will be better if this textbook also provide social and cultural context of english speaking countries, with ratio 30%-40% for english speaking countries context, and 60%-70% for indonesian context. it aims to increase the students‟ knowledge of english speaking countries culture in order to avoid miss understanding or culture shock if they have a chance to communicate with english native speakers or to go to english speaking countries. this finding was in contrast with liddicoat, et al. (cited in scarino and liddicoat: 2009) who points out that in language learning classrooms, learners need to engage with the ways in which context affects what is communicated and how. both the learner‟s culture and the culture in which meaning is created or communicated have an influence on the ways in which possible meanings are understood. this context is not a single culture as both the target language and culture and the learner‟s own language and culture are simultaneously present and can be simultaneously engaged. when language is learnt, the social and cultural context in which it is used needs to be taken into consideration. therefore, target culture should be included in this efl textbook even though in a small portion. teaching of a language cannot be separated that of its culture. so, if they only use this textbook, they will miss it since there are no social and cultural culture of english speaking countries at all in it. to overcome it, teachers should introduce english culture while at the joall (journal of applied linguistics and literature vol.3 no.2 | 23 same time teach the language to their students although it is not available in this textbook. later, hopefully the textbook writer will include the culture of english speaking countries in revising this textbook. samples studies that reflect the lacking of subject and content was conducted by ahour t., et.al. (2014) which evaluated the appropriateness of “english textbook 2” for iranian efl second grade high school students from the teachers‟ perspectives. the results of the study revealed that based on the teachers‟ viewpoints, the subject and content of the textbook was not relevant to the students‟ interest, needs, and concerns. there was not also sufficient variety in the subject and content of the textbook. wijayanti (2016) on her study „lived experience in using the 2013 curriculum-based textbook: think globally act locally’ found that the teachers understood that the 2013 curriculum-textbook for grade 9 was not compatible with the national examination‟s materials, therefore they took their own measures to adapt, modify, and if necessary alter the content or the exercises in the textbook. heriati (2017) investigated the same book with the researcher‟s, entitled the analysis of think globally act locally’s book and its relevance to 2013 english curriculum. the result of this study showed that the materials in this textbook materials are enough relevant with 2013 curriculum, but the materials are still applied the low level in thinking order skills of the cognitive and the psychomotor aspects. unfavorable findings on exercises and activities on the textbook was conducted by ahour t., et al (2014) which evaluated the appropriateness of “english textbook 2” for iranian efl second grade high school students from the teachers‟ perspectives. the results of the study revealed that the exercises and activities in the textbook do not involve and encourage sufficient communicative and meaningful practice. anshar, m.r. et.al. (2014) also evaluated english electronic books for junior high school in indonesia. both textbooks need some improvement on how to design the activities. the fourth research question was “how do efl teachers perceive the suitability of ”think globally act locally” english textbook to the criteria of a good english textbook in terms of language skills and aspects?” in the domain of language skills, there were four sub-aspects evaluated namely: (a) listening (b) speaking (c) reading, and (d) writing. listening skills considers 7 items: the textbook has appropriate listening tasks with well defined goals, the listening passages help students develop their listening comprehension skills, the cassettes expose the students to the voices and pronunciation of the native speakers of english, listening material is well recorded, as authentic as possible, tasks are efficiently graded according to complexity from literary, inferential to critical listening skills, listening material is accompanied by background information, questions and activities, the listening exercises focus on linguistic competence such as stress, intonation and form. the speaking skills considers 6 items: activities are developed to encourage student-student and student teacher oral communication, activities are balanced between individual response, pair work and group work, activities help students become a more confident english speaker, speech exercises invite students to talk about their concerns and interests, the situations in the dialogues sound natural, there is sufficient material for spoken english (e.g. dialogues, role-plays, etc.) that help to de-emphasize teacher's talk. reading skill sub-aspect considers 6 items: there is sufficient reading joall (journal of applied linguistics and literature vol.3 no.2 | 24 material (there is a range of varied and interesting reading text that can engage students cognitively and effectively), the content helps students develop reading comprehension skills, many of the reading passages are up-to-date, interesting and meaningful, some reading passages are easy for most of the students to deal with, the length of the reading texts is appropriate, the textbook uses authentic (real world) reading material at an appropriate level. writing skill sub-aspect considers 8 items: tasks have achievable goals and take into consideration learners' capabilities, writing tasks are interesting, the writing tasks enhances free writing opportunities, the time allotted for teaching the material is sufficient, some writings are easy for most of the students to deal with, writings in the textbook are guided and controlled, the textbook leads students from simple controlled writing activities to guided writing activities, writing activities are suitable in terms of length, degree of accuracy, and amount of guidance. the table below presents the findings of these sub-aspects in the form of mean of the score and its category for each. table 4. the mean of teachers‟ responses to the questionnaires in terms of language skills 1) language skills subaspects assessed mean of the score category (a) listening 1,70 very poor (b) speaking 3,28 fair (c) reading 3,05 fair (d) writing 2,96 fair total mean 2,75 fair based on the table 4 above, the language skills in the textbook were divided into four sub-aspects which were evaluated. the first sub-aspect was listening. this sub-aspect gained score 1.70; it means that teachers perceived the worthiness of listening skill in this textbook as „very poor‟. the second was speaking which got score 3.28; it means that teachers perceived the worthiness of speaking skill in this textbook as „fair‟. the third was reading which obtained 3.05; it means that teachers perceived the worthiness of reading skills in this textbook as „fair‟. and the fourth was writing which got score 2.96; which means that teachers perceived the worthiness of writing skills materials in this textbook also as “fair”. in general, this aspect got total mean 2.75 which categorized into „fair‟, it means that based on the participants‟ perspectives, the language skills in this textbook was considered to be fair. this finding was in line with the interview result, in which most interviewers perceived that the language skills of this book was considered as fair. it means that the language skills of this textbook have not fulfilled the criteria of a good english textbook. improvement in some aspects are needed to make this textbook appropriate to be used by the students. teachers suggested that for listening skills, specific listening sections accompanied by cassette or cd should be provided in this textbook. cassette /cd/flash disk contained recording of english native speakers which made for listening materials purpose will make the students more exposed and familiarized with the joall (journal of applied linguistics and literature vol.3 no.2 | 25 intonation and pronunciation from native speakers, and hopefully it will have better impact for students‟ listening skills. this finding was in contrast with grant (1991) who says that a textbook should be accompanied by cassettes for listening as cassettes provide models for students to imitate the pronunciation of the sounds, words, phrases or sentences. as listening activities provide authentic input to the students, the number and the form of listening activities should be taken into account. the activities must be designed in interesting and meaningful ways following the nature of listening in real life communication. regarding to speaking skills, teachers suggested that the exercises for speaking skill should be varied, especially exercises which designed for speaking self-production by the students. cunningsworth (1995) points out that in textbooks, speaking is presented in oral presentation, language practice, oral work, and role play. these activities should give a balance between the acquisition of new language skills and the amount of practice. also, some principles of pronunciation practice should also be integrated in order to facilitate the learners to produce accurate spoken utterances. relating to reading skill, teachers perceived as good. this finding was compatible with ur (1996:188) who states that realizing the importance of reading texts as an input for the students, the texts and activities presented in a textbook should cater their interest. similarly, cunningsworth (1995:75) points out some dimensions of reading materials which should be taken into consideration in presenting reading materials. the first issue is related to the topic (interests, levels of challenge, cultural acceptability, and so on). the second issue deals with different type of genre which is related to the range of students‟ ability. in this issue, this textbook fulfilled sufficiently the students‟ interests and level of challenge, and also its cultural acceptability since this textbook mostly presented indonesian culture. so, the students could accept the cultural contexts easily. the third issue is related to the exercise and activities which students engaged in. in this term, this textbook was considered as fair, since the exercises for reading skill in this textbook were less varied. so, teachers suggested that to make it better, in every reading text should be followed by varied exercises like short answer question, matching, synonym and antonym, multiple choices, etc. multiple choice questions is very important for students to prepare them facing examination which mostly using this kind of question. and, this book should provide new word list after each text and glossary in the last part of this textbook to ease the students comprehend the texts. moreover, in respect to writing skill, teachers suggested that the exercises for writing should be varied. for example, the textbook provide series of pictures or some clues to guide students to write procedure, narrative, descriptive, and report text. those clues and pictures will ease the students to produce their own texts. the textbook also should provide example first to make the students write by themselves. in line with this, ferris and hedgecock (2005:129) states that in general, writing activities in textbooks acquire the students to produce something based on the model given. the emphasis of this will be on the teaching writing skills, strategies, and processes in a sequential way. this is realized through many types of activities presenting on textbooks. these consist of controlled, guided, and free writing activities such as filling gaps, dictation, filling in forms, and free writing. cunningsworth (1995:81) states that textbook should also present how words are combined joall (journal of applied linguistics and literature vol.3 no.2 | 26 into a meaningful discourse structure. this also means looking beyond the mechanics of writing at the sentence level. by so doing, students will develop their literacy skills allowing them use different texts appropriately. this finding confirmed a previous study result from ahour t., et al (2014) conducted a study which evaluated the appropriateness of “english textbook 2” for iranian efl second grade high school students from the teachers‟ perspectives. the results of the study showed that the textbook does not pay attention to the listening, speaking, and writing skill and only the reading skill is emphasized. in respect to language aspects, there were three sub-aspects evaluated namely: (a) vocabulary (b) grammar, and (c) pronunciation. vocabulary sub-aspect considers 11 items: the load (number of new words in each lesson) is appropriate to the linguistic level of students, there is a good distribution (simple to complex) of vocabulary load across the whole book, the exercises for vocabulary are rich and adequate, words are contextualized, the topical nature of the vocabulary exercises is often meaningful to the students, new lexical items appear in each unit, there is specific method to teach new vocabulary, the sentences and examples use words that are known by learners, there is a list of vocabulary items tagged at the end of the textbook, the content involves culture-specific items, words are accompanied with their phonetic transcription in english. grammar sub-aspect considers 11 items: the grammar is contextualized, the grammar examples are interesting and appropriate to the students' level, grammar is introduced explicitly, the exercises for grammar practice are rich and adequate, structures are designed to be taught inductively, grammar lessons are often derived from the listening or reading passages, the time allotted for teaching the material is sufficient, grammatical structures of statements are easy to be understood, there is a balance between form and use, the textbook covers the main grammar items appropriate to students at this grade, the grammar points are presented with brief and easy examples and explanations. pronunciation sub-aspect considers 5 items: pronunciation is easy to be learnt, pronunciation is built through other types of activities, such as listening, dialogue, etc., there are cassettes/cds for pronunciation practice, the textbook highlights and practices natural pronunciation (that is, stress and intonation), the textbook includes adequate material for pronunciation work. the table below presents the findings of these sub aspects in the form of mean of the score and its category for each. table 5. the mean of teachers‟ responses to the questionnaires in terms of language aspects 2) language aspects subaspects assessed mean of the score category (a) vocabulary 2,41 poor (b) grammar 3,01 fair (c) pronunciation 1,84 poor total mean 2,58 poor table 5 shows that in terms of the language aspects in this textbook, there were three sub-aspects evaluated. the first sub-aspect was vocabulary. this joall (journal of applied linguistics and literature vol.3 no.2 | 27 sub-aspect gained score 2.41; it means that teachers perceived the materials for vocabulary in this textbook as „poor‟. the second was the grammar which got score 3.0; it means that teachers perceived the materials for grammar in this textbook as „fair‟. and the third was pronunciation which obtained 1.84; it means that teachers perceived the materials for pronunciation in this textbook as „poor‟. in general, this aspect got total mean 2.58 which categorized into „poor‟. it means that based on the participants‟ perspectives, the language aspects in the textbook was considered to be lacking. this finding was supported by interviewers opinion who said that the language aspects of this book as fair. it means that the language aspects of this textbook have not fulfilled the criteria of a good english textbook. so, it still need many improvement in some aspect to make this textbook worthy. in respect to vocabulary, teachers suggested that it will be better if this book provide some specific exercises for vocabulary, and provide new word list after each text and glossary at the end part of the textbook. it will help and ease the students to comprehend the text. komachali & khodareza (2012) who states that textbooks which provide word list and accompanied by flashcard are preferred. since, utilizing flashcard and wordlist in teaching vocabulary considered helpful. moreover, baleghizadeh & ashoori (2011) define word list as a sheet paper where learners write the second language (l2) along with their first language (l1) definition). in addition thornbury (2002) states that word list is one of effective strategy that can be applied classroom because it is cheap and widely-used among the students. it can also be learned in short time. regarding to this strategy, sitompul (2013) investigated the teaching vocabulary using flashcards and word list as strategies in the experimental and control group. the results showed that students‟ vocabulary mastery improved after they were taught by using flashcards and wordlist. in respect to grammar finding, teachers suggested that this textbook should also provide grammar explanation more explicitly, and add specific grammar exercises, although a few. this finding was in contrast with ellis (2006) who discusses two approaches relating to grammar teaching: deductive and inductive. grammar instruction should take the form of separate grammar lessons (a focus-on-forms approach) and should also be integrated into communicative activities (a focus on-form approach). mohammed & jaber, (2008) also state that deductive and inductive are the most common approaches used to conceptualize and apply grammar in elt materials. ming-jun (2008) points out that the deductive approach introduces grammatical rules first and then they are applied by students. on the other hand, the inductive approach presents new grammatical structures to students in a real language context, so that the students learn the rules from the context. and concerning to pronunciation, teachers suggested that this textbook should provide phonetics transcription for each new word on the word lists and glossary. cassette/cd/flash disk which contain recording of english native speaker which designed for both listening and pronunciation practices should accompany this textbook. unfortunately, either phonetics transcription, cassette/cd/flash disk which contain recording of native speakers were not available in this textbook. this was not in line with grant (1991) who says that a textbook should be accompanied by cassettes for listening as cassettes provide models for students to imitate the pronunciation of the sounds, words, phrases or joall (journal of applied linguistics and literature vol.3 no.2 | 28 sentences. audio-tapes/cassettes/cds which include english native speakers conversations, dialogs, songs, etc are really helpful for the students to give them authentic model in pronouncing english words correctly. a study which has favorable result on language aspects was conducted by prihatianti (2011) entitled content analysis of english textbook used by first grader of senior high school level “look ahead” published by erlangga. the results showed that the textbook was considered relevant to the efl textbook evaluation criterion, and fulfilled the criteria of good textbook in terms of objectives, vocabulary, good grammar presentation and practice, educationally and socially acceptable, explanation and practice, periodic review and test sections, appropriate visual materials, interesting topic and test, clear instructions, clear attractive layout, content clearly organized and graded, fluency practice in all four skills, encourage learners. in contrast, cakit (2006) conducted an evaluation of the efl textbook “new bridge to success 3” from the perspectives of students and teachers. the results found that the reading passages needed to be simplified in terms of both vocabulary load and structures. this result is similar with one of the researcher‟s result in this study which revealed that some of the reading texts in this textbook should be simplified since they were felt difficult by some students in many schools, moreover the school which located in the remote areas in indonesia. moreover, the summary of the textbook evaluation using questionnaires will be displayed in the following table. table 6. summary of the textbook evaluation through questionnaires. aspects assessed total mean category 1. physical and utilitarian attributes 3,52 good 2. efficient outlay of objectives and supplementary materials 3,13 fair 3. learning-teaching content 3,04 fair 4. language skills and aspects 2,67 fair a. language skills (2,75) (fair) b. language aspects (2,58) (poor) total mean 3,004 fair table 6 reveals that there were 4 main aspects assessed in the textbook evaluation of this research. the teachers perceived the first aspect which was physical and utilitarian attributes as good (m=3.52), then the teachers perceived the second aspect which was efficient outlay of objectives and supplementary materials as fair (m=3.13). moreover, the teachers perceived the third aspect which was learning-teaching content as fair (m=3.04) and the fourth aspects which were language skills and aspects as fair (m=2.67); in detail, the teachers perceived the language skill as fair (m=2.75) and the language aspect as poor (m=2.58). thus, the teachers perceived all of the aspects of the textbook as fair (m=3.00). these summaries were in line with the interview result. in general, the interviewees perceived that physical and utilitarian attributes as good; the efficient outlay of objectives and supplementary materials as fair; the learning-teaching content as fair; and the language skills and aspects as fair; in joall (journal of applied linguistics and literature vol.3 no.2 | 29 detail, the teachers perceived the language skill as fair and the language aspect as poor. overall, the teachers perceived all of the aspects of the textbook as fair. it means that this textbook was less appropriate to be used by the students and needs improvement in several aspects to make it appropriate. conclusion and suggestion conclusion based on the result of the study through questionnaires and interview, it can be concluded that the perceptions of the ninth graders‟ efl teachers of junior high school in bengkulu city which have been implement 2013 curriculum to the english textbook for grade 9 of junior high school entitled „think globally act locally”, were as follow: 1. in terms of physical and utilitarian attributes, teachers perceived this textbook as „good‟. 2. in terms of efficient outlay and supplementary materials, teachers perceived this textbook as „fair‟ 3. in terms of learning-teaching content, teachers perceived this textbook as „fair‟ 4. in terms of language skills and aspects, teachers perceived this textbook as „fair‟, with the below details: a. in terms of language skills, teachers perceived this textbook as „fair‟. b. in terms of language aspects, teachers perceived this textbook as „poor‟ in general, teachers perceived this textbook as „fair‟. it means that this textbook was less appropriate to be used by the students. it still needs some improvement in many aspects. suggestion based on the results of this study, there are some suggestions which are expected to be advantageous for any parties, as follow: 1. for efl teachers of junior high school efl teachers of junior high school who are using textbook “think globally act locally” has to find ways to overcome its weaknesses by doing some adjustments. they should provide additional explanation for grammar, provide many more variation of exercises in listening, speaking, reading, and writing (such as short answer question, matching, true-false, arranging jumbled words/sentences, and multiple choice, etc.), provide new wordlists, check and correct the mistakes in the textbook before learning process take place, prepare and bring suitable teaching aids like pictures, poster, realia, and also cassettes/cd/video (for listening and pronunciation practices) to the classroom. 2. efl teachers‟ association of junior high school the efl teachers‟ association of junior high school can generate the efl teachers to work collaboratively to do evaluation to other textbook, or to make additional materials to supplement “think globally act locally” textbook. 3. for english textbook writer and publisher textbook writer and publisher should realize that many efl teachers in indonesia still textbook-dependent. they rely much on textbook on their teaching joall (journal of applied linguistics and literature vol.3 no.2 | 30 process. also, it should be noted that not all them understand how to adapt, modify some aspects containing weaknesses on textbook, and find other materials to supplement it. therefore, complete and good quality textbook is needed. based on the findings of this study, the visuals of this book still need improvement. they should be made more natural or real-life like. the exercises should be more varied such as completing, short answer question, matching, true-false, arranging jumbled words/sentences, multiple choice, etc. in listening, speaking, reading, and writing skills. new/unfamiliar wordlists and glossary should be provided in this textbook. eliminating the mistakes in the textbook is a must since it may lead the students‟ and teachers‟ confusion in doing the exercises and distrust to the textbook which will affect to the success of the students‟ learning. providing teaching aids like pictures, poster, flashcards, and also cassettes/cd/video (for listening and pronunciation practices) is also required to accompany the textbook. 4. for further studies in english language study program this study can be used as a reference for future researchers in textbook evaluation area, or other related study in the area of material development. they can do researches in developing textbook based on the criteria of good textbook applied in this study and considering some corrections and suggestions given to the results of this study by the efl teachers. 5. for board of national educational standard the findings of this study can be used as additional information to make some revision in some aspects to the textbook under evaluation “think globally act locally”. references abdelwahab, m.m. 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(2010). english for young learners. jakarta, indonesia: sinar grafika offset. thornbury, s. (2002). how to teach vocabulary. harlow, england: longman, pearson education limited. tok, h. (2010). tefl textbook evaluation: from teachers‟ perspectives. educational study and review vol. 5 (9), pp. 508-517, september 2010. issn 1990-3839 © 2010 academic journals. retrieved from http://www.academicjournals.org/jo urnal/err/article-full textpdf/3caeba44186 ur, p. (1996). a course in language teaching : practice and theory. cambridge, england : cambridge university press. wachidah, et al. (2015). think globally act locally grade ix. kementerian pendidikan dan kebudayaan. jakarta, indonesia. wijayanti. (2016). lived experience in using the 2013 curriculum-based textbook: think globally act locally. universitas sanata dharma. yogyakarta, indonesia. www.dakta.com. (2017). tahun 2018 seluruh sekolah diharapkan terapkan kurikulum 2013. retrieved from http://www.dakta.com/news/12915/ tahun-2018-seluruh-sekolah diharapkan-terapkan-kurikulum 2013 http://iteslj.org/articles/kitaohttp://ue.edu.pk/jrre/articles/52006 http://www.studygate.net/publicati http://www.academicjournals.org/jo http://www.dakta.com/ http://www.dakta.com/news/12915/ joall (journal of applied linguistics and literature) vol. 4 no.2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.7623 journal of applied linguistics and literature, vol 4(2), 2019 203 a corpus-based analysis of verbs in news section of the jakarta post: how frequency is related to text characteristics ikmi nur oktavianti1; novi retno ardianti2 universitas ahmad dahlan1,2 corresponding email: ikmi.oktavianti@pbi.uad.ac.id abstract verb is one of the most important word classes in linguistic construction due to its prominent role and dynamic nature. interestingly, the use of verbs in different linguistic contexts might be various because the context can limit or allow certain verbs to occur more frequently than other verbs. it is compelling to study further the use of verbs in a particular linguistic context. this paper thus aims at examining the use of verbs in news section in the jakarta post to figure out the frequency of verbs and how it relates to the characteristics of news text. this study compiled the jakarta post corpus comprising news articles belong to the category of hard news from october to december 2018 with total size of 21.682 words. the verb types used in this study refer to those compiled by scheibmann (combining halliday‘s verb taxonomy and dixon‘s verb types). based on the analysis, it is obvious that verbal type is the most frequent verb type, followed by material and existential. as for the least frequent ones, there are corporeal and perception/relational types. it is plausible that verbal type occupies the most frequent position because the nature of news text is to deliver information and thus it needs to use verbal verbs quite often. likewise, material verb is frequent because it states concrete action and existential verb denotes existence; both are vital in constructing news text. meanwhile, corporeal and perception/relational types are least frequent because corporeal deals with bodily gestures actions and perception/relational shows subjectivity. both verb types are rather insignificant concepts in news writing. based on the results of analysis, it is obvious that there is a firm relation between frequency of verbs used in news text and the characteristics of the text: linguistic units that are not in accordance with the function of the text are not really needed and thus infrequently used. keywords: corpus, news, frequency, text characteristics http://dx.doi.org/10.33369/joall.v4i2.7623 ikmi nur oktavianti; novi retno ardianti 204 journal of applied linguistics and literature, vol 4(2), 2019 introduction verb is one of the most prominent linguistic units in all languages, along with noun and adjective in lexical category group. as stated by chafe (1970), verb holds crucial role as it determines the arguments of the clauses, including the types and the number of arguments. in addition, verbs—in some languages—are the linguistic units where tenses and other grammatical categories are attached to (comrie, 2000). in english, if there is no tense, the clause is ungrammatical, and by which it emphasizes the importance of verb. compared to noun, verb is more dynamic because naturally it states actions, events, states, while noun refers to static entities (clackson, 2007). however, statistically, noun is more frequent than verb in a way that noun labels objects and concepts of the world. thus, in terms of number, nouns are more significantly important, but in terms of function, verbs determine the noun possible to occur in the clause/sentence. as an empirical evidence, the observation of verb frequencies in corpus of contemporary american english (coca) (davies, 2008) and british national corpus (bnc) (davies, 2004) proves that verbs occupy the second most frequent word class following noun or 10% of the total size of the corpora, as is mentioned in table 1. table 1. absolute frequency of lexical categories in coca and bnc word class coca bnc nouns 114.644.292 (20%) 19.451.274 (20%) verbs 61.188.902 (10%) 9.827.956 (10%) adjectives 38.314.634 (7%) 6.826.047 (7%) talking about the use of verbs, it might be influenced by the context where the verbs are used. it is assumed that the use of linguistic units might differ in different linguistic context, e.g., different text categories, different medium, different dialects (bybee & hopper, 2001; oktavianti, 2016, 2019). scheibmann in bybee and hopper (2001) finds out that the use of certain verbs (e.g., feel, believe) tend to follow first person singular (i) subject. oktavianti (2019) investigates that modal verbs be going to is more frequent in spoken language than in written language. it shows that the medium of language use determines which linguistic unit is more appropriate to be used. it means that certain medium or certain linguistic context has its own characteristics that enable certain linguistic unit to occur more frequently than others. it is intriguing to further study the use of verbs in a particular linguistic context of which this study focuses on written medium of language use represented by newspaper. as one of written media of language use, newspaper has gained its popularity compared with fiction and academic from the same written medium. considering that each text category has its own characteristics, this study focuses on studying newspaper or news text, especially on how the a corpus-based analysis of verbs in news section of the jakarta post… journal of applied linguistics and literature, vol 4(2), 2019 205 verbs are used in the text. it is crucial to study language use in news text since the language used in newspapers is the closest to language used in daily life (bell, 1991; conboy, 2010). in fiction, the language is manipulatively used (leech & short, 2007) and academic texts require standard form of language use (biber & gray, 2016). thus, to depict actual language use, studying language in media, including newspaper, is the best option to enable comprehensive analysis. talking about news texts, based on the nature, they can be classified into hard news and soft news (bell, 1991). to limit the focus, this study analyses hard news in news section of the jakarta post. the selection of the newspaper is not a difficult task since the jakarta post is the most well-established and also the oldest english newspaper in indonesia. hence it is easier for the access and the compilation of the corpus and it provides rich and various data because of the enormous contents of the newspaper. this study uses corpus linguistics and text analysis as the framework of analysis. using corpus enables more empirical approach and provides richer data to the analysis. besides, using corpus can lead to faster and more accurate analysis of frequency of use in which frequency is the key analysis of corpus linguistics (biber & quirk, 2012). besides, by using corpus and focusing the analysis on frequency of linguistic units, it is plausible to find what is actually important. as stated by baker (2010: 125), frequency indicates markedness; it indicates that something that frequently occurs is an important concept. related to linguistic analysis, linguistic unit that frequently occurs in a particular text marks the unit as a typical feature of the text. in analyzing the use of a linguistic unit, it is necessary to consider the medium of the language use and the characteristics of the texts. halliday (1990: 93) argues that spoken language differs from written language due to its own distinct characteristics. spoken language uses prosodic and paralinguistic features to assist message delivery, while written language does not have such tools. moreover, written language allows revision, yet spoken language is more spontaneous (biber & conrad, 2009). talking about written language, it has various text categories, e.g., news, fiction, academic, etc. news texts and academic texts have similar purpose that is to deliver information. they differ, however, in terms of the depth of the information delivery and types of information being delivered. academic texts discuss the information profoundly and develop arguments scientifically (biber & conrad, 2009). meanwhile, fiction is easily distinguished from two other text categories since it manipulates language use beautifully to build imaginary story and characters (leech & short, 2007). based on the differences, it is believed that different text categories might enable different linguistic units ikmi nur oktavianti; novi retno ardianti 206 journal of applied linguistics and literature, vol 4(2), 2019 to occur more frequently; or else they might limit the use of certain linguistic units/features so they occur less frequently. this study focuses on the analysis of newspaper as one of mass media to represent everyday language. the purpose of media is to deliver information, to give entertainment and to educate (thomas et al., 2004). thus the language use in media should be as close as possible to their viewers or readers. in newspaper context, the language used in the newspaper is the language used in the society (bell, 1991: 3). the language used in newspaper is pretty much close and similar to what people use in everyday life. besides, it emphasizes on the updated information delivered daily so the language used needs to be as effective and efficient as possible. in line with bell, because it is read on daily basis by people in the society, language of newspaper is adapting to the existence of contemporary communication flow (conboy, 2010: 3). regarding the object of this study, there is some tendencies related to the use of verbs in news text. verbs in news text tend to be in the form of present tense, and active voice is chosen more intensely over passive voice to cover some purposes (bednarek & caple, 2012; biber & conrad, 2009; biber & quirk, 2012). previous studies on language use in newspaper focused on the linguistic features that are typical to the text category (bednarek & caple, 2012; biber & quirk, 2012). moreover, language in newspaper has been analyzed using corpus-based analysis (deng & li, 2017; moon, 2016; wang, 2015). in relation to verbs, some corpus studies have been done to analyze verbs, such as how verbs are acquired (nordlund, 2008), the use of verbs in legal context (denyer, 2003), the use of reporting verbs by native and nonnative speakers (yilmaz & ertürk, 2017), and also critical review on phrasal verbs (zarifi & mukundan, 2013). nonetheless, specific discussions on verbs used in newspaper are mainly limited to types of tenses, voice choice, and transitivity (bednarek & caple, 2012; biber & quirk, 2012; conrad & biber, 2001). the use of verbs in news section, especially in the jakarta post, using corpus-based analysis has not been widely discussed. therefore this corpusbased study is expected to describe verb frequency and how it is related to text characteristics. in addition, this study can give empirical evidence on the importance of frequency as a concept and key analysis in linguistics, especially text analysis. methods this study employs corpus-based approach so it compiled data from news section of the jakarta post from october—december 2018 comprising 21.682 words. the compiled corpus was then analyzed by identifying the verbs used as well as the absolute frequencies of the verbs. the first investigation was done using lancsbox corpus tool (brezina, timperley, & mcenery, 2018). a corpus-based analysis of verbs in news section of the jakarta post… journal of applied linguistics and literature, vol 4(2), 2019 207 in lancsbox, words feature is used to count the frequency validly. using words in lancsbox, it is easier to identify all verbs used in the corpus by sorting the type into lemma and filtering the result box by inserting [*_v] to limit the results for verb word class only. the corpus tool also arranges the frequency based on the order from the highest to the smallest ones so it is no need to manually arrange the frequency. the next investigation of frequency was carried out by classifying the verbs into verb types as compiled by scheibmann (in bybee and hopper, 2001) in which she compiled verb taxonomy of halliday (halliday & matthiessen, 2004) and verb types of dixon (dixon, 2005). the verb types are as follows. table 2. verb types compiled by scheibmann (in bybee and hopper, 2001) verb type description cognition cognitive activity corporeal bodily gesture, bodily interaction existential exist, happen feeling emotion, wanting material concrete and abstract doings and happenings perception perception, attention perception/relational perception (subject not senser) possessive/relational possession relational process of being verbal saying, symbolic exchange of meaning there is, however, the tendency of ambiguity for some words, e.g. look that can be classified into either perception or perception/relational. to solve this problem, this study used lancsbox concordance feature, kwic, to distinguish which look belongs to which type. as for the second problem proposed in this study, quantitative procedure is not relevant. to relate frequency and characteristics of text, this study modified the concept of thick description proposed by geertz (stake, 2010) to interpret the relationship as shown by the data, findings, and the theory. in interpreting, this study profoundly relates the available findings with the relevant theory, i.e. the theory of news text characteristics. findings this section discusses frequency of verb types and what are the most and the least frequent verb types in the corpus. to begin with, there is the discussion on verb type frequencies investigated based on scheibmann‘s compilation of verb types. below is the list of the frequency of the verbs found in the corpus of news section in the jakarta post. table 3. frequency of verb types verb type frequency verbal 327 (43.4%) material 146 (19.4%) existential 121 (16%) ikmi nur oktavianti; novi retno ardianti 208 journal of applied linguistics and literature, vol 4(2), 2019 verb type frequency perception 45 (6%) feeling 39 (5.2%) possessive/relational 28 (3.73%) cognition 26 (3.47%) relational 17 (2.26%) corporeal 3 (0.4%) perception/relational 1 (0.14%) table 3 clearly shows that that verbal type is the most frequent verb type found in the corpus of the jakarta post news section. this verb type dominates the whole corpus by occurring 43.4% of all verbs found. table 3 also presents the other most frequent verb types, namely material and existential types. as for the less frequent verb types, there are perception (6%), feeling (5.2%), possessive/relational (3.73%), cognition (3.47%), and relational (2.26%) respectively. meanwhile, the other two types, corporeal and perception/relational belong to the least frequent verb types found in news section in the jakarta post. the detailed description of verb type frequencies is listed in table 4 below. table 4. detailed display of verb frequencies rank verb type verb token frequency total frequency percentage (%) 1 verbal say 273 327 43.4 tell 38 ask 14 2 material take 39 146 19.4 do 36 go 22 come 22 use 14 work 8 play 5 3 existential have 109 121 16 happen 12 4 perception see 20 45 6 find 20 hear 5 5 feeling want 17 39 5.2 need 15 feel 7 6 possessive/relational have 28 28 3.73 7 cognition know 14 26 3.47 describe 7 think 5 8 relational become 10 17 2.26 get 7 a corpus-based analysis of verbs in news section of the jakarta post… journal of applied linguistics and literature, vol 4(2), 2019 209 rank verb type verb token frequency total frequency percentage (%) 9 corporeal live 3 3 0.4 10 perception/relational look 1 1 0.14 table 4 shows that for the most frequent verb type, verbal, the most frequent verb is say (including the inflected forms, says, saying, said). in the subsequent order, there are tell and ask that also belong to verbal type, although tell (237 occurrences) is more frequent than ask (14 occurrences). for material type, there are several verbs included, such as take, do, go, come, use, work, and play (including the inflected forms), while existential type covers have and happen. those are the three most frequent verb types found in the corpus. according to the verbs, however, verb say and have occupy the highest ranks in the corpus. as for the less frequent verb types, perception, feeling, possessive/relational, cognition, and relational, they also comprise several verbs as is displayed in table 4. the most interesting part to notice is the least frequent verb types, i.e. corporeal and perception/relational. in corporeal verb type, it only comprises of one verb, live (3 occurrences) and so do perception/relational type. it consists of one verb, look, in which the subject is not the senser. it is evident that table 4 shows empirical evidence that there are some verbs used more frequently than other verbs; in this case, it is in news text category. discussion in this section, the discussion focuses on how frequency of verbs is related to the characteristics of news text. as a text category, news obviously differs from other text categories. this is due to the main role of news section, e.g., hard news, is to deliver information or factual events happened in the society. hard news contains report of accidents, conflicts, crimes, announcements, discoveries and other events that has occurred since the previous issue of their paper (bell, 1991: 14). to achieve this function, news texts should use certain linguistic features to assist the message delivery. bednarek & caple (2012) states that the use of present tense verbs is slightly more often than past tense verbs. this is in accordance with the relevant information delivered in news, such as ongoing relevant process (e.g., is comparing), laws (e.g., allows), and timeless truth (e.g., the earth revolves around the sun). bednarek & caple (2012) also states that the use of past tense, although it is less frequent than present tense, is necessary to provide information (i.e., temporal information) of the events that happened. related to verb types compiled by scheibmann, verbal type holds important role since it is related to message delivery. verb like say means ikmi nur oktavianti; novi retno ardianti 210 journal of applied linguistics and literature, vol 4(2), 2019 ‗utter words so as to convey information, an opinion, a feeling or intention, or an instruction‘ and belongs to reporting verb (oxford dictionary of english). it means that this verb is one of the main lexical elements in news writing as it corresponds to what news text is about. likewise, other verbal verbs (e.g., tell and ask) can be found in the corpus and especially verb tell has pretty high frequency. the next most frequent verbs are material verbs that occupy 19.4% of the corpus size. verbs belong to material type express concrete actions (scheibmann in bybee & hopper, 2001) in which these are needed in the description of the event reporting. to complete the writing of the events (e.g., the description of conflicts, crimes, accidents, etc.), the journalists need to elaborate the details of the events, including the actions happened; hence this type is also frequent in the corpus. without the description of the actions concretely, the reporting of the events will not be satisfactory. following verbal and material, existential verb type holds the third most frequent type (16% of the total verb frequencies in the corpus) since it is crucial to state the existence (e.g., using happen) in describing events. this sort of verb assists the portrayal of time and place of the events being described by the news text. as defined by oxford dictionary of english, existence means ‗the fact or state of living or having objective reality‘, verbs expressing existence thus are important in news writing to report the event objectively by stating the fact or state of the events. verbs belong to perception, feeling, possessive/relational, cognition, and relational occur rarely in the corpus (although not the least ones) due to the nature and function of news text. according to their nature, perception and feeling tend to be more subjective and personal; those are avoided in writing news, especially hard news. meanwhile, cognition verbs show someone‘s assumption or understanding, something that is likely important in the proper context, but not quite prominent in writing hard news. the use of them hence is not frequent enough compared to verbal, material, and existential verbs. still discussing the less frequent ones, possessive/relation also belongs to this classification because it occurs 3.73% of all verbs found in the corpus. it is the case since possessive/relational denotes possession and it tends to be more personal so it is unsurprising if the use of possessive/relational verb is negligible. the last verb type that is said to be less frequent is relational type. as mentioned by scheibmann (in bybee & hopper, 2001), relational type states process of being and this kind of verb nature is quite unimportant in constructing news so it occupies the category of less frequent one. the relationship of text characteristics and the least frequent verbs can also be analyzed. as is described previously, there are corporeal and perception/relational having the smallest number of frequencies among all other verb types in the corpus. this is probably because of the irrelevance of a corpus-based analysis of verbs in news section of the jakarta post… journal of applied linguistics and literature, vol 4(2), 2019 211 the nature of the verbs and the function of news text. corporeal verbs denote bodily gestures or bodily states that are too specific to some extent so that this type is rather unnecessary in writing news. besides corporeal type, perception is of little importance in writing news—as proven by the empirical evidence from the corpus. this is likely related to the subjectivity embodied by the verb. as defined by oxford dictionary of english, perception is related to sense and/or interpretation so it tends to be subjective. news text, however, attempts to be as objective as possible, thus it focuses on the description of the events objectively. therefore linguistic features that are not in accordance with the task of news text to report factual events are not pretty much needed, even though they are still used infrequently. to summarize the relationship between frequency of verb types and characteristics of news text, below is table 5 presenting the highlighted points in regard to the most frequent verb types. table 5. summary of relationship between frequency and text characteristics (most frequent types) most frequent verb types the nature of the verb types why the verb types are needed in news text verbal to deliver message to assist the portrayal of information or factual events material to state concrete actions to describe the events concretely existential to state existence to state the existence of the events (e.g., the time, the place) as for the least frequent verb types, corporeal and perception/relational, table 6 below shows the summary of the relationship. table 6. summary of relationship between frequency and text characteristics (least frequent types) least frequent verb types the nature of the verb types why the verb types are least needed in news text corporeal to express bodily gestures or bodily state it is not quite necessary to state bodily gestures in writing news text perception/relational to express perception of thing news text consists of factual events description and attempts to be as objective as possible so the use of perception/relational verb is insignificant less frequent verb types are basically less important in assisting the delivery of report, but they are occasionally needed to add some details in news writing, so the use is obviously infrequent. in short, the verb types found to be the most frequent types are those needed the most in news ikmi nur oktavianti; novi retno ardianti 212 journal of applied linguistics and literature, vol 4(2), 2019 writing. the three most frequent types, verbal, material, and existential are prominent in writing news and are related to news text characteristics because they can be used to refer to the events described in the news text, especially related to the reporting, the concrete actions, and the existence of the events in regard to time and place. as described by leitner (1986: 189), linguistic features belong to the main components of news are those that can be used to refer to the details of news writing, such as actors, times, places, and relate to at least some of basic facts on reporting. meanwhile, linguistic features (including verbs) that are irrelevant with the function of news text and do not correspond to what news text is trying to convey are rarely used. conclusion this study identifies that there are three most frequent verb types; they are verbal, material, and existential in the corpus of news section of the jakarta post. among several verbs in verbal type, verb say is the most frequent one. verbal type occupies the most frequent position since the nature of news is to deliver information of factual events. in other words, news text reports what has happened or what is happening and thus it needs verbal verbs to convey the information. alike verbal type, material verb is used quite often because it denotes concrete actions that are related to the events being reported and existential verb denotes the existence of the events. both are definitely important in constructing news texts so that the text can fulfill its role. besides the most frequent verb types, there are some less frequent ones including perception, feeling, cognition, possessive/relational, and relational types and the least ones are corporeal and perception/relational verb types. it is also evident that corporeal and perception/relational types are least frequent because corporeal deals with bodily gestures and perception/relational expresses the impression of things of which both are two unimportant, irrelevant concepts in news writing. to sum up, it is clear that frequency and text characteristics are strongly related; 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(2013). phrasal verb combinations in corpusbased studies: a critical review. international journal of applied linguistics & english literature, 2(4), 212–217. https://doi.org/10.7575/aiac.ijalel.v.2n.4p.212 journal of applied linguistics and literature, vol 5(1), 2020 39 joall (journal of applied linguistics and literature) vol. 5 no.1, 2020 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v5i1.8005 analysis of students’ understanding of idiomatic expressions and its use in their essay: a case study dalilah fathma1; nurlela2; muhammad yusuf3 universitas sumatera utara1,2,3 corresponding email: laafathma@gmail.com abstract this research aims to find out the types of idiomatic expressions which are used by the students in their english essay and to describe on how far is their understanding of idiomatic expressions. in conducting this research, the writer applies qualitative approach by using content analysis to observe the types of idioms found in the students‟ essays and doing an interview sessions in order to assess their understanding of idiomatic expressions. based on the analysis, it is found that there are two types of idiomatic expressions found in the students‟ essays. both types are consisted of each one idiom for one student, those are a cup of tea categorized as compound and drop your jaw categorized as verb + object/complement (and/or adverbial). whilst, the results of their understanding of idiomatic expressions through interview session show that 6 of 7 were not able in passing the first facet of six facets of understanding which is explanation and categorized as the students do not understand about idiom, while 1 of 7 students could pass all facets and categorized as the only student who understands about idioms. the results show that actually the 4th semester of english department students of universitas sumatera utaraare not that familiar with idioms since five of seven of them did not use idiom in their essays and six of seven of them could not pass the facets of understanding. keywords: idiomatic expression, students‟ understanding, essay introduction idiomatic expressions is a common word or phrase which means something different from its literal meaning, but can be understood because of their popular use. carter as cited in syarfuni (2014) defines idioms as special combinations with restricted forms and meanings that cannot be deduced from the literal meanings of the words which make them up. http://dx.doi.org/10.33369/joall.v5i1.8005 dalilah fathma; nurlela,; muhammad yusuf 40 journal of applied linguistics and literature, vol 5(1), 2020 almost all of english natives use idioms in their daily conversation (mostly informal) and media as idioms have already existed even in 1550s. of course, idioms consisted of phrases, clause, and even sentence, which make them easy to be used and found as well. when idioms are used correctly, it can amplify messages in a way that draws readers in and helps to awaken their senses. thus, the meaning of the idiomatic expressions needs to be recognized and understood correctly based on its context. miscommunication and misconception about english idioms happen frequently whether it is spoken or written. hence, lots of english youtubers such as learn english with lucy, etj english, linguamarina, and many more then made some videos about english idioms in order to explain and clarify the real meaning of the english idioms. besides, learning idioms is also such a good way in order to know the natives‟ cultures through their language. the important of being able to understand the idiomatic expressions is also shown by the amount of researchers who conducted the research about idiomatic expressions, such as zahra fotovatnia and mehdi goudarzi (2014), emilija funtek (2015), rana abid thyab (2016), and many more. according to emilija (2015), in her research, she also showed that in general the esl (english second learners) were indeed difficult in recognizing the idioms because of its different meaning. she believed that one factor which caused it is because the teachers did not devote enough attention and time to teach idioms to their students. comparing to the research conducted by the writers, the writers used the english department students with higher achievement who were genuinely majoring english in their study as the subject, while emilija used esl as the subject. english department students who learn english should at least be more aware in interpreting the meaning of idiomatic expressions and realising its existence in english conversation whether it is spoken or written. other than that, the sudents who have higher gpa should at least more understand about english idioms. in fact, even those who have higher gpa are still not able in interpreting the meaning yet realising its existence, it is shown by the results where only two of the subjects research who used idioms in their essays and only one student who is considered understood according to the writer‟s research. in universitas sumatera utara, the 2nd semester of english department students, were once given some phrases and idiom and asked to make a sentence from each phrases and idiom. from preliminary observation, it was discovered that most of them were difficult in recognizing, making, interpreting, and understanding the idiom since most of them misplaced the idiom in making a sentence. as one of the idioms, “a piece of cake” should be used as it means easy or not difficult, for example i can pass the examination, the test was just a piece of cake. in this sentence, it analysis of students’ understanding of idiomatic expressions and… journal of applied linguistics and literature, vol 5(1), 2020 41 practically tells that the test was just that easy to be passed. but, instead of making a correct sentence, the students put the idiom oppositely as if it is not an idiom, for example i do not bring much food for lunch, just a piece of cake, which means s/he brought nothing but a piece of cake for lunch. in this research, the writers attempt to analyse the very basic thing in idiomatic expressions itself, that is to find out the types of idioms in students‟ writing and how the english department students of universitas sumatera utara understand the english idioms. methods subject of the research in conducting this research, the writer chose the second year (2017) of english department students who get a cum laude gpa (≥3.51) as the subjects. based on the data in direktori mahasiswa usu, from the total of 128 students, there are only 14 students who pass the criteria of writers‟ research subject where it is considered as population. in this research, the subjects are all of the population; those are 14 english department students of universitas sumatera utara with cum laude gpa (≥3.51) who are now in the 4th semester. however, i the process of conducting the research, the writers found problems in contacting the students. half of the subjects are not responding monthly and some are not willing to be the subject of the research. despite of the things happened, the writers then took that as a rejection and focuses on analyzing the other half of the subjects, where there were 7 students in total. the list of the students is shown in table 1. table: 1 list of the students with cum laude gpa (≥3,51) name (initial) gender class gpa aorr m b 3,51613 dp m a 3,54688 diyp f a 3,58065 hm m b 3,6129 jb f a 3,625 snaw f a 3,73438 sh f b 3,8871 source: direktori mahasiswa – universitas sumatera utara source of data and data the source of data is the students‟ english essays that will be analysed and the students itself who will be interviewed in order to get the data. the data of this research are all types of idiomatic expressions found in the students‟ english essays based on the theory proposed by michael mccarthy and felicity o‟dell (2010) and the interview sheets. the types of idiomatic dalilah fathma; nurlela,; muhammad yusuf 42 journal of applied linguistics and literature, vol 5(1), 2020 expressions are verb + object/complement (and/or adverbial) (v+o), prepositional phrases (pp), compound (c), simile/simili (as + adjective + as, or like + noun) (s), binomial (word + and + word) (b). trinomial (word + word + and + word) (t), and whole clause and sentence (wcs). method of data collection according to miles, huberman, and saldana (2014:46), data collection is divided into 4 types; those are observation, questionnaire, interview, and study the document. in this research, the writer choose interview and study the document in case of getting the answer of the problems. step in collecting the data are as follows : contacting the 4th semester of english department students of universitas sumatera utara with cum laude gpa (14 students). asking for their english essay. in this part, the writer will ask them to make an essay about their holiday in microsoft office word with the 500-word-maximum and 300-word-minimum. collecting the essays. doing a face-to-face interview with each student to assess their understanding of idiomatic expressions. in this part, the questions that will be given are based on the question pattern in understanding by design (1998) book by wiggin and mctighe. the questions are shown below : table: 2 the questions list of six facets of understanding no facets list of questions ✔ ✘ 1. explanation (exp) 1. what is idiomatic expressions? 2. what are the characteristics of idiomatic expressions? why is this so? 3. how might we prove that the words/sentences we are reading is the idiomatic expressions? 2. interpretation (int) 1. what does idiomatic expressions reveal about figurative meaning? 2. how does idiomatic expressions relate to us? 3. why does idiomatic expressions matter? 3. application (app) 1. how and when can we use idiomatic expressions? analysis of students’ understanding of idiomatic expressions and… journal of applied linguistics and literature, vol 5(1), 2020 43 no facets list of questions ✔ ✘ 2. how are idiomatic expressions applied in daily life? 3. how could we use idiomatic expressions to increase our skill in english?? 4. perspective (per) 1. what are different points of view about idiomatic expressions? 2. how might idiomatic expressions look from its usage? 3. what are the strengths and weakness of idiomatic expressions? 5. empathy (emp) 1. if the use of idiomatic expression in sentence is prohibited, what would it be like? 2. if you were an english native speaker and find a non-native who does not understand the idiomatic expressions, how might you feel about it? 3. what is idiomatic expressions trying to make us feel or see? 6. selfknowledge (sn) 1. how do you know about idiomatic expressions? 2. what are the limits of your knowledge about idiomatic expressions? 3. what are your strengths and weakness in understanding idiomatic expressions? recording the interview session and noting the answers of each interviewee in the interview sheets. collecting the data. dalilah fathma; nurlela,; muhammad yusuf 44 journal of applied linguistics and literature, vol 5(1), 2020 technique of data analysis the data of this research are analysed based on interactive models proposed by miles, huberman, and saldana (2014) with four phases of data analysis. the four phases of data analysis are data collection, data condensation, data display, and conclusion: drawing/verification. data condensation in this research, the data selected are all types of idiomatic expressions found in english department students‟ essays and the interview notes from the interview session. this research focuses on analysing the 4th semester of english department students of university of sumatera utara understands of idiomatic expressions through their english essays and interview session. in analysing their essays, the writers only focuses on michael mccarthy and felicity o‟dell theory about 7 types of idiomatic expressions. in abstraction part, the writer tries to summarize the core, processes, and statements that need to be maintained. then, the data in this research are further simplified and transformed in various ways, such as through rigorous selection, by summary or short description, and transforming the data into a broader pattern. data display data display should be presented in tables, charts, networks, and other graphical formats. in this research, the data is presented in the form of table and descriptive text as follows: table: 3 the data display of idioms types found in the students‟ essay (initial name of the students) (title of the essay) no. v + o pp c s b t wcs 1. kill two birds with one stone in the blink of an eye a bone of contention as dry as bone rough and ready cool, calm, and collected to cut long story short 2. 3. total table: 4 the data display of final data of idioms types found in students‟ essays no. initial of student v + o pp c s b t wcs total 1. aorr 12 2 11 5 3 2 23 58 2. dp analysis of students’ understanding of idiomatic expressions and… journal of applied linguistics and literature, vol 5(1), 2020 45 no. initial of student v + o pp c s b t wcs total 3. diyp 4. hm 5. jb 6. snaw 7. sh total table: 5 the data display of students‟ interview results no. initial of student exp int app per emp sn results 1. aorr ✔ ✔ ✔ ✘ app 2. dp ✘ ✘ 3. diyp ✔ ✘ exp 4. hm ✔ ✔ ✔ ✔ per 5. jb 6. snaw 7. sh total conclusion: drawing/verification from the start of data collection, the qualitative analysis interprets what things mean by noting patterns, explanations, casual flows, and proposition. in this research, however, the writer did the data condensation which is in the forms of students‟ essays and interview sheets. the steps of analysing the data are as follows: 1. reading the students‟ essays. 2. identifying and analysing the 7 types of each idiomatic expression based on the theory proposed by michael mccarthy and felicity o‟dell (2010). 3. grouping each type of idiomatic expressions to where it belongs in the form of table. 4. making a table of types of idiomatic expressions used by the students. 5. reading the interview notes of each student. 6. analysing the interview notes of the students based on the theory proposed by grant wiggin and jay mctighe (1998) 7. making conclusion. instruments in this research, the instruments that were used were the writing forms and interview sheets. the writing forms were given to the students in order to dalilah fathma; nurlela,; muhammad yusuf 46 journal of applied linguistics and literature, vol 5(1), 2020 make the essay, while the interview sheets were used by the writers in order to assess their understanding of idiomatic expressions. data analysis procedures this research focuses on analysing the types of idiomatic expressions based on the theory proposed by michael mccarthy and felicity o‟dell (2010) found in the 4th semester of english department students of university of sumatera utara‟s essays and to assess their understanding of idiomatic expressions through six facets of understanding by the theory proposed by grant wiggins and jay mctighe (1998). results idiomatic expressions found in the students’ essays having analysed the types of idiomatic expressions found in the students‟ essays, there are 2 types found in the students essay with total 2 idioms, those are verb + object/complement (and/or adverbial) and compound idiom. the result can be seen in the table below. table 6: the data of final data of idioms types found in students‟ essays no. initial of student v + o pp c s b t wcs total 1. aorr 2. dp 1 1 3. diyp 4. hm 5. jb 6. snaw 7. sh 1 1 total 2 based on the analysis of the students‟ essays, there are 2 types of idioms found in their essays. the data can be seen below. table 7: data of dp (dp) (singapore trip) no. v + o pp c s b t wcs 1. a cup of tea total 1 table 8: data of sh (sh) (bitten by a horse by itsana negara malaysia) no. v + o pp c s b t wcs 1. drop your jaw total 1 analysis of students’ understanding of idiomatic expressions and… journal of applied linguistics and literature, vol 5(1), 2020 47 in both essays of dp and sh, the writers found two types of idiomatix expressions according to michael mccarthy and felicity o‟dell (2010), the first idiom was found in dp‟s essay, that is „a cup of tea‟ formed by the words „a‟, „cup‟, „of‟, „tea‟, where the combination of two or more words is also known as compound. if it is translated literally, of course it will give a meaning of a cup filled with tea. but, when someone says „it is not my cup of tea‟ or „that is not our cup of tea‟ some non-natives might be confused. but, as it is a kind of idioms, a cup of tea means something that we prefer or not prefer. the second idiom was found in sh‟s essay, that is „drop your jaw‟ formed by a verb „drop‟ and „your jaw‟ as the object. if it is translated literally, it will give a meaning of dropping our jaw and if it comes in a sentence like the student sh did, „you will drop your jaw‟, of course it will become an ambiguity. intrinsically, it is also impossible to physically drop our jaw when someone suddenly says „you will drop your jaw after hearing this”. in fact, drop your jaw is a kind of idiomatic expressions where it is used for saying that someone would be very surprised or shocked. while, the rest 5 students did not use idiomatic expressions in their essay. in all five essays wrote by the rest of the subjects, the writer did not find any kinds of idiomatic expressions according to michael mccarthy and felicity o‟dell (2010), while the rest of the subjects are also the students who had the writers‟ criteria, where all of them were the students who had a cum laude gpa. in fact, there were so many types of idiom according to michael and o‟dell which actually can be used in beautify a writing. results of the interviews sessions based on six facets of understanding subsequently, according to the results of interview sessions, there was only 1 student who could pass all the facets and considered as the only student who had the understandingof idiomatic expressions, while the rest had failed at the first facet. the results of the interview sessions based on six facets of understanding can be seen below. table: 9 the data of students‟ interview results no initial of student exp int app per emp sn results 1. aorr ✘ ✘ ✘ ✘ ✘ ✘ ✘ 2. dp ✘ ✘ ✘ ✘ ✘ ✘ ✘ 3. diyp ✘ ✘ ✘ ✘ ✘ ✘ ✘ 4. hm ✘ ✘ ✘ ✘ ✘ ✘ ✘ 5. jb ✘ ✘ ✘ ✘ ✘ ✘ ✘ 6. snaw ✔ ✔ ✔ ✔ ✔ ✔ understood 7. sh ✘ ✘ ✘ ✘ ✘ ✘ ✘ total dalilah fathma; nurlela,; muhammad yusuf 48 journal of applied linguistics and literature, vol 5(1), 2020 based on the interview sessions the writer did with the total 7 students, the results show that there was only 1 student who could pass all of the six facets, while the other 6 students failed at the first facet. the interesting part of this research comes by the results that in fact 2 students of the first facet indeed used idiomatic expressions in their essay, but they were actually had no idea on what idiomatic expressions are. on the contrast, 1 student of the sixth facets who was categorized understood, did not use idiomatic expressions or applied what just she had told and thought about the important of idiomatic expressions, while she indeed had understanding of it. the first facet of understanding as a student of english department, aorr, dp, diyp, hm, jb, and, sh could not answer all 3 questions of the first facet, that is explanation. at first, some of them ware nearly able in explaining what is idiomatic expressions, but when the writers asked to give the example, most of them gave up and ensured the writers that they had never heard about idiomatic expressions. dp, as one of the students with higher achivement, could not answer all 3 questions of the first facet. he seemed like he had never heard about idiomatic expressions at all. along the 3 questions given, he just gave such „pass‟ and „i do not know‟ answers, showing that he really had no idea about idiomatic expressions, while in fact, he actually one of two students who put an idiom in his essays. dp could not move to the next facet since he could not answer all questions consisted in explanation. he is then considered that he does not understand about idiomatic expressions even if he used it in his essay. it went in parallel with sh, the last student who could not pass the first facet of understanding. at first, when the writers gave the very first question, she thought a while as if she knew the answer, but right after that she then said „pass‟. in the process of interview sessions, sh seemed confused by the questions given about idiomatic expressions she just laughed and smiled showing her confusion of the questions. while in fact, she used the idioms in her essay. the sixth facet of understanding snaw is the only student who could pass all of the six facets of understanding. at the first facet, she indeed could not answer the first question by saying „pass‟ directly. when the writers gave the second question in the first facet, she then could answer it a bit confidentlyand compatible to what the writers asked. at the second facet, interpretation, snaw could not answer the first question, but she had no problem with the second question given and could pass the second facet along with the analysis of students’ understanding of idiomatic expressions and… journal of applied linguistics and literature, vol 5(1), 2020 49 examples. at the third facet, application, again, she answered confidently, briefly, and of course correctly which then brought her to the next facet, perspective. the first and second questions of the fourth facetcould not be answered at first, but it did not happen to the last question, she answered it well. at the fifth and sixth facets, empathy and self-knowledge, she could answered both questions, right at the first questions given. as the result, she could finally pass all the questions consisted in all facets and considered as the student who understand about idiomatic expressions. discussion native speakers love idioms, because they consider them to be an important part of their cultural heritage. thus, non-native speakers of english or english learners should be aware of idiomatic expressions in order to be able to communicate effectively and sound more natural and native-like. based on the analysis of the research, it is indeed hard for the students in recognizing the idioms. it is proven by the total idioms found in the essays, which means there was less students who were familiar with the existence and the use of idioms, so that most of them did not use idioms in their essay. other than that, the number of students who has understanding of idiomatic expressions was also so small. the results of the previous research conducted by emilija funtek (2015), also show that non-native speakers or esl (english second learners) were indeed difficult in recognizing the idioms because of its different meaning. she believed that one factor which caused it is because the teachers did not devote enough attention and time to teach idioms to their students. comparing to the research conducted by the writer, more or less it has a same result where idioms are still difficult to be recognize and understood by the non-natives, where in this case the writer used the english department students with higher achievement as the subject, while emilija used esl as the subject. conclusion and suggestion having been analysed, the data showed that there are two types of idiomatic expressions found in the students‟ essays based on the theory proposed by michael mccarthy and felicity o‟dell (2010). both types are consisted of each one idiom for one student, those are a cup of tea categorized as compound and drop your jaw categorized as verb + object/complement (and/or adverbial). then, after assessing students‟ understanding of idiomatic expressions through the theory proposed by grant wiggin and jay mctighe (1998), 6 of them were not able in even passing the first facet that is explanation, while one student could pass a bit smoothly. dalilah fathma; nurlela,; muhammad yusuf 50 journal of applied linguistics and literature, vol 5(1), 2020 in addition, the writer found that the student who uses idiomatic expressions in his/her essay might even did not realise what actually idiomatic expressions are or the words that s/he wrote in her/his essay is categorized as idioms. yet, the student who did not use idiom in her/his essay cannot be directly categorized as the student who has no understanding of idiomatic expressions, that is why analysing both the writings and assessing the understanding are important to synchronize each other. as the conclusion, the findings show that actually the 4th semester of english department students of universitas sumatera utarawith high achievement are not that familiar with idioms since 5 of 7 of them did not use idiom in their essays and 6 of 7 of them could not pass the facets of understanding. suggestions in relation to the conclusion in advanced, the suggestion are presented as the followings: for the english department students, it is indeed necessary to learn and understand the idioms itself in order to have a good communicative way whether it is spoken or written. besides, as the students who learn english language, learning the english idioms can avoid the non-natives from miscommunication in english conversation, yet it can enrich students‟ vocabulary and knowledge of english culture. for the english department lecturers, idiomatic expressions should be taught deeper whether in speaking, writing, or translation subject, due to increase their skill to become a native-like, to introduce the existence of idioms and its function, and of course to enrich their vocabulary, especially about idiomatic expressions. for further research, this research can be analysed and discussed deeper in different subject. as the writer had found the results on english department students with high achievement, it will be a great idea to conduct this kind of research to the students with low achievements so the results of both reserach can be compared. references aliaga, m., & gunderson, b. (2005). interactive statistics (3rd edition). u.s.a: prentice hall. bobrow, s. a., & bell, s. m. (1973).on catching on to idiomatic expressions. memory and cognition,1(3), 343-346. cacciari, c., & tabossi, p. (1988). the comprehension of idioms. journal of memory and language, 27(6), 668-683. analysis of students’ understanding of idiomatic expressions and… journal of applied linguistics and literature, vol 5(1), 2020 51 cresswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches. lincoln: sage publications. de caro, e. e. r. (2009). the advantages snd importance of learning and using idioms in english. cuadernos de lingüística hispánica, 14. 121136. elshamy, h. m. (2016). an analysis of the pragmatic functions of idiomatic expressions in the egyptian novel 'taxi'. master thesis, the american university in cairo. fitri. 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(2014). idiom comprehension in english as a foreign language: analysability in focus. procedia social and behavioral sciences, 98(1), 499-503. 1 the effect of “schema development technique” on students’ reading ability at senior high school student deni widiarti, bambang suwarno, dedi sofyan postgraduate program of english education department of teaching and art faculty of teacher training and education bengkulu university bengkulu city, indonesia deni_widiarti@yahoo.com abstract this study aimed to find the effect of “schema development technique” on students’ reading ability at senior high school students. it is also aimed to find whether schema development technique could improve students’ reading ability on the aspect of literal comprehension, inference and vocabulary building. the population was the tenth graders of sma negeri rejang lebong, from which two classes were selected as the research sample. the instrument was a reading test. the instrument draft had been tried out. the try out was done to find the validity and item characteristics of the original draft. from 90 try out item questions, 42 of them were found to be valid and 48 were invalid. the reliabilty index was 0,898 (high). the findings of the research revealed that schema development technique was effective for improving students overall comprehension. it was also effective for improving two aspects (literal aspect and vocabulary building). however, it was not effective for improving students’ reading ability on inference aspect. it’s caused by the nature of inference which requires for background knowledge towards the reading text. key words: schema development technique, reading ability, tefl abstrak penelitian ini bertujuan untuk melihat dampak teknik schema development pada kemampuan membaca siswa di sekolah menengah atas. selain itu juga bertujuan untuk menemukan apakah schema development tecnique mampu meningkatkan kemampuan membaca siswa pada aspek literal, aspek inference dan aspek vocabulary. populasi penelitian ini adalah siswa kelas x sma negeri 4 rejang lebong, terdiri dari dua kelas yang dipilih sebagai sampel penelitian. instrument adalah test kemampuan membaca. draft instrument telah di uji coba dengan nilai r = 0.898 ( tinggi ). uji coba telah dilaksanakan untuk menemukan validitas dan karakteristik soal dari draft asli. dari 90 soal uji coba, 42 soal valid dan 48 soal tidak valid. indeks reliability adalah 0.898 ( tinggi ). hasil dari penelitian ini membuktikan bahwa teknik schema development efektif untuk meningkatkan kemampuan membaca siswa secara keseluruhan. selain itu juga efektif untuk meningkatkan kemampuan siswa pada dua aspek (aspect literal dan aspect mailto:deni_widiarti@yahoo.com 2 vocabulary). akan tetapi, teknik schema development tidak efektif dalam meningkatkan aspek inference. hal tersebut disebabkan oleh kemampuan inference membutuhkan kemampuan awal tentang teks yang dibaca. kata kunci :teknik schema development, kemampuan membaca, tefl introduction the act of reading cannot be separated from comprehension. the students cannot achieve their academic success without comprehending what they read. in comprehending the text, the students should be monitored by their teachers, hence the way to teach comprehension should be well understood by the teachers. teaching comprehension is an activity through some steps: selecting a text, explaining the strategy, modelling the strategy, guided support, practicing independently, and reflecting( mcnamara: 2006). therefore, it can be concluded that reading comprehension is a long process. in addition, having a good comprehension in reading can be facilitated by many strategies. mcnamara(2006) whose thinking is adopted by the college board underlines growing recognition that the use of reading strategies is essential; high ability students who use reading strategies are getting successful not only in comprehending reading, but also in overcoming reading problems and becoming a better reader and comprehender. in summary, the students should have better strategies for their good comprehension. nowadays, the need of reading comprehension requires teachers to facilitate students through interesting strategies in learning process. reading is a complex process, complex to learn and complex to teach (carnine, silbert, and kameenui: 1990:3), so there must be a technique which can help them to read effectively and interestingly. explicit teaching comprehension strategies is seen as a possible approach to tackle the problems faced by the students. in this case, the researcher will try to find interesting and effective way for the students and the teachers so that they can do their reading activit y well. the students have to improve their prior knowledge about reading skill, because the student’s ability in answering questions between the lines is still poor. it can be proven by their mark in reading subject, showed that many of students got mark c. it can be proven by their score of reading test in daily examination. 50% students got score under the minimal mastery criteria (kkm = 75), 40% students got score 75 and just 10% students get score 80. they must have background knowledge in order to understand content of text. and after that they will be able to answer the questions that the answer are not stated in the text. one of techniques which are available is the schema development technique. by using this technique, the students were 3 able to communicate information because it can clarify complex concepts into simple, meaningful displays so that the students can develop a holistic understanding of the content to be learned (siriphanich and laohawiriyano). from this case the researcher tries to apply schema development technique in teaching reading. schema theory is a theory about knowledge, about how knowledge is represented, and about how that representation facilitates the use of knowledge in various ways. according to schema theorists, all knowledge is packaged into units called schemata, and embedded into these units of knowledge is information on how this knowledge is to be used (porter: 2007). schema development technique is an active organization of past reaction, on past experience. through schema development technique, the students will be able to recall their memories or their past experience. because the use of this technique is to build background knowledge and to recall the memories. the use of schema development technique is to make students improve their ability in comprehending the reading text, which the answers that are not directly stated in the text. through this technique, the student will be taught the way how to understand the text with knowledge from outside before they read the text and answer the questions. the students have to be motivated to read more seriously and efficiently in order to make reading itself as their reading ability. method the research employs quasi experimental design, especially in the form of one-group pretestposttest design. this design is used for seeing the effect of “schema development technique” in improving students’ reading ability. in the beginning, the researcher has been given the pre-test to the sample and after the treatment, the sample has been given a post-test. the result has been seen by comparing pre-test score and post-test score (ruseffendi: 1994). the design can be seen as follow: group pre-test independent variable post-test experiment x1 t x2 control y1 y2 where: x1 = pre-test for subjects in reading ability without using schema development technique. t = the treatment by using schema development technique x2 = post-test for subjects in reading ability by using schema development technique. the study use cluster sampling. according to gay (1990), cluster sampling is a technique in which group was not individual, randomly 4 selected. all members of the selected groups have similar characteristics. the instrument that has been used in this research is a reading comprehension test and has been prepared by the researcher that is adopted from the student’s book and other relevant books. the original draft are 90 items. the 90 questions have been tried out to the students of class x ips 2 of the same school, but not belong to the samples of this research. the try out has been conducted to find its validity and items characteristics, items that pass should be met the criteria of felicity value(fv) and discrimination index(di).the test will be constructed based on the following framework. research finding and discussion a. result of total pre-test and post-test 1. try out result before doing the pre-test, the test itself was tried out in class x ips2 of the same school. the try out was used to find the validity and item characteristics of the original draft. from 90 try out item questions, 42 of them were found to be valid and 48 were invalid. the realibilty index was 0,898 (high). according to heaton (1988), the test is valid if the felicity value (fv) is between 0,3 and 0,7 and discrimination index(di) score is to be equal or more than 0,3. 2. result of normality test 2.1 pre-test the result of pre-test for experiment group was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.120 < 47.4). and control class, χ2 obtained was smaller than χ2 table (0.118 < 47.4). (see appendix 9) 2.2 post-test the result of post-test for control class was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table ( 0.210 < 47,4). and control group, χ2 obtained was smaller than χ2 table (0.2 < 47.4). ( see appendix 10 ) 3. result of homogeneity test 3.1 pre-test then the result of pre-test was calculated by using the formula of f value. from the f value calculation, the f obtained was smaller than f table (0.278 < 3.991), in other words, both sample have equal variances. thus, analysis was continued by using the t-test for equal variances. (see appendix 11 ) 3.2 post-test the result of post-test was calculated by using the formula of f value. from the f-value calculation, the f-count was 0.465 whereas the ftable was 3.991. it means that fcount was smaller than f-table (0.465 < 3.991). in other words, both samples have equal variances. thus, the analysis was continued by using t-test formula for equal variances (see appendix 12). in order to to analyze the pretest and post-test result the score of experimental group and control group were compared by using t-test 5 was used to see whether the treatment could improve students reading ability or not. 4. hypothesis testing 4.1 pre-test from t-test calculation, the value of t-count was 0.355 and ttable was 1.669. it showed that t obtained was smaller than t-table (tcount < t-table; 0.355 < 1.669). based on the explanation above, the differences between the two groups were small. briefly, these two groups have similar ability and therefore those groups can be accepted as the sample of the research. from the result of pre-test calculation, it means there was no significant difference between the experimental group and the control group. in addition, the result of hypothesis testing indicated the alternative hypothesis (h0) “there is no significant difference in students reading ability between the experimental group and control group”. h0 was accepted and h1 was rejected. the pre-test was given on january 15th and 17th ,2018 before the treatment to know wether the two groups had similar ability. the treatment was held since january 22nd – february15th. the result of pre-test was compared in the following table : table 2. pre-test result class max score min score mean score t-count t-table difference remark e 76.1 35.7 63.21 0.355 1.669 no significant difference two tailed α = 0.05 c 76.1 38 63.95 note : e : experiment class c : control class the table 2 shown that the highest score of the experiment class (76.1) was gained by one student and the lowest score (35.7) was gained by one student. meanwhile, in the control class the highest score (76.1) gained by one student and the lowest score (38) was gained by one student. from the calculation, it was found that the mean score of experiment class was 63.21 and control class was 63.95. 4.2 post-test from t-test calculation, the value of t-count was 1.807 and t-table was 1.669. it showed that t obtained was bigger than t-table (t-count > ttable; 1.807 > 1.669). it can be concluded that h0 was rejected and h1 was accepted. in other words, there was a significant difference in post-test score average between the experimental group and control group. shortly, this research was successful and showed that 6 implementing schema development technique could improve students’ reading ability at the tenth grade of sma negeri 4 rejang lebong. the post test was given on february 21st and 22nd after the last treatment. it was given to both groups, the experimental class and cotrol class. the post-test was administered to see whether or not schema development technique could make an improvement by the experiment group. the result of the post-test was used to find out the maximum score, the minimum score, and the mean score from both groups that can be seen in the following table. table 3. post-test result class max score min score mean score t-count t-table difference remark e 88.1 78.5 81.71 1.807 1.669 significant difference two tailed α = 0.05 c 85.2 76.1 80.28 note : e : experiment class c : control class the table 3 shown that in the experimental class, the maximum score was (88,1) which gained by three students, while the minimum score was (78.5) which gained by eleven students. meanwhile, in the control class, the maximum score was (85.2) which gained by seven students, while the minimum score was (76.1) which gained by seven students. from the calculation, it was found that the mean score of experiment group was 81.71 and control group was 80.28. 5. difference on performance aspects 5.1 result of normality test on literal aspect a. pre-test the result of pre-test for experiment group was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.121 < 47.4). and control class, χ2 obtained was smaller than χ2 table (0.121 < 47.4). (see appendix 13). b. post-test the result of post-test for control class was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0.205 < 47,4). and control group, χ2 obtained was smaller than χ2 table (0.205 < 47.4). (see appendix 16). 5.2 result of homogeneity test on literal aspect a. pre-test then the result of pre-test was calculated by using the formula of f value. from the f value calculation, the f obtained was smaller than f table (0.317 < 3.991 ), in other words, both sample have equal 7 variances. thus, analysis was continued by using the t-test for equal variances (see appendix 19). b. post-test the result of post-test was calculated by using the formula of fvalue. from the f-value calculation, the f-count was 0.575, whereas the ftable was 3.991. it means that fcount was smaller than f-table (0.575 < 3.991. in other words, both samples have equal variances. thus, the analysis was continued by using t-test formula for equal variances (see appendix 22). 5.3 hypothesis testing on literal aspect a. pre-test from t-test calculation, the value of t-count was -0,334 and ttable was 1.669. it showed that t obtained was smaller than t-table (tcount < t-table; -0.334 < 1.669). based on the explanation above, the differences between the two groups were small. briefly, these two groups have similar ability and therefore those groups can be accepted as the sample of the research. the result of hypothesis testing indicated the alternative hypothesis (h0) “there is no significant difference in students reading ability between the experimental group and control group”. h0 was accepted and h1 was rejected. in order to answer the second problem, the researcher also analyze the result of literal aspect score analysis of pre-test. the result was compared in the following table. table 4. literal pre-test result class max score min score mean score t-count t-table difference remark e 84.5 39 70.22 -0.334 1.669 no significant difference two tailed α = 0.05 c 82.2 41 68,84 note : e : experiment class c : control class the table 4 shown that the maximal score of the experimental group (84.5) was gained by two students and the minimum score (39) was gained by one student. meanwhile, in the control group the maximum score (82.2) also was gained by one student and the minimum score 41 was gained by one student. from the calculation, it was found that the mean score of experimental group was 70.22 and control group was 68.84. experimental mean score is bigger than control group. 8 b. post-test from t-test calculation, the value of t-count was 1,722 and ttable was 1.669. it showed that t obtained was bigger than t-table (tcount > t-table; 1,722 > 1.669). it can be concluded that h0 was rejected and h1 was accepted. in other words, there was a significant difference in post-test score average between the experimental group and control group in literal aspect. shortly, this research was successful and showed that implementing schema development technique could improve students’ reading ability at the tenth grade of sma negeri 4 rejang lebong. the result of literal post-test score was used to find out maximum score, minimum score and the mean score from both groups that can be seen in the following table. table 5. literal post-test result class max score min score mean score t-count t-table difference remark e 88.1 78.5 82.44 1.722 1.669 significant difference two tailed α = 0.05 c 85.2 76,1 81.31 note : e : experiment class c : control class the table 5 shown that in the experimental group, maximum score was 88.1 which gained by two students, while minimum score was 78.5 which gained by eleven students. meanwhile, in the control group, maximum score was 85.2 which gained by four students, while minimum score was 76.1 which gained by four students. from the calculation, it was found that mean score of experimental group was 82.44 and the mean score of control class was 81.31. 5.4 result of normality test on inference aspect a. pre-test the result of pre-test for experiment group was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0,116 < 47.4). while for the control class, χ2 obtained was smaller than χ2 table (0,115 < 47.4). (see appendix 14). b. post-test the result of post-test for control class was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0,196 < 47,4). while for the control group, χ2 obtained was smaller than χ2 table (0,207 < 47.4). (see appendix 17). 5.5 result of homogeneity test on inference aspect 9 a. pre-test then the result of pre-test was calculated by using the formula of f value. from the f value calculation, the f obtained was smaller than f table (0,331 < 3.991 ), in other words, both sample have equal variances. thus, analysis was continued by using the t-test for equal variances (see appendix 20). b. post-test the result of post-test was calculated by using the formula of fvalue. from the f-value calculation, the f-count was 1.472, whereas the ftable was 3.991. it means that fcount was smaller than f-table (1,472 < 3.991. in other words, both samples have equal variances. thus, the analysis was continued by using t-test formula for equal variances (see appendix 23). 5.6 hypothesis testing on inference aspect a. pre-test from t-test calculation, the value of t-count was -0,341 and ttable was 1.669. it showed that t obtained was smaller than t-table (tcount < t-table; -0.341 < 1.669). based on the explanation above, the differences between the two groups were small or not significant, these two groups have similar ability. the result of hypothesis testing indicated the alternative hypothesis (h0) “there is no significant difference in students reading ability between the experimental group and control group” on inference aspect. h0 was accepted and h1 was rejected. in order to answer the second problem, the researcher analyze the result of inference aspect score analysis of pre-test. the result was compared in the following table. table 6. inference pre-test result class max score min score mean score t-count t-table difference remark e 65 29 52.7 -0,341 1,669 no significant difference two tailed α = 0.05 c 59.5 27.5 52.3 note : e : experiment class c : control class the table 6 shown that the maximum score of the experimental group (65) was gained by one student and the minimum score (29) was gained by one student. meanwhile, in the control group the maximum score (59.5) was gained by one student and the minimum score (27.5) was gained by one student. from the calculation, it was found that the mean score of experimental group was 52.7 and control group was 52.3. experimental mean score is bigger than the control group. 10 b. post-test from t-test calculation, the value of t-count was 1.270 and ttable was 1.669. it showed that t obtained was smaller than t-table (tcount < t-table; 1.270 > 1.669). it can be concluded that h0 was accepted and h1 was rejected. in other words, there was no significant difference in post-test score average between the experimental group and control group in inference. shortly, this research was not successful and showed that implementing schema development technique could not improve students’ reading ability at the tenth grade of sma negeri 4 rejang lebong. the result inference post-test score was used to find out maximum score, minimum score, and mean score of both groups that can be seen in the following table. table 7. inference post-test result class max score min score mean score t-count t-table difference remark e 83.4 65 68.2 1,270 1,669 no significant difference two tailed α = 0.05 c 74 57.5 66.1 note : e : experiment class c : control class table 7 shown that in the experimental group, the maximum score was 83.4 which gained by one student, while the minimum score was 74 which gained by eleven students. meanwhile, in the control group, maximum score was 85.2 which gained by one students, while minimum score was 76.1 which gained by one student. from the calculation, it was found that the mean score of the experimental group was 68.2 and the mean score of control class was 66.1. 5.7 result of normality test on vocabulary aspect a. pre-test the result of pre-test for experiment group was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0,125 < 47.4). and control class, χ2 obtained was smaller than χ2 table (0,126 < 47.4). (see appendix 15). b. post-test the result of post-test for control class was calculated by using the formula of normality test. from the chi square value, χ2 obtained was smaller than χ2 table (0,200 < 47,4). while for the control group, χ2 obtained was smaller than χ2 table (0,201 < 47.4). 5.8 result of homogeneity test on vocabulary aspect a. pre-test then the result of pre-test was calculated by using the formula of f value. from the f value calculation, the f obtained was smaller than f 11 table (0,299 < 3.991 ). in other words, both sample have equal variances. thus, analysis was continued by using the t-test for equal variances (see appendix 24). b. post-test the result of post-test was calculated by using the formula of fvalue. from the f-value calculation, the f-count was 0,085, whereas the ftable was 3.991. it means that fcount was smaller than f-table (0,085 < 3.991. in other words, both samples have equal variances. thus, the analysis was continued by using t-test formula for equal variances. 5.9 hypothesis testing on vocabulary aspect a. pre-test from t-test calculation, the value of t-count was -0,341 and ttable was 1.669. it showed that the t obtained was smaller than t-table (tcount < t-table; -0,327 < 1.669). based on the explanation above, the differences between the two groups were small or not significant briefly, these two groups have similar ability. the result of hypothesis testing indicated the alternative hypothesis (h0) “there is no significant difference in students reading ability between the experimental group and control group” on vocabulary aspect. h0 was accepted and h1 was rejected in order to answer the second problem, the researcher analyzed the result of vocabulary score analysis of pre-test. the overall results were shown in the following table. table 8. vocabulary pre-test result class max score min score mean score t-count t-table difference remark e 82 40 69.9 -0,327 1,669 no significant difference two tailed α = 0.05 c 79.33 38.3 69.8 note : e : experiment class c : control class the 8 shown the maximum score of the experimental group (82) was gained by one student and the minimum score (40) was gained by one student. meanwhile, in the control group the maximum score (79.33) was gained by one student and the minimum score (38.3) was gained by one student. from the calculation, it was found that the mean score of experimental group was 69.9 and control group was 69.8. experimental mean score is bigger than control group. b. post-test from t-test calculation, the value of t-count was 1.741 and ttable was 1.669. it showed that t obtained was bigger than t-table (tcount > t-table; 1.741 > 1.669). it can be concluded that h0 was rejected and h1 was accepted. in other words, there was a significant difference in post-test score average between the experimental group and control group in vocabulary aspect. shortly, this research was successful and showed that implementing schema development technique could 12 improve students’ reading ability at the tenth grade of sma negeri 4 rejang lebong. the result vocabulary post-test score was used to find out maximum score, minimum score, and mean score from both groups that can be seen in the following table. table 9. vocabulary post-test result class max score min score mean score t-count t-table difference remark e 84.36 73.8 77.92 1.741 1,669 significant difference two tailed α = 0.05 c 77.5 68 73 note : e : experiment class c : control class the table 9 shown that in the experimental group, maximum score was 84.36 which gained by one student, while minimum score was 73.8 which gained by one student. meanwhile, in the control group, maximum score was 77.5 which gained by one student, while minimum score was 68 which gained by one student. from the calculation, it was found that mean score of experimental group was 77.92 and the mean score of control class was 73. conclussion and suggestion a. conclusion having completed the research of implementing schema development technique in teaching reading ability at the tenth grade students of sma negeri 4 rejang lebong, it could be concluded that the implementation of schema development technique could improve students reading ability as proven by the score differences between the two groups. as could be read in following discussion: 1. schema development technique is effective to increase students’ reading ability. this is proven by the fact that the means of both classes was not differ significantly at the pre-test. the means differ significantly at the post-test. 2. schema development technique is effective for the two aspects of reading, namely literal aspect and vocabulary aspect, but, it’s less significant to improve the inference aspect. this may be due to the nature of inference that requires students to draw conclusion from the reading texts. it was that the information is not explicitly stated in the text. inference in reading is the ability to understand the meaning of a passage of text without all the information being spelled out. from context clues within a passage, the author 13 gives information about plot, characters, setting, time period and other elements of story by the things he or she infers. word choice and word order give clues about the story as it unfolds to the reader. readers take the clues they are given and draw conclusions based on their own worldview and personal experiences.(richards, 2017) b. suggestion based on the conclusion above, the researcher would like to give suggestions related to this research, which hopefully will be helpful for english teacher, students, institution, and further researcher. 1. for english teacher, stimulate the students to be active in the teaching learning process is very important. teacher should motivate and challenge them to read more effectively in teaching and learning process of reading. based on that reason, the language teacher should choose a certain teaching technique that can build a good atmosphere of teaching learning process such as reading use schema development technique. teacher should use the schema development technique to improve students’ reading ability on literal aspect, vocabulary aspect, especially for inference aspect. 2. for the students, a great motivation is something that students should have. with a great motivation, they will practice more in order to explore their english. they also should practice the reading ability more, because it can give more knowledge for them. reading also can enrich their vocabulary. schema development technique is an effective technique for improving students’ reading ability. 3. based on some limitation in this study, it’s better for further researcher to conduct a study with this technique and should pay attention to vocabulary teaching and learning process. it is suggested should be given separated treatment and assessment for vocabulary building. references ahmad, f. 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(2007). how can prereading strategies benefit students with disabilities. newyorks, ny : st. john fisher college. journal of applied linguistics and literature, vol. 4(1), 2019 100 joall (journal of applied linguistics and literature) vol. 4 no. 1, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: 10.33369/joall.v4i1.7387 northern irish adolescents’ attitudes towards learning a foreign language: what can we learn from them? 1udi samanhudi 1 universitas sultan ageng tirtayasa, banten corresponding author: udisamanhudi@untirta.ac.id abstract over the last few decades, scholars concerned with language and education have studied the relationship between adolescents’ attitudes and foreign language learning. this topic has been an important area of study in the field of applied linguistics predominantly from a psychological perspective. this research used secondary data from the young life and times (ylt) and employed a descriptive qualitative research with a cross-sectional design. the chi-square test was used in order to test the five hypotheses proposed in this study. this present study found that gender and residential locations were significant factors relating to the 16-year old adolescents’ attitudes toward learning a foreign language. conversely, this study found that there was no statistically significant evidence of differences among the other three variables (the family affluence, school types attended and religions) in relation to the young people’s attitudes to the foreign language. this finding may be useful as a reflection of how the current modern language learning policy is implemented and how teenagers especially in the context of northern ireland respond to the policy. keywords: adolescents’ attitudes, learning, foreign language learning introduction over the last few decades, scholars concerned with language and education have studied the relationship between adolescents’ attitudes and foreign language learning. this topic has been an important area of study in the field of applied linguistics predominantly from a psychological perspective (e.g., ellis, 2015; kobayashi, 2002; mcgroarty, 1996; dornyei, 1994). in the context of northern ireland as a heterogeneous community (hughes, et al., 2011), external factors may influence people’s attitudes especially adolescents to foreign languages. these external factors may include specific ‘social variables’ (lopez, 2006., p. 99), for example, gender, residential location, school type attended, family affluence and religion which have so far been considered as important variables potentially influencing mailto:usamanhudi01@qub.ac.uk northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 101 adolescents’ attitudes toward foreign language learning (e.g., titus et al., 2016; mburu, 2013; studenska, 2011; lopez, 2006; kobayashi, 2002). this study, then, aims to further investigate the 16-year old adolescents’ attitudes to foreign language learning based on five different characteristics; gender, residential location, school type attended, family affluence and religion in northern ireland. thus, the first part of this paper pinpoints some related theories drawing from previous studies on the attitudes towards foreign language learning. these studies are broadly concerned with attitudes to foreign language learning based on five different characteristics (gender, residential location, school type attended, family affluence and religion). additionally, current uk policy towards modern language learning will be discussed. the second part of this paper discusses the methodology of the research. following this, the third section discusses results and discussions of the findings of this study. this is followed by a range of conclusions and limitations drawn from the study. attitude, defined as ‘people inclination to respond favourably or unfavourably with respect to an object’ (lopez, 2006, p. 3), is an important element in a foreign language learning as documented in much literature (masgoret & gardner, 2003; starks & paltridge, 1996; boninger et al., 1995). for example, boninger et al., (1995) said that attitudes play an important role for people to process any information, to make decisions and to take actions in their life (howe & krosnick, 2016) including learning a foreign language (cohen, 2004). this suggests, in the context of adolescents as school students, that improving their attitudes in learning a foreign language is potentially able to boost their interest and motivation to study and to master the language well (cohen, 2014; hedge, 2011; tierney & gallastegi, 2011; bybee & mccrae, 2011; masgoret & gardner, 2003; gardner, 1985). for instance, gardner (1985) argued that an attitude toward learning a foreign language is an important component of motivation that can help one to succeed in the process of language learning and acquisition (karahan, 2007). specifically, wenden (1991) divided attitudes into three essential components including cognitive, evaluative and behavioural parts. the first one refers to one’s perceptions about objects which are related to the attitude. the second, evaluative component refers to a sense of like and dislike creations in relation to situations related to the attitude. the last component deals with learners’ attempts to adopt a certain learning behavioural (karahan, 2007; starks & paltridge, 1996). the interplay among these three components, wenden (1991) further argued, helps one to decide to respond favourably or unfavourably toward something including, for example, a foreign language learning (lopez, 2006). udi samanhudi 102 journal of applied linguistics and literature, vol. 4(1), 2019 in the context uk in general and the northern ireland in particular, developing positive attitudes to learning a foreign language among young people is becoming vital in order to support the languages for all: languages for life policy aims to prepare the young people in the uk to be more competitive in the globalized market in the future (dfes, 2002). thus, encouraging adolescents’ positive attitudes toward learning a foreign language, tierney & gallastegi (2011) argued, can be done by showing them advantages they may gain from learning that language. for example, it is possible that they can develop their linguistic competence and cultural diversity awareness through a foreign language they learn which at the same time may also build confidence and transferable skills important in their life (studenska, 2011; chiswick & miller, 2003). in addition, it is likely that those who are mastering foreign language skills would typically gain wider possibilities for a better job and earnings in their future life (aldashev et al., 2009; berman, lang, & siniver, 2003; chiswick & miller, 2003). however, instilling good attitudes is a complicated process as it may be affected by various internal or external factors (mburu, 2013). current studies on one’s attitudes toward learning a foreign language, for example, have reported relations of various external factors including gender, residential location, types of school, religion and family affluence (e.g., mburu, 2013; rua, 2006; kobayashi, 2002; clark & trafford, 1995; ellis, 1994). some of those studies reported the significant relationship statistically of those factors (titus et al, 2016; kobayashi, 2002; clark &trafford, 1995; ellis, 1994) in promoting positive attitudes toward learning a foreign language. however, some other studies reported the opposite findings in that no significant relations are found between each of these variables (gender, residential location, types of school, religion and family affluence) in relation to the attitudes of learning a foreign language (e.g., igbojinwaekwu, 2015; bacon, 1992; boyle, 1987) which indicate that different contexts may generate different cases (lopez, 2006). section 2.2 below further discusses various factors and their relations to people’s attitudes toward learning a foreign language. studies reported the importance of gender as an essential factor that affects one’s success in a foreign language learning (e.g., clark &trafford, 1995; bacon & finnemann, 1992; powell & batters, 1985). for example, powell and batters (1985) conducted a survey to a large number of students (459 boys and 494 girls) in six mixed comprehensive schools in the united kingdom (uk). this study reported that female students tended to show more appreciative attitudes toward learning a foreign language compared to male students who showed the opposite attitudes. another study conducted by kobayashi (2002) also reported similar findings in that girls tended to gain a better achievement in language learning due to their positive attitudes northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 103 to it (główka, 2014). other studies, however, provided evidence that indicates no significant differences between males and females in terms of attitudes toward learning a foreign language (bacon, 1992; boyle, 1987). an experiment conducted by bacon (1992) involving almost one thousand (1000) university-level students learning spanish indicated no statistically significant differences between male and female in relation to their attitudes in both listening and speaking skills of that language. in addition, boyle’s (1987) study involving four hundred and ninety (490) chinese college students revealed an interesting finding in that male students outperformed female students in listening skills tests which is in contrast to common findings of studies concerned a similar topic which reported that females are better in foreign language learning (e.g., główka, 2014; studenska, 2011; murphy, 2010). this, boyle further reported, is due to positive attitudes of these male students toward listening skills of spanish they learned. all these conflicting research findings are in line with lopez’s statement that either males or females’ success in a foreign language learning much depends on other factors like roles of parents and their surrounding environment in general (lopez, 2006). in addition to gender, it is also reported that residential location relates to one’s attitudes toward learning a foreign language (oey_gardiner, 2000). it has been reported that those living in urban areas have more positive attitudes toward learning a foreign language due to a high competition among community members in the urban areas (opoku-asare & siaw, 2016) and a good support in terms of facilities for their learning (alordiah, akpadaka, & oviogbodu, 2015; oey-gardiner, 2000). however, a study in nigeria by igbojinwaekwu (2015) indicated that residential locations have no relations to students’ academic achievement in general and in math in particular as focused in his study (igbojinwaekwu, 2015). in addition to residential locations, studies have also reported the relationship between gender and types of schools attended on students’ achievement in language learning. for example, dale (1974) conducted a large-scale study concerned single-sex education in the uk and found that girls in single-sex schools achieved a better achievement level in their overall learning including in the learning of a foreign language due to their positive attitudes to it. more recent studies by eisenkopf et al., (2012), for example, suggested that both girls and boys studying in unisex schools environment perform better at school because they are more competitive and comfortable compared to those studying in mixed schools (saidin & brahim, 2011; riordan, 2010; sullivan et al., 2010). in addition, sullivan et al., (2010), conducted a study by involving 1958 cohort data and reported that girls who studied in a single-sex school had better chances of passing in the state olevel exam compared to those girls who studied in the mixed school. udi samanhudi 104 journal of applied linguistics and literature, vol. 4(1), 2019 however, it is reported by other researchers that no relation or effect found between types of school attended and achievements toward a foreign language learning. a study conducted by daly (1996) in the context of northern ireland reported that no significant difference of achievement in terms of learning a foreign language between girls and boys studying either in single-sex or mixed grammar schools. similar results are also reported that no significant differences found in other subjects including math and english of boys or girls studying either in single-sex or mixed grammar schools (daly & shuttleworth, 1997). moreover, religion is also reported to have a significant relation with one’s attitude towards learning a foreign language (hurtado & gurin, 1987) although the role of religion on one’s life decision has been debated recently due to the fact that societies today are more secular (hayes, et al, 2013). involving 1027 students from four different ethnics and religious groups: japanese students (n =141/14%), sinhalese students (n =303/30%), tamil students (n =283/28%), and muslim students (n =300/29%), liyanage, et al., (2003) conducted a study focusing on examining the relation of religion and ethnicity on students’ attitudes toward a foreign language. the results indicated that ethnicity and religion in combination significantly associate with the attitudes toward learning a foreign language including learning strategy types (metacognitive, cognitive and social affective) used by the students. they, as liyanage et al., (2003) further reported, applied strategies of learning a foreign language as they learn their holy book for the first time e.g., memorising important words. finally, in terms of family affluence, it is reported that parents’ socialeconomy status significantly associates with one’s attitudes toward learning a new foreign language (e.g., kormos & kiddle, 2010; rua, 2006). kormos and kiddle (2010) conducted a survey to seven hundred and forty (740) secondary school students from different social economy backgrounds in santiago, the capital of chile. in this study they found that students’ family affluence level background had a close relation to the students’ motivation to learn a foreign language. however, as anderson et al., (2007) reported, the positive relation is not always found between family affluence and attitudes toward learning a foreign language in general as found in other countries such as brazil and korea in which students coming from both weak and high economical family background tend to show similar attitudes toward learning a foreign language like english (anderson et al., 2007, pp. 596-7). as the studies above indicate the relations of factors such as gender, residential locations, family affluence, types of schools attended and religion on young people’s attitudes in general, it is important to understand further impacts of those factors on young people’s attitudes in northern ireland northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 105 functions, in a small scale, to inform the current policy relating with foreign language as outlined in the national language strategy: ‘if a child’s talent and natural interest in languages is to flourish, early language learning opportunities need to be provided, and their aptitude needs to be tapped into at the earliest opportunity when they are most receptive’ (dfes, 2002) as will further discussed in section 2.2 below. scholars have reported the importance of introducing foreign languages since early level of education and this attempt of introducing foreign language education in early levels have been a phenomenon occurring worldwide (copland & garton, 2014). in response to this, the uk government promulgates a policy concerned foreign languages education that is realized in the national languages strategy popularly known as languages for all: languages for life. this policy related to foreign language learning emphasises the importance of mastering foreign languages as skills to prepare the young men for a broader cross-cultural understanding and for a wider competition internationally (dfes, 2002). the idea of issuing this national strategy, cable et al., (2012) said, is encouraged by the fact that british citizens today are less competitive in a globalized economy due to their lack of competence in foreign languages. hence, the national languages strategy particularly aims to encourage especially young men to learn foreign languages (dfes, 2002) given the fact that, as the current survey reported, this nation (uk) is in danger of being left behind due to young people’s reluctance to actively participate in the global contacts (british council & think global, 2011) and lack of awareness of the importance of mastering foreign languages (diamantatou & hawes, 2016; british council, 2015). in response to the above explanation that attitudes have been considered as one of the contributing factors in supporting the languages for all: languages for life policy (diamantatou & hawes, 2016; hunt, 2005), this research attempts to investigate the 16 year old teenagers’ attitudes to foreign language learning with a number of research hypotheses below: a. there are statistically significant differences between young people's attitudes to foreign language learning in relation to their gender. b. there are statistically significant differences between young people's attitudes to foreign language learning in relation to their residential locations. c. there are statistically significant differences between young people's attitudes to foreign language learning in relation to schools they attended. d. there are statistically significant differences between young people's attitudes to foreign language learning in relation to their family affluence. udi samanhudi 106 journal of applied linguistics and literature, vol. 4(1), 2019 e. there are statistically significant differences between young people's attitudes to foreign language learning in relation to their religion. methods research design this research used secondary data from the young life and times (ylt) survey which has a cross-sectional design. therefore, this research employs a descriptive qualitative research with a cross-sectional design as suggested by bryman, (2012). in the context of this study, this research design is used especially to examine the relations of five variables including gender, residential locations, school type attended, religion and family affluence on the 16-year old adolescents’ attitudes to foreign language learning. data procedures and participants the data used in this study were taken from a secondary dataset survey. this survey was conducted to measure the attitudes of young people (16 years old adolescents) in northern ireland relating to various social issues such as physical activities (sports), experiences at school, sexual exploitation of young people under the age of 18, careers, community relations, and the adolescents’ attitudes to foreign language learning (ark, 2016). the data set in this free access website are from surveys conducted annually from large and randomly selected samples comprising 103 items covering those issues mentioned above completed by the respondents either online (15.5%) or paper based (84.5%). in the 2015 young life and times (ylt) survey there were 1158 participants involved. those participants involved 16-year olds in the northern ireland. these participants were young males (42%) and young females (58%). the sample selected represented various backgrounds in terms of residential background, family affluence, types of school attended and religions. 59.4% of the participating respondents were from urban areas and 40.6% were from rural areas. in terms of family affluence background, 14.8% were from weak economic background, 53.7% from average economical background, and 31.5 % is from high economical background family. moreover, in terms of school the respondents attended, 9.3% were from planned integrated schools, 54.2% were from grammar school, 34.3% were from secondary school and 2.1% were from other types of schools in northern ireland. finally, in terms of religion, the percentage of respondents with religion was 70.3% and those with no religion backgrounds were 29.7%. hence, the participants involved in this survey were deemed to represent the northern ireland adolescents as a whole. northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 107 ethical issue punch (2015) argued that ethical issues are very important to be taken into consideration by researchers either in primary research or secondary research in which secondary data set publicly available is used. this study, then, used the secondary dataset taken from the 2015 young life and times (ylt) survey (ark, 2015). it is clearly reported that this publicly accessible survey has fulfilled required ethical guidelines especially to do with the harm, privacy, and confidentiality issues (cresswell, 2012; darlington & scott, 2002) so that there are no ethical issues associated with its use as secondary data. data analysis this study is focused on measuring the associations among five categorical variables: gender, residential location, school type attended, family affluence and religion relating to the adolescents’ attitudes toward learning a foreign language. to meet this purpose, this research employed the chi square test in order to test the five hypotheses as proposed above. the analysis using the chi square test was conducted in this research, firstly, to examine the association between the gender differences and the adolescents’ attitudes to the foreign language learning. when the results of analysis indicated statistical relations between gender and the adolescents’ attitudes toward learning a foreign language, the phi value was used to measure the degree of this association (muijs, 2004). a contingency table and a cluster bar chart were used in this study to show the adolescents’ attitudes based on the gender variable. secondly, the analysis using the chi square test was also conducted in this study to examine the association between residential locations and the adolescents’ attitudes to the foreign language learning. when it was found that there was a statistical relation between the two variables, the phi value was used to measure the degree of this association. similar to the first two variables analysed (gender differences and the adolescents’ attitudes toward learning a foreign language), the contingency table and the cluster bar chart were also used in this second analysis to depict the adolescents’ attitudes toward a foreign language learning based on their residential locations. the same analysis was carried out for the rest of the hypotheses in this study focusing on measuring the relationship between the types of school attended, family affluence and religion in relation to the adolescents’ attitudes toward a foreign language learning. findings variables with statistically significant relations to the 16-year old adolescents’ attitudes toward foreign language learning udi samanhudi 108 journal of applied linguistics and literature, vol. 4(1), 2019 the first hypothesis of this study concerned the relationship between the 16year old adolescents’ attitudes to learning a foreign language and their gender. to test this hypothesis, chi-square test was used. table 1 shows that there is a statistically significant relationship between gender and attitudes toward learning a foreign language among the 16-year old adolescents in northern ireland (x2 = 27.060, df = 1, p < 0.05). although the relationship between gender differences and the adolescents’ attitudes to learning a foreign language is weak (phi 0.154), there is a sufficient evidence to accept the alternative hypothesis as proposed in this study regarding the two variables (connolly, 2007). this means that there is a statistically significant difference between the 16-year old male and female adolescents in terms of their attitudes toward learning a foreign language. table 1. the proportion of gender and attitudes toward foreign language learning male female total x2 df p ph i n % n % n % yes 371 38.4 596 61.6 967 100 27.0 60 1 .000 * .15 4 no 104 59.4 71 40.6 175 100 total 475 41.6 667 58.4 114 2 100 *statistically significant at p<.05 in addition to gender, table 2 also demonstrates that there is a statistically significant relationship between residential locations and attitudes toward learning a foreign language among the 16-year old adolescents involved in the survey (x2 = 9.075, df = 2, p < 0.05). this indicates that the null-hypothesis as proposed in this study is rejected while the alternative hypothesis is accepted. in other words, it can be said that there are statistically differences between the 16-year old adolescents’ attitudes to the foreign language learning and their residential locations. although the strength of the relationship is relatively weak with the phi value at 0.090 (field, 2013), it is also shown in the table that the 16-year old adolescents living in urban areas have better attitudes to learning a foreign language (61.4%) as compared to adolescents living in rural areas (36.6%). table 2. proportion of residential locations and attitudes toward foreign language learning urban rural total x2 df p ph i n % n % n % yes 590 61.4 371 36.6 961 100 9.07 5 1 .003* .09 0 no 84 49.1 87 50.9 171 100 total 674 59.5 458 40.5 113 2 100 *statistically significant at p<.05 northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 109 variables with no statistically significant relations to the 16-year old adolescents’ attitudes toward foreign language learning while there found significant relations between gender and residential locations toward attitudes of learning of foreign language among the 16-year old teenagers in northern ireland, table 3 indicates that there is no statistical relation between family affluence of the adolescents in northern ireland and their attitudes toward learning a foreign language (x2 = 1.803, df = 2, p > 0.05). this indicates that the null-hypothesis proposed is accepted and thus the alternative hypothesis is rejected. in other words, it can be said that there are no significant differences between young the 16-year old people's attitudes to the foreign language learning in relation to their family affluence. additionally, table 3 indicates that the proportion of the adolescents from the average economic background who have no attitudes toward learning a foreign language is even higher (57.7%) than those from other economic backgrounds (53.7%). table 3. proportion of economic backgrounds and attitudes toward foreign language learning low economic backgroun d average economic backgroun d high economic backgroun d total x2 d f p n % n % n % n % yes 135 14.8 485 53.0 295 32.2 915 10 0 1.80 3 2 .406 * no 25 15.3 94 57.7 44 27.0 163 10 0 tota l 160 14.8 579 53.7 339 31.4 107 8 10 0 *statistically not significant at p>.05 in addition to family affluence, as demonstrated in table 4, there found no statistically significant differences between types of school attended by the 16-year old adolescents in relation to their attitudes of learning a foreign language (x2 = 4.828, df = 3, p > 0.05). given these results, the null-hypothesis is accepted and the alternative hypothesis is rejected. this means that there are no significant differences between adolescents’ attitudes to the foreign language learning in relation to the school types they attended. table 4. proportion of types of schools attended and attitudes toward foreign language learning planned integrated grammar secondary others total x2 df p n % n % n % n % n % yes 92 9.7 519 54.7 320 33.8 17 948 100 4.828 3 . 185* udi samanhudi 110 journal of applied linguistics and literature, vol. 4(1), 2019 planned integrated grammar secondary others total x2 df p n % n % n % n % n % no 13 7.7 87 51.8 61 36.3 7 168 100 total 105 9.4 609 54.3 381 34.1 24 1116 100 *statistically not significant at p>.05 finally, a similar finding is also demonstrated by religion and the 16year old young people’s attitudes toward learning a foreign language. the analysis indicated that no statistically significant relations between the 16year old adolescents with religion backgrounds and those with no religion backgrounds as indicated by (x2 = 1.495, df = 1, p > 0.05). in other words, the null-hypothesis as proposed in this study is accepted and the alternative hypothesis (there are no significant differences between young people's attitudes to the foreign language learning in relation to the religion) is rejected. table 5. proportion of religion and attitudes toward foreign language learning religion no religion total x2 df p n % n % n % yes 674 69.7 293 30.3 967 100 1.495 1 .221* no 130 74.3 45 25.7 175 100 total 804 70.4 338 29.6 1142 100 *statistically not significant at p>.05 section 2 discusses the results of the analyses concerning the relationship of the five examined variables (gender, residential location, school type attended, family affluence and religion) with the adolescents’ attitudes toward learning a foreign language. discussion the statistical analysis using chi-square on relations between the 16-year old adolescents’ attitudes toward learning a foreign language with those five different variables (gender, residential location, family affluence, school type attended and religion) presented above revealed that two variables e.g., gender and residential location demonstrated statistically significant relations to the 16-year old adolescents’ attitudes toward learning a foreign language. conversely, other three variables (family affluence, school type attended and religion) are found not to show significant relations statistically to the adolescents’ attitudes toward learning a foreign language. the statistically significant relation between gender and the 16-year old adolescents’ attitudes towards learning a foreign language as found in this study correlates with previous studies reporting that gender is one of many factors that has relation with one’s attitudes towards learning a foreign language (e.g., kobayashi, 2002; clark &trafford, 1995; ellis, 1994; bacon & northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 111 finnemann, 1992; powell & batters, 1985). previous studies focusing on examining the relationship between the two variables reported that girls gained better performance in their learning of foreign language than boys (titus et al., 2016; główka, 2014; rua, 2006; kobayashi, 2002; clark & trafford, 1995) because girls had more positive attitudes and did more efforts to master the new language than boys (michonska-stadnik, 2004). this can be seen in figure 4.2.1 below in which female attitudes toward a foreign language learning is higher (61.6%) than male (38.4%). on the other hand, bacon (1992) and boyle (1987) reported no significant relation statistically between gender and attitudes toward learning a foreign language. for example, bacon (1992) reported that there were no statistically significant gender differences in spanish listening tasks of the 1000 participants of her research. this finding suggests that other factors may play a role in relation to attitudes of the adolescents in learning a foreign language (lopez, 2006). figure 1. proportions of gender to foreign language attitudes in addition to gender, residential location shows a similar relation as gender towards the 16-year old adolescents’ attitudes of learning a foreign language as can be seen in figure 2 where adolescents from urban areas tended to have higher proportions with 87.54 % in terms of their attitudes toward learning a foreign language than those young men from rural areas (81%). this is in line with studies previously conducted by other researchers udi samanhudi 112 journal of applied linguistics and literature, vol. 4(1), 2019 which reported that residential location is relating with one’s attitudes toward learning a foreign language (oey_gardiner, 2000). for example, due to a high competition among community members and sufficient supporting facilities for their learning, those living in urban areas tended to perform better in terms of foreign language learning than those living in rural areas. this competitive situation has encouraged the 16-year old adolescents living in urban areas to have positive attitudes to learning a foreign language (alordiah, akpadaka, & oviogbodu, 2015; oey-gardiner, 2000) in order to support them to succeed in their learning the foreign language (opokuasare & siaw, 2016). figure 2. proportions of residential locations to foreign language attitudes however, the results of the statistical analysis as presented above shows no significant relation among other three variables analysed in this study i.e., family affluence, school type attended and religion. although recent studies indicate significant statistical relations between religion (liyanage, et al., 2003), school type attended (deem 1984; spender & sarah 1980), family affluence (khansir et al., 2016; alordiah, akpadaka & oviogbodu, 2015; anderson et.al. 2007; oey-gardiner, 2000) with adolescents’ attitudes towards learning a foreign language, this study shows that no relation is found between these three variables with the attitudes of learning a foreign language. this shows that there was no sufficient northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 113 statistical evidence that the differences in terms of religions, school types attended and economic backgrounds at home encouraged to the differences in the adolescents’ attitudes to the learning of a foreign language. in the case of religion context for example as presented in figure 3 below, it is clear that there is no significant statistical relation between adolescents belong to any particular religion in terms of their attitudes to learn a foreign language (69.7%) and those with no religion background (30.3%). figure 3. proportions of religion to foreign language attitudes in the case of school type attended, it is important to note that the finding which reports no statistical relation between types of school attended and attitudes toward a foreign language learning is in line with daly’s finding in northern ireland context. it is reported that no significant difference of achievement in terms of learning a foreign language between single-sex and mixed grammar schools. similar results are also reported that no significant differences found in other subjects including math and english (daly & shuttleworth, 1997; daly 1995, 1996). finally, in terms of family affluence, the absence of statistical relation with the adolescents’ attitude toward learning a foreign language might be caused by the fact that english is an international language that places its prestigious language so that learning a foreign language might not be considered important by the adolescents in uk in general and in northern ireland in particular (dfes, udi samanhudi 114 journal of applied linguistics and literature, vol. 4(1), 2019 2002). this is in contrast with the adolescents in other contexts who are keen of learning a foreign language especially english due to benefits it offers for their future education and career. khansir et al., (2016), for example, reported a study of 230 iranian studying in the third grade of high school who had positive attitudes towards learning a foreign language especially english. they reported that there is a significant relation between parents’ socio-economic status with students’ attitudes toward learning a foreign language in that parents from high socio-economic status tend to support and facilitate their children to learn a foreign language. the fact that no significant relation between the three variables (religion, types of school attended and family affluence) with the attitudes of learning a foreign language also correlates with lopez’s (2006) statement, as mentioned above, that there are many other factors relating to one’s attitudes toward a foreign language learning such as they themselves as learners and the environment surrounding them. conclusion and limitations this study has found that gender and residential locations were significant factors relating to the 16-year old adolescents’ attitudes toward learning a foreign language. conversely, this study found that there was no statistically significant evidence of differences among the other three variables (the family affluence, school types attended and religions) in relation to the young people’s attitudes to the foreign language. in terms of limitation, this study is based on five questions related to gender, residential location, family affluence, types of schools attended and religion of 16 year old adolescents who responded to the 2015 ylt survey. these results, therefore, cannot be made as a main reference for a policy change in the future especially one that is related to current modern language learning policy i.e., languages for all: languages for life. however, this study provides focused insight into the 16 year old teenagers’ current attitudes towards foreign language learning based on the five different characteristics examined. this may be useful as a reflection of how the current modern language learning policy is implemented and how teenagers especially in the context of northern ireland respond to the policy. biography udi samanhudi is a faculty member at the english education department of sultan ageng tirtayasa state university banten, indonesia and is now a doctoral student in tesol at queen’s university of belfast, the united kingdom (uk). he completed his bachelor degree in the area of english education in yogyakarta state university and master program at the same area in indonesia university of education, bandung. his research interest northern irish adolescents’ attitudes towards learning a foreign language… journal of applied linguistics and literature, vol. 4(1), 2019 115 includes discourse analysis, genre analysis in language education, critical writing pedagogy and teaching english in efl context. his current articles were published in compare: a 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(2003). effect of religion, first foreign language, and gender on the perception of the utility of language. journal of language, identity, and education, 2(1), 53-77. yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 59 the effect of using inquiry based learning strategy on students speaking ability ( a case study at sman 7 bengkulu selatan) 1) yogi irawan 2) syahrial 3) dedi sofyan yogiirawan300@gmail.com postgraduate program of english education department of language and art faculty of teachers training and education university of bengkulu abstract this research is aimed at finding out to what extent ibl strategy can affect students speaking ability and to find out the significant of ibl strategy on students speaking ability. the populations of this study were all students in second grade at sman 7 bengkulu. the samples of this study were 30 students on one class of second grade at sman 7 bengkulu selatan. this study used quasi-experimental study with one group design in order to test hypotheses. the study was conducted by pretest, the treatment in three meetings by using ibl strategy and posttest to the students. the instruments of this study were pretest and posttest. the result of this research showed that there were increasing scores of students speaking ability from 40,27 to 51,33, the increasing scores covered in; vocabulary aspect (13,54), grammar aspect (10,67), fluency aspect (7,33), and pronunciation aspect (12,67). the conclusions of the study were: firstly, ibl strategy affected students speaking ability with average increasing score of 11,05 covering the four aspects (vocabulary, gramar, fluency and pronunciation) of speaking. secondly, ibl strategy affected sufficiently significant ( 0,05) on students speaking ability. this current study contributes to give the teachers an additional strategy on the effective strategy for teaching of speaking. introduction the teachers have to use the strategy in order to achieve the goal of the teaching process. the strategy in teaching is all the activites and steps in conducting instructions to support the process of learning in order to achieve the goal. according to herrel and jordan (2004), the strategy is defined as an approach which can be used accross particular areas to support the process of learning. kindsvatter (1998), teachers’ teaching strategy is a general approach of teachers in giving the students certain instructions in term of learning activities. ritchhart, church and morrison (2011) declares that strategy is an approach to support learning of students that may be used only on one accassion. it means that the teaching strategy is an approach which is conducted by the teacher in one ocassion in order to support the learning activities. the teachers’ strategy is one of important aspects in teaching english to be considered. the teacher is a model of teaching and learning process that will make the teacher leads the process of pedagogical itself. the teachers should provide the strategy in teaching and learning process. arends (2004), reveals that teacher yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 60 should be able to use strategies for developing critical thinking and problem solving. kindsvatter (1998), the teaching strategy is very influential aspect in students’ learning experiencies and it is a critical component in deciding the extent of students’ learning since teacher provides the vital human connection between the content and the environment of the students. it means that the teachers’ strategy is needed in processing of teaching and learning process. there are many kind of strategies which are used by the teachers in teaching of english such as: cooperative learning: the jigsaw, inquiry based instruction (inquiry based learning), differentiated instruction: learning station, graphic organizers, and utilizing technology in the classroom. it means that the teachers have to choose one of appropriate strategies in order to support the process of learning of their students. according to ritchhart, church and morrison (2011) states the objective of strategy is to support the process of learning of the students. in teaching of speaking, some strategies can be applied for developing speaking. there are three teaching strategies which can be used by the teachers in teaching of speaking based on nclrc (national capital language resources center.2004). the first strategy is using minimal responses. minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. the second strategy is recognizing scripts. the teacher can help students to develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will need to say in response. the third strategy is using language to talk about language. the teacher can help students overcome the problem of students when they are speaking by clarification and comprehension check. ibl is one of the effective strategies that can be applied in the classroom activities. it makes students to be involved in teaching and learning process. ibl is more than a strategy for learning but it is an attitude towards life that implies students’ involvement in facing and solving a problem the search for realistic and strategic solutions (itec.intel teach essentials courses: 2013). there are five stages in the process of ibl. they are asking stage, investigating stage, creating stage, discussing stage and reflecting stage (escalante.2013). inquiry based learning is one of strategies that can be used by the teachers in teaching of speaking. inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas, and observations at the center of the learning experience (cbs:2013). according to scardamalia (2002), in ibl (inquiry-based learning), the teachers play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable, moving children from position of wondering to a position of enacted understanding and further questioning. kuklthau, maniotes & caspari (2007), states that inquiry requires more than simply answering questions or getting a right answer. it espouses investigation, exploration, search, quest, research, pursuit, and study. it is enhanced by involvement with a community of learners, each learning from the other in social interaction. inquiry-based learning strategy is one of the effective strategies in teaching of speaking. it makes students be motivated to engage to the classroom activities. according to cbs (capacity building series.2013), inquiry based yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 61 learning offers promise in supporting students to become thoughtful, motivated, collaborative, and innovative learners capable of engaging in their own inquiries and thriving in a world of constant change. it means that by inquiry learning strategy, students can determined their topic that they interested in and students can engage to the process of activities in speaking. there are many investigations about the use of inquiry-based learning (ibl) strategy for some skills in teaching of english such as: ibl for developing listening skill, ibl for developing reading comprehension and ibl for improving writing ability. anyhow the ibl strategy is effective for teaching of english which is supported by literature, but the ibl strategy has a chance to be applied on developing speaking ability. this is the main factor in this current study; in particular, it is aimed at investigating about the effect of using ibl strategy in students speaking ability. methods this research was classified as quasi-experimental study with one group design, pre and posttest in order to test hypotheses. according to horvart (2016), “quasi-experimental design can be operationally for theory building as: (i) nonrandomized control group pretest and posttest study, (ii) time series based study, (iii) control group time series study, (iv) equivalent time sample series study. in time series based study, it derives a theory about the phenomenon considering one group only”. sherbiny (2007), “quasi-experimental study is an approach which seeks to uncover the relationships between variables in a rate controlled conditions in which a researcher on a variable rate can see the conditions that cause specific phenomenon, therefore, variable is a deliberate change to set the conditions for what happened and note the changes in the event itself”. the study used all students at sman 7 bengkulu as the population. the sample was one class consists of 30 students in the middle level of second grade at sman 7 bengkulu selatan. the study used purposive sampling as a technique to take a sample. singh (2006) states that purposive sampling is selected by some arbitrary methods because it is known to be representative of the total population, or it is known that it will produce well matched groups. the study will use two variables as following: the independent variable: using inquiry-based learning strategy and the dependent variable: speaking ability. the study used cronbach’s alpha to measure the reliability of the test. in this study, the researcher conducted following some activities as: the researcher prepared pre-test and post-test on november 5 th 2017. the researcher gave the pretest to the students on november 6 th 2017. the researcher did the treatment by using ibl strategy to the students on november 7 th 2017 until november 30 th 2017. the researcher did the posttest after the treatment on december 2 nd 2017. the researcher analyzed the data based on the result of pretest and posttest on december 4 th 2017. the researcher concluded the result based on analysis of pretest and post on december 11 th 2017. the researcher collected the data from all samples taken. the researcher collected the data from pretest and posttest. all the data from pre-test and post-test were analyzed based on the theory. the data yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 62 was measured by using assessment criteria for speaking aspects with ordinal scale of likert scale. they were numerical number like the following below: very poor good very good excellent scale poor 1 2 3 4 5 the researcher concluded the preliminary results of data statistically as following: 1. the scoring data based on the criteria for speaking aspects which was adapted from harries (1984) and hughes (2003). 2. the data was analyzed by table of analysis on students speaking ability and it was converted to students’ mark and score each aspects as following below: students’ mark = students’ score x 100 max. score score each aspects = score per criteria x 100 max score 3. the data was concluded by analysis in wilcoxon test in order to know the significant of pre & posttest on students speaking ability. results and discussion result there are two research questions in this study that were answered descriptively by the data in this chapter. the first is to what extent ibl strategy can affect students speaking ability. the second is how the significant of ibl strategy on students speaking ability. this study was held from november 06 th until december 11 th 2017. the researcher gave the pretest to the students on november 6 th 2017. the researcher conducted the treatment in three meetings by using ibl strategy to the students on november 7 th 2017 until november 30 th 2017. the researcher did the posttest after three meeting treatments on december 2 nd 2017. the treatments were conducted based on the result of pretest. the researcher applied ibl strategy in speaking teaching process. the researcher applied five stages or cycles of ibl strategy in every meetings. the first stage or cycle was asking stage, the researcher wrote down the topic of the lesson and students made own questions related to the topic. the second stage was investigating stage, the researcher directed the students to search the information about the topic and students searched the information based on the topic. the third stage or cycle of ibl strategy was creating stage, the researcher directed the students to make a list of questions based on their sources that they have found it and students make a list of questions related to the topic. the fourth stage of ibl strategy was discussing stage, the researcher directed students to discuss in groups yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 63 related to the topic and students discussed in each group. the fifth stage of ibl strategy was reflecting stage, the researcher directed students to make conclusion about the topic that they have discused and students made conclusion about the topic. the result showed that students felt interested in learning of speaking after three meeting treatments conducted by applying ibl strategy. it showed almost of students spoke in english even though a few of them just talked a litle conversation. the students got improvement in their motivation and involvement to the process of teaching speaking. this chapter described and showed in details about students speaking ability based on the result of pretest and posttest. the result of pretest the researcher conducted pre-test on sunday, november 6 th 2017. the result of pretest was analyzed based on speaking test criteria which was adapted from harries (1984) and hughes (2003). the data was shown in the graphic below: yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 64 105 95 85 75 65 55 45 35 25 41.12 39.33 41.33 39.33 40.27 15 5 vocabulary grammar fluency pronunciation average graphic 1. the result of pretest based on the graphic above, it shows that the result of pretest in vocabulary aspect is 41,12. it means that the speaking ability of students in the aspect of vocabulary before the treatments is 41,12. in grammar aspect, the result of pretest 39,33. it means that the students speaking ability scores in grammar aspect before the treatments are 39,33. in fluency aspect, the result shows that there are 41,33 of students speaking ability in pretest. it means that students ability scores in fluency aspect are 41,33 before the treatments conducted. in pronunciation aspect, the result of pretest shows that there are 39,33 of students speaking ability. it means that students speaking ability scores in pronunciation aspects before the treatments are 39,33. in the average score, there are 40,27 of students scores as the result of pretest which is covering the four aspects of speaking. the result of posttest in conducting the research, the researcher did posttest after three meeting treatments by applying ibl strategy. the researcher conducted posttest on saturday, december 2 nd 2017. the researcher gave students description about what students had to do. the researcher asked students to speak in front of the class with duration 1 until 2 minutes to perform english by the topic that the were interested. before the test began, the researcher gave them to prepare their materials to be presented in 15 minutes. the result of posttest was shown detail in the graphic below: yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 65 105 95 85 75 65 55 45 35 54.66 50 48.66 52 51.33 25 15 5 vocabulary grammar fluency pronunciation average graphic 2. the result of post-test based on the graphic above, the result shows that in vocabulary aspect, there are 54,66 of posttest result. it means that students speaking ability scores in vocabulary aspect after three meeting treatments conducted are 54,66. in grammar aspect, the result of posttest shows that there are 50. it means that students speaking ability scores in grammar aspect after the three meeting treatments done are 50. in fluency aspect, the result shows that there are 48,66. it means that students speaking ability scores in fluency aspect after the three meeting treatments conducted are 48,66. in pronunciation aspect, the result shows that there are 52 of pronunciation score. it means that students speaking ability scores in fluency aspect after three meeting treatments are 52. in average score, there are 51,33 of students scores which is covering four aspects in speaking as a result of posttest. the result of speaking test in vocabulary aspect in order to see the effect of ibl strategy on students speaking ability, the researcher describes the differences of the result between pretest and posttest, the researcher describes in details students speaking ability result test in vocabulary aspect on the table below: table 2. the result of speaking test on vocabulary aspect no aspect pretest score posttest score 1 vocabulary 1 2 3 4 5 1 2 3 4 5 4 p 20 p 6 p 8 p 22 p 2 result score 41,12 54,66 yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 66 3 increasing score 13,54 (p = participant, 1=very poor, 2=poor, 3=good, 4=very good, 5=excellent) based on the table above, in pretest score, there are 4 participants get score 1, 20 participants get score 2 and 6 participants get score 3. in posttest score, there are 8 participants get score 2 and 22 participants get score 3. the result scores of pretest are 41,12 and the result scores of posttest are 54,66. it shows that there are 13,54 of increasing score of students speaking ability from pretest to posttest. it seems that ibl strategy can affect students speaking ability in vocabulary aspect in increasing score 13,54. the result of speaking test in grammar aspect the table below describes the differences of the result between pretest and posttest, the table describes in details about the effect of ibl strategy on students speaking ability based on the result test in grammar aspect. table 3. the result of speaking test on grammar aspect no aspect pretest score posttest score 1 grammar 1 2 3 4 5 1 2 3 4 5 7 p 17 p 6 p 15 p 15 p 2 result score 39,33 50 3 increasing 10,67 score (p = participant, 1=very poor, 2=poor, 3=good, 4=very good, 5=excellent) based on the table above,in pretest score, it shows that there are 7 participants get score 1, 17 participants get score 2 and 6 participants get score 3. in post score, there are 15 participants get score 2 and 15 participants get score 3. the result scores of pretest are 39,33 and the result scores of posttest are 50. it shows that there are 10,67 of increasing scores of students speaking ability between pretest and posttest. it seems that ibl strategy can affect students speaking ability in grammar aspect of increasing score 10,67 of it’s effect. the result of speaking test in fluency aspect the table below shows the differences between pretest and posttest result. the table describes in details about the effect of ibl strategy on students speaking ability based on the result test in fluency aspect. yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 67 table 4. the result of speaking test on fluency aspect no aspect pretest score posttest score 1 fluency 1 2 3 4 5 1 2 3 4 5 4 p 20 p 6 p 2 p 13 p 15 p 2 result score 41,33 48,66 3 increasing 7,33 score (p = participant, 1=very poor, 2=poor, 3=good, 4=very good, 5=excellent) based on the table above, in pretest result score, there are 4 participants get score 1, 20 participants get score 2 and 6 participants get score 3. in posttest score, there are 2 participants get score 1, 13 participants get score 2 and 15 participants get score 3. the result scores of pretest are 41,33 and the result scores of posttest are 48,66. it shows that there are 7,33 of increasing score of students speaking ability between pretest and posttest. it seems that ibl strategy can affect students speaking ability with increasing score 7,33 in fluency aspect. the result of speaking test in pronunciation aspect in the table below, it shows the effect of ibl strategy on students speaking ability, the table shows the differences of the result between pretest and posttest, the table describes in details students speaking ability result test in pronunciation aspect. table 5. the result of speaking test on pronunciation aspect no aspect pretest score posttest score 1 pronunciation 1 2 3 4 5 1 2 3 4 5 8 p 15 p 7 p 2 p 11 p 14 3 p p 2 result score 39,33 52 3 increasing 12,67 score (p = participant, 1=very poor, 2=poor, 3=good, 4=very good, 5=excellent) based on the table above, in pretest score, there are 8 participants get score 1, 15 participants get score 2 and 7 participants get score 3. in posttest score, there are 2 participants get score 1, 11 participants get score 2, 14 participants get score 3, and 3 participants get score 4. the result scores of pretest are 39,33 and the result scores of posttest are 52. it shows that there are 12,67 of increasing score of students speaking ability from pretest to posttest. it yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 68 means that ibl strategy can affect students speaking ability in pronunciation aspect in score 12,67. the result of speaking test on the four aspects the results of pre-test and post-test were drawn by the graphic below in order to know the increasing score of students speaking ability from pretest to post. 100 90 80 70 54.66 50 48.66 52 60 41.12 39.33 50 39.33 41.33 pre 40 30 11.05 test 20 10 vocabulary grammar fluency pronunciation average graphic 3. the result of pre and posttest based on the graphic above, it can be seen that in vocabulary aspect, there are 41,12 of result score in pretest and there are 54,66 of result score in posttest. in grammar aspect, there are 39,33 of result score in pretest and there are 50 of result score of posttest. in fluency aspect, there are 41,33 of result score in pretest and there are 48,66 of result score of posttest. in pronunciation aspect, there are 39,33 of pretest score and there are 52 of result score in posttest. the averages of increasing score of students speaking ability in the four aspects (vocabulary, grammar, fluency and pronunciation) are 11,05. it means that ibl strategy can affect students speaking ability with about 11,05 of increasing score of students speaking ability from pretest to the posttest after the treatments by applying ibl strategy. the result of speaking test by wilcoxon analysis the result of this study was analyzed by wilcoxon test in order to know the significant of ibl strategy towards students speaking ability. wilcoxon is one of application of spss program which was used to find the significant result between pretest result and posttest result. the details result will be reportedly below. yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 69 table 6. descriptive statistics n mean minimum maximum pre 30 40.33 20 60 post 30 50.50 35 65 based on the table above, the result shows that the average scores (mean scores) of 30 students as participants of pretest are 40,33 and the average scores (mean score) of 30 students as participants in the posttest are 50,50. the result also shows that there are 20 as minimum score of students and there are 60 as maximum score of students in the pretest. in posttest, there are 35 as minimum score of students and 65 as maximum score of students. table 7. wilcoxon signed ranks test mean n rank sum of ranks post – negative ranks 0 a .00 .00 pre positive ranks 28 b 14.50 406.00 ties 2c total 30 based on the table above, wilcoxon rank test shows that there is no negative rank of total participant so the test can be carried out to the next stage of analysis by wilcoxon statistics below. table 8. test statistics b post – pre asymp. sig. (2 .000 tailed) based on the result of test statistics in wilcoxon analysis table above, the result of the table shows that there are 0,000 in sig. (2tailed) which meant that the result test is less than a minimum requirements of statistics range 0,05 ( 0,05). it means that the first hypothesis (h0) is denied and the second hypothesis (h1) is accepted. it shows that that there are statistically significant differences at ( 0.05) in the mean scores in pre & post speaking test. it means that ibl strategy is significant in improving students speaking ability. yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 70 discussion to what extent ibl strategy can affect students speaking ability based on the result of the study, the result reveals that ibl strategy can give effect to students speaking ability with the average score result 11,05 of increasing students speaking ability from pretest to posttest. it was shown by previous studies that was conducted by mendur, mogea & olii (2014), entitled increasing students’ ability of writing descriptive texts based on inquiry-based learning at sma kristen tondano. the result of the study showed that inquirybased learning is effective to teach the students how to think critically in order to improve students writing ability. sulastri (2012) entitled “ improving the students’ reading skill by using inquiry-based learning method” (a clasroom action research at the eighth grade of smpn 2 barat-magetan in 2011/2012 academic year. the result of the study showed that ibl strategy can improve students’ reading comprehension and students are able to comprehend a text better. it means that ibl strategy not only give effects to writing ability and reading ability of students but also ibl strategy can give effects on students speaking ability. there are four aspects in speaking ability which are focused in this study. the first is vocabulary aspect, the second is grammar aspect, the third is fluency aspect and the fourth is pronunciation aspect. those aspects were discussed by details based on the result of speaking pretest and posttest. vocabulary aspect in speaking based on the result of speaking pre and posttest data, ibl strategy gave effects to students speaking ability with increasing score of students speaking ability 13,54 in vocabulary aspect. it indicates that ibl strategy can give students a chance to improve their vocabularies. it shows that ibl strategy can make students to explore their knowledge. according to abdelraheem and asan (2006), inquiry-based learning is the strategy to explore students’ knowledge. it means that, by applying ibl strategy, students have chances to explore their abilities so that they can improve or gain their vocabularies. creating stage in ibl strategy can give students many chances to make an idea rellated to the information that they get from sources. according to escalante (2013), the creating stage is where students practice their composition skill. it means that students can get many new words as a result by getting new information or making list of information related to the topic that they discussed. by getting new information, students have learned and gained their vocabularies indirectly. grammar aspect in speaking based on the result of speaking test in grammar aspect, there were 10,67 of increasing score of students speaking ability between pretest and posttest score. it means that ibl strategy can affect students speaking ability in grammar aspect by improvement scores in 10,67 of its effect. by applying ibl strategy in classroom activities, students can produce sentences repeatedly until the correct one. it indicates that students can improve their grammar by producing sentences through making a list of questions. students feel confident in making sentences or questions because they feel handle or control the class activities by themselves. according to brown (2000), students who can use ibl strategy are better language learners. students can be more yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 71 active in the class. they can be motivated to pay attention in class and to be interested in involving the process of teaching and learning because they feel handle or control their language level. grammar is one of aspects in speaking must be improved by students in this case. it needs improvements because the students have to pay attention to their grammar in order to make appropriate mechanism when they speak to others or communicate to each other. leech (2003), grammar is a reference to mechanism according to which language works when it is used to communicate with other people. it means that grammar is a mechanism for putting words together. it means that grammar is one of aspects in speaking must be considered by students. fluency aspect in speaking fluency is the speed of producing the words by students in such sequencing time. according to nunan (2003), “fluency is the ease and speed with which a student is able to formulate and generate speech in the target language. it comes mainly through contextual speaking practice, not drilling with isolated words”. based on the result of pretest and posttest, there were 7,33 of increasing score of students speaking ability between pretest and posttest. it means that ibl strategy effects toward students speaking ability were 7,33 of increasing score in fluency aspect. it indicates as a result that the more active intensity of students in speaking can increase students’ fluency however it is only 7,33 from the result score. creedy (1992) states that ibl is intended to encourage the students to be active in the calssroom activities. it means that ibl strategy can affect students’ fluency in their speaking by increasing their involvement in the process of teaching. the more active students in classroom activities will make students to be fluent in speaking itself. thornbury (2005) states that speaking is like any other skill, such as driving or playing a musical instrument: the more practice you get, the more likely it is you will be able to chunk small units into larger ones and achieve fluency”. it means that the more active students in practicing of speaking so it will make increasing of their fluency. there are two problems in students’ fluency. one of them is some students still feel afraid when they speak in classroom activities. it causes they cannot improve their fluency as a result they do not involve to the speaking itself when ibl strategy was applied. this is the cause of increasing score of fluency aspect in speaking which is lower than other aspects. other problems which effect of students’ fluency is lack of time in students explore their speaking. students cannot speak more because the time in the process of teaching is lack. the sufficient time is needed in the process of speaking. it causes speaking is practicing process. although the teachers give many chances to speak in the classroom process through applying ibl strategy in the class however the time of english class particularly on high school is limited. it is suitable with one of the teaching speaking principles by brown (2000) which is “reducing the teachers speaking time in class while increasing students speaking time”. yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 72 pronunciation aspect in speaking based on the result of pretest and posttest in pronunciation aspect, it showed that there were 12,67 of increasing score of students speaking ability from pretest to posttest. it means that ibl strategy can affect students speaking ability in pronunciation aspect by increasing score 12,67. by applying ibl strategy in the process of teaching speaking, the students can be active in the process of teaching. according to escalante (2013), ibl strategy allows an active participation of students. it shows that ibl strategy can make students more active in the process of learning of speaking. students can practice how to pronounce the words as a result they have chances to produce many words correctly. the result indicates that by practicing the production of the words frequently, the result of speaking particularly on pronunciation will be improved. scoot (2005) states that speaking is the productive and oral skill. speaking is a cognitive skill, is the idea which knowledge become increases automatically through successive practice. it means that the result can be improved because the process of practicing the speaking is successful as a result it can make students’ pronunciation especially is improved even though it is not too much in percentage result. the pronunciation aspect is one of important aspects to be considered by the speakers particularly on students high schools. it can determine whether they are mastering such a language especially english or not. in addition, by pronunciation aspect, the hearer can determine that the speaker is native or nonnative. brown (2000), states that pronunciation refers to how people pronounce the words. this is because people tend to judge native/non-native speaker status on the basis of pronunciation. there are two general factors which can affect students’ pronunciation. those are internal factor and external factor. internal factor is coming from students itself such as: exposure, age and motivation. and external factors are coming from outside of students such as: teachers, strategy of learning and classroom setting. in this case, the researcher tries to discuss in internal factors. it is related to the study after applying ibl strategy in classroom activities toward students speaking ability particularly on pronunciation aspect. according to kenworthy (1987), there are six factors within the learners that affect pronunciation. those factors are native language, age, exposure, innate phonetic ability, identify and language ego, and motivation and concern for good pronunciation. based on the result of this study particularly on students’ pronunciation, there are two factors appear as the implication factors which influence students pronunciation which are still under 15 of increasing score result from pretest to posttest. the first factor is exposure. the exposure factor means that the intensity of showing such speaking practices or conversation naturally in english are rare. exposure is important to the students to improve their pronunciation. kenworthy (1987), states that the quality and intensity of exposure are more important than mere length of time. the second factor which can affect students’ pronunciation is motivation and concern for good pronunciation. although one of benefits of ibl strategy is to motivate students to involve to the process of learning, some students still having lack motivation towards learning process. according to brown (2000), if the motivation and concern of good pronunciation are high, then the necessary yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 73 effort will be expended in pursuit of goals. it means that if the students’ motivation is improved so the students’ pronunciation also in this case will be improved as well. how significant ibl strategy on students speaking ability there are two hypotheses in this study. the first hypothesis is “there are not statistically significant differences at ( 0.05) in the mean scores in pre & post speaking test (h0)”. the second hypothesis is “there are statistically significant differences at ( 0.05) in the mean scores in pre & post speaking test (h1)”. based on the result of speaking pretest and posttest which was analyzed by wilcoxon test, the result showed that the first hypothesis (h0) was denied and the second hypothesis (h1) was accepted. it means that there are statistically significant differences at ( 0.05) in the mean scores in pre & post speaking test. the result showed that ibl strategy gave the significant impact on students speaking ability. it is similar to some previous studies. sholeh (2008) entitled “using inquiry-based learning strategy to improve descriptive writing ability of the second year students of mts. al ikhwan klitih demak”. the result of the study showed that ibl strategy can improve students’ writing skill. sulastri (2012) entitled “ improving the students’ reading skill by using inquiry-based learning method” (a classroom action research at the eighth grade of smpn 2 barat-magetan in 2011/2012 academic year. the result of the study showed that ibl strategy can improve students’ reading comprehension and students are able to comprehend a text better. it means that ibl strategy can improve not only for writing and reading skill but also can improve for speaking skill. based on the result of this study, there are two factors which can determine the significant impact of ibl strategy on students speaking ability. they are the factor within ibl strategy itself and the factor outside of ibl strategy. the factor within ibl strategy is the factor that comes from the stages in ibl strategy itself and the factor outside of ibl strategy is supporting factors outside of those of five stages in ibl strategy such as: environment, teachers, and students. the factor within ibl strategy there are five stages or cycles of ibl strategy which are used in the classroom activities particularly on this case teaching of speaking. according to escalante (2013), there are five stages in ibl strategy namely: asking stage, investigating stage, creating stage, discussing stage, and reflecting stage. on the first stage, students have to plan their tasks and formulate meaningful questions about a problem or topic which they have to discuss as a part of unit of study. it gave students many chances to determine their interested topic so that they can easily follow the learning experiences. according to escalante (2013), ibl strategy can encourage the development of critical thinking. by applying ibl strategy, students make questions based on their background knowledge and their interested related to the topic. milatasari (2013), entitled improving students’ ability in writing through inquiry based learning. the result of the study showed that ibl can make students more confident and active, developing their critical thinking, and understanding the concept. it means that in the first stage, students are free to develop questions so they can follow ibl strategy in the first stage properly. yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 74 the second stage is investigating stage. this stage is gathering of information step. according to escalante (2013), students get together in subgroups and narrow down the topic. they begin to gather information, inquire from difference sources, study and interview people, observe and even reformulate the question when necessary. the objective of this stage is to explore students’ knowledge about the topic. according to abdelraheem and asan (2006), inquiry-based learning is the strategy to explore students’ knowledge. it means that, in this stage, students in the classroom activities work in group to find new information related to the questions which were made by themselves as a result in the first stage. the third stage is creating stage. according to escalante (2013), in creating stage, “students begin to make connections. they synthesize what they have learned and shape new thoughts, ideas, and theories outside their prior knowledge and experience. this is the stage where students practice their composition skill.” hebrank (2000),the third cycle is the students try to observe the information related to the topic. in practical this stage, the students should make a list about the questions related to the topic that they are interested after collecting the data or information in investigating stage before. the fourth stage is discussing stage. on the fourth stage, students share their new discoveries with other member of their sub-group. escalante (2013), states that the discussing stage is to find out other classmates’ findings involve themselves into a community-building process. by applying discussing stage, students are enthusiastic in doing this stage. it makes students feel free to speak to their friends without feeling shy or worry about it. they seldom get this chance in the process of learning experiences in their class. they can talk to each other by feeling free to explore their speaking. in discussing stage, there is an interaction among students in classroom activities. the interaction is giving the effect on students speaking ability. the interaction among students give effects to each other for example: if some students have increased their motivation so it will give effects to others. according to tarone (2005) states that the learners performance is always colored by that person he or she is talking with. it means that the interaction in discussing stage can give significant influences on students speaking ability. it means that this stage is the most important stage which gives impact to the significance of ibl strategy for speaking ability development case. the fifth stage is concluding stage. on the last stage, students should look back at the question or the problem proposed. they analyze once more the whole research process and making conclusion. hebrank (2000), states that concluding stage is the process which the student has to make conclusion about the topic being investigating and to explain the conclusion to others. the factor outside of ibl strategy the factors which can determine the result of this study are not only from the cycles or stages in ibl strategy but also some factors are from outside of ibl strategy such as: variety conditions, teachers, and students. the condition is one of important factors for making the success of english teaching process particularly on teaching of speaking. students perform a speaking task under a variety of conditions. according to nation & newton (2009) states that performance conditions can affect speaking performance. it yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 75 includes time pressure, planning, the standard of performance and the amount of support. it means the good condition can give the effective result in performance of speaking students in classroom activities. the further factor is the teacher. the teacher leads whether the teaching process in the class is effective or not. there are some aspects that have to be considered by the teacher in order to make the process of teaching to be successful. according to adam and pierce (2006), there are four characteristics of effective teaching that the teachers have to be considered. the first is knowledge of basic principles and procedures. the effective or a good elt must be based on sufficient basic principles and procedures in order to make the process of teaching is running properly. the second is planning and preparation. the effective teaching is representative from the good planning and preparation. it includes the planning of integration of learning to the curriculum, the students, teaching methods and strategies. the third is teaching experience (practice). the fourth is flexible. the process of teaching can be changed to another setting. it means that effective teaching can be flexible based on contextual cues. it includes the different of students, classroom setting, environment and another context that can be affecting the process of teaching. the teachers are important in the process of teaching and learning. the teachers lead the process of teaching itself. nunan (2003), the teachers should circulate around classroom to ensure that students are on the right track and see whether they need help or not while they work in groups or pairs. according to adam and pierce (2006), the teachers are role model and the leader which leads the process of elt to be a good process or poor process. it means that the teacher determine whether the process of teaching and learning of speaking successfull or not. nunan (2003) states that the teachers should provide an opportunity for students to talk by using group work and pair work and limit the teachers talk. it is important for the teachers to pay attention on giving many opportunities to the students to talk much than them. based on the result of the posttest, the result showed there is an increasing score of students after three meeting treatments conducted. it means that the teacher in this case was successful in giving the opportinities students in talk more. in this case, in applying ibl strategy, the teacher is a facilitator, a guidance, and a helper for the students. the role of teachers in ibl strategy is important. according to fielding (2012), in ibl (inquiry-based learning), the teachers play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable, moving children from position of wondering to a position of enacted understanding and further questioning. it means that the teacher is one of the factors which can give the significant impact on students speaking ability. the further factor of significance of ibl strategy is student itself. the students are the centers of teaching process in ibl strategy. inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas, and observations at the center of the learning experience (cbs:2013). it indicates that the students determine and choose their questions, ideas and the topic that they are interested. it means that students can determine their success in the process of teaching by themselves. according to brown (2000), students who can use the strategy are better language learners. students can be more active in the class. they can be motivated yogi irawan, syahrial, dedi sofyan joall (journal of applied linguistics and literature vol.3 no.2 | 76 to pay attention in class and to be interested in following the process of teaching and learning because they feel handle or control their language level. it shows that students who can follow the rule of ibl strategy in this case, they can get more active in the class and get higher score based on the result of the study as well as the result of posttest after several treatments conducted. it means that students are the centers in the process of ibl strategy where they determine the result of learning process itself. the process of teaching and learning can be successful or failed based on the student itself. conclusion and suggestion conclusion based on the result of this study, it can be concluded that there are two conclusions in this study where it answers the two research questions. the conclusions of this study are: 1. ibl strategy affected students speaking ability with average increasing score of 11,05 covering the four aspects (vocabulary, grammar, fluency and pronunciation) of speaking. 2. ibl strategy affected sufficiently significant ( 0,05) on students speaking ability based on the result of pretest before ibl strategy was conducted and the result of posttest after ibl strategy was conducted. suggestion suggestions to the teachers 1. english teachers, especially english teachers at senior high schools of south bengkulu particularly on sman 7 bengkulu selatan have to try to apply ibl strategy as additional strategy in order to improve students speaking ability. the teachers could pay attention more how important ibl strategy in schools to be implemented particularly on teaching of speaking. they have to give many chances to students to explore their abilities in speaking english. 2. the teachers need to establish learning environment in order to make the process of applying ibl strategy to be successful. 3. the teachers have to learn more 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(2005). speaking in a second language. in e.hinkel (ed.), handbook of research in second language teaching and learning (pp. 485502).mahwah, nj: laurence erlbaum associates. thomson, c.b., & panacek, e.a. (2006). research study designs: experimental and quasi-experimental. air medical journal, 25(6), 242-246. thornbury, scoot. (2005). how to teach speaking. pearson: united kingdom. retrieved from http://www.amazon.co.uk on september 12 2017 turkmen, h. (2009). an effect of technology -based inquiry approach on the learning “earth, sun & moon” subject. hkied apflst. 10(1). wells, alison. (2010). an investigation of inquiry-based learning in the inclusive classroom. published thesis: university of manitoba. http://journal.um.ac.id/id/index.php/j%2520on%2520october%252012%25202017 http://journal.um.ac.id/id/index.php/j%2520on%2520october%252012%25202017 http://www.amazon.co.uk/ joall (journal of applied linguistics and literature) vol. 4 no. 2, 2019 issn (print): 2502-7816; issn (online): 2503-524x available online at https://ejournal.unib.ac.id/index.php/joall/index doi: http://dx.doi.org/10.33369/joall.v4i2.6866 journal of applied linguistics and literature, vol 4(2), 2019 227 the usage of vanderveken theory to analyse illocutionary acts on the “opinion” column of the jakarta post edition 1st 5th of september 2018 rani herning puspita1 , sunarti2 1,2universitas muhammadiyah kalimantan timur corresponding email: rhp546@umkt.ac.id abstract there are various columns in the newspaper, from the news columns to the opinion column. the speaker letter column contains letters from the speaker which contain various things such as opinions, responses, criticisms, aspirations, suggestions and complaints. sometimes the language the speaker uses to convey his intent is not explicitly stated. the problems discussed in this study are any speech acts contained in the opinion column of the jakarta post newspaper. the objectives of this study are (1) what types of illocutionary speech acts used by speakers in the "opinion" column in the jakarta post newspaper; (2) what functions of illocutionary speech acts used in the "opinion" column in the jakarta post newspaper. the approach used in this study is descriptive qualitative. the method of data collection uses note and technique notes. the data population used in this study is the speech contained in the column "opinion" in the august 2009 edition of the jakarta post newspaper. the results of this study are that every person has different ways in giving their opinion about news or topic. it can be complaining, agreeing, and request. those all expressive can be analysed using illocutionary acts or speech acts. keywords: opinion, illocutionary acts, the jakarta post introduction language grows and develops in society because language belongs to the community. the language used in mass media is increasingly varied, because people's thinking is now more advanced and dynamic, the problems that occur in society are increasingly complex. human speech can also be expressed through the mass media both verbally and in writing. in oral media, parties who carry out speech acts are speakers (speakers) and their partners (listeners), while in written media, speech is delivered by the speaker (speaker) to his partner, the speaker. the mailto:rhp546@umkt.ac.id the usage of vanderveken theory to analyse illocutinary… 228 journal of applied linguistics and literature, vol 4(2), 2019 mass media that can be utilized for oral speech are electronic media, such as television and radio. meanwhile, for print media such as magazines, tabloids, and newspapers, it is a tool that can be used by the speaker (speaker) to be conveyed to the speaker (partner) with the aim that what is conveyed through written media gets a response from the speakers (partner). one of the printed mass media that is widely consumed by the public is newspapers or newspapers. because through newspapers, people know the news more detail than just watching television. one of the english language newspapers published in indonesia is the jakarta post. the jakarta post newspaper not only contains news, but also contains columns and other rubrics that are useful for speakers, such as advertisements, sports news, business, and speakers' letters. in the newspaper the jakarta post, the speaker letter column is better known as "opinion". in this "opinion" column, speakers are free to express opinions or thoughts or comments about a news story. the language used by the speaker in expressing his thoughts in the "opinion" column varies, there are those that refer directly to his/her intentions, but there are also those who give an explanation first before saying what he wants to convey. the jakarta post was chosen because the newspaper included english-language newspapers which were still quite easy to find and contained more international news than the national daily, besides the speakers of the jakarta post were not limited to indonesian people but from other countries. this study aims to find the meaning of public opinions which are written in english. in this study the author will examine the intent and purpose of what the speaker wants to express in the "opinion" rubric. are they just giving opinions without any tendency or other objectives that are expressed indirectly? the meaning contained in discourse, behavior, and human actions becomes important to know the purpose of speech speakers (george yule, 1996). the meaning of a word depends on the use of the language (searle, 1985). the problems research of this research are (1) what types of illocutionary speech acts are used by speakers in the "opinion" column in the jakarta post newspaper; and (2) the function of any illocutionary speech acts used in the "opinion" column in the jakarta post newspaper. the formulation of the research studies are (1) describe the types of illocutionary speech acts used in the "opinion" column in the jakarta post newspaper; (2) identify the function of the illocutionary speech act contained in the "opinion" column in the jakarta post newspaper. there are some researches about conducted by isma savanty muwalidah titled "analysis of illocutionary speech acts in the speakers' writing discourse on the september 2014 edition of the jawa pos newspaper". rani herning puspita journal of applied linguistics and literature, vol 4(2), 2019 229 the results of the study from the results of the research that has been done, the researchers found 34 results of the study were assertive illocutionary speech acts complaining, reporting, and notifying; 73 the results of the study are directive illocutionary speech acts invoking, asking, suggesting, and advising; 12 the results of the study are expressive illocutionary speech acts to thank, and praise. another similar study was carried out by lailiyah (2013) with the title "directive actions in the speaker's forum rubric in the jakarta post" at least three conclusions. first, based on structure or sentence mode, the type of directive speech act is divided into direct and indirect speech acts and based on the meaning of the words that compose them there are literal speech acts. second, based on context analysis, the intent of directive speech acts found among other things is to command / order, prohibit, request, suggest, invite, warn, expect, and allow. in addition, this study also revealed the politeness strategy used by speakers in the "opinions" column of the jakarta post. the purpose of this study is to find out the meaning of opinion texts written by the speakers of jakarta post newspaper about many different topics which is up to date in indonesia especially in another country, and this study hoped that speakers can be more responsive on the latest news. method in this study, the author used a qualitative and descriptive approach. the descriptive approach aims to design systematically, factually, and accurately the facts (mahsun, 2005). the population data of his study is opinions on the "opinion" column of the jakarta post newspaper. more specifically what is used as a source of data is speech on opinions that contain illocutionary acts. the step of data collection is an attempt by researchers to provide data that is directly related to the problem to be studied (sudaryanto, 1993: 5). taking data sampling is done by documentation techniques, because data is taken from daily newspapers / newspapers. documentation technique is taking data if the data source is books, journals, or newspapers. sudaryanto (1993: 133) classifies the technique of collecting data into 5 types, namely tapping technique, skillful listening free technique, skillful listening technique, recording technique, and note taking technique. the data collection technique in this study is to use the listening technique. learning is done by listening, namely listening to the use of language. the technique in referring to this study used the technique of free learning (sblc), the author are not involved in the narrative process (sudaryanto 1993: 134), the authors only participate in analyzing and observing the data that has been determined. after the data collection completed, the next step was to analyze all the data that had been collected. this data analysis was basically describing the usage of vanderveken theory to analyse illocutinary… 230 journal of applied linguistics and literature, vol 4(2), 2019 the elements that make up a reality without even changing or destroying it. in other words, this data analysis was an attempt to process data so that conclusions were obtained to achieve the research objectives. lexy (2000: 103) cited the analysis definition from patton (1990) "data analysis is the process of arranging data sequences, organizing them into a pattern, category and basic description unit". in this study, the data analysis method used was a qualitative method. one characteristic of qualitative methods is the data collected in the form of words, images, and not numbers (aminuddin, 1990). the analysis used in this study uses the heuristic method, which was a type of problem solving task faced by speakers in interpreting a speech or utterance (leech 1983: 61). the analysis carried out in this study was in the form of identifying the types of illocutionary speech acts and functions of illocutionary speech acts. to find out the meaning of each opinion, first the author analyse each paragraph of the opinion. the author analyses the speech act of each paragraph the opinion, then the author analysed the whole paragraph. to analyse the meaning or function of each utterances in opinion, the author used hypothesis of daniel vanderveken. vanderveken divided illocutionary force into six (6) components, in which these components used to show if the illocutionary force is accepted or not. the components are: 1. illocutionary force/ illocutionary point the speaker always connects the contents of his propositions to the circumstances when he speaks 2. a mode of achievement the conditions for fulfilling illocutionary force are components of the force that show how illocutionary point can be achieved in accordance with the content of the context / proposition successfully which can show an action that is appropriate to that force. 3. propositional content condition this component has the purpose of expressing an assessment, opinion, or problem that is connected each other. the contents of the proposition can express the state of the past, present and future conditions. 4. preparatory condition this preparation component deals with the most important conditions for the success of the illocutionary power. the speaker can not responsible for his speech in carrying out an action without assuming that he can do it. 5. sincerity condition this condition of sincerity refers to the expression of the speaker's psychological behavior that he truly does illocutionary acts. 6. degree of strength rani herning puspita journal of applied linguistics and literature, vol 4(2), 2019 231 a speaker can express the level of seriousness of his actions with different illocutionary powers, depending on his strength. example of data analysis; (1) is the latest market flurry a sign abnormal changes will be ushered into the global economy, or just a temporary adjustment of stock prices. the opinion above is formed question sentence in which the question sentence usually requires answers, but the question sentence above contains expressive illocutionary acts, the doubtful feeling of the speaker about the global economy. the speech act above can be analyzed using vanderveken’s hypothesis in the following. 1. illocution point: by writing the speech, the speaker wants to express his feelings about market prices that will bring changes in the global market. 2. condition of fulfillment: the condition of achievement that exists in the speech is the achievement of demand in accordance with the proposition. 3. contents of the proposition: illocutionary force according to the contents of the proposition shows the actions of the speaker, namely questioning the realization of changes in market prices. 4. condition preparation: before writing his opinion, the speaker reads a discourse that contains issues about the global economy on prices. 5. sincerity condition: speakers want to see the realization that market prices can bring better changes to the global economy. 6. level of strength: shows the seriousness of the speaker in questioning whether market price volatility is the effect of a global economy rather than stabilizing temporary stock prices. by using the analysis above, it can be stated that the speech of the opinion above is an expressive speech act, because through opinion, the author intends to express his feelings. findings after the data collection was done, the next step is discussion. the data presented has been randomly selected to represent the overall data. there were 6 data to represent all the opinions. table 1. opinions number speech act imf decries us shift directive the heat is on directive tokyo’s hate speech law directive treating honoured guests directive the usage of vanderveken theory to analyse illocutinary… 232 journal of applied linguistics and literature, vol 4(2), 2019 opinions number speech act hasty decision on death penalty request g20 must deepen cooperation request from the table above shown that four opinions have directive meaning and two opinions have request meaning, means most of the meaning or illocutionary force of the opinions are directive. analysis of data 1: imf decries us shift paragraph 1 is an assertive speech, because it conveys facts or tells the truth. paragraph 2 is an assertive statement because the data revealed from the source (imf) is trusted. paragraph 3 is a directive speech because it contains a request that countries build a strong economy. illocution point is the speaker wants that other countries to build a stronger economy so they wouldn’t be affected by economic of us. fulfillment conditions is what the speaker wants to do that other countries improve the stronger and fairer for the future economy. a content of proposition is the imf can resolve problems regarding the conditions of economic growth. conditions for preparation are speaker providing data that the imf is cutting economic growth in china and america. condition of sincerity is the speaker really wants better economic growth in countries. strength level is the strength level shown in the sentence “countries should, as christine lagarde, the managing director of the urgent urged, resolves disputes to build a trade system that is "stronger, fairer, and fit for the future", which indicates that serious speakers want countries have good economic growth rates. rani herning puspita journal of applied linguistics and literature, vol 4(2), 2019 233 from the analysis above, the illocutionary function of the opinion above is directive even though the speech acts of each paragraph have different functions. the illocutionary function of opinion is to ask other countries to build a better economy. analysis of data 2: the heat is on paragraph 1 is assertive because in the opinion, the speaker speaks about facts. paragraph 2 is expressive speech act because it expressesd the speaker’s' concern that changes in the economic climate of paris will affect the economy in india and pakistan. paragraph 3 is directive because it contains the request for the government to change the economy of the country so that it can remain stable. paragraph 4 is directive because the speaker requests the countries to support the paris agreement on changing the economic climate. paragraph 5 is expressive, because the speaker wrote in his/her opinion about the anxiety if the economic conflict will change the politics and economy of their country. analysis of vanderveken illocutionary point is that the speaker worried if the economic climate change will change the political structure and economic structure of his country. a condition of achievement is the speaker asked the government to keep the economy in a stable condition. contents of proposition are that the speaker wanted the government understands people's concern about economic changing. conditions for preparation are in paragraphs 3 and 4, explained that according to the speaker “it takes a dozen years to change the country's economic system”. the usage of vanderveken theory to analyse illocutinary… 234 journal of applied linguistics and literature, vol 4(2), 2019 from the analysis above, it can be concluded that the function of speech act is directive. it was contained the speaker’s requests to the government to keep the economy of his/her country still stable. analysis of opinion 3: tokyo hate speech law paragraphs 1, 2, 3, and 4 are utterances in the first, second, and third paragraphs and the fourth include illocutionary assertive speech act because the speaker wrote about something real. paragraph 5 is expressive illocutionary speech acts because it described the disappointment of the speaker that the government cannot detect parties who give anonymity speech. paragraph 6 is directive speech acts because the speaker asks the tokyo government to resolve and prevent irresponsible parties from making hate speech, especially about race. illocutionary point is that the speaker tries to illustrate that utterances of hatred about race are problems that must be prevented and stopped. achievement of conditions is the point that the speaker wanted to achieve was that the tokyo government can stop the hate speech of the country. contents of the proposition are the speaker explained that hate speech that contains race can offend people. conditions of preparation are the speaker illustrated that the united nations also condemned acts of hate speech. conditions of sincerity are the speakers really hope that the government is firm about the issue of speech hate. level of strength is the level of strength can be seen in the last paragraph in the sentence "tokyo should ensure for human rights". from the analysis above, the overall meaning the opinion is directive. it is shown on the sentence “tokyo should ensure for human rights…..” rani herning puspita journal of applied linguistics and literature, vol 4(2), 2019 235 result of opinion 4: treating honoured guests paragraph 1 and 2 are illocutionary assertive because the speaker writes about facts on the asian games event. paragraph 3 is expressive speech act because opinion the speaker writes his/her feelings of disappointment being rejected by the local government when they will help earthquake victims in central sulawesi. paragraph 4 and 5 are illocutionary assertive because the speaker writes the things he/she really experienced while volunteering in central sulawesi. paragraph 6 is expressive illocutionary acts because the speaker expressed her/his feelings of disappointment due to the volunteers were rejected but the arrival of parties’ officials was welcomed. paragraph 7 is illocutionary directives because the speaker wants president jokowi to receive both volunteers and officials. the usage of vanderveken theory to analyse illocutinary… 236 journal of applied linguistics and literature, vol 4(2), 2019 illocutionary point is that the speaker describes the events he experienced during his time as a volunteer in central sulawesi. achievement condition is what the speaker wanted in his opinion was that he and other volunteers could be accepted. contents of proposition are the speaker wants the volunteers complaints were heard and responded or given a solution from the parties concerned. conditions of preparation are the speaker first shared his experiences in central sulawesi before finally asking the president to accept good intentions from volunteers. condition of sincerity is the speaker really hopes that the local government did not obstruct their intention to help the victims of the earthquake disaster. level of strength is in the last paragraph of the speaker wrote "president jokowi and his staff must accept both foreign volunteers and indonesian volunteers. from the analysis above, the meaning of that opinion is directive. it is shown in sentence “president joko “jokowi” widodo and his officials must unequivocally welcome these dedicated foreigners, who along with locals are trying to help survivors regain the strength to rebuild their lives amid the loss of their loved ones.” analysis of data 5: hasty decision on death penalty paragraph 1: there are illocutionary directive actions, in which the speaker indirectly asks the community for 2 important things in the parliamentary session. paragraph 2: there is expressive illocutionary action, because speakers express their feelings about the discourse discussed, namely the abolition of the death penalty. paragraph 3: there is an illocutionary directive action, where the speaker requests that the government rethink the abolition of the death penalty. rani herning puspita journal of applied linguistics and literature, vol 4(2), 2019 237 analysis vanderveken illocution point : the speaker highlighted two important things at the parliamentary session, one of which was the abolition of the death penalty. achievement conditions: what the speaker wants to achieve is the government is reconsidering the abolition of the death penalty. contents of the proposition : the speaker argues that there are some serious criminal cases such as drugs and murder whose perpetrators deserve to be sentenced to death. conditions of preparation : the speaker writes examples of countries that still apply the death penalty for some criminals. condition of sincerity: the speakers really hope that the government considers all its decisions. level of strength: a sentence that shows the purpose of the speaker in the final sentence of opinion, "the government should have studied this issue more thoroughly before making a decision on whether to abolish the death penalty." from the analysis the meaning of the opinion written by the speaker was a request to the government to rethink carefully before abolishing the death penalty. it shown in sentence “the government should have studied this issue more thoroughly before making a decision on whether to abolish the death penalty." analysis of data 6: g20 must deepen cooperation illocution point : the author states his doubts about the policies that will be taken by the g20 country. conditions of achievement: the author wants the parties related to the interest rate increase to be good at preparation and the impact that will occur. contents of proposition: the speakers write that an increase in interest rates will benefit one country and harm another. the usage of vanderveken theory to analyse illocutinary… 238 journal of applied linguistics and literature, vol 4(2), 2019 conditions for preparation: in paragraph 2 the impact of the policy on raising interest rates is explained. conditions of sincerity: the authors hope that the g20 countries will think of the impact on developing countries if interest rates are raised. level of strength: in the last paragraph a number of effects are explained overall, the meaning of the above opinion is a request from the opinion speaker to rethink the impact that will arise from the policy to be taken by the authorities, not to only benefit one of the countries and to disadvantage the developing countries. this is shown in the sentence "emerging economies need to be better prepared for possible impacts from a flight of capital. by recommending the cracks that the us has caused within the g20, the group should strive for close cooperation in policy areas”. there are some theories that can be used to identify the illocutionary force; one of them is vanderveken theory. by vanderveken theory, we may know the step how the meaning is built by sentence or utterance. for some people or culture it is difficult to point their meaning of their utterance, so they will make the utterance which the meaning is implied. in those opinions the speakers or the writers hoped that the hearer or the reader understand what they talk about. analysis of illocutionary force is one of pragmatic studies, not only the utterances of opinions but also the utterances of dialogues of the movies or even speech of president or prime minister. conclusion the conclusions of this study are in the following. 1. some speakers have different ways of expressing their intentions. 2. vanderveken theory can be used to identify the meaning of some utterances 3. speech actions contained in each paragraph of an opinion can have different types even though the functions and objectives of speakers in these opinions can vary 4. the function or purpose of the speaker is constructed from speech acts speech acts in each sentence in the paragraph. 5. the purpose or function of speech from the speaker can be implied or explicit. 6. to be able to understand the true meaning of speakers we should see information or news or previous speech so that we more easily understand the intent of speakers. references aminuddin. 1990. pengembangan penelitian kualitatif dalam bidang bahasa dan sastra. malang: ya3. rani herning puspita journal of applied linguistics and literature, vol 4(2), 2019 239 dewa putu. 1996. dasar-dasar pragmatik. yogyakarta: andi offset. lailiyah. 2013. tindak tutur direktif dalam rubrik speaker’s forum di the jakarta post. skripsi. leech, geoffrey. 1983. principle of pragmatics. terjemahan ke dalam bahasa indonesia dilakukan oleh m.d.d. oka. 1993. prinsip-prinsip pragmatik. jakarta: ui press: london: longman mahsun. 2005 .metode penelitian bahasa.jakarta:pt rajagrafindo persada. muwalidah, isma savanty.2014.analisis tindak tutur ilokusi dalam wacana pembaca menulis pada suratkabar jawa pos edisi september 2014. skripsi. surakarta: ums patton, m.q. (1990). qualitative evaluation and research methods. (2nd ed.) newbury park, ca: sage publications inc. penelitian wahana kebudayaan secara linguistik). yogyakarta : duta searle, j. r., and d. vanderveken. 1985. foundations of illocutionary logic. cambridge : cambridge unversity press sudaryanto. 1993. metode dan aneka tehnik analisis bahasa ( pengantar tarigan, djago. 1990. proses belajar mengajar pragmatik. bandung: angkasa. vanderveken, daniel. 1990. meaning and speech acts.great britain: cambridge university press wacana university press yule, george. 1996. pragmatics. oxford : oxford university press. yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 33 evaluation of english teaching materials used at a vocational high school based on cunningsworth’s checklist (bahasa inggris kelas xi sma/ma/smk/mak, published by kementerian pendidikan dan kebudayaan republik indonesia, revised edition in 2017) yeli nuhamsih syahrial postgraduate english program, faculty of teacher training and education, university of bengkulu email : yeli.nurhamsih@yahoo.co.id abstract: english teaching material is really important, that is why a teacher should be able to select the right book to use on teaching and learning process. one of the ways is by evaluating the textbook. this study aims to evaluate the english teaching materials covering its language content, language skills, and topics, used at a vocational high school based on cunningsworth‟s checklist. the data were taken by distributing checklist and conducting interview to one viceprincipal who is also as a teacher of english and two english teachers at a vocational high school. the data were analyzed by getting average and percentage. the methodology of the research is descriptive qualitative content analysis. results showed that language content in the textbook viewed from criteria of good english teaching materials are poor. the textbook only covers little grammar and vocabulary. the language skills practiced in the textbook according to criteria of good english teaching materials are poor for they are in general content and limited activities. while, according to criteria of good english teaching materials, the topics introduced in the textbook are poor too. the topics covered in the textbook are general topics. it can be concluded that english teaching materials covering language content, language skills, and topics in the textbook are not appropriate for hotel accomodation students. as suggestion, the four skills should be integrated in the topics in order to give more importance to grammar and communication skills. the topics content that relate to hospitality and tourism department specially for hotel accomodation department should be provided and added so it will be meaningful for the learners espesially the learners of hotel accomodation. keywords: evaluation, english teaching materials, vocational high school, checklist abstrak: guru harus mampu memilih buku yang tepat untuk digunakan dalam proses belajar mengajar. salah satu caranya adalah dengan mengevaluasi buku tersebut. penelitian ini bertujuan mengevaluasi materi pengajaran bahasa inggris meliputi konten bahasa, keterampilan bahasa, dan topik, yang digunakan di sekolah menengah kejuruan (smk) berdasarkan ceklist cunnigsworth. data diambil dengan mendistribusikan ceklist dan melaksanakan wawancara dengan wakil kepala sekolah yang juga merupakan guru bahasa inggris dan dua orang guru bahasa inggris di salah satu smk. data dianalisa dengan mencari rata-rata dan persentase. metodologi penelitian ini adalah analisis konten kualitatif deskriptif. hasil penelitian menunjukan konten bahasa yang ada di buku tersebut berdasarkan kriteria materi pengajaran bahasa inggris yang baik adalah rendah. buku tersebut hanya berisi sedikit grammar dan kosa kata. keterampilan bahasa yang di praktiskan dibuku tersebut menurut kriteria materi pengajaran bahasa inggris yang baik adalah rendah karena mereka ditampilkan dalam konten bahasa inggris umum dan kegiatannya terbatas. menurut kriteria materi pengajaran bahasa inggris, topik-topik yang diperkenalkan dibuku tersebut juga terkategori rendah. topik-topik yang ada dibuku tersebut adalah topik-topik yang umum. dapat disimpulkan bahwa materi pengajaran bahasa inggris meliputi konten bahasa, skill bahasa, dan topik yang ada di buku tersebut tidak cocok untuk siswa akomodasi perhotelan. sebagai saran, keempat skill bahasa harus terintegrasi di dalam topik supaya dapat memberikan pengaruh terhadap grammar dan keterampilan mailto:yeli.nurhamsih@yahoo.co.id yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 34 komunikasi. topik-topik yang berhubungan dengan kepariwisataan dan perhotelan terutama akomodasi perhotelan harus dilengkapi dan ditambah sehingga buku tersebut akan bermakna bagi para siswa terutama siswa akomodasi perhotelan. keywords: evaluasi, materi pengajaran bahasa inggris, sekolah menengah kejuruan, ceklist introduction textbooks have a significant role in efl teaching and learning by providing useful ready-made material to both teachers and students. however, inappropriate use of course books may de skill teachers and their students (charalambous, 2011). sheldon (1988) suggests that textbooks do not only provide the visible heart of any elt program, but also provide considerable advantages for both students and the teachers when they are being used in english foreign language classroom. however, many textbooks are published by national publishers that sometimes may not fulfil the teachers‟ and students‟ need. so, as teachers, we should be able to select the right book that will be used in learning and teaching process. one of the ways is by evaluating the textbook. textbook evaluation would involve the careful selection of materials examining whether they reflect the needs of the learners, the aims, methods and values of a specific teaching program (cunningsworth, 1995). through textbook evaluation, teachers know the content of the book, its strengths and weaknesses which will facilitate them to adapt it to suit the course aims, learners‟ needs and teachers‟ beliefs. moreover, cunningsworth (1995) and ellis (1997) states that textbook evaluation helps teachers move beyond impressionistic assessments and it helps them to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook. in previous curriculum, it differs the syllabus for sekolah menegah atas (sma) and sekolah menengah kejuruan (smk). it means the materials between sma and smk are different but in current curriculum, they have the same syllabus and the same recommended textbooks. based on the researcher‟s experience in teaching english at smkn 5 kepahiang, many previous textbooks do not fulfil the students‟ need relating to their departments such as automotive, hotel accommodation, multimedia and marketing department. even in current curriculum, where the syllabus between sma and smk are the same, it will really appear problem because it‟s not suitable to their programs. it‟s as one of english teacher‟s roles to incorporate and facilitate the students to retain it. vocational high school is a school that aims to prepare learners for careers that are based in manual or practical activities, occupation or vocation. therefore, english for specific purposes (esp) is needed in teaching and learning process in order to incorporate students specific needs in enrolling the courses at smk. esp is designed for a particular group of people in a particular context where the materials used are related to the learners' specialized field of study. the learners who are obligated to meet the essential, specific and precise needs to respond to the considerable demands in vocational or academic situations in english are encouraged to learn english for specific purposes (chang, 2009; tsao, 2011). however, the current english textbook recommended to use at smk are the same to sma. it is predicted that the english used in the textbook is general english. according to cunningsworth (1995), materials evaluation is a complex matter, for there are many variables that influence the success or failure of coursebooks when they are in use. so, according to him, in evaluating teaching materials, it is essensial to limit the number of aspects used, the number of yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 35 question asked or statement given, to manageable proportion. that is why the researcher limited only three aspects to be evaluated namely language content, language skills, and topics. the researcher views that those aspects occurs frequently in the learning and teaching process. in other words, those are main aspects in teaching and learning process. there have been studies on this topic such as from tok (2010), lee (2013), haghi (2013), anjaneyulu (2014), rahmawati (2016) salehi (2015). and al harbi (2017). lee (2013) stated that the analysis and the evaluation of existing textbook holds a very essential role in developing new textbooks process. she found we should arrange our own standards for the current textbooks, upon considering foreign theory's connectivity with our curriculum, the learners requirements and our unique cultural background all together. anjaneyulu (2014) and tok (2010) examined the textbook used in primary schools. while, rahmawati (2016) and al harbi (2017) evaluated the textbooks used in secondary school. haghi (2013) found that the course books were generally regarded as appropriate materials. while, salehi (2015) revealed that the content and the topics of the esp medical textbook are suitable with the learners and instructors‟ needs. lin, et al (2014 found that two dimensions of esp curriculum model for hospitality field constructed as well as nine courses contained in this study respectively. also, it appears that taiwan‟s hospitality educators and practitioners should assist students/learners to strengthen english proficiency the previous studies above focused on evaluating the textbooks for general schools such as primary school, for secondary schools and for tertiary school, and however none research which evaluates english textbook used for vocational high school that recommended used in curriculum 2013. therefore, the researcher needed to find out the evaluation of english textbook with the research entitled “evaluation of english teaching materials used at a vocational high school based on cunningsworth‟s checklists. (bahasa inggris kelas xi sma/ma/smk/mak, published by kementerian pendidikan dan kebudayaan republik indonesia, revised edition in 2017). the objectives of the research are: 1. to know how the language content in the textbook is viewed from the criteria of good teaching materials 2. to know how the language skills are practiced in the textbook according to criteria of good teaching materials 3. to know how the topics are introduced in the textbook according to criteria of good teaching materials. evaluation refers to the process of making judgement based on the criteria or evidence. according to hutchinson (1983), the evaluation of a textbook assists to the area of english education in two aspects. that is, one aspect is a simple contribution for the teacher in selecting a textbook and the other is that the teacher can increase his own understanding of the teaching and learning situation. according to tomlinson (1998; 2001; 2011; 2012), just about everything which helps the learning of a language can be categorized as materials. materials include everything that can be used to facilitate the language learning. they may be course books, videos, graded readers, flash cards, games, websites or mobile phone interactions. it means textbook is one of materials used by teachers in teaching and learning process. dudley-evans and st john (1998) argue that books and materials have a crucial role in every learning situation and assist teachers with their responsibilities. they provide four justifications for using materials and books: a) as a source of language, b) as a learning support, c) for motivation and stimulation, and d) for reference. yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 36 according to cunningsworth (1995), materials evaluation is a complex matter, for there are many variables that influence the success or failure of coursebooks when they are in use. so, in evaluating teaching materials, it is essensial to limit the number of aspects used, the number of question asked or statement given, to manageable proportion. there are some criteria of textbook evaluation proposed by byrd (2001), cunningsworth (1995), littlejohn (1998), mukundan et, al (2011), nation and macalister (2010. in this research, the criteria used adapted from cunningsworth‟s checklist. cunningsworth (1995: 15-17) mentions four criteria of textbook evaluation. those criteria as guideline for developing checklist for textbook evaluation. they include 1) corresponding to the learners‟needs, 2) reflecting the present and future of language, 3) facilitating learning in various ways, and 4) having a clear role as a support for learning. cunningsworth (1995: 3) proposes the most important general criteria for evaluation and selection purposes that called as a basic quick-reference checklist. it covers some aspects. they are a) aims and approache, b) design and organization, c) language content, d) skills, e) topics, f) methodology g) teachers‟ books, and h) practical considerations. among eight aspects above, the researcher would like to focus on three aspect only namely language content, skills and topics. a. language content according to cunningsworth (1995), language content consists of grammar, vocabulary, phonology, and discourse. grammar is a major component of any general language course, whether it is acknowledged as such, or disguised as something else. it is the effective teaching of grammar that distinguishes a true language course from a phrasebook and it is an understanding of and an ability to use grammar that equips learners with the ability to create their own utterances and use language for their own purposes. according to cunningsworth (1995), selecting vocabulary is a hard subject and not as simple as could be hoped. wilkins (1976) claimed that the attention of methodologists was first directed to vocabulary because the actual day-to-day use of language includes words that are different from the somewhat literary and arbitrary vocabulary that learners encounter in their reading based courses. good vocabulary development activities tend to exploit some or all of the following: • semantic relation – word group according to meaning, synonyms, hyponyms, opposotes • situational relationship – word sets associated with particular situations, eg sport, transport, politics • collocations – words commonly found in association, eg food and drink, for better or worse, also noun + preposition links and phrasal verbs (verb + particle links) • relationships of form (often referred to as „word building‟), eg long, length, lengthen phonology covers the articulation of individual sounds, word stress, sentence stress and some aspects of intonation. occasionally simple arrows can be employed to denote rising or falling intonation. a cassette recording is the best way of noting stress, rhythm and intonation. discourse refers to the features of language use that go beyond the domain of grammar rules and include areas such as the sequencing of sentences, cohesion, paragraphing, structuring text, participation in conversation, etc. coursebooks will present models of discourse through the examples of language that they offer in dialogue, reading texts, and listening passages. however, we should look for models that yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 37 represent authentic discourse, even though at a simplified level b. skills the textbook should deal with the four skills (listening, speaking, reading, and writing) that regarded as central to language learning. teaching english to students means teaching them to comprehend what they read and understand what they listen to. it also means teaching students to express themselves and communicate their thoughts in spoken words and in writing. c. topics cunningsworth (1995) states it is obvious as using english to deliver information about an aspect of the real world that provides a better model of language use than describe some imaginary non-existent construct, and at the same time is more possibly to motivate the learners. so, another role of the textbook is to include topics that will interest and inform learners. he also emphasizes that at whatever level, real and immediate topics must command more interest and response from learners then imagenary, made-up content. learning english in vocational schools is classified as english for specific purposes (esp) and the purpose of learning english is depend on the department/student‟s major. in line with this , hutchinson & waters (1987) distinguish between "general english" and "esp". esp implemented by adapting to the needs of students. teaching and learning activities are usually focused on student learning as a primary consideration. in other words, teaching esp implements student centered approach. the needs of students are defined in terms of why they want to learn english and the kind of english that they will use or beneficial to their future. cunningsworth (1995) says that esp materials should meet learners‟ needs and that the language taught should match the language that the students will use. the materials have to take into account learner expectations and learning styles and should have a clear role in the learning/teaching process. dudley-evans and st john (1998) modified strevens‟ original definition of esp to form their own. strevens defined esp by identifying its absolute and variable characteristics. strevens‟ (1988) definition makes a distinction between four absolutes and two variable characteristics: absolute characteristics: esp consists of english language teaching which is: 1. designed to meet specified needs of the learner; 2. related in content (i.e. in its themes and topics) to particular disciplines, occupations and activities; 3. centered on the language appropriate to those activities in syntax, lexis, discourse, semantics, etc., and analysis of this discourse; 4. in contrast with general english. secondly, variable characteristics: esp may be, but is not necessarily: 1. restricted as to the language skills to be learned (e.g. reading only); 2. not taught according to any pre ordained methodology (pp. 1-2). according to edwards (2000), when we design a curriculum for esp courses in the field of etp (english for tourism purposes) learning tasks and activities should have a high surrender value, it means that “learners should be able to use what they have learned to perform their jobs more effectively” (p. 292). gardner and walqui (2000) believe that designing a course based on this belief can enhance the learners‟ inherent motivation which can help and support their learning process. yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 38 dimensions contents english for hotel services 1) reception counter services; check-in registration, introduction to facilities, luggage service, check-out, cashiei and accounting, tour pacgkage introductions, lost-and-found services 2) hotel telephone service: room reservation, transfers, taking messages, telephone manners 3) room service: room administration, complaint response, meal service 4) other hotel services english for food and beverage services 1) reception counter services 2) food ordering services 3) meal services 4) complaint responses 5) bill payment and see-off services 6) introducing memos 7) introducing utensil and recipes 8) other food and beverage services table 1 these are english materials for hospitality (huang, 2008) source: huang (2008) the proposed language skills and topics that can be applied to students of hotel and catering according to fazelah (2006) 1) grammar the learning of grammar should be incorporated into all topics to suit the needs of the students and the industry personnel. 2) speaking and listening speaking and listening skills should be combined because these two skills are done simultaneously in establishing effective communication. 3) reading hotel accomodation students should be able to read and understand manuals, instruction materials, itinerary, brochures, memos and job specification in english. to assist students in reading skills activities like skimming that is to get gist or general information and scanning that is to locate specifically required information are important in hotel accomodation. from hospitality journals, magazines and books to encourage quest for knowledge among students. 4) writing since writing is the least skills preferred by the students and the industry personnel, writing activities would only involve to very specific and job related. zarwin (2016) found in his study that speaking and listening skills were maximally needed, reading and writing were minimally needed. the topic for front desk staff was “making conversation dealing with problems and complaints”. the topic of listening was “listening and practicing dealing with guest situations and complaints. in the topics of reading “reading about menu”. in writing, the most topic needed was “writing letters, e mails, or faxes”. it proved that besides general topics, certain topics that concern to the major should be included in textbook for vocational high school. methodology research design this research employed descriptive evaluative design that concerned with the document analysis. this research described whether the aspects of the language content, topic content, and language skills in the textbook entittled bahasa inggris kelas xi sma/ma/smk/mak published by kementerian pendidikan dan kebudayaan republik indonesia in 2017 are appropriate to the criteria of good textbook. instruments the instruments of this research were: 1. textbook evaluation checklist 2. interview yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 39 range of fulfilment score category 80% 100% good 60% 79% fair 50% 59% sufficient 0% 49% poor the result of textbook evaluation checklist on language content p a r t n o statement rater 1 rater 2 rater 3 rater 4 total num ber ave rage score category a 1 what grammar items are included? 3 2 3 3 11 2.75 less appropriate 2 the grammar presentation is clear 3 2 3 3 11 2,75 less appropriate data collection technique in this research, the data were taken from the textbook and collected through content analysis by distributing the checklist to one vice-principal who also teaches english and two english teachers in a vocational high school to find out the teachers‟ responses toward the english textbook used. the researcher and the raters filled the checklist by writing 1, 2, 3, 4, or 5, 1= absolutely inappropriate, 2= inppropriate, 3= less appropriate , 4= appropriate, 5= absolutely appropriate. data analysis technique in analyzing the data obtained, the method used was descriptive. then the data was analyzed in terms of average. after that, descriptive analysis was employed to obtain a picture of language content, skills, and topics in the textbook used. table 2 the process of analyzing data done as follows: 1. the checklists were counted in each criteria to get the total number 2. then the total number divided into four to get the its average. the average showed the conditions of materials 3. the checklist of each rater also counted and percentaged 4. the total number of all raters summep up and divided into four to get average 5. finally, the average of each aspect was percentaged by dividing the average to criteria total number and then multiplied 100 % 6. then, the result was classified into the criteria below: the conversion of fulfilment average into four proposed categories (pusat perbukuan, 2011) result and discussion result the findings of this research are presented in three aspects of textbook evaluation. they are language content, skills, and topics. 1. language content the checklist in this study only covers three items of language content table 3 namely grammar, vocabulary, and pronunciation. the category covers ten items which are divided into four parts, part a for grammar, part b for vocabulary, part c for pronunciation, part d concern to content in general and the results are indicated in table 3 yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 40 p a r t n o statement rater 1 rater 2 rater 3 rater 4 total num ber ave rage score category a 1 the four skills are adequately covered 2 1 3 3 9 2,25 inappro-priate 2 there is material for integrated skills work 3 2 3 3 11 2,75 less appropriate b 3 the textbook is provided with the cassette / cd for listening activity 1 1 1 1 4 1 absolutely inappro-priate 4 listening material is well recorded. 1 1 1 1 4 1 absolutely inappro-priate c 5 there are sufficient materials for spoken english 3 3 4 2 12 3 less appro priate d 6 there are sufficient reading materials 3 3 4 2 12 3 less appro priate 7 there are reading materials such as manuals and job specification 1 2 1 1 5 1,25 absolutely inappro-priate 8 there are acttivity of reading for pleasure and job knowledge 1 2 1 1 5 1,25 absolutely inappro-priate 3 there are probability, imperative, polite request, and conditionals materials 1 1 2 2 6 1,5 inappro priate b 4 how much vocabulary is taught? 2 2 1 2 7 1,75 inappro priate 5 vocabulary is presented in structured, purposeful way 2 1 1 2 6 1,5 inappro priate 6 vocabulary introduced in meaningful context) 1 1 2 1 5 1,25 absolutely inappro priate c 7 the coursebook includes material for pronunciation work. 1 1 1 1 4 1 absolutely inappro priate d 8 the coursebook deals with the how to structure a piece of extended writing 3 1 3 2 9 2,25 inappro priate 9 the content is appropriate to the learners‟need 1 1 1 1 4 1 absolutely inappro priate 10 there is a body of „core‟ specialist language 1 1 1 1 4 1 absolutely inappro priate total number 18 13 18 18 67 14 maximal number 50 50 50 50 200 50 percentage 36% 26% 36% 36% 134% 34% poor table 3 shows that the percentage result of textbook evaluation checklist on language content is 34%. based on the conversion of fulfilment taken from pusat perbukuan, the language content is categorized poor. it means the language contents in the textbook evaluated are not appropriate for vocational high school specially for hotel accomodation department. table 4 2. language skills to evaluate the skills aspect in the textbook, the researcher used ten items. the statements are devided into five parts, part a for integrated skills, part b for listening, part c for speaking, part d for reading, and part e for writing. the results are presented in table 4 below. the result of textbook evaluation checklist on skills yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 41 e 9 writing activities are suitable in term of length, degree of accuracy, and amount of guidance. 2 1 2 3 8 2 inappro-priate 10 there are varied genre of writing that include writing that concern to job specification 2 2 1 1 6 1,5 inappro-priate total number 19 18 21 18 76 19 maximal number 50 50 50 50 200 50 percentage 38% 36% 42% 36% 152% 38% poor the table 4 above shows the percentage result of textbook evaluation checklist for language skills aspect is 38%. based on conversion of fulfilment proposed by pusat perbukuan, the language skills are categorized poor. it indicates that the materials for language table 5 skills in the textbook are inappropriate for hotel accomodation department. 3. topics the checklist evaluated the topic appropriateness of the textbook in statement by including seven criteria as indicated in table 5 the result of textbook evaluation checklist on topics no statement rater 1 rater 2 rater 3 rater 4 total number average number category 1 there is sufficient material of genuine interest to learners 2 2 3 2 9 2,25 inappro-priate 2 there are enough variety and range of topics in the textbook 2 4 3 2 11 2,75 less appropriate 3 the topics will help enrich their experience. 3 1 2 2 8 2 inappropriate 4 the topics are current enough in content 2 2 3 3 10 2,5 less appropriate 5 the material can be used for individual study 3 2 2 3 10 2,5 less appropriate 6 there are topics that integrated with issues in hospitality industry 1 2 2 1 6 1,5 inappropriate 7 the topics actually do what they set out to do 3 3 3 3 12 3 less appropriate total number 16 16 18 16 66 16,5 maximal number 35 35 35 35 140 35 percentage 46% 46% 51% 46% 189% 47% poor in table 5, it shows the percentage result of textbook evaluation checklist for topics is 47%. based on conversion of fulfilment derived from pusat perbukuan, the percentage indicates that the materials concerning to topics are categorized poor. the topics are inappropriate for the students of hotel accomodation. 4. research result from interview based on interview result, the textbook evaluated is not suitable enough specially for vocational high school so the teachers should add the materials themselves by adding from other textbook/sources or browse from internet. all the materials in the textbook are general english materilas. it showed from respondent answer (r0021 and r0031). the materials and activities in the textbook were limited. it is lack variety of tasks so the teacher should adapt or add some activities to suit different needs of students. (r0022, r0032, and r0042). they should vary the strategies in teaching and learning too. yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 42 . from the interview, it was revealed that the respondents suggested our government (ministry of education and culture) should design spesial syllabus of english for vocational high school that toward to esp approach, it should differ syllabus between sma and smk and add the time for teaching english from 2 become 4 hours in a week so the teachers can maximize the teaching and learning process of english in classroom. (r0025 and r0035) discussion 1. language content the finding shows that the percentage result of textbook evaluation checklist on language content is categorized poor. it means the language contents in the textbook evaluated are not appropriate for vocational high school specially for hotel accomodation department. the textbook only covers little grammar and vocabulary in general english content where non of the topics is related to hotel accomodation. it is probably because the textbook actually is designed for sma but it is a pity the textbook also recommended to be used for smk. as we know, learning english at vocational high school is classified as english for specific purposes (esp) and the purpose of learning english is depend on department/students‟ major (hutchinson & waters, 1986, cunningsworth, 1995). it is because the orientation of the vocational high school known as smk is to prepare students to be able to take part in the business & industry work. in learning english, the materials are expected to meet the needs of students in each department. needs in each of these departments should be covered because english used in speaking and writing differ from one context to another. 2. language skills the second result of the research shows the percentage of textbook evaluation checklist for language skills aspect is categorized poor. it indicates the materials for language skills are inappropriate for hotel accomodation department since the materials are general english content and the activities for the skills are limited. they may not fulfil the students‟needs of hotel accomodation. it is a requirement that the skills are trained with the materials or content that relate to hospitality in oder to be meaningful for the students. a textbook should deal with the four skills (listening, speaking, reading, and writing) which are regarded as central to language learning. however, the balance of language skills being taught may be different from that found in general courses. in some cases, there may be a strong emphasis on the written language and oral skills there may be totally ignored:in other cases the material may focus on very specific skills, such as note taking from talk, presentation or lecture (cunningsworth, 1995). it is similar to rahman (2015), he states in general english teaching, all four language skills; listening, reading, speaking, and writing, are stressed equally. however, in esp it is a need analysis that determines which language skills are most needed by the learners, and the syllabus is designed accordingly. for example, an esp program might emphasize the development of writing skills in students who are preparing for graduate work in business administration. an esp program might promote the development of spoken skills in students who are studying english in order to become tourist guides. 3. topics the third result of the study shows the percentage of textbook evaluation checklist on topic is categorized poor. it indicates the topics introduced in the textbook are inappropriate to hotel accomodation students for the topics in the textbook are regarded as general topics. non of the topics is related to hotel accomodation. one of possible reasons is the textbook especially designed for general english and tends to be used for yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 43 sma. however, the problem here, it is also recommended to be used for smk. the general english in the textbook may be also needed for smk but it should be accompanied and added some materials of english specific purposes. the approach taken by dudley evans and st.john (1998) stress the connection between profesional activity (occupation) and knowlegde of the english language. english for professional purposes allows focusing on work-related needs making it an approach to language teaching, not the product or result of language instruction (hutchinson & waters, 1987). it means the topics in esp should be designed based on the major of the students. if the students‟major is hospitality accomodation, the topics related to hotel accomodation should be included. the kinds of job concerning to hospitality should be provided. the findings of three aspects show that they are poor or inappropriate english teaching materials for hotel accomodation students. most of them get category under than 3 or 2 even 1. the result percentage is under 49% as poor category. ideally, the textbook should come to absolutely appropriate (5) or appropriate (4) category minimally. so, it can be said that the textbook is appropriate textbook. the percentage result should achive above 50% 59% to get sufficient category, 60% 79% as fair category, and 80% – 100% as good category. the emergence of english for specific purposes (esp) teaching movement resulted from the english language needs of the learners for specific purposes in accordance with their professions or job description. he also says that esp is goal oriented and focused english teaching and learning, designed for the specific learners according to learners‟ academic and professional needs. the teaching environment, methods and contents used in esp are not the same as in general english (rahman, 2015). an esp course is therefore developed based on an assessment of purposes and needs and the activities for which english is needed. in designing the materials for esp, the teachers should consider who will be taught in order to give appropriate materials for them. after that, the first thing must be decided is topics, provide or find the topics relating to the students‟ major because the topics will influence all aspects of learning english like grammar, vocabulary, and skills as the main or central part in teaching and learning process (cunningsworth, 1995 & hutchinson and waters, 1987). in this case, hotel accomodation major needs the language or topics of hospitality and tourism . conclusions and suggestions conclusions the first result shows that the quality of language contents in the textbook are poor. it means the language contents in the textbook evaluated are not appropriate for vocational high school specially for hotel accomodation department. among three aspects of language content namely grammar, vocabulary, and pronunciation, the textbook only covers little of grammar and vocabulary. they are in general content. yet there is no specific activity for pronunciation work. the second result shows the language skills practiced in the textbook are poor. it indicates that the materials for language skills in the textbook are inappropriate for hotel accomodation department because they are presented and practiced with general materials. the activities for all four skills are so limited even there is not cassette or cd provided for listening activities. the third result, in terms of topics content, shows that the topics introduced in the textbook are poor. it indicates that the topics are inappropriate to the students of hotel accomodation. the result showed the topics introduced in the textbook are a yeli nurhamsih, syahrial joall (journal of applied linguistics and literature vol.3 no.2 | 44 variety and current enough but they are not concerned to hospitality industry so they are inappropriate for students of hotel accomodation department. it is essensial to include the topics that concern to the hospitality and tourism department especially for hotel accomodation major. it is because subject or topics content will influnce all aspects of learning english like grammar, vocabulary, and skills as the main or central part in teaching and learning process. suggestions here are some suggestions concerning the expected improvement of the textbook. 1. the textbook should be accompanied with other teaching learning media (workbook, cassettes, and cd) so that the materials can be as authentic as possible and very useful specially in listening activity. 2. the four skills should be organized effectively and provided according to which language skills are mostly needed . the activities for language skills should be variety and integrated work. 3. some writing activities should be modified and familiarized to students‟levels 4. the textbook should be provided the functional grammar such as probability, imperative, polite request, and conditionals. 5. the most important things that the textbook should be provided and added the topics content that relate to hospitality and tourism department specially for hotel accomodation department so it will be meaningful for the learners. this study also suggests kementrian pendidikan dan kebudayaan in this case syllabus designers to design syllabus using esp aproach for vocational high school and to develop a new textbook accordingly specially for hotel accomodation department. it is hoped that it will be meaningful materials for the students. another suggestion, based on the researcher‟s experience that it is needed to add the time hour for teaching english in vocational high school from two become four hours in a week, in current curriculum the time hour for teaching english is only two hours, so the teachers can maximize the time to give english for specific purpose (esp). another suggestion is given to the future researchers who want to conduct studies on topic of the textbook evaluation. the researcher expects this study can be a reference for future researchers who conduct similar studies. references anjaneyulu, t (2014). a critical analysis of the english language textbooks in andhra pradesh, india. international association of research in foreign language education and applied linguistics elt research journal 2014, 3(4), 181-200 issn: 2146-9814 http://www.eltrj.com byrd, p. 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