journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 192—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 192 indonesian prefix ter ni wayan suastini1 kadek apriliani2 stiba saraswati denpasar1,2 email: ennysuastini@gmail.com1 email: lhya_avril@yahoo.co.id2 abstract – this study deals with finding and describing the meaning and function of indonesian prefix terin the investigation report. this study applied descriptive qualitative research to find out the data. the analysis was conducted by applying theory proposed by kridalaksana (2007) about prefix ter-. after investigating the data it was found that the prefix tercan be used to form verb, adjective and noun. the most frequently form found in the data is verb. these words express different meaning, such as state of affair (stative) which does not involve any action, as found in the verb terletak (situated), accidental or uncontrolled action, such as the verb terkunci (locked), superlative adjective which provided superlative meaning on the adjective as found in adjective terakhir (the last) and also legal term such as tersangka (the suspect) which shows that prefix tercan be used to form the actor who does the specific action which is related to the law. keyword: prefix ter-, meaning function, verb, noun, adjective 1. introduction language is the means of communication which comprises the use of words. word as a single distinct meaningful element of writing can denote an essential part of linguistic knowledge and make up a component of grammars, and morphology. morphology is part of linguistics that focused on the study of words, internal structure and meanings. morphology can be defined as the part of linguistics which deals with the study of words, their internal structure and their meanings. it is also focused on how the language users understand complex words and invent new lexical items. morphemes in morphology are the smallest units that carry meaning or fulfil some grammatical functions. a word can comprise one or more than one morphemes. indonesian words are formed by combining root words with affixes and other combining forms. kridalaksana (2007) defined prefixes as the affixes that added in front of the root word. prefixes which are combined with the root words can be used to journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 192—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 193 form word classes, such as verb, adjective, noun, numeral, etc. many indonesian words are combination of root words and prefix to create a completely different meaning. knowing types of affixes and how are they used is the key in understanding the meanings of the words. there are numbers of prefix used in indonesian including prefix ter-. it can be combined with verbs, adjectives, and nouns to create a new word, either in similar word class or different one. this study focused on the analysis of prefix ter in different word classes found in the data source to find out the meaning and function of the words that had prefix teron it. according to kridalaksana (2007) affixation is a process of changing a lexeme into complex words. affixation process occurs when a bound morpheme is placed on a free morpheme orderly. in addition, chaer (2003) stated that affix is an element that can change the meaning, types and function of a basic word or basic form. affixation can be done by adding prefix or suffix. prefix is a bound morpheme which is added in the front base. one of indonesian affixes is prefix, prefix is an affix that is placed in the front of basic word, indonesian prefix such as prefix di-, keand terhas function to to make verbs in form of passive voice. since this study focused on the used of prefix ter, here are some function of prefix teraccording to kridalaksana (2007). 1. verb forming, prefix tercan be used to form a verb when it is attached in front of the based word/root, 2. adjective-forming, attaching prefix terin front of the based word or root can make an adjective, 3. noun forming, prefix tercan be used to form a noun. 2. method this study is a descriptive qualitative research. with an investigation report as the data source. the data source used legal term which has specific composition and word choices. 50 pages of investigation report were chosen randomly and read carefully in order to find out words with prefix ter-. the data were collected by observation method and supported by note taking technique. it was done by reading the investigation reports carefully to find out indonesian words with prefix ter-, after that, the words were noted down and classified based on the word class. the data were analyzed by using the theory proposed by kridalaksana (2007). 3. results and discussion 3.1 forming a verb by prefix teraddition prefix teris identical with verbs. verbs can be derived from different kinds of roots, such as verb, noun, and adjective. verb forms as the result of prefix teraddition are the most frequent variation found in the data as follows. table 1 prefix ter prefix ter+ root (verb) new form (verb) ter+tutup tertutup ter+buka terbuka ter+buat terbuat ter+catat tercatat journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 192—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 194 ter+sebut tersebut ter+libat terlibat prefix ter+ root (noun) new form (verb) ter+letak terletak ter+kunci terkunci there are six verbs derived from the addition of prefix terto the the basic verb. those verbs are tertutup (close), terbuka (open) and terbuat (made of), tercatat (noted), tersebut (mentioned), and terlibat (mentioned). the data showed that the words which are formed by prefix termostly in form of verbs. these verbs are stative verbs which refer to a state than an action. 1. the word tertutup (closed) is formed by the addition of prefix terto the root verb tutup (close). the verb tertutup is a stative verb which is expressed state of affair that is something is closed. it means that something is in the state of closed. 2. the verb terbuka (opened) is formed by the addition of prefix terto the root verb buka (open). this verb is also a stative verb used to express that something is opened. 3. terbuat (made) is also another stative verb derived from the addition of prefix terin front of the based verb buat (make). this verb is also used to express the state of affair that something is made of certain thing. 4. tersebut (mentioned) is also another stative verb found in the data. this verb consists of prefix terand verb sebut (mention). this verb is used to express the state of being mentioned. 5. terlibat (involved) is a stative verb which consists of prefix terand verb libat. this stative verb is also can be used to express the stative condition that is something or someone is involved on certain situation. the verbs above are formed by adding prefix terto the root (verb). all of the verbs are the stative verbs which are used to express the state of affair conveying actions which are not involving any actor. since all of these words are derived from a verb these verbs showed inflectional process. these stative verbs showed that the action perform on each verbs as the state results. for example the word tercatat (noted) is the result of the state of being noted. these verbs can also be found in the sentences in form of passive sentences. the stative verb can also derive from a noun, there is a one example found in the data source that is the word terletak (situated). the bound morpheme terto the free morpheme letak. the root word letak (location) is in form of noun. the stative verb terletak derives from the addition of prefix teron the noun letak. this verb is in form of stative verb presented the state of affair as there is no action involved in the context. this verb showed derivational process since this verb involved word class changing from noun to verb by the addition of prefix ter-. the second types of verb found in data is the accidental verb. this verb presented a variety of uncontrolled, unintended, accidental actions depending on the particular context. for example, the word terkunci (locked). this verb refers to the accidental action. this verb derives from the noun kunci (key) and the addition of prefix teron this root changes the word class from a noun into a verb. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 192—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 195 3.2 forming a noun by prefix teraddition table 2 prefix ter+ root (verb) new form (verb) ter+sangka tersangka ter+dakwa terdakwa prefix teris known as a verbal prefix, however it also can be found in the noun used for legal terms, such as terdakwa ( accused person) and tersangka (the suspect). the word terdakwa derives from the verb dakwa (accuse) as the root with the addition of prefix terchanges the word class from verb into noun to present the one who accused, that is terdakwa. similar with the word terdakwa, tersangka (the suspect) is also a noun derives from a verb sangka (guess) into a noun, tersangka (the suspect). these two nouns are legal term or related with the law and investigation. these nouns are derived from verbs which are also associated with the legal terms. 3.3 forming an adjective by prefix teraddition table 3 prefix prefix ter+ root (noun) new form (adjective) ter+akhir terakhir prefix ter+ root (adjective) new form (adjective) ter+utama terutama prefix tercan be used to form an adjective. this is formed by placing prefix terbefore the adjective or another word class, such as noun as found in the data. the adjective found can be used to express the highest degree of something. this form can be used to replace indonesian superlative word ‘paling’. the superlative word terakhir was found in the data source. this word derives from the root akhir (end) and received prefix terto form the superlative adjective terakhir (the very last). the addition of prefix terto the noun akhir shows the derivational process which is changed the noun into an adjective. the second superlative adjective found in the data source was the word terutama (superior). this word is derived from an adjective utama (main). the addition of prefix teron this adjective provides superlative value to this word. the word terutama is showed the inflectional process since the addition of the prefix terdid not change the word class (root) which is remained as the adjective after the affixation. 4. conclusion the addition of prefix terto the root word can be used to form different types of word classes such as noun, verb and adjectives. prefix teris identical with verb because prefix teris commonly used to form a verb. the addition of prefix terto the root can convey different meaning such as state of affair (stative), accidental action, superlative adjective and also the subject/actor who does an act and serves as noun. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 192—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 196 references affifudin dan saebani. (2009). metodologi penelitian kualitatif. bandung: pustaka ceria alieva, n.v. et al. (1991). bahasa indonesia deskripsi dan teori. yogyakarta: penerbit kanisius alwi, h. (1998). tata bahasa baku bahasa indonesia. jakarta: balai bahasa assefa, e. (2017). multifunctional morphemes jəand -m in ezha: an ethio-semitic language. macrolinguistics. 2017:6(2)24-36 doi 10.26478/ja2017.5.6.2 ahmadova, a.v. (2018). the relationship between deverbal nominals and particles in orkhon inspections. russion linguistic bulletin. 2018:2(14):22-24. doi 10.18454/rulb.2018.14.2.4 badudu, j.s. (1981). pelik-pelik bahasa indonesia. jakarta: pustaka prima. darlina, l. (2018). derivational affixes in japanese and indonesian. journal of applied studies in language, 2(1), 35-43. doi:10.31940/jasl.v2i1.813 jufrizal, j. (2018). about prefix -ba in minangkabaunese: from which the study should start. journal of applied studies in language, 2(1), 66-75. doi:10.31940/jasl.v2i1.820 kridalaksana, h. (1989). pembentukan kata dalam bahasa indonesia. jakarta: gramedia. kridalaksana, h. (1991). kelas kata dalam bahasa indonesia. jakarta: gramedia. kridalaksana, h. (2007). pembentukan kata dalam bahasa indonesia. jakarta: gramedia. magria, v. & asridayani, a. (2018). verb formations in muara bungo language: morphological review on rantau pandan dialect. soshum: jurnal sosial dan humaniora. 2018;8(1):51-60 malete, e. n. (2008). the sintax and morphology of the negative morphemes [sa] in sesotho. macrolinguistics. 2008:2(6)24-36 doi 10.26478/ja2008.2.2.6 moleong, l. (2002). metode penelitian kualitatif. bandung: remaja rosda karya nur, d.r. (2016). an analysis of derivational affixes in commencement speech by steve jobs. script journal. 2016;1(1):25-35 doi 10.24903/sj.v1i1.18 nur, t. (2012). fungsi afiks infleksi penanda pesona, jumlah, dan jender pada verba bahasa arab: tinjaun dari perspektif morfologi infleksi dan derivasi. humaniora. 2012;22(1):75-85. doi 10.22146/jh.v22i1.987 purwo, b. k. (1985). untaian teori sintaksis 1970-1980-an. jakarta: arcan ramlan. (1987). morfologi: suatu tinjauan deskriptif. yogyakarta: cv karyono. sofyan, a.n. (2016). semantik gramatikal verba berafiks me(n)-kan/-i dan te(r)-kan.-i dalam bahasa indonesia. jurnal pendidikan bahasa dan sastra. 2016;12(1) doi 10.17509/bs-jpbsp.v12i1.3618. subandowo, d. (2017). negation affixes in english. premise journal. 2017;3(2). doi 10.24127/pj.v3i2.718 https://doaj.org/toc/0852-0801 https://doi.org/10.22146/jh.v22i1.987 https://doaj.org/toc/2089-3345 https://doi.org/10.24127/pj.v3i2.718 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 151 the translation of english tourism news text into indonesian ni nyoman deni ariyaningsih1 i dewa ayu devi maharani santika2 stiba saraswati denpasar, indonesia1,2 email: nym.deni@yahoo.com1 email: devimaharani17@gmail.com2 abstract – translating a text could be done by those who have knowledge about the source language and the target language of a text. the fourth-semester students of stiba saraswati denpasar can be also said to able to do a translation. for this research, the text about tourism is given, since they have already taken the english for tourism subject, and it is hoped that they will understand the special terms of tourism well. this research applied descriptive qualitative, using the data source from the translations of tourism text entitled “strolling relaxingly on the shore of kuta beach, president jokowi assured that bali is safe to visit” into indonesian. the research focuses on finding the translation procedure conducted by the students in translating the text and analyzes the reason for applying those procedures by using the theory of translation procedures from newmark (1988). the result of this research shows that there are three procedures applied mostly by the students in translating the text. first is naturalization because many words in the text were translated into the same terms in the source language, but they have changes in morphology form in the target language. second is through translation because the students were likely to translate the text literarily following the structure of the sentences in the source text. meanwhile, the other procedures applied were cultural equivalent, shift/transposition, and transference. keywords: translation procedures, cultural equivalent, shift / transposition, transference mailto:nym.deni@yahoo.com mailto:devimaharani17@gmail.com journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 152 1. introduction translation is one of the main subjects which followed by the students of english literature of stiba saraswati denpasar. this subject is given to the students of the third and fourth semester. they do the translation of english texts to indonesia and vice versa. in the third semester, the students have translation 1 subject meanwhile at the fourth semester they have translation 2. in the fourth semester, the students are considered to do the translation because they have enough supporting theory, such as grammar, vocabulary, writing, and also reading. moreover, at the first meeting, the students are introduced to some theories of translation as the guidance in doing the translation. this product of translation is interested to be analyzed in a purpose to recognize the ability of the students in understanding the theories of translation given, especially the translation procedure, in the example the choice of equivalents, sentences structure, and the meaning that is going to be delivered from the source text to the target text. therefore, it is expected that the students will produce a good translation. this study discussed the procedure of translation in an indonesian text and the reason of the occurring. the theory used comes from newmark (1988) about translation procedures, they are: transference, naturalization, cultural equivalent, functional equivalent, descriptive equivalent, componential analysis, synonymy, throughtranslation, shifts or transpositions, modulation, recognized translation, compensation, paraphrase, couplets, and notes. newmark (1988:5) states that translation is a craft consisting in the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language. 2. method the text that used in this research is tourism text. this was chosen because according to on the tracer study conducted by the college, it is about more than 60% of graduates work in the tourism industry and also many active students also work in this industry. then, this research would be able to help the graduates or the students to work in the industry, to understand the translation procedure, and the special terms in tourism this research applied qualitative method which presented the result descriptively. the data source was the translations of 26 fourth semester students of stiba saraswati denpasar. they translated an indonesian text entitled ‘strolling relaxingly on the shore of kuta beach, president jokowi assured that bali is safe to visit’ which was taken from the website visit indonesia. (http://www.indonesia.travel/ph/en/news/president-jokowi-assured-that-bali-is-safevisit). 3. results and discussion newmark (1988b) stated that there is the difference between translation methods and translation procedures. he writes that "[w]hile translation methods relate to whole texts, translation procedures are used for sentences and the smaller units of language" (p.81). the procedures of translation are transference, naturalization, cultural equivalent, functional equivalent, descriptive equivalent, componential analysis, synonymy, journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 153 through-translation, shifts or transpositions, modulation, recognized translation, compensation, paraphrase, couplets and notes. transference: it is the process of transferring an sl word to a tl text. it includes transliteration and is the same as what harvey (2000:5) named “transcription.” naturalization: it adapts the sl word first to the normal pronunciation, then to the normal morphology of the tl. (newmark, 1988b:82). cultural equivalent: it means replacing a cultural word in the sl with a tl one. however, “they are not accurate” (newmark, 1988b:83). functional equivalent: it requires the use of a culture-neutral word (newmark, 1988b:83). descriptive equivalent: in this procedure, the meaning of the cbt is explained in several words. (newmark, 1988b:83). componential analysis: it means “comparing an sl word with a tl word which has a similar meaning but is not an obvious one-to-one equivalent, by demonstrating first their common and then their differing sense components.” (newmark, 1988b:114) synonymy: it is a “near tl equivalent.” here economy trumps accuracy. (newmark, 1988b:84). through-translation: it is the literal translation of common collocations, names of organizations and components of compounds. it can also be called: calque or loan translation. (newmark, 1988b:84) shifts or transpositions: it involves a change in the grammar from sl to tl, for instance, (i) change from singular to plural, (ii) the change required when a specific sl structure does not exist in the tl, (iii) change of an sl verb to a tl word, change of an sl noun group to a tl noun and so forth (newmark, 1988b:86). modulation: it occurs when the translator reproduces the message of the original text in the tl text in conformity with the current norms of the tl, since the sl and the tl may appear dissimilar in terms of perspective (newmark, 1988b:88). recognized translation: it occurs when the translator “normally uses the official or the generally accepted translation of any institutional term.” (newmark, 1988b:89) compensation: it occurs when loss of meaning in one part of a sentence is compensated in another part (newmark, 1988b:90). paraphrase: in this procedure, the meaning of the cbt is explained. here the explanation is much more detailed than that of descriptive equivalent (newmark, 1988b:91). couplets: it occurs when the translator combines two different procedures (newmark, 1988b:91). notes: notes are additional information in a translation (newmark, 1988b:91). there were 40 words in the text “strolling relaxingly on the shore of kuta beach, president jokowi assured that bali is safe to visit” translated by using different procedures. the most procedure applied was naturalization, followed by through translation, shift/transposition, modulation, cultural equivalent, and transference. some of these words were translated with two different procedures. below is the list of words with the translation procedures. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 154 word translation translation procedure status status transference level level transference radius radius transference tourist turis naturalization iconic ikonik naturalization secretary sekretaris naturalization governor gubernur naturalization local lokal naturalization international internasional naturalization domestic domestik naturalization comment komentar naturalization activity aktivitas naturalization maritime maritim naturalization condition kondisi naturalization analysis analisis naturalization volcano vulkanik naturalization meteorological, meteorology naturalization climatology, klimatologi naturalization geophysical geofisika naturalization souvenir suvenir naturalization souvenir oleh-oleh, cinderamata cultural equivalent tourist wisatawan cultural equivalent public communication juru bicara cultural equivalent local people orang lokal through translation minister of tourism menteri pariwisata through translation secretary of state sekretaris negara through translation minister of construction menteri konstruksi through translation domestic tourist turis/wisatwan domestik, through translation public communication komunikasi publik through translation souvenir shop toko souvenir through translation volcano activities aktivitas vulkano through translation sample visit kunjungan sederhana through translation rolled up pants celana yang digulung through translation is declared menyatakan shift/transposition took his shoes off melepas shift/transposition journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 155 blending in berbaur, membaur, menyatu shift/transposition rolled up pants melipat celananya ke atas shift/transposition vibrant with semangat, mendukung shift/transposition announced pengumuman shift/transposition took a relaxing stroll berjalan santai modulation is confirmed di modulation vibrant with semangat, semarak, antusias modulation the globe dunia modulation iconic terkenal modulation barefooted tanpa alas kaki, bertelanjang kaki modulation the occurrences of certain translation procedures in this text were proven by the analysis of the reason of using the procedure in the words mentioned. the theory from newmark (1988) was used to analyze the translation of the students. below were the examples of translation procedure occurrences done by the students. naturalization sl: ……bali is back to welcome tourists from all over the globe…….. tl: ……..bali kembali menyambut turis dari seluruh dunia….. on the data above, the sentence of the source text uses word tourist inside. this word was translated into turis by most of the students. a procedure of translation applied here was naturalization because the students adapted the words from the source text then changed its morphology form to reconcile the pronunciation on the target language. through – translation sl: through this simple visit, the president is showing the world……….. tl: melalui kunjungan sederhana ini, presiden menunjukan pada dunia the words simple visit was translated by most of the students as ‘kunjungan sederhana’, where actually the meaning of these words are ‘kunjungan singkat’ according to the context of the sentence. since the equivalents were a literal translation, therefore the procedure applied here was through-translation. shift/transposition sl: after the alert status is lowered to level 2 (cautious) and declared that most of the island is safe to visit…… tl: setelah status siaga diturunkan menjadi level 2 (waspada) dan menyatakan bahwa sebagian pulau aman untuk dikunjungi…. the words declared above were in passive form and when it is translated will be dinyatakan. but the students translated it as menyatakan which is an active form. the translation procedure applied here was shift/transposition since the equivalent is involved the grammar changing, that is from the passive form into the active form. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 156 modulation sl: ……joko widodo or presiden jokowi took a relaxing stroll along the shore….. tl: ……joko widodo atau presiden jokowi berjalan santai di sepanjang tepi pantai. for the equivalent of took a relaxing stroll, all the students translated it into berjalan santai. there is different perspective in seeing this meaning when the students copied the meaning from the source text into target text. the source text is using a verb phrase but then it is not common in the target text to use such a verb phrase. cultural equivalent sl: aside from strolling in the beach, the president also visited souvenir shops tl: selain berjalan-jalan santai di pantai, presiden juga mengunjungi toko cinderamata. selain berjalan – jalan santai di pantai, sang president juga mengunjungi toko oleh-oleh. the word ‘souvenir’ was translated using procedure naturalization by most of the students. but some of them also translated it into cinderamata and oleh-oleh. those equivalents are common words used in the culture of the target language; therefore the students chose these equivalents. 4. conclusion translation procedures help to translate words of a sentence correctly and accurately. students applied some translation procedures in translating the words in the text given. the procedure that used the most is naturalization since there are many words from the english language are used in the indonesian language with the same pronunciation but differ in morphology form. it is also common for the society to use many words which derive from foreign terms. the other translation procedures applied by the students were throughtranslation because students are often doing the literal translation. the procedure cultural equivalent, shift/transposition, and transference also help the students to choose the best equivalents of the words. references baker, m. (1992). in other words. a course book on translation. london: routledge. catford, j. c. (1965). a linguistic theory of translation. london: oxford university press hatim, b. & munday, j. (2004). translation, an advanced and resource book. london and new york: routledge. indonesia travel. (2018). strolling relaxingly on the shore of kuta beach, president jokowi assured that bali is safe to visit. http://www.indonesia.travel/ph/en/news/president-jokowi assured-that-bali-is-safe-visit newmark, p. (1988). a textbook of translation. hertfordshire: prentice hall international english language teaching. nida, e.a & c. taber. (1969). the theory and practice of translation. leiden: brill. ordudari, m. (2017). translation procedures, strategies and methods. journal of translation. 2007: 11(3). http://translationjournal.net/journal/41culture.htm prosedur dan metode penerjemahan. http://linguistikid.com/prosedur-metode-penerjemahan/ http://www.indonesia.travel/ph/en/news/president-jokowi-assured-that-bali-is-safe-visit http://www.indonesia.travel/ph/en/news/president-jokowi-assured-that-bali-is-safe-visit http://translationjournal.net/journal/41culture.htm http://linguistikid.com/prosedur-metode-penerjemahan/ journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 151—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 157 santika, i.d.a.d.m., putri, i.g.v.w., & suastini, n.w. (2018). translation of phrasal verbs into indonesian. journal of applied studies in language, 2(1), 44-50. doi:10.31940/jasl.v2i1.804 simanjuntak, p. (2017). analysis technique of translation and measurement shift (shifts) in text of axa life contract indonesia. journal of applied studies in language, 1(1), 53-61. doi:10.31940/jasl.v1i1.676 stern. h.h. (1983). fundamental concepts of language teaching. new york: oxford university press. venuti, l. (ed.). (2000). the translation studies reader. london: routledge indonesia travel. (2018). strolling relaxingly on the shore of kuta beach, president jokowi assured that bali is safe to visit. http://www.indonesia.travel/ph/en/news/president-jokowiassured-that-bali-is-safe-visit microsoft word 5. jun2019-5. eka alfria-poliwangi.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 37—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 37 bingo game: hidden treasure among heap of woods (the effectivity of a game in improving students’ vocabulary mastery) eka afrida ermawati1 ely trianasari2 politeknik negeri banyuwangi1,2 email: ekaafrida22@poliwangi.ac.id1 email: ely.trianasari@poliwangi.ac.id2 abstract research in the context of english as a foreign language suggests the use of games in the teaching learning process, either as enforcement or as teaching variations to make students learn in more relax condition. students in the beginning level of learning, including young learners, still need encouragement. word games, as it is believed, have the advantages of creating a context which help students’ attention focus on the task in a relax situation. students even do not realize that they are practicing the language while playing. from various games suggested to teach young learners, bingo is the recommended one. bingo game is one of word games usually played by children outside the classroom. this game is interesting and challenging. by doing some modification, this game can be used to teach vocabulary and create a context from the material given in the classroom with their daily life context that is described by pictures and words. concerning the power possessed by bingo game, the presents study aims to reveal the effectiveness of bingo game for improving students’ vocabulary mastery of the third semester students of business management of tourism study program in politeknik negeri banyuwangi. vocabulary is selected as the sub skill taught using bingo game since based on the preliminary study done the students in this program claimed that they have difficulty in memorizing it. classroom action research design will be employed to answer the research questions in this study. the result of this study shows that bingo game was able to improve students’ vocabulary mastery. it was showed by the improvement got from the students score after bingo game applied. keyword: bingo game, vocabulary teaching, vocabulary mastery journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 37—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 38 1. introduction research in the context of english as a foreign language suggests the use of games in the teaching learning process, either as enforcement or as teaching variations to make students learn in more relax condition. students in the beginning level of learning, including young learners, still need encouragement. word games, as it is believed, have the advantages of creating a context which help students’ attention focus on the task in a relax situation. students even do not realize that they are practicing the language while playing. from various games suggested to teach young learners, bingo is the recommended one. bingo game is one of word games usually played by children outside the classroom. this game is interesting and challenging. by doing some modification, this game can be used to teach vocabulary and create a context from the material given. the importance of vocabulary in learning english as a foreign language cannot be neglected. many people in this world know that vocabulary is very important to be mastered. as one of the language components that influence all language skills, namely speaking, listening, reading and writing, the mastery of vocabulary is really needed. vocabulary mastery is needed to comprehend the content of the material that is being learned by the students. team (2000: 13) concludes that vocabulary plays an important role in developing students’ understanding. in line with this statement, zimmerman (in amer, 2002: 1) states that the central of a language is vocabulary and the language learners need to master it. according to lehr et.al (2001) vocabulary is a kind of words that students must know to comprehend the text. so, if they do not have enough vocabulary, their understanding of the text will not maximize. this idea is supported by bob (2010) who states that the more vocabulary students know, the better understanding they will have. management business of tourism is one study program in politeknik negeri banyuwangi. in this study program, english is taught for three semesters. at the first semester students are given general english but at the second and the third semester students are given english profession one and english profession two. in english profession they are taught english which is related to the tourism. one of material taught on english profession is about hotel vocabularies. in this material, students taught some vocabularies related to the stuff used in the hotel, profession in hotel, and facilities. this material is much needed to be mastered by the students since they these vocabularies connected with the next material. unfortunately, on the post-test given after the teaching and learning process some students got bad score. after asking some students why they got that bad score, they stated that they have difficulty in memorizing the vocabulary. based on this claim, the researcher is eager to find the technique which is able to help students to memorize the vocabulary easily and from many techniques, game is taught appropriate to use. it cannot be denied that the role of games in learning vocabulary is very significant. according to huyen and nga (2003: 14) games give advantages in learning vocabulary in many ways. the advantages and effectiveness of using game in teaching vocabulary are such as bringing relax and fun atmosphere for students, helping students learn and retain new words easily, involving friendly competition, keeping learners’ interest, bringing real world context into the classroom, and improving students’ use of english in a flexible and communicative way. after looking at some game ever played by the researcher, the researcher chosen journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 37—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 39 bingo game to be applied since previously the researcher ever used this game on the teaching and learning process and this game proved able to improve students’ comprehension on vocabulary. this finding is in line with weisskirch (2009: 6) who states that bingo activity successfully increased students’ understanding of most fundamental theoretical concepts. bingo is a kind of game played and enjoyed by a large number of people all over the world. this game is easy to play and can be used to teach contextual vocabulary to the students in all ages. agoestyowati (2010: 7) states that bingo is good and competitive game that can be used to concentrate students’ attention. moreover, smith (2010: 1) says that word bingo is a fun way to teach spelling and vocabulary. so, by using bingo, children can learn new vocabulary in a fun way. based on the background above, the problem of this research “is the use of bingo game able to improve business management students’ vocabulary mastery?” 2. method 2.1 research design this research applied classroom action research methodology. there are four steps that should be done in doing this classroom action research. those steps are planning, acting, observing, and reflecting. at the first step, namely planning, the researcher analyzed the problem possessed by the students, finding the suitable technique and the last was arranging the lesson plan and media used. after the lesson plan arranged, the researcher conducted the action. the action, the teaching and learning processed done before the test give to the students. while teaching and learning process happened, the researcher also observes students’ condition on the classroom. this is done to makes sure that the teaching and learning process goes based on the plan arranged and to know the students’ activeness on the classroom. on the next day, post test given to the students. this post-test done to know the result gotten after the action done. after the test given, the researcher did a reflection. this step done to know how is the result of the research, why the result gotten, and decide what should be done next, whether the next cycle need to done or not. 2.2 research subject the subject of this research is the third-grade students of business management of tourism study program, politeknik negeri banyuwangi. 2.3 data collection method the data on this research are gotten through the use some instruments. the instruments used in this research are observation (wajdi, 2018) check list, test and interview guide line. the instruments used to get the data then analyze it to find the result of the research. 2.4 data analysis method the data analysis done through counting the score gotten before and after the technique applied. students’ scores are summed then divided based on the total number of the student to find the mean score. after that those scores are compared with the score gotten after the technique applied. 2.4 the procedures to play bingo the procedures to play bingo are same among uchida (2003: 1), wright et.al (1996: 114) and amazon (2010: 1), so, those three procedures were applied in this research. they were formulated as follows: § the teacher gave bingo card to each student (uchida, 2003). journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 37—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 40 § the teacher demonstrateed. the procedure of playing bingo game (uchida, 2003). § the students wrote the words given by the teacher on the bingo card (amazon, 2010). § the teacher laid the master card face up and the calling card face down in from of him/her (uchida, 2003). § the teacher picked one of the calling cards and said it loudly and clearly two times (uchida, 2003). § the learners should cross and number the word they had written if the word was called (wright,1996). § the student who had crossed five words vertically, horizontally or diagonally shouted bingo (wright, 1996). § then the teacher asked that student to read off his/her five words. if his or her answer was correct, he became the winner (uchida, 2003). 3. results and discussion the following are the result before and after the action done. students’ name (using initial) score before action after action rba 65 90 um 50 80 nu 45 70 ms 50 70 ui 60 90 yb 30 70 esn 40 75 fb 45 70 fsh 60 85 rm 45 70 yoh 50 75 ui 40 70 yb 55 80 esn 55 85 fb 50 80 fsh 40 80 rm 60 75 yoh 40 65 idp 30 60 lb 35 60 ui 60 80 yb 55 75 esn 50 70 fb 55 75 fsh 60 80 journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 37—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 41 rm 55 75 yoh 55 70 dm 50 60 n 45 65 ks 50 65 ra 60 80 total 1600 2385 average 50 74.5 based on the results, it was known that there is improvement on the students score 24.5 % than they score before the action. it happened because the students who were taught vocabulary by using the bingo game said that they were easier to memorize the vocabulary by using pictures and words. the students also said that they were interested in the pictures showed when they were playing the bingo game in the classroom. consequently, they paid more attention to the materials given when the lecturer was teaching vocabulary by using the bingo game. this claim seems like similar with what wright et.al (1996:14) say that the use of pictures play an important part in the learning process. pictures also attracted the students’ attention and helped to encourage them to focus on the subject. this was a good technique to teach vocabulary to the students. furthermore, the successful of using the bingo game to teach vocabulary was supported by the previous researcher who proved that teaching vocabulary by using the bingo game was able to improve the students’ vocabulary achievement. the previous research that used the bingo game was done by kurniati in 2009. she conducted a classroom action research at smpn 10 jember in the 2008/2009 academic year. the research result showed that the use of the bingo game could improve the students’ vocabulary achievement of large vocabulary (nous, verbs, adjectives and adverbs). the improvement achieved could be seen from the students’ scores of vocabulary test in the second cycle. the students’ vocabulary score in the second cycle was better than the vocabulary scores in the first cycle. in the previous research, the researcher had a target that 75% of the students got score more than 70 covering the material of nouns, adjectives, adverbs and verbs. in the first cycle, only 25 students or 67.57% who got score more than 70 but in the second cycle the students who got score more than 70 or fulfilled good category (70%-80%) are 100 %. 4. conclusion based on the result of the research, it can be concluded that the use of bingo game is able to improve students’ vocabulary mastery on the topic of hotel vocabulary. this improvement can be seen from the score gotten before and after the action done. as it is known, the mean score of the students score before the action is 50 and after the action is 74.5. there is improvement in score 24.5. references agoestyowati, r. (2010). fun english games & activities for you: from beginner to advanced level. jakarta: p.t bhuana ilmu populer. amazon. (2010). sight word bingo. http://www.sightwordbingo.com/bingo.php journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 37—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 42 amer. (2002). advanced vocabulary instruction in efl. the internet tesl journal, vol. viii, no. 11, november 2002. http://iteslj.org/articles/amer-vocabulary/ [may 27th 2018]. huyen, n. and khuat, tn. (2003). learning vocabulary through games. asian efl journal-desember 2003. http:// www. itesl. journal.org. [june1st 2018]. kurniati, f. (2009). improving the eight grade students vocabulary achievement trough bingo game at smpn 10 jember in the 2008/2009 academic year. jember: jember university: unpublished thesis. lehr, f., jean, o., elfrieda, h. (2001). a focus on vocabulary. www.prel.org. [june 15th 2018]. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-5. doi:10.31940/jasl.v1i1.654. rakhmawati, f. & nirmalawati, w. (2017). grammar teaching at pre-service training program in kampung inggris (a case study on mastering system program). journal of applied studies in language, 1(1), 7-14. doi:10.31940/jasl.v1i1.655. richards, j. c. & rodgers, t. (1986). approaches and methods in language teaching. ny: cambridge university press. smith, j. (2010). how to make word bingo cards. http://www.ehow.com/how_5305305_make-wordbingo-cards.html [july 23rd 2010]. subiyanto, p, suciani, nk, aryana, inr, sukerti, gna, & sitawati, aar. (2018). learning and growing: an alternative strategy to teach english. journal of applied studies in language, 2(2), 170-175. doi:10.31940/jasl.v2i2.1080. team. (2000). teaching children to read: an evidencebased assessment of the scientific research literature on reading and its implication for reading instruction. http://www.nationalreadingpanel.org/publications/summary.htm uchida, h. j. (2003). picture fun word bingo., http://www.eltnews.com/features/games/2003/07/picture_fun_word_bingo.html [june 24th 2018]. wajdi, m. (2018). classroom discourse: a model of classroom language research. surabaya: jakad publishing. weisskirch, r. (2009). playing bingo to review fundamental concepts in advanced courses. international journal for the scholarship of teaching and learning vol. 3, no. 1 (january 2009). http://www.georgiasouthern.edu/ijsotl. [june 20th 2018]. wright, a., david, b., and michael, b. (1996). games for language learning. london: cambridge university press. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 170—175 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 170 learning and growing: an alternative strategy to teach english paulus subiyanto1 ni ketut suciani2 i nyoman rajin aryana3 gusti nyoman ayu sukerti4 anak agung raka sitawati5 jurusan akuntansi, politeknik negeri bali, indonesia1 jurusan administrasi niaga, politeknik negeri bali, indonesia2,5 jurusan pariwisata, politeknik negeri bali, indonesia3 jurusan teknik elektro, politeknik negeri bali, indonesia4 email: iin_paul@yahoo.com1 abstract – one of the problems faced by esl learners is not a linguistic one, but they are afraid to express what they know and feel, in english. they are afraid of making mistake and prefer keeping passively attitude to participating actively in learning activities. this paper is based on the classroom experience by experimenting with the method called learning and growing (l&g). the basic principle of this method is how to motivate the learners talking about themselves, or things close to them. the method enables them to know who they are, to accept themselves, and to feel their selfconfidence. after practicing one topic, e.g. who am i, the learners are able to accept themselves and have an awareness that making mistake is normal in the learning process. as the result, they dare to share who they are without being afraid to make mistake linguistically. the other principle is how to make relax atmosphere of learning, ignoring some formal rules. a friendly relationship is built during the learning process both the learner-learner and the teacher-learner. the teacher’s task is to choose the topics with double goals: language and psychology. what language skill will be achieved and what personal growth will be focused on are the vital concern of the teacher. these goals will be realized by making an appropriate lesson plan and preparation. finally, the evaluation may be conducted, especially for language achievement. the main purpose of this evaluation would rather know if the goal has been achieved than to get grades. keywords: language skill, language acquisition, self confidence, psychological impediment journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 170—175 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 171 1. introduction most problems faced by esl learners, especially adults, are not linguistic ones but rather psychological impediments. they are afraid to express what they know and feel, not only in english even in their own language. in the context of esl, they are afraid of making mistake and prefer keeping passively attitude to participating actively in learning activities. they are less self-confident to speak english though they have enough linguistic knowledge and skill. therefore, it is important to break such “ice” first in order to overcome the psychological difficulties faced by the learners. learning, thus, take place simultaneously with a growing personality by improving self-confidence. thus, the problem is how to find a teaching strategy enabling to overcome such psychological impediment. the teaching strategy is called learning and growing (l&g). the basic principle of this strategy is how to motivate the learners talking about themselves, or things close to themselves. it will enable them to know who they are, to accept themselves, and to feel their self-confidence. after practicing one topic, the learners are able to grow their personality, such as accepting themselves or having an awareness that making mistake is normal in the learning process. as the result, they dare to share who they are without being afraid to make mistake linguistically. the other principle is how to make a relaxing atmosphere of learning, ignoring some formal rules. a friendly relationship is built during the learning process both the learnerlearner and the teacher-learner. the teacher’s important task is, firstly, to choose the topics with double goals: language and psychology. what language skill will be achieved and what personal growth will be focused on are the vital concerns of the teacher. these goals will be realized by making an appropriate lesson plan and preparation. finally, an evaluation may be conducted, especially for language achievement. the main purpose of this evaluation would rather know whether the goal has been achieved than to get grades. there are two dimensions in esl process: (i) acquisition which takes place unconsciously, mostly for children in a natural way, and (ii) learning which happens consciously at school for adults (krashen, 2013). acquisition and learning process would rather concern on “input” such as reading and listening than “output” like speaking and reading. in turn, the esl learners, however, have to produce output (speaking and writing) in the communication context. for adult learners producing linguistic output is not sterile from psychological or mental factors since it is the way by which human being expresses his/her thinking and feeling in relation with the others. according to systemic functional theory, language has an ideational function to understand the world and relational function to build a relationship with others expressed through clauses (halliday, 1994). therefore, intrapersonal and interpersonal factors have an important role in language learning. regarding with sla, krashen (2013) mentioned the existence of effective filter such anxiety, motivation, and selfconfidence which give hindrance to language learning. psychologically, language plays a salient role in interpersonal relations, language becomes central to the sense of self, and consequently, esl learners tend to avoid making a fool of themselves. they have less selfconfidence to speak english though they have enough linguistic knowledge and skill. therefore, it is important to find a strategy to break such “ice” in order to overcome psychological impediment faced by the learners. the importance of character education in educational praxis is expressed through research conducted by jurges, marvin, phyllis, and karen (journal of research on character education 2003) to 2000 students from 681 leading schools in california in the range from 1999 to 2002 with results: there was a positive correlation between the provision of character education and academic achievement. the more schools program character education the greater the academic achievement achieved by students. dianne m. dodds (2015) observed montessory school students in new jersey who designed their curriculum with a program of self-awareness and social awareness, found that students' negative behaviors declined along journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 170—175 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 172 with understanding values programmed. curriculum 2013 which was designed based on character education was introduced by the indonesian government to the level of primary and secondary education as a response to the criticism of education experts on the previous curriculum which was more oriented towards academic achievement, and did not contribute to character building of the nation's children. the main components of character are human values that are internalized in a person so that they become habits that are in accordance with the norms of society. tillman and hsu (2000) in living values: an educational program that identifies 11 universal values by unesco is recommended as a reference for the preparation of character education programs that have been implemented in various countries. these values are: peace, respect, love, responsibility, happiness, cooperation, honesty, humility, tolerance, simplicity, and unity. character education in general is implemented in an integrated way through all learning activities both intra-curricular and extra-curricular. regarding english courses in vocational education, english is studied more on the purpose of pragmatic aspects, how to use language to communicate, not to know what language is. thus, the english language learning program is very open to be integrated with other content such as character education or innovation strategies and other creative methods. an example that is commonly practiced in vocational education is the esp (english for specific purpose) program which is designed based on learners' specific competency needs. with esp, learners can develop linguistic competencies in the context of competency fields that are relevant to their profession. character education that also develops self-confidence will support english language competence because, based on observations and interviews with students, most of them have difficulty expressing opinions or feelings in english not because of linguistic factors but psychological factors. fear of being wrong and tend to be passive are common symptoms, especially for the realm of speaking. character education with themes of personality development will help learners overcome these psychological obstacles. krashen (2013) conveys the existence of two dimensions in the process of learning foreign languages, namely (i) acquisition that takes place naturally and unconsciously, especially in childhood, (ii) learning that occurs consciously and programmatically through schools or courses, especially for adult learners. accounting department students are adult english learners so they need planned learning models because the dominant learning process is learning. in line with systemic functional language theory, according to halliday (1994), language has an ideational function to understand the world and build knowledge and relational functions to build relationships with others. thus, psychological factors especially intrapersonal and interpersonal have an important role in language learning. the existence of affective filters such as anxiety, lack of motivation, lack of self-confidence, will be obstacles to language learning. thus language plays a decisive role in interpersonal relationships, language becomes central to the sense of self, so that learners tend to avoid feelings of feeling stupid (krashen, 2013). therefore the themes of self-development in character education will help learners of english be able to overcome their psychological obstacles. 2. method the first task is to choose topics with psychological content or relating to character building to improve some soft skills such as self-confidence, team building, collaborative skills, problemsolving, social solidarity, etc. after choosing topics, the teacher can develop a lesson plan with some learning steps. generally, this strategy is developed with research and development (r & d) method through some steps as mentioned by sugiyono (2016) as follows. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 170—175 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 173 3. results and discussion here is one topic which has been developed by applying l & g strategy. theme: who am i linguistic focus: human characteristic vocabulary; describing oneself psychological focus: accepting oneself; self-confidence procedure: step#1: the students are asked to write all about themselves they think as negative things (physically, mentally, characteristics, habit) in 15 minutes. for examples: i hate my fat body, i dislike my laziness, etc. step#2: the students are asked to write all about themselves they think as positive things, they feel proud of them, they like them in 15 minutes e.g. i like my blue eyes, i am proud of my musical talent, etc. step#3: make a small group consisting of 4-5 persons. each person gets a chance to tell what they have read. step#4: give a question for discussion: which one is easier, finding positives or negatives? give reasons. step#5: explore the answers (most answers: negatives are easier) ask them what it means. guide to an awareness that if they have more negatives, it means they have negative self-image. they consider themselves as being unable, bad, negative. as the result, they don’t feel confident, afraid to express who they are. this is the source of problem: less self-confidence. step#6: reframing: this step is aimed to know the cause of their less confidence based on their past experience (childhood). remember how your parent and teacher treated you when you were a child: did they often give you compliment? did they underestimate to you? did they ask you to identifying probem collecting data designing product validating design revising design trying out product revising product trying out product revising producing journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 170—175 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 174 be perfect? how parent and teachers treated you in the past forming in your mind the image of yourself, and you will be what you think about yourself. after knowing the causes of their less confidence, the students are convinced that they can choose to change their self-image. firstly, accept as what you are now, and don’t compare with the others. focus on positives, other than negatives. step#7: affirmation: the students are asked to draw something (things, animals, etc.) symbolizing who they are, and to tell about the picture in relation with their positive characteristics. after conducting this lesson plan in some classes consisting of 100 students, the researcher gave questionnaire to the students with the result is statement very agree (%) agree (%) less agree (%) i get benefit relating with my personality development. 45 52 3 i know more about myself so i am not afraid to make mistake 55 43 2 i feel my self confidence so i dare to speak. 64 31 4 i feel spirit in learning in the class 56 42 2 i can express my opinion and feeling in english. 46 53 1 4. conclusion it shows that the students have a positive attitude towards themselves. they can remove all negative feelings that block their ability to express themselves linguistically. they aren’t afraid to make mistakes anymore, especially in speaking class. they feel secure and relax so the learning atmosphere may be enjoyable and joyful. thus, this strategy can give a double benefit on how to learn english and grow personality take place simultaneously. it is recommended to implement this strategy as complementary combined with other methods. references dods. d. m. (2015). “the effects of character education on social-emotional behavior” (action research paper st chaterine university, new jersey) doman, e. (2012). “further evidence for the developmental stages of language learning and processability” in us-china education review a9 p 813-825. sydney: macquarie university. ellis, r. (1985). understanding second language acquisition. new york: oxford university press. halliday, m. a. k. (1994). functional grammar. london: hodder headline plc. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 170—175 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 175 joni, d.a.a.w. & wirastuti, ig.a.p. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9. doi:10.31940/jasl.v2i1.808 jurges, m. and karen, p. (2003). journal of research on character education 2003. krashen, s. (2013). second language acquisition: theories, applications, and some conjectures. london: cambridge university press. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-6. doi:10.31940/jasl.v1i1.654 rakhmawati, f. & nirmalawati, w. (2017). grammar teaching at pre-service training program in kampung inggris (a case study on mastering system program). journal of applied studies in language, 1(1), 7-14. doi:10.31940/jasl.v1i1.655 sugiyono. (2010). metode penelitian pendidikan: pendekatan kuantitatif,kualitatif dan r&d. bandung: alfabeta. tillman, d. and hsu, d. (2000). living values: an educational program. usa: health communication inc. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 102 teaching reading in junior high school yusma rita kurnia1 ni luh evit erawati2 program studi s-2 linguistik, universitas udayana, indonesia1,2 email: yusma_rk@yahoo.com1 email: eviterawati22@gmail.com2 abstract this study aims to design the form of teaching reading at the level of junior high school, especially in grade vii. the sample was taken at k.s. junior high school of denpasar. the analysis is limited to the type of reading, assignment given, and the micro and macro reading skills that need to be taught in indonesian subjects. the data were analysed and presented qualitatively according to the assessing reading theory (brown, 2004). the results of this study show that teaching reading in junior high school begin with the type of interactive and extensive reading. interactive reading assignments applied are trough editing (longer tasks), scanning, and ordering tasks. while the extensive reading assignments are skimming tasks and summarizing. micro skills that need to be taught are mastering pieces of language with different lengths in short-term memory, reading at an efficient speed according to purpose, recognizing the word core and interpreting patterns or word order and its meaning systematically, recognizing the grammatical word class, cohesive device in discourse and its role in signifying the relationship between and among clauses. while the macro skills that need to be taught include recognizing the rhetorical form of written discourse and its significance for interpretation, the communicative function of the text, the unexplained context, summing up the relationship among events, causality, distinguishing literal and implicit meanings, developing and using reading strategies such as scanning and skimming, guessing the meaning of words from the context and interpreting the text. keywords: type of reading, reading assignment, micro and micro skill of reading mailto:yusma_rk@yahoo.com mailto:eviterawati22@gmail.com journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 103 1. introduction reading is an activity of information absorption of text that can be in print or other media. reading is one of language skills that need attention because it supports other language skills. reading is not an isolated process (johnson, 2008: 7). the four language skills (listening, speaking, reading, writing) complement each other. anderson (2012: 219) states that there is a meaningful relationship between learners, the process of reading, and the development of other language skills. reading can be a springboard for writing by giving learners something meaningful to write based on what they have read (harmer in anderson, 2012: 219). the results of reading process will also be a good reference when learners are asked to talk about something he has ever read. furthermore, learners will be easier to understand the talks when it is related to a topic that has been read before. johnson (2008: 3) defines reading as a practice of using text to create meaning. in reading, there are two keywords, namely "create" and "meaning". when no meaning is created, there is no reading activity. an educator must really pay attention to the text given to the learners. the text must be in accordance with the purpose of reading, the level of reading ability, and the type of reading being taught. just after that, there will be a truly meaningful reading activity. the teaching of reading at school, especially at junior level is no longer at the initial reading level. the purpose of reading, the form of reading type, and reading style that is taught is higher. therefore, the educator needs to understand how he or she actually will teach that skill. mastering micro and macro skills in teaching reading will also influence the learners’ reading process. these micro and macro skills need to be taught before actually starting the reading activity. if the educator has already understood the micro and macro skills that the learners need to know and the type of reading he is teaching as well, then the educator will be easier to determine what form of reading assignment to give. based on the above background, this study aims to determine the form of teaching reading at ks. junior high school denpasar, especially in grade vii on indonesian subjects which include the type of reading, reading assignment, and micro and macro skills. 2. method this research pertaining to teaching reading at ks. junior high school denpasar is using qualitative approach. the qualitative data is in the form of words, actions, and documents (lofland, 1984: 47). the purpose of qualitative approach is to obtain data in the form of facts and information about teaching reading at ks. junior high school denpasar grade vii specifically in indonesian language subjects. the data used in this research are curriculum, syllabus, and lesson plan of grade vii of ks. junior high school denpasar on indonesian language subjects. the method used in data collection is documentation and interview. while in analysing the data, qualitative descriptive method is used based on assessing reading theory by brown (2004). journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 104 3. results and discussion competencies that need to be achieved in the indonesian language subjects in junior high school grade vii consists of 16 knowledge competencies and 16 skills competencies. each knowledge and skill competency are next followed by various forms of reading assignment. brown (2004: 189-190) divides the type of reading into four, i.e. perceptive, selective, interactive, and extensive reading. perceptive and selective reading in ks. junior high school grade vii is not used anymore. in another way, activities of learning reading at ks. junior high school grade vii use interactive and extensive reading. interactive reading according to brown (2004: 189) is a reading activity that includes identifying relevant features (lexical, symbolic, grammatical, and discourse) in medium length of text for the purpose of storing information being processed. while extensive reading is a reading activity that opens the learners' global knowledge of a text, rather than asking learners to understand the details. brown (2004: 187-188) divides the micro and macro skills of reading into several points. micro-reading skills include: o distinguish between typical grapheme and language orthography patterns. o mastering pieces of language with different lengths in short-term memory. o writing process with efficient speed according to its purpose. o recognizing the word core and interpreting the pattern or sequence of words and their meaning systematically. o recognizing grammatical word class and system. o recognizing different grammatical forms. o recognizing cohesive devices in written discourse and their role in signalling the relationship between and among clauses. macro reading skills include: o recognizing the rhetorical form of written discourse and its significance for interpretation need. o knowing the communicative function of the written text, in accordance with the form and purpose. o concluding an unexplained context using background knowledge. o concluding the relationship among events, summarizing cause and effect, and detecting relationships such as main ideas, support ideas, new information, known information, generalizations, and the giving of examples. o distinguishing between literal and implicit meanings. o detecting specific cultural references and interpreting them in the context of appropriate cultural schemes. o developing and using reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and using schemata to interpret text. in case of interactive reading activity at ks. junior high school denpasar grade vii, the micro skills that need to be taught are: 1. mastering pieces of language with different lengths in short-term memory. 2. the process of writing with an efficient speed in accordance with its purpose. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 105 3. recognizing the word core, and interpreting the pattern or sequence of words and their meaning systematically. 4. recognizing cohesive devices in written discourse and their role in signalling the relationship between and among clauses. while the macro skills that need to be taught in interactive reading are: 1. recognizing the rhetorical form of written discourse and its significance for interpretation need. 2. knowing the communicative function of written text, in accordance with the form and purpose. 3. developing and using reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from the context, and using schemata to interpret the text. meanwhile, the macro skills that need to be taught in extensive reading at ks. junior high school denpasar grade vii are: 1. recognizing the rhetorical form of written discourse and its significance for interpretation need. 2. knowing the communicative function of the written text, in accordance with the form and purpose. 3. concluding an unexplained context using background knowledge. 4. concluding the relationship among events, summarizing cause and effect, and detecting relationships such as main ideas, support ideas, new information, known information, generalizations, and the giving of examples. 5. distinguishing between literal and implicit meanings. 6. developing and using reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and using the schemata to interpret the text. furthermore, brown (2004: 201—216) specifies the forms of assignment that can be applied in interactive and extensive reading. assignments that can be done in interactive reading are: a. cloze tasks b. impromptu reading plus comprehension question c. shorts answers tasks d. editing (longer tasks) e. scanning f. ordering tasks g. information transfer, reading charts, maps, graphs, diagrams while assignment that can be used in extensive reading are: a. skimming tasks b. summarizing and responding c. note taking and outlining competences which include in reading skill used at grade vii ks. junior high school denpasar begin with knowledge competence 3.1 that is identifying information in description text about object (school, tourism place, historical place, journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 106 and / or art scene area) that is heard and read and skill competence 4.1 that is determining the contents of description text related to object (tourism places, historical places, local art scene, etc.) that are heard and read. based on assessing reading theory by brown (2004), the teaching of reading in junior high school grade vii is a reading activity of comprehension. reading comprehension is the ability to build the meaning of written text. reading with comprehension is not static competence; but varies according to the purpose of reading itself and the text involved (lems, 2010: 170). the ccompetencies 3.1 and 4.1 are the combinations of interactive and extensive reading types. in the learning activities, learners are assigned to make definition and explain the contents of description text and list the general characteristics of description text that covers the structure and rules of language. in the competencies 3.2, 4.2, and 4.6 learners will read the description text to examine the structure and the grammar and do the editing to description text done by other students therewith edit and improve the procedural text which is written in terms of content, choice of words / phrases / paragraphs and the use of punctuation / spelling. this activity is applied by giving assignments editing to identify the structure and grammar of the text that are still wrong. then replace it with the correct structure and word or sentence even until the right punctuation. in contrast to the competencies of 3.2 and 4.2, competencies of 3.3, 4.3, 4.9, 3.11, and 4.11 are done by giving reading assignments through scanning to identify pronouns, conjunctions (then, instantly, suddenly, temporarily), and sentences showing details of the background, characters, events, direct and indirect sentences on fiction texts. the same form of assignment is also applied to competencies 3.5, 3.6, and 4.5. learners are asked to list imperative sentences, suggestions, prohibitions on procedural texts, listing the types and variations of the presentation of the goal pattern, materials and tools, step in proceduralal text, listing the sentences showing the goal, materials, tools, and steps, listing the imperative sentences, suggestions, solicitation, prohibition, statement sentences, compound sentences and independence sentences in traditional poetry (pantun, gurindam, poetry), and listing the pronouns, verbs, conjunctions, direct and indirect sentences, themes, characters, background, point of view, mandate, and language style on fable / legend. the four forms of the same assignment have differences in case of purpose and the text used. in learning competence of 3.4 and 4.4, reading assignment is done by giving ordering tasks. students are asked to sort the parts of fantasy story into a whole story. furthermore, in competencies 3.7, 4.7, 3.8, 4.8, and 4.9, learning reading are done by giving reading assignments through skimming and summarizing. students detail the contents of the text of observation report (definition / classification part, description, affirmation), the main ideas found in the text of the observation report, summarize the text of the observation report, and summarize the general characteristics, communication goals, varieties/types of traditional poetry, words / phrases used in traditional poetry (pantun, gurindam, lyric). aassignments using ssummarising are also applied in competencies 3.10, 4.10, 3.13, and 4.13. activities done in these competences are concluding the principle the development of pantun, gurindam, and poetry (lyric) and concluding the contents of personal letters and formal letters. competencies 3.12 and 4.12 also apply assignments through editing in interactive reading. in this case, learners are asked to correct the choice of words, journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 107 narrative phrases, dialogue, and the presence of the background in order to make the story more interesting. the last four competencies, 3.15, 4.15, 3.16, and 4.16, each apply reading assignments through skimming and scanning. in reading skimming activities of competencies 3.15 and 4.15, learners are directed to read out the outline of the subsection contents of a book and determine the main idea of the book. while in reading scanning activities of competencies 3.16 and 4.16, learners are directed to record the contents of the text that are going to be responded, the use of language in the book, and the systematic of the book. 4. conclusion teaching reading at ks. junior high school denpasar grade vii on indonesian subject covers interactive and extensive reading type. assignments applied in interactive reading are editing (longer tasks), scanning, and ordering tasks. while assignments applied in extensive reading are skimming tasks and summarizing. micro skills taught at ks. junior high school denpasar grade vii on indonesian subjects include mastering pieces of language with different lengths in short-term memory, reading with efficient speed in accordance with the purpose, recognizing the core of words and interpreting the pattern or sequence of words and their meaning systematically, recognizing grammatical word classes, cohesive device in discourse and their role in signalling the relationship between and among clauses. while the macro skills taught are recognizing the rhetorical form of written discourse and its significance for interpretation need, the communicative function of the text, the unexplained context, summing up the relationship among events, causality, distinguishing literal and implicit meaning, developing and using reading strategies such as scanning and skimming, guessing the meaning of words from the context and interpreting the text. references anderson, n. j. (2012). reading instruction in book the cambridge guide to pedagogy and practice in language teaching. new york: cambridge university press. brown, d. h. (2004). language assessment: principles and classroom practice. united states of america: pearson education. de abreu, s. e. a. (2012). teaching of reading, calculus and religious doctrine in the scholl of primary education of the province of golas in the 19th century. revosta brasilerra de historia da educacao. 2012;8(3[18]): 13-48. eng, l.s. (2017). text-selection for teaching reading to esl tertiary students: a study on genre and content preferences. international journal of instruction. 2017;10(1):71-84. fahriany, f. (2015). schema theory in reading class. indonesian journal of english education. 2015;1(1):17-28. doi 10.15408/ijee.v1i1.1192 johnson, a. p. (2008). teaching reading and writing: a guidebook for tutoring and remediating students. united states of america: rowman & littlefield education. lems, k., leah, d. m, dan tenena, m. s. (2010). teaching reading to english language learners: insight from linguistics. new york: the guilford press. lofland, j dan lofland, l.h. (1984). analyzing social settings: a guide to qualitative observation and analysis. belmont, california: wadsworth publishing company. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-5. doi:10.31940/jasl.v1i1.654. https://doi.org/10.15408/ijee.v1i1.1192 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 102—108 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 108 nurahman, d. (2011). promoting literature to build college students’ socio-political awareness in the efl reading class. journal of english as a foreign language. 2011;1(1):1-8. wijaya, i m.p. (2015). teaching writing in english as a foreign language. lingual. 2015;5(2):72-78. microsoft word 9.jasl-dec19-wahyu 195-201.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 195 interlanguage in writing of early semester students of ibit denpasar gede eka wahyu1 ketut artawa2 ni made dhanawaty3 sekolah tinggi pariwisata bali internasional1 fakultas ilmu budaya universitas udayana2,3 email: eka.stpbispb14@gmail.com1 email: ketutartawa@gmail.com2 email: md_dhanawaty@unud.ac.id3 abstract the purpose of study is aiming at to discover the interlanguage system produce by students in writing an english composition. there were 25 descriptive text compositions as an instrument used to obtain the data. qualitative research is administered in the study. descriptive qualitative is used to evaluate and present data. the result of the study shows that most of students error in english writing are omission (-s) as plural form 25 %, then, 6,2 % error in using of article, there were 5,7 % error in use of verb have and preposition. surface structure taxonomy proposed by carl james is administered to analysing data. type of error found in the student composition were error in omission, addition, misformation, misoredering and blend. keywords: interlanguage, descriptive text, error analysis, learning processes journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 196 1. introduction in foreign language learning processes, all the learners of english will try to produce the language they have learned to approach the target language system. the linguistic system produced by learners of languages are not their first language or their target language called interlanguage (il). according to selingker (1977, 1997), when learning a second language, language learners build a distinctive language system that is different from their first language. selingker put forward the theory of il based on the theory that every human being has hidden psychological structure in the brain that will be active when humans learn a second language or a foreign language. ellis (1992: 123) stated that interlanguage is systematic in that the il system produced by language learners is internally consistent. in certain points at the stage of its development, il is governed by the rules of internal language learning. these rules can be known by analyzing the language produced by language learners. permeability is a linguistic system in il in an unstable state so that the system changes easily over time. interlanguage is dynamic, that is, il develops continuously in line with the increasing knowledge of second language or foreign languages from language learners. there are five processes that influence il formation according to selinker in tarone (2006), namely, as they are presented as follows. (a) language transfer. (b) transfer of training (c) strategies in learning a second language (d) strategies in communication of the second language (e) overgeneralization of linguistics to target language based on previous explanation, the objective of the research are 1) to discover the interlanguage system of studens writing ability in international bali institute of tourism denpasar, 2) to find out the interlanguage factors occurs in students composition. later on, based on the result of study researcher will prepare learning strategy and teaching material to improve students ability in mastering foreign language particularly english as foreign language. in this study, writing skill is used as the object of research because from the results of the writing exercise of the students it was found that the english writing skills of stpbi students were still lacking. this can be seen from the results of student writing exercises that have not fulfill the writing criteria, this is seen from the use of grammar such as the use of verbs, prepositions, determiner, articles and so fort. in addition, the use of mechanical elements such as the use of dots, commas, the use of capital letters and spelling is still lacking. the skills referred to in this study are the skills of writing descriptive text in english. there are three previous study related in the study as references. the first study is conducted by endang fauziati and muamaroh maftuhin entitled “interlanguage verb tense system of indonesian efl learners”. they conducted the research in muhammadyah senior high school surakarta, central java. the purpose of the study is exporing interlanguage verb tense to indicate present, past and future events employed by the learners of english as foreign language. they found 444 errors formed utterances elicited trough free composition of the students. they found that the students have developed their own grammatical system to reveal present, past and future events. the second study is conducted by lestari kelik m, entitled “permealibility of interlanguage system: a case study of students learning english as a foreign journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 197 language a smp muhammadiah surakarta”. the study aimings at 1) to describe a type of permealibility, 2) to discover the source of influence in students il system, and 3) to describe the influence frequency of students il system. the result indicate that 1) the permealibility is found at the level of morfology and syntax, 2) the source of language is first language and second language, and 3) the frequency of students interlanguage system are 48 % of first language and 52 % target language. the third study is conducted by rosa munoz luna, entitled “interlanguage in undergraduates’ academic english: preliminary result from written script analysis”. the research aims to analyze a group of undergraduates written script in second language (l2). selinker theory of interlanguage is used to analyze data. the result show that the students produce errors in their composition e.g. lack of third person –s composition or absence of impersonal subject. there is a cognitive interference of first language into second language. 2. method qualitative research is implemented in the study. according to larsen, freeman and long (1991: 11) prototypical qualitative method is an etnographic study in which researcher do not set out the hypotheses, but rather to observed what it present with their focus, and consequently the data, free to vary during the course of observation. the subject of the study were the students of early semester of hospitality management programme in internasional bali institute of tourism. the data is collected from the descriptive text composition, the object of the study was an interlanguage system produce by the students in their composition. the procedure which is applied in the study namely, 1) colecting data, the researcher collect the data in the form of free students composition, 2) identifying error, the reseacher identify the error and make a list of error, 3) describing errors, analyzing of errors that have been identified, by explaining the form of errors produced by students both verbally and in writing, 4) explaining errors, the description of error is explain linguistic and psycholinguistic charateristic with the intention to find out the source and cause of language errors, 5) clasifying errorneous, at this stage to classify the types of errors based on the similarity of forms and properties according to the limits to be taken by the researcher in analyzing student errors (corder, 1981). the data is analyzed with surface structure taxonomy carl james (1998). james devide the surface structure taxonomy into five, they are omission, addition, misformation, misordering and blend. 3. results and discussion twenty five students composition are collected by the researcher to elicit data. in this study, researcher focused on grammatical errors produce in the students composition. when the students produce language they learned into target language, they constructed language system that is different both in the first language and the target language. it is called interlanguage. to analyze interlanguage error in students composition, the researcher administer error analysis framework proposed by corder (1981) and surface structure taxonomy proposed by james (1998). next, the factors that influence interlanguage system in student composition is analyzed with interlanguage theory proposed by selingker (1977, 1992). journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 198 the following are list of error that is found in students descriptive text composition. no type of error number of error percentage 1 2 3 4 5 6 7 8 9 10 11 12 13 14 omission (-s) of plural form addition (-s) of singular form omission of article a addition of article a omission of article the addition of article the misformation of verb have / has misformation of preposition phrases tense omission of be misformation of there + be omission of preposition omission of subject total 45 5 30 5 11 7 21 10 4 10 9 10 4 4 175 25,7 2,8 17 2,8 6,2 4 12 5,7 2,2 5,7 5 5,7 2,2 2,2 based on the descriptive text composition, interlanguage system produced by students in their writing mostly error in use of singular and plural form, article, verb have and tense. from the descriptive text composition, the following are the result of analysing data. 1. omission of be the words are, am and is are the simple present from of be. verb be can be used as a main verb in the sentence. in a sentence should have subject and verb as predicate. omision of be verb is known in the data as follow. “my home in singaraja”. the sentence is not provide any verb as predicate, therefor, be is used as a main verb in the sentence. then, the correct sentence as follow. “my home is in singaraja”. 2. omission of possesive adjective, plural form (-s) and there + be grammatical error can be seen in the sentence as follow “in home 4 room one for me, one for brother, one for sister, and one for my parents”. the meaning of sentence above is not clear because the omission of several morfems to construct the meaningful sentence. first, the sentence need possesive adjective to describe possesion. second, the omission of there + be to describe existentioal things, there is is followed by singular noun and there are is followed by plural noun, and third, absence of plural form (-s) in the sentence. if noun is more than one add (-s) to make it plural (sargeant, 2007). therefor, the correct sentence as follow. “in my home there are 4 rooms, one for me, one for brother, one for sister, and one for my parents”. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 199 3. omission of article articles give us information about noun, wether it is unknown or not both the speaker. there are two types of articles, they are definite article the and indefinite article a and an ( vago, 2007). error in use of articles can be seen in the sentence as follow. “i have living room, in living room has television, refrigerator, and fan”. there is an omission of indefinite and definite article in the sentence above. the correct sentence as follow. “i have a living room, in the living room has a television, a refrigerator, and a fan”. indefinite article use in the first sentence because it describe a general noun, the second one use definite article because it refer to the previous sentence. 4. tense another gramatical error found in the sentence as follow “i always comfortable in my house”. there is not verb as predicate identify in the sentence. in english grammar, there are two types of verb, those are action verb that is the subject do an action and stative verb that the subject do not do an action, in case stative verb refers to things in mind (penston, 2005). the correct sentence as follow. “i always feel comfortable in my house”. the sentence above uses a stative verb as main verb. another stative verbs such as believe, forget, love, like and so fort. 5. misformation of verb have and article grammatical error in the students composition can be found in the sentence as follow. “my house have a one floor. in my house have a living room, family room, bed room, and bathroom”. the sentence above shows some interlanguage system particularly in use of verb have and indefinite article. the use of have is not suitable in the sentence because the subject of sentence is singular noun. the first sentence is categorize as blend, according to james (1998) blend is apperance of two or more morphems as which has same function in a sentence. the second sentence the use of have is not suitable instead of there is or there are. sargeant state that there is or there are used to describe the existential things. therefor, the correct sentence as follow. “my house has one floor. in my house there is a living room, a family room, a bed room, and a bathroom”. 6. misformation of preposition error of preposition in use shows in the students composition as well. this error can be seen in the sentence as follow. “if you open the door you can see living room inside of left my house”. the sentence above is obsecured because of phrase inside of left. in addition, the sentence is categorized as misordering. misordering is incorrect placement of morphems or structure in a sentence. therefor, the correct sentence as follow. “if you open the door of my house, you can see a living room in the left side”. 7. phrase and omission of subject. error in use of preposition in noun phrases can be found in the sentence as follow. “all is made by wood”. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 200 the previous sentence is a type of sentence fragment (act like a sentence but not have wherewithal to make it as a complete thougt). the sentence need a subject to make it a complete sentence. according to swan (1995) all (of) appear before noun or pronoun (e.g all (of) my friends like riding, she’s eaten all (of) the cake), if all before noun without determiner, then all will not use of (all children can be naughty sometime). to describe material without change the substance use preposition of. the correct sentemce as follow. “all of my house is made of wood”. 4. conclusion based on the english descriptive text produced by students, it can be conclude that there are two factors influence the interlanguage system, they are: language transfer: language transfer in a foreign language learning occurs because the strongly effect of first language of learners that unconciously bring the first language into target language. according to ellis (1992), the influence of native language would be frequently decrease when the development of foreign language knowledge of learners are increase. there are two types of language transfer namely positive tansfer and negative transfer. vocabulary mastery: it would be beneficial to master vocabulary of target language, therefor, learners of foreign language will be able to express their ideas in writing. when the students tried to produce language into target language, they were lack of vocabulary so that they brought their first language into target language. references corder, s. pit. (1981). error analysis and interlanguage. london: oxford university press. ellis, r. (1992). second language acquisition and language pedagogy. adelaide: multi lingual matter ltd. fauziati, e. & maftuhin, m. (2016). “interlanguage verb tense system of indonesian efl learners”. journal of foreign language, culture and civilization, vol. 4 no.2 december 2016. febriyanti, gaaa., dewi, nksl., & dewi, igaairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. ikhsanudin, i., sudarsono, s., & salam, u. (2019). using magic trick problem-based activities to engage fkip untan students: a classroom action research in listening for general communication class. journal of english language teaching innovations and materials, volume 1 (1), april 2019. doi:10.26418/jeltim.v1i1.31620. indah pratiwi and yanti sri rezeki. (2019). designing work book for teaching writing descriptive text based on scientific approach. journal of english language teaching innovations and materials, volume 1 (2), april 2019. doi: 10.26418/jeltim.v1i2.26969. james, c. (1998). errors in language learning and use. exploring error analysis. london new york. longman. lestari, km. (2016). “permeability of language system: a case study of students learning english as a foreign language at smp muhammadiyah 5 surakarta”. jurnal penelitian humaniora, vol. 17, no. 1 februari 2016. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 201 mehrabian, n. & salehi, h. (2019). the effects of using diverse vocabulary learning strategies on word mastery: a review. journal of applied studies in language, 3(1), 100-114. doi:10.31940/jasl.v3i1.1368. selingker, l. (1997). rediscovering interlanguage. london: longman. selingker, l. (1977). interlanguage. in jack c richards (ed.) error analysis: perspective on second language acquisition. london: longman. tarone, e. (2006). interlanguage. london: oxford elsevier ltd. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 116 contrastive analysis of english and indonesian vowel phoneme and its lesson plan in language teaching nurul ulfayanti1 maria olga jelimun2 mahasiswa program studi s-2 linguistiks, universitas udayana, indonesia1 mahasiswa program pascasarjana, universitas pendidikan ganesha, singaraja, bali, indonesia2 email: nurul_ulfayanti@rocketmail.com1 email: olgajelimun@gmail.com2 abstract – the study aims to discover the differences between vocal phoneme in english language and vocal phoneme in the indonesian language. contrastive analysis is used to differentiate the vocal phoneme found in english language and indonesian, and it is used to find out the difficulties encounter by indonesian speakers who study english. this study is a library research study which the data was collected through books, articles, journals, and previous researches related to this study. in addition, a qualitative descriptive method used to set the differences out for the discussion. the result of the study obtained that there are many differences and similarities of vocal phoneme between english and indonesian. the similarities can assist students to improve their speaking skill in english, while the differences could sometimes lead to difficulties in pronunciation. besides, there are also some similar vocabularies in english which have one different letter and different meaning, known as ‘minimal pair. error pronunciation in those words often found in indonesian speakers who learn english. therefore, the study then describes the difference pronunciation which has different in meaning so that the error can be decreased. after all discussion, the study puts one lesson plan forward in teaching language especially speaking skill. its lesson plan is going to apply an audio-lingual technique. in addition to those techniques, drilling is also combined in teaching practice. beside drilling as a traditional method in language teaching, speaking skill could also be enhanced through repetition and excessive practice. keywords: contrastive analysis, differences, similarities, error, pronunciation mailto:nurul_ulfayanti@rocketmail.com journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 117 1. introduction pronunciation is one of the important basic skills in developing spoken language, listening and speaking. without good pronunciation, it is impossible for one to speak english well, whereas mistakes in pronunciation sometimes lead to misunderstanding in communication. in order to be understood by the hearer, speakers need to understand english and could express them well. the one important thing in speaking is its good pronunciation to convey the message because understanding is the most crucial for speaker and hearer. besides, good pronunciation also drills speakers to understand what he/she hears. difficulties in pronouncing the words in english caused many indonesian speakers of english encounter problem, especially in speaking and listening. it happens because many of them are not accustomed to speaking and hearing such words. in addition, there are several phonemes of english in which are not found in indonesian phoneme. it becomes a major problem that caused english learners could not pronounce english words well. several phonemes of english which do not exist in the indonesian language become the most frequent obstacle that indonesian speaker faced. the common problem faced by the foreign language learners when they pronounce english word was caused by the influence of the students’ mother tongue of their first language. the problems appeared when they tried transferring their first language into their target language (english). the other problem is that the students also pronounce the english word as it is written totally in indonesian. it was influenced by their first pronunciation of the word as it is spelled. being able to speak english, of course, includes a number of sub-skills, involving vocabulary, grammar, pragmatics, etc. but in the process in communication, pronunciation is paramount important in foreign language teaching, since successful communication cannot take place without correct pronunciation. pronunciation is also the aspect of language that is most difficult to acquire. although some people with ‘an ear for language’ can ‘pick up’ pronunciation very effectively, for most it requires special training. for indonesian learners, whose mother tongues is very different from that of english, minimal pairs technique in learning that language, so far, is considered to be a good way of learning english. teaching pronunciation through minimal pairs is supposed to be able to help learners to establish the habit of thinking in english. to distinguish the english sound that has the similar sound obscurely is by pairing those two words, so it could be easy to recognize whether the sound pronounced contextually or not, because wrong pronunciation could be misunderstanding and obstruct the communication fluency. kelly assumed, “teachers can use a minimal pair to good advantage in the classroom as the way of focusing on sounds which have been causing difficulties for students.” in this assumption, a minimal pair drill is considered to help students overcome their difficulties in pronunciation, mainly for english sounds. it uses words that differ by a single sound in the same position, for example, sheep – ship, green – grin. the technique of minimal pair hopefully helps the students to distinguish the similar sounds in english word theoretically and contextually and to practice their fluency and accuracy in oral reading aloud ability. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 118 2. method this study applied a qualitative descriptive method. as ritchie and lewis, in their book entitled “qualitative research practice, a guide for students and researchers” (2003:2) wrote that in the handbook of qualitative research, denzin and lincoln offer the definition of qualitative research as “qualitative research is a situated activity that locates the observer in the world. it consists of a set of interpretive, material practices that makes the world visible. these practices turn the world into a series of representations including field notes, interviews, conversations, photographs, recordings and memos to the self. in this study, the writer applied qualitative descriptive method i.e. describing the result of differences and its analysis, and making an appropriate lesson plan for teaching. in addition, the data of the study was obtained using library research where it is collected through some related books, articles, and journal as well as related previous study. the vowel phoneme of english and indonesia and english words’ minimal pair found from the previous study. meanwhile, the erroneous pronunciation of indonesian speaker of english was observed through experiences found in the classroom. 3. results and discussion there are some differences in vowel phoneme of english and indonesia. in english phonemes, there are two types of the vowel that usually used, they are “long monophthong phonemes” and “short monophthong phonemes”. while in indonesia, there are no such long monophthong phonemes. it is the main problem caused english learners to get in trouble to pronouncing several words. listed below the explanation of a variety of vowel phonemes in both language, english and indonesia. table 1 english and indonesian vowel english vowel indonesian vowel /ɪ/ = /ɪ/ /e/ = /e/ /ʌ/ = /ʌ/ /ʊ/ = /ʊ/ /ə/ = /ə/ /ɒ/ # /æ/ # journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 119 /iː/ # /ɜː/ # /ɑː/ # /uː/ # /ɔː/ # from the table above, it can be seen that there are twelve (12) vowel phonemes in english divided into two (2), 5 long monophthong phonemes and 7 short monophthong phonemes. 3.1 similar vowel of english and indonesian language according to the table 2, five (5) vowels in english have the similar pronunciation in the indonesian language. those five (5) phonemes are included in short monophthong vowel, in which are pronounced shortly with no gap. it means that all kind of long monophthong vowels is not found in indonesian phonemes. table 2 similar pronunciation of english and indonesian english vowel indonesian vowel /ɪ/ /ɪ/ /e/ /e/ /ʌ/ /ʌ/ /ʊ/ /ʊ/ /ə/ /ə/ this analysis then tells that when indonesian speakers speak english words with those phonemes, they will find no difficulties in pronouncing them because the phonemes in english are similar to indonesian phonemes. 3.2 dissimilar vowel of english and indonesian language while five (5) vowels in english are similar to indonesian vowel, there are seven (7) vowels of english which are not found in indonesian, two (2) short monophthong vowels and five (5) long monophthong vowels. table 3 dissimilarity between english and indonesian vowel english vowel indonesian vowel /ɒ/ /æ/ /iː/ /ɜː/ /ɑː/ /uː/ /ɔː/ /ə/ journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 120 therefore, when indonesian speakers pronounce words that consist of those phonemes, they will encounter the problem and are prone to replace those different phonemes with the phonemes they are accustomed to using in their daily conversation, such as substituting phoneme /ɪ/ for /iː/ or pronouncing /ʌ/ for /æ/. as well as in consonant, some vowel phonemes that found in english will replace the meaning if it is pronounced incorrectly, like in word beach [biːtʃ], that sometimes pronounced [bɪtʃ] (bitch) by indonesian speakers who speak english, and in word bat [bæt], which sometimes pronounced but [bʌt], and so on. these instances show that some words in english define different meaning if it is pronounced wrong, some words might have very contrast meaning once it is pronounced incorrectly. the problem occurs for indonesian speakers do not recognize long monophthong vowel, so that they are not familiar to the sound. nevertheless, there are many words in english that do not have different meaning even if its phoneme pronounced differently. however, such thing will lead the hearer or even native speaker to the difficulties of understanding. listed below some words which have minimal pairs in english vowel and sometimes pronounce incorrectly by indonesian speaker learning english, they are table 4 minimal pairs /iː/ /ɪ/ /ɑː/ /ʌ/ eat it can’t cunt beach bitch golf gulf sheep ship doll dull leave live lock luck feel fill shot shut /uː/ /ʊ/ /æ/ /ʌ/ too to bat but fool full hat hut pool pul lack luck food foot paddle puddle suit soot ankle ankle /ɜː/ /ɑː/ /ɔː/ /ə/ cur car pork poke hurt heart fork folk stir star law loe first fast saw sue heard hard chalk choke /ɑː/ /ʊ/ /æ/ /e/ not note vat vet got goat bag beg journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 121 cost coast dad dead sop soap latter letter smock smoke fanatic phonetic /ɜː/ /e/ cur care first fest bird bed park peck star stare some of english words with their minimal pairs are written in the table above, the phonemes are /iː/-/ɪ/, /ɑː/-/ʌ/, /uː/-/ʊ/, /ɜː/-/ɑː/, /æ/-/ʌ/, /ɔː/-/ə/, /ɑː/-/ʊ/, /æ/-/e/, /ɜː//e/. the reason why all long monophthong vowel and two short monophthong vowels are replaced is that indonesian speakers do not recognize such phonemes and are not accustomed to pronounce them. there are many other english minimal pairs which are not listed above. therefore, after finding and analyzing those words, it can be concluded that the wrong pronunciation of one phoneme in some english words will produce extremely different meaning. thus, to diminish the erroneous, this study provides one lesson plan in which it is expected to be able to drill and enhance students’ pronunciation and reduce their mistakes. 3.3 the lesson plan suggested in teaching english pronunciation comparing two different languages is inseparable from interference theory combine mother tongue and target language, either in the positive transfer or negative transfer. the positive transfer is the similarity of both mother tongue and target language and it does not become a problem for the learners. it makes the learners are easier in learning that target language. whereas negative transfers mean the presence of contradiction between mother tongue and target language which makes the learners in pronouncing the words. by knowing the differences between consonant and vowel sounds in english and indonesian, a new method and even strategy approach to be used in teaching english pronunciation. the prominent aspect in teaching pronunciation is providing the competent teacher because teacher considers as a major person in success learning process. then, equipping appropriate facilities in learning. the perfect facility provided by a school cannot assure that students will achieve basic competence because they tend to imitate what their teachers are doing. therefore, in this context, the teachers play a very important role in creating a proper situation so that the learners can actively improve their pronunciation whether by using student-centered learning or so forth. according to the findings and analyzing above, there is one suggested lesson plan that teacher can use to teach pronunciation. the lesson plan offered utilizes an advanced technology such as a computer, lcd, sound system and so on. lesson plan topic: english pronunciation students’ number: 20 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 122 class: semester 2 time allocation: 120 minutes media: the audio of pronouncing vowel sounds aims: 1. the college students are able to pronounce vowel sounds in english. 2. the students are able to know and understand the words which contain long monophthong correctly. tools: 1. the audio of pronouncing vowel sounds (focusing on vowel sounds which are not found in the indonesian language). 2. handout book related to the audios supplied to the students. teaching procedures: 1. first, the students are asked to listen to the audio applied for. then, the audios are applied twice, in order to make the students be understood the content. the audio is applied word by word. moreover, the audios contained vowel phonemes (long monophthong and short monophthong). it aims to make the students know the difference of both. 2. second, the students are given the handout which relates to the audio. it aims to make the students understand the written form of the words given. after these two steps done, the students are asked to re-listen to the audio and repeat the pronunciation of each word. for example: beach [biːtʃ] = pantai, pronounced [bɪtʃ] = bitch can’t [kɑːnt] = not [kʌnt] = cunt sheep [ʃiːp] = domba, pronounced [ʃɪp] = ship therefore, the students are motivated to understand more about the importance of pronouncing the words as they are. then, the teacher gives an example of minimal pairs and asks the students to search any other words. the students are allowed to deliver the questions if the explanation is unclear yet. in the next exercise, the teacher re-applies the audio. then, the students are asked to pronounce the words individually. furthermore, the teacher gives correction to the errors done. moreover, the researchers are in process of design an android application base which considers with teaching english pronunciation with the example of minimal pairs, and the evaluation form of english words pronunciation. this application is expected to be able to improve the students’ ability in pronouncing the words. the used of this application is up-to-date because the teacher does not need to bring the lcd to the classroom. then, it can utilize a smartphone. so, learning pronunciation will be more flexible, more fun and more suitable. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 116—123 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 123 4. conclusion the comparison of english and indonesian language can be known by seeing the similarities and differences between those two languages. english teachers and learners assume that the big problem in mastering that language is in pronouncing the words in the context of consonant phoneme and vowel phoneme. based on the research above, the teachers can anticipate and find good method in learning pronunciation, develop the teaching material in the context of phonetic and phonology. besides that, it can help the learners overcome the pronunciation problem in communication and minimize misinterpretation. so, the major problem in pronouncing the english words is caused by the differences in the sounds system. references anatolyevna, p.t. (2015). opposition of vowel phonemes and their neutralization in the modern russion language. 2015;25(1): 55-60. doi 10.15688/jvolsu2.2015.1.6 burleigh, p and skandera, p. (2005). a manual english phonetic and phonology. german: gunter narr verlag tubingen. kalpikayanti, n. l. p. (2017). “peningkatan pelafalan bunyi pada percakapan bahasa inggris peserta didik kelas xi sma budi utama melalui metode audiolingual”. linguistika, wahana pengembang cakrawala linguistik, vol. 24. no. 46. issn: 0854-9613. nuraeni, e. (2015). “the effectiveness of minimal pairs towards students’ english pronunciation”. jakarta: department of english education faculty of tarbiyah andteacher’s training, syarif hidayatullah state islamic university jakarta. pallawa, b. a. (2013). a comparative analysis between english and indonesian phonological system. international journal of english language education, vol. 1, no. 3. palu: universitas tadulako palu, sulawesi tengah. pujiyatno, a. (2017). phonological variation of java language in kebumen district. journal of applied studies in language, 1(1), 43-52. doi:10.31940/jasl.v1i1.675 riadi, a. (2013). “students’ problems in pronouncing short and long english vowels”. pontianak: universitas tanjungpura. roach, p. (1991). english phonetic and phonology”. new york: cambridge university press. https://doi.org/10.15688/jvolsu2.2015.1.6 microsoft word 7. jun2019-7. desri-polmed.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 56—62 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 56 pragmatics meaning of advertising discourse in medan local newspaper desri wiana politeknik negeri medan email: desri.wiana@polmed.ac.id abstract pragmatics is the study of the aspects of meaning in which the speaker expressed or communicated and a listener interpreted it. in other words, pragmatics covered the study of language sense which is communicated by the language user. meanings or language senses that is expressed by the language users implies beyond the meanings that are expressed in the writings. this paper focused on the advertising discourses that exposed in medan, north sumatera local newspaper; that is analisa. the aim of this paper is to explore the pragmatics meaning of advertising discourses in analisa newspaper, in which applied the theory of implicature, presupposition, coherence, and background analysis. the data collected were totally 120 advertising discourses. the technique of analysis data that were applied is descriptive analysis. the findings are revealed that analisa newspaper consisted of 14 pragmatics meaning. offering products are the most dominantly pragmatic meanings expressed in the newspaper. this shows that the purpose of commercial ads in the local newspaper tends to offer products for selling to the community and to market as well. keywords: advertising language, pragmatic meaning, intended meaning journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 57—63 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 57 1. introduction discourse is the language aspects which is relatively complex. it covers language proponents such as phonemics, morphemic, words, phrases, clauses, sentences, paragraphs, and compositions. however, discourse constitutes a language aspect that is pragmatics-characterized. moreover, user and discourse comprehension in communication need lots of language instruments. therefore, the study of discourses becomes essential in a learning language process. the purpose is to support the language user to understand and communicate the language in a correct way. discourse analysis is one of the alternative ways of analyzing the content besides quantitative analysis which is mostly and dominantly applied. the quantitative analysis is more focused on the question “what”, while discourse analysis is more to observe on “how” derived from the messages or text. it shows how the content of the text in news and messages are delivered. by analyzing how structure grammatical construction which covered words, phrases, sentences and so on, discourse analysis is able to dismantle the latent senses of the text (eriyanto, 2001: 15). the style of language journalism is different to others language styles, specifically in a language advertising. the essential feature is abbreviation in a sentence, for instance, “dprd siantar bentuk pansus” (panitia khusus), (tribun, 5 mei 2012), ‘siantar’s parliament constituted an extra ordinary committee’. meanwhile, a metaphor is forming and appreciating from two sides. metaphor language has more than a singular meaning, for instance, “bebas mandi bola”. “bi kenalkan bank tanpa kantor”, “markus dibidik pssi”, (tribun, 5 mei 2012). (‘free ball bathing’; ‘bank of indonesia introduced bank without an office; ‘a broker is hired by indonesian footbal association (pssi)’. the problem that is discussed in this paper is to elaborate on the pragmatics meaning that is mostly used in advertising discourses of analisa newspaper. the aim of this paper is to explain the pragmatics meaning that is found in advertising discourses of analisa, a local newspaper. pragmatics is a theory or a meaning that appears along with language mastery. it defined differently according to some language experts. pragmatics is the theory of meanings which are expressed or communicated by the speaker and it is interpreted by the listener. in other words, it covers the meanings theory that is communicated by a language user. meaning or sense that delivered by the speaker is beyond the meanings that are uttered in a text transcript. it means that pragmatics unit linguistics that is transformed into sounds, words, phrases, clauses, paragraphs, or others linguistics parts, such as: budi: bagus, film yang ditonton? (‘how was the movie, it was good?’) ana: tidak sesuai dengan judulnya (‘the movie is not matched to the title’) delivered meanings said that the movie that she watched is not good enough because the plot of the story is not matched to the title. pragmatics and semantics similarly used the meanings as for the core of communication. semantics is focused on the minds of the speaker (competence, langue) whereas pragmatics is dealt with utterances (performance, parole) (sudaryat, 2009: 120). pragmatics also is concerned with syntax. both are used in the language parts. the difference, the syntax is focused on sentences as the object and isolative, while journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 57—63 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 58 pragmatics is focused on discourse (text) as the process of language function which is motivational. nababan (1987) explained that pragmatics is dealt with the language usage effectively and natural use for speaking in such situation setting (sudaryat, 2009: 120). mulyana (2005: 11) stated that speech implicature is literally something delivers sense that differs from the exact spoken. the different parts are the real message of the speaker that is not exposed explicitly. in other words, the hidden wishes, the latent words, and heart intentions. for instance: double eight english “stop belajar”!! kini saatnya bicara.” (analisa, juni 2012) (‘stop learning!! it’s time to speak up’). ads discourse in analisa daily newspaper above contains implicature which defines by attending an english course in double eight english, it is not only learning but also practicing to speak english. presupposition or allegation is an assumption or alleges dealt with impossibility happened, (divisibility), projection issues or trending mark information (sudaryat, 2009: 124). allege is closely concerned with discourse inference that is a process that is carried out by the speaker in order to comprehend a discourse meaning in which is not conveyed verbally in a communication. a discourse inference is needed for defining an implicit discourse or literally referred to the intention. for instance: “a case of someone who loans some money to her neighbour” (sudaryat, 2009: 125). a good discourse contains cohesion and coherence. coherence is a part of a discourse, as the structural organization semantically, the ideas which are coordinated in a well-organized to achieve the aims and the utterances precisely. coherence constitutes a language formal aspect in syntax organization; the sentences are constructed in a dense and solid to produce utterances. cohesion referred to an intersentence context in a discourse, whether in the grammatical structure or in lexical (gutswinksy, 1976: 26 in sudaryat, 2009: 151—152). therefore, discourse can be said as a cohesive if there is a similarity language form as its context (inner language situation) and context (outside language situation). in fact, we interpret coherently into a text in which it has no potential interpretation, such as: “mar, minta dibebaskan dari tuntutan jpu” ‘mar, asked for being released from judge’s charges’ (tribun, 27 juni 2012). when the readers read the newspaper, he/she has to create coherence meaning from the headline above that is someone has a name “mar” asked for an exemption from prosecutor inside the court session. based on the educational background and experience of the reader commonly can be assumed from reading a newspaper or watching television. ability to create coherence meaning is based on what lies in a reader mind, not only from the text or discourse. one’s ability to interpret automatically something which it is not written text and unspoken should be based on the basic structure of knowledge itself. the structure is likewise a close acquaintance pattern that derived from long experience used to interpret new experiences. the term for the pattern is a schema (plural: schemata). a schema is a prior knowledge structure that is kept in the minds previously (yule, 2006: 146). a permanent pattern is kept in a schema; we called it a frame. everyone has its own frame together in a social group will be advanced into the prototype version. for instance, in a house frame, it assumed there will be components inside the house, such journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 57—63 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 59 as the kitchen, bedroom, and bathroom. in a common way, the assumption of a frame will be stated as it is written in the advertisement as follows. a house for rent rp.1.500.000,00. call: 061-7323367 the first impression of the ads above is the house is rent for a year, not for a month, so it is based on a different experience for the price of a rented house. even though, pragmatics problem is the same that is the reader uses knowledge structure previously that is already existed for interpreting for something that is not stated in the text. pragmatics meaning is meaning or sense that is interpreted by the language user. it covers implicature, presupposition, coherence, and educational background (yule, 2006: 146). pragmatics meaning is not written text, unspoken or unwritten. refer to the theory about implicature, presupposition, coherence, and education background as explained above, so it concludes that pragmatics meaning that presented in the advertising newspaper covers 1. superiority a quality, 2. portraying a success, 3. low budget as a purpose, 4. offering facility, 5. analysing technology, 6. promoting quality, 7. sophisticated technology, 8. telecommunication service, 9. offering health and nurturing, 10. residential and property, 11. offering a low price, 12. healthy drink, 13. health information, 14. offering a product, 15. a medium of delivery, 16. recommendation, and 17. offering facility or eases. 2. method in this paper, the researcher applied descriptive method with documentation technique. a descriptive method defined as one of a method which describes all the object of the research objectively, the research is collected the sample, but all the population is analyzed and collected (mahfoedz, et al., 2008: 21). 3. results and discussion pragmatics meaning is meaning or sense that is interpreted by the language user. it covers implicature, presupposition, coherence, and educational background (yule, 2006: 146). pragmatics meaning is not written the text, unspoken or unwritten. refer to the theory about implicature, presupposition, coherence, and education background as explained above, so it concludes that pragmatics meaning that presented in daily analisa advertising newspaper contains 14 pragmatics meanings. number pragmatics meaning sum % 1. offering products 46 to 38,3 2. a medium of delivery 16 13,3 3. health information 15 12,5 4. low price at a target 10 8,3 5. accentuating quality product 8 6,6 6. offering ease or facility 6 5 7. superiority at the best quality 4 3,3 8. recommendation 3 2,5 journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 57—63 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 60 9. offering freshness 2 1,6 10 offering frugality 2 1,6 11 offering conveniently 1 0,8 12 strong and fast producing result 1 0,8 13 residential and property 1 0,8 sum 120 100% based on the table above, the widest pragmatics meaning is expressed in analisa newspaper is offering products which are totally summed at 46 or 38,3%. meaning of as a medium of delivery is totally at 16 or 13,3%. the meaning of health information is in the sum of 15 or 12,5%. meaning of a low price as a target is in the sum of 10 or 8,3%. meaning of possessing the quality is totally sum up until 8 or 6,6%. meaning of accentuating quality products is totally at 6 or 5%. meaning of offering ease or facility is at the sum of 6 or 5%. meaning of superiority as a quality is noted totally at 4 or 3,3%. meanings of offering freshness are in the sum of 2 or 1,6%. meanings of offering frugality are to the sum of 2 or 1,6%. each meaning, of offering conveniently, the meaning of strong and producing results, and meaning of residential and property is at the sum of 1 or 0,8%. these are some examples of pragmatics meaning in analisa newspaper. 1. offering products. “jotun, more jotun paint you bought, the more you grab the prize”. the advertisement above stated that by buying jotun product you will get the prize. 2. a medium of delivery, “simpedes citizen party”, bank bri services with a sincere heart”. advertisement above stated that newspaper as a medium of delivery to convey information to the public. 3. health information, “you have diabetes? gluco block, the natural herbal formula to reduce, neutral and blockade glucose also to prevent diabetic complication.” advertisement above stated that newspaper as the medium of delivery health information that is gluco block product for diabetic cure treatment. 4. low price as a target: “what’s for buying the second-hand? 100% brand new cars are 100 million (hyundai avega 2012). advertisement above stated that hyundai products released new products at a lower price. 5. superiority is the best quality. “everybody can, everybody can” suzuki susi e.ss. advertisement above stated that suzuki susi e.ss products have more super quality than any other products. 6. accentuating quality products, “nissan evalia, the most convenient in its class, most comforting in all along the way.” journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 57—63 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 61 advertisement above stated that nissan evalia products are the most prominent products in the automobile industry the customers felt satisfied when they are driving the products. 7. offering ease and facility. ” get down payment in small paid, light installment, hyundai grand avega”. advertisement above stated that hyundai offered a facility with small paid down payment and light installment to the city public to own brand new car from hyundai. 8. superiority as the best quality, “pick up mega carry,” don’t wrong to choose to pick up, choose the best one quality, that is a test-guaranteed”. advertisement above stated that pick up mega carry has superior quality as the prominent from the other products that are a test-guaranteed. 9. a recommendation, “visit philips exhibition” advertisement above stated that newspaper is as a medium of recommending to the public in order to visit the exhibition which is organized by philips, the best-seller products. 10. offering freshness, “fresh out your day with baskin robbins, a healthy drink”. the advertisement above stated that a product is offering the freshness to the costumes to drink healthy beverage of basking robins. 11. offering frugality. “suzuya, “ the lowest price shopping in suzuya”. advertisement above stated that newspaper provides public information to purchase in suzuya as the place for offering frugality in shopping. 12. offering fresh air, “freshen air, moisture skin (lg life is good)” the above advertisement shows that newspaper is a medium to offer products that provide freshness to the customers that are by buying ac under licensed by lg. 13. strong and fast producing a result. “mitsubishi motors,” no. 1 to lift up heavy equipment, gain profits directly”. the above advertisement shows that the newspaper is as a medium of conveying a product that is strong and easy to get the profit that is mitsubishi to lift up and carry heavy equipment. 14. residential and property, “grand boulevard”, “elite villa and business home-office in the center of medan city, the cheapest price at this moment.” the above advertisement shows that a newspaper is as a medium of delivering property info or regency to the public with a lower price and located in the center of medan city. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 57—63 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 62 4. conclusion pragmatics meaning in analisa newspaper is at the sum of 14 meanings, they are meaning of offering products, meaning of as a medium of conveying, meaning of health information, meaning of low price as a target, meaning of superiority of best quality, meaning of accentuating quality products, meaning of offering ease and facility, meaning of empowering the best quality, meaning of recommendation, meaning of offering freshness, meaning of offering frugality, meaning of offering fresh air, meaning of strong and fast product results, meaning of residential and property. the most prominent and use of pragmatics meaning is to offer products which are totally at the sum of 46 or 38,3%. this reveals that advertising is a medium of offering products and to introduce new product released to the city public. references eriyanto. (2001). discourse analysis: introduction to media text analysis. yogyakarta: lkis. harahap, n. (2008). "pragmatic analysis of newspaper advertising discourse". thesis. university of northern sumatra. field machfoedz, i. et al. (2008). dictionary of research term of kti thesis and thesis. yogyakarta: fitramaya. mulyana. (2005). discourse review. yogyakarta: tiara wacana. nadar, fx. (2009). pragmatics and pragmatic research. yogyakarta: graha ilmu. praptomo, bi. (2002). fundamentals of discourse analysis in language science. yogyakarta: pustaka gondho suli. puksi, ff. (2018). presupposition contributions in stand-up comedy (discourse analysis of raditya dika’s stand-up comedy on youtube). journal of applied studies in language, 2(2), 135-143. doi:10.31940/jasl.v3i1.1056 saragih, a. (2006). language in the social context. graduate program. usu. sulistyaningtyas, t. (2008). "diction in the discourse of advertising speaking of newspapers" journal of sociotechnology, issue 15 year 7, december 2008. sudaryat, y. (2009). meaning in discourse (semantic and pragmatic principles). bandung: yrama widya. sumarlam, et al. (2003). discourse analysis theory & practice. surakarta: pustaka cakra. tarigan, hg. (1987). discourse analysis. bandung: space. yule, g. (2006). pragmatics. new york: oxford university press. microsoft word 8. jun2019-maya_m _manado.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 63 analysis of english skill obstacles of electrical engineering students of politeknik negeri manado maya munaiseche1 grace pontoh2 decire wagiu3 politeknik negeri manado1,2,3 email: maya.ernie2070@gmail.com1 abstract – speaking english allows a crucial problem for local students in electrical engineering. the observation shows that their specific skills are unusually limited. though they want to get to increase the outcome processes. development of technology communication naturally supposed to typical force them up develop specific skills of english effectively. this study focuses on a student who constantly provides unique obstacles. the purpose of this study was analyzing the english skills obstacles in electrical engineering. the data source is selected as the population was 25 students from the class of electrical engineering agreed to participate in this study. using qualitative data analysis methods supported by research instruments used to anxiety with questionnaires adapted from horwitz’s foreign language anxiety scale (flas). four questions from 20 instruments were then analyzed by using likert scale 1-5. using the communicative approach and role-plays techniques to practice rapidly by giving a text conversation offer 3, 7 and 10 dialogues. matched of classroom action research (car) that consists of planning, acting, observing and reflecting with two-cycles repeatedly. the likert analysis indicates that the participants never did practice rapidly, they have a high anxiety level 65% and better than the other 35%. whereas the participant who has a high anxiety level always felt difficult to speak, fear of evaluation, and to lose confidence, nervous to speak. the results are 65% lack of confidence, 64% panic, 63.2% slow and 53% difficult to memorize. keywords: english skill, learning obstacles, foreign language learning journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 64 1. introduction difficulty in learning the english-language (l2) until today still experienced by many students, especially those in college. the observations indicate that the initial capital (intakes) l2 they are very low. in fact, the quality of input will affect both the process and outcomes of learning. quality intakes pt is the output of education in universities in the era of globalization because communication had felt closer (hermawati, 2010). english is the language most familiar to communicate, but it was difficult for some students in course electrical engineering. a crucial problem of their speaking is the ability to listen to the information, to understand what is being said by others. the main problem as above consists of an understanding of the speaker's accent or pronunciation, grammar, and vocabulary, as well as the understanding of its meaning. communication skills comprise receptive skills and productive skills. listening and reading, as commonly defined, are receptive skills while speaking and writing are productive skills. receptive skills, mostly and formally discussed , are those in which students receive and process the information but do not need to produce a language to do this, while productive skills require the production, for instance, a speech (harmer, 2007: 246). though entering the digital era, all learning in any field is heavily influenced by internet media, web, multimedia with various terms and symbols in english. this is meant to make easy access to the learner in a second language / foreign via electronic communication media both audio and visual. it will even give them a greater opportunity for the learner to interact with the foreign language studied. it is expected to learn english l2, students can utter words, phrases, sentences correctly, and proper speech produced by speakers of english is the highest goal (grace, munaiseche, and putung, 2016). the researchers consider it necessary to conduct research in an effort to determine the constraints of students in speaking english. this research was conducted during the process of teaching and learning activities in the classroom, with a communicative approach and role-play technique. researchers identified obstacles in english on internal factors, namely: behavior/attitudes of students in the english language on the issue of "how to analyze the constraints speak english electrical engineering students and the factors that influence the constraints english on students. speaking in public likes it or not is something that must be done by someone with the students. however, several obstacles that often occur when doing public speaking (muljanto, 2014). english skill obstacles are speaking in category 1) namely nervous (excessive anxiety), not sure or lack of confidence, fear, traumatic, afraid assessed/judged perfectionist, less preparation, stress, and blank. some of the underlying reasons are not confident in the nature of the physical symptoms are rapid heart rate, trembling knees, quivering voice, the heat wave, nausea, stomach cramps, hyperventilation or difficulty breathing, watery eyes or a runny nose. speaking constraints on category 2: a sense of inadequacy, a sense of loss of control, a sense of helplessness, shame and panic. some of the students' perceptions that the main constraint of public speaking mainly in english is on its linguistic factors or at the level of languages such as sound (phonic level), which affects the level of understanding of words (lexical level). instruction delivered hard for opponents to speak because of a lack of control grammar. perception lecturer "...electrical engineering students have low motivation because they assume that taught english language materials not related to their field of study that cannot support academic success... (grace and munaiseche, 2017). "... the same thing is expressed by witt, et al. (2008) that anxiety causes distress makes them doubt that they will successfully convey meaning clearly. this causes the journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 65 students with a low english-speaking ability is increasingly anxious and depressed because they feel always behind and less able to follow the lessons... "(joni and dharmayanti, 2017). the target to be achieved in this research is to analyze the constraints in english and identify factors that affect the student in electrical engineering. 2. method the research design did qualitative and quantitative methods, and using a classroom action research (car) with 2 cycles repeatedly adopted from kemmis & mctaggart is designed into four steps. kemmis and taggart state that the research is initiated by planning for action. then the plan is executed as an action in the classroom and the action is then observed. figure 1 cycles of the research kemmis and mctaggart model (1988: 11—14, cited in burns 2010) the data is obtained during the action, first, identify with a classroom-related question that would like to research. second, be sure that the student is under a lack of confidence, panic, slow and difficult to memorize in learning english. third, choose a model design exactly that would be the problem of speaking to every student which is a problem of speaking english. fourth, collected data from participants which answered questionnaires, and the observations. fifth, data collecting has been analyzed and it's for determining a conclusion. the participants are 25 students who study at an electrical engineering department to identification students' attitudes and opinions toward speaking skills. the methodology has been applying through action research cycle two-stage investigation. they are given a theme conversation in groups, with one a group consists of 2-3 people. this activity takes place in one face in each class. they are given each time 12-15 minutes for speaking repeatedly in front of the class. the first stage observation of their english in order to check speaking skills practices and analyses the behavior of individuals in speaking was carried out in the classroom 3.7 and 10 dialogues. during the observation, we found obstacles a great part of each lesson happened on the physical inner is afraid, nervous, panic because of unusually practice. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 66 the subsequent stage identifies english factors of anxiety that often arises before, during and after the activity take place is linguistic factors: pronunciation, accuracy, intonation, and fluency. next, complete the questionnaire, the perception of participants is about obstacles to speak using the likers scale. after collecting some data, the researcher analyzed each answer from the respondents by using the foreign language anxiety scale (flcas) question, scoring using the likert scale. adopted by horwitz with 20 questions to discover the error, rating score using the likert scale with 1-5 points. based on selected questions related to data collection constraints analysis english distributed to 25 respondents then recapitulated. from 25 respondents obtained using the calculation data likert scale to measure english language constraints. respondents answered: strongly disagree—1—2—3—4—5—strongly agree. based on the item, the respondent will choose a number from 1 to 5 using the criteria below: 1. strongly disagree, 2. disagree, 3. undecided, 4. agree 5. strongly agree. table 1 likert's scoring table statement scoring strongly agree agree undecided disagree strongly disagree positive 1 2 3 4 5 negative 5 4 3 2 1 table 2 questionnaire items of speaking anxiety no statement 5 4 3 2 1 sa a ud d sd 1 i really panic when the lecturer appointed me suddenly to speak english in daily activities in front of the class. 2 i find it difficult to memorize english for conversation because i was not good at grammar and not interested in learning english 3 i was very nervous when i got the opportunity for a conversation with my friend in the class because of speaking english activities unusual practice did its 4 i was always shy to speak english because i have lost confidence fear of being wrong and often ridiculed by my friend. 3. results and discussion based on data from 20 questions selected 14 items that match the title of the study. the likert analysis indicates that the students never did practice rapidly, they have a high anxiety level. the participant has a high anxiety level always felt difficult to speak, fear of evaluation, and having anxiety as the factors that caused them to lose confidence in good speaking. based on selected questions related to data collection constraints analysis english allocated to 25 respondents then recapitulated. from 25 respondents obtained using the calculation data journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 67 likert's scale to measure english language constraints. respondents answered: 1. strongly disagree, 2. disagree, 3. undecided, 4. agree 5. strongly agree. based on data from 20 questions selected 14 items that match the title of the study. table 3 students’ perception answered strongly disagree disagree undecided agree strongly agree 1 2 3 4 5 very panic 11 8 6 difficult to memorize 1 1 12 11 slow 1 7 12 5 have a confidence 3 2 12 8 figure 2 data analysis figure 3 students’ perception journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 68 formula: t x pn t = total number of respondents who voted pn = likert score, score selection all results are: § 65.6% have a speaking anxiety (statement negative) § 35,4 % have self-confidence (statement positive) figure 4 speaking anxiety there are four types of character in which the students tend to have lack selfconfidence. they seldom listening to music, playing games, watching movies or youtube and use applications that drive them speak english much. based questions in the questionnaires obtained 65% (negative) of respondents have a level of anxiety in english. questionnaire data showed that type of students has the ability to speak english better it turns out they have a frequency of listening to music, playing games, watching youtube and a lot of learning to speak english on the internet applications than students never do anything like that. perception of students in response to the questions 35% (positive) of respondents better in the speaking english language. implementation of the second cycle, the researcher conducted a strategy learning with role-playing in which this learning more interesting way to form small groups (small group) and students should help each other by means of shifts said. we have been discussed the study above, here are some steps to bring the confidence of a student to communicate using the english language. § how to overcome the difficulties of english always have the basic study the theory of speech organs (phonetic theory) or phonology. by utilizing a phonetic transcript of pronunciation, students can avoid errors caused by the attitude of the students that only based on spelling. § to overcome the problems associated with the properties of sound that are interconnected to one another. these issues include the use of duration, pressure, and precise intonation. students need to know the sound of english § then do the exercises over and over, memorizing every word hard and learn to communicate with friends in a short form for a smooth dialogue. and apply the learning methods as needed. § acquire new language skills as expected namely english fluency. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 69 4. conclusion once identified by repeatedly speaking test with 3.7 to 10 dialogue, it is concluded that constraint speaking skills in english for electrical engineering students do not have a strong foundation, so the factor of anxiety as much as 65% and better than the other 35%. the results showed that there are four constraints obtained on the basis of data collection are a type of panic: 64%, it is difficult to memorize: 53%, slow: 63.2% and 65.6% have a self-confidence. it affects the quality of the student self-learning process and outcomes and affects their performance. based on the conclusions suggest lecturers and universities should improve student learning motivation with l2 learning in accordance with the needs analysis and choose the appropriate method. learning is focused on practice more and follows the development of new models of learning and innovative for higher education is the output of education in higher education (pt), particularly the era of globalization, it should have the best graduates can compete in the industrialized world such as the english language skills. acknowledgments this research was supported / partially supported by [sentrinov bali 2018, politeknik negeri manado, p3m polimdo]. we thank for ir. notje slat mt, as a director of politeknik negeri manado. dr. tineke saroinsong sst, m. eng. the head centre of p3m politeknik negeri manado supporting and provide insight and expertise that greatly assisted this research. references grace, hp., munaiseche, m., putung, y. (2016). teaching materials english for informatics based on multimedia in manado state polytechnic [jurnal] international journal of computer applications. grace, hp. and munaiseche, m. (2017) pembelajaran bahasa inggris esp untuk keterampilan menulis jurnal industrial research workshop and national seminar (irwin) politeknik negeri bandung. febriyanti, gaaa., dewi, nksl., & dewi, igaairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. doi:10.31940/jasl.v2i2.1065. gibbs, g. & habeshaw, t. (1989). preparing to teach: an introduction to effective teaching in higher education. technical and educational services, ltd., bristol, 2, 37. harmer, j. (2003). university listening: english teaching professional. issue 26, 29, 30. hermayawati. (2010). analisis kesulitan belajar bahasa inggris mahasiswa jurnal sosio http://www.bppk.kemenkeu.go.id/publikasi/artikel/168-artikel-pengembangan-sdm/19844-mengatasirasa-takut-dan-tidak-percaya-diri-dalam-public-speaking (http://swaragama.com/stc/?p=45). humaniora. iriance, i. (2018). improving speaking ability of the students of smk kelautan dan perikanan negeri 12 medan labuhan by implementing role play technique. journal of applied studies in language, 2(1), 88-95. doi:10.31940/jasl.v2i1.892. joni, daaw. & wirastuti, igap. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9. doi:10.31940/jasl.v2i1.808. joni, daaw. & dharmayanti, pap. (2017). pengaruh anxiety dalam speaking activities, jurnal bakti saraswati vol. 05 no. 02.p.129 september 2016. kurnia, yr. & erawati, nle. (2018). teaching reading in junior high school. journal of applied studies in language, 2(2), 102-108. doi:10.31940/jasl.v2i2.1064. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 63—70 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 70 lastari, nkh. & saraswati, prtakh. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language, 2(2), 144-150. doi:10.31940/jasl.v2i2.1057. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-6. doi:10.31940/jasl.v1i1.654. muljanto, m.a. (2014). mengatasi rasa takut dan tidak percaya diri dalam public speaking. pontoh, gh., munaiseche, m, yoice, p. (2016). teaching materials english for informatics based on multimedia in manado state polytechnic [jurnal] international journal of computer applications. pontoh, gh., munaiseche, m., christo, rp. (2017). pembelajaran bahasa inggris esp untuk keterampilan menulis jurnal industrial research workshop and national seminar (irwin) politeknik negeri bandung. rakhmawati, f. & nirmalawati, w. (2017). grammar teaching at pre-service training program in kampung inggris (a case study on mastering system program). journal of applied studies in language, 1(1), 7-14. doi:10.31940/jasl.v1i1.655. richards, jc. & rodgers, t. (1986). approaches and methods in language teaching. ny: cambridge university press. subiyanto, p., suciani, nk, aryana, in., sukerti, gna., & sitawati, aar. (2018). learning and growing: an alternative strategy to teach english. journal of applied studies in language, 2(2), 170-175. doi:10.31940/jasl.v2i2.1080. microsoft word 3. jun2019-liaagustina-polinema.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 21 stimulating students to speak up through presentation in business english class lia agustina politeknik negeri malang, indonesia email: lia_alfan2d@yahoo.com abstract doing a presentation is not easy; it needs self-confidence, practice, and knowledge. assigning students to have presentations would be a great practice for both in and outside the classroom; it is a skill of most people will need in the working field. doing presentations in the english foreign language classroom would practice all language systems areas (vocabulary, grammar, discourse, and phonology) and skills (speaking, reading, writing and listening), it would build students’ confidence, fluency, and knowledge of english. the teacher-researcher used the action research method (kemmis and taggart, 1989) to illustrate the process of planning, action, observation, and reflection that formed spiral moments. the purpose of the study was used to see the improvement of the students’ self-confidence and the ability to speak up when performing a business meeting project. the subject was 32 students of the accounting department who were studying at the fourth semester in the year of 2016/2017. the result of the study showed that most students showed an improvement in all four language skills but the speaking skill had the greatest improvement. most students seemed developed their motivation and participated in learning activities with interest and enjoyment. keywords: speaking stimulation, student interaction, presentation for learning journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 22 1. introduction doing a presentation in the classroom is a great way to have students practised all language systems areas (vocabulary, grammar, discourse, and phonology) and skills (speaking, reading, writing and listening). it builds students’ confidence. having a skill of doing presentations will need in the world of work. presentation skills are useful both in and outside the classroom. after finishing an assignment, a presentation is a media for students to be delivered to others about what they have learned. it is also a chance to challenge and expand on a deeper understanding of the topic. in the world of work, a confident presenter is able to inform and persuade colleagues effectively. in today’s global era, mostly mutely companies, require the ability to communicate information and ideas in english in a wide variety of contexts and situations. so, it is important to be able to communicate formally with colleagues, clients and stakeholders in english which are having clear content and also good in presenting the structure. hence, making effective presentations in english has become an invaluable skill which has already been the need for a business. in line with the background of the study, the formulated research problem would be; “how could assign students to do a presentation stimulate students to speak up”? in accordance with the problem of the study, this study directed to see the effective feedback obtained from doing a practice for presentation/presentations model that could stimulate students to speak up. this study was conducted under the following assumptions. first, it was assumed that the practice of doing presentations was a crucial tool as the process to improve students' learning and achievement. second, implementation of practicing doing presentations could stimulate students to speak up. in the globalization process, english has been introduced in almost all aspects of life; including education. the main object of learning english as a foreign language (efl) as students should be able to communicate effectively the language, which may help students to develop certain skills and abilities that will be demanded by their target goals. therefore, researches reveal that students’ ability to realize their goals in different situations depends largely on their communicative competence. besides, it was argued that oral presentations, as a common feature of most course especially for undergraduate students at the university level, play significant roles in engaging the students cognitively and communicatively in the process of foreign language learning. however, it is observed that efl students show poor achievement in using and controlling the foreign language in the classroom, which may be explained by the lack of their competence and confidence in that language. below are 10 tips for giving a great presentation in english written by alena khabibullina posted by ilac foundation (retrieved 02 june 2018). 1. think about the details in advance giving a presentation in front of an audience is always stressful. thinking about such details as the location of the presentation, equipment, materials, timing, your appearance and outfit will help you avoid nervousness. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 23 2. do your homework effective preparation requires consideration of the following things: • ask yourself what the presentation is all about, its title and its goal • think about who your audience is • figure out what your main message is • think about the structure of the presentation: the opening, the main part, and the summary • make it easier for the audience and yourself: use simple language • prepare yourself for questions. think about what questions the audience might ask •usually, an orator has a maximum of 15 minutes at present. so, make the presentation simple, have no more than 20 slides using a font that is legible from a distance •don’t put large blocks of text in your presentation. no one will be interested in reading it; people prefer visual material. so, think about images, graphs, and videos that support your idea, but don’t overwhelm audience with too many visual aids. 3. introduce yourself and set the theme at the beginning of the presentation, it’s important to introduce yourself, giving your full name, position, and a company you represent. some people also include their contact information on the first slide. that’s in case you want someone from the audience to contact you after your presentation. after the introduction, don’t forget to state the topic of your presentation. useful phrases in english: a) hello, ladies and gentlemen, thank you for coming… b) the topic of today’s meeting is… c) let’s get the ball rolling d) shall we get started? 4. provide an outline or agenda of your presentation providing an outline of the presentation is a must, as people want to know why they should listen to you. that’s why the opening part is very important. it should be cheerful, interesting and catchy. you should know it by heart, so you don’t lose track of your thoughts even if you are nervous. useful phrases in english: a) i’d like to give you a brief outline of my presentation… b) here is the agenda for the meeting… c) my presentation consists of the following parts… d) the presentation is divided into four main sections… journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 24 5. explanation when the listeners can ask questions a question & answer period (q&a) usually takes place at the end of the presentation, so you have enough time to deliver the main message of your speech without being interrupted by multiple questions. if you want the audience to ask questions during or after the presentation, say so. useful phrases in english: a) there will be a q&a session after the presentation b) please feel free to interrupt me if you have any questions c) i will be happy to answer your questions at any time during the presentation 6. make clear transition in between the parts of the presentation using transition words and phrases in english makes your presentation look smooth and easy to follow. useful phrases in english: a) i’d like to move on to another part of the presentation… b) now i’d like to look at… c) for instance… d) in addition… e) moreover… f) this leads me to the next point… 7. wow your audience if you are not excited by your presentation, your audience will not be excited either. when presenting, you should plan to wow your audience. use adjectives and descriptive words as they will help to attract the audience’s attention and make your speech more vivid and memorable. useful phrases in english: a) the product i present is extraordinary. b) it’s a really cool device. c) this video is awesome. d) this is an outstanding example. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 25 8. make your data meaningful if you need to present numbers or some comparative analysis of algorithms for integration, use some visuals to present it. you can use charts, graphs or diagrams to make your data meaningful and visually attractive. remember that pie charts are good for representing proportions, line charts to represent trends, column and bar charts for ranking. useful phrases in english: a) here are some facts and figures. b) the pie chart is divided into several parts. c) the numbers here have increased or gone up. d) the numbers change and go down (decrease). e) the numbers have remained stable. 9. summarize at the end of the presentation, briefly summarize the main points and ideas. provide the audience with your opinion and give them a call to action, let them know what you want them to do with the information you’ve shared. end of the presentation by thanking all the listeners and inviting them to the q&a. useful phrases in english: a) let’s summarize briefly what we’ve looked at… b) in conclusion… c) i’d like to recap… d) i’d like to sum up the main points… 10. practice try rehearsing your presentation using the above tips. practice in front of a mirror or with your friends, parents or spouse. the more you practice, the better. while practicing, try not to use crutch words (examples: uhhhhh, ahhhh, and so on, you know, like etc.). in general, the purpose of the study was to see the effective feedback obtained from doing a practice for presentations that could stimulate students to speak up. this study was expected to give contributions as follows: a) the study would be used to see the effective feedback obtained from doing a practice for presentations that could stimulate students to speak up. b) theoretically, the result of the study could enrich teachers’ knowledge of teaching english, c) the study positively impacted the observer and professional practices and effected on increasing students’ performance the main object of learning english as a foreign language (efl) is students should be able to communicate effectively the language, which may help students to develop certain skills and abilities that would be demanded by their target goals. doing journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 26 oral presentations, play significant roles in engaging the students cognitively and communicatively in the process of foreign language learning. 2. method the chapter comprises the description of the research design; the subjects, the location, the instruments, the implementation of the methodology of action research. thirty-two students of the second-year students in the fourth semester of the accountancy department-state polytechnic of malang 2016/2017 were the subjects of the study. the students have four hours (4 x 45 minutes) per week in the fourth semester. the location of doing the research was at the english laboratory at accounting department, politeknik negeri malang. in order to be easier to monitor the implementation of the teaching and learning process in the classroom, some instruments were prepared. the first instrument was pre-test. it was used to inspect, to observe, to record and to judge the ability of the students. the second instrument was projected planning form or students’ activities’ sheets. it was used to record the students-activities during the process of doing the project. the third instrument was a weekly goal sheet; it was used to record the data weekly for the teacher. it contained written descriptions of what the observer heard, saw, experienced and thought when collecting the data during the teaching and learning process in the classroom. these were intended to anticipate the possibility of losing the relevant data during the implementation of the action. the fourth instruments were observation checklist 1 and checklist 2, which were used to record the data for the students’ improvement. the last instrument was a questionnaire, which was used to see the students’ opinion about the model implemented. lewin (in kemmis and taggart 1992: 8) described action research as proceeding in a spiral of steps, each of which was composed of planning, action and the evaluation of the result of the action. kemmis and taggart (1992: 11) defined planning as constructed action and by definition must be prospective to action-it must be forwardlooking. it must be recognized that all social action was to some degree unpredictable and therefore somewhat risky. the general plan must be flexible enough to adapt to unforeseen effects and previously unrecognized constraints. while the action was deliberate and controlled-it was a careful and thoughtful variation of practice and was critically informed. furthermore, they mentioned that observation had the function of documenting the effects of critically informed action and reflection recalls action as it had been recorded in observation, but it was also active. the last step in a circle was a reflection. reflection sought to make sense of processes, problems, issues, and constraints made manifest in strategic action. action research is a dynamic process in which these four moments are to be understood as moments in the action research spiral of planning, action, observing and reflecting. 3. results and discussion the purpose of doing the research was aimed to implement a strategy of doing presentations. it was used to improve the students’ communicative competence. the obtained results from students’ questionnaire and teachers’ interview revealed that implementing the presentations was the ideal way through which efl students could improve their communicative competence. the teachers insisted that through journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 27 implementing presentations in the classroom, the students could enlarge extent, improve communicative competence with the different components that contain; all language systems areas (vocabulary, grammar, discourse, and phonology) and skills (speaking, reading, writing and listening). it also builds students’ confidence. moreover, according to the students’ responses, presentations help them to a wide extent in improving their communicative skills. a teacher’s role involves more than just standing in front of a classroom and teaching. several roles can be assumed for teachers. benseddik (2005: 23) describes them as “…assessor, organizer, prompter, participant and as a source”. while richards et al (1986) stressed more the roles of need analyst, counselor, and group manager. a successful teacher brings real and natural atmosphere in order to make the students enjoy the sessions. in this vein, dobson (1992: 69) advocated that “realia is not only good for stimulating conversation skills; it tends to make the session especially inexorable”. it should be, the teachers have to encourage the students to practice their oral english and speak spontaneously by involving them in communicative tasks, as an old chinese proverb says “tell me and i forget, teach me and i remember, involve me and i learn”. implementing the presentations model influence on the students' responsibility (gibbs and habeshaw, 1989: 37) stated that students learned well when they took responsibility for their learning. thus, students’ responsibility was an important factor that helped them to maintain their learning, and therefore developing their communicative competence. it referred to the belief that a person has the ability to produce results, achieve goals or complete tasks proficiently (dörnyei, 2005). thus, developing students’ oral communication skills based on self-confidence as the most essential factor that determines students’ willingness to participate in oral activities in language classrooms. in other words, it was worth saying that where there is self-confidence there will be good communication, i.e.; it was thought that low confidence usually would tend to perform less successfully because they were concerned about being criticized or disapproved when using the language orally. the correlation between self-confidence and academic achievement was a dynamic one; as levels of self-confidence raised, academic achievement increased and this had a particular impact on the students’ communicative competence. therefore, teachers needed to develop students’ confidence within the teaching process. speaking plays a vital role in the process of communication; it helps people express their ideas, thoughts, and feelings to others. thus, providing students with an effective environment enables language speakers to speak fluently and interact freely with each other without anxiety. 4. conclusion it could be concluded that implementing presentations was an effective learning strategy, particularly because it promoted students-students interactions. obviously, active learning cultivated multifaceted thinking procedures and developed maintenance, absorption, comprehension and appropriated used of course content. as a result, practicing presentations exercises must an experience offered to students in a broad diversity of university classrooms to introduce a new product released to the city public. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 21—28 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 28 references dörnyei, z. (2005). the psychology of the language learner: individual differences in second language acquisition. mahwah. usa: lawrence erlbaum associates. febriyanti, gaaa., dewi, nksl., & dewi, igaairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. doi:10.31940/jasl.v2i2.1065. gibbs, g. & habeshaw, t. (1989). preparing to teach: an introduction to effective teaching in higher education. technical and educational services, ltd., bristol, 2, 37. iriance, i. (2018). improving speaking ability of the students of smk kelautan dan perikanan negeri 12 medan labuhan by implementing role play technique. journal of applied studies in language, 2(1), 88-95. doi:10.31940/jasl.v2i1.892. joni, daaw. & wirastuti, igap. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9. doi:10.31940/jasl.v2i1.808. kemmis, s. & mc taggart, r. (1988). the action research planner. (3th edition). victoria: deakin university press. kothari, cr. (2004). research methodology: methods and techniques, (2nd rev. ed.). new delhi: new age international (p) limited, publishers. khabibullina, alena posted by ilac foundation, designated learning institute numbers: toronto: o19319227442 vancouver: o19283901032. kurnia, yr., & erawati, nle. (2018). teaching reading in junior high school. journal of applied studies in language, 2(2), 102-108. doi:10.31940/jasl.v2i2.1064. lastari, n.k.h., & saraswati, p.r.t.a.k.h. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language, 2(2), 144-150. doi:10.31940/jasl.v2i2.1057. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-6. doi:10.31940/jasl.v1i1.654. nunan, d. (1992). research methods in language learning. cambridge: cambridge university press. rakhmawati, f. & nirmalawati, w. (2017). grammar teaching at pre-service training program in kampung inggris (a case study on mastering system program). journal of applied studies in language, 1(1), 7-14. doi:10.31940/jasl.v1i1.655. richards, jc. & rodgers, t. (1986). approaches and methods in language teaching. ny: cambridge university press. subiyanto, p., suciani, nk, aryana, in., sukerti, gna., & sitawati, aar. (2018). learning and growing: an alternative strategy to teach english. journal of applied studies in language, 2(2), 170-175. doi:10.31940/jasl.v2i2.1080. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 109—115 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 109 using self-assessment to assess rural young learners’ writing skills in english foreign language classroom gusti ayu angga ari febriyanti1 ni kadek suci laksmi dewi2 i gusti ayu agung ida ratna candra dewi3 program pascasarjana, universitas pendidikan ganesha, singaraja, bali, indonesia1,2,3 email: ayufebri134@gmail.com1 email: sucilaksmidewi@gmail.com2 email: agungcandra04@gmail.com3 abstract – authentic assessment is a process of collecting, reporting and using information about student learning outcomes in the teaching-learning process. there are four forms of authentic assessment like project assessment, performance assessment, portfolio assessment, and self-assessment. in this research, the researcher focuses on investigate students in self-assessment. self-assessment is an assessment where students can assess their self or identify strengths and weaknesses in their own work. it is also to realize the goals of student-centered learning. self-assessment aims to help students to be independent learners. self-assessment is considered important to the development of lifelong language learning skills and the development of more comprehensive assessment practices. one of senior high school students from twelve grade in a rural school in denpasar participated in this research. the research is based on the theory that metacognitive skills such as self-regulation and self-monitoring are important for the development of autonomous learning skills. data were collected by observing them during the english class and at the end of the series of observations, and an interview session was conducted with each of them for triangulation. this research is also revealed that using self-assessment to assess young learners’ writing skills is beneficial and effective in helping them to write in the english language classroom. the expected finding in this research is selfassessment had a positive impact or helping students and teachers in the teaching-learning process. keywords: self-assessment, autonomous learning, writing skill, young learners’, efl classroom journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 109—115 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 110 1. introduction writing is very essential to be mastered because writing is one of the productive language skills. productive skill is speaking and writing. both of them are crucial as it gives students the opportunity to practice real-life activities in the classroom. ontario, (2005:12) states that writing is a powerful instrument for students to use in order to express their thoughts, feelings, and judgments about what they have read, seen, or experienced. writing is one skill that is very difficult to master because in writing we must focus on developing ideas. brannan (2010:14) states that good writing is difficult. the writing process challenges us to dig deeper into the theme or idea that we will make. oshima et al. (2007:15) state that there are four steps in writing. in the first step is called prewriting. prewriting is a way to get ideas. in this step, a writer has to collect ideas to develop the topic. the second step is organizing. in this step, a writer has to arrange an idea into a simple draft. the third step is writing. in this step, a writer writes a rough draft using your outline as guidance. write your draft while thinking about grammar, spelling or punctuation. just get your ideas down on paper. you will fix the errors later. and the final step is called polishing. in this step, a writer polishes what you have written. in polishing the writer have to follow some steps. first, making revisions and then editing it. the written work produced by a language learner can be divided into two types of composition, namely spontaneous production (free writing composition) and controlled production (guided composition). raimes (2010) state that when free-write, you let one idea lead to another in the free association without concern for correctness. in addition, oshima et al. (2007:34) state that free-writing is a technique in which write without stopping a topic for a specific amount of time. the main goal in free-writing is to keep your pencil moving across the paper. in writing, guided writing is useful for students. the goal of guided writing is giving motivation when writing and also to increase their independence. wendy baker cited in wardhana & widhiastuty (2018) showing that the reviewer or corrector giving feedback got more help for the improvement of academic writing. writing is an important thing in our daily life. not only speaking, but writing also can be good communication when we express an idea, feeling, etc. kane (2000:3) states that writing is worth learning. it is important in any job or career. because there are some jobs that ask us can write. taylor (2009:2) state that if we are to write well, we need to know what we are talking about. we need to push ourselves to uncover everything that we know about a subject that becomes our focus; it often needful to reach every gap in our understanding of a problem that ourselves’ thought fairly sure of. as a language teacher, we always tell ourselves that it is difficult to get our students to write. to resolving this problem, we are as a teacher have to prepare our students well in the national exam. writing is one of skill that challenging to teach. indeed, writing is a productive skill that demands effort and attentiveness, even for those who are professional writers. writing is a process. miller cited in noor, yusoff, & noor (2016) claims that young children teach themselves to write by directed trial and error. the children were having difficulty to make sentences because they have a little bit of vocabulary. this is a common problem among senior high school students. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 109—115 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 111 for students, students’ difficulties in writing come from the weakness in finding ideas; they did not have ideas what to write first. secondly, the students had difficulty in making the writing that related to the topic. the students also had difficulty in choosing the word because they have the limit vocabulary. in this case, to stimulate students to participate in the class especially in writing, the teachers have to be creative and understand what the students’ want, so the students will show high motivation in the class. one of them by using an interesting technique or strategy in teaching especially in writing. selfassessment is one of the strategies that can be used by teachers in writing. self-assessment has become a goal of education that centered on students. it will make students become independent learners. according to dickinson (1987) selfassessment is a process of collecting information about students’ own learning to see their knowledge development. harris and mccann cited in ketabi & ketabi (2014) describe the concept of self-assessment as “useful information about students’ expectations and needs, their problems and worries, how they feel about their own (learning) process, their respond to the materials and methods used, and what they think about it in general”. according to oscarson (2009) there are six features for self-assessment; the first one is its support of learning, the second one is that it enhances learners and teachers’ conscious of the learners’ abilities, the third is that by getting knowledgeable about learning objectives, learner’s motivation is increased, participating of learners in their own evaluation make them more knowledgeable in assessment, the fifth is that learners participation in the assessment process reduce the teacher’s responsibility, and the last important is that it has a lot of advantages during the time and make the learners more autonomous so that they can evaluate their own learning improvement. there are some categories of self-assessment like metacognitive assessment, socio-affective assessment, student selfgenerated test and etc. but here, the researcher only focus on metacognitive assessment. metacognitive assessment not only as a tool to see the performance or competencies already possessed but also to plan the learning objectives of subsequent learners and monitor their progress to achieve their goals. using authentic assessment can make a better learning environment in the classroom. they motivate themselves personally. this selfassessment can motivate and formulates their own forms of writing. these experiences and the characteristics of individual children to determine the level of literacy skills a child ultimately achieves. if it fails to teach them in reading in early school, it will make their motivation is lost. on the other hand, students learning will become successful if they directly involved in their learning. in elt classroom, learners can become more successful in acquiring the necessary skill if they take more part in their language learning process that their teacher or textbook. this makes students be more independent or autonomous learners. the high level of control over their learning outside the classroom in addition to what they practice in the classroom enables students to be self-accessed or autonomous learners. autonomous learning also makes students to evaluate or assess their language performance. english language teaching (elt) has experienced a paradigm shift from teacher to student-centered teaching. unlike in traditional classroom practice, now learners are positioned as the central figure of teaching and learning process. harris cited in purwanti (2015) states that the effectiveness of teaching and learning should depend on learners’ perceptions of the learning process and of themselves as language journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 109—115 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 112 learners. hunt, gow, and barnes cited in purwanti (2015) assert that successful language teaching must start from the learners rather than the teachers so language learners must be made aware that they are the most important element in the learning process. consequently, teachers should be able to facilitate learners with the opportunities to develop their self-awareness of their needs, goals, and learning process. self-assessment is going to be used in efl writing in a wide range, although, writing and assessment as essential parts of language learning. most of the studies considered writing as a product and just pay attention self-assessment is going to be used in efl writing in a wide range, although, writing and assessment as essential parts of language learning. some studies assume writing as a product and only focus on the grammatical aspect of writing. so the main point of this research is the students’ progress in writing skill by considering writing as a process and the stages which learners are going through them during the period of writing class. it also considers assessment as a process which has a crucial role in the instructional setting. since writing and evaluation related to each other, so self-assessment is one of the tools that useful for the goal of education. 2. method 2.1 research design the research adopted the qualitative descriptive approach to facilitate information and data to assist in achieving research objectives. 2.2 participants the participants are the twelve grade teachers and students of a senior high school in denpasar. 2.3 data collection data were collected by observing them during the english language lessons and at the end of the series of observations, questionnaires and an interview session were conducted with each of them for triangulation. preliminary observations are the first step to collect data in this research. the observation is to obtain information about the assessment strategy that the teacher use to assess the students’ writing ability. the second step was by questionnaires to obtain information about the students’ perceptions about the use of self-assessment to assess their writing ability. the interview was conducted to obtain more information related to the use of self-assessment to assess their writing ability. 2.4 data analysis in this research, the researcher uses interactive analysis technique. miles & huberman (cited in loren, andayani, & setiawan, 2017:5) argued that the activity in qualitative data analysis is done interactively and continuously to complete, so the data was saturated. activities in data analysis are data reduction, display data, and conclusion drawing/ verification. 3. results and discussion self-assessment practices are important to the development of our language learning skills and the development of more comprehensive assessment practices. modern communicative language learning involves both group interaction between students and individual work appropriate to the goals which want to achieve. this research explores journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 109—115 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 113 and discusses upper secondary school students’ self-assessments of their writing on a group as well as an individual level. as one of the alternative methods of assessment is self-assessment, selfassessment has many advantages which have been referred to in different researches. by using self-assessment learners can recognize their problems and strong point (birjandi & tamjid, 2010). gardner (2000) selfassessment can be defined as a tool which used to monitor and control each learner in learning activities. in this case, each learner gets the same chance to give feedback and do an evaluation for their work. he also states that this method of assessment help teacher to support learners when needed, because by paying attention to students’ reflection, the teacher can find out their weaknesses and make them practice. self-assessment strategy enhances learners’ motivation. according to (joyce, spiller, & twist (2009) when learners know how to develop their learning and practice it in the real world, they will be motivated intrinsically. self-assessment is also helpful in learners’ thinking. garcia garrido (2010) states that for growing learners’ thinking and giving them the chance to make their work meaningful, the teacher can encourage them to evaluate their own work. according to lam (2000) self-assessment advantages are “1) building up linguistic awareness, 2) self-assessment as a monitoring tool, 3) improving future writing, and 4) having more practice in writing.” the research explores how senior high school students perceived their own general and specific writing abilities in relation to syllabus goals and whether these perceptions are affected by self-assessment practices. it also explores students’ and teachers’ experiences to self-assessment into everyday classroom practice. the research is based on the theory that metacognitive skills such as self-regulation and selfmonitoring are important for the development of autonomous learning skills. two teachers and some groups of twelve grade from the different class participated in the research. the result of students self-assessed of two written assignments, namely a classroom writing assignment and a written test task. the researchers analyzed classroom writing assignment linguistically. two teacher and some students’ focus groups were interviewed about their experiences at the end of the research. the results of the questionnaires and interviews showed that most students who never had a chance to do self-assessment in language learning indicated positive attitudes towards the implementation of self-assessment in this context. they believed that the self-assessment practice could help them when they make mistake in writing. they also believed that it may enhance their awareness of their learning development; therefore, they would use it for their future needs. although, self-assessment practice useful in learning, but some students did not feel confident in the way they perceived their own work. some students admitted that they knew they made some mistakes in writing like make a simple paragraph and etc. however, they cannot correct it well. they thought that they were not competent learners, so they did not know whether their language use was appropriate or not. it showed that at the group level students were well able to assess their general writing results in relation to the criterion (the teachers’ grades). the results in the individual were more variable, it also depends on the type of writing activity assessed and on the amount of practice students had had of self-assessment. students’ assessments of their writing ability, in general, showed a stronger relationship with teachers’ grades than did students’ assessments of their results in a particular classroom journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 109—115 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 114 writing the assignment. students’ assessments tended to become more useful with practice. and the results also showed that the specific writing skills that students at senior high school focused on in their writing are spelling and grammar, rather than other skills such as sentence structure, vocabulary, paragraphing and punctuation skills. students were critical with these skills and tended to underestimate their performance. students and teachers combine self-assessment activities in the efl writing classroom and saw it as a transferable skill that underpins lifelong learning in another subject. the method used show where the writing process approach was coupled with self-assessment questions and non-corrective feedback from the teacher, it becomes a practical way of helping students become more aware of their language skills and levels. both teachers and students considered student self-assessments as contributing valuable additional information to tutoring and testing. the goals that encourage student responsibility and autonomy are viable and realistic, but students need to practice self-assessment, preferably from an early age, to become adept at employing the approach effectively. 4. conclusion writing is one of the skills in learning a foreign language like english. by using writing a learner can show their ability, by the traditional method of teaching most of the learners do not like to participate in writing class. previously most of the teachers in foreign language classes ignored writing skill or at most, they just paid attention to the final product and marked it, they did not consider the process how they can producing the final writing. based on the explanations above it can be concluded that self-assessment as a complementary to a traditional method of assessment influence efl learners' english writing skill by focusing on writing processes. using self-assessment is useful for efl learners and its introduction is helpful for teaching writing skill. the self-assessment could be used as an advantageous tool for assessing and learning writing skill. as can be seen from the results of this research there is a positive relationship between the selfassessment and writing of the learners because using self-assessment improve learners writing skill. it also makes them more motivated to learn english. using selfassessment strategy makes the class more active and increase the cooperation between the teacher and the learners. self-assessment is a way for students to have control over their own work, and by using this strategy of assessment they can reach valuable information about their weak points and they can also think critically. so, by implementing this strategy 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(2010). pocket keys for writers. business. https://doi.org/0-495-91356-1 taylor, g. (2009). a student’s writing guide. new: cambridge university press. wardhana, i. m., & widhiastuty, n. l. p. s. (2018). improving students ’ academic essay writing achievement through rubrics and peer correction, journal of appled studies in language, 2(1), 19–26. doi:10.31940/jasl.v2i1.805. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 144 the use of mind mapping to improve writing skill of the eighth grade students of junior high school ni kadek herna lastari1 putu ritra trees ari kartika hadi saraswati2 program pascasarjana, universitas pendidikan ganesha, singaraja, bali, indonesia1,2 email: nikadekhernalastari@gmail.com1 email: puturitrakartika@gmail.com2 abstract – there were some problems found in the eighthgrade students’ writing skill of smp90-db. the students, in general, did not know the way how to generate and organize their own ideas into well-formed work of writing. the researchers aimed to improve their writing skill and tried to investigate the effect of mind mapping in improving writing skill of the eighth-grade students of smp90-db. the objective of the study was to figure out whether or not writing skill of the eighth-grade students of smp90-db in academic year 2016/2017 could be improved through mind mapping. the participants were 35 students from vii-i class which covered 17 males and 18 females. the mean score of pre-test was 60.44 which implied that the writing skill of the participants was still low with none of the students passed the passing minimum score. the research was conducted in two cycles of the application of mind mapping. the data were collected from post-tests which were taken after applying mind mapping. the result indicates that 21 students passed the minimum score after post-test 1 and 33 students passed the minimum score after post-test 2. it can reveal that there is a significant improvement in the subjects’ writing skill after the implementation of mind mapping. furthermore, the questionnaire results proved that the students’ responses to the implementation of mind mapping were positive. it could be concluded that mind mapping is an effective technique in improving writing skill of the eighth-grade students of smp90-db in academic year 2016/2017. keywords: improving, writing skill, and mind mapping mailto:nikadekhernalastari@gmail.com mailto:puturitrakartika@gmail.com journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 145 1. introduction writing is one among four skills in learning english which is regarded as one of the productive skills. writing is a part of communication which uses written form for sharing ideas, information, opinions, suggestions, etc. in order words, it is used as the way to communicate with others in written form. langan (2010) states that writing is a skill which can be mastered. writing skill is a complex skill which is considered to be difficult for the beginner. like the other skills, writing can be mastered if the writers are ready to work and learn what the writers must know. schulten (2010) believes that many students have great difficulties in writing. in other words, putting words into a sentence on paper often seems to mystify young writers. even the experienced writers sometimes get stuck on where the writers do not know how to start, so do the students. furthermore, wyrick (2003) argues that for many writers, getting started is the hardest part. as a result, the writers have to find the way to help the writers in gathering ideas and organizing them into a good arrangement. then the benefits of mastering writing are coming in directly in line with the writers’ development of writing. in the school life, writing becomes an avoidable part for the students. it is supported by zemach and islam (2005) who notice that writing is an important part of a school and university study as the students could be asked to answer the test by writing few sentences, paragraphs, even complete essays. moreover, writing could be a beneficial skill for the students who get many different forms of writing because the students can exploit it in the real life. furthermore, writing makes sound worthy skill. that is why young students nowadays should have learned how to write as early as possible to prepare them for the high demand of the writer’s usage. writing in school is done in every lesson every day. according to oshima and hogue (2007), the writing of the students is called academic writing because the writing is done in the classroom where the purpose is to explain or give information about something and the audience are the teacher and the classmates. in addition, good writing involves thinking, planning, writing, and revising. in writing, there are some steps in order to make a well-written work that must be followed by the students. in pre-writing, the students are asked to generate ideas and organize the words well. those are the crucial steps to produce a well-written work that must be mastered by the students. thus, in the classroom, teaching writing is expected to make students improve and master writing skill through those writing process. according to the expectation, in the beginning, the students have to generate ideas to write as easy and fast as possible with creativity in order to produce a whole coherent paragraph. however, in fact, writing still becomes one of the difficult skills to be learned and mastered, since writing requires ideas to produce a product in written form. these ideas affect how the students start to write and the process of writing. besides, the genre of paragraphs such as descriptive, narrative, recount, report, and so on must be known and could be differentiated by the students as well. in the present study, based on the observation that was conducted in smp90-db in academic year 2016/2017, some problems were found. for the clear picture, the students had learned about a paragraph, but in creating a paragraph the students have difficulties in generating and organizing ideas, so it took a long time to produce a paragraph. nevertheless, the students found the difficulties to generate and organize ideas into well-formed sentences and paragraph as the first step in writing. furthermore, the students had a lack of paragraphs’ genre knowledge especially in writing descriptive paragraphs such as coherence and unity. besides, making the sentence grammatically and the paragraph became coherent and unity were the other problems that occurred. one of the factors from the teacher was the technique that was used in the classroom for teaching writing was monotonous and not interesting for the students. hence, it affected how the students generated and organized the ideas in pre-writing. some factors also occurred when the teacher had no certain scoring rubric journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 146 for testing the students’ skills. likewise, those reasons above affected the students’ willingness and motivation to learn and improve their writing skill. in order to fix the problems, there were several ways that could be applied to improve students’ writing skill. as generating ideas became the prior problem that makes students’ willingness to learn went down, especially producing a written product, some techniques could be applied to make them easy in generating ideas in writing. one of the techniques was mind mapping. buzan and abbott (2005) ascertain that mind map is the easiest way to put information into the writers’ brain and take information out of the writers’ brain. it saves the students’ time in generating and organizing ideas to make a good descriptive paragraph. the implementation of this technique could help the students overcome the deadlock on how to start writing, generate ideas, organize ideas, and arrange sentences to be in right order based on the generic structure. furthermore, mind mapping works just like brain stores information by connecting tree-like branches. besides, learning is most effective when the connections are made and structured well; mind mapping optimizes the work both of left and right brain of the students. in conclusion, it gives benefits in generating and organizing ideas. as a result, this technique facilitated the students to write a descriptive paragraph as well since the students can see their ideas on a piece of paper. according to the justification above, the researcher found that it was important to conduct a research. mind mapping was believed to be an appropriate technique to improve the students’ writing skill. in conclusion, the present research was conducted and concerned about the use of mind mapping to improve the writing skill of the eighth-grade students of smp90-db in academic year 2016/2017. 2. method the present study used a classroom action research design. mertler (in ary, jacobs, sorensen, walker, & razavieh, 2010) states action research as a process to improve education by incorporating change and involves educators working together to improve their own practice. pelton (2010) states that to understand action research takes a look at the term itself and separate its parts. fraenkel and wallen (2008) note that action research is conducted by one or more individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice. action research has four stages that must be followed, those are planning, action, observation, reflection (cohen, manion, & morrison, 2007). this study was conducted to the eighth-grade students of smp90-db which was located in by pass ngurah rai street number 177, sanur. class viii-i that was selected consisted of 35 students which cover 17 males and 18 females. the class was selected based on the interview with the english teacher and real condition that they were considered to have low ability in writing as their prior knowledge of descriptive paragraph is not enough; they had found difficulties in generating and organizing ideas as well. in conducting the classroom action research, firstly, the researcher did observation in order to know the problems, which were occurred in eighth-grade students of smp90-db, especially in writing skill. in doing the observation, the researcher did an interview by asking some questions related to the problems. next, the pre-test was administered. the study was conducted in several cycles until the result shows the satisfactory, then the study was stopped. cycle i might become a continuing or iterative, spiral of cycles, which recur until the action researcher achieved a satisfactory outcome after implementing mind mapping technique. the instruments which were used for collecting the data in this present study were test and questionnaire. the test both pre-test and post-test that were given was descriptive paragraph construction task. to give a score to subjects’ writing product, the researcher used a scoring rubric which was adapted from oshima and hogue (2007). there were five aspects that were scored; they were format, punctuation and mechanics, content, organization, and grammar and sentence structure. besides, the questionnaire was structured questionnaire which was consisted journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 147 of ten multiple-choice statements. the questionnaire was analyzed using the likert scale ranging from five (5) to one (1). in collecting the data, there were three kinds of data, as follows: data indicating the subjects’ pre-existing writing ability; data showing the subjects’ progressing achievement in writing a descriptive paragraph; and data showing the subjects’ responses on the implementation of mind mapping. the results of pre-test and post-test were analyzed descriptively by counting up the data using the mean score formula. the result of the questionnaire was taken to find out the percentage of the subjects’ response to the technique that applied based on the questionnaire given. 3. results and discussion the present classroom action research conducted initial reflection in pre-cycle. the present study took two cycles in which each cycle consisted of two sessions which spent 80 minutes in each session. in each cycle, the researcher used person and place as the topics. the whole process of the present study consisted of three main phases: pre-cycle, the cycle i and cycle ii. cycle i and cycle ii consisted of four interconnected activities: planning, action, observation, and reflection. pre-cycle according to the result of the interview, it was found that the subjects’ ability mainly in writing descriptive paragraph was still low; for the clear picture, they were still confused in generating and organizing ideas as pre-writing in well-structured sentences to a paragraph which were grammatically correct. consequently, the subjects needed a long time in generating and organizing ideas as a part of pre-writing. in the interview, the teacher who taught the subjects also said that the subjects had learned about what the paragraph was, but the subjects had not learned about genres of the paragraph especially descriptive paragraph. the observation found that the subjects’ writing did not score with a certain scoring rubric. the subjects seemed to be bored since the technique which was implemented by the teacher was monotonous and could not get the subjects to write actively and continuously. hence, it made the subjects’ willingness of learning writing a good paragraph went down in line with the subjects’ motivation. the result of the pre-test showed that the mean score of the subjects was 60.44. furthermore, from 35 subjects who followed the pre-test, none of the subjects passed the minimum passing grade of 75; therefore, the subjects’ writing skill needed to be improved. the problems that they faced were difficult to generate and organize ideas into a well descriptive paragraph; as a result, their writing was less unified and coherent. in addition, the subjects’ writings were not in a paragraph form and did not mirror vivid detail of descriptive paragraph. the researcher started the implementation of the mind mapping technique in cycle i. cycle i cycle i, where the technique that was chosen, mind mapping, was implemented, was conducted based on the result of the pre-test. in the present study, the cycle i was conducted because the result of pre-cycle was low. cycle i was divided into two sessions and each session was arranged into well-interrelated activities. the activities were planning, action, observation, and reflection. the subjects’ result of post-test 1 was 74.67. moreover, from the mean score, it was found that 21 of the 35 subjects could reach the minimum passing grade compared to the pre-test. it could be noticed that there was a significant improvement in the subjects’ ability in writing descriptive paragraph after implementing mind mapping. however, the study needed to be continued since journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 148 the total number of subjects who passed the minimum passing grade were lesser than the success indicator. hence, the researcher should continue the research to cycle ii. cycle ii the result of the cycle i showed that the research should be continued to the next cycle. cycle ii was supposed to give more improvement towards the writing skill of the subjects. in other words, cycle ii was conducted to get the better result. the researcher then must make some changes as the strengths and weaknesses in the previous cycle were identified. the strengths were kept while the weaknesses were revised. the result of the post-test 2 in cycle ii showed that the mean score of the subjects was a figure of 81.33. furthermore, it was found that 32 of 35 of the subjects could pass the minimum passing grade. moreover, the data disclosed that the writing skill of the subjects was significantly improved through the application of mind mapping. in addition, since the study had already reached the success indicator that was at least 80% or 28 of the subjects should pass the minimum passing grade, the present study could be ended. based on the analysis of the data of the questionnaire, it could be found that the responses of the subjects towards the application of the techniques were positive. the percentage of the subjects who strongly agreed was 76.18%, agreed 17.41%, undecided 6.16%, disagreed 0.25%, and strongly disagreed 0.00%. therefore, it could be concluded that more than 90% of the subject obviously agreed that mind mapping was an effective technique to improve their writing skill. furthermore, the data automatically disclosed that the subjects found that mind mapping was effective to improve their writing skill. to collect the pre-existing ability of the subjects in writing skill primarily writing a descriptive paragraph, the researcher conducted the interview with the english teacher who taught the subjects in smp90-db. it was found that the subjects had problems in writing especially in generating and organizing ideas. moreover, the teaching technique that was implemented was monotonous and cannot motivate the subjects to write actively. based on the observation in the classroom, it was found that the subjects had learned about what a paragraph was, but the subjects had a lack of knowledge of genres of paragraph, mainly descriptive paragraph. additionally, the pre-test was administered in order to know their prior ability in writing. therefore, the researcher applied the mind mapping technique to improve the subjects’ skill in writing a descriptive paragraph. in the cycle, i, the subjects’ ability in writing was seemed to improve. the mean score of the post-test 1 was 74.67 and there were 21 subjects who could pass the minimum passing grade. the subjects have made improvement of their writing skill such as starting to be able to write the identification, description, and conclusion in the correct and acceptable order. therefore, most of their paragraphs had been unified and coherent enough. however, some of the subjects still struggled to develop and generate the ideas in the correct order and some of them also still could not vary their sentences even they had been given some useful vocabularies. furthermore, some subjects still chatted with their friends during class. moreover, there were also subjects who drew on their notebook. as the result, the study could not be ended as the study did not yet achieve the success indicator. therefore, the study should be continued to cycle ii. in cycle ii, the researcher made some revision over the weaknesses. the researcher revised the lesson plan and also used the different topic to be the material. the result showed a significant improvement in the subjects’ writing ability. the result of the post-test 2 disclosed that the mean score of the subjects was 81.33 with 33 of the subjects passed the minimum passing grade. the result of post-test 2 gave way greater improvement of the subjects rather than the cycle i’s result on pre-test and post-test 1. most of the subjects had been able to write a descriptive paragraph based on the criteria given. in addition, the subjects’ writing was unified and coherent; therefore, it was interesting to be read. the subjects tended to be more focus and enjoy the learning process. as a result of administering post-test 2 which already achieved the journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 149 minimum passing grade; therefore, the present study could be ended and it could be regarded successful. in addition, the result data of the questionnaire disclosed that most of the subjects gave positive responses about the implementation of the mind mapping technique in improving subjects’ writing skill. the subjects’ responses proved that mind mapping could make the subject develop and generate ideas easier in which they could classify their ideas from general into specific detail. mind mapping technique also had proven that the subjects could practice more actively rather than forcing them to receive and understand more theories of writing. 4. conclusion in conclusion, this strategy was accepted by the subjects. according to the crystal-clear description of the data from pre-test, post-test 1 and post-test 2 as well as the questionnaire that have been elaborated above, it could be concluded that writing skill of the eighth-grade students of smp90-db in academic year 2016/2017 could be improved through mind mapping technique. the english teachers who teach the eighth-grade students of smp90-db are suggested to implement mind mapping technique as one of the alternatives in teaching writing. furthermore, the teachers should create many activities to avoid monotonous activity in the classroom to make the students want to share their knowledge and create comfortable learning in teaching and learning process because the students need more practice writing rather than the theory; thus, the students were motivated to learn writing in order to improve their ability to pass the minimum passing grade. in other words, coherence and unity of the students’ writing could be improved as well. the teachers are also suggested to give more attention on the students’ condition, like giving more interactive materials and media as well as encouraging the passive students to get involved in the class and avoid focus-less students. references 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(2010). introduction to research in education. measurement (vol. 4). https://doi.org/10.1017/cbo9781107415324.004 buzan, t. (2006). the ultimate book of mind maps, 542. retrieved from http://books.google.com/books?id=v4-d6pu_9bac&pgis=1 cohen, l., manion, l., & morrison, k. (2007). research methods in education. education (vol. 55). https://doi.org/10.1111/j.1467-8527.2007.00388_4.x fraenkel, j., r., k., & wallen, n. e. (2008). how to design and evaluate research in education. mcgraw-hill. https://doi.org/10.1017/cbo9781107415324.004. hidayati, k. h. (2018). teaching writing to efl learners: an investigation of challenges confronted by indonesian teachers. langkawi: journal of the association for arabic and english. 2018;4(1): 21-31. langan, j. (2010). exploring writing: sentences and paragraphs. new york: mcgraw-hill. latif, r. (2017). pemanfaatan teknik mind maping sebagai kerangka karangan dalam meningkatkan kemampuan menulis karangan persuasi siswa kelas x sma negeri 2 kabupaten pinrang. reorika. retorika. 2017;4(1): 32-31. doi 10.26858/retorika.v9i2.3803. oshima, a., & hogue, a. (2013). introduction to academic writing in english (3rd ed.). pearson. pelton, r. p. (2010). action research for teacher candidates. pinasti, a.p. and saraswati, s. (2015). pengaruh layanan peguasaan konten teknik mind mapping terhadap motovasi belajar. indonesia journal of guidance and listening. 2015; 4(1) ramlan, a.m. (2017). peningkatan hasil belajar nahasiswa melalui metode quantum learning dengan teknik mind mapping. journal of est (educational science and technology. 2017;3(2): 129-135. doi 10.26858/est.v3i2.3551. https://doi.org/10.26858/retorika.v9i2.3803 https://doi.org/10.26858/est.v3i2.3551 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 150 samhudi, s. (2015). the use of mind mapping technique in teaching vocabuary. getsempena english education journal (geej). 2015;2(1). http://geej.stkipgetsempena.ac.id/home/article/view/19 schulten, k. (2010). writing skills and strategies. new: the new york times. wyrick, j. (2003). steps to writing well, 560. https://doi.org/10.1017/cbo9781107415324.004 zemach, d. e., & islam, c. (2005). paragraph writing from sentence to paragraph. oxford: macmillan education. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 185 bird-watching guide’s english module for promoting balinese nature and culture dika pranadwipa koeswiryono1 francisca titing koerniawaty2 sekolah tinggi pariwisata bali internasional, indonesia1,2 email: dika.pranadwipa@stpbi.ac.id1 email: koe.titing@gmail.com2 abstract – there has been a discrepancy between visitors needs of guide service at a bird-watching site in bali and the guides english competence. this article addresses the language learning needs of the guides and how they are analyzed to construct an english module for the bird-watching guides. the module can hopefully improve the guiding service, enhance the tourists’ experience and contribute to the conservation of culture via tourism activities. observation and interview with 5 officers of the bird village and observations on the village’s vicinity revealed their necessities, lack and want in terms of the english learning, in relation to their occupation as guides. beside knowledge about the heron population, the material also covers insight about balinese’s traditional house, their prayer offerings, and their spiritual philosophy. each chapter of the module encloses conversation and role-play, grammar focus, pronunciation drill, and reading section. the english material was then judged by the experts in language teaching and in hinduism. keywords: bird-watching, guides, bali, english, module 1. introduction amid bali’s height of tourism goings-on, lies a village of relatively much less activity. petulu gunung, as the village is labeled, is a small community with which thousands of white herons and egrets populate. at the break of dawn, the birds would leave their nest, flying across the island, searching for feed. as dusk fell, they come back for a rest among the flexible branches of bunut, coconut and bamboo trees row along the village’s street. this home-coming of thousands of three bird species, combined with a view of the sunset on top of the paddy field, has been an attraction for visitors. mailto:dika.pranadwipa@stpbi.ac.id mailto:koe.titing@gmail.com journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 186 reachable within 10 minutes driving from the more well-known monkey forest, petulu gunung is a potential option for tourists to escape ubud’s busy roads and find enjoyment in the village’s serenity. the villagers informed that these herons require silence and dim light to inhabit and reproduce. a disturbing sound may intrude or even kill the birds, especially the young ones. people have therefore come to an agreement to refrain from building tall, multi-story houses or making a loud noise to ensure the birds have a settled rest. cutting trees has also been prohibited, out of concern that it will destroy the population’s habitat. this agreement has been documented on the village’s decree. a regular village ceremony and special shrine have also been devoted for the herons (gunawan, 2015). this shows that the bird’s colony and the society are inseparable parts of the village. this rule about the limitation of buildings and sound has indirectly restricted people’s opportunity to run a business where they can actually earn money from tourism. the village consequently lacks accommodations, restaurant or café as what people can easily find in nearby ubud, for the reason of keeping a conducive environment for the birds. the more reasonable income resource for the village is, therefore, being a bird-watching guide. the language barrier has unfortunately been an obstacle. the low number of tourists visiting the village is one of the factors. in contrary to what brochures and internet inform, a preliminary observation discovered that, besides the birds, the petuluneses’ culture is as attractive and educative. the hindu philosophy-based houses’ layout is unique to bali, so is banten, the ceremony offerings. a comprehensive guiding commentary during tourists’ visit will offer not only entertainment but also education. according to meyer (2013:6), a journey to a natural area can preserve the environment, enhance society’s prosperity as well as taking into account interpretation and education. a bird-watching guide needs to be excelled at giving sufficient explanation about the birds and their environment. he should be able to describe the bird’s anatomy, its , and reproduction cycle. he, too, ought to be elaborate in explaining the barrier in preserving the birds. a guide is also expected to share information about the culture and uniqueness of his home village, including architecture and farming system. the aforementioned skills will be best done if the guide can speak english fluently. english for specific purpose (esp) is an important branch of today’s english language teaching. general english classroom may occasionally fail to respond to learners’ need to speak english within a specific situation in both academic or occupational terms. these needs require a well-prepared procedure to ensure a suitable english learning material is created. the role and responsibility in developing an english for specific purpose material are different from that of the general english. he needs to first perform a need analysis to elicit the learner’s learning needs (hutchinson and waters, 1991:55-56). an esp teacher has also to make ready sufficiently specific vocabulary and expressions for the learners to apply at their workplace. also, he is expected to possess general knowledge of the subjects he is teaching. english for specific purpose is applicable to various fields of profession, such as medical, business and tourism. one of its applications on the tourism sector is aimed at the tourist guide, in this case, bird-watching activity. as a part of ecotourism, birdwatching is deemed harmless and does not interfere with the preservation of the natural resource. nor does it require particular skill or physical condition to perform, and therefore suitable for a wide range of tourist. in addition, bird-watching is considered journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 187 effective in enriching environmental knowledge as well as encouraging conservational eagerness. bird-watching tours have been studied in a number of studies. dastian et.al (2011) examines the diversity of birds and explores the potential for bird-watching tours in cibodas. ahyadi's research (2014) raises a bird-watching ecotourism management strategy in gili meno. similar to the two studies above, lakiu (2015) examines the diversity, spread, and potential of bird-watching tours in the mangrove area of minahasa utara. development of similar tourism is also initiated by kurniawan (2016). concerning the development and teaching of english material for special purposes, several studies have been conducted. irmayanti (2012) conducted a study on the development of english teaching for small industries in kebumen. fatmasari (2013) develops english language teaching for travel agent. similar to fatmasari, munir (2014) also developed english language teaching material for the same needs. in addition, saputri (2014) examines the needs of tour guide merapi lava tour in using english to serve tourists. he then designed a teaching procedure to apply to the tour guide. the studies outlined above have largely covered the study of bird-watching tourism development. there have also been several studies leading to the development of english language teaching in several areas of work. but bird-watching tour guides require a thorough knowledge of habitat, species, anatomy, breeding cycles and the threats facing the birds. this knowledge can be delivered if the guide has the ability to communicate in proper english. development of english module for bird-watching guides is, therefore, necessary to help improve the capacity of bird watching guides in conveying the message of bird and nature protection. the research question is, therefore, how is the bird-watching guide’s english module developed? the module will hopefully promote the local spiritual aspect, their social life, and their architectural philosophy. this will contribute both the guides skill improvement and for the visitors’ experience enhancement. 2. method 2.1 research design this is a research and development study, aimed at producing model or principles as a guide in designing, developing and evaluating (jonasenn, 2004: 102). according to gay, mills, and airasian (2009 in emzir, 2014), research and development is not aimed at developing a theory, but to develop applicable products. the steps of this research were adapted from that of hutchinson and waters (1983) i.e. conducting need analysis, identifying the objectives, writing the syllabus, designing the materials and expert judgment. 2.2 participants the participants in this research were five officers of petulu gunung village, aged between 40 to 55 years old. they changed roles as the entrance ticket guard and as the guide. they had learned english at their school but had not received any additional english training. guiding is not their main profession. instead, they spend a bigger portion of their day as a farmer and trader. 2.3 data collection journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 188 the data was collected through field observation and interview. the observation in this research was done on the guide’s commentary service as well as the village traditional house and the prayer offerings. along with the observation, the researcher conducted interviews with five respondents on the english material they need for giving the commentaries and explanations on bird-watching activities. 2.4 data analysis the data derived from interview and observation were then analyzed qualitatively through triangulation. it also included data verification, reduction presentation, and conclusion. the research and development of the english training material for birdwatching guide were explained descriptively. the result was then discussed through an fgd (focus group discussion) with two experts where input and suggestion are given. the next step was the revision of the model’s result based on the input and suggestion. 3. results and discussion the need analysis derived from the triangulation of observations and interviews, the analysis resulted in an insight of the bird-watching guides’ language need. based on hutchinson and waters’ (1991: 55-56) suggestion, the need analysis looked upon three aspects: necessities lacks and wants. a. necessities: the interview and observation revealed that bird-watching guides require english material related to special terms of the herons’ anatomy and life. in order to function effectively, the bird-watching guides have to know about the life cycles of the birds and their relation to surrounding humans. the observation discovered that the guides have to also be able to explain the spiritual aspects of petulu gunung villagers. the balinese’s traditional house layout as well as the meaning behind the colourful prayer offering is, too, a necessary topic to be explained, so is the farming system. it includes the harvesting periods, the types of rice and how to keep the rice preserved. b. lacks: it is the gap between the learners’ necessity and their proficiency. interview with the guides revealed that they find difficulties translating balinese terms into english. this language barrier hinders the guiding commentary process, as westerner visitors may not have an equivalent concept that the guide can analogize with. udeng, for example, cannot be strictly translated into “headscarf”. c. wants: it is the learner’s view as to what their learning needs are. regarding the petulu gunung bird-watching guides, the interview discovered that they want to have learning activities where the conversation is put in a large portion. this result from the nature of their guiding performance which requires them doing face to face explanation for guests. the instructional material for bird-watching guide based on the combination of the need analysis and the observation on the village’s vicinity, the module is arranged in the way that accommodates both results. it attempts to respond to the learners’ needs, lacks and wants, as well as take into account the social, architectural and spiritual aspects that are worth noticing. the materials are compiled into a module entitled “bird-watching guide’s english module”, aimed for a bird-watching guide at petulu gunung village, gianyar, bali. it is noteworthy, journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 189 however, that despite the title, the module does not exclusively limit itself within birdwatching related notions. not only does the module target on improving the learners’ english bird-watching explaining ability, but it also carries ideas of promoting ecotourism. as the title implies, the handbook provides a guide with simple yet applicable material to aid guides in giving guidance service for english speaking tourists. the module is designed for novice learners, although more advanced users would also take advantages of the content. included in the module are expressions and vocabularies needed in basic conversation within guiding procedures. while the four language aspects are covered in each unit, speaking is where learners will put much work on, because their occupation requires them to orally use english. the guiding activity is assumed to start at 4 in the afternoon when the sunlight of the day would still allow visitors to have an intensive observation on the villagers’ houses. the notions about balinese house layout are therefore put at the first unit, assuming that the guide will initially bring the visitors around and into the houses. the birds regularly come around six, the best time for the guides to explain about the three bird species, their physical features, and their life cycle. for this reason, the unit where the herons are the main topic is put at the fourth unit. below is the highlight of the english module of the bird–watching guides, designed for five meetings, with 90 minutes duration each. unit 1 “welcome to petulu gunung village” is the title of the first unit. the theme is the relationship between guests and the guide. the main grammatical focus is w-h questions. the activities include arranging and creating a dialogue between guests and the guide. also included is some exercise on telling time. unit 2 the title of this unit is “our home and family”. the theme is the traditional life of balinese people. the reading text discusses how balinese name their children, as well as the traditional layout of balinese’s’ houses. the learner is directed to focus grammatically on a preposition. unit 3 the theme of this unit is the balinese-hindu followers’ spiritual life. it includes knowledge of tri-murti, the three gods of brahma, visnu and siva. besides, those three gods, many of their spiritual aspects assemble a connection between three things, be it the three-coloured bracelet or three coloured types of rice. this triad is discussed in the third unit. unit 4 the heron colony is expected to show up around six, the reason why the unit in the birds is placed at the closing. this unit, entitled “the birds are coming!”, helps the guide to explain certain parts of the herons’ body. the grammar will be focused on a comparison, as the guide will need to compare the features of different birds. interview and observation captured the fact that, besides materials for herons’ anatomy and life cycle, the guides need the ability to explain in english about the journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 190 balinese hindu spiritual aspects. this specific need is not met in other researches, such as those of sisimiati (2012), munir (2014) or saputri (2014), as they focus their research on another field of profession. the analysis of the language learning needs of the guides also revealed that the guides lack vocabulary inventory to translate balinese local terms into english. this finding is similar to that of fatmasari (2013), about the problem the guides faced when expressing words in english. another discovery of the need analysis is the guides’ willing to learn mostly by having a conversation, a finding that echoes saputri’s (2014) study about the language preference of the guides. the module produced by the research was broken down into four units, namely 1) welcome to petulu gunung village; 2) our home and family; 3) gods are upon us and 4) the herons are coming!. research by prayoga (2016), on the other hand, bases the units on functions such as giving advice, giving direction and describing a place. however, despite differences in the naming of each unit, the module in this research does also cover input, content focus, language focus and communicative task, similar to what dian (2012) suggested in her research on english material for craft industries. 4. conclusion this is a research and development study aimed at developing a module for a birdwatching guide at petulu gunung village. the need analysis elicited the learners’ needs, lacks, and wants in learning english. it found out that what the guide regularly explains to guests is the insight of the birds’ species, their life cycle, and their threat, besides the local community’s relationship with the birds. it also discovered that they expect more conversation practices, as their occupation requires them to speak face to face with guests. their hindrance in using english at work included the unique-tobalinese terms that fail to translate itself into english. based on this interview data, combined with what has been captured during field observation, was the bird-watching guide’s english module constructed. however, the content of the module does not exclusively limit itself within bird-watching related activities. knowledge of balinese’ religious aspects is included as well, so are their traditional housing layout system. the next step of this research was to present the material for judgment from experts. this phase is intended to probe the appropriateness and effectiveness of the materials. the step after that will be the material being tried out for the guides. guides can make use of the module to improve their professionalism in giving guiding service. students or teacher, especially those focusing on language education may refer to the module to aid them in learning or teaching english. the next researcher can take advantages of this research when developing english material for another occupational purpose. references ahyadi, h. et.al. (2014). pengembangan ekowisata birdwatching di gili meno. jurnal penelitian unram. dudley-evan, t. and john, m. j. st. (2009). developments in esp. a multi-disciplinary approach. london: cambridge university press. tim. (2003). objek dan daya tarik wisata. denpasar: dinas pariwisata propinsi bali. emzir, (2009). metodology penelitian pendidikan: kualitatif dan kuantitatif. jakarta: rajawali press. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 185—191 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 191 fatmasari, r. (2013). designing english learning modules for the hidden temples tour guides in viavia travel agents. yogyakarta: universitas negeri yogyakarta. hutchinson, t. and waters, a.(1987). english for specific purposes: a learner-centered approach. london: cambridge university press. irmayanti, d. (2012). developing english speaking learning materials for the personnel of small-scale craft industries and department of industry, trade, and cooperatives in kebumen district. yogyakarta: universitas negeri yogyakarta. isdaryono. (2013). wajah pariwisata indonesia. jakarta: pusat penelitian dan pengembangan kebijakan kepariwisataan kementrian pariwisata dan ekonomi kreatif republik indonesia. jonasenn, d. h. (ed). (2004). handbook of research on educational communication. new jersey: lawrence erlabaum associates. kreiner, n. c. et.al. (2013). are birders good for birds? bird conservation through tourism management in the hula valley. israel: elsevier. koerniawaty, f.t. & koeswiryono, d.p. (2017). the design and development of model of english training program for local community at rural tourism. journal of applied studies in language, 1(1), 62-72. doi:10.31940/jasl.v1i1.678. kurniawan, e. (2016). studi wisata pengamatan burung (birdwatching) di lahan basah desa kibang pacing kecamatan menggala timur kabupaten tulang bawang provinsi lampung. lampung: fakultas pertanian universitas bandar lampung. lakiu, m. d. et.al. (2015). potensi avifauna untuk pengembangan ekowisata birdwatching di desa ekowisata bahoi. manado: universitas sam ratulangi. merriam, s. b. and tisdell, e. j. (2016). qualitative research. a guide to design and implementation. san francisco: jossey bass. meyer. (2015). ecotourism, a brief introduction. european ecotourism conference munir, s. (2014). pengembangan materi ajar bahasa inggris untuk agen travel. jurnal pengembangan humaniora. page, s. j. and connel, j. (2014). tourism. a modern synthesis. singapore: seng lee press. richard, j. c. (2001). curriculum development in language teaching. ny: cambridge university press. saputri, t. s. w. (2014). developing learning english module for mount merapi lava tour guides in desa wisata kembang arum donokerto turi sleman. yogyakarta: universitas negeri yogyakarta. susila, d. et al. (2011). ekowisata birdwatching di kawasan cibodas kabupaten cianjur jawa barat. bogor: institut pertanian bogor. swastika, k.p. (2009). indik wewangunan. surabaya: paramita. tomlinson, b. (ed). (2009). materials development and language teaching. cambridge: cambridge university press. microsoft word 11. jun2019-trianasari-poliwangi.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 91 implementation of student team achievement division (stad) in the english course for the mechanical engineering department ely trianasari1 ika yuniwati2 jurusan teknik mesin, politeknik negeri banyuwangi, jl. raya jember km.13 kabat, banyuwangi, indonesia 684611,2 email: ely.trianasari@poliwangi.ac.id1 abstract – this study aims to increase the participation and learning achievement of english through the implementation of cooperative learning models of the student teams achievement division (stad) type. this type of research is classroom action research (car) which is carried out collaboratively with peers. this research was carried out in two cycles consisting of 4 stages, namely planning, implementing, observing, and reflecting. the subjects of this study were english lecturers and second-semester students consisting of 29 persons. data collection methods use subjective tests and observations. subjective tests are used to measure learning achievement while observation sheets aim to observe the activities of students and lecturers. quantitative data were analysed using quantitative descriptive, while qualitative data were analysed qualitatively qualitative. the results of the study obtained the initial data of students considered as a complete category as many as 5 people or the percentage of classical completeness of 17.24%. in the first cycle, students considered as a complete category as many as 9 people with a percentage of classical completeness of 31.03%. while the second cycle is the number of students considered as a complete category as many as 24 people, with a percentage of classical completeness of 82.76%. the conclusion of the results of the research carried out, namely the application of cooperative methods stad type in the learning process can improve student participation and learning achievement in english language course in the mechanical engineering department. keywords: stad, learning achievement, classroom action research, student participation journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 92 1. introduction the development of science and technology in the future is very rapid. one of the access in accelerating mastery and transfer of knowledge and technology is mastery of language, especially english as one of the international languages. therefore, mastery of the english in the academic world, at the level of polytechnics for example, greatly determines the quality of human resources and academic life that are directly involved in the process of mastering science and technology itself, namely students and lecturers. academic development at the student level, in the education system, is anticipated by providing general english language course at each semester in each study program at politeknik negeri banyuwangi, especially mechanical engineering study program. english is one of the general basic courses given in the first three semesters of mechanical engineering study program. through this course, students are expected to have the ability to communicate both verbally and in writing properly and correctly and are able to use and apply it as a communication tool for science and development of science and technology, especially mechanical engineering. the importance of the english as an access to master the development of science and technology is still not fully realized by mechanical engineering students. this can be seen from the teaching and learning process of the english in the classroom, where students seem less enthusiastic, a little lazy to do the assignments, some are still talking to themselves and not paying attention to the material provided so that it has an impact on the lack of student participation in the classroom and low student learning outcomes. one of the causes of the above problems is that the teaching and learning process of the english course has been using conventional methods where the teacher only delivers the material through presentations and assigns assignments to students. when learning takes place students are no more just scrutinizing and listening to the material presented. when giving the task at the end of the learning session, it turns out that only a small part can complete the task correctly. referring to above problem, the teacher becomes the main focus because whether or not learning objectives are achieved depends on how the teacher plans, implements and evaluates the learning process according to the needs of the students. in learning planning, teachers should be able to sort out, choose and use learning methods that are appropriate not only to the characteristics of their students but, also with the learning objectives and material. considering the problems mentioned above include: 1) the lack of interest and motivation of students towards learning english, 2) the concentration of students is less focused on the material presented by the teacher in each english language learning, and 3) student participation is still low, it is necessary to apply interactive learning methods that can maintain the enthusiasm and interest of students to learn in order to increase student participation and learning outcomes. this is in line with what higgins conveyed (in o’connell, 2007: 85) which states that students will be able to understand and interpret concepts that are learning objectives if students are actively involved in ongoing learning. one learning model that involves students actively in the learning process is a cooperative learning model. a cooperative learning strategy is a group learning strategy that has recently become a concern and is recommended by educational experts to be used (sanjaya, 2009: 240), one of which is the stad model. stad is one of the simplest cooperative learning models and is the best learning model for beginners for journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 93 new educators using cooperative learning models (slavin, 2008: 143). learning by applying stad cooperative learning model begins with presenting the material followed by students working in groups of 4-5 people. each group must be heterogeneous, consisting of boys and girls, come from various tribes, have high, medium, and low abilities (isjoni, 2007: 143). this learning model allows students to exchange ideas, coordinate, and help each other in completing tasks. this certainly can foster students' motivation to jointly discuss and understand the material presented so as to improve learning outcomes. with the stad type learning model, students are not only able to understand difficult concepts but, also foster cooperation, critical thinking, and willingness to help friends (nur, 1996, cf. merawati, 2017). based on the description above, the purpose of this study is to increase the participation and learning outcomes of students by implementing the stad learning model in the english language course in the mechanical engineering department. 2. method this study uses classroom action research (car) whose main characteristic is the repeated actions with the main method is self-reflection in order to improve the learning process in the classroom, using a minimum of 2 cycles. according to oja and smulyan (in suyanto, 1997: 17), the form of classroom action research is divided into four, namely: (1) teachers as researchers, (2) collaborative classroom action research, (3) simultaneous integrated, and (4) experimental social administration. in this study, researchers used a form of collaborative classroom action research, namely research involving the classroom teacher itself assisted by other teachers in observation. in this case, the researcher acts as a teacher and is assisted by colleagues as observers. this classroom action research is planned to be carried out in two cycles, where each cycle consists of four stages, including; 1) planning, 2) implementation 3) observation, and 4) reflection phase (kemmis and mc taggart in ministry of national education, 2005; 30). this research was carried out at mechanical engineering study program, politeknik negeri banyuwangi. the subjects in this study were 28-second semester students. the type of data in this study is quantitative data and qualitative data. quantitative data is obtained through test results at the end of the action, while qualitative data is obtained through observation sheets. data collection was carried out in two ways, namely: tests to determine the increase in students' abilities during the learning of the english which was given at the end of each action (cycle) (pantanemo et al, 2014). by looking at the final test results of students, it can also be known in student learning achievement after participating in english learning. observations are made during learning activities throughout cycle 1 and cycle 2 (pantanemo et al, 2014; wajdi, 2018). observation is carried out with the aim to measure/know the behaviour of individuals in this case students and teachers during the learning process takes place by filling in the observation format prepared by the researcher. data analysis techniques used in analysing the data obtained from the test results, quantitative data obtained from the results of the percentage of students' success in completing individual tasks. the success of classroom action research can be seen from the indicators of student learning achievements, namely the absorption of at least 70% of each individual and at least 80% of classical learning completeness of the number of students available. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 94 table 1 criteria for achieving pre-action stage interval class category the number of students percentage 86-100 excellent 1 3.5 % 70-85 good 4 13.8 % 56-69 fair 9 31% 41-55 poor 11 37.9% ≤ 40 fail/bad 4 13.8% based on the above criteria, it can be seen from the description of student learning achievements in the pre-action stage as follows. figure 1 achievement criteria of pre-action stage 2. cycle i data obtained at the pre-action stage is used as a reference to carry out the actions in the first cycle, with the aim of obtaining an increase in the value of learning achievement. the activities carried out in the first cycle are as follows. a. planning after obtaining a clear picture of the state of the class, the researcher designed the action to be taken to improve learning achievement, the preparations include the following steps: determining and preparing teaching materials preparing learning implementation plan (rpp) using a student teams achievement division (stad) cooperative learning model preparing learning media. making a list of student groups by ranking the pre-test score of students then dividing them into 6 groups. making student worksheets (lkm) making an observation’s sheet to monitor the activities of teachers and students. arranging and preparing test questions for students. conducting simulations/exercises on the implementation of the student teams achievement division (stad) learning model. b. implementation of cycle i 0 10 20 30 40 ex ce lle nt go od fa ir po or ba d/f ail 1 4 9 11 43,5 13,8 31 37,9 13,8 the students learning achievement of pre-action stage the number of students precentage journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 95 the implementation of cycle i was held twice with a post-test at the next meeting. c. observation the results of observations in the first cycle of the teacher can be obtained an overview of the ability of the teacher (researcher) in conducting the learning process, namely from the 12 components observed there is no less value while there are as many as 5 components categorized as fair and good value as many as 7 components. meanwhile, the observation of 10 aspects of student activities in the learning process show 6 aspects categorized as sufficient and 4 aspects categorized as good. the comparison of pre-action values with cycle 1 can be seen from the following table. table 2 comparison of score between pre-action and cycle 1 based on the data above, the score of students in the pre-action and the score of students in the first cycle has increased. however, in the first cycle students who got a score of 70 were only 31.03%. from a total of 29 students, there were only 9 students whose grades met the completeness criteria. d. reflection on cycle 1 based on the results of the implementation of cycle i during the teaching and learning activities take place obtained the shortcomings that must be addressed in cycle ii are as follows: 1) lack of readiness and sincerity of students in participating in learning activities using stad model. 2) students' attention to teaching and learning activities is still lacking. 3) some students are less enthusiastic about answering the questions given. 4) the motivation of students to be active in teaching and learning activities is still lacking. 3. cycle ii cycle ii is a follow-up of the first cycle. the purpose of the second cycle is so that the results obtained by students can meet the specified success criteria, namely, at least 75% of the students get a value of ≥ 70. like the first cycle, the second cycle is also carried out based on procedures of the research namely planning, action, observation, and reflection. after implementing the stad cooperative method in teaching and learning activities, the final step is to provide a test to re-evaluate the effectiveness of the stad model in the classroom with the results of observations of the teacher and the learning observed aspects score of preaction score of cycle 1 the highest score 88 90 the lowest score 30 50 the average score 56.82 64.79 the number of students considered as complete category 5 9 the number of students considered as incomplete category 24 20 percentage of students considered as complete category 17.24 % 31.03 % journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 96 process in the second cycle. the results of observations of the teacher obtained an overview of the ability of teachers (researchers) in conducting the learning process in the second cycle, it is known that from the 12 components observed, there are 5 components as good value and as many as 7 components considered as very good value. the results of observations about student learning are obtained as follows: from all aspects (10 aspects) learning shows 2 aspects that are categorized as fair, 4 aspects that have got good grades and 4 aspects that are categorized as very good. figure 2a graph of comparison of observation results of cycle 1 and 2 to teachers figure 2b graph of comparison of observation results between cycle i and cycle ii to students in the graph above, it can be seen that the results of observations of the teacher in cycle i have 5 components with fair categories and 7 aspects with good categories. in the second cycle, the results show an increase where 5 components are good value and 7 aspects have very good value. the same thing is also indicated by the results of observations of students. 6 aspects of assessment with sufficient categories in cycle i, 4 aspects up to become good categories. meanwhile, the 4 components that were good in the second cycle shows an increase in a very good category. the implementation of the second cycle refers to the improvement of the shortcomings of the first cycle, there are several aspects of improvement from the second cycle including 1) student learning outcomes, the average value increases from 64.79 in the first cycle to 74.51 in the second cycle, 2) the number of students categorized as complete criteria has increased more than doubled to 24 students or in other words the percentage of classical completeness increased from 31, 03% to journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 97 84.61%, 3) the enthusiasm of students increased which is affected by the increase of student participation in the learning process, can be seen from the decrease in the number of students which is not complete from 20 to 5. the comparison of student score in cycle i and cycle ii can be seen from the following table. table 3 comparison of cycle i and cycle ii values observed aspects score of cycle 1 score of cycle 2 the highest score 90 93 the lowest score 50 63 the average score 64.79 74.51 the number of students considered as complete category 9 24 the number of students considered as incomplete category 20 5 percentage of students considered as complete category 31.03 % 82.76 % figure 3 graph comparison of pre-action values, cycle i, and cycle ii meanwhile, there are significant changes starting from the pre-action phase to the first cycle until the second cycle. the increase occurred in all aspects from the highest value from 88 to 93, the lowest value from 30 to 63, the average value from 56.82 to 74.51, and the number of students who is considered as complete criteria from 5 to 24. in addition, the number of students who is considered as incomplete criteria dropped from 24 to 5 students. this comparison can be seen in the graph below. after seeing the results achieved in the second cycle, it can be ascertained that by using stad method in learning especially english, it can increase student participation and student learning achievement with the achievement of 82.76% journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 91—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 98 completeness. this is in line with the statement found in hasyim (2017) which states that stad is considered capable of increasing learning activities and interactions by still establishing social relations among students. with these results, classroom action research is no longer continued to the next cycle. 4. conclusion based on the results of research and discussion, conclusions can be drawn, namely, the application of cooperative methods of stad in the process of learning english can increase student participation and student learning achievements of the second semester at the mechanical engineering study program. this method can foster an attitude of responsibility and be able to improve students' skills in discussing and working together in understanding concepts and solving problems. this research can be a guide for teachers in implementing stad model cooperative learning in teaching and learning activities at school. the results of the study of implementing of cooperative learning model of student teams achievement division (stad) can be a consideration for teachers as an alternative method of teaching so that it can improve learning processes as well as increasing student participation and student learning achievements. the researcher also invites the teacher or instructor to conduct classroom action research using stad type learning models with different subjects and different subjects/subjects or can apply other learning models to 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(2008). cooperative learning teori riset dan praktik. bandung: nusa media. subiyanto, p., suciani, nk, aryana, inr., sukerti, gna., & sitawati, aar. (2018). learning and growing: an alternative strategy to teach english. journal of applied studies in language, 2(2), 170-175. doi:10.31940/jasl.v2i2.1080. suyanto. (2004). pedoman pelaksanaan penelitian tindakan kelas (ptk). yogyakarta: dirjen dikti. wahyadi, a. (2014). penggunaan model pembelajaran kooperatif tipe student teams achievement division (stad) untuk meningkatkan keterampilan berhitung pecahan siswa kelas iv sdn baturan 1 gamping sleman. yogyakarta: universitas negeri yogyakarta. tesis tidak diterbitkan. wahyudi, eb. (2011). penerapan model pembelajaran kooperatif tipe student teams–achievement divisions (stad) untuk meningkatkan pemahaman konsep matematika pada materi persamaan dan pertidaksamaan kuadrat pada peserta didik kelas x teknik komputer jaringan (tkj) di smk 45 wonosari. unpublished thesis, universitas negeri yogyakarta. wajdi, m. (2018). classroom discourse: a model of classroom language research. surabaya: jakad publishing. microsoft word 3.jasl-dec19-budiono 140-147.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 140 improving student learning achievements through application of the student teams achievement divisions (stad) method sri budiyono1 ngumarno2 universitas widya dharma klaten1,2 e-mail: sribudiyono15@gmail.com1 e-mail: jayus3535@gmail.com2 abstract the learning process in the world of education (ranging from elementary, secondary, and tertiary education) needs innovation and serious renewal creation because in reality so far there are still many learning models that are still conventional, there is no visible improvisation in learning, far from the model modern learning in accordance with the demands of the times and the surrounding environmental conditions in which students or students are located. the research aims: 1) to describe how the conditions of second semester student learning before using the stad method; 2) to describe whether the method of learning the student team achievement divisions of the widya dharma klaten university ii semester student achievement in the 2017/2018 academic year can increase? this research is a class-based research that applies its method using stad (student teams achievement divisions), student team achievement division. the work steps taken consist of five main components, namely: presentation in class; form a team; make a quiz; score individually; and awarding. data analysis techniques by using descriptive analysis that is by finding the level of activity, mean (m), learning outcomes, and learning completeness. the results showed that with the stad (student team achievement division) method there was a significant increase in learning outcomes. keywords: learning achievement, learning model, student team achievement division journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 141 1. introduction higher education is part of national education which has a very important role in improving the quality of human resources, providing basic skills to students such as knowledge and skills. according to ihsan (2010: 3) education for developing nations such as the indonesian nation today is an absolute necessity that must be developed in line with the demands of development in stages. to achieve the objectives of national education, one way that can be taken is through the implementation of education in schools in order to improve the quality of education. the quality of education is an important thing to improve the output of the world of education in the form of human beings who are intelligent, creative, innovative, and able to contribute to the development of the country of indonesia to be a strong country, which has high competitiveness. moving on from the problem of science gap with reality in the school environment (including universities), to improve the quality of education, especially in universities, is to activate the learning process through various lecture methods, which is by group discussions, involving 4 6 students to play an active in motivating, giving each other material, asking each other, and solving problems faced together as well. efforts to improve this learning achievement, pragmatically can include concepts of speaking (when discussing material), arguing in forums, practicing organizing speeches arranged word for word, sentence by sentence, paragraph by paragraph, and being trained to respect different opinions in in a special forum during the lecture, the final objective of this discussion was to shape the subject of students to become good citizens, of high quality, ready to face the challenges in the modern era. 2. method this research is a classroom action research, action research is carried out to improve student learning abilities, especially in the subject of language learning theory. this classroom action research is also a study conducted to overcome problems in the classroom during the learning process takes place. this classroom action research can be used as a means for lecturers to improve the quality of learning effectively. in addition, this research can be said as a necessity for lecturers to improve their professionalism as lecturers because this classroom action research is very conducive to making lecturers sensitive and responsive to the dynamics of learning in their classrooms. lecturers become reflective and critical of what students do during learning activities. sudiyana (2012: 9) states that in this classroom action research, problem identification is the starting point for planning action research. in order for researchers to identify the classroom action research problem on target, there are at least four important things that must be considered, namely the problem of action research (1) must be real, that must be seen, felt, heard directly by the lecturer / researcher, (2) must be problematic, (3) must be clear, and (4) must be flexible. the procedure of this study is in accordance with the procedures for classroom action research carried out in a cycle / cycle process. each cycle consists of planning, action, observation, and reflection. this is in accordance with the opinion of yuliantoro (2015) which states that car is a participatory and collaborative research that is done individually for the sake of journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 142 maximum. the success of this study uses the classroom action research (car) design called classroom action research (car). this research process follows the recycling or cycle process, which consists of 4 stages, namely: 1) planning phase 2) stage of action implementation 3) observation stage 4) reflection phase the implementation of this improvement is planned for 2 cycles. failures and obstacles in the first cycle are used as the basis for improvement in the next cycle. this classroom action research also rests on two foundations, namely involvement and improvement. 1) engagement is the involvement of teachers (lecturers) in deploying classroom action research. 2) improvement, namely the commitment of the teacher (lecturer) to make improvements, including changes in the way of thinking and working alone. the research method used is using the stad method (student team achievement division). the work step according to (slavin; 2014) (14.15) student teams achievement divisions (stad) consists of five main components, among others, as follows. 1) class presentation class presentations in stad are different from the usual teaching methods. the material in stad is first introduced in the presentation in the classroom, this is direct teaching as is done or discussion of lessons led by the teacher, but can also include audiovisual presentations. the difference is that class presentations with ordinary teaching are just that the presentation must really focus on the stad unit. in this way, students will realize that they must really give full attention to the class presentation because it will greatly help them work on the quizzes and their quiz scores determine their team's score. 2) team the team consists of four or five students representing all parts of the class in terms of academic performance, gender, race and ethnicity. the main function of this team is to ensure that all team members really learn and more specifically to prepare members to be able to do the quiz well. after the lecturers deliver the material, the team gathers to study the activity sheet or other material. most often, learning involves discussing common problems, comparing answers and correcting misconceptions if a team member makes a mistake. teams are the most important feature in student teams achievement divisions (stad). at each point, what is determined is to make team members do their best for the team and the team must do their best to help each member. this team provides group support for important academic performance in learning and that is to provide attention and mutual responses that have important impacts as a result of outcomes such as inter-group relations, sense of self-esteem, acceptance of mainstream students. 3) quiz after about one or two periods after the lecturer gives a presentation and about one or two periods of team practice, students will work on individual quizzes. students are not allowed to help each other in doing quizzes so that each student is individually responsible for understanding the material. 4) individual progress score journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 143 the idea behind individual progress scores is to give assignments to each student about performance goals that can be achieved if they work harder and provide better performance than before. each student can contribute maximum points to his team in this score system, but no student can do it without giving their best effort. each student is given an initial score obtained from the average performance of students through working on the same quiz. students will then collect points for their team based on the rate of increase in their quiz score compared to their initial score. 5) team recognition or award the team will get a certificate or other form of appreciation if their average score reaches certain criteria. student team scores can also be used to determine twenty percent of their rank. appreciation for groups is given to groups that get the best final score among other groups. in addition to the five components that must be taken into account, in the implementation of learning using the stad method requires several preparation stages, among others: preparing material, placing students in groups, determining initial baseline values, and building group togetherness by making group schedules. 2.1 research design this research is a qualitative research. qualitative research is a research that intends to understand the phenomenon of what is experienced by the subject of research, such as behavior, perceptions, motivations, actions, etc., holistically, and by way of descriptions in the form of words and language, in a special natural context and by utilizing various scientific methods” (moleong, 2013: 6). this research is an exploratory study so that it is descriptive. with the character of this exploration study, the relevant method is the descriptive method. the pattern of research is to actualize data in detail. thus it is expected that the maximum results of exploratory research can be achieved. 2.2 participants the subjects in this study were widya dharma university students, vi semester (15 students) and second semester students (17 students). these sixth and second semester students were chosen as research subjects because they found problems as described in the background above, which principally compared learning with traditional methods (one way direction) with the stad method. the objects in this class action research are: a) student learning activeness, and b) student learning outcomes, and c) student responses to the indonesian language learning process by applying the stad method. 2.3 data collection in this study, data collection was conducted in three ways, namely: questionnaire, observation, and interview. 2.4 data analysis to collect data needed student values obtained through process and outcome assessment. after the data is collected, the data is processed by descriptive analysis, namely by looking for the level of activity, mean (m), learning outcomes, and learning completeness. data that has been processed in three ways (by looking at the average, learning outcomes, and completeness of learning), then checked with the results of interviews and questionnaires. in other words, data processing techniques used triangulation. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 144 3. results and discussion 3.1 planning phase the schools or institutions used for this research are widya dharma klaten university, ki hajar dewantara street, north klaten, kotak pos 168, klaten, 57438. telephone (0272) 322363. e-mail: unwidha@telkom.net.id, info@unwidha.ac.id the total number of students in the sixth semester was used as a place for research in the 2018/2019 school year as many as 15 students, consisting of 8 students and 12 female students, while the second semester students consisted of 19 students, consisting of 5 students and 14 female students. the courses taken by the sixth semester students are educational management, while the second semester students are the language learning theory. 3.2 implementation phase the research began in february 2019 and is planned to end in november 2019. the study's objectives are second semester and sixth semester students, widya dharma university. as stated in the research plan, which states that the sixth semester students, grouped into 5 groups as well as what happened to the second semester students, also formed into 5 groups as well. the formation of groups is intended to distinguish between the treatment of students naturally, in the sense that traditional learning styles are applied, namely lecturers or speaking teachers, while students listen with groupbased learning. the study began in february to november 2019. there were five steps taken and examined in this study. the five steps include: a) class presentation; b) team; c) quiz; d) individual progress score; and e) team recognition or awards. the first step is carried out in the first cycle of all class students, both semester ii and semester vi work on a number of questions 15. in this cycle there is absolutely no treatment. however, in the second cycle, the second semester and sixth semester students are divided into or grouped into five groups (one of them consists of 4 groups). each group has five students. each of these groups was chosen or appointed as group leader. the task of each group is obliged to discuss their respective duties. group 1 works on questions number 1 to question number 15, as well as what happens to other groups. other groups also work on questions from number 1 to number 15. 3.3 observation phase the observation phase aims to see, examine, describe, the course of the research observation starts from the start of planning research and conducting research. matters to be considered include: student attention during learning; courage to argue; respect opinions; implementation of duties; and courage to answer questions. 3.4 reflection phase a. strength there are 20 students in the sixth semester of the school year 2018/2019, while there are 19 semester ii students. this number is quite a number of students who can even say the number of students is ideal for research because it is relatively easy to study. this amount is an advantage and also an advantage for researchers because it is journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 145 not wasteful of time and energy. because the relatively small number of students, managed with good management, will also have a good impact and impact. at least add to the positive weight of a study that does not consume a lot of time and energy. b. weakness with the fewer number of students studied, of course it is also a logical consequence for researchers if the data obtained is getting fewer as well. this certainly will force (even demand) researchers to think, act, and at the same time work extra to always survive and improve the quality of their research. this will result in diverse data (it may be considered incomplete) to be investigated so that the researcher must really focus on the study to be able to convince the findings. c. opportunities the relatively small number of students certainly adds to the activities and opportunities for the number of problems to be thoroughly handled and examined case by case. for this reason, it will certainly have an impact on the researchers to thoroughly observe case by case as well. the problems faced (due to relatively few) will certainly be resolved quickly by researchers (read: problem solvers). researchers can review the findings relatively quickly. d. threats the fewer the number of students studied, the easier it is for researchers to examine the results of their studies, of course, it will also impact on the ease of energy in reviewing their research. however, if too few students are studied it will have a valid impact on the data analyzed. for this reason, institutional managers (read: chancellor, vice chancellor, deans, lecturers, education staff, administrative officers, security guards, householders, resources involved in stakeholder networks) will be involved directly or indirectly to contribute deal with problems that exist within an institution. if the managers of these institutions are not alert and responsive to the problems that arise, sooner or later, the institution will fall apart and it may even be bankrupt. it needs a learning atmosphere that is conducive, comfortable, calm, and peaceful, in a learning environment. a pleasant atmosphere in a learning process will have an impact on good or increasing learning outcomes. for this reason, support and handling need to be strong, stable, structured, and at the same time conducive to forming the expected learning atmosphere. the expected results and suggestions are with the concept together (collaborative) to work, work, commit, and be responsible towards the desired expectations. the same is true in the case of students who get unsatisfactory achievements. of course, conducive and participatory handling of all parties is highly expected. 4. conclusion actions are said to be successful if they reach a percentage of at least 70% to 89% or in good qualification (b) of a number of descriptors that have been formulated in the observation sheet. students are said to be successful if the test results in each discussion learning cycle reach a value above the minimum completion criteria (kkm), which is now known as the kbm (minimal learning completeness), which is determined with a minimum value of 68. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 146 references bandura, a. (1997). self-efficacy: the exercise of control. usa: w.h. freemen dan company. coetzee, lr. (2011). the relationship between student’s academic self concept, motivation and academic achievement at the university of the free state. diakses tanggal 25 agustus 2018 http:http://uir.unisa.ac.za/bitstream/handle/10500/4346/dissertation_coetzee_l.pdf?sequence=1 djamarah, sb. (2011). psikologi belajar. jakarta: rineka cipta. febriyanti, gaaa., dewi, nkcl., & dewi, igaairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. hakiki, m., & hidayati, l. (2017). is learning english at an earlier age better for indonesians?. enjourme (english journal of merdeka) : culture, language, and teaching of english, 2(1), 18 27. doi:10.26905/enjourme.v2i1.570 hamalik, o. (2002). perencanaan pengajaran berdasarkan pendekatan sistem. jakarta: pt. bumi aksara. hamalik, o. (2010). proses belajar mengajar. jakarta: bumi aksara. https://books.google.co.id/books?id=gb3ibaaaqbaj&printsec=frontcover&source=gbs_ge _summary_r&cad=0#v=onepage&q&f=false https://www.researchgate.net/publication/324029673_penelitian_tindakan_ kelas_apa_dan_bagaimana_melaksanakannya. huda, m. (2013). cooperative learning metode, teknik struktur dan model penerapan. yogyakarta: pustaka pelajar. ihsan, f. (2010). dasar-dasar kependidikan, jakarta: pt rineka cipta. kpolovie, pj., joe, ai., & okoto, t. (2014). academic achievement prediction: role of interest in learning and attitude towards school. international journal of humanities social sciences and education. 1(11), 73-100. lastari, nkh. & saraswati, prtakh. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language, 2(2), 144 150. moleong, lj. (2013). metodologi penulisan kualitatif. bandung: remaja rosda karya. nixon rhonda, stephen kammis, robbin mc. taggart. (2014). the action research planner: doing critical participatory action research. springer singapore heidelberg new york: dochrccdht london. pajares, p. (2002). self-efficacy belief in academic contexts: an outline. diakses tanggal 22 maret 2011 dari http://des.emory.edu/mfp/efftalk.html. rachmawati, d., & putri, w. (2019). the use of english language learning strategy viewed from intrinsic motivation and learning style. enjourme (english journal of merdeka): culture, language, and teaching of english, 2(2), 112-120. doi:10.26905/enjourme.v2i2.2361 ratna, nk. (2011). teori, metode, dan teknik penelitian sastra. yogyakarta: pustaka pelajar. rizkiyah, fn. (2017). improving students’ ability in writing hortatory exposition texts by using the process-genre based approach with youtube videos as the media. enjourme vol. 2, no. 1, 2017. http://jurnal.unmer.ac.id/index.php/enjourme/article/view/645. sagala, s. (2009). konsep dan makna pembelajaran untuk membantu memecahkan problematika belajar dan mengajar. bandung: alfabeta. sagala, s. (2008). konsep dan makna pembelajaran, bandung: alfabeta. slameto, s. (2017). implementasi penelitian tindakan kelas. www.researchgate.net/publication/315109642 slavin, re. (2008). “cooperative learning, success for all, and evidence-based reform in education”. éducation et didactique [online], vol 2 n°2 | september 2008, online since 01 september 2010, connection on 30 september 2016. url: http://educationdidactique.revues.org/334 ; doi : 10.4000/educationdidactique.334 slavin, re. (2014). cooperative learning teori, riset dan praktik, bandung: penerbit nusa media. sudiyana, b. (2012). penelitian tindakan kelas, yogyakarta: cakrabooks dan bradelvi. sugiyono. (2008). memahami penelitian kualitatif. bandung: mcv alfa beta. susanto, a. (2014). pengembangan pembelajaran ips di sekolah dasar. jakarta: prenada media group. suwandi, s. (2011). model-model asesmen dalam pembelajaran. surakarta: yuma pustaka. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 140—147 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 147 trianasari, e. & yuniwati, i. (2019). application model of students team achievement division (stad) in english class. journal of applied studies in language, 3(1), 91-99. doi:10.31940/jasl.v3i1.1088 triyono. (2018). penelitian tindakan kelas: apa dan bagaimana melaksanakannya? www.researchgate.net/publication/315109642 diunduh: 25 agustus 2018, pukul: 8.44 wib. microsoft word 4.jasl-dec19-kamrul 148-157.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 148 a study of voiceless inter-dental fricative [θ], [ð] sounds and alveolar liquid [r] sound among chinese learners of english at a higher educational institution in malaysia mizanur rahman1 dr. md. kamrul hasan2 ph.d. research fellow in english language studies, school of language and communication, university sultan zainal abidin (unisza), malaysia1 email: mizan850@live.com1 english language institute united international university united city, madani avenue, badda, dhaka12122 email: mkamrulhasan77@gmail.com2 md_kamrul_hasan@alumni.uum.edu.my2 kamrul@eli.uiu.ac.bd2 abstract this study aims to investigate the pronunciation mistakes in english in accordance with the phonetic study of voiceless and voiced interdental fricatives [θ], [ð] and alveolar liquid [r] sounds among chinese learners of english at university utara malaysia (uum). in order to find out non-native english learner pronunciation errors that reflect the interference of different sound systems on english pronunciation, speech samples of the subjects’ pronunciation were taken through words in terms of [θ], [ð] and [r] sounds. data was collected by contracting survey through structure; six chinese students were selected by using non-probability convenient sampling technique. using a reading 30 wordlist worksheets as the instrument of this research, the respondents’ pronunciation was observed and assessed by using native/phonetics expert speaker and also ensured by the evaluation form. in addition, data of this study was analysed by spss (22 version) software package. data was collected and analysed with the guidance of phonemic transcription of cambridge english pronouncing dictionary. using different pronunciation analysis, potential difficulties of english pronunciation for the three subjects were listed by comparing the sound systems of english among chinese learners. moreover, the pronunciation errors of subjects were diagnosed into categories based on error analysis. the findings would help to provide a clear understanding of the common characteristics of pronunciation errors made by the subjects. finally, some recommendations have been proposed to overcome the pronunciation difficulties of non-native english learners. keywords: pronunciation, chinese learners, dental and liquid sound, second language learner journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 149 1. introduction the students of chinese language background face problem pronouncing english sounds. it is predicted that the interference category of languages will be convoluted due to the association of more than two languages. yiing (2011) argues that phonetically, it is certainly difficult for chinese english learners to utter a few english sounds as those sounds do not exist in their local dialects. for example, the inter-dental fricatives [θ] and [ð] sounds and alveolar liquid [r] sound of english do not exist in chinese (yiing, 2011). moreover, zhang (2009b) unequivocally express "the spot and way of explanation capacity are diverse in english and chinese."(p. 142). there are various ways of pronouncing a particular english word among the nonnative speakers, and the way of pronouncing depends on learners’ background. generally, most of the non-native english speakers’ pronunciation is affected by their first language. according to gao (2005), many scholars believe that the native language interference plays a big role in most of the mistakes made by english learners at the time of learning the language. similarly, zhang and yin (2009) also suggest that the pronunciation of second language learners gets influenced by their “first language interference, learner’s age, learner’s attitude and psychology, prior pronunciation instruction, and insufficient language knowledge of english phonology and phonetics.’’ (p. 142). non-native english speakers around the world usually have their own way of pronouncing english sounds. the own way of pronouncing english sounds happens due to the interference of their native language. according to lott (1983), interference refers to “the errors made by learners in using the target language, and it can be traced back to the learners’ native language.” (p. 256)). the interference of native language also happens among chinese learners of english. both chinese and english languages have distinctively different language system. focusing solely on the production of sounds, the different segmental features of these two languages can still be clearly observed. as it has been mentioned previously, yiing (2011) claims that phonetically, it is definitely difficult for chinese english learners to produce some english sounds as those sounds do not exist in their native language. for instance, the voiceless interdental fricatives [θ] and [ð] sound of english do not exist in chinese (yiing, 2011). additionally, zhang and yin (2009) strongly state “the place and manner of articulation function are different in english and chinese,” (p. 142). as an example, native speakers of mandarin view the [r] sound as a voiced pair to their voiceless [ʃ] sound (zhang & yin, 2009). keeping the above-mentioned background, the present study aimed at delving into the ways and the extent of pronouncing the mentioned inter-dental fricatives by chinese speakers at the time of their speaking english. the purpose for this study is to investigate different pronunciation of english sounds, such as inter-dental fricatives [θ], [ð] and alveolar liquid [r] sounds by chinese undergraduates at university utara malaysia. the study aimed at researching normal qualities in pronunciation mistakes experienced by the six undergraduates, taking into account the idea of flawless english sound. it is believed that the found results of the present research will contribute to english language educators/mentors/teachers for comprehending the qualities of articulation mistakes and enhancing the undergraduates’ mindfulness and comprehension of the impedance of distinctive sound frameworks on english elocution or pronunciation. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 150 research questions: the following research questions are formulated to address the issues related to this study. 1. how do chinese learners pronounce inter-dental fricatives sounds [θ], [ð] and alveolar liquid [r] sound? 2. and to what extent do the changes of pronunciation happen? the research questions expect to inquire the normal attributes of pronunciation errors made by chinese undergraduates and look into the impact of their local dialect on english articulation. most researchers agree that the learners’ first language influences the pronunciation of the target language and is a significant factor in accounting for foreign accents. so called interference or interference from the first language is likely to cause errors in aspiration, stress, and intonation in the target language. some chinese students tend to have difficulty with english sounds because they are deeply influenced by similar chinese sounds. however, they are very different from each other. a particular sound which does not exist in the native language can, therefore, pose difficulty for the second language learners to produce or sometimes the learners try to substitute those sounds with similar ones in their mother tongue. these sounds include both vowels and consonants. for example, there are no vowels like /æ/, /ɚu/, and /i̇ԥ/, etc. or no such consonants as /ð/, /ș/. therefore, first of all learners have trouble perceiving these sounds; consequently, they try to find the nearest equivalents to substitute those new sounds. a typical example will be the substitution of /s/ or /z/ for the english /ð/, /ai/ or /e/ for the english /æ/ as in the word ‘that’ (chen, 1983). a sound does exist in the native language, but the place of articulation and the manner of articulation of the sound in two languages are quite different. the erroneous substitution takes place here as well. for instance, the english /r/ and /ƌ/ are very different from the chinese /sh/ and /r/. therefore, it is not surprising when the words ‘english’, ‘pronunciation’, ‘rose’ and ‘rise’ are uncomfortably heard when they are produced by english as a second language (esl) learners. definitions of language transfer the notion of transfer is one of the key concepts in the behaviourist school. language transfer refers to speakers or writers applying knowledge from their native language to a second language (wikipedia, 2013). in practice, transfer has attracted people of different academic backgrounds and led researchers to different interpretations and definitions of the term. sharwood-smith and kellerman (1986) have argued that a superordinate term that is theory-neutral is needed and suggested cross-linguistic influence. for instance, english consonants /b/, /p/, /d/, /t/, /g/, /k/ are similar to chinese /b/, /p/, /d/, /t/, /g/, /k/, and chinese learners of english can acquire them with ease. however, some english phonemes, such as /i/, /ʌ/, /θ/, /ɔ/, /ð/ do not exist in chinese, so it is more difficult for chinese learners of english to acquire them. sometimes, influenced by their native language, the chinese learners will probably replace them with their similar counterparts of /i/, /a/, /s/, /o/, /z/ in chinese. hence, the negative transfer or interference occurs and results in errors. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 151 the impact of l1 negative phonological transfer on l2 word identification and production when acquiring the l1 (first language), children identify phonemes and extract phonetics regularities from the speech signals they are exposed to. to l2 (second language) learners, the learning of the l2 sounds is likely to be influenced by the l1 phonetic system, and this occurs especially when some l2 phonemes do not exist in learners’ l1. the l1 phonological system would function like a sieve subjecting to the l2 phonemes for adapting to its structure (sebastian-galles et al, 2005). therefore, l2 learners tend to assimilate those l2 phonemes into their l1 phonemic categories (pallier et al, 2001). for example, it is well documented that japanese english learners substitute the english /r/ and /l/ with the japanese /l/ (hattori & iverson, 2009). this phenomenon, termed as negative phonological transfer, may not only cause l2 learners to have difficulties in l2 word identification and production but also result in foreign accent as well. in addition, a study related to the field by gao (2005) associates that pronunciation difficulties analysis which relates a case study that employs the use of native language linguistic background for understanding a chinese english learner’s pronunciation problem. concerning l2 learners, or even to those who have sufficient exposure to the l2, correct identification and production of l2 phonemes constantly prove to be a problem (flege et al, 1999). for example, the english phonemes /θ/ and /ð/ do not exist in many languages. consequently, they pose a great difficulty for l2 english learners. the two sounds are usually replaced by different phonemes by l2 learners with distinctive l1 backgrounds. for instance, german and french english learners usually replace /θ/ with /s/ (brannen, 2002). lambacher et al. (1997) found that japanese learners of english had considerable difficulty distinguishing /θ/ and /s/, and they constantly assimilate /θ/ into the phonetic category of /s/. brown (2000) has compared the acquisition of /θ/ and /ð/ by chinese and korean learners of english and found that they both substitute /θ/ and /ð/ with their l1 phonemes (s)2 and (d). other studies also provide support for this finding (e.g. rau et al., 2009). 2. method this research intends to investigate the ways and extent of english pronunciation of voiceless and voiced inter-dental fricative [θ] and [ð] sounds and alveolar liquid [r] sound among chinese learners of english at university utara malaysia. based on many past researches, most chinese learners of english face difficulties in learning and pronouncing english words due to the different structure and system of english language and their mother tongue, chinese. this paper has concentrated on a relative investigation of international language articulation (english pronunciation), and it is better to lead it, utilizing qualitative and quantitative research approach. research design observation analysis was chosen concerning the illustration of the research design on separate pronunciation, including three particular english sounds [θ], [ð] and [r] that were picked toward specialists similarly as those centred for perception. using a reading 30 wordlist worksheets as the instrument of this research, the respondents’ journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 152 pronunciation was observed and assessed using by native/phonetics expert speaker and also ensured by the evaluation form. sample and population the sample of this research was included six chinese students (three males and three females) from university utara malaysia. these undergraduates spoke the similar local dialect. all of them had similar background, and they studied in china where chinese language was the medium of instruction. english was taught as an extra subject under the school curriculum. instruments and procedure a list of words was given. an audio tape recorder and symphony hand set were used for recording. the list comprised 30 words in terms of inter-dental fricatives [θ] and [ð] sounds and also alveolar liquid [r] sounds. the words prepared in the word list were mostly common words in order to make the respondents feel more relaxed and unaware what words were being analysed. analysis plan a list of 30 words were given in terms of three sounds [θ], [ð] and [r]. those words were designed to diagnose pronunciation difficulties of the three subjects. the individuals’ words were pronunciation challenges of the respondents. with respect to the respondents’ local dialect (mandarin chinese), their pronunciation errors were diagnosed. in the same time, some words which might be under the influence of chinese language were also included to examine the errors. after collecting data by recording the selected wordlist, the analysis process was done in three steps, firstly by data entry, and secondly by processing and analysis where statistical pie charts and tables were used to compare and analyse the data in this research. thirdly, this study had also been tested by using spss software. 3. results and discussion gender total mistakes: respondents’ mistakes regarding ‘inter-dental fricatives [θ] and [ð] sounds’ table 1 depicts the number of total mistakes according to the age factor, and it shows that one male respondent percentage of total mistakes was 15 % out of 100 percent of mistakes, 16% of mistakes done by the second male respondent while the third respondent’s percentage was 17%. concerning male respondents who took part in this study, 16.00 % percent of mistakes was done by two respondents; 18.00% percentage out of 100 percentage was done by female respondents who took part in this study. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 153 table 1 gender total mistakes total total 15.00 16.00 17.00 18.00 gender male 1 1 1 0 3 female 0 2 0 1 3 total 1 3 1 1 6 graph 1 shows the total percentage of mistakes done by male and female respondents. the male percentage had 51.2% of mistakes in the production of the targeted words while the female respondents’ percentage was 48.98% of mistakes in the production of the targeted words. figure 1 graph of total mistakes substitution of [θ] by /t/ table 2 shows that respondents pronounced differently, and the number of total substitutions of [θ] by /t/ was done by the male respondent one who had 1 substitution, and respondent two had four (4) substitutions of [θ] by /t/ while the third respondent made 6 substitutions of [θ] by /t/. regarding the female respondents’ substitutions of [θ] by /t/, respondent one made six (6) substitutions of [θ] by /t/; the second female respondent made nine (9) substitutions of [θ] by /t/ while the third respondent made twelve (12) substitutions of [θ] by /t/. table 2 substitution of [θ] by /t/ [t] sound 1 4 6 9 12 count count count count count gender male 1 1 1 0 0 female 0 0 1 1 1 the pie chart of figure 2 depicts the percentage of 71 % of the total percentage of the respondents who took part in this study. this percentage shows that the female journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 154 respondents had the first rate of the substitution of the [θ] by /t/ sound. as this sound is considered a challenging sound to them. figure 2 substitution [θ] by /t/ substitution of [ð] by /d/ table 3 showcases the number of total substitutions; the substitution of [ð] by /d/ was done by the male and female respondents who had the same number and the same rate. table 3 showed that two substitutions of [ð] by /d/ were done by one male and one female. in addition, table 3 showed that three substitutions of [ð] by /d/ were done by one male and one female. furthermore, the table showed that four substitutions of [ð] by /d/ were done by one male and one female. table 3 substitution of [ð] by /d/ [d] sound 2 3 4 count count count gender male 1 1 1 female 1 1 1 the pie chart of figure 3 depicts the percentage of 50% of the total percentage of the respondents who took part in this study. this percentage shows that the male respondents as well as female respondents had the same rate of the substitution of the [ð] by /d/sound. as this sound is considered a challenging sound to them. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 155 figure 3 substitution of [ð] by /d/ alveolar liquid [r] sound demographic profile of respondents from the demographic profile of respondents, it was found that out of six (6) respondents, three (3) were male and three (3) were female respondents. all the respondents were undergraduate students at universiti utara malaysia. this study found that respondents pronounced/used the substitution of [l] in position of [r] sound. they showed different pronunciation/mistakes by respondents. substitution of [r] by /l/ respondents pronounced differently regarding alveolar liquid [r] sound: in this variable/ question, the respondents pronounced differently regarding the substitutions of /l/ in terms of [r] sound i.e. three male respondents pronounced [r] sound incorrectly by substitution /l/. though, a female pronounced correctly out of three respondents. table 4 substitution of [r] by /l/ gender male female count count really correct 0 1 incorrect 3 2 as it is shown in table 5, respondents pronounced alveolar liquid [r] sound differently. in this variable/question, respondents pronounced differently regarding the substitutions /l/ in terms of [r] sound i.e. two male respondents pronounced [r] sound incorrectly by substitution of /l/, and only one pronounced correctly though two female students out of three respondents pronounced correctly. table substitution of [l] by /r/ gender male female count count problems correct 1 2 incorrect 2 1 journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 156 as shown in table 6, all respondents pronounced differently regarding alveolar liquid [r] sound. concerning this variable/question, respondents pronounced differently regarding the substitutions of /l/ in terms of [r] sound i.e. three male respondents pronounced [r] sound incorrectly by substitution of /l/. in addition, three female students out of three respondents pronounced incorrectly. table 6 substitution of [r] by /l/ gender male female count count eraser correct 0 0 incorrect 3 3 error description of alveolar liquid [r] sound since the english /r/ does not exist in most chinese dialects, and most of the respondents of english often replaced it with /l/ in the position of [r] sound. about 50 percentage respondents pronounced [l] sound in the position of [r].the reason is that /r/ is very important in the beginning, and it could change the meaning when it is changed to /l/. for example, [rice] will become [lice] and [rust] [lust]. and also it is pronounced in different positions, e.g. [r] (beginning and middle): right; race; really; problem; traffic; frog etc. [r] (end): car; meter; 4. conclusion there are several reasons that influence the pronunciation of english inter-dental fricative [θ] and [ð] and alveolar liquid [r] sounds among chinese learners of english from china. that is, their mother tongue language interfere with english language which is the target language, learner’s age, and the insufficient language knowledge of english phonology and phonetics. however, a particular sound which does not exist in the native language can, therefore, pose difficulty for the second language learners to produce or some times to try to substitute those sounds with similar ones in their mother tongue. these sounds include consonants, such as [θ], [ð] and [r]. therefore, first of all learners have trouble with perceiving these sounds; consequently, they try to find the nearest equivalents to substitute those new sounds. there were several limitations to the study. the first limitation was the size of population. the size of population was small, so the findings could not be generalized to all populations at the same level (under-graduates level). another limitation is very specific subject/sounds. this study’s data were limited to some sounds appeared in only [θ], [ð] and [r] sounds. from the studies, we observed many mispronunciations from the respondents in terms of field of phonetics though we had to focus only three sounds in the whole passage. there is no way to know how the participants pronounce other sounds with deeper analysis. however, this study was still able to identify the participants’ mispronunciation in specific sounds. it is believed that the findings of the present research will contribute to english language educators/mentors/teachers to comprehend the qualities of articulation mistakes and enhance their mindfulness and journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 148—157 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 157 comprehension of the impedance of distinctive sound frameworks on english elocution or pronunciation. references brannen, k. (2002). the role of perception in differential substitution. canadian journal of linguistics – revue canadienne de linguistique, 47, 1–20. brown, a. (1989). giving your students/1. elt journal, 43(4), 294–301 brown, c. (2000). the interrelation between speech perception and phonological acquisition from infant to adult. in archibald, j. (ed.), second language acquisition and linguistic theory. pp. 4-63. oxford: blackwell. flege, je., yeni-komshian, g. h., & liu, s. (1999). age constraints on second language acquisition. journal of memory and language, 41, 78-104. gao, ll. (2005). pronunciation difficulties analysis: a case study – using native language linguistics background to understand a chinese english learner’s pronunciation problem. celea journal, 28(2), 76-84. hattori, k. & iverson, p. (2009). english /r/-/l/ category assimilation by japanese adults: individual differences and the link to identification accuracy. journal of the acoustical society of america, 125, 469-479. pallier, c., colome, a., & sebastian-galles, n. (2001). the influence of native-language phonology on lexical access: exemplar-based versus abstract lexical entries. psychological science, 12, 445 449. rau, d. v., chang, h. a., & tarone, e. e. (2009). think or sink: chinese learners’ acquisition of the english voiceless interdental fricative. language learning, 59(3), 581–621. yihong, g., ying, c., yuan, z., & yan, z. (2005). self-identity changes and english learning among chinese undergraduates. world englishes. yiing, i. (2011). an analysis of pronunciation errors in english of six utar chinese studies undergraduates. faculty of arts and social science, (universiti tunku). yiing, i. (2011). an analysis of pronunciation errors in english of six utar chinese studies undergraduates. faculty of arts and social science, (universiti tunku). zhang, y. (2009a). a study of pronunciation problems of english learners in china. asian social science. zhang, y. (2009b). a study of pronunciation problems of english learners in china. asian social science. microsoft word 4. jun2019yuliananingsih-polikalsel.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 29 improving speaking fluency using video vision yuliana ningsih1 adhiela noer syaief2 politeknik negeri tanah laut, kalimantan selatan1,2 email: yuliananingsih@politala.ac.id1 email: adhielanoersyaief@politala.ac.id2 abstract this study aims to investigate the use of video vision to improve students' english-speaking skills at politeknik negeri tanah laut. this research is action research conducted in two cycles with a subject of the 4th semester of the mechanical engineering department of politeknik negeri tanah laut in the course of ‘english for communication’, academic year 2017/2018 with total 22 students. the data source is the result of an englishspeaking skill test conducted at the end of each cycle. the data were analyzed quantitatively and quantitatively to determine the improvement of englishspeaking skills in the learning process on the implementation of the video vision on machine technology in the classroom. the findings showed that there was an increase of learning process, from classical mastery in cycle 1 and the average absorption in cycle 1, after continued cycle 2 and the result of classical mastery average absorption also increased in the category ‘good’. based on the results revealed that these learning media give a change in the learning process to improve students' english-speaking skills in the classroom by applying video vision. keywords: learning media, speaking skills, learning process journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 30 1. introduction the process of speaking involves three things: the speaker, the information to be conveyed, and the listener. these three things can also be the effect of success or failure for one's speaking skills. nurjamal et al. (2011: 4) explain that the truth of speaking can be said to be easy and difficult. the important thing it is as long as we master what we will talk about. arsyad (2007: 6) stated that learning media have several terms including listening devices, instructional material, audio-visual communication, visual education, educational technology, props, and explanatory tools. video vision on machine technology is a learning model for conveying a process of several automotive engine working methods that are contained in video vision on machine technology, which the video can measure the ability of students to absorb information directly and convey the process of how it works by using english especially speaking skill. the video provides an overview of some of the workings of the machines that they have learned in majoring mechanical engineering because ideally, machine students must know the process of working. so, from this video vision on machine technology is expected to make it easier for students to deliver it in english especially speaking skill, and their ability to speak english will also increase. based on the description of the background, the problem of the research is: is the use of video vision media able to improve the english-speaking skills of mechanical engineering’s students of politeknik negeri tanah laut? in accordance with the problem of research described above, the purpose of this study is to improve englishspeaking skills of students of mechanical engineering majoring of politeknik negeri tanah laut by utilizing video vision. the results of this study are expected to provide benefits both practical and theoretical. theoretical benefits; as a study material for increasing english-speaking skills for students, as an alternative solution for educators to overcome various difficulties in teaching related to learning media, and as a reference for future research. practical benefits: the benefit for students is to be able to improve their speaking skills, especially english, the benefit for students is the increasing insight into teaching english, for institutions, this research can be used as input for institutions and related institutions in compiling and implementing guidance programs for students. according to maxom (2009: 183) speaking is the most important skill in teaching english to be mastered in school. through speaking, students can express their ideas, feelings, and desires to others. in schools or colleges, the students learn to speak english more easily because there are teachers or lecturers and they are friends who can be facilitators and their partners to practice english. izzan (2007: 1) added that english as a second language and an international language is widely used in all countries in the world. he said that english was used in almost every aspect of our lives, such as in science, education, technology, business, and news. when educators ask students to say something about their opinions, most of them feel insecure about expressing it. they are embarrassed to make mistakes in speaking english. piccolo (2010) said that one speaking problem faced by students occurred because they were worried about making mistakes, accepting criticism or losing faces in front of the classroom. based on the explanations above, the impact is they are silent and do not participate in activities related to english. students who feel trial anxiety consider foreign language processes, and especially oral production, as a test situation, not try to journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 31 take the opportunity to communicate and improve skills. so, from that the researcher believes that if students are unattractive, it does not matter what the educator or the best way to teach it; in the long run, it will be a waste of time taken for granted and there must be more than one way to develop oral production smoothly, a way for students to express themselves verbally in their own words, not merely memorizing. according to sanjaya (2007: 162), direct experience is, of course, a very useful for the learning process, because it conducted in order to misconception can be avoided. in addition to the benefits of direct experience obtained, the use of learning media can clarify the information that will be delivered by educators to students. besides the benefits that can be taken based on the use of learning media according to arsyad (2007: 25—27), the practical benefits of using learning media in the teaching and learning process are as follows: (1) learning media can clarify the conveying of messages and information so it can facilitate in fluency and improve learning processes and learning achievements, (2) learning media can improve and direct students’ attention so that it can lead to motivation to learn, direct interaction between students and their environment, and the possibility of students to learn on their own according to their abilities and interests, (3) learning media can overcome sense limitations, space and time, (4) learning media can provide students with similar experiences about events in their environment. the use of learning media provides many benefits in the learning process. however, the benefits of using learning media depend on the characteristics and capabilities of the media used in the learning process. this causes grouping or classification according to the similarity of characteristics or the characteristics (sadiman, 2008: 19). bertz (in sadiman, 2008: 20) stated that the types of media including audio media, visual media and audio-visual media. the criteria for selecting learning media must be developed in accordance with the objectives to be achieved, the conditions and limitations that exist by considering the abilities and characteristics (characteristics) of the media concerned (sadiman, 2008: 85). video vision as a learning media to improve english speaking skills is an audiovisual media that displays the process of how the machine works accompanied by the sound of the instrument. video vision on machine technology that contains images and sounds can be stored on a video compact disc. sadiman (2008: 294) argued that in addition to store the image and sound information on magnetic tape, there is one more system, namely storing image and sound information on a disc. arsyad (2007: 36) added that vcd (video compact disc) is a storage and video recording system in which audio-visual signals are recorded on plastic disks, not on magnetic tape. furthermore arsyad (2007: 49) argued that video can increase students' basic motivation and experience. video vision on machine technology, which is the video contains the workings of the engine which has relation with students’ daily life in college, the mechanical engineering. from the contents of the video, namely the machine work process that has become their knowledge and also one of their interests in the machine. so, from the interest in the machine, the video vision on machine technology that contains the work process of the machine is able to motivate students to convey something even some of the processes contained in the video because the content of the video is something they know. that's where the proponent's strategy is to make students have the desire to convey the contents of the video using english (speaking in english) smoothly. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 32 2. method this research was conducted in the fourth semester of mechanical engineering majoring, politeknik negeri tanah laut, which is the even semester from january to june 2018, dealing with 22 students. this study uses an action research design. classroom action research is research conducted by teachers in classrooms or in schools where they teach, with an emphasis on improving or enhancing learning practices and processes (susilo, 2007: 16). according to basrowi and suwandi (2008: 34—40), the characteristics of classroom action research include an inquiry on practice from within, a collaborative effort between school teachers and teacher educators, a reflective practice made. research techniques applied here the stages, namely planning, acting, observing and reflecting (ahmad in rozak, 2011: 27). these stages can be described as follows. 1. planning, before making observations or observations needs to be held planning carried out in general and specifically. general planning includes: a. a form of action in research according to goals and problems. b. formation of student groups planned according to the techniques used in each cycle. c. courses are prepared and developed based on courses in the fourth semester and in accordance with the research actions and direction to be achieved. d. making the appropriate instrument is documenting the conditions during the study. e. the challenge of the success measurement format is to see the success of the research in process and results. 2. acting, at this stage of implementation, the researcher gives students class action, namely applying practical material machine technology videos to the english for communication course. 3. observing, at this stage the researcher conducts observations carried out together with the implementation of the action. 4. reflection, after making classroom observations, the researcher and lecturer who teach in the class reflects and conclude what has happened and can decide for the next action, whether the action is stopped or continued. following is the procedure scheme for implementing classroom action research according to ahmad hp (in rozak, 2011: 27). the techniques used to collect the data above include: 1. observation. observations are made to monitor the process and impact of learning needed to organize corrective measures to be more effective and efficient (amir, 2007: 134). 2. questionnaire (questionnaire) 3. interview. interviews are conversations with specific intentions. 4. test. the test in this study is used to determine the progress or success of the implementation of the action in the form of a test to convey something that has been shown before through the video that is the performance test. 5. document. documents are data sources that often have important positions in qualitative research. slamet and suwarto (2007: 53) explained that documents are written material or film used as data sources. data validity is the truth of the research process. the validity of the data is accounted for and can be used as a strong basis in drawing conclusions. burn (in basrowi and suwandi, 2008: 122—123) suggested that the five validity criteria in journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 33 action research include: democratic validity, outcome validity, process validity, validity of the catalyst, dialogical validity. this study used democratic validity because it deals with the level of truth of collaborative research and accepts multiple input. democratic validity is intended as proof that the data obtained by the researcher are in accordance with what actually happened in the field of the research. 3. results and discussion data analysis is an effort (process) to select, sort, discard and classify data as expected. data analysis was carried out from the beginning to the end of the data collection activities. data analysis techniques used in analyzing quantitative data from the results of student learning tests to determine the percentage of completeness learning can be seen below. individual absorption (dsi): individual absorption = (student achievement score)/(maximum score question) x 100%. a student is stated to have completed learning if the percentage of individual absorption is at least 70 (ranya, 2014: 19). classical learning completeness (kbk): classical learning completeness = (number of students completed)/(total students) x 100%. a student completes if the percentage of classics achieved at least 80 (ranya, 2014: 19). classical absorption (dsk): classical learning completeness = (total score of participant)/(all ideal score ) x 100%. a class is stated that completeness in learning to if the percentage of classical absorption is at least 70 (ranya, 2014: 19). analysis of qualitative data from observational data on students activities following learning with modeling strategies was analyzed by percentage techniques using the formula based on ministry of education and culture 2004 (in ranya, 2014: 19) as follows: average value = (total score indicator)/(maximum score) x 100%. the success criteria for the action are as follows: nr ≥ 90 % : very good 5 75% ≤ nr <90% : good 4 55% ≤ nr <75% : enough 3 35% ≤ nr <55% : poor 2 nr <35% : very poor 1 based on the results of the study, quantitative data showed that students learning achievement are in the form of the percent and the average value obtained from the final results from the cycle i, and the final test cycle ii. furthermore, the data is compared to determine the increase in students in speaking at each treatment which is conducted. the evaluation of student test results in cycle i the results of the observations for students’ activity in the first cycle showed that the percentage of achievement in the category enough that was 60%, it meant that it needed evaluation in the management of learning in order to get maximum results. while the results of the students’ questionnaires showed that in the application of video vision on machine technology students expressed strongly agree as much as 73%, agree journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 34 26% and there was 1% stated disagree. the results of the questionnaire stated that the application of instructional media and this video-vision had a positive impact on students and lecturer. students feel interested and enjoy the interaction process in class, especially when speaking something they understand their knowledge with its own uniqueness explained and conveyed in english. they also feel happy because the videos contained in the video are work processes that they already know from the course taken in the thing of mechanical engineering, it is special challenges in the delivery of using english. because of their high willingness, so the results are maximized. but when the problem is related to talking critically and creatively they find it difficult because it takes a special time in applying it, they are only able to explain something based on the video. the following data are the results of student speaking tests in the first cycle: score 382 maximum score 550 individual completeness 12 students classical completeness 54.54% average absorption 69.45 % the results of monitoring the evaluation of students in the first cycle showed that the results of student achievement where most students were still awkward and felt ashamed to speak especially to those who were classified as low-ability students. they are difficult to convey ideas or responses based on the video because they feel they are unable to compete with smart students. in this first cycle, classical completeness obtained a percentage of 54.54%, and the average absorption rate was 69.45%. based on the data, only students who are classified as smart receive this percentage. reflection in cycle i the activity carried out at this stage is collecting data obtained at the test stage of student learning achievement. based on data analysis, reflection is carried out to see deficiencies that occur during the learning process. deficiencies that occur in the first cycle will be corrected in the next cycle. based on the results of the evaluation during the implementation of the first cycle of action there are several important things that need to be improved in managing to learn, namely; giving guidance when students do simulations is still low, students have not dared to appear in front of the class, student learning achievement both individual and classical are still low. based on weaknesses and shortcomings, in the first cycle, researchers can improve in order to it will not occur again in the second cycle. the evaluation of student test results in cycle ii observations in the second cycle only continue and evaluate the results of the first cycles, the shortcomings in the learning process can be overcome by visible changes in improvement. the percentage of student activeness in the second cycle is 91%. so, the results of observations of student activities experienced a percentage journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 35 increase, from the first cycle only reached 60%, increased to become 91% in the second cycle. the following data are the results of student tests in the first cycle: score 440 maximum score 550 individual completeness 19 students classical completeness 86.36 % average absorptive power 80% from the evaluation of the data, students speak english based on video vision on machine technology which is a video that contains the machine work process in the second cycle and obtained results were 22 students, 19 students who completed or classical completeness reached 86.36% and the average absorption students by 80%. this shows that the ability of students of mechanical engineering to speak english can be improved by utilizing video of machine technology. reflection cycle ii from the results of the final test evaluation in the second cycle, it can be seen that the actions conducted by the researcher have been maximized. it can be seen from the acquisition of classical completeness which has increased from 54.54% in the first cycle to 86.36% in the second cycle. from 22 students who took the final test completed by the individual in the first cycle are 12 students, in the second cycle rose to 19 students. the average absorption in the first cycle was 69.45% to 80% in the second cycle. based on the description above it can be concluded that deficiencies that occur in the first cycle can be overcome in the second cycle. therefore, learning english especially speaking activities of students by utilizing video vision on machine technology for students of mechanical engineering department has succeeded and no longer needs to be continued in the next cycle. the indicator of the success of research with this strategy, if the individual completeness of students has reached 70, classical completeness has reached 85% and the average absorption rate of 75%. the use of video of vision on machine technology which contains video the working process of engine as a media for english language learning, especially speaking skill for students with results achieved in two cycles can improve english speaking skills of students, especially the mechanical engineering department, politeknik negeri tanah laut. the evaluation results of students' ability to speak english in the first cycle with simulation techniques from 22 students, there were 12 students who completed, the percentage of classical completeness was 54.54, and the average absorptive of 69.45 in the second cycle increased from 22 students who took the test and 19 students who completed, the percentage of classical completeness became 86.36 and the average absorption capacity became 80. based on the description above, it can be concluded that the ability of students in learning english, especially speaking english, which is intended for video technology in the fourth semester of the mechanical engineering department, politeknik negeri tanah laut, can be improved using simulation techniques. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 29—36 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 36 4. conclusion teaching and learning activities by utilizing videos vision on machine technology machine have a positive impact in an effort to improve students’ learning achievement and activity. this can be seen by the increase in completeness and absorption of students in each cycle, namely in the first cycle completeness was only 54.54%, in the second cycle rose to 86.26%. the average absorption rate in the first cycle was 69.45%, in the second cycle, it increased to 80%. while the activeness of students in the application of videos of vision on machine technology also changed from the first cycle reached 60% to 91% in the second cycle. it shows that video vision on machine technology is able to improve students' speaking skills, especially the mechanical engineering department of politeknik negeri tanah laut. references amir. (2007). dasar-dasar penulisan karya ilmiah. surakarta: uns press. arsyad, a. (2007). media pembelajaran. jakarta: pt raja grafindo persada. basrowi dan suwandi. (2008). prosedur penelitian tindakan kelas. bogor: galia indonesia. iriance, i. (2018). improving speaking ability of the students of smk kelautan dan perikanan negeri 12 medan labuhan by implementing role play technique. journal of applied studies in language, 2(1), 88-95. doi:10.31940/jasl.v2i1.892. joni, daaw. & wirastuti, igap. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9. doi:10.31940/jasl.v2i1.808 izzan, a. (2007). how to master english. jakarta: kesaint blanc maxom, m. (2009). teaching english as a foreign language for dummies. west miles, m. b. dan huberman, a.m. (2007). analisis data kualitatif, buku sumber tentang metode-metode baru. jakarta: universitas indonesia press. nurjamal, d., warta, s., & riadi, d. (2011). terampil berbahasa. bandung: alfabeta. piccolo. (2010). teaching speaking to english second language students. sussex: john willeyv. ranya, z.a. (2014). meningkatkan hasil belajar siswa dalam pembelajaran ipa pokok bahasan panca indera dengan menggunakan metode demonstrasi pada siswa kelas iv sdn pusungi. sadiman, a. s. (2008). media pendidikan: pengertian, pengembangan, dan pemanfaatannya. jakarta: raja grafindo persada. sanjaya, w. (2007). strategi pembelajaran berorientasi standar proses pendidikan. jakarta: kencana. slamet dan suwarto. (2007). dasar-dasar metodologi penelitian kualitatif. surakarta: uns press. subiyanto, p, suciani, nk, aryana, inr, sukerti, gna, & sitawati, aar. (2018). learning and growing: an alternative strategy to teach english. journal of applied studies in language, 2(2), 170-175. doi:10.31940/jasl.v2i2.1080 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 176 analysis of effective sentences in the scientific papers of the students of politeknik negeri bali i nyoman mandia1 i nyoman sukra2 jurusan akuntansi, politeknik negeri bali, indonesia1,2 email: nyomanmandia@pnb.ac.id1 abstract – this study aims to determine the use of indonesian sentence patterns and the level of effective use of indonesian sentence in scientific papers of students of the diploma program iii of politeknik negeri bali. the method in this research is a qualitative method, while the method of collecting data in the form of documentation with qualitative descriptive analysis. from the results of effective sentence analysis can be mentioned: (1) the use of effective sentences in scientific papers students diploma program iii shows the average value in each sample of 73.85, the highest value of 90.00 and the lowest of 43.48; (2) the use of effective sentences for each department indicates: accounting department 80,53, civil engineering department 76.07, administration department 75.80, tourism department 72.44, electrical engineering department 71.95, and mechanical engineering department 71.22; (3) the results of the study in each study program group can be described: accounting department 80.53, upw 79.70, information systems department 79.04, mechanical engineering department 77.70, civil engineering department 76.07, administration department 75.80, hospitality 67.14, electrical engineering department 66.04, and tptu 64.75; (4) and the results the study of effective sentence type indicate errors such as parallelism 142, efficiency 114, correspondence 61, austerity and parallelism 15, parallelism and correspondence 15, and logicality 3. based on the results of this study, it can be concluded that the ability of effective sentences of the students is quite good. keywords: effective sentences, sentence pattern 1. introduction indonesian language teaching materials at vocational education levels contain the basics and tools that support student competence in writing scientific papers. the expected results of students who have taken indonesian language teaching are good and correct indonesian language skills as the main support of students' skills in carrying out their scientific tasks. these mailto:nyomanmandia@pnb.ac.id journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 177 skills, abilities and the like refer to the ability to use scientific standards of indonesian language in scientific writing. so, the focus point is not on scientific writing, but on the use of standardscientific variants to write scientific papers. in general, the indonesian teaching material includes several things that need to be considered, namely: (1) explanation of spelling and use (2) use of diction or appropriate choice of words, (3) use of effective sentences and sentences, (4) use of coherence paragraphs (5) the form of scholarly planning, starting from the global one and then narrowing down to the discussion of scientific works, (6) how to edit scientific papers and conventions in scientific writing. in addition to the things about the writing procedure, there should also be a presentation or discussion as a form of implementation and use of spoken language. the sentence element is a syntactic function which is also called the position of the word or role of the word, namely subject (s), predicate (p), object (o), complement (c), and adverb/description (adv). the standard indonesian sentence consists of at least two elements, namely s and p. other elements (o, p, and adv) can be required to be present, or not required to be present in a sentence (sugono, 2009: 25). according to akhadiah (2003: 116), effective sentences are true and clear sentences that will be easily understood by others correctly. in other words, if a sentence has been able to convey the author's intent so that the reader understands the author's intent then the sentence can be said to be effective. this is in line with the opinion of arifin (1989: 70), who says that effective sentences are sentences that can represent the writer's ideas or thoughts appropriately and are automatically accepted by the reader in accordance with the author's intent. another definition, effective sentences are sentences that can express the speakers '/ writers' intentions correctly so that the intentions can be understood correctly by the listeners/readers as well. in other words, effective sentences are sentences that can achieve their goals well as a communication tool. effective sentences have the right diction (word choice), do not experience phrase contamination, according to standard indonesian (eyd), both punctuations writing and word writing (putrayasa, 2016: 15). in addition, the effective sentence also has six effectiveness conditions, namely the existence of unity, cohesion, parallelism, accuracy, frugality, and logic. another thing, from the results of daily tests working on sentences, the average class in the d3 program of politeknik negeri bali students only reached 6.6, still classified as c and b, so it needs to be improved to get a more satisfying score. however, there is no doubt that there are some students who get a score of 8.5 and there is also a score of 3.5. in addition, in terms of composing writing/discourse exercises, many works of students have not applied punctuation, the right choice of words (diction), sentence structures that have not met the standard criteria, and the use of absorption elements have not fulfilled the correct way of absorbing words and terms. in accordance with the guidelines for writing up absorption elements from both foreign languages and regional languages. the tendency to use a less standard sentence rule for some students can threaten the survival of a good and true indonesian language in the community, even though the language is one of the national identities that should be maintained by the whole community. in connection with this matter, a study entitled effective sentence analysis is needed in the scientific writing of the students of politeknik negeri bali. this research will have a very positive impact, which is to make it easier for lecturers to understand the student's writing, especially scientific papers. the results of the study at least give signs to students to reduce the use of sentences that are not in accordance with the indonesian sentence pattern. so, through the results of research, a lecturer develops material that will be taught to his students. through the support of relevant research results, the insight of a student is also increasingly directed. this certainly can support a student to have the ability to be an innovative and creative figure in answering the challenges of his future development. based on this background, the formulation of the problem in this study is as follows. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 178 1. what factors cause errors in writing effective sentences? 2. how is the application of effective sentences for students of politeknik negeri bali? the purpose of this study was to determine the level of use of indonesian sentence patterns in the scientific papers of students of the politeknik negeri bali diploma iii study program, the level of effective use of indonesian sentences, and to know the factors that cause effective sentence writing errors. 2. method the research with the title effective sentence analysis in students scientific writing of politeknik negeri bali studied in a qualitative approach. moleong (2007: 7) states that qualitative research is a research method that prioritizes processes rather than results. descriptive method is done with the intention that the data collected is not processed in words but rather prioritizes the depth of appreciation of the issues discussed. data collected using content analysis with the aim of analyzing patterns of error in using effective sentences in students' scientific writings. in addition, this study is in accordance with several characteristics of qualitative design, namely: (1) natural setting, (2) humans as tools (instruments), (3) qualitative methods, (4) inductive data analysis, (5) theory from the bottom and (6) descriptive (moleong, 1996: 4-6). qualitative approach research reveals information about the object of research as a whole and in accordance with the context through collecting data from natural settings by utilizing the researcher as a key instrument (dwiloka and riana, 2005: 65). this section clearly describes the types of data collected, data sources, and techniques used in collecting the data. this research data is in the form of student's scientific writing in the form of final assignment of 2017 of politeknik negeri bali. the required sample is 50 scientific papers for diploma iii students in 2017. the population is the whole subject of research (arikunto, 2010: 52). the research population is also presented as a group of interesting researchers to generalize the results of research, or research subjects as a set consisting of people, animals, plants or objects that have similar properties. (sugiono,1994: 97). based on this, the population in this study is all scientific papers in the form of final assignments for students of diploma iii program in 2017, totaling 512 papers. 3. results and discussion 3.1 error factors in effective sentences in the results and discussion, this is described as the application of effective sentences and factors that cause errors in writing effective sentences. data obtained from a summary of diploma iii student scientific papers, which are indicated by student sentences and not quotations, so that the data is adapted in large part by the students' own sentences. in this discussion presented the errors of student sentences viewed from (1) equivalence, (2) parallelism, (3) assertiveness, (4) frugality, (5) accuracy, and (6) logic. (1) setiap workstation harus dihubungkan dengan penghubung yang terpusat atau yang disebut konsentrator. each workstation must be connected to a centralized connector or a concentrator. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 179 (2) masing-masing komputer tidak saling berhubungan, yang terhubung dengan hub dengan kabel terpisah. each computer is not interconnected, which is connected to a hub with a separate cable. (3) peer to peer adalah suatu model dimana tiap komputer dapat memakai resource pada komputer lain atau memberikan resource-nya untuk dipakai komputer lain. peer to peer is a model where each computer can use resources on another computer or provide resources for other computers. (4) fungsi pada setiap jaringannya memiliki peranan yang berbeda-beda pada setiap jaringannya dari mulai jaringan office digunakan untuk memberikan jaringan internet ke perangkat komputer atau micros, yang terdapat pada setiap bar, restaurant dan office pada setiap departemen. the functions of each network have different roles in each network from the start of the office network used to provide internet networks to computer devices or micros, which are found in every bar, restaurant and office in each department. (5) tujuan penelitian adalah mempermudah para pengguna laptop yang berada di sekitar area office, restaurant dan bar sehingga dapat memperoleh informasi yang di butuhkan dengan cepat dan akurat dengan mengoptimalkan hotspot yang telah tersedia. the purpose of this study is to make it easier for laptop users who are around the office area, restaurant and bar so that they can obtain the information needed quickly and accurately by optimizing available hotspots. in terms of the placement of the subject and predicate, the sentence number (1) is correct, but in the use of the word group is associated with a link, causing waste. thus, the sentence (1) is more correctly written: setiap workstation harus terpusat pada konsentrator (each workstation must be concentrated on the concentrator). likewise the sentence (2) is written: masing-masing komputer tidak saling berhubungan, yang terhubung dengan kabel terpisah (each computer is not interconnected, which is connected to a separate cable), the logic of the language is not correct. each computer is not interconnected, but followed by the connected one. thus, the sentence will be more accurately written: masing-masing komputer saling terhubung dan tidak saling terhubung (each computer is connected and not connected to each other). sentence (3) will be more commensurate if the word ‘di mana’ is omitted. sentences (4) will be economical when written with fungsi pada setiap jaringannya memiliki peranan yang berbeda-beda pada setiap jaringannya dari mulai jaringan office untuk memberikan jaringan internet ke perangkat komputer atau micros (functions on each network have different roles in each network from the start of the office network to provide internet networks to computer devices or micros), while the sentence (5) will be more appropriate when written: tujuan penelitian ini adalah mempermudah para pengguna laptop yang berada di sekitar area office, restaurant dan bar sehingga dapat memperoleh informasi dengan cepat dan akurat dengan mengoptimalkan hotspot (the purpose of this research is to make it easier for laptop users around the office, restaurant and bar area so that they can obtain information quickly and accurately by optimizing hotspots). journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 180 (6) sedangkan pengertian sistem menurut andri kristanto (2008: 1) adalah sistem merupakan jaringan kerja dari prosedur-prosedur yang saling berhubungan, berkumpul bersama-sama untuk melakukan suatu kegiatan atau menyelesaikan suatu sasaran tertentu. while the definition of the system, according to andri kristanto (2008: 1), is a network of procedures that are interconnected, gathered together to do an activity or complete a particular goal. sentence (6) begins with the word sedangkan ‘while’, a word placement that is not appropriate. writing the word sedangkan ‘while’ in the right one is generally to continue the main sentence in a compound sentence, or express a conflict relationship. thus, the right sentence on sentence (6) is pengertian sistem menurut andri kristanto (2008: 1) adalah, sistem merupakan jaringan kerja dari prosedur-prosedur yang saling berhubungan, berkumpul bersama-sama untuk melakukan suatu kegiatan atau menyelesaikan suatu sasaran tertentu (the definition of the system according to andri kristanto (2008: 1) is a network of procedures that are interconnected, gathered together to carry out an activity or complete a particular goal). (7) kualitas informasi ditentukan oleh bagaimana informasi tersebut memotivasi manusia untuk bertindak dan memberikan kontribusi (sumbangan) terhadap pembelian keputusan yang efektif. the quality of information is determined by how that information motivates people to act and contribute to effective purchasing decisions. sentence (7) can be paralleled into: penentuan kualitas informasi adalah bagaimana informasi tersebut memotivasi manusia untuk bertindak dan memberikan kontribusi (sumbangan) terhadap pembelian keputusan yang efektif. (8) pada pt. jenggala keramik bali proses manajemen aset masih dilakukan secara manual, menggunakan perangkat lunak ms. excel dalam bentuk daftar inventaris aset. at pt. the jenggala ceramics bali asset management process is still done manually, using ms software. excel in the form of an asset inventory list. sentence (8) will be more effective if paralleled at pt jenggala ceramics bali, the asset management process is still carried out manually, using ms software. excel in the form of an asset inventory list. (9) tujuan dari pembuatan sistem informasi ini agar dapat memudahkan perusahaan melakukan penatausahaan aset yang dimiliki secara benar dan efisien, baik dari segi waktu, tenaga, dan biaya. the purpose of making this information system is to make it easier for companies to administer assets that are owned correctly and efficiently, both in terms of time, energy and costs. in order, for sentences (9), to be parallel, it should be written: tujuan pembuatan sistem informasi ini agar dapat memudahkan perusahaan melakukan penatausahaan aset secara benar dan efisien, baik dari segi waktu, tenaga, dan journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 181 biaya (the purpose of making this information system is to make it easier for companies to administer assets correctly and efficiently, both in terms of time, energy and costs). (10) hasil akhir dari penelitian ini adalah dihasilkan program berbasis web yang dapat membantu dalam proses manajemen aset di pt. jenggala keramik bali. the final results of this study are generated web-based programs that can assist in the asset management process at pt. jenggala ceramics bali. sentences (10) can be more economical when it is written as follows: hasil akhir penelitian ini adalah program berbasis web yang dapat membantu dalam proses manajemen aset di pt. jenggala keramik bali (the final result of this research is a web-based program that can assist in the asset management process at pt. jenggala ceramics bali). factors that cause errors in writing sentences are effective, indicating errors in the form of parallelism 142, economical 114, equivalence 61, frugality and parallels 15, parallelism and equivalence 15, and logic 3. the high error in terms of parallelism and economical is due to writing and those who are considered the same and often make repetitive words that become wasteful. figure 1: graph type effective sentence error 3.2 effective sentence application a. effective sentence value based on sample amount sentences that are targeted vary from all chapters in the student final project. of the 50 samples taken, the highest score was 90.00 and the lowest was 46.15 with an average value of 73.85 classified as quite good. the following table shows the effective sentence value acquisition based on the number of samples. table 1: effective sentence values based on samples sam ple targe ted sente nce wro ng cor rect valu e sam ple targe ted sente nce wro ng co rre ct value 1 33 5 28 84.85 26 26 7 19 73.08 2 40 5 35 87.50 27 15 5 10 66.67 3 25 7 18 72.00 28 50 5 45 90.00 4 28 7 21 75.00 29 40 7 33 82.50 5 29 5 24 82.76 30 24 7 17 70.83 6 23 6 17 73.91 31 15 4 11 73.33 7 40 6 34 85.00 32 46 6 40 86.96 8 39 7 32 82.05 33 37 8 29 78.38 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 182 9 50 11 39 78.00 34 23 7 16 69.57 10 54 10 44 81.48 35 25 4 21 84.00 11 22 9 13 59.09 36 27 8 19 70.37 12 30 8 22 73.33 37 26 6 20 76.92 13 42 8 34 80.95 38 26 8 18 69.23 14 38 5 33 86.84 39 13 7 6 46.15 15 24 7 17 70.83 40 26 12 14 53.85 16 43 7 36 83.72 41 23 5 18 78.26 17 28 6 22 78.57 42 25 6 19 76.00 18 21 7 14 66.67 43 20 7 13 65.00 19 42 5 37 88.10 44 15 6 9 60.00 20 41 7 34 82.93 45 37 8 29 78.38 21 28 7 21 75.00 46 23 9 14 60.87 22 23 13 10 43.48 47 25 9 16 64.00 23 26 8 18 69.23 48 20 7 13 65.00 24 20 5 15 75.00 49 25 8 17 68.00 25 37 10 27 72.97 50 29 7 22 75.86 average 29.74 7.08 22. 6 73.85 b. effective sentence values based on departments at the politeknik negeri bali, there are six departments, namely the department of civil engineering, mechanical engineering, electrical engineering, accounting, commerce administration, and tourism. the use of effective sentences for each department shows values: accounting department 80.53, civil engineering department 76.07, business administration department 75.80, tourism department 72.44, electrical engineering department 71.95, and mechanical engineering department 71.22. figure 2: graph effective sentence values based on majors c. effective sentence value based on study program in addition to the department, there are nine study programs. assessment results in each study program group can be described: accounting 80.53, upw 79.70, information system 79.04, mechanical engineering 77.70, civil engineering 76.07, business administration 75.80 hospitality 67.14, electrical engineering 66.04, and tptu 64.75. figure 3: graph effective sentence values based on study program journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 183 4. conclusion based on the description of the previous chapters, it can be concluded as follows. factors that cause errors in writing sentences are effective, indicating errors in the form of parallelism 142, economical 114, equivalence 61, frugality and parallels 15, parallelism and equivalence 15, and logic 3. the high error in terms of parallelism and savings is due to writing the form of men and who are considered the same and often make repetitive words that become wasteful. from the effective sentence analysis shows good results, this can be seen from the average acquisition value of 73.85 with details, the highest score of 90.00 and the lowest of 43.48. the hope of getting good and correct indonesian language skills especially in the use of effective sentences for students of the politeknik negeri bali needs real steps from lecturers, departments, institutions, in this case, politeknik negeri bali, as well as the government. therefore, the output of this study, which is in the form of a standard glossary, can be used by the politeknik negeri bali students in making scientific 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"effective sentence use error analysis in the description of students in grade viii of state junior high school 4 penuba lingga 2013/2014 academic year, department of indonesian language and literature education, faculty of teacher training and education raja ali haji tanjungpinang maritime university 2014" e-journal article. moleong, l. j. (1996). qualitative research methodology. bandung: pt remaja. rosdakarya, putrayasa, i g. n. k. (2016). indonesian sentence types and patterns. denpasar: indonesian literature department, faculty of literature and culture, udayana university ramadhanti, d. (2015). use of effective sentences in student scientific work: semantic application case study of class xi students of state vocational high school 2 gumanti valley. gramatika journal: journal of indonesian language and literature education. vol 1, no. 2, 2015. ri ministry of national education's language development and language development center. (2000). general guidelines for improved indonesian language spelling and terms of formation guidelines. riswati. (2015). "use of effective sentences in student scientific writing institute of domestic governance campus jatinangor jalan ir. soekarno jatinangor-sumedang". language check journal volume 1. rusmiyanti, w. (2016). analysis of effective sentence usage in the essay of class xi students' descriptions of state palm oil 1 and its relevance as teaching material in indonesian language learning in vocational schools. thesis of uns-fkip major indonesian language educationk.1212072. sudaryanto, et al. (1991). various methods of language analysis techniques. yogyakarta: ambassador sugiyono. (2011). educational research methods, quantitative approach, kuliatatif, and r & d. bandung: alfabeta. sugono, d. (2009). proficient in indonesian language correctly. jakarta: gramedia main library. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 176—184 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 184 umami, r. (2015). use of effective sentences in speech text, class x students of katibung public high school lampung, south 2014/2015 academic year, word journal (language, literature, and learning), february 2015. microsoft word 10. jun2019-puspita candra-sitba.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 81—90 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 81 the interpretation of verbal and visual signs in the education advertisements komang dian puspita candra1 iga vina widiadnya putri2 stiba saraswati denpasar1,2 email: miss_puspita@yahoo.com1 email: vina.ayu422@gmail.com2 abstract the existence of an advertisement can be inextricably linked to verbal and nonverbal signs and it also appeared in education advertisement, especially for submission new university students that used by an educational institution as a form of promotion. a good advertisement will consider the use of a verbal and nonverbal sign, so that, prospective students understand the meaning of signs that will be transmitted by the advertisers. the widespread phenomenon is about the ability of people to understand the advertisements. prospective students sometimes will have difficulty to catch the meaning of an advertisement. this study is semiotic research by using advertisement of submission of new students in indonesia as the data source. this study was conducted to find out the types of signs and the meaning behind the series of a sign that appeared in the advertisements, so that they can be known whether the advertisements have used a sign in accordance or not. in an effort to data collection, observation with notetaking technique was applied in the research methodology. then data were analyzed qualitatively using the theory of semiotic (barthes, 1998), theory of meaning (leech, 1974) and several supporting theory such as theory of english advertising (leech 1966) and pierce (2007), the sign and images and theory (cazanave, 2000) about the colour. the results of the analysis found that the advertisements have been using a verbal and visual sign in well proportioned. verbal sign consists of linguistic features such as the used of verb and adjective dominantly in lexical choice. there were four types of sentence structure found namely declarative, interrogative, imperative and exclamatory sentence. it also used figurative language and abbreviation which has a correlation with the context. besides the conceptual meaning to give information, from the sign there was also a hidden message behind it. a visual sign consists of symbol, icon, index and colour that make different reaction for every advertisement. these signs have an important role in conveying the purpose of advertisers such as to persuade, command and give some information to the public. it can be said that the use of verbal and visual aspects in these advertisements are in a right combination. key words: non-verbal sign, conceptual meaning, verbal-visual meaning journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 82 1. introduction advertising is defined as a message that offers products intended for the community through the media (kasali, 1995: 9). advertisement are designed and displayed as attractive as possible without omitting the important messages contained in the ad. the language of advertising must be persuasive and interesting to influence the reader. the language used is a short, clear, solid language effective and can affect the customers. to be more attractive, advertising is also supported by the use of colours, illustrations and logos. the existence of an advertisement can be inextricably linked to verbal and nonverbal signs; this case also appeared in education advertisement, especially for submission new university students that used by the college as a form of promotion. a good advertisement will consider the use of verbal and nonverbal sign, so that, prospective students understand the meaning of signs that will be transmitted by the advertiser. different forms of advertising with other types of text make advertising very important to research. the images, colour, sign, words and phrases contained in the advertisement are included in the verbal and non-verbal markings that require a deeper study in order to better understand about the meaning of an advertisement. this study was conducted to find out the types of signs and the meaning behind the series of a sign who appeared in the advertisement, so that it can be known whether the advertisements have used a suitable sign in accordance or not. 2. method the data were taken from advertisements of submission for new university students in indonesia. there were 80 data in the form of brochure, billboard and downloaded advertisement from the website of each university used throughout this study. these advertisements were chosen as the data source because they contain verbal and visual signs for the analysis. there was a tendency that the use of signs in these types of advertisements are different from other commercial advertisements. the data were collected by using an observation and note taking technique, and the data were also collected through field research and online research. the collected data were analyzed qualitatively based on the theory of semantic by barthes (1998), leech (1966) about english advertising and leech (1974) about meaning. in visual signs, the data were analyzed based on theory proposed by pierce (2007) to analyze for the sign and images. in analyzing visual sign there are analyzed about colour itself. the colour of those advertisements are analyzed based on the theory proposed by cazanave (2000). 3. results and discussion the discussions were divided into verbal signs and continue with visual signs. verbal sign in advertisements consists of words that do not only describe things, communicate feelings and associate attitudes, but also bring ideas to our mind. verbal signs usually use in the headline, body copy, signature line and standing details. verbal signs in these advertisements were analyzed based on the linguistic features, such as lexical choice, syntactic pattern, figurative language and acronym. these linguistic features were analyzed using the theory of english advertising by leech (1966). in term of lexical choice, verbs and adjective were mostly appeared. the dominant verbs are: fill journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 83 (mengisi), open (membuka), apply (menerapkan) accept (menerima), pay (membayar) and submit (menyerahkan) such as: a. mengisi formulir pendaftaran bisa secara online di http://---------- (sekolah tinggi farmasi mahaganesha). ’fill out the registration form online at http: // -----' b. menerapkan ukt (uang kuliah tunggal) (akademi kebidanan). ‘applying a single tuition fees’ c. membayar uang pendaftaran dan mengisi formulir (unbara). ‘pay registration fees and fill out forms’ d. menyerahkan fotocopy ijazah 1 lembar (unbara). ‘submit a photocopy of a diploma 1 sheet’ e. yayasan pendidikan widya kerthi universitas hindu indonesia membuka. penerimaan mahasiswa baru tahun akademik 2017/2018 (unhi). ‘education foundation of widya kerthi universitas hindu indonesia opens registration for new student admissions for the academic year….’ f. universitas mahasaraswati denpasar menerima mahasiswa baru ta 2018/2019 (unmas denpasar). ’university of mahasaraswati denpasar opens registration for new students for the academic year….’ the used of those verbs indicates about the submission itself. for the example sentence (e) ‘widya kerthi foundation university of hindu indonesia opens the submission of new students in year 2017/2018’ and sentence (f) ‘mahasaraswati university accepts submission for new students in year 2018/2019’. the word ‘open’ (membuka) has meaning ‘allowing things or people to go through’, and the meaning of ‘accept’ (menerima) is to take willingly something that is offered. refers to the meanings, the advertiser gives an information to public about the time for submission of new students is started. the verbs ‘submit’ in sentence (d) has a meaning to give a document, proposal, etc., so then the conceptual meaning of this sentence gives an information to the prospective students to bring the copy of diploma when they register to that university as one of the requirements needed. the affective meaning from the example is related to the personal feeling of the reader those are prospective students will be interested in the information and they will share the information to other. after understanding the requirement is very simple they will register themselves immediately. the used of adjective is in superlative type, for the example ‘best’ ‘terbaik’, as it is seen below. a. universitas muhammadiyah adalah pts terbaik (universitas muhammadiyah sumatera). ‘muhammadiyah university is the best private university’ b. kesempatan terbaik, kuliah di kampus ict terbaik di bali nusra yang semua program studinya sudah terakreditasi b ban-pt dan international iso 9001: 2008 (stikom bali). ‘the best chance, study at the best ict campus in bali and nusa tenggara, in which all of the study programs are accredited b by national accredited board and international iso 9001’ journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 84 the sentences (a) and (b) above used superlative word ‘the best’ to explain the quality of their institutions. as it is seen in the example (a) ‘muhammadiyah university is the best university’. (b) ‘the best chance is to study at the best ict university in bali nusra…’ these sentences use an adjective ‘the best’ to inform public about the quality of their institutions. the affective meaning from these sentences are about the feelings of the readers, after knowing the quality of an institution, they will realize that one of these universities is the right place to choose to continue their study. the data also showed the tendency of using various sentence structures such as declarative, interrogative, imperative and exclamative sentence like following example. 1. declarative sentence declarative sentence is mostly used in this advertisement rather than other structure, because these advertisements try to give information, share facts and statements as well. one of the functions of declarative sentence in this advertisement is to give information about the accreditation status of each university, as seen below. a. program pasca sarjana universitas medan area telah terakreditasi banpt dengan predikat b untuk seluruh program studinya (universitas medan area). ‘the post-graduate program of medan area university has been accredited by ban-pt with the title b for all of its study programs’ b. universitas atma jaya yogyakarta terakreditasi a (universitas atma jaya. ‘university of atma jaya yogyakarta is accredited a’ c. we proud of the b accreditation, we have gotten from ban-pt (universitas dwijendra. the examples above express about the accreditation status of each university. nowadays accreditation is the soul of every university. it was not a new thing if we found this word as the part of promotion. accreditation or an accredited institution has a collocative meaning, it emphasizes that the university has been formally checked the government to guarantee its quality. the advertisers sell the word ‘accreditation’ in promotion as a good image of the campus itself. a declarative sentence also used to give an additional information, such as facilities, qualification, payment and also teaching and learning process as it is shown in the following example. a. dosen bersertifikasi nasional (serdos), kualifikasi magister dan doctor (stie muhammadiyah kalianda). ‘lectures accredited nationally (certified lectures), master and doctor degrees’ b. kelas ac, slide presentasi tutorial (stie muhammadiyah kalianda). ‘air conditioning classroom, ohp tutorial presentation’ c. telah dibuka kelas karyawan (stiba satya widya surabaya). ‘open registration for workers’ d. biaya awal masuk kuliah rp 2.150.000 dapat diangsur 2x (sttn lampung). ‘the initial tuition fee of 2.150,000 rupiahs can be paid in 2x’ e. smk dibawah naungan yayasan samodra ilmu cendekia mendapatkan potongan 50% dp3 (stikes yogyakarta). journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 85 ‘high vocational school under the auspices of the samodra ilmu cendekia foundation get a discount of 50%....’ 2. interrogative sentence a question sentence or it is popularly called an interrogative sentence is a question form used to interrogate others or digging some information from others. in this advertisement, the use of interrogative sentence does not need any answer because it has been already mentioned or provided as seen in the next example. a. kuliah? bsi aja!! (bsi). ‘will you continue your study? please, study here (bsi)’ b. kuliah sambil bisnis? ya stiebbank! ‘will you continue your study by having a business? yes, study at ….’ in the sentence (a) ‘do you want to continue studying? just go to bsi!’ in sentence (b) ‘studying while doing a business? yes, stiebbank is the answer!!’ both of sentence are interrogative sentence, and the answer have been provided. the function is not asking question but to give information about this campus and emphasize the readers about the existence of this campus. it has an affective meaning because advertisers try to persuade readers to continue their study at their ideal institutions. 3. imperative sentence an imperative is a word expressing a command, thus, an imperative sentence gives instructions, requests, or demands, or shares a wish or invitation. basically, they tell someone what to do or reflect something you want to happen. here are some examples of imperative sentences in advertisements. a. daftarkan diri anda mulai hari ini (stikom bali). ‘register yourself starting today’ b. segera daftarkan diri anda (stkip muhammadiyah, lampung). ‘register yourself soon’ c. ayo segera bergabung bersama kami! (unbara). ‘let’s join us soon’ d. makin cepat daftar, biaya makin ringan (stmik el rahma yogyakarta). ‘the sooner the registration, the lesser tuition fee will be’ e. mau brosur gratis, sms/wa alamat lengkap anda ke 0856-4390-6888 (stmik el rahma yogyakarta). ‘need free brochure, send your complete address via a message/whatsup to….’ f. let’s join in the campus of innovation (universitas widyagama malang). g. come and join us (universitas bhayangkara). the examples above in conceptual have functions in which to give suggestion, urge, command, offering, and invitation readers. as it is seen in the example sentence (d) ‘register yourself faster, and the cost will be lower’, this sentence indicates an urge about the reward that will be accepted when someone does a registration immediately. it also used in sentence (e) ‘if you want to get a free brochure, text your address to 0856-4390-6888’. this sentence contained a command, those are to send your address journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 86 if you want to get a free brochure. the affective meaning from these sentences is encouraging the prospective students to register themselves immediately, because there are many profits offered. 4. exclamative sentence exclamative sentences share strong feelings or excitement. the examples of exclamative sentence like the following examples. a. satu-satunya perguruan tinggi agama hindu negeri di bali utara (sekolah tinggi agama hindu negeri mpu kuturan singaraja). ‘the only state hindu religion university in north of bali’ b. dapatkan laptop bagi 30 pendaftar pertama! (stiba lia). ‘get a laptop for the first 30 registrants!’ c. kuliah singkat, siap kerja! (batc). ‘short studying, be ready to work’ d. mau kuliah s1, ada juga lho! (sttn lampung). ‘want to study s1, there are also you know! in exclamative sentence, the advertiser emphasized the strength of each university. as the example sentence (b) ‘get a free laptop, by being the first-thirty registrants’. in this sentence, the advertiser expressed the feeling of enthusiastic and competitive because here clearly mention that free laptop will be given just for the first thirty registrants, it was limited. example (d) ‘undergraduate study (s1), you can find it here!’ this advertisement tries to build the curiosity of the reader. this curiosity will lead the readers to find out clearly information about the undergraduate program. the affective meaning from these examples still encourages the students to register themselves in this university because of the strength that mentioned in every sentence. the use of figurative language and acronym becomes the other choices in advertising. for the example: (a) bersama kami, raih cita wujudkan mimpi (universitas bhayangkara). ‘with us, reach goals, realize your dream’ (b) creating a brighter future (universitas bhayangkara). sentence (a) and (b) are refers to hyperbole because the way of writing the advertisement makes someone or something sound bigger and better than they are. sentence (a) ‘with us, reach your goal and realize your dream’, this sentence is heard quite impossible because from the statement looks like this university will escort the students until they reach their goals and dream, but in fact the maximum time to study in a university is 4 years. after graduation, students will take their goals and dreams by themselves. the used of abbreviation sometimes make a different interpretation and have an ambiguity meaning because it was not familiar, like: a. umpcr (ujian masuk politeknik caltex riau). ‘entrance examination of polytechnic of caltex riau’ b. psud (penjaringan siswa unggul daerah). ‘regional superior student screening’ journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 87 c. psb (penerimaan santri baru) mts al-fadliliyah darussalam. ‘registration of new islamic student’ d. kpb (kelas program bilingual) mts al-fadliliyah darussalam. ‘bilingual class program’ the example number (a), (b), (c), and (d) above will make different interpretation because these abbreviations did not provide long statement in the advertisement, to understand the meaning of these acronyms we need to notice the context. the advertisements of submission for new university students are also supported by visual signs. as the example there were two representative data shown below. 1. symbol the symbol in the advertisement of stp satya widya surabaya is the university logo. peirce (see deledalle, 1978: 140-141) explained that a symbol is an inverted sign on the object pointing by rule. this symbol aims to introduce satya widya surabaya tourism college to many people. this symbol is only used in accordance with the rules of the college. 2. icon icon listed in above advertisement is fourteen lecturers and students. peirce (in deledalle, 1978: 140) states that icons are a sign that points to objects that simply show the characters that the object possesses. classification of images on students and lecturers listed in that advertisement are included icon diagrammatic. icon fourteen students and lecturers who appear in this advertisement want to show the customers that there are a variety of majors and expertise that can be selected at stp satya widya surabaya. the message to be conveyed is that the readers can easily know the program of tourism expertise owned by stp satya widya surabaya and of course has been educated by professional lecturers in their field. 3. index the index that appears in this advertisement is uniform and property used. peirce (see deledalle, 1978: 158) stated that an index is a sign aimed at the object because of the dynamic relationship (spatial relationship) with the personality of the object. the appearance of uniformed students equipped with property used, is presenting students at stp satya widya surabaya has a good tourism expertise in accordance with their journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 88 majors. in addition, the message to be conveyed in the index shown is the institution has been able to educate students very well. it has been graduated become good personal skills; therefore, they will be able to compete in the hospitality industry. 4. colour the colour shown in this advertisement is a combination of white and green (cazenave, 2000: 167). green colour is for freedom, joy, health, hope, and generosity. in popular symbolization, green is the colour of hope, and the dream in which it appears interprets it. green colour presents a great hope to the readers to drop his choice in stp satya widya surabaya. the combination of white colour is used to present cleanliness and sincerity, hoping the reader is interested in the advertised agency. identification: symbol image of institution yayasan sarasawati denpasar icon two students image, professor image and graduation image index photos of students activities and photos of pharmaceutical products colour blue, red and orange background institution environment the symbol used in this advertisement is a foundation symbol. peirce (in deledalle, 1978: 140—141) explained that symbols are signs that refer to objects that point by rule. the symbol that is shown in this advertisement is the saraswati foundation symbol. not all universities can use the saraswati foundation symbol, and this symbol is used in accordance with the rules of the college that shelter it. icons listed in the advertisement above are the images of two students, image of professors, graduation photos. peirce (in deledalle, 1978: 140) stated that "icons are a sign that points to objects that simply show the characters that the object possesses. the classification of human images listed in that advertisement is included in the diagrammatic icon. a simple example of a diagrammatic icon is a scheme that shows the classification of living things consisting of humans, plants, and animals (peirce, in deledalle, 1978). the icon of two students, lecturers, and graduation that appear in the advertisement want to show about the good and commendable character of students and all academic community at akademi farmasi saraswati denpasar. the index that appears in the advertisement of akademi farmasi saraswati denpasar are photos of students’ activities, photos of pharmaceutical products. peirce (in deledalle, 1978: 158) stated that an index is a sign aimed at the object because of journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 89 the dynamic relationship (spatial relationship) with the personality of the object and with the memory or thinking of a person. the display of photos of students’ activities and pharmaceutical products are a way to give memory and interest to the readers that pharmacy has various activities. those activities can enhance the creativity and activities of students who are ready to work in the field of pharmaceutical industry. so, the index can represent the intent and the purpose of the advertisements to the readers. the colour shown in this advertisement is the dominance of light blue combine with red, orange colour on the words "join". the blue colour is the colour of the sky and gives the impression of calm (cazenave, 2000: 84). the dominance of blue colour used is to show calm situation and not to be in a hurry to make any decision. giving the reader impression to calm down and consider the best college for pharmacy is akademi farmasi saraswati denpasar. the red colour in new student admissions shows courage and firmness in influencing readers to join at saraswati denpasar academy of pharmacy. the red colour is a colour that symbolizes courage or passionate spirit (cazenave, 2000: 167). the orange colour in the words “join” symbolizes the greatness of the reader’s heart in making decisions and consolidates to join at the institution (cazenave, 2000: 167). orange is the colour that gives a variety of colours, contrast, glory or personal greatness. the background used in this advertisement is the top-looking campus environment equipped with clouds and sky. this background wants to showcase a wide, peaceful and peaceful campus environment. this background can represent the atmosphere of a comfortable environment in learning process and teaching and learning activities. 4. conclusion based on the analysis presented above, it could be concluded that all of data source used the semiotic signs by both verbal and visual aspects. these signs have an important role in conveying the purposes of the advertisers such as to persuade and give some information to public. it can be stated that the use of the verbal and visual aspects in the advertisements are in a proportional combination. the representation of visual signs is supporting the verbal signs in each advertisement make public easier to understand about the meaning and the function. verbal sign consists of (1) lexical choice (adjective and verb), (2) structure of sentence (declarative, imperative, interrogative and exclamative), (3) the use of figurative language and (4) abbreviation. besides the conceptual meaning used to give information, from the sign there is also hidden message behind it, like an affective meaning and collocative meaning which is used to persuade, give command, invitation and suggestion. visual sign consists of (1) symbol (institution logo), (2) icon (students and lecturer image, graduation image), (3) index (uniform used, property used, product), (4) colour (blue, red, orange, green and white), (5) background (environment). references barthes, r. (1998). the semiotics challenge. new york: hill and wang. cazanave, m. (2000). encyclopedia des symbols. paris: librairie generale francaise. deledalle, g. (1978). charles s. peirce ecrits sur le signe. edition du seuil gibbs, g. & habeshaw, t. (1989). preparing to teach: an introduction to effective teaching in higher education. technical and educational services, ltd., bristol, 2, 37. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 82—91 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 90 kasali, r. (1995). manajemen periklanan: konsep dan aplikasinya di indonesia. jakarta: pustaka utama grafitri leech, g. (1974). prinsip-prinsip pragmatik. jakarta: penerbit universitas indonesia (ui press). leech, gn. (1966). english in advertising. london: longman. richards, jc. & rodgers, t. (1986). approaches and methods in language teaching. ny: cambridge university press. short, tl. (2007). pierce’s theory of sign, new york: cambridge university press. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 135 presupposition contributions in stand-up comedy (discourse analysis of raditya dika’s stand-up comedy on youtube) faisal fahdian puksi sekolah tinggi pariwisata bandung, indonesia email: faisalpuksi@gmail.com abstract – this study aims to find out how a comic establishes strategy through presupposition in contributing to building a humour effect in stand-up comedy. a qualitative descriptive method was employed in this research to get full and depth conception. fifteen (15) stand-up comedy videos hosted by raditya dika on youtube are used in this research. all data obtained then transcribed which then selected 60 statements that considered representing the entire transcript data. from 60 statements, it can be found 651 presuppositions that contribute to building the effects of humour. presupposition contribution in constructing the effects of humour lies at the level of cognitive process, semantic mechanism, and contextual speech. at the cognitive process level, the researcher finds that presupposition will contribute in creating humour if in a statement there is a presupposition with different and conflicting perspectives. at the semantic mechanism level, the presuppositions of the latter sentence can produce humour by relying on the reference to the previous sentence. for the contextual speech, presupposition will contribute to the creation of humour if it violates the conversational maxim. keywords: presupposition, comic raditya dika, stand-up comedy 1. introduction presupposition studies of humour cannot be separated from other linguistic perspectives that discuss how a speech can be considered to be funny. it is usually created by comics in order to create a funny effect from the speeches that he or she delivered through presuppositions. the funny effects conveyed through journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 136 presuppositions can be seen from several aspects of linguistics such as humour as a cognitive process, humour as a wordplay or semantic mechanism, and humour as contextual speech (krikmann, 2006). researches on presupposition have been done by many researchers (edomaneschi, ecarrea, epenco, egreco, 2016; fadly & kurnia, 2015; tuna, 2017; camps, 2012; oktoma & mardiyanto, 2013). presupposition has been researched in the german-language song (rivai, 2000). in the discourse of newspapers has also been widely researched, for example, presupposition in the discourse of cartoons in newspapers (rahmalia, 2008). presupposition has also been studied in movies, such as love-themed movies (paramyta, 2009) and horror-themed movies (yosi, 2008). meanwhile, the presuppositions that examine humour discourse have also been studied previously using semantic approaches (waton, 1997), and humour in multi-cultural situations (suprijono, 2010) and many more on presupposition research in various contexts, but studies on humour mostly only looks at or analyzes the presupposition of humorous conversations. however, presupposition research on monologues humour has not been widely found by researchers. presupposition can be considered as the conclusions or the initial assumptions of speakers prior to the speech that what will be conveyed is also understood by interlocutor (leech, 1983; levinson, 1983; grundy, 2008). krikmann (2006) also explained that ideally, a linguistic theory of humour should be able to determine and formulate the appropriate linguistic conditions for a humorous discourse to be considered as funny. the appearance of presupposition from comedian or comic speech or statement does not appear out of anywhere, there must be motivation and background. attardo & raskin (1991) analyzed the discourse of humour with the theory of the general theory of verbal humour (gtvh) which is a representation of hierarchical models of verbal humour. the sources of representations of verbal humour on the gtvh model are. 1. language, including phonetics, phonology, morphophonemic, morphological, lexical, syntactic, semantic, and pragmatic. 2. narrative strategy, a micro-genre of humour. the humour discourse is organized as an expository, puzzle, question and answer sequence, and dialogue. 3. target, an "object" (individual/ group member) of humour. choices such as ethnic, social, or political figures that have been properly considered to fulfil the role in a mild humour. 4. a situation, a proposition that is the target of humour. for example activities, objects, instruments, and others. 5. logical mechanism, "logical" does not stand for deductive logic or formal logic, but must be understood in "rational thinking in action". 6. script opposition, the creation of humour involves fundamental universality and placing the status in every human communication, a frame of mind, and cognitive theory. wordplay is one of the most common attempts by comics. wordplay usually based on homonyms, homophones, and homographs. one example of the wordplay in the humorous discourse is "joke punning". furthermore, raskin (1985, in krikmann 2006) describes joke-telling as a type of humour he calls "non-bona fide" communication that violates the cooperative principle or the maxim of grice’s journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 137 conversation. on the other hand, "bona fide" is a communication that does not violate the maxim of grice's conversation in pragmatic. in the case of joke-telling, there are several different situations that may occur, depending on the comic, whether he/ she makes a joke intentionally or unintentionally and depends on the receiver of humour, whether expecting or not expecting a joke (raskin, 1985, in krikmann 2006). if the receiver of humour does not consider a joke, then he will try to understand in a standard "bona fide" way. however, if the comic fails to produce a joke, then the comic will look for "non-bona fide" (jokes, lies, rubbish talk, etc.). if the receiver of humour has prepared himself from scratch with a "joke wave", the principle of cooperation begins to operate again. however, the "joke-oriented" way is modified by providing other information that creates a joke. every maxim certainly has associativity, so it can cause a joke or humour. thus, it can be concluded that the formulation of the principle of cooperation in humour will certainly contribute to every necessary conversation, at what stage and where it occurs, and with the purpose of accepting or where the direction of humour talk is conducted (attardo & raskin, 1991). when it is viewed from its purpose, humour discourse focuses on the relationship between meaning and form that refers to whether correct or not is based on the language speakers. attardo and raskin (1991) introduced the isotopy disjunction model of jokes (idm) which states that what should be underlined in interpreting humour discourse is from the last sentence that depends on the reference of the previous sentence without considering its meaning correct or false, called "semantically empty". 2. method this research is a qualitative descriptive study. data sources in this research are secondary data sources, which are stand-up comedy videos from raditya dika that was uploaded on youtube. the data in this research is a comic statement in stand-up comedy. researchers limit the data to only taking 60 comic statements that can build humour and create funny effects to represent all data. the type of data required in this study is a speech or comic statement in stand-up comedy. documentation technique is done by download, observe, and record. in the process of collecting the data, the researchers collected 15 stand-up comedy videos from raditya dika that downloaded from youtube as the data source. the data obtained through observation method then stored by recording it on the analysis sheet. because purpose of this research is to describe presupposition contribution to comic statements in stand-up comedy in establishing humour and creating funny effects, the researcher's data analysis technique focuses only on a presupposition in comic speech or statements that can build humour and create funny effects. 3. results and discussion here are three examples of speeches in stand-up comedy with presupposition analysis (# 1) to (# 3): cognitively, something is considered funny, if it involves two different perspectives that contradict each other. this is supported by the presuppositions that appear in the comic speech in the stand-up comedy that he/ she performs. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 138 (#1) “oia, gue juga seneng karena banyak cewek-cewek disini, gue bersama pacar gue, hari ini gue ditemenin, gue sangat mencintai dia, namanya bambang.” (#1) “oia, i am also happy because a lot of girls are here, i am with my sweetheart, today i am accompanied, i really love my sweetheart, his name is bambang.” in the statement (# 1) above, two utterances are found that bring existential presupposition because they state the existence of contested entities that contribute to the cognitive process. the emergence of existential awareness is formulated as below: a. i'm also happy because a lot of pretty girls are here. (= p) b. there are me and there are pretty girls. (= q) c. p >> q the existential presupposition that appears in the statement (# 1) can contribute to the creation of funny effects because they have different perspectives. when the comic tells the above statement, the receiver of humour begins to process the information in the first speech that can be assumed that he is happy with the existence of pretty girls who exist in that place. but then the receiver of humour compares it to the existential presupposition that appears in the second speech "there is my (comic) sweetheart named bambang". bambang is an indonesian common name of the male. then the cognitive principle works to overcome the contradiction (paradox) and the interpretation of the different meanings in the statement (# 1), so in the receiver of humour understanding, it causes a laugh reaction. the statement (# 1) can also bring up lexical presupposition. this is an element of affirmation of comic statements that imply something that does not exist in the speech. the lexical presupposition can be denoted as below: a. i'm also happy because a lot of pretty girls are here. (= p) b. i (comic) am a man who loves pretty girls. (= q) c. p >> q the lexical presupposition denoted above is formulated through the use of the word "happy", so the lexical presupposition that appears is "i (comic) am a man who likes pretty girls". then the receiver of humour compares it back with a different perspective on the next lexical pronunciation gained from the saying "i am with my sweetheart, today i am accompanied, i really love my sweetheart, his name is bambang", denoted as below: a. today i am accompanied, i really love my sweetheart, his name is bambang. (= p) b. i (comic) am attracted to men. (= q) c. p >> q the existence of bambang as a common name for indonesian male referred to as comic’s sweetheart who accompanied him at the time. here, the lexical presupposition implies that it belongs to the same-sex male class. the humour receiver firstly begins processing information in the first speech that assumes "i (comic) am a man who likes pretty girls" and compares it with the second assumption that "i (comic) am attracted to men" that creates different meanings that rise contrary meaning. then the cognitive principle works to overcome the contradiction (paradox) and the interpretation of the different meanings in the statement (# 1), so in his understanding, it causes a funny reaction. the presuppositions formulated in the statement (# 1) are existential presupposition and lexical presupposition. both presuppositions work together journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 139 cognitively and contribute to the creation of humour and generate a funny reaction. the appearance of both types of presuppositions above reflects the comic creativity that cannot be separated from bi-association or two planned. the statement involves two different and conflicting perspectives so that humour can be accepted when these two perspectives are differentiated and perceived. in the next comic statement, the presupposition contributes to a semantic mechanism. the following is an analysis using idm theory: (#2) “gue seneng banget dateng ke bandung, kenapa? karena ceweknya cantik-cantik di bandung, dan seperti yang gue liat sekarang, ceweknya cantik-cantik banget, cowoknya juga gak kalah cantik. cowok-cowok homo belakang, makasih, makasih, makasih radit”. (#2) "i am really happy to come to bandung, why? because the girls are beautiful in bandung, and as i see it now, the girls are really beautiful. guys are also beautiful. guys in the back said thanks, thanks, thanks radit". from the above comic statement, there are three existential presuppositions. denoted as below: (i) a. the girls are really beautiful. (= p) b. there are beautiful girls. (= q) c.p >> q (ii) a. guys are also beautiful. (= p) b. there are beautiful guys. (= q) c.p >> q (iii) a. guys in the back said thanks, thanks, thanks radit. (= p) b.there are guys who happy to be praised as beautiful. (= q) c.p >> q using the idm theory, the interpretation of humour in the above statement is derived from presuppositions that rise from the last utterance in the comic statement "there are guys who happy to be praised as beautiful". it depends on the existential reference that appears in the previous utterance "there are beautiful guys in bandung" and "there are beautiful girls in bandung" regardless of its true or false meaning called "semantically empty". can be seen the process of playing a word (joke punning) performed by the comic that led to the existence of linguistic persecution. linguistic coercion can be seen from the lexical meaning contained in the prefixes of the last speech. the lexical meaning of beauty is a beautiful look on a woman's face. there is an overlap of meaning (antonyms) to the presuppositions that appear "there is a group of men who love to be called beautiful" so that in their understanding it causes a coercion that can create a funny or humorous effect. it can be seen the process of playing words (joke punning) performed by the comic that led to the existence of linguistic ambiguity. linguistic ambiguity can be seen from the lexical meaning contained in the presupposition of the last utterance. the lexical meaning of ‘beautiful’ is a good look on a woman's face. there is an overlap of meaning (antonyms) to the presuppositions that appear “there is a group of men who love to be called beautiful" so in their understanding it causes an ambiguity that can create a funny or humorous effect. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 140 in the next comic statement, joke telling involves the principle of cooperation that violates maxim, giving rise to implicature in the comic's utterance. maxim is presented as a paradox involving a maximal violation. here is comic’s statement: (#3) “gue seneng karena banyak yang datang hari ini, mudah-mudahan sebagian dari kalian, juga ada follower gue. walaupun tiap hari yang gue dapet cuma “folbek eaaaaa”, “cemungut ea kakaaa”, “eaaa”… sorry banget gue sering ngatain alay, jadi kalo di antara kalian ada yang alay gue minta maaf, bukan urusan gue untuk mengomentari spesies kalian karena tau ga apa yang terjadi, gue sadar ternyata gue pernah alay.” (#3) "i'm happy because many have come today, hopefully, some of you are also my followers. although every day i get only "folbek eaaaaa" "cemungut ea kakaaa" "eaaa", i am really sorry to often offended ‘alay’, so if they're among you is ‘alay’, i apologize. it is not my concern to comment on your species, because you know what? i realized i've been alay before.” in the case of joke telling, there are several different situations that may occur in the statement that is spoken, it depends on the comic whether to make a joke intentionally or unintentionally. other situations also depend on humour receiver, whether to expect a joke or not. if the receiver of humour does not expect a joke, then he/ she understands in a bona fide way. as in the statement (# 3) the first presupposition is the existential presupposition "comic", "there are you guys referring to the audience" and "there are comic’s followers", denoted as below: a. i'm happy because many (people) have come today, hopefully, some of you are also my followers (= p) b. there i am (comic). there you are that refers to the audience, and there my followers are (comic’s followers on twitter). (= q) c. p >> q in the context above, the existential presupposition is understood by humour receiver in a standard (bona fide) way. in that sense, a comic has failed to produce jokes. this is because comic does not do a maxim violation in his statement. in the next utterance, the comic said: “although every day i get only folbek eaaaaa cemungut ea kakaaa eaaa". presupposition that appears in the above utterance are lexical presupposition "comic’s followers on twitter are alay or tacky." it can be denoted as below: a. although every day i get only "folbek eaaaaa" "cemungut ea kakaaa" "eaaa". (= p) b. comic’s followers on twitter are alay or tacky. (= q) c. p >> q the existence of the word "although" is a denial that can cause lexical presupposition that comic actually does not like his alay or tacky followers. that way, comic utterance belongs to non-bona fine for violating the maxim of manner which creates a paradox in his understanding to stimulate laughter and create funny effects on the humour receiver. in a statement (# 3) the comic continues his statement by saying "i am really sorry too often offended alay”, so if there among you is ‘alay’, i apologize. it is not my concern to comment on your species, because you know what? i realized i've been alay before." in that utterance, factual presupposition emerged with "comic often say salary" journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 141 that is triggered by "i am really sorry". existential presupposition also appears to express the existence of alay community. denoted as follows: (i) a. i am really sorry to often offended ‘alay’. (= p) b. comic often says alay. (= q) c. p >> q (ii) a. so if there among you is ‘alay’, i apologize. (= p) b. there is alay community. (= q) c. p >> q in the context of the above statement, comic still present his speech by default (bona fide). however, comic performs ‘joke oriented’ again by violating maxim of relevance. denoted as below: (i) a. it is not my concern to comment on your species, because you know what? i realized i've been alay before. (= p) b. there are you who refer to the audience. (= q) c. p >> q (ii) a. it is not my concern to comment on your species, because you know what? i realized i've been alay before. (= p) b. there is alay species. (= q) c. p >> q (iii) a. it is not my concern to comment on your species, because you know what? i realized i've been alay before. (= p) b. i (comic) was alay. (= q) c. p >> q (iv) a. it is not my concern to comment on your species, because you know what? i realized i've been alay before. (= p) b. i've (comic) been alay before. (= q) c. p >> q the presuppositions depicted in the first notation are an existential presupposition that mentions ‘your’ existence which refers to the receiver of humour and the existence of alay species. the above utterances become non-bona fide when comic tells ‘your species’ as ‘alay species’. generally, the name of the species is used for the classification of animals and plants, but here comic mention there is alay species. this violates the relevance of maxim. this violation of relevance maxim creates paradoxes so that in its understanding creates a laughable reaction and a humorous effect on the receiver of humour. the humour continues with the occurrence factual presupposition "i (comic)was alay” that understood by the receiver of humour. it means comic insulted himself through the implied lexical presupposition " i've (comic) been alay before ". from the above explanation, through the theory of joke telling initiated by raskin (1985, in krikman 2006), the researchers conclude that every comic statement can create humour, but not all of the presuppositions can create humour if the presupposition does not violate grice's cooperation principle. the presupposition that comes from the comic statement will also create humour if it contains lies, nonsense, or anomalies that will cause paradoxes so that in its comprehension generate laughable reactions and funny effects on the receiver of humour. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 142 4. conclusion presupposition has a definite contribution in the process of creating humour in standup comedy. the contribution of lexical presupposition to cognitive processes in the creation of humour can be seen from implicitly contradicted perspective. this is cannot be separated from bi-association or two planned which causes contradiction of meaning received by the receiver of humour. the contradiction of meaning from these lexical presuppositions can lead to generating laughable reactions and funny effects on the receiver of humour. formulation of lexical presupposition also contributes to the process of creating humour through semantic mechanisms. playing of word selection (joke punning) can also be one form of linguistic applications that are often used by the comic in creating humour. another thing that can also cause a funny effect is the linguistic ambiguity created by the comic. linguistic ambiguity can be seen from the overlapping of presupposition meaning (antonyms) in the last speech depends on reference presupposition of the previous utterances, without considering have true or false meaning (semantically empty). ambiguity often arises because many comic statements are conveyed implicitly to create a funny effect. in terms of contextual, comic often makes lexical presupposition by involving the principle of cooperation that violates the maxim of conversation. presupposition raises an implicature presented as a paradox so can create a humorous effect on the receiver of humour. references attardo, s. & raskin, v. (1991). script theory revis(it)ed: joke similarity and joke representation model. humour: international journal of humour research, 4 (3/4), pp. 293–347. camps, a. c. s. (2012). communication with mothers of newborns under phototherapy: humanistic presupposition. revista da rede de enfermagem do nordeste. 2012;8(3). edomaneschi, f., ecarrea, e., epenco, c., egreco, a. (2016). selecting presupposition in conditional clauses. results from a psycholinguistic experiment. frontier in psychology. 2016;6 doi 10.3389/fpsyg.2015.02026 fadly. f. z. & kurnia, a. p. (2015). presupposition in the jakarta posts political articles: a pragmatics approach. indonesian efl journal. 2015;1(1):117-124. doi 10.25134/ieflj.v1i1.620 grundy, p. (2008). doing pragmatic. oxford : oxford university press. krikmann, a. (2006). contemporary linguistic theories of humour. folklore (33), 27-57: 29. leech, g. (1983). principle of pragmatics. new york: longman group limited. levinson, s. c. (1983). pragmatics. cambridge university: england. mccarron, k. & baden, m. (2008). compering and comparing: stand-up comedy and pedagogy. innovations in education and teaching international. vol. 45, no. 4, 355–363. english literature programme, roehampton university: london, uk. morris, a. (2011). rhetoric review. vol. 30 issue 1, p37-53. 17p. o'reilly, s. (2006). dead funny: on the art of comedy. 2006. art monthly -london, (302), 079. oktoma, e. & mardiyanto, s. (2013). the analysis of presupposition in the short stories of silvester. goridus sukur. english review: journal of english education. 2013;2(1):73-83. pandiangan, s. a. (2012). praanggapan dalam kartun sukribo pada surat kabar harian kompas. unimed: medan. paramytha, n. g. (2009). praanggapan dalam film janji joni. depok: fakultas ilmu budaya universitas indonesia. puksi, f. f. (2016). speech act of complaints from online hotel review. proceeding: asia tourism forum 2016 – the 12th biennial conference of hospitality and tourism industry in asia (atf16), atlantis press, p. 0857-0591. https://doi.org/10.3389/fpsyg.2015.02026 https://doi.org/10.25134/ieflj.v1i1.620 journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 135—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 143 raskin, v. (1985). semantic mechanisms of humour. dordrecht & boston & lancaster: reidel publishing company. raskin, v. & attardo, s. (1994). non-literalness and non-bona-fide in language. pragmatics and cognition, 2 (1), pp. 31–69. rivai, d. (2000). peranan alat-alat kohesi dalam mengikat tema lagu bahasa jerman. fakultas sastra universitas indonesia: depok. tuna, d. (2017). revealing to translate: the intertextuality and strategic nature of voices, presuppositions and metadiscourse in a non-literary text. 2017;5(3):133-144 doi 10.18298/ijlet.2064 wagg, s. (1998). “they already got a comedian for governor”: comedians and politics in the united states and great britain”. in wagg, s. (ed), because i tell a joke or two, london: routledge, 244 –272. walton, ch. (1997). aspek pragmatik humour lisan : suatu studi tentang bentuk keterlibatan praanggapan, implikatur, petuturan, dan dunia kemungkinan dalam humour lisan bagito. depok: fakultas sastra universitas indonesia. winarni, l. w. (2015). tesis: analisis praanggapan pernyataan humour dalam stand-up comedy indonesia. bandung: universitas pendidikan indonesia. yosi. (2008). presupposition in tagline of hollywood horror movies. depok: fakultas sastra universitas indonesia. yule, g. (2006). pragmatics. ny: oxford university press. https://doi.org/10.18298/ijlet.2064 microsoft word 7.jasl-dec2019-mandarin 178-186.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 178 application of mandarin language module for improving language speaking skills putu prinda d’amour nisa fakultas ilmu budaya, universitas udayana email: amour10nisa@outlook.com abstract chinese language that is very different language with indonesian language. the writing and pronunciation of this language is quite complicated because this language uses the script called hànzì and the pronunciation is called pīnyīn. pīnyīn is a latin syllable which have tone in their syllable. based on observations at the dd vocational school in denpasar, researchers still found many problems in chinese learning activities. one of the problems lies in the teaching materials used. there is not any teaching materials in line with the curriculum. the next problem lies in students' speaking skills. therefore, the researchers tried to use a chinese module prepared by the researcher herself to improve students' speaking skills. using classroom action research (car) as the basis for research can be seen the influence of this chinese module on the development of student learning achievement. pre-test testing, cycle 1 test and cycle 2 test use the same test questions by testing 30 vocabulary words that are run orally by students. in the pre-test 21 students (95%) were ranked d and only 1 student (5%) was ranked c. the percentage of each indirect cycle increased until the final result of cycle 2 was 27% of students still ranked d, 50% of students rated c and 23% of students are rated b. this result is quite satisfying for researchers because chinese language skills are quite difficult lessons for beginners especially those who have very little time of study but they must have a lot of pronunciations and vocabularies to master. keywords: language material, chinese language, learning method, speaking skills journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 179 1. introduction in the globalization era require students of vocational school always to develop and have more capabilities in several aspects of life, as in the ability to communicate consistently still exist from time to time. besides chinese language has recently become the second international language that is widely used in various countries and began to be a basic lesson in the field of expertise in vocational high schools. in the hospitality accommodation department, chinese language is one of the areas of tourism expertise that must be mastered by students. entering chinese lessons in several vocational high schools is a preparation step for students to face the global era to be better prepared to compete in all fields. mandarin is a language that does not use the latin alphabet in its language system. therefore, without a latin language system it would be difficult for students to learn mandarin. the chinese system is known as pinyin, which is a latin language system to make it easier for us to master chinese, but this pinyin writing is also quite different from latin because pinyin has an intonation or tone for each syllable. studying this pronunciation of intonation or tone is quite difficult, so most students experience obstacles in pronunciation of chinese and greatly affect their chinese speaking skills. shihabuddin (2009) argues that speaking as one aspect of productive language skills, skills change the form of thoughts or feelings into a meaningful form of language sounds. shihabuddin also explained that someone's speaking skills were at least six things that must be considered. the six things are a) pronunciation, b) grammar, linguistic structure in accordance with the variety of languages used, c) vocabulary, choice of words that are appropriate to the meaning of the information conveyed, d) fluency, ease, and speed of speech, e) the contents of the conversation, the topic of discussion, the ideas conveyed, the ideas put forward, and the flow of the conversation, f) understanding, concerning the level of success of communication, and communicativeness. we all know that humans are born in normal conditions and have the potential to speak. this potential will become a reality if learned, fostered, and developed through systematic, directed, and continuous training. without practicing this potential will remain and not develop properly. likewise with this chinese speaking skill, if not trained properly and supported by good infrastructure, student training will not be able to take place properly. based on the observations at dd vocational school, the learning activities carried out by teachers on chinese subjects still have many shortcomings. one disadvantage lies in the teaching materials used. there is no handle on teaching materials that are in accordance with the curriculum that can be used by students. students also felt confused to learn because they only relied on material written by the teacher. their speaking skills are not trained because there is no media that can be used for training. so from these problems, the problems faced in the process of improving the vocational language skills of these vocational school students were studied. this study focuses on speaking skills, and emphasizes more chinese pronunciation. assessment is carried out on the ability to speak chinese students before the chinese language module is applied, and the students’ ability to speak mandarin after the chinese language module has been applied, as well as the procedure for applying chinese journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 180 modules to learn speaking skills to students. it can be said in general that this study aims to determine chinese language skills of dd vocational school students. taking references from several journals, and literature on research related to the problem of improving chinese speaking skills of students, researchers took one example of the research conducted by mardiana (2008) by analyzing student errors on pronunciation of phonemes / z /, / c /, / s / , / zh /, / ch /, / sh / and / r / in chinese vocabulary. the final assignment from dian is to formulate what the causes and errors of students are in reciting phonemes / z /, / c /, / s /, / zh /, / ch /, / sh / and / r / in chinese vocabulary. vowel and consonant pronunciation in chinese are different from indonesian. indonesian only has 26 phonemes, whereas in chinese language it has 61 phonemes. the pronunciation of vowels in chinese language is almost the same as indonesian, but for consonants it is very different. students sometimes have difficulty reciting the phoneme / z /, / c /, / s /, / zh /, / ch /, / sh / and / r / because indonesian does not have a portion of the phoneme. the chinese language studied in this study is pǔtōnghuà which is the national language and the main language of the people's republic of china (rtt). chinese (traditional: 北方 話, simple: 北方 话 běifānghuà, harafiah: "north conversation language" or atau 方 方言 běifāng fāngyán, literally: "north dialect") is a chinese dialect spoken along the north and southwest of the people's republic of china. the word "mandarin", in english (and possibly indonesian), is used to translate several different chinese terms and refers to categories of spoken chinese. in a narrow sense, mandarin means pǔtōnghuà 普通话 and guóyǔ 國語 which are almost the same standard languages based on oral language běifānghuà. pǔtōnghuà is the official language of the people's republic of china and guóyǔ is the official language of taiwan. on the other hand, if chinese is studied linguistically chinese is the language of the sino-tibetan family. in comparative linguistics typology (gorys keraf, 1990) the phonological configuration typology contains lexical languages which say chinese language is a tonal language. tonal language is a language that has two or more tones in each segment or syllable. according to some experts in the morphological typology, chinese language is an isolative language. this is because the words in chinese are only formed from one single morpheme and do not experience affixation like indonesian. chinese language does not use the latin alphabet in the writing system. in 1958 the official chinese government used pinyin phonetics made by the language renewal institute (lpt) as its lateness writing system. chinese uses a sound symbol called pinyin 拼音 which has a tone, whereas in indonesian it uses a sound symbol called alphabet with latin writing. the modules made to improve speaking skills are modules that are in accordance with the 2013 curriculum and include learning knowledge and complete skills. modules are also called media for independent learning because they have instructions for selfstudy. that is, readers can conduct learning activities without the presence of the teacher directly. modules are learning tools or facilities that contain material, methods, boundaries, and ways of evaluating systematically and interestingly designed to achieve the expected competencies according to the level of complexity. modules in the form of this book are supported by online module material that can be downloaded on the elearning site of smk dd. this module is needed by students. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 181 2. method 2.1 research design the design of this study is to use classroom action research (car). in his ptk titles book zainal aqib, et al (2017) defines classroom action research (car) is research conducted by teachers in the classroom / school where he teaches by emphasizing on improving or improving learning processes and practices. ptk can also explain the gap between educational theory and practice. 2.2 participants this research was conducted at the dd vocational school. the object of this research is the class x students of hospitality accommodation with a total of 22 students with an average age of 15-16 years. the field studied was the influence of the chinese language module on students' mandarin speaking skills. learning material about basic competence 3.5, which is about objects that are close to everyday life, added indirectly, students can learn on their own with the modules found in e-learning at smk dd. 2.3 data collection the type of data in this study are qualitative and quantitative data. the data sources in this study are the results of literature studies related to mandarin speaking skills, speaking skills tests, lesson plans, and modules that are made according to the 2013 curriculum basic competencies for students used for even semester x chinese classes in class x accommodation department hospitality of dd of students, as well as documentation of teaching and learning activities in the class. the research instrument is a tool or facility used by researchers in collecting data. as for this study, there are two types of research instruments used, namely qualitative instruments and quantitative instruments. qualitative instruments are in the form of tests of students' speaking skills, and student activity observation sheets. quantitative instruments are in the form of assessment rubrics on speaking skills tests. the procedure for implementing this class action research was taken from the design of the spiral model classroom action research from kemmis & taggart. the research procedure used by this model consists of 3 cycles or phases of activity, which include planning, implementation of action and observation, and reflection. 2.4 data analysis in this study using two techniques in data collection, namely the first library study technique and the second is field studies. field study techniques are observation, test and documentation. the steps in analyzing the data of this study are first by using contrastive linguistic analysis techniques, the second followed by quantitative data analysis techniques and described by qualitative descriptive analysis. 3. results and discussion the study was conducted during even semester learning. students in the odd semester already got basic chinese lessons. in this basic lesson students get lessons on how to write chinese hanzi and how to pronounce chinese language. from this odd semester journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 182 learning activity, researchers discovered the problems faced by students when learning activities took place. this assessment of speech skills tests includes three aspects, namely assessment of chinese pronunciation, fluency in saying words and understanding of what the vocabulary meaning. the linguistic phonology of chinese is a guideline for evaluating pronunciation. broadly speaking the pronunciation phonology of chinese which is most different from indonesian is the pronunciation of aspiration consonants and non aspirations. for example: in consonant words [b] 'bibi' is read "bibi", and [d] ‘dari’ is read ‘dari’, while in chinese [b] 爸爸 ‘bàba’ is read ‘papa’ and [d ] 弟弟 ‘dìdi’ in is read ‘titi’. this example is an example of a non aspirational consonant. the aspiration consonants like [p] 朋友 ‘ péngyou ’ are read by ‘phêngyou’, there are aspirations when the pronunciation of ‘p’ becomes ‘ph’. in addition to pronunciation of consonants and influential vocals, pronunciation of the tone is also very important like the following example. 1. 妈 mā means mother, pliers here are read in a flat tone. 2. 蔴 má the meaning of hemp plants, pliers, is read in a rising tone. 3. 马 mǎ means horse, the pliers here are read curved, from down then up. 4. 骂 mà where it means harsh words, pliers here are read down, or jerked. the four examples above are in the same writing and pronunciation which distinguishes them from the tone so the meaning of pu is different. the researcher gave a pretest to measure students' speaking skills in chinese with kd 3.5 daily life material. the test is presented with 30 questions, then the students recite one by one according to the pronunciation of the correct chinese followed by pronouncing the word meaning of the word. questions can be seen as follows. instrumen keterampilan tes keterampilan berbicara satuan pendidikan : sma mata pelajaran : bahasa dan sastra mandarin kelas / semester : x akomodasi perhotelan / ganjil lafalakan kata-kata di bawah ini dengan tepat sesuai pelafalan final, initial dan nada bahasa mandarin yang telah diajarkan! 1. 学 xué 2. 只 zhì 3. 去 qù 4. 坐 zuò 5. 都 dǒu 6. 大家 dàjiā 7. 准备 zhǔnbei 8. 老师 lǎoshi 9. 明天 míngtiān 10. 喜欢 xīhuan 11. 动物 dòngwu 12. 漂亮 piàoliáng 13. 希望 xìwàng 14. 朋友 péngyou 15. 强壮 qiǎngzhuáng 16. 什么 shénme 17. 椅子 yǐzi 18. 地图 dìtú 19. 尺子 chǐzi 20. 桌子 zhuōzi 21. 楼 lǒu 22. 杂志 zǎzhi 23. 词典 cídiǎn 24. 旅行 lǚxing 25. 我们 wǒmen 26. 留 学 生 lǐuxuésheng 27. 一比 yǐ bǐ 28. 吃 chī 29. 了解 liǎojie 30. 中文 zhōng wén assessment of students chinese speaking skills includes assessment of pronunciation, fluency and understanding. particular emphasis on pronunciation of journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 183 students is mainly seen from how students recite words with consonants, vowels and the right tone. chinese is a tonal language which is an innocent tune that gives meaning to the word. the phonology of chinese language is very instrumental in this pronunciation assessment. in chinese phonology is known as pinyin which is a latin research system for chinese based on a national standard pronunciation system (de-an wu swihart, 2001). the latin pinyin system makes it easier for foreign students to only master latin letters. the form of pinyin writing consists of at least one syllable, and each syllable consists of vowels (yùn mǔ) and consonants (shēng mǔ) and has an intonation sign (shēng diào) placed above the vowels. pinyin has 40 vowels and 21 consonants. the way of vowel pronunciation is more or less the same as vowel pronunciation in indonesian, but for consonants it is quite far from indonesian. the way the pronunciation of consonants in mandarin is very dependent on the position of the tongue, lips, teeth and how to pronounce it. if an error occurs in the pronunciation position and the pronunciation method, the resulting pronunciation will be less precise and distinguish meaning. here is an example of proper consonant pronunciation. for example, the pronunciation of the lips is pronounced using the lower lip and upper lip. this pronunciation lies in the pronunciation of the consonant 'b' (read p) pronounced with pronunciation of lips and no air blowing. then the consonant 'p' (pronounced ph) is pronounced with the pronunciation of the lips followed by blowing air. and also in the 'm' consonant (read m) which is by reciting the sound of amusement followed by saying there is no gust of air. the results of the pretests, cycle 1 tests and cycle 2 tests obtained are presented in the following table. tabel 1 total test results no registration number student name pre-test cycle 1 cycle 2 1 1801126 ade saraswati 49 64 81 2 1801127 gede andika wardana 45 57 63 3 1801128 i dw gd surya widyatama 47 50 56 4 1801129 i kadek ade darmawan 45 55 67 5 1801130 i kadek andy jala rasi 42 50 54 6 1801131 i kdk. wahyu nanda a. 53 79 83 7 1801132 i made sariada 44 52 54 8 1801133 i made sutawan 49 52 61 9 1801134 i nyoman aris santika putra 49 56 75 10 1801135 i wayan agus mardika 46 56 53 11 1801136 kadek aris aprillia 56 77 88 12 1801137 mahayuni chikara wijaya 63 93 115 13 1801138 made eva trisnadewi 56 70 98 14 1801139 ng. a. armada saktya n. 49 102 103 15 1801140 i gst. a. made ratna dewi 42 54 60 16 1801141 ni komang ayu damayanti 48 84 92 17 1801142 ni made ernita yui arini 58 89 95 journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 184 no registration number student name pre-test cycle 1 cycle 2 18 1801143 ni putu mita juniantari 48 55 74 19 1801144 pande komang dewi utari 43 57 67 20 1801145 si made rama widiarta 44 50 57 21 1801146 syarah nur febriyani 47 51 89 22 1801147 i gede bayu sastra wijaya 43 57 69 the pretest and cycle planning is clearly stated in the lesson plan by looking at the results of the student's pretest. some students have not been able to achieve good speaking skills. in the rpp there is a planning of teaching and learning activities in such a way as to help improve the ability of students' skills. from the range of values made by students, it is expected that at least 50% of the grades in the c value range are between grades 61 to 90. this is because speaking skills with sufficient grades are very difficult for students to achieve, many detailed aspects are assessed. at the stage of implementation and observation, researchers follow all stages at the planning stage. from the initial stage of distributing teaching materials, giving an explanation of how to write and recite vocabulary in this chapter, to divide students into several groups. in this cycle 1 there are three meetings for the learning process, and the fourth meeting is for self-evaluation, students one by one are tested orally. before the lesson begins, the researcher will attend and condition students to be comfortable following the learning process. beginning with prayer, after the prayer the researcher conveys the learning objectives to be carried out by applying the think pair share technique assisted by the modules given to students. the modules given to students are book-shaped modules that are equipped with online material that can be downloaded at the e-learning site of smk dd. researchers explain how to apply this think pair share technique to students. students will be asked to pair up to recite the vocabulary learned in the chapter. students correct each other and improve the pronunciation of their partners. this activity can also be said with the process of peer learning, pairing with friends can help the learning process of students, so students do not hesitate or are afraid to make mistakes. with this technique and repeated pronunciation exercises with friends in pairs it is believed that it really helps improve student learning achievement. when dividing this group the researcher also observes the students, looking at the obstacles experienced by the students. student observation process feels easier because students are made pairing. with the application of think pair share techniques, researchers feel strongly that monitoring and guiding students feels easier, and the development of students also looks very good. from the total value of each of these cycles, it can be seen that some students have experienced rapid progress in this learning process. to make it easier to analyze, the researcher recapitulates students with a range of values according to the following table. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 185 tabel 2 percentage test results no mark/score rank percentage pretest percentage cycle 1 percentage cycle 2 1 121-150 (a) very good 0 0 0 2 91-120 (b) good 0 9% 23% 3 61-90 (c) fair 5% 27% 50% 4 31-60 (d) poor 95% 64% 27% 5 0-31 (e) very poor 0 0 0 total 100% 100% 100% in the pretest, it is very obvious that students are unable to speak. 21 students or 95% of these students get rank (d) or rank poorly. the lowest value is 42, and the highest value gets a rating (c), only one person has a value of 63. the cycle 1 test illustrates that students have experienced an increase with 64% of students rated d, 27% of students ranked c and 9% rising to the b rank. cycle 2 was also so slow that tinsel students ranked d decreased to 27%, then students ranked c increased 20% and ranked b 23%. improvement looks not so significant, but the increase shows that the provision of this module is enough to help students. 4. conclusion learning chinese in indonesia includes new learning. in indonesia mandarin can be studied again since about 1998. at that time people who mastered chinese were very rare. in contrast to now, mandarin is one of the favorite languages that is sought after to learn. but it is quite unfortunate that the development of mandarin is not followed by the development of supporting learning facilities. in the 2013 revision curriculum 2016 has been arranged where the location of learning mandarin. but the teaching materials are not in accordance with the curriculum. without the support of adequate learning facilities students' skills have a bad impact. the researcher tried to provide a module to improve students' speaking skills. assessment of students' mandarin speaking skills includes assessment of pronunciation, comprehension and understanding of students. particular emphasis on pronunciation of students is mainly seen from how students pronounce words with consonants, vocals and the right tone. mandarin is a tonal language which is an innocent tune that gives meaning to the word. the phonology of mandarin is very instrumental in the assessment of this pronunciation. using classroom action research (car) as the basis for research can be seen the influence of this mandarin module on the development of student learning achievement. pre-test testing, cycle 1 test and cycle 2 test use the same test questions by testing 30 vocabulary words that are run orally by students. in the pre-test 21 students (95%) were ranked d and only 1 student (5%) was ranked c. the percentage of each indirect cycle increased until the final result of cycle 2 was 27% of students still ranked d, 50% of students rated c and 23% of students are rated b. this result is quite satisfying for researchers because mandarin language skills are quite difficult lessons for beginners especially those who have very little study time but are required to master a lot of pronunciation and vocabulary. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 178—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 186 references agustina, l. 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"evaluasi materi pengajaran fonetik pada bahan ajar bahasa mandarin di sekolah menengah atas". jurnal pendidikan bahasa dan sastra. issn 2527-8312. vol.15, no.2. 2015. (199-212). mintowati, m. (2017). “pembelajaran bahasa mandarin di sekolah: pendekatan dan metode alternatif”. jurnal cakrawala mandarin. issn 2579-4906. vol.1, no.1, april 2017. (1-10). misianto. (2017). improving the students’ speaking skills and the learning process of english speaking through information gap at the grade xi-is 2 of the public senior high school 7 malang. enjourme vol. 2, no. 1, 2017 28. muliawan, ju. (2014). metode penelitian pendidikan dengan studi kasus. yogyakarta: gava media. mulyatiningsih, e. (2009). metode penelitian tindakan kelas. diakses dari staffnew.uny.ac.id/upload/131808329/.../8cmetode-penelitian-tindakan-kelas.pdf. diakses pada tanggal 7 november 2018. muthmainnah, f, (2018).“peningkatan keterampilan berbicara menggunakan model tps pada siswa kelas iv sdn lempuyangan 1”. jurnal pendidikan guru sekolah dasar edisi 4 tahun ke-7. issn 2252-3405. (333-344). ningsih, y. & syaief, an. (2019). improving speaking fluency using video vision. journal of applied studies in language, 3(1), 29-36. doi:10.31940/jasl.v3i1.1160. pawitra, p. (2014). penguasaan sor singgih bahasa bali dalam keterampilan berbicara siswa kelas ix smp negeri 3 denpasar tahun pelajaran 2013/2014 [thesis]. denpasar: universitas udayana. rahayu, s., & putri, w. 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(2015). “using the think-pair-share strategy to improve students’ speaking ability at stain ternate”. journal of education and practice. issn 2222-1735. vol.6, no.10, 2015. ternate: iain wasowski, r. (2009). cliffsnotes the notebook teacher's guide. wiley publishing, inc. microsoft word 9. jun2019-rahas-kupang.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 71—80 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 71 the implementation of vpu method to improve students speaking ability fransiskus xaverius ivan rahas english teacher of sman 2 kupang email: rahasfransiskus@yahoo.co.id abstract this study is a classroom action research conducted in the class xii ipa 8 of sma 2 kupang in the academic year 2017/2018. this study aims to determine whether the application of the video producing and uploading (vpu) method in learning can improve the ability to speak english in class xii ipa 8 students of sman 2 kupang. the method of data collection in this study was observation, student video recording, and student speaking tests. the data analysis method is quantitative-qualitative descriptive. the results obtained from this study are that the vpu method can improve the speaking skills of students of class xii ipa 8 of sman 2 kupang. this is evident from the results obtained in cycle i that only 5 students were able to speak english well in class and complete the task of making english conversation videos. in cycle ii, 30 students succeeded in getting speaking score 82.43 and completing the video conversation with the resource person. the data analyzed in this study are a video done by students of class xii ipa 8 and uploaded to social media. the conclusion obtained by this study is that the vpu method can improve students' ability to speak english. keywords: learning to speak, video producing, uploading, facebook journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 72 1. introduction teachers are demanded to create a comfortable learning environment to let students be able to achieve the best learning result. they should be able to attract students with various methods and techniques and interesting content which are applicable to the students’need. the teaching and learning process has a lot of problems especially with the effect of technology in class. learning english in high school is aimed to improve student's ability to communicate in writing and speaking (bsnp, 2006: 277). to convey information orally and involve speakers and listeners during a conversation, teachers play a very important role (tarigan, 2008: 45). in pre-observation, students of class xii ipa 8 sman 2 kupang attended the english class but they did not involve in the teaching and learning process. they were not active to communicate with their friends and focused on their mobile phone. they were so attached to the mobile phone and spent a lot of time on social media more than the time spent learning or getting together with their friends in class. it made the interactions between students were very low and there were not increasing in english speaking skills. there are some students who were passive for doing class interaction and lazy to speak in front of the class. in solving this problem, a teacher is required to be able to teach speaking by using alternative learning methods. the mobile phone with its technological sophistication, development, and variation, has become part of the growing experience of teenagers and makes them easier to get information and communicate with their friends. this kind of technology could be applied and modified to improve students' speaking ability. it particularly will affect the student interesting in learning english and improve their achievement in teaching and learning process. and one of the methods to be implemented and elaborated is video producing and uploading (vpu) on facebook. this method is designed where the students should produce their own speech then they should record, upload, and publish on facebook. by using the most of familiar social media and elaborating facebook with the english learning process, the teacher will provide the more comfortable environment for student s where the students are familiar with this social media (facebook) and they have their own facebook account and they can use facebook most of their time including during their study time in school. based on this case, the teacher focuses on teaching speaking by implementing vpu method for students of sma n 2 kupang. speech is essentially a process of communication because there is a message from a source to another place (komsiyah, 2012:13). people can express, and convey ideas, thoughts, or ideas to others by using spoken language that can be understood by others. it can be said that speaking is a form of human behavior that utilizes physical, psychological, neurological, semantic, and linguistic factors. in the process of learning english at school, there are three ways to develop speaking skills, namely, imitate the conversation of others (especially teachers), develop a form of speech, and make closer or parallel forms of adult speech (especially teachers) (sujana, 2014: 57). harmer jeremy (2004: 87) suggests that there are several types of activities in the process of learning namely conversation, speaking aesthetics, speaking to convey information or affecting dramatic activities, and role-playing. learning speaking has a number of components and teachers should be able to teach these skills in an interesting and versatile manner. in measuring the ability to speak, teachers can perform an assessment in the form of tasks that must be done students. for this case, the test journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 73 conducted is an interview with other students and interview with the native speakers. this process is recorded in the form of video and uploaded on facebook. facebook is a social networking service and website that can be used as a means of supporting the teaching and learning process by sharing link/photo/video, create status which relevant to the subject matter (mangkulo, 2010: 49). teachers can also create class and exam schedules or online evaluations using facebook. with this function, students can view the schedule and discuss several things and various topics related to class discussed in school. on facebook, discussion of a lesson can be done anywhere and anytime with several features offered by facebook such as group features, status, note or docs feature in the group, link/ photo/video feature, and group features chat. 2. method the research study on using student’s video producing and uploading on facebook to improve the speaking skill of class xii ipa 8 sman 2 kupang was classroom action research which focused on the efforts to improve the real condition of the english teaching and learning process. this class had 40 students, which consisted of 25 female and 15 male students. the object of the research was to express meanings and steps of producing spoken activities in an accurate way, fluent, and an acceptable way by producing video and uploading it on facebook. the duration of research starting from august until october 2017 in the school year 2017/2018. the english class was scheduled twice in a week, namely on tuesday at 09.15 a.m. to 11.05 a.m. and on friday at 09.15 a.m. to 11.05 a.m. the process of collecting data was done by observation, test, and video analysis. the research was conducted in two cycles. every cycle consisted of four steps, namely planning, action, observation, and reflection. the source of data was the students and data were analyzed by descriptive qualitative and quantitative analysis. the result of the pre-test and post-test was analyzed by using a descriptive qualitative method where researcher compared the score of pre-test and post-test to find out whether there was a significant difference in the score before and after implementing the video producing and uploading in facebook in teaching speaking. 3. results and discussion in the first cycle, the learning process was carried out in 3 (three) meetings. at the first meeting, the teacher gave them teaching materials as written in the syllabus beginning with the motivation, apperception, and delivery of the learning objectives of the day. in this session, the teacher gave an example of self-introduction by introducing himself in english. then, each student was asked to do the same as the teacher. each student was asked to introduce himself in front of the class. these introductions included name, age, address, when and where they were born. after collecting the data, the researcher did the analysis and gave the score by measuring the five components, namely pronunciation, grammar, vocabulary, fluency, and comprehension. there were only 35 students who attended the class, whereas 5 students were absent for various reasons. from this analysis, two students had relatively good abilities in speaking english, ten students had less ability, and twenty-three students had very weak abilities. this result journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 74 can be seen in table 1 below. table 1 the score of pre-test speaking category score amount percentage excellent 85% 100% 0 0 good 70%-84% 0 0 enough 55%-69% 2 5% poor 40%-54% 10 25% very poor 0%-39% 23 57,5% the highest score 69 1 2.5% the lowest score 21 1 2.5% the results of speaking pretest in this class did not show good results. there were two students who had a good speaking score, while 10 students had poor scores, and 23 students had a very poor score. furthermore, the average pre-test of students was 50.6. the data also showed that the average speaking skill of grade xii students of ipa 8 sman 2 kupang in english speaking students was low in each component, namely for pronunciation (1.2), grammar (1.275), vocabulary (1.35), fluency (1.225), and comprehension (1.275). analysis showed that students were weak in these five aspects of pronunciation, grammar, vocabulary, fluency, and comprehension. in the pronunciation aspect, the students really knew the meaning of every word they said but some of them did not know how to pronounce it correctly. this could be a problem if it was not corrected because it would result in a misinterpretation of the meaning between the speaker and the person to whom it was spoken. likewise, in aspects of comprehension and vocabulary, students did not understand much about the meaning of vocabulary. students tended to be silent and did not respond when they did not understand the vocabulary and they did not try to find alternative words when they had difficulty expressing their intent and purpose in speaking. when they did not have an adequate vocabulary, it also affected their fluency aspect in speaking because they tended not to understand what they were talking about and could not respond well. for grammatical aspects, students tended to have difficulty in understanding sentence construction and make incorrect constructions. after analyzing the pre-test, it can be said that the ability of students of class xii ipa 8 sman 2 kupang to speak english was low and therefore, the score of this pre-test can be used as the basis to improve students' speaking ability. at the second meeting, the teacher announced the results of the student's pre-test score and then introduced the vpu method. a teacher described of video producing method, its usefulness, its rules and how it was made, followed by the application of the method in studying narrative text that had been studied in learning aspects of reading. at the end of the lesson, the teacher asked the students to engage in activities related to the narrative discourse. the students were assigned homework to search the narrative text and present the video orally, record and upload on facebook. they were also asked to search other text in the form of narrative. here the teacher associated the journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 75 process of video making with a narrative text where the content of the video (character, setting, plot) must be in accordance with the narrative text, the values contained in the story, the elements and the rhetorical steps of the narrative text, and the lexicogrammatical features of narrative texts. in the third meeting, the teacher evaluated speaking learning with video producing method. the teacher checked the student's video product that had been uploaded on facebook and commented on the video. there were only 20 students who did the task of making videos and uploading videos. the video was then assessed and they were also given the opportunity to comment on the task given at the second meeting. students looked enthusiastic and serious. but there were still some students who had difficulty to make videos and there were also students who have difficulty uploading videos on facebook. for uploaded videos, the teacher continued to monitor student activities and advised them to consider generic text structures and to apply appropriate pronunciation, grammar, vocabulary, fluency, and comprehension. through this activity, students were expected to be able to know and understand the elements of speaking easily. the teacher corrected and wrote all the words that students did not understand on the board and gave all students the opportunity to improve and even improved the pronunciation of their friends. it was expected that students who had not produced videos and uploaded videos could complete their videos and upload on facebook. videos that had been worked on were assessed based on assessment guidelines such as pre-test. the results could be seen in table 2 below. table 2 the speaking score uploaded on facebook category score amount percentage excellent 85% 100% 1 5% good 70%-84% 5 13.33% enough/fair 55%-69% 10 33.33% poor 40%-54% 4 30% very poor 0%-39% 0 20% the highest score 85 1 3.3% the lowest score 43 1 3.3% the result of video speaking in cycle i showed an excellent result where there was 1 (one) student (5%) who produced the video with the correct pronunciation, grammar, vocabulary, fluency, and comprehension. their video can be clearly understood by the audience on facebook. while 5 (five) students display video with a good score. they had corrected the pronunciation, vocabulary, and fluency, but still had problems in the grammar in the sentence of the video. there were also 10 (ten) students who had poor video results. they had unclear pronunciation, vocabulary, grammar, and fluency and the audiences were confused when they watched the video on facebook. and there were also 4 (four) students who had very low speech skills in which they produced the video with poor pronunciation, unclear vocabulary, and nongrammatical sentence. furthermore, the average video cycle 1 was 64.2. the data also journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 76 showed that the average speaking skill of grade xii students of 8 sman 2 sman 2 english speaking students had increased in each component, that was for pronunciation (1.575), grammar (1.6), vocabulary (1.6), fluency (1.625), and comprehension (1.625). analysis showed that students who were weak in the pronunciation aspect were completely unaware of the meaning of each word and did not know how to pronounce it correctly. students who were weak in aspects of understanding and vocabulary were students who did not have sufficient vocabulary. students did not speak fluently because they did not understand what they were talking about. and students were weak in grammar because they did not understand the structure of sentences, especially simple sentences. after analyzing cycle 1, the teacher concluded that the ability to speak english of students of class xii ipa 8 sman 2 kupang had been improved through the vpu method. however, it was still not significant and therefore needed to be developed in cycle 2 to make more improvement in students' speaking ability. the second cycle was held in 2 meetings. the steps remain the same and there was the only emphasis on an action for students who had not been understood and could not make videos and upload on facebook. they were approached and monitored separately. at the first meeting, a teacher gave them teaching materials as written in the syllabus with starting with the motivation, apperception, and delivery of learning goals. newly learned methods (video producing and upload method on facebook) were also reminded to facilitate speaking practice. teachers evaluated videos that had been collected in cycle 1 and lured students who have created a video to comment on the video they have created. teachers used this activity so that students feel motivated to practice speaking, recording the process of conversation, and uploading the recording on facebook. this action was done because in cycle 1 there were still 20 students who did not make videos and uploaded the video on facebook. this encouraged students to learn effectively because they were actively involved in the process. teacher distributed a list of vocabulary (1000 vocabulary lists) as a source of additional lesson material that helps students to have a vocabulary list in understanding english conversations. students were required to read, memorize and practice the use of the vocabulary in sentences with the help of the teacher. the technique used was role-playing where the teacher exemplified the sentence and asked the students to repeat and translate the words spoken by the teacher in english. teacher penalized students who did not work on videos and upload videos on facebook by requiring them to memorize new words in front of the class at the meeting. at the end of the lesson, the teacher asked the students to perform activities and give tasks of finding native english speakers, interviewing and recording the interview, and uploading the video on facebook. here the teacher associated the making of student videos with the basic competencies expected in this lesson: the students are able to respond to the meaning in the monologue text using the spoken language verbs accurately, fluently and acceptable in the context of everyday life and the students are able to express the meaning in the monologue text by using the variety of spoken language accurately, fluently and acceptable in the context of everyday life. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 77 in the second meeting, the teacher initiated the class by conducting an evaluation of video producing. the teacher checked the student's video that had been uploaded on facebook and commented on the video. there were only 30 students working on the task of making videos and uploading videos. the teacher presented the video and invited the students to give comments on the videos produced by them. students tended to be excited when they interviewed with foreign tourist. it became a new and exciting experience for them because they had never been spoken and interviewed foreign tourists before. another thing was that they are challenged to find vocabulary as much as possible before interviewing tourists because the tourists did not have good indonesian language skills other than english. this encouraged students to look for alternative words when tourists did not understand the vocabulary delivered by students at the time of the interview. in this cycle, there were still some students who had difficulties in making videos. there were also students who already made videos but had troubles in uploading videos on facebook because of the difficulty of the internet network and financial difficulties in uploading videos on facebook. teacher monitored the uploaded videos and encouraged students who had uploaded video to help their friends so they could complete interviews with foreign tourists, record the interview and upload videos on facebook. the teacher then improved and wrote down all the words that students did not understand on the board and gave all students the opportunity to improve the pronunciation of their friends. it was expected that students who had not produced videos and uploaded videos could complete their videos and upload on facebook. videos were assessed based on assessment guidelines same as on the pretest. the results were presented in table 3 below. table 3 the score of speaking in cycle 2 category score amount percentage excellent 85% 100% 5 16.6% good 70%-84% 10 33.33% enough 55%-69% 10 33.33% poor 40%-54% 5 16.6% very poor 0%-39% 0 0% the highest score 85 5 16.6% the lowest score 54 1 3.3% the result of post-test in cycle 2 showed a good result where there were 5 (five) students (16.6%) who produced a video with excellent pronunciation, grammar, vocabulary, fluency, and comprehension and audience could clearly understand their conversation video on facebook. there were 10 (ten) students displayed video with good score in pronunciation, vocabulary, and clearness, but still had problems in the grammar of the sentence. there are also 10 (ten) students who had enough video score. they were still lack of grammatical and fluency aspects and the audiences were confused during watching the video on facebook. and there were also 5 (five) students who had poor speaking skills with poor pronunciation, vague vocabulary, blurry journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 78 pronunciation, obscure and non-fluent grammar. furthermore, the average video cycle 1 was 107.2. the data also showed that the average speaking skill of students had increased in each component, i.e. for pronunciation (2.675), grammar (2.675), vocabulary (2.675), fluency (2.7), and comprehension (2.675). analysis showed that students who were weak in the pronunciation aspect already knew the meaning of each word. but because of the nervous and careless, they made the wrong pronunciation. students who did not memorize vocabulary were weak in comprehension and vocabulary aspects. after analyzing cycle 1, the researcher concluded that students class xii ipa 8 sman 2 kupang had made a significant improvement of speaking ability through an implementation of video producing and uploading method on facebook and therefore this method needed to be applied in other classes to improve students' speaking ability. after reflection, the teacher conducted a post-test on 25 september 2017. in this session, the teacher asked the students to interview with other people as speaking partner using english. this interview was recorded and uploaded on facebook. each student was asked to find out the name, age, address, when and where their resource person was born. after collecting the data, the researcher analyzed and scored which measuring five components, i.e. pronunciation, grammar, vocabulary, fluency, and comprehension. there were only 30 students on that day, while 10 people were absent for various reasons. the result was presented in table 4 below. table 4 speaking post-test score category score amount percentage excellent 85% 100% 15 50% good 70%-84% 10 33.33% enough 55%-69% 5 16.6% less 40%-54% 0 0% very less 0%-39% 0 0% the highest score 85 1 3.3% the lowest score 68 1 3.3% the result of posted in this class had shown a better result. only five students who had enough speaking score, while 25 others had good value and excellent (84.33%). furthermore, the average cycle 1 test was 107.2. the data also showed that the average of speaking skill had increased in each component, i.e. for pronunciation (3.35), grammar (3.35), vocabulary (3.35), fluency (3.35), and comprehension (3.35). analysis showed that students' speaking ability had significant change with the implementation of this method. for pronunciation aspect, the students really knew the pronunciation well and used it with a certain accent. in the vocabulary aspect, students still occasionally used in inappropriate vocabulary but did not make many mistakes for sentence meaning. students tended to be silent and did not respond when they did not understand the vocabulary and they did not try to find the words when they had difficulties expressing their purpose in speaking. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 79 for fluency, students appeared to be slightly disturbed by the problem of vocabulary comprehension and the pronunciation of their friends or conversational partners who tended to be faster and fluent in using english. when they encountered their partners who spoke fluently, it affected and interfered them in speaking because they tended to ask about what they were talking about. for grammatical aspects, students made grammatical errors but did not affect meaning. for aspects of comprehension, students were able to understand almost all the parts spoken by the partner and able to ask questions. after analyzing the post-test, the researcher concluded that the ability to speak of students had improved and therefore, the implementation of the method of video producing and uploading on facebook was considered successful and complete. 4. conclusion based on the result of the analysis of questionnaires, observation sheets, and assessment of tests, the teacher concluded that the implementation of the vpu method is able to improve the ability of students to speak english. data analysis at the beginning of the study showed that speaking pretest result was the low score. there were only two students who had enough speaking scores, while 10 students had fewer scores, and 23 students had very fewer scores. furthermore, the average score of speaking pre-test was 50.6. the data also showed that the average of english speaking skill was low in each component, i.e. pronunciation (1.2), grammar (1.275), vocabulary (1.35), fluency (1.225), and comprehension (1.275). however, after the implementation of the method, there was a change in the of student speaking competence where the results of the posttest showed that 25 students had good and excellent (84.33%) and only five students had enough speaking scores with the average of post-test score of 82.43. the data also showed that the average of the post-test was 107.2 with the improvement of student speaking skills after the implementation of this method, i.e. for pronunciation (3.35), grammar (3.35), vocabulary (3.35), fluency (3.35), and comprehension (3.35). based on the overall research results, it is recommended for teachers to use video producing and upload method on facebook as an alternative learning method for students. the researcher suggests that this method can be an alternative method for students in learning various english teaching materials at school. the researcher also suggests other teachers do research by implementing facebook related with the problems obtained in the class and basic competencies to be achieved in their lessons. references arikunto, s., suhardjono, dan supardi. 2007. penelitian tindakan kelas. jakarta: pt bumi aksara. arsyad, a. (2011). media pembelajaran. jakarta: rajawali pers. arsyad, m. (1993). pembinaan kemampuan berbicara bahasa indonesia. jakarta: erlangga. brown, d. (2007). principles of language learning and teaching. pearson longman brown, h. d. (2004). language assessment: principles and classroom practices. new york: pearson education. bsnp. (2006). sk dan kd bahasa inggris – sma, dilengkapi: skl. jakarta: bsnp daryanto. (2010). media pembelajaran. yogyakarta: gava media journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 72—81 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 80 febriyanti, gaaa., dewi, nksl., & dewi, igaairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. doi:10.31940/jasl.v2i2.1065. gibbs, g. & habeshaw, t. (1989). preparing to teach: an introduction to effective teaching in higher education. technical and educational services, ltd., bristol, 2, 37. hamzah, b. u. (2012). belajar dengan pendekatan pailkem, (2nd ed.). jakarta: bumi aksara harmer, j. (2004). how to teach english. malaysia: (13th ed.) longman. hasibuan, j.j. dkk. (2013). proses belajar mengajar. bandung: remaja rosdakarya. iriance, i. (2018). improving speaking ability of the students of smk kelautan dan perikanan negeri 12 medan labuhan by implementing role play technique. journal of applied studies in language, 2(1), 88-95. doi:10.31940/jasl.v2i1.892. joni, daaw. & wirastuti, igap. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9. doi:10.31940/jasl.v2i1.808. khabibullina, alena posted by ilac foundation, designated learning institute numbers: toronto: o19319227442 vancouver: o19283901032. komsiyah, i. (2012). belajar dan pembelajaran. yogyakarta: teras. kurnia, yr. & erawati, nle. (2018). teaching reading in junior high school. journal of applied studies in language, 2(2), 102-108. doi:10.31940/jasl.v2i2.1064. lastari, nkh. & saraswati, prtakh. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language, 2(2), 144 150. doi:10.31940/jasl.v2i2.1057. mangkulo, h. (2010). aplikasi jaringan sosial. jakarta: gramedia. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-6. doi:10.31940/jasl.v1i1.654. nunan, d. (1992). research methods in language learning. ny: cambridge university press. nurgiyanto, b. (2010). penilaian pembelajaran bahasa: berbasis kompetensi. yogyakarta: bpfe rakhmawati, f. & nirmalawati, w. (2017). grammar teaching at pre-service training program in kampung inggris (a case study on mastering system program). journal of applied studies in language, 1(1), 7-14. doi:10.31940/jasl.v1i1.655. richards, jc. & rodgers, t. (1986). approaches and methods in language teaching. ny: cambridge university press. riyana, ch. (2007). media pembelajaran: hakikat,pengembangan, pemanfaatan,dan penilaian. jakarta: graha ilmu. simon. (2005). pembelajaran dengan metode debat plus. jakarta: depdikbud. siregar, e. dan nara, h. (2011). teori belajar dan pembelajaran. bogor: ghalia indonesia subiyanto, p, suciani, nk, aryana, inr, sukerti, gna, & sitawati, aar. (2018). learning and growing: an alternative strategy to teach english. journal of applied studies in language, 2(2), 170-175. doi:10.31940/jasl.v2i2.1080. sujana, n. (2014). penilaian hasil proses belajar mengajar. bandung: remaja rosdakarya. tarigan, hg. (2008). berbicara sebagai suatu keterampilan berbahasa. bandung: angkasa. microsoft word 6.jasl-dec 2019-victoria 168-177.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 168 teachers’ perspectives on extra-curricular activities to enhance foundation program language learners’ academic and social performances hranush ginosyan1 victoria tuzlukova2 timothy hendrix3 sultan qaboos university, oman1,2,3 email: hranushg@squ.edu.om1 email: victoria@squ.edu.om2 email: thendrix@squ.edu.om3 abstract extra-curricular activities have been encouraged to support foundation program students’ positive attitude to learning and their smooth transition into the higher education system with better academic and social performances. this paper discusses the study that explores the potential benefits of foundation program students’ involvement in extracurricular activities from the perspective of teachers who develop, lead and facilitate them at the centre for preparatory studies of sultan qaboos university in oman in particular, the study focuses on how teachers perceive the effects of extracurricular activities on student performance in relation to eight key areas, namely development of students’ language skills and academic performance, development of communicative competency, students’ needs and interests, students’ self-esteem and self-confidence, students’ motivation and positive attitudes towards learning, extracurricular activities in the framework of the foundation program curriculum, cross-cultural experiences, and transitional challenges. the results indicate that extracurricular activities play a valuable role in helping foundation program students adjust to higher education environment and function more easily in english. however, more student involvement and additional assistance to students are needed in order to boost their motivation and increase engagement in their own learning experiences. keywords: academic and social performances, extracurricular activities, foundation program, sultan qaboos university journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 169 1. introduction omani high school graduates, similar to their peers around the world, experience multiple challenges adjusting to the higher education system that can affect their progress in english medium academic environment, social and emotional well-being, confidence and self-esteem (ginosyan & tuzlukova, 2016). in order to mitigate students’ academic transfer and improve their english proficiency, it is crucial to consider the potential of a variety of approaches including extracurricular activities that support students and make their language development more meaningful. research on extracurricular activities shows that participation in extracurricular activities is associated with more positive attitudes towards school (davalos et al., 1999; marsh 1992; oliver 1995; darling, caldwell & smith, 2005; mahoney, 2014), better academic achievement (eccles & barber, 1999; silliker & quirk, 1997; darling et al., 2005) and higher self-esteem and/or specific self-concepts (holland & andre, 1987; marsh, 1992; zhang, 2001). marsh (1992) argues that students’ participation in extracurricular activities promoted by school can increase the school engagement, which leads to the development of more positive attitudes towards school and towards learning. students participating in extracurricular activities exhibit more positive perceptions of school and lower probability of school dropout. this claim is supported by mahoney and cairns (1997) who argue that there is a negative correlation between the participation in extracurricular activities and school dropout. according to davalos et al. (1999), by participating in extracurricular activities, students develop a sense of belonging that positively contributes to their own identity. what is more, participation in extracurricular activities can also increase academic achievement. according to holland and andre (1987), there is a positive relationship between participation in extracurricular activities and academic achievement. in a study with 10,944 middle school students, gerber (1996) demonstrates that participation in extracurricular activities lead to better school performance. in the context of higher education, the study by broh (2002) demonstrates that participation in extracurricular activities affects students’ adjustment and their academic performance, which is associated with an improved grade point average, higher educational aspirations, increased college attendance, and reduced absenteeism. participation in extracurricular activities seems, also, to be positively related to self-esteem and/or self-concept. in a longitudinal study, marsh (1992) claims that participation in extracurricular activities contributes to academic achievement and social self-concept. clearly, involvement in extracurricular activities can help students to develop peripheral attributes that are essential to classroom performance. the extent that these attributes can be developed can depend on the amount of emphasis an institution places on student engagement in extracurricular activities as well as the amount and types of activities that are offered by the institution (guest & schneider, 2003, seow & pan, 2014). much of the emphasis that the students are exposed to comes directly from their teachers. as a part of a multi-level self-examination of their own institution’s utilization of extracurricular activities, the authors of this study have researched teacher perception of extracurricular activities offered to the foundation program students at the centre for preparatory studies of sultan qaboos university in the sultanate of oman. the foundation program offered by the centre for preparatory studies of sultan qaboos university aims at preparing admitted students and enabling their smoother and more successful transition and active participation in higher education studies. it is journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 170 constructed in the form of learning outcomes for the english language, mathematics, information technology and study skills. for example, in the area of the english language, by the end of the foundation program students should be able to read extensive texts and actively participate in discussions on topics relevant to their studies, paraphrase information, use library resources in preparing talks, speak clearly and confidently, write texts, produce written reports and respond to questions that require critical thinking skills (learning outcome standards, 2016). extracurricular activities have functioned as a branch of student support at the center for preparatory studies since 2011. although extracurricular activities are often coordinated through student services or even through intramural, student-led clubs, the concept of extracurricular activities was adopted by the centre in order to foster student community and to provide avenues for foundation program students to have additional practice in their english language skills. to this end, all of the events offered by extracurricular activities are conducted in english, and several functions are focused on specific language skills. students’ primary interaction with extracurricular activities is through clubs that meet at regular intervals (weekly, biweekly, or monthly) and run for an hour and a half each. while the clubs that are available each semester can change, extracurricular activities are offered as thirteen to eighteen clubs each term. the organization and operation of the clubs is overseen by the student services coordinator, a faculty member who directs all of the student services functions at the centre. the clubs are run by teachers, high performing students, and community members of sultan qaboos university, all of whom are interviewed and vetted by the extracurricular activities coordinator. clubs can be focused on a language skill, or they can be centered on an area of interest for the students. examples of the extracurricular activities that offer direct language skills practice include presentation skills, speaking, debate, storytelling, movie and book clubs. there is a wide range of indirect language practice clubs, such as art, apps, game, business, chess, culture, digital literacy, handicrafts, omani languages, toastmasters and science news clubs. attendance primarily comes from students within the foundation program, but some clubs host credit students and even participants from the general public. with the dual goal of helping students to have opportunities for social gatherings as well as practice language, many of the clubs are not meant to offer direct assistance with their language development. additionally, in order to foster natural language development, very few of the clubs are developed to coordinate with the centre’s foundation program curriculum. this study examines the benefits of extracurricular activities to the students in the standard curriculum of the foundations program offered by the university, as described by the teachers who facilitate extracurricular activities. the goal of the research is to define the benefits of extracurricular activities for students across the foundations program which goal is to maximize the potential of young omanis and enable them to fully benefit from higher education (oman academic standards, 2010) in order to better utilize them in the future. 2. method this study was initiated in january 2019. the first stage of the study was completed in may 2019. the study was constructed within the framework of mixed methods which journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 171 naturally complements the traditional quantitative and qualitative research paradigms as described by johnson and onwuegbuzie (2004) and the constructivist paradigm to allow multiple types of data as described by patton (2002). for the pilot study, the authors determined a core set of questions to approach the phenomenon in question from various angles; thus the study is centered on the following questions: • what kind of extracurricular activities are currently offered to the foundation program students? in which academic, developmental and historical contexts are they introduced? • what are the potential benefits of increasing the omani foundation program students’ involvement in extracurricular activities? • how can extracurricular activities be used to supplement the foundation program curriculum? the authors developed unstructured interviews and questionnaires in order to obtain as complete an understanding of these situations at the centre for preparatory studies as possible. the population of the pilot study consisted of eight english language teachers who have developed and facilitated extracurricular activities since these teachers are considered as the stakeholders in the process of defining and implementing the extracurricular activities at the centre. in the next stage, more stakeholders, namely student facilitators and foundation program students frequently attending extracurricular activities workshops and presentations will be involved. the pilot study began with unstructured interviews or open conversations with eight teachers who have developed and facilitated extra-curricular activities. some participants were asked to complete follow-up interviews. after the initial interviews, the participants were sent more detailed, 15-point questionnaires that invited longer responses. all the interviews and discussions were recorded and transcribed. then all the responses were summarized and arranged into one composite table. the relevant information was highlighted and grouped, after which eight core themes were extracted for the focused exploration of the topic. specifically, a set of variables emerged from the interview results, which helped to determine the type of relationships between the variables and extracurricular activities. these themes contrasted students’ extracurricular activity involvement against areas of significant challenges or development: (1) students’ involvement in extracurricular activities vs. development of students’ language skills and academic performance; (2) students’ involvement in extracurricular activities vs. development of their communicative and sociolinguistic competences; (3) students’ involvement in extracurricular activities vs. students’ needs and interests; (4) students’ involvement in extracurricular activities vs. students’ self-esteem and self-confidence; (5) students’ involvement in extracurricular activities vs. motivation and positive attitude towards learning; (6) extracurricular activities vs. foundation program curriculum; (7) students’ involvement in extracurricular activities vs. culture; (8) students’ involvement in extracurricular activities vs. foundation program students’ transitional challenges. 3. results and discussion overall, the interview results corroborate the findings discussed in field literature. teachers noted increases in engagement, in motivation, and in confidence in students who were more involved in extracurricular activities clubs. the teachers described the journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 172 students and their motivations for attending events. they described the students as "not very weak but eager students" whose motivation declines sharply in spring semesters. students are described as attending events for various reasons: portfolio requirements, social involvement, discovering campus life, and students' intrinsic motivations to improve in their language studies. one respondent pointed out that the degree of omani student involvement in campus activities is markedly less than that typically found at western universities. the respondents explained as well their own motivations for volunteering to lead extracurricular activities clubs and workshops, which included personal interest, desire to supplement student language learning experiences, and desire to enrich students' time at the university. as mentioned, the majority of teacher responses were able to be grouped into themes, which are synthesized below. 1) students' involvement in extracurricular activities vs. development of students' language skills and academic performance according to the teachers’ interviews, there is a direct, positive relationship between students' involvement in extracurricular activities and development of students' language skills, since all extracurricular activities are conducted in english and the students are exposed to various activities outside the classroom with english being a tool and not the goal. the respondents held different perspectives as to the reason for this correlation. these reasons included that (a) students could focus on a task or activity with english as a secondary focus, which helped to increase their competency in english; (b) students could be engaged in their activities for the sake of learning subject matter in english without the distraction of formal assessment, thus removing their need to focus only on what aspects of language learning that they could expect to encounter on a test, which helped the students to broaden their abilities in the language; (c) the students could practice language in a relaxed, natural setting, which better prepared them for using the language in intensive classroom settings; (d) learning english within the scope of their own interests allowed students to be engaged by the incentives towards further development of language skills that some of the clubs naturally provided. the respondents noted that students who were involved in extracurricular activities tended to exhibit more confidence and display more knowledgeable interactions in class than uninvolved peers. in regards to student academic performance, it was generally believed among the teachers that mostly high achievers showed interest in extracurricular activities involvement from the start. this finding is in line with the claims made by holland & andre (1987), marsh (1992) and zhang, (2001) that there is a direct relationship between students’ engagement in extracurricular activities and their academic performance. as one of the interviewees mentioned, some students participate in extracurricular activities to improve their language skills. in particular, they get involved with fluent english speakers in such language-oriented clubs as the speaking club, culture club, and the presentation skills workshop. normally, these students tend to perform better on the speaking exam and presentation compared to their peers who are not involved in extracurricular activities. another respondent noted that sometimes students regularly attend a club because they are intrinsically motivated. to them, the club is the hub that brings together minds that think alike or share common interest. for instance, chess club brings together all chess lovers who do not have the opportunity to practice their hobby while in college. it is noteworthy that these students improve their language skills while ding their favorite activity with the club facilitator journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 173 who is a native speaker of english. in other words, students need to communicate in english as the facilitator does not speak arabic. however, while the qualitative feedback supports the hypothesis that involvement in extracurricular activities improved students’ language skills, more quantitative research is needed to determine whether extracurricular activities involvement actively increased student academic performance as well as the degree of improvement of their language skills. 2) students' involvement in extracurricular activities vs. development of their communicative and sociolinguistic competencies responses concerning competency development were less definite, but teachers did recognize that extracurricular activities, such as speaking club, debate club, storytelling club, culture club, and presentation skills did provide otherwise unavailable opportunities for students to increase their competencies. with all of the clubs being presented in english, students have a natural, low-risk environment to practice formulating their ideas into english and to engage with fluent english speakers. it should be mentioned that some clubs are operating with the goal of developing competencies. for example, spill the tea is a club in which the main focus is development of sociolinguistic competency. what is more, the club is only for female students. as the club facilitator explained, female students tend to be really shy in class and as a result, they do not fully participate in class discussions. each participant chooses a piece of recent news and shares it with members. because this club is only for female students, participants overcome their shyness and communicate more freely and gain confidence over time. this is positively reflected in their class participation. overall, teachers noted that extracurricular activities can help students to take their attention off of assignments and grades and place it on their own ability to function within a language. 3) students' involvement in extracurricular activities vs. students' needs and interests when asked whether extracurricular activities were meeting students’ needs, the respondents provided mixed answers. they identified that a challenge in meeting student needs with extracurricular activities was that all extracurricular activities were offered according to available presenters’ interests and perceptions of what the students need. one teacher noted that several of the clubs, namely spelling club, book club, film club, presentation skills, and science news club, seek to meet what many teachers and students would identify as the students’ needs. for instance, because spelling is a common problem among foundation program students, one of the english teachers established the spelling club. the club gives participants an opportunity to practice spelling in a fun way. with regard to interest, it should be noted that most of the clubs emerge from the facilitators’ interest who run the club to share their skills and interests with participants as well as create an opportunity for people with common interests to come together. one vivid example is the workshop on virtual reality conducted by a student-facilitator. it was a big success and brought together around 30 participants who were either skillful gamers or beginners who wanted to learn more about virtual reality. however, despite the general belief that some clubs seek to meet what many teachers and students would identify as the students’ needs, the consensus among the teachers was that a complete needs analysis should be conducted in order to identify what the students’ needs are and how extracurricular activities could address them. similarly, the students’ interests are only able to be addressed through extracurricular activities insofar as they relate journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 174 with an available presenter’s interests and expertise, thus the options are limited and students’ stated interests are not always able to be met. 4) students' involvement in extracurricular activities vs. students' self-esteem and selfconfidence teachers unanimously agreed that the students gain a boost in self-esteem and confidence from their involvement in extracurricular activities. they identified the sources of this increase as (a) the chance to socialize and collaborate with a group of peers, (b) the opportunity to pursue their own interests in english, (c) the removal of formal assessment which allows the students to make errors and self-correct on their own, and (d) the chance to develop their skills at a more natural pace than the classroom requires. students who can obtain a more confident opinion of their own capabilities will perform better in the classroom environment, and the many benefits of building students’ confidence in their own abilities is worth the attention and investment of any language program. this finding corroborates marsh’s (1992) claim that students’ engagement in extracurricular activities leads to higher self-esteem. clubs that were identified as most helpful in this regard included speaking club, presentation skills club, and storytelling club. these clubs mainly focus development of students’ speaking and public speaking skills. they follow the format of interactive workshops and allow students to speak in front of their peers. it was generally observed that those students who attended these workshops gained confidence over time and had higher self-esteem. as one of the informants noted the attendees of the mentioned clubs are some confident language speakers who gain a bit more confidence over time. 5) students' involvement in extracurricular activities vs. motivation and positive attitude towards learning students’ increase in motivation and positivity towards learning experiences was also noted unanimously among respondents. this claim is in line with davalos et al. (1999) who argue that by participating in extracurricular activities, students develop a sense of belonging that positively contributes to their own identity. two teachers connected the motivational boost provided by extracurricular activities to cross-cultural experiences that the students are likely to have as part of extracurricular activities; one respondent said that extracurricular activities involvement’s enmeshed benefits with sociolinguistic competency leads to an increase in the student’s intrinsic motivation. students who are pursuing their interests in the language are more likely to be selfmotivated to learn and less likely to depend on external motivators, such as grades, in order to learn the language. the positive attitude is the associated with higher work ethic and an increase in the benefits a student can receive from classroom interactions. one teacher added that the increase in motivation is not always associated with better classroom performance. he mentioned that the productivity boost that students receive “can be demonstrated in different ways, not necessarily in the classroom.” to this end, input is needed from the students about their perception of how their involvement in extracurricular activities affect them. this type of data could help extracurricular activities administrators determine which activities would be most beneficial for encouraging students towards better classroom participation and which activities would be more associated with student self-actualization. 6) extracurricular activities vs. foundation program curriculum there was a shared belief among respondents that extracurricular activities function as an extension of learning outcomes of the foundation program, and that clubs are of journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 175 practical value to the program. because all of the presentations are in english – and because all of the clubs naturally include skills practice whether they are the main focus of the club or not – involvement in extracurricular activities is an immensely valuable resource for the foundation program. however, because of the nature of allowing students to pursue interests through extracurricular activities, there is not currently an effort to offer activities that are based directly on learning outcomes of the foundation program. although making all extracurricular activities conform to the foundation program curriculum guidelines and learning outcomes would ultimately present an obstacle to the many benefits that the students enjoy from interest-based pursuits, more can be done to provide support to the curriculum. currently, there are two extracurricular activities, namely presentation skills and science news club, whose stated reason for being established is to fill a gap left in the curriculum. these clubs engage students in a wide range of activities that target the reading, speaking and study skills learning outcomes specified by the curriculum document. it was generally observed that students who willingly attend these clubs improve their language skills noticeably, which is not true for those students who attend these clubs to fulfil the requirement of portfolio component of the course or because their teachers recommended attending the club. undoubtedly, more involvement between extracurricular activities and foundation program learning outcomes can be beneficial for students. 7) students' involvement in extracurricular activities vs. culture teachers noted that extracurricular activities provided students with opportunities for cross-cultural engagement that they could not otherwise obtain through their foundation program courses. because faculty of the centre for preparatory studies is culturally diverse, teachers are encouraged to present their own backgrounds in culture club, which holds the distinction of the highest consistent attendance in extracurricular activities. this club provides students with a chance to hear about cultural differences and experience cultural practices and foods from all over the world from presenters who are primary resources themselves. this club is students’ favorite and records high attendance. a number of the centre’s teachers delivered a series of fun and engaging presentations showcasing their cultures (american, russian, armenian, belarus, ukrainian and romanian, etc.) and each of these sessions attracted 120-200 students. also, an initiative of inviting renowned citizens and achievers as guest speakers to deliver motivational talks to students was undertaken. well-known adventurers nabil busaidi and captain saleh jabri visited the university for the first time and inspired foundation program students with their astonishing stories. as well as that, omani languages club was developed to encourage students to engage cross-culturally within their own country through study of the minority languages in oman. these experiences are otherwise not found in foundation program curriculum and are only made available through extracurricular activities; thus, the students’ involvement in these clubs offers a unique way to become more culturally aware. 8) students' involvement in extracurricular activities vs. foundation program students' transitional challenges respondents also highlighted extracurricular activities’ role in helping students transition to university life. teachers identified the opportunity to socialize through extracurricular activities was beneficial in helping them to connect with their larger community. one teacher described that “especially first year students need social opportunities to connect with their peers, and the connections that they create are journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 176 essential in helping them to navigate the challenges of transitioning into the university.” many students in their foundation year need a lot of support and guidance to adapt to the new academic settings and student life away from their families. the most common challenge that students face when transitioning to university is coeducation and culture shock. high school education in oman is gender-segregated and teachers are normally omanis. this is the reason why students face a range of social and academic challenges when studying in heterogeneous classroom and having teachers from different nationalities. providing a place for students to make new friends, to be involved in activities that they enjoy, and to receive informal practice in their language development are all points of positive contact that help a student to feel more relaxed, more a part of the university, and more optimistic about the academic experience, all of which leads to a more successful transition from the secondary to the tertiary school environment. 4. conclusion clearly, extracurricular activities play a valuable role in helping first-year students at sultan qaboos university adjust to school and function more easily in english. but just as clearly, more involvement in extracurricular activities, especially in the spring semesters, could increase student performance in their courses, boost student motivation, increase student engagement in their own learning experiences and provide additional assistance to students in foundation program curricula. this leads the authors to believe that extracurricular activities constitute a largely untapped resource that presents wide ranging benefits and can prove exceedingly valuable to both teachers and students by inviting them to interact in natural environments outside of the reach of assessment. therefore, foundation program providers should consider the ways extracurricular activities can supplement and enhance their own curricula. future research is needed to determine how to increase involvement of students across the curriculum as well as how to better support the curriculum through extracurricular activities, beginning with an examination of the wider community of stakeholders in extracurricular activities, specifically how the students perceive the impact of their own involvement on their studies. the practical significance of the proposed research is envisioned in better understanding the impact of extracurricular activities on post-basic students’ adjustment to the academic life and their development, research perspectives on tertiary education in oman and further establishing connections between the research communities in tertiary education settings. extracurricular activities suggested by the research findings will provide insights that could inform help improve foundation programs in oman. the research will also provide an information base on policies and practices related to extracurricular activities at the foundation program at higher education institutions to mitigate students’ adjustment to academic environment, and support their development. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 168—177 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 177 references guest, a. & schneider, b. (2003) adolescents' extracurricular participation in context: the mediating effects of schools. sociology of education, 76, 89-109. broh, b. a. (2002). linking extracurricular programming to academic achievement: who benefits and why? sociology of education, 75, 69-96. retrieved may 3, 2019 from https://www.researchgate.net/.../271777894_linking_extracurricular_programming. darling, n., caldwell, l. l., & smith, r. (2005). participation in school-based extracurricular activities and adolescent adjustment. journal of leisure research, 37, 51-77. davalos, d.b., chavez, e.l. & guardiola, r. j. (1999). the effects of extracurricular activity, ethnic identification, and perception of school on student dropout rates. hispanic journal of behavioral sciences, 21, 61-77. eccles, j.s. & barber, b.l. (1999). student council, volunteering, basketball, or marching band: what kind of extracurricular involvement matters? journal of adolescent research,14, 10–43. gerber, s. b. (1996). extracurricular activities and academic achievement. journal of research & development in education, 30 (1), 42-50. ginosyan, h. & tuzlukova v. (2016). foundation program students’ profile: writing, study and computer skills. journal of teaching english for specific and academic purposes. 4(1), 151-159. holland, a. & andre, t. (1987). participation in extracurricular activities in secondary school: what is known, what needs to be known? review of educational research, 57(4), 437 466. learning outcome standards (2016). retrieved may 3, 2019 from http://www.squ.edu.om/fp/tabid/9035/language/en-us/default.aspx. mahoney, j. (2014). school extracurricular activity participation and early school dropout: a mixed-method study of the role of peer social networks. journal of educational and developmental psychology, 4, 143-154. retrieved april 29, 2019 from http://www.ccsenet.org/journal/index.php/jedp/article/view/34334. marsh, h. (1992). extracurricular activities: beneficial extension of the traditional curriculum or subversion of academic goals? journal of educational psychology, 84, 553-562. oliver, h. (1995). influence of motivational factors on performance. journal of instructional psychology, 22, 45–49. oman academic standards for general foundation programs. (2010). retrieved may 13, 2019 from http://www.squ.edu.om/portals/162/pdf/gfpstandards/final.pdf. seow, p. s. & pan, g. sh. s. (2014). a literature review of the impact of extracurricular activities participation on students' academic performance. journal of education for business. 89, (7), 361-366. retrieved april 17, 2019 from http://ink.library.smu.edu.sg/soa_research/1250. silliker, s., & quirk, j. (1997). the effect of extracurricular activity participation on the academic performance of male and female high students. the school counselor, 44, 288-293. zhang, l. (2001). thinking styles, self-esteem, and extracurricular experiences. international journal of psychology, 36, 100-107. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 124 language phenomena of tourism enterprises in bali sang ayu putu eny parwati balai bahasa bali jalan trengguli i no. 34, tembau, denpasar, indonesia email: ayuparwati@hotmail.com abstract – heterogeneous regions create various linguistic phenomena, such as bilingualism, prioritizing high-achieving languages, decreasing loyalty to a language, and so on. speakers who are loyal in various ways will maintain their language. the loyal attitude of language speakers depends on the authority of the language so that speakers are required to use the language positively, not least by the tourism service entrepreneurs in bali. the phenomena of prioritizing the use of foreign languages in the international world of tourism cannot be avoided. however, loyal and positive attitudes toward indonesian have been shown by most entrepreneurs in bali, represented by entrepreneurs in kuta and ubud regions. the application of the questionnaire method and applying quantitative and qualitative approaches. this study is able to describe language attitudes, from loyalty, pride, to adherence to the language norms of tourism service entrepreneurs in the province of bali towards indonesian. the results showed that the businessmen who were engaged in tourism services stated positively supporting the partitioning of the indonesian language and prioritizing the use of indonesian in their business environment. on loyalty to the indonesian language, both entrepreneurs gave more ss and s statements than ts and sts. meanwhile, in the statement of pride in the indonesian language which contained five negative statements most of the respondents stated ts, while for positive statements most stated s. in the statement of adherence to the norms or rules contained in the use of the indonesian language, most respondents stated ts against negative statements and most also stated s against positive statements. furthermore, based on the statistical calculation of the data obtained the average values for positive statements were good and good enough for negative statements. keywords: attitude, loyalty, pride, compliance mailto:ayuparwati@hotmail.com journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 125 1. introduction various efforts to dignify indonesian have been carried out by various parties, not only by the government but also by the community personally. the language development and fostering agency, ministry of education and culture through its regional offices have carried out strategic steps through various activities and studies to foster a positive attitude and loyalty of the indonesian people to the indonesian language. besides, various persuasive appeals have also been conducted with the hope that indonesian society prioritizes the use of indonesian in all aspects, including in the public area. in fact, the legal basis has been established. the legal basis referred to is the law of the republic of indonesia number 24 of 2009 on flag, state languages and symbols, and the national anthem. in the law, specifically on the state language, it is stated: "the indonesian language must be used for the name of buildings or buildings, roads, apartments or settlements, offices, trade complexes, organizations established or owned by indonesian citizens or indonesian legal entities". article 37 paragraph (1) states that "the language of indonesian must be used in information about domestic or foreign products and services produced in indonesia". furthermore, article 38 paragraph (1) also states that "indonesian language must be used in general signs, instructions, roads, public facilities, banners and information tools which are public services". the law wants to remind the public, especially entrepreneurs in the territory of the republic of indonesia to respect the indonesian language in accordance with its position and function as a national language and state language. especially in the heterogeneous bali province, the phenomena of bilingualism that can erode the authority of the state language has reached an alarming level. based on several studies on the use of language in the province of bali, especially in the community of entrepreneurs who use language as a medium for socializing their business services, there appears to be a tendency to use foreign languages, especially english, as seen in the name of buildings, housing complexes, shop names, fabric ranges, posters, and advertising. the socialization media mostly use foreign languages. this phenomenon shows that the pride of using foreign language is higher compared to indonesian. they assume that using and mastering foreign language can increase the prestige of their business. to meet the demands of this globalization era, it is very important to master the international language. this does not mean that pride and loyalty to the language of the country fade. state language should be positioned at the highest place among other languages. the speakers' awareness of the language can be seen from their awareness of language loyalty or language antipathy towards the language. speakers who are loyal in various ways will defend the language, while antipathy speakers will let the language shift, or even become extinct. the choice of loyal or antipathy of speakers depends on the authority of the language. the more authoritative a language is, the more loyal the speakers are. an attitude is an act based on the establishment or belief (editorial team, kbbi, 2014: 1303). so, the attitude of language is an act based on the belief of a person (speaker) to use his/her own language positively. this belief of indonesian speakers needs to be convinced that the indonesian language is not just a means of communication, but that indonesian has the power as a symbol and identity of the nation. garvin and mathiot (in chaer and agustina, 2004: 152) state that there are three characteristics of language attitudes. (1) language loyalty encourages people in a language to maintain their language and, if necessary, prevent the influence of other languages. associated with loyalty to the use of the indonesian language, it is an attempt to keep the language users firmly adhering to maintaining and using the national language, indonesian language, and able to prevent any foreign influences; (2) language pride encourages people to develop their language and use it as a symbol of community identity and unity; (3) awareness of the existence of language norms encourages people to use their language carefully and politely and it is a factor that greatly influences language use. the three characteristics journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 126 expressed by garvin and mathiot (2004) are characteristics of a positive attitude towards language. conversely, if the three characteristics have disappeared or weakened from an individual or from a group of people belonging to the speech community, it means that a negative attitude towards a language has occurred in individual or community. sugiono and sasangka (2011: 38) state that attitudes relate to people, groups, and other social organizations and institutions. the community, in this case, is a group of people or individual as users of a language as a means of communication, both oral and written. the use of language is not only limited to utterances but can also be reflected in the form of writing to convey the goals and objectives, such as the use of the language of outdoor media that describes the business entity undertaken by an entrepreneur, in the form of advertising, brochures, announcements. company name boards and business administration matters. meanwhile, oral communication is usually used when dealing with consumers and employees. the portrait of the use of the language of outdoor media by tourism service entrepreneurs in several places in the province of bali used more foreign terms or languages. this could be seen on the signboards or the brochures. the following is a brief overview of the use of language in these media. the use of such media provides a very wide opportunity for language users to express their ideas and creativities in an effort to share information to targets or service users. to achieve the goals, they will make every effort to utilize the media to the maximum extent, even by ignoring linguistic rules. as a result, here and there appears language errors use in making signboards, signs, and brochures. from that fact, the problems in this paper can be formulated, namely how the attitudes of language are, starting from the aspects of loyalty, pride, and adherence to language norms of entrepreneurs of tourism services in the province of bali towards the indonesian language. the aims are to uncover or to obtain an overview of the loyalty and pride of the tourism service entrepreneurs in bali on the language of the country, as well as to measure the extent of the compliance of the entrepreneurs in applying linguistic principles. in general, this study aims to get an overview of the participation of entrepreneurs engaged in tourism services in dignifying the indonesian language. this research is based on several research results that have been carried out by several researchers relating to language attitudes, including sugiono and sasangka (2011) with research that has been published with the title indonesian society's attitudes towards the language. this study was conducted in six major cities in indonesia with respondents in the house of 1,636 people that showed most of the urban community in indonesia has a fairly positive attitude, both towards indonesian, a local language, and foreign languages. meanwhile, among the younger generation, it journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 127 was found to have a balanced attitude towards the three languages. the imbalance in the attitudes of the older generation showed their lack of attitude or appreciation for the three languages. however, it was generally stated that the language attitudes of indonesian people in big cities have indeed not shown an encouraging attitude because so far their attitudes have only been at a fairly positive level. suteja (2007) revealed the (conative, affective, and cognitive) attitudes of balinese ethnic student groups in denpasar towards the use of spoken balinese languages in everyday social communities in the context of the choice of various balinese languages, it was concluded that on average they behaved negatively, both groups living in urban and rural areas. however, their attitudes towards the use of balinese language in general in the context of the choice of language between indonesian and balinese for informal communication tools for groups living in urban areas were negative, while for rural groups it was neutral. this negative attitude was revealed because various balinese languages were generally considered not to reflect social equality and less practical because the use of vocabulary was considered very complicated. paramarta (2009) in his thesis revealed that the maintenance of balinese language through balinese language broadcasts on bali tv was reflected in the response given by the balinese speakers in the city of denpasar based on language attitudes on cognitive, affective, and conative aspects. based on age groups and professions, it was found that the age group of 7-21 years, the profession of students stated that they were positive about tembang bali broadcasts, but they were negative towards the broadcast of orti bali and very negative towards upakara broadcasts. the age group of 22-55 years, the profession of farmers, fishermen, traders, housewives were positive about the broadcast of orti bali, upakara and tembang bali. in addition, it was also revealed that the professional groups of civil servants and private employees (22-55 years) were neutral towards the upakara and tembang bali broadcasts, but they were positive about the broadcast of orti bali. however, this research was only limited to the public's response to television broadcasts and did not explain its correlation to the maintenance of balinese language concretely. parwati et al (2014) in their study of the language attitudes of balinese speakers toward the indonesian language conducted in the city of denpasar and badung regency concluded that indonesian was still chosen in several domains, especially in the formal domain. the choice of indonesian language tended to be used more intensity than the balinese language. this shows that there has been a user of a mixed language between indonesian and balinese in every communication carried out with their partners so that balinese can survive as a local identity among the young generation of bali. this has an impact on the quality of the use of indonesian language by respondents which was expressed by the tendency to use various nonstandard indonesian languages (various slang and foreign languages), both in spoken and written languages. thus, it can be said that the quality of the respondent's language cannot be said to be good because of the language contact. however, all respondents who were students in denpasar city and badung regency had a positive attitude towards indonesian. 2. method data relating to language attitudes were obtained through the application of questionnaire methods in the form of respondents' attitudes towards the indonesian journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 128 language, both positive and negative attitudes. attitude statements contained three aspects, (1) loyalty, (2) pride, and (3) awareness of linguistic norms. the questionnaire method was applied in the form of questionnaire techniques. the results obtained in this technique were formulated in the form of notes. the data analysis in this paper applied the quantitative and qualitative approaches with the following steps: (1) data selection, namely checking the list of questions and statements that had been filled by the respondent; (2) determination of scores, namely determining and calculating the score of respondents' answers; and (3) data tabulation, which was tabulating the data of each respondent into the table with descriptive statistics. the description of the results of the statistical calculation was needed to coordinate and summarize numerical data from the results of the tabulation of data, then presented in the form of graphics or drawings and descriptive calculations so that it could be interpreted clearly about the data. questionnaire in this attitude research contains 3 (three) aspects: 1) loyalty consists of 16 statements, 2) pride (of indonesian) consists of 12 statements, and 3) compliance with the norms or rules of using the indonesian language consists of 4 statements. the total number of statements is 32. all items contain 24 positive statements and 8 negative statements. by applying the likert scale method 1 to 4 with the following criteria. table 1. criteria for of attitude statement point statement symbol attitude positive negative strongly agree ss 4 1 agree s 3 2 disagree ts 2 3 strongly disagree sts 1 4 in addition, each category is described based on three factors: (a) respondent's knowledge; (b) respondent's assessment due to the attitudes statement; and (c) real experiences experienced by respondents. the total accumulation of the data obtained by inferential statistics shows the results of the percentage of respondents' answers with interpretation numbers as in the following table. table 2. interpretation of percentage of respondents’ statement percentage of answer (p) interpretation p = 0,00 not exist 0,00 < p ≤ 5,00 almost not exist 5,00 < p ≤ 25,00 less 25,00 < p < 50,00 almost half p = 50,00% half 50,00 < p ≤ 75,00 more 75,00 < p ≤ 95,00 most 95,00 < p < 100,00 almost all p = 100% all journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 129 meanwhile, to obtain the attitude category, it is determined the average range of acquisition of inferential statistics as follows. table 3: category of attitude statement category (statement +) average category (statement -) good 100—75,00 very poor fairly good 74,99—50,00 poor poor 49,99—25,00 fairly good very poor 24,99—0 good the results of data analysis in this paper are presented using formal and informal methods (sudaryanto, 1993: 145). formal methods are embodied in the form of symbols or signs that are used as a complement to informal methods. informal methods are realized in the form of verbal words with several technical terms in the field of sociolinguistics. valid data in this study is 145 although there were 150 respondents who filled out the questionnaire. all respondents in this study were tourism service entrepreneurs in the ubud area as samples for gianyar regency and kuta as samples for badung regency. respondents who worked as hoteliers in kuta were 45 people and restaurant entrepreneurs were 40 people. meanwhile, there were 25 hotel business respondents in ubud and 35 restaurant entrepreneurs. the determination of the number of respondents in this study applies a purposive sampling technique because the characteristics of respondents sampled have been known in advance (mardalis, 1989: 58). both areas were chosen because they were a world-famous tourist destination that was able to invite tourist visits, both domestic and foreign tourists so that these two areas were known as trademarks of bali tourism, even indonesia. the phenomenon of bilingualism raises the language attitudes of heterogeneous communities, such as the community of tourism service entrepreneurs in ubud and kuta. such conditions require the form of language loyalty and pride in an effort to dignify the indonesian language and maintain and preserve the mother tongue. fishman in karsana (2009: 76) states that language loyalty is an attitude of loyalty to a particular language that will be maintained in various ways by those who are loyal. while the pride of language according to sumarsono (2004: 365) says that the pride of language is a belief in a language that is embedded in a person to make the language as an identity. dahlan (in haerudin, 2010) suggests that attitude is mental or neural readiness organized through experience and influences the behavior of individuals in responding to certain objects. ananstasi (1982: 552 in haerudin) states that a person's attitude cannot be observed directly, but it is interpreted from visible behavior, both verbally and nonverbally. meanwhile, fantino (1975: 462 in haerudin) suggests that attitudes can be identified through clear ideas, feelings, and behavior. this second opinion interprets attitudes from the form of one's tendency to act to form real behaviour. thus, this attitude can be traced from the design that is arranged in mind, ideas, ideals, heart conditions, and behaviour. attitude can be said to be an emotional reaction to a psychological object. reactions that arise can be positive or negative. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 130 attitudes can also be in the form of one's inner atmosphere. a person who approves of an object will show a supportive attitude or vice versa. anderson (in chaer and agustina, 2004: 151) divides attitudes into two kinds: (1) linguistic attitudes and (2) non-linguistic attitudes. both types of attitudes can involve beliefs or cognitions about language. thus, according to anderson, language attitude is a relatively long-term belief or cognition system, partly about language, about language objects, which gives a tendency for someone to react in certain ways they like. this language attitude can be positive (if it is considered good or preferred) and can be negative (if it is considered not good or disliked). 3. results and discussion in the introduction, it has been stated that the phenomena of bilingualism created the language attitudes of heterogeneous communities, such as the community of tourism service entrepreneurs in ubud and kuta. this condition requires the form of loyalty and pride in the effort to dignify the indonesian language and maintain and preserve the mother tongue. the phenomena of the use of language among entrepreneurs were illustrated in the statement of the attitude of tourism service entrepreneurs to indonesian in three aspects: loyalty to the indonesian language, pride in the indonesian language, and adherence to the indonesian language usage rules as outlined in a questionnaire with 32 statements. 1. language loyalty loyalty to the indonesian language in the questionnaire contains 16 statements. the 16 statements consist of 14 positive statements and 2 negative statements. based on inferential statistics on the statement data given by the two categories of respondents, it was obtained the following average values. for the positive statement category, the average value was 81.2. the average value was included in a good category interval point, while for the negative statement the average value of 72.5 was included in the fairly good interval points. meanwhile, based on the tabulation of data collected in both tourism areas in the province of bali, it can be illustrated the percentage of loyalty to the indonesian language obtained by entrepreneurs in bali as shown in the following graph. graph 1: loyalty to the use of indonesian by entrepreneurs in bali journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 131 the graph above illustrates that the loyalty to the indonesian language of both categories of entrepreneurs is in a good category position. this can be seen in the percentage results which show that almost half of the total respondents (50% and 48% respondents) agree (s) and almost half of them (33% and 30% respondents) stated strongly agree (ss), only a small percentage (18% and 18% of respondents) who expressed disagreement (ts), and almost none (2% and 1% of respondents) who stated strongly disagree (sts). thus, both tourism service entrepreneurs in kuta and ubud gave a statement of loyalty to the indonesian language in a good category. 1. pride of indonesian language statements of pride in indonesian in the questionnaire contained 12 items. the twelve items consist of seven positive statements and five negative statements. the results of inferential statistical calculations on statements of pride in the indonesian language by the two categories of respondents obtained an average value for a positive statement of 79.5 which is at a good categorical interval point, while for negative statements it obtained an average value of 72.5 belongs to a fairly good category. meanwhile, the value of the percentage accumulation of the sixteen items can be seen in the following graph. graph 2: the pride of the use of indonesian by entrepreneurs in bali graph 2 above shows that almost half of the total respondents from both categories (41% and 35%) stated s, but almost half of them (36% and 35%) stated ts. however, only a small percentage of the two categories of respondents stated ss (23% and 18%) and a small percentage also (7% and 5%) stated sts. the percentage results showed that there were several items listed in the questionnaire that received a non-positive response. this was obtained from the results of the percentage of the statement of negative attitudes towards the use of indonesian language which was quite high. this shows that both categories of respondents support the use of foreign languages in their business environment, both to employees, business partners, and to customers who were not foreigners. however, the average results of both types of statements about pride in indonesian by both categories of respondents are categorized as good for positive statements and categorized as fairly good for negative statements. 1. compliance to language norms statements of compliance to the norms or rules in the use of indonesian of tourism entrepreneurs in both regions of bali were positive responses by both journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 132 categories of respondents. there are 4 statement items in this compliance. the four statements contain 2 positive statements and 2 negative statements. based on the results of statistical calculations for positive statements, the average value is 82.8 which belongs to a good category, while for the negative statement the average value is 84.0 also belongs to a good category. here is a table of percentage of attitude statements for both categories of respondents for compliance to the norms or rules in using the indonesian language by tourism service entrepreneurs in both regions of bali. graph 3: the compliance to indonesian language rules by entrepreneurs in bali graph 3 above shows the statements of the compliance of entrepreneurs in kuta region to indonesian norms or rules, it appears that the percentage of highly competitive percentages between the agreeing and disagreeing statements are conveyed by the two categories of respondents. as shown in the graph that almost half of all (37%) hotel business respondents stated s and only a few percentages (20%) of restaurant business respondents stated s to support the statements of compliance to the indonesian language rules. nearly half (29%) of restaurant entrepreneurs said that ss and only a small number of hotel entrepreneurs stated ss. meanwhile, nearly half of hoteliers stated that ts and a few percentages (22%) of restaurant entrepreneurs stated ts, while those who gave sts statements were almost half (33%) of restaurant entrepreneurs and a few percentages of hotel entrepreneurs stated sts. portrait of the participation of tourism entrepreneurs in bali in dignifying the indonesian language the province of bali is an area that has heterogeneous populations with diverse communities. the people who inhabit the province of bali come from various tribes and religions as well as foreign nationals from various parts of the world. they come and live with various needs and goals, one of which is to trade or do business. based on the mastery and use of language, balinese people are also diverse so that they can be said to be multilingual because they control at least three languages as a means of communication. such a situation might cause one of the languages under its control to be displaced in its position and function, especially those who live in tourist areas. as a local or indonesian entrepreneur who is engaged in international tourism services, of course, they will master foreign languages more than the indonesian language even overrides his local language. 0% 20% 40% ss s ts sts 13% 37% 33% 17% 29% 20% 22% 33% compliance into language norm hotel resto journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 133 language behavior of local entrepreneurs not only shows the quality and language skills but also can be observed from their attitude towards the use of indonesian as the language of their country. this can be seen from the acquisition of statistical counts as illustrated above which shows that tourism service entrepreneurs in kuta and ubud as bali tourism trademark areas are positive about the use of indonesian. loyalty and pride in the indonesian language are shown in good categories, as well as adherence to the norms in indonesian which are applied in written language in a good category. this shows that entrepreneurs in bali support the dignifying of the indonesian language. in other words, as a local entrepreneur still has an obligation to maintain and dignify the indonesian language and prevent influence from other languages. efforts to dignify indonesian language by using it as a means of communication in their environment, both in spoken and written language by local entrepreneurs engaged in tourism services, are a form of language mental revolution by prioritizing the use of indonesian in public areas such as corporate signboards and business boards beside using foreign languages. in addition, entrepreneurs are also obliged to preserve the local language because it is also the mother tongue symbol of local identity. 4. conclusion awareness, pride, and positive attitude towards the indonesian language need to be cultivated in every citizen by increasing the quality of use of indonesian language to all parties so that it will be reflected in a dignified indonesian identity. for this reason, cooperation between government agencies and private institutions as well as the business community in bali province in controlling the use of language needs to be improved even though in the attitude statement of entrepreneurs engaged in tourism services have expressed positive support for the dignifying the indonesian language and prioritizing the use of indonesian in the business environment. in addition, on the statement of loyalty to the indonesian language, both entrepreneurs gave more ss and s statements than ts and sts. meanwhile, in the statement of pride in the indonesian language which contains five negative statements most of the respondents stated ts, while for positive statements most stated s. in the statement of adherence to the norms or rules in the use of the indonesian language, most respondents stated ts to negative statements and most also stated s to positive statements. in-depth study of linguistic problems, especially the use of indonesian language by all indonesians is very open to further researchers for the development of linguistics in general and sociolinguistics in particular. axiological, the findings in this study can be used as a reference for local governments to work with the language agency in following up and implementing regulations issued by the government as stipulated in the minister of home affairs regulation number 40 of 2007, especially in article 2 which regulates the authority of regional head to control the use of language in public areas. references chaer, a. dan agustina, l. (2004). sosiolinguistik:perkenalan awal. jakarta: rineka cipta. haerudin, d. (2010). sikap bahasa mahasiswa. laporan penelitian (tidak diterbitkan). bandung: universitas pendidikan indonesia. mardalis. (1989). metode penelitian (suatu pendekatan proposal). jakarta: bumi aksara. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 124—134 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 134 meidariani, n. w. & meilantari, n. l. g. (2018). vocabulary variety of japanese in tourism field. journal of applied studies in language, 2(1), 27-34. doi:10.31940/jasl.v2i1.810. paramarta, i k. (2009). “pemertahanan bahasa bali melalui siaran berbahasa bali di bali tv”. (tesis). denpasar: universitas udayana. parwati, s.a.p.e. dkk. (2014). “sikap komunitas remaja sebagai penutur bahasa bali terhadap bahasa indonesia”. (laporan penelitian). denpasar: balai bahasa provinsi bali, badan pengembangan dan pembinaan bahasa, kementerian pendidikan nasional. sudaryanto. (1993). metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana university press. sugiono dan sasangka, satriya, s. t.w. (2011). sikap masyarakat indonesia terhadap bahasanya. yogyakarta: elmatera publishing. sumarsono. (2004). sosiolinguistik. yogyakarta: pustaka pelajar. tim redaksi. (2014). kamus besar bahasa indonesia pusat bahasa. edisi iv. jakarta: pt gramedia pustaka utama. microsoft word 1.jasl-dec 2019-taiz univ 115-126.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 115 investigating features of disfluent speech by efl learners at taiz university abeer alghazali taiz university, yemen email: algazaliabeer@gmail.com abstract an effecting way to avoid making a mistake is by being aware of it. this paper aims at investigating the features of disfluent speech by efl learners at taiz university in order to draw the efl learners to the features of disfluent speech they should avoid to make their speech sound more fluent and more natural. the focus in this paper is on repair features as fillers, repetitions, restarts and reformulations. the researcher collected data from 20 level four students english language major, faculty of education, taiz university. the participants were asked to narrate the events of a short silent video. the quantitative analysis showed that the participants overused disfluencies such as fillers, prolongations, repetitions, restarts and self-corrections. the mostly present self corrected item was the pronouns. it is highly recommended that the efl learners should be aware of such disfluency features in order to avoid them while speaking. keyword: yemen efl learners, speaking fluency, disfluency features, thaiz university journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 116 1. introduction accuracy and fluency are two important aspects of using a language either in speaking or in writing, though the term fluency is mostly attached to speaking more than to other language skills. according to alanisi (2012: 56) accuracy refers to “how correct learners' use of the language system is, including their use of grammar, pronunciation and vocabulary”, while fluency refers to “how well learners communicate meaning rather than how many mistakes they make in grammar, pronunciation and vocabulary”. accuracy refers to the correct use of language in terms of grammar, vocabulary and pronunciation. according to nunan (2003: 10) “fluency is the extent to which speakers use the target language quickly and confidently with few hesitations or unnatural pauses, false starts, word searches”. at the department of english language, faculty of education, taiz university, there are four courses that focus mainly on the speaking skill, namely; spoken i, spoken ii, spoken iii and spoken iv, distributed over the first two years of the program. moreover, the overall aims of these subjects as specified in the course description are respectively: “to build confidence among the learners to speak english and get over their tongue tidiness while using english, to help students participate in conversations, to help the learners negotiate through language, and to help individual learners to make presentations and also participate in debates, recitations, and declamations and also take part in plays and skits” (mohanraj, 2006: 6). however, there is a gap between what is prescribed for the efl learners and the product of those courses in reality. this is confirmed by alanisi (2012) who analysed the teaching methods, the syllabuses, and the textbooks used in teaching the speaking skill at colleges of education in yemeni universities. as stated by alanisi (2012: 175) “there is no correspondence, to a great extent, between the aims stated by the syllabus and the topics in the texts used in teaching speaking. the tasks/ activities do not encourage interaction and do not give space to learners to express themselves because they are required to model their speech after given examples or limit themselves to answering a set of questions”. speaking fluency, as defined by bulc et al. (2010), is “speech at a natural rate without many hesitations, pauses, repetitions, reformulations, filler words and filled or unfilled pauses” (p. 88). this study investigates the disfluency features as hesitations, repetitions, false starts and pausing which are of a great importance with respect to listeners’ negative impressions on the efl learners’ speech. this is pointed out by hemerka (2009: 15) stating that “people who often have to search for words, make a lot of pauses, slips and false starts, frequently use fillers often go for inappropriate words and awkward constructions, can hardly earn being labelled skilful speakers”. in addition, it is emphasized by bosker (2014: 1) that “disfluent non-native speech negatively affects the impression that listeners have of the non-native speaker”. this study would also provide data that are likely to be reconsidered with regards to text book writers, teachers of english and language researchers. according to alyan (2013), “pronunciation is seen as an obstacle that can hinder learners’ fluency”. that is, the findings of this study are hoped to encourage the efl learners to use language freely even if they make mistakes either in grammar or in pronunciation. therefore, this study is expected to help efl learners pass their message across without preoccupation on being grammatical. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 117 objectives of the study this paper aims at investigating the features of disfluent speech of the efl learners at the department of english, faculty of education, taiz university. it answers the following question: what is the nature and number of the disfluencies in the speech produced by the efl learners at the department of english language, faculty of education, taiz university? literature review disfluency, sometimes spelled as ‘dysfluency’, refers to “a breakdown in normal speech while pausing” (richards and schmidt 2002: 215). it includes false starts, hesitations, repetitions and fillers. disfluency features, which are carried out by various means as repetition, reformulation and false starts, do not necessarily mean there is an error in the speech. they can be taken as one of the forms of disfluency when the speaker hesitates because he or she needs more time for further planning of speech and speaking. some studies note that repair fluency features, especially hesitations, might help the listener to focus his/her attention to the message produced by the speaker. a study by bosker (2014) investigated the listeners’ attention to a target word produced in both fluent and disfluent native speech utterance. it was found that disfluent utterance had a beneficial effect on the listener participants’ recall of the target word. that is, the listeners were more likely to recall the word produced in a disfluent utterance than the word in fluent context. surprisingly enough, the same was not true when the listeners had non-native speakers’ utterances. this means that, at times, native speakers draw the attention of the listener by producing a hesitation, as um, before the target word but non-native speakers make use of hesitations to recall a word or to win time of speech. according to bosker (2014), the native speakers use hesitation for a purpose, and it, therefore, does not hinder communication. for the non-native speakers, kormos (2006) assumed that repetitions, reformulations, and restarts which often accompany silent or filled pauses are signs of encoding difficulties during the speech production process. a filled pause is a pause that contains a filler such as ‘um’, ‘ah’, ‘er’ or the like of those, which are also called hesitations (kormos and denes, 2004). false starts are the utterances by the speaker which are discarded, and then the speaker starts another utterance (riggenbach, 1991). hesitations are the use of ahs ums or ers as a technique for word or structure remembering. repetitions refer to repeating a phrase, a word or a part of a word while speaking. fillers are words that add no meaning to the speech but said as to fill time with speech or recall ideas, words and structures. fillers as "ah" "um" and "er" are regarded as hesitation markers. there are also filler phrases as “you see” and “you know” which are typical native speaker fillers. 2. method 2.1 data collection the population of the present study was all the level four students at the department of english language, faculty of education, taiz university in the second semester of the academic year 2014/ 2015. the total number of the fourth level students was (86) journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 118 learners, (7) male and (79) female. the gender factor was not taken into account; because the male learners are very few in comparison with the female ones as mentioned above. only one male student was present in the systematically selected sample. 2.2 the speaking task the researcher selected a silent video that was easy to be talked about. the story of the video is of two people, a man and a woman, waiting for the train sitting on a bench. a thief comes out of a sudden and steals the lady’s bag. the man who is sitting next to her runs after the thief and brings the bag back to the lady. she feels happy and gives him a big hug. the man gets surprised at the hug. then the train comes, and the lady gets on while the man happily waves ‘goodbye’ to her. however, in the train, the lady smiles and checks a wallet in her hand. she finds money in it because when she hugged the man she actually stole his wallet from his bag. as the topic of the video is easy to grasp and has an unexpected end, all the participants were able to talk naturally about it. 2.3 procedures after the participants had watched the video, they went into the recording room and were given a paper that contained the same story of the video in consequent pictures so as not to lose the events (see appendix a). secondly, an excerpt of two minutes was taken from the speech of each subject. the samples were transcribed manually and features of disfluent speech were detected carefully. an example is given in appendix (2). 3. results and discussion “what is the nature and number of the disfluencies of the speech production of the efl learners at the department of english language, faculty of education, taiz university?” it’s answer examines in details the nature of the disfluencies. nature here refers to the type of disfluencies, their place and frequency. it is important to note that filled pauses are regarded as part of the disfluencies. other disfluencies include repetitions, restarts and self-corrections. for chon, sawyer and ambrose (2007), disfluency includes interjections, abandoned utterances, repetitions of phrases, words or syllables, and sound prolongations. when transcribing the collected speeches, the researcher put all kinds of the disfluencies between square brackets. the number of disfluencies for each speaker is shown below in figure 1. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 119 figure 1 the participants’ number of disfluencies 3.1 number of disfluencies per minute an important variable of measuring speaking fluency as suggested by kormos and denes (2004) is the number of disfluencies per minute. in the transcribed speeches, disfluencies were marked if an utterance contained repetitions, (e.g., ride the [the] metro), restarts (e.g., [shee] (542) [we find]), fillers (ah, um, er), or self-corrections (e.g., she gave it ah [he gave it]). the efl learners at taiz university uttered an average number of 22.99 (approximately 23) disfluencies per minute. that’s to say, in a minutes of speech, 38.31 % of the speech was merely disfluencies. that is, more than half a minute contains disfluencies. this is a relatively high frequency of using disfluencies by the efl learners at taiz university in comparison to the advanced learners of kormos and denes’ (2004) study who used only 4.51 disfluencies per minute. lennon (1990) suggests that learners who make a large proportion of disfluencies in their speech are likely to be considered as less fluent than those who produce few disfluencies despite the presence of disfluencies in both native and nonnative speech. with respect to disfluencies, a distinction is made between the fluent and non-fluent use of disfluencies. schmidt (1992: 377—378) says that “non-fluent learners’ pauses, false starts, and other signs of hesitation reflect the need to focus attention on the lower levels of planning, whereas fluent learners act more like native speakers in exhibiting hesitation primarily as a reflection of integration and macroplanning”. by lower levels of planning, schmidt referred to planning for the grammatical structures of the sentences and by macroplanning, he referred to planning the ideas. this is also confirmed by mirzaei and heidari (2013) who say that the fluent l2 speakers utilize processing time pressure mechanisms, especially umming and erring, fillers, and other-repetition, more regularly than the non-fluent ones. according to mirzaei and heidari, “using this type of strategy, the fluent l2 speakers show that they are attempting to continue the conversation and bridge a communication gap” (p. 62). they continue that “deficiencies in one’s own language output, which might be revealed after encoding the message, lead to self-initiation, self-correction, or self-repair” (p. 51). the number of each disfluency type for each speaker who participated in this study is presented in table 1 below. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 120 table 1 types of disfluencies as can be noticed in table 1, the highest number of disfluency type was hesitations. to present it clearly, the researcher shows below in figure 2, the percentage of disfluency types used by the efl learners of this study. figure 2 percentage of disfluency types as it can be seen in the above diagram, figure 2, the efl learners at taiz university experienced the flowing sub-types of disfluencies as 54.77% hesitations (fillers), 25.07% repetitions, 15.12% corrections and 5.04% restarts. all of them are separately discussed in the coming paragraphs in some detail. speaker repetitions restart corrections hesitations (fillers) s1 15 3 6 23 s2 8 1 4 1 s3 25 5 9 65 s4 6 2 4 10 s5 3 4 9 7 s6 18 2 6 31 s7 3 3 6 18 s8 17 3 10 30 s9 10 1 7 22 s10 3 1 3 20 s11 10 1 5 51 s12 25 2 7 24 s13 7 1 2 14 s14 2 0 4 9 s15 3 0 1 7 s16 9 0 6 16 s17 4 0 7 23 s18 1 3 5 6 s19 9 2 7 9 s20 6 3 3 16 total 184 37 111 402 journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 121 3.2 filled pauses the identification of filled pauses takes many forms in the literature; most researchers use the transcriptions such as uh and um. other researchers use transcriptions as mm or eh. however, transcribing a filler of um as mm would delete the vowel sound which is the nucleus of the syllable and therefore counted as a syllable in the calculations of the syllables of the sample. therefore, the filler words of this study were transcribed in the form of ahs or ums; ers also were used, though rarely. to get an accurate count for the filler words in each utterance, the researcher underlined each filler word and then calculated both manually and using word processor (2007) to count underlined words of each sample separately. those fillers manifest hesitations of the speakers and reflect the process of recalling a word or a structure. chambers (1997) makes an interesting comparison between the reasons behind native and non-native use of hesitation markers. he argues that native speakers are more likely to hesitate “when expressing new thoughts as in a seminar than in a routine day to day exchange” (p. 538). he goes further explaining that silent pauses in the middle of utterances indicate a search for an idea, or the best way to explain it or for the grammatical form in the case of language learners. he concludes the comparison by stating that the native speakers are unlikely to hesitate for monitoring accurate production while learners’ hesitations mostly express learners’ dependence on linguistic proficiency in monitoring production. figure 3 the participants’ filled pauses per minute there are some words, other than um, ah or er, that do not carry a semantic meaning in themselves but are used by native and non-native speakers to fill time with speech. those words are mostly regarded as a sign of speech processing or as discourse markers; such as you know, well, kind of. however, none of those filler words were used in all the speech samples collected in this study except for one speaker who used the filler word ‘you know’ only once (she um (483) you know um (1.928) [she] (357) ah (1.103) put herself). the point to mention here is that such filler words, though undesirable, are better than filling time with ums, ahs or ers. the other filler word was ‘what’ which is not common to non-native speakers, but perhaps a mother tongue influence as the filler word aysh (meaning what) which is commonly used in the taizi dialect when looking for a word or a term while speaking. that filler word was also used by only one speaker (s13) in two utterances only, (that means she (557) ah what journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 122 [she] (869) she appears that she's innonce, but she is not). therefore, what was counted as a filler word in those utterances. alright was also used by one participant (s13) as a filler word and so was counted as a filler word. 3.3 number of filled pauses per minute another aspect in the discussion of filled pauses is the number of filled pauses per minute. figure 3 below shows the results of the calculations of filled pauses per minute. the average number of filled pauses per minute in the speech samples of the present study was 12.14 which is a big deal in comparison to the average number of filled pauses per minute in the speech samples of kormos and denes’s (2004) study in which the advanced learners used an average of 8.28 filled pauses per minute while the lowintermediate learners used an average of 16.3 filled pauses per minute. the filler words are reflections of hesitation, and they help the speaker to fill time with speech. however, the presence of fillers in the non-native speech is always regarded as a sign of disfluency. overusing fillers while speaking can be regarded as a sign that the planning efforts are higher. such use of filled pauses is sometimes regarded as a negative technique and a sign of encoding difficulties (kormos, 2006). the efl learners at taiz university showed an over use of the fillers ‘ah’ and ‘um’ in different parts of their utterances. fillers were noted to occur in between the subject and the complement, the subject and the verb, or between repetitions and corrections. more examples of fillers of the sample of this study are given here: examples: filler words between the subject and the complement: (s1) [one man] is ah walking in the street (s13) there is ah a shock (s7) there is ah a noble man sitting next to her. examples: filler words between the subject and the verb: (s13) she ah open her ah bag (s15) she ah (564) steal (891) his bag (s16) the man ah say 'good bye' examples: filler words at the clause boundary: (s17) after that (520) um (938) she was waiting what happened (304). (s9) ah this story about a girl (555) ah (s6) but, ah it's really so bad. (s17) then, ah [the] at the end of the story, examples: filler words between the verb and the object: (s17) ah and um (1.493) she just (1.827) looked at ah his wallet (668) (s18) a man was sitting besides her reading (616) um a book. (s18) how could she just give him (319) ah such a return! (s1) i talk about (482) ah a story examples: filler words before repetitions: (s14) so she is (809) um (371) [she is] a thief journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 123 (s6) she get her phone out (475) and ah she ah [she] was ah (624) ah [she was] reading something (s6) it is really something that is so bad in our ah (713) [in our] society. (s19) there ah [there] is woman and man examples: filler words before corrections: (s4) she gave it ah [he gave it] to the lady (s3) there is ah [a m] ah a woman (757) (s11) she (304) um leave (1.017) the ah [his] ah her place (378) ah in um (2.020) in [t] ah track (s17) [she] ah he [gived] (631) he gave 3.4 repetitions the second most frequent disfluency marker in the speeches produced by the efl learners at taiz university was repetition. the learners repeated syllables, words, phrases and sometimes whole sentences. the repetition phenomenon reveals that the speakers are not fluent. kormos (2006) said that repetitions, reformulations, and restarts which often accompany silent or filled pauses are signs of encoding difficulties during the speech production process. words repetition meant for emphasis were not included in the calculation of the repeated words, and they occurred very rarely. to cite an example, in this utterance by speaker (16) “i think the man who are kind (1.173) on this life (1.017) always always he is (408) a victim”, the word always was used for emphasis and therefore it was not counted as an example of repetition. given below are some examples of repetitions taken from the transcripts of the present study: examples: repetition of parts of the words: (s11) [repre] (854) represent (s12) [his] (518) [wa] ah wallet too (s3) [far] ah farewell (s10) she's [a th] a thief too examples: repetition of one word: (s 14) i think she (349) [she] couldn't ah take the money (s6) and get her [her] bag out (s16) come to him hanging [hanging] him examples: repetition of two or more words: (s16) they are (490) just [they are] friends (s6) sitting next to [next to] a man (s3) when she was ah [when she] [when she was] examples: repetition of a sentence: (s8) there is a girl. (728) [there is a girl] (s3) that ah there is ah [a m] ah a woman (757) ah [tha] [that there is a woman] (s2) when the train (1.057) arrived, (943) [when the train arrived] 3.5 corrections journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 124 according to mirzaei and heidari (2013), “self-repairs can be prompted by three different circumstances: a lapse in the encoding process, the generation of an inappropriate or inadequate message, and incomplete knowledge of l2 system” (p.51). in this study, self-corrections were marked where speakers make a change to their message such as choosing different vocabulary, sentence structure, tense, pronoun, conjunction or different preposition. in these examples, speaker 1 and speaker 14 changed the tense from present to past, while speaker 9 changed the sentence structure deleting the auxiliary verb was, then she added the present simple marker to the verb get. (s1) [i see] (319) i saw (s14) she looks very [she looked very] sad (s9) … she was [ge] er [she get] (709) she gets nervous the following diagram shows the types of corrections found in the speech sample of the present study in percentage. figure 4: percentage of self-correction types as can be seen from figure 4 above, the corrections in the speech sample collected in this study involved changes of tense 22.5%, word-choice 27.0%, pronouns 28.8 %, sentence structure 11.7%, prepositions 2.7%, articles 2.7%, and conjunctions 2.7%. the highest aspect of self-corrections was the change of the pronouns. 3.6 restarts restarts, sometimes referred to as false starts, are defined by riggenbach (1991: 427) as “reformulations in which the original utterance is rejected”. that is, after the speaker begins an utterance, he or she stops the attempted utterance and begins a new utterance. restarts differ from self-corrections in the sense that in restarts, the first attempt is rejected before it is finished and the second attempt does not necessarily involve corrections. the restarts were the least type of disfluencies noticed in the present study with a percentage of 5.04% of the total number of disfluencies. here is an example in which speaker 4 made a restart. (s4) [he'll] ah (490) he say to her. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 125 here, speaker 4 started a sentence using the modal verb will, and then she restarted the sentence using the verb say instead of the modal will, and she discarded the previous message. in a restart, the change made by the speaker is not necessarily to make the sentence more grammatical, the speaker changes the whole message. here are some more examples of restarts. examples: restarts (s6) [took the ba] ah ran after the [ma] the thief (s7) [shee] (542) [we find] (s9) [bec] ah to show that (s 20) [for exa] stoling off any things (408). (s19) [some] then, suddenly, one person came and 4. conclusion the findings of the present study showed that the speech by efl learners at taiz university is filled with hesitations represented by the non-verbal words ‘ah’ ‘um’ and ‘er’ along with much restarts and self-corrections. beside their use of filled and silent pauses, the efl learners at taiz university also used repetitions of a word or parts of a word, sometimes of a whole phrase, in order to gain time to produce what they intend to say. it is highly recommended that learners should be given an opportunity to develop accuracy as well as fluency and not neglecting any of them. besides, they should be introduced to the types of disfluencies and to the non-fluent pausing in order to avoid using them in speech. teachers also need to make their learners aware of the roles of the temporal features of disfluency and how such features affect the listeners’ perceptions. that is, the efl learners need to better understand that speaking an l2 appropriately is not only by mastering its grammatical features, but also by taking into their consideration the temporal aspects of speaking. reference alanisi, m. (2012). developing yemeni student-teachers’ proficiency in speaking english at the university level. (doctoral dissertation). efl university, hyderabad, india. al-ghazali a & alrefaee. (2019). silent pauses in the speech of yemeni efl learners. els journal on interdisciplinary studies in humanities, 2 (1), 39. alyan, a. (2013). oral communication problems encountering english major students: perspectives of learners and teachers in palestinian efl university context. the islamic university of gaza palestine. arab world english journal. international peer reviewed journal.(4) pp. 226-238. retrieved from: (www.awej.org). bosker, h. (2014). the processing and evaluation of fluency in native and non-native speech. university of nijmegen, the netherlands: max planck institute for psycholinguistics. bulc, t.; hadzi, v. & horga, d. (2010). speech fluency, a result of oral language proficiency? university of ljubljana. 87-100 chambers, f. (1997). ‘what do we mean by fluency?’. system, 25:4. pp. 535-544 chon, c., sawyer, j., & ambrose, n. (2007). measuring speech rates in fluent and disfluent utterances. university of illinois at urbana-champaign. hemerka, v. (2009). low speaking performance in learners of english. bachelor thesis. masaryk university. faculty of education. department of english language and literature. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 115—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 126 kormos, j. & dénes, m. (2004). exploring measures and perceptions of fluency in the speech of second language learners. an international journal of educational technology and applied linguistics. eötvös loránd university, budapest system (32). 145–164 kormos, j. (2006). speech production and second language acquisition. mahwah, new jersey: lawrence erlbaum. lennon, p. (1990). investigating fluency in efl: a quantitative approach. language learning, (40): 387 417 mirzaei, a. & heidari, n. (2013). researching (non) fluent l2 speakers’ oral communication deficiencies: a psycholinguistic perspective. the journal of teaching language skills (jtls). (5) 45-70 mohanraj, s. (2006). course descriptions in english. department of english, faculty of education, taiz university. nunan, d. (2003). practical english language teaching. ny: mcgraw-hill. richards, j. c. & schmidt, a. r. (2002). the dictionary of language teaching and applied linguistics. (3rd ed.). london: pearsn education limited. riggenbach, h. (1991). toward an understanding of fluency: a microanalysis of nonnative speaker conversations. discourse processes, 14, 423–441. schmidt, r. (1992). psychological mechanisms underlying second language fluency. studies in second language acquisition. (14). 357-385. microsoft word 10.jasl-dec 2019-gunawan 202-213.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 202 the morphological process of slang words used by teenagers in jakarta and its negative effects in their academic qualifications (a sociolinguistic study) gunawan tambunsaribu universitas kristen indonesia email: gunawanreza_tamsar@yahoo.com abstract – the use of slang words in teenagers’ life is a common in every country in the world. but in every country, each language is different in its words’ formation. the sources as well as the formations of such words are different from each country. the objectives of this study are 1) to find out the lists of slang words including abusive words used by jakarta’s teenagers; 2) to analyze the morphological features of such slang words, and 3) to find out the negative impacts of using such slang words based on parents as well as school teachers’ opinions. the collected data in this research was analyzed and reported descriptively. the data are encrypted from the audiorecorders, questionnaires, and also taken from the interview session. the conclusion of this research is that there are ten word-formations of slang words used by jakarta’s teenagers in their speaking with others daily. the researcher found out 558 slang words which are usually used by jakarta’s teenagers in their daily speaking with their peers. the 558 words are grouped into 10 word formation; they are reduplication (0.4%), clipping (3.9 %), onomatopoeia (4.5%), borrowing (4.8 %), other formation backward letters and backward syllables (5.9 %), inflection (8.1 %), acronym (11.8 %), mixes / multiple processes (12.2 %), coinage (17.4 %), and blending (31 %). out of 150 respondents – 100 school-teachers and 50 lecturers – there are 129 respondents (86%) who stated that there are negative impacts of using slang words by the students in their academic qualification in the learning process in the class they are teaching. this research is expected to be useful for all people around the world especially for the knowledge of linguists, lecturers, teachers as well as parents in order to know and understand the meaning of slang words used by teenagers in their speaking with their peers in their communication with others daily. keywords: slang words, jakarta’s teenagers, word formation, sociolinguistic study journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 203 1. introduction the use of vocabulary items in speaking to other people in daily intercourse reflects the culture of the speakers of that language. the usage of slang words especially that contains abusive words tends to become a bad communication. nowadays, the use of slang words by teenagers with their peers in the daily conversation grows fast in jakarta. using slang words especially in formal conversation is not polite; in addition the speakers who use the slang words which contains abusive or rude words can also reflect a bad image of the nation or the environment where the speakers live. the use or the style of good language in communicating with others will reflect a good culture and vice versa. if people are accustomed to saying slang words, they will reflect a bad culture within their group's community. to distinguish a good and a bad language style, gorys keraf (2006) explained that there are three elements in the style of good language: honesty, courtesy, and interestedness. the rapid development of human society has a great influence on the most important tool of the communication – the language. the modern way of living goes faster and the new trends are also reflected in the development of language in a form of various new words and expressions. the vocabulary as well as new expressions in language grow so rapidly caused by the modern trends in human life now days. slang seems to be one of the most important language formations having a great influence on the development of language. slang words are characterized by various linguistic features which reflect the speakers´ way of living and using the language with emphasis on belonging to a particular group of language users. mulyana (2008) says that slang is the number of words or terms that have special meaning, unique, distorted or even contrary to common sense when used by people of a particular subculture. sarwono (2004) said that slang is a typical language of the younger generation. it can be understood by almost all of the younger generation in the country that were covered by the mass media, whereas term that develop, change and grow almost daily. hubáček3 (1988) says that slang is an independent part of the national language characterised by specific denominations of non-literary strata realised in a common communication act (half-informal or informal) of people linked with identical occupational environment or interests; and used as a medium for specific communication usage, as a medium expressing a belonging to that environment or interests.” chloupek (1974) notes a distinction between the slang and professional language4 in the use of words based on expressive character; language play on words, denomination based on similarity (metaphor), words shortening or reducing compound words are common features for slang and professional language. eble (1996) cites mcknight (1923) and says that word slang referred to the specialized vocabulary of underworld groups and was used fairly interchangeably with the terms cant, flash, and argot. eble stresses novelty and ephemerality as principal characteristics of slang. comparing to general vocabulary, slang words seem to exist for a shorter time because they are either replaced by another term or provide a synonym for a word already existing in slang … eble also points out that a slang word can be extended to a new area of meaning referring to man´s interests inventing the slang. … green (2002), as well as eble, tackled the same problem about the comings and goings of the slang. “perhaps the most formidable problem is that slang changes rapidly, so it is virtually impossible to give an accurate account of current slang items.” journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 204 kridalaksana in chaer (2003) stated that language is an arbitrary sound symbol system used by social groups to cooperate, communicate and to identify them. while brown and yule (1983) which states that the language is not just a means of communication. the two linguists claim that language in use is part of the message in a communication, which, according to brown and yule, is called 'transactional' and 'interpersonal'. it means that there are customs and cultures in using language as a medium or communication tool. nababan (2013) mentioned that there are 4 classes of language functions, they are: (1) cultural function, (2) communal function, (3) individual function, and (4) educational function. the function of language in culture is as a means of cultural development, the path of cultural success, and the inventory of cultural traits. language is a part of culture and language that enables the development of the culture itself. we learn to live in society through and with the help of language. sugono (2009) explained that the criteria used to observe the correct use of language is by the rules/structure of the language itself. meanwhile, the criterion of good language use is the accuracy of choosing the language styles that suit to the communication needs (wajdi et al., 2018 and 2019). suryadi (2009) states that a language is a product from the language user’s culture. sapir and whorf in chaer (2003) states "the way of thought and culture of a society is determined or influenced by its language structure". chomsky in chaer (2003) argues that language studies have a close relation to culture. pitiria sorokin (1928) in his book titled "contemporary sociological theories" describes the branches of sociology quoted from the american sociological society, including the study of behavior and culture (personality and culture) and collective behavior. c. kluckhohn (1953) in his book entitled 'universal categories of culture' published in soekanto's book (2013), states that there are 7 elements of culture that are considered as an universal culture, they are 1) the tools and equipments of human life; 2) the livelihood of life; 3) community system; 4) language (oral and written); 5) art; 6) knowledge system; and 7) religion. in those seven elements of culture mentioned above, there is a point of 'spoken and written language' which the author chose as a topic of discussion in this study. oral language in this case is a verbal communication tool that is directly spoken through the mouth and sound. morphology as a part of linguistic study has a lot of definitions from some experts. according to katamba, morphology is the study of the internal structure of words (1993). while indonesian linguist, ramlan, defines morphology as another level of studying or analyzing the expression system of language which is concerned with the identification of morphemes and the ways in which they are distributed or combined into longer utterances (1992). another definition came from nida (1962), she explained that morphology is the study of morphemes and their arrangements in forming words. some definitions above have the same point that is morphology is a sub discipline study from linguistics that concerns in the process of word formation. the main point of studying morphology is on how to identify morphemes and their distributions and combinations in forming words. o’grady and guzman (1997) explained, “of all units of linguistic analysis, the word is the most familiar. the most reliable defining property of words is that they are smallest free forms found in language”. many linguists agree that word is a linguistic form which may, at the same time, also be a morpheme like bed; table, go, john, will, journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 205 to; but they also be linguistic form larger than one morpheme like boyish, walked, books, slowly. the ‘word’ can also be seen as a presentation of a lexeme that is associated with certain morpho-syntactic properties such as noun, adjective, verb, adverb, pronoun, proposition, conjunction and partly syntactic properties such as tense aspect, mood, gender, number, etc. (katamba, 1993). according to marchand (1992) word formation is “the branch of the science of language which studies the pattern on which a language forms new lexical units, i.e. words”. in addition, o’grady and guzman (1997) stated “human language makes use of a variety of operations or processes that can modify the structure of a word, either by adding some element to it or by making an internal change in order to express a new meaning or to mark a grammatical contrast (such as past versus non-past, n versus v, and so on)” the study of word formation is a part of morphology. o’grady and guzman (1996) mentioned that the term of morphology is the study of word formation and its analysis which has system of class and rules involves in it. there are different types of word formation processes of jakartan teenagers’ slang words. yule (1985) stated that word formation processes are the processes of forming new words or terms from the use of the old words to the new uses through some processes. some examples of these processes are coinage, borrowing, compounding, blending, clipping, acronyms, derivation (prefixes, suffixes, infixes), and multiple processes. in addition to word formation processes, potter (1975) mentioned one of such word processes is back formation. onomatopoeia is also stated by o’grady and guzman (1996) as one of such word processes. in addition, reduplication is a form of word process stated by gerber (1968). those word formation processes stated by the experts above are included to the processes of word formations to complete the theories of this research. 1. coinage. yule (1985) stated that coinage is the invention of totally new terms and they tend to become everyday words in the language. for example: kleenex (facial tissue), teflon (frying pan), etc. (yule, 2006:53) 2. borrowing. yule (1985) stated that borrowing is the taking over of words from other languages. throughout history, the english language has adopted a vast number of loan-words from other languages. for example: tycoon (japanese), dope (dutch), etc. (yule, 2006:54) 3. compounding. compounding is the process of joining two separate words to produce a single form (yule, 2006:54). for example: a) fast food → fast (adjective) + food (noun). b) textbook → text (noun)+ book (noun). from the examples above, the elements making up a compound can all typically occur as independent words elsewhere in the language. 4. blending. blending is similar to compounding. this process combines two separate forms to produce a single new term (yule, 2006:55). it takes only the beginning of one word and joins it to the end of the other word that is typically blending. 5. clipping. clipping is a process of reducing some elements in a word, which occurs when a word of more than one syllable is reduced to a shorter form (yule, 2006:55). there are two types of shortening; they are aphesis and apocope. aphesis is new words by deleting consonant or vowel at the first syllable. moreover, apocope is new words by deleting consonant or vowel at the last syllable (potter, 1975). clipping is a process where a polysyllabic word is eliminated its one or more syllable so that it becomes shorter (o’grady and guzman, 1996: 157). journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 206 6. back formation. potter (1975) states that back formation is a process of revising the order of the word. back formation is a process that reduces a word of one type becomes a word of another type for example: donate is from donation, worker is from work (yule, 2006:56). to make a new word by deleting actual affix from other word in a language is called backformation (o’grady and guzman, 1996:158). here are some examples of back formation: housekeep from housekeeper, biograph from biography. 7. abbreviation (acronym and initialization). initialization is another reduction process where each letter on the word is pronounced (hatch and brown, 1995:210). for example: fbi (the federal bureau of investigation) and ntid (national technical institute of the deaf). meanwhile, acronym is a word made up abbreviation, too, but the result is pronounced as a word, not as list of letters. for example: unicef (the united nations children’s fund) and nafta (the north american free trade agreement). 8. derivation. o’grady and guzman (1996) stated that derivation is a process which forms a word by adding an affix and has the distinct meaning and category from the base. there are four kinds of affixes found in the study, such as prefixes, suffixes, infixes, and the combination of prefixes and suffixes. derivation is the accomplished process by means of a large number of affixes of english language which are not usually given separate listings in dictionaries (yule, 2006:57). a few example are the elements un-, mis-, -ful, less which appear in unhappy, misrepresent, joyful, careless. 9. multiple processes. yule (2006) stated that multiple processes are forming some new words from old words through more than one word formation process. it is necessary for the language users to make their own innovative words by using two or more formation processes. 10. onomatopoeia. o’grady and guzman (1996) stated that onomatopoeia is a word that has a sound that represents an aspect of the thing. 11. reduplication. gerber (1968) stated that reduplication is a duplication of sounds or words. reduplication duplicates all or part of the base to which it applies to mark a grammatical or semantic contrast. furthermore, there are two kinds of this kind word formation process, full reduplication and partial one. full reduplication is the repetition of the entire word while partial reduplication copies only part of the word. 2. method research design this research uses a descriptive approach. this is in line with the opinion of arikunto (1990) that states that descriptive research is not intended to test a particular hypothesis, but only describes slightly about a variable, a symptom or a state. in this study, the data were collected in the form of words and not in the form of numbers. therefore, this study uses a qualitative approach. the collected data in this research will be analyzed and reported descriptively. the data are encrypted from the audio-recorders, questionnaires, and also taken from the interview session. participants the respondents are the teenagers who are living in dki jakarta province. the respondents, 200 teenagers, were selected randomly. to get more information for completing the data, the researcher also used questionnaires given to 100 respondents, journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 207 50 lecturers and school teachers and also 50 parents to get data about negative impacts of using slang words by teenagers. data collection this study focuses on the use of slang words in everyday communication of teenagers in jakarta. the researcher visited several most-well known shopping centers, schools, entertainment venues, restaurants, coffee shops located in jakarta. researcher also conducted depth-interviews to all the respondents. the data were collected from the records of teenagers’ speaking while they were speaking to their friends in their community. data analysis while listening to the records and from the interview session, the researcher took notes and wrote the the list of the rude-words spoken by the respondents. after writing all the list of slang words, the researcher will analyze the data by first grouping the list of the rude-words. the reseacher grouped the list of the rude-words according to the english word formation. for enriching the analysis of the data, the researcher tried to find the basic indonesian formal words of the slang words by looking up from kbbi online (kamus besar bahasa indonesia) and also translate those indonesian slang words into equivalent english slang words. in this stage, the reseacher used introspective study – giving solution to a problem which is translating the indonesian slang words into english by himself. "introspective study is a study which investigates one’s own thought and feeling, look into one self, ask oneself in which part the researcher had difficulty and what the solutions are (oxford advanced learner’s dictionary, 2000).” 3. results and discussion a. the list of slang words used by jakartans’ teenager the researcher found out 558 slang words which are usually used by jakartan’s teenagers in their daily speaking with their peers. for all the words found in this research, please see appendixes (table 1-10) attached in this research. the researcher analyzes the 558 words’ formation. see table 1 and graph 1 below. table 1 the percentage of slang words’ formation used by jakartan’s teenagers no. kinds of word formation word amount % 1 reduplication 2 0.4 2 clipping 22 3.9 3 onomatopoeia 25 4.5 4 borrowing 27 4.8 5 other formations (backward letter & backward syllable) 33 5.9 6 inflection 45 8.1 7 acronym 66 11.8 8 multiple process/mixed 68 12.2 9 coinage 97 17.4 10 blending 173 31.0 total 885 100 journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 208 graph 1 the percentage of slang words’ formation used by jakartan’s teenager b. the morphological process (word formation) of slang words used by jakartans’ teenagers the analysis for each word formation of slang words used by jakartan’s teenagers in their daily conversation are as follows: 1. reduplication (2 words) analysis: no slang words indonesian basic words equivalent slang words in english 1 beng beng banget very much 2 cem-ceman cem-ceman close friend 2. clipping (22 words) analysis: no slang words indonesian basic words equivalent slang words in english 1 agan juragan boss (the seller/the buyer) 2 dah sudah finished/done 3 leh boleh you may/please 4 muna munafik hypocrite/liar 5 sob sobat/sahabat best friend 3. onomatopoeia (25 words) analysis: no slang words indonesian basic words *note equivalent slang words in english 1 a6 asik english sound of number‘6’ /siks/ cool! 2 beibh sayang english sound of the word ‘baby’ /beibi/ baby/dearling 0 5 10 15 20 25 30 35 re du pli ca tio n cl ipp ing on om ato po eia bo rro wi ng ot he r f om ati on s inf lec tio n ac ron im m ult ipl e… co na ige bl en din g word formation of slang words in jakarta journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 209 3 brader brother english sound of the word ‘brother’ /bradr/ brother/bro! 4 saiko gila/maniak english sound of the word ‘psycho’ /saiko/ crazy, maniac 5 cekidot silahkan dilihat english sound of the phrase ‘check it out’ check it out! 4. borrowing (27 words) analysis: no slang words indonesian basic words *note equivalent slang words in english 1 absurd konyol; aneh english word silly/ridiculous 2 asu anjing javaness word dog (*fuck/asshole/oh my...) 3 bagen biarkan saja/terserah betawiness word whatever! 4 jomblo sendiri (tidak punya kekasih) sundaness word single person 5 hepeng uang/duit batakness word money 5. other formation backward letters & backward syllables (33 words) analysis: no slang words indonesian basic words *note equivalent slang words in english 1 abru baru ba-ru à ab-ru new 2 agit tiga ti-ga à a-git three 3 eteb bete bê-te à e-teb bored 4 tocab bacot ba-cot à tocab big mouth 5 ucul lucu lu-cu à u-cul funny 6. inflection (45 words) analysis: no slang words indonesian basic words equivalent slang words in english 1 akoh/akooh/akyu aku me/i/myself 2 begicu begitu like that/sort of 3 buanyak banyak so many/so much 4 cuco/cucok cocok; cakep fit in (*handsome/beautiful) 5 dimans dimana? where? 7. acronym (66 words) analysis: journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 210 no slang words indonesian basic words equivalent slang words in english 1 abg anak baru gede schoolboy/girl; unstabled-mind kid 2 bt bete bored 3 egp emang gua pikirin i don't give a shit; i don't give a fuck; i don’t give a damn care 4 tbc tekanan batin cinta love pressure 5 pil pria idaman lain another secret boyfriend 8. multiple processes/mixed (68 words) analysis: no slang words indonesian basic words *note equivalent slang words in english 1 aa gym gtl agak-agak gimana gitu loh blending + derivation 'gim' weird 2 aida i udah borrowing ' i ' /ai/ + clipping 'dah' dari kata dasar 'udah' i’m done/i’m finished 3 kepo ingin tau segala sesuatu acronim + borrowing what a curious person! ; knowing every particular object 4 sa ae bisa saja clipping + derivation 'ae' you’re something else! 5 amacca ah! masa? blending + derivation 'cc' really? 9. coinage (97 words) analysis: no slang words indonesian basic words equivalent slang words in english 1 afgan afgan (singer’s name from indonesia who sings a song titled ‘sadis’) sadists 2 ajib bagus/enak excellent; cool; awesome 3 jekpot muntah throw up/vomit 4 letoy lemah atau lemas weak 5 unyu lucu funny 10. blending (173 words) analysis: no slang words indonesian basic words equivalent slang words in english 1 camen cacat mental psycho person 2 jones jomblo ngenes unhappy single person journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 211 3 lemot lemah otak stupid/retarded 4 mupeng muka pengen filthy face 5 omdo omong doang what a liar! c. the negative impacts of using slang words by the students in their academic qualification in the learning process at school and colleges. based on the questions given by the researcher to the lecturers and teachers as the respondents to a questioner about teachers as well as lecturers’ opinions to the impact of students’ usage of slang words, the researcher found out that: a) out of 150 respondents – 100 school teachers and 50 lecturers – there are 129 respondents (86%) who stated that there are negative impacts of using slang words by the students in their academic qualification in the learning process in the class they are teaching. see table below for further information; repondents % yes 129 86 no 21 14 150 100 2) the examples of the negative impacts of using slang words, used by the students in their academic qualification in the learning process, are as follows: a) the students use slang words in their speaking while they are presenting materials in front of the class. b) the students write their assignments/report papers by using informal language. this is related to slang words because slang words are informal language. some of the students are accustomed to using asap instead of write down the whole words ‘as soon as possible’. some of them use abbreviation such as ‘thx’ instead of writing ‘thank you’. to write ‘tempat’ most of the students use informal writings ‘t4’ by using the number ‘4’ instead of ‘empat’ for the word ‘tempat’. the percentage of respondents’ opinions about negative impacts of using slang words, used by the students in their academic qualification in the learning process, can be seen in the following graph. graph 2 negative impacts for the students’ academic qualifications "yes" 60% "no" 40% negative impact for the students' academic qualification journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 212 4. conclusion the conclusion of this research is that there are ten-word formations of slang words used by jakartan’s teenagers in their speaking with others daily. the researcher found out 558 slang words which are usually used by jakartan’s teenagers in their daily speaking with their peers. the 558 words are grouped into 10 word-formation; they are reduplication (0.4%), clipping (3.9 %), onomatopoeia (4.5%), borrowing (4.8 %), other formation backward letters and backward syllables (5.9 %), inflection (8.1 %), acronym (11.8 %), mixes/multiple processes (12.2 %), coinage (17.4 %), and blending (31 %). in this study of language and culture, the authors examined the use of slang words which have negative effects. those words are often used by young people or teenagers of indonesian people especially in jakarta city. this research is expected to be useful for all people around the world especially for the knowledge of linguists, lecturers, teachers as well as parents in order to know and understand the meaning of slang words used by teenagers in their speaking with their peers in their communication with others daily. this study is also expected to be useful for foreign people who come to indonesian for their knowledge in understanding the language culture of indonesian people especially when they come to visit jakarta city, the capital city of indonesia. the writer hopes that the results of this study can be used as an understanding for other countries’ people and especially for indonesia to suggest young people in using formal meaning-words in their formal speaking with others. at last, this research is highly recommended to the future researchers for continuing this study in other countries to get a deep understanding about other slang words, the characteristics, and the word formation of slang words in our society. references ……(2000). oxford advanced learner’s dictionary. new york: oxford university press. ……(2008). kamus besar bahasa indonesia pusat bahasa. jakarta: pt gramedia pustaka utama. edisi keempat. arikunto, suharsimi. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. brown, gillian dan george yule. (1996). analisis wacana. jakarta: gramedia pustaka utama. (translated by soetikno). chaer, abdul. (2003). linguistik umum. jakarta: rineka cipta chaer, abdul. (2003). psikolinguistik, kajian teoretik. jakarta: rineka cipta. chomsky, noam. (1957). syntactic structures, the hague: mouton crista, janny. 2012. fromkin, victoria and rodman robert. (1983). an introduction to language. 4thedition. new york: holt. rinehart and winston, inc. gerber, philip l. (1968). lessons in language. california: wadsworth publishing company, inc. hatch, e and c. brown. (1995). vocabulary semantic and language education. cambridge: cambridge university press. jufrizal, j. (2018). about prefix -ba in minangkabaunese: from which the study should start. journal of applied studies in language, 2(1), 66-75. keraf, gorys. (2006). diksi dan gaya bahasa. cet. keenam belas. jakarta: gramedia. kridalaksana, harimurti.(1982). introduction to word formation and word classes. jakarta: universitas indonesia. kroeber, a.l., & kluckhohn, c. (1952). culture: a critical review of concepts and definitions. harvard university peabody museum of american archeology and ethnology papers 47. marchand, h. (1992). the categories and types of present-day english word formation. 2-nd edition. munich : c.h. becksche verlaegsbuchhandlung. journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 202—213 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 213 nababan, p.w.j. (1993). sosiolinguistik suatu pengantar. jakarta: gramedia pustaka utama. nababan. p.w.j. (1984). sosiolingustik. jakarta: gramedia. o’grady, w. dobrovolsky, m, katamba, f. (1996). contemporary lingusitics. edinburgh: longman. o’grady, wiliam and guzman. (1996). morphology: the analysis of word structure. united kingdom: longman. potter, simeon. (1975). our language. canada: pinguin book. sarwono, sarlito w. (2003). psikologi remaja. jakarta: pt. grafindo persada. soekanto, soerjono. (2012). sosiologi suatu pengantar. rajawali pers. jakarta. sugono, dendy. (2009). mahir berbahasa indonesia dengan benar. jakarta: gramedia. suryadi. (2009). hubungan antara bahasa dan budaya. universitas sumatera utara (makalah seminar nasional budaya etnik iii, diselenggarakan oleh univesitas sumatera utara, medan 25 april 2009). wajdi, m., subiyanto, p., & sumartana, im. (2019). identifying social class in the society of java. proceedings of the international conference on social science 2019 (icss 2019). available at: https://www.atlantis-press.com/proceedings/icss-19/125923543 wajdi, m., subiyanto, p., & sumartana, im. (2019). observing social deference in two societies. proceedings of the international conference on social science 2018 (icss 2018). available at: https://www.atlantis-press.com/proceedings/icss-18/25903870 yule, george. (1985). the study of language. cambridge: cambridge university press. microsoft word 6. jun2019-6. methapor-iran .docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 43 a comparative study of the conceptual metaphors of time in persian and english arsalan golfam1 amir ghorbanpour2 nader mahdipour3 tarbiat modares university, iran1,2,3 email: golfamar@modares.ac.ir1 abstract from a cognitive perspective, metaphor is viewed as one of the important aspects and a fundamental part of the everyday use of language. metaphor is generally defined as a means to talk about a more abstract conceptual domain in terms of another, more concrete domain. the mapping between the two domains is expressed through some conceptual metaphors. the present study is a comparative analysis of the conceptual metaphors of time in persian and english. in doing so, different expressions of time in the two languages were categorised into the relevant conceptual metaphors, to be compared to find any similarities and differences in this respect. the expressions of time were analysed under eight different conceptual metaphors. it is revealed that the two languages show a very similar conceptualisation of time-related expressions. except for a few minor differences, both languages generally appear to use the same metaphoric structures to express time. the use of similar collocations with time words in most cases counts as evidence for the similarities between the two languages in their conceptualisation of time. keywords: conceptual metaphors, metaphors of time, comparative study, persian, english. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 44 1. introduction metaphor is considered as one of the important aspects of language in cognitive linguistics (lakoff & johnson, 1980; taylor, 1995; inter alia); and it is in fact its view of metaphor that differentiates cognitive linguistics most from other theories of language (lee, 2001: 6). put in different words, “an important characteristic of cognitive semantics is the central role in thought and language assigned to metaphor” (saeed, 2009: 360). traditionally, metaphor has always been viewed as a figure of speech or a rhetorical device peculiar to literary and poetic language. the classical view of metaphor, dating back to the time of aristotle, regards it as a decorative addition to ordinary plain language, used at certain times to gain certain effects (saeed, 2009: 359). this view portrays metaphor as something outside the normal use of language which requires special forms of interpretation from listeners or readers (ibid.). along with this view of metaphor as something deviated from normal language use, botha (1968) distinguishes between novel creative metaphors, and established or dead metaphors. botha claims that novel metaphors lie outside the study of a speaker’s competence. but once a metaphorical expression is established, the speaker’s internalised rule system is modified over time. metaphor thus ceases to be an instance of deviance anymore; that is, it ceases to be metaphorical. the metaphorical sense of a lexical item is now listed in the lexicon along with its other “conventional senses” (botha, 1968: 201). the cognitive view, on the other hand, sees metaphor as a fundamental property of the everyday use of language (lee, 2001: 6). in this view, metaphor is not limited to specific discourses like poetic, religious, or scientific language; rather, much of our understanding of everyday experience is structured in terms of metaphor (lakoff & johnson, 1980; taylor, 1995: 133), and in johnson’s words “vast domains of our experience, understanding, reasoning, and practice are metaphorically structured” (1987: 137). in the cognitive view, metaphor is not understood as a speaker’s violation of rules of competence. rather, the cognitive paradigm sees metaphor as a means by which more abstract and intangible areas of experience can be conceptualised in terms of familiar and concrete concepts. that is, metaphor is characterised by the conceptualisation of one cognitive domain in terms of components more usually associated with another domain (taylor, 1995: 132-3). lakoff and johnson (1980) emphasise that metaphors involve not only ways of talking about phenomena but also ways of thinking about them. in other words, from a cognitive perspective, different ways of thinking about a particular concept are associated with different metaphors. thus, as lee (2001) puts it, “metaphor is in fact a prime manifestation of the cognitive claim that language and thought are inextricably intertwined” (2001: 7). the present study offers a comparative analysis of the different metaphors of time used in persian and english, in order to shed light on similarities and differences between the two languages in terms of their conceptualisation of time and the way metaphors are structured in this regard. in doing so, metaphoric expressions are categorised into different groups of conceptual metaphors based on the kind of mapping they involve across different conceptual domains. the examples of metaphors used in this study mostly include everyday expressions used in ordinary language. this view is in line with the cognitive claim that metaphors are not limited to specific literary discourse and abound in our everyday ordinary use of language. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 45 2. review of literature there have been a number of comparative studies on the conceptual metaphors in persian, though none of them has been particularly about the metaphors of time. in this section, we look at some of the previous studies relevant to the present paper. pirzad mashak et al. (2012) in a comparative study of basic emotion conceptual metaphors in the english and persian literary texts, investigated the universality of the conceptualisation of emotion metaphors and the dominant pattern in english and persian based on kovecses’s (2003) model for linguistic expression of metaphor. the emotions they studied were happiness, anger, sadness, fear, and love. they came to the conclusion that, in spite of the cultural differences in conceptualising these five basic emotions in english and persian due to the emphasis laid on some aspects of metaphor and entailments, the two languages share most of the general conceptual metaphors in describing these five emotions. that is, most persian metaphorical expressions of emotions can be literally rendered into english and vice versa, and serve the same metaphorical meaning and effects. they also found that anger was the most universal emotion, whereas sadness was the least universal emotion in this study. moradi and pirzad mashak (2013) in a comparative and contrastive study of the conceptualisation of sadness in persian and english concluded that although both languages share most sadness conceptual metaphors, some differences are observed at generic-level relating to the existence/nonexistence of metaphors in persian and english. afrashi et al. (2013) in a comparative study of orientational conceptual metaphors in persian and spanish, examined the orientational metaphors applied to data collected from spanish, and tried to prove the use of these metaphors at the level of metaphorical mapping as well as linguistic representation in persian. analysing 38 samples of orientational conceptual metaphors extracted from different written and oral sources, they concluded that the similarities related to conceptual metaphors based on the human understanding of the sense of ‘space’ and ‘direction’ are more than the disparities in these two languages. zoorvarz et al. (2014) investigated the conceptual metaphors of happiness in a corpus-driven study. they sampled a corpus of contemporary written texts, to represent modern colloquial persian, and tried to extract the relevant conceptual metaphors of happiness. analysing the corpus, they extracted 297 conceptual metaphors of happiness within 33 mappings, and then determined the most frequent conceptual mappings and source domains. they tried to suggest the common source domains and name of the mappings for happiness metaphors. in this regard, source domains such as ‘object’, ‘substance’ and ‘action’ were found to be the most frequent. the authors also provided a comparison between the conceptual metaphors of happiness in persian and english. as mentioned however, none of the comparative studies focusing on metaphors in persian has been about the metaphors of time in particular. among the non-persian comparative studies on time metaphors, boroditsky (2001) compared the metaphors of time in english and mandarin, showing that the two languages talk about time differently. english predominantly talks about time as if it were horizontal, while mandarin commonly describes time as vertical. this difference between the two languages is said to be reflected in the way their speakers think about time. based on these observations, boroditsky concludes that language is a powerful tool in shaping thought about abstract domains, and that one’s native language plays an important role journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 46 in shaping habitual thought – e.g, how one tends to think about time – but does not entirely determine one’s thinking in the strong whorfian sense (ibid.). in yet another comparative study focused on metaphors of time, eweida (2006) compared english usages of ‘time’ metaphors with quranic arabic realisations and their representations in three english quranic translations to distinguish the version that corresponded most accurately with the conceptual metaphors found in both languages. the historical, social and religious aspects were also taken into consideration in order to determine the cause of certain conceptual metaphor realisations in both or one of the languages. following this short review of relevant literature and having noted that none of the previous comparative studies have been focused on the conceptual metaphors of time in persian, the present study aims to discover the similarities and differences between persian and english in their conceptualisation of time. 3. theoretical framework this study adopts a cognitive approach to metaphor, and makes use of lakoff and johnson’s conceptual metaphor theory to look at the different expressions of time in persian and english. generally, metaphors allow us to understand one domain of experience in terms of another. so, there are two conceptual domains involved in any given metaphor. the starting point or the described concept is often called the ‘target’ domain, while the comparison concept or the analogy is called the ‘source’ domain. in richards’s (1936) terminology the former is called the ‘tenor’ and the latter is called the ‘vehicle’ (saeed, 2009: 359). hence, for any given metaphor, we can identify a source domain and a target domain. source domains tend to be relatively concrete areas of experience and target domains tend to be more abstract (lee, 2001: 6). lakoff and johnson, emphasising the role of metaphor in everyday use of language, have identified a large number of common metaphors termed ‘conceptual metaphors’ which underlie many everyday metaphoric expressions which are the actual representations of those conceptual metaphors. for example, a spatial metaphor such as happy is up; sad is down, would give us many everyday expressions associated with it, as the following examples show: (1) a. i’m feeling up. b. you’re in high spirits. c. i’m feeling down. d. he’s really low these days. (lakoff & johnson, 1980: 15) in this conceptual metaphor (and the example expressions above), spatial relationships of ‘up’ and ‘down’ are the source domain; that is, they are used to describe the more abstract concept of ‘feeling’ which is the target domain in our example. in what follows, metaphoric expressions of time are looked at under the relevant conceptual metaphors to which they belong. as will be seen, in some cases there is no clear-cut border between the conceptual metaphors and, as a result of this overlap between some of the categories, a certain expression can be thought of as belonging to journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 47 more than one conceptual metaphor. 4. metaphors of time the examples of time metaphors presented here are organised under eight subheadings based on the different conceptual metaphors they represent. the conceptual metaphors of time covered in this study include time is money, time is a resource, time is a moving entity, time is a landscape we move through, time is a container, time is a changer, time is a pursuer, and time is a living entity. each subsection includes common persian examples together with – exact or near – equivalents in english, in order to shed light on the areas of similarities or differences between the two languages in their use of time metaphors. as already mentioned, the examples used in this study mostly include everyday expressions. the persian examples are in most cases in the informal spoken style; nevertheless, the style would not make a difference in the illustration of conceptual mappings intended in this study. 4.1. time is money the first conceptual metaphor examined in this section is the time is money metaphor. here, the source domain ‘money’ is used to conceptualise the target domain ‘time’. below is a set of examples representing this metaphor together with equivalents in english. in these examples – and all the examples throughout this paper –, the key words involved in the mapping between the two conceptual domains are underlined. in this case, one key word is a word of time and the other one is mostly a verb originally used in the source domain, which is responsible for the mapping. (2) a. vaqt-et ro hadar nade/talaf nakon. time-gen.2sg do neg.imp.waste.2sg ‘don’t waste your time.’ b. lotfan vaqt-e bištari be man bede. please time-ez more to me imp.give.2sg ‘please give me a little more time.’ c. vaqt-et ro četor sarf mikoni? time-gen.2sg do how ind.spend.2sg ‘how do you spend your time?’ d. vaqt-e ziādi barāye in prože hazine kardam. time-ez much for this project invest.pst.1sg ‘i invested a lot of time in this project.’ e. terāfik-e emruz sobh do sā’at barā-m hazine dāšt. traffic-ez today morning two hour for-me cost.pst.3sg ‘the traffic this morning cost me two hours.’ f. in vasile bā’es-e sarfejuyi dar vaqt miše. this gadget cause-ez saving in time ind.become.3sg ‘this gadget saves (you) time.’ g. bāyad vaqt-et ro budjebandi/barnāmerizi koni. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 48 should time-gen.2sg do budget/plan.sub.2sg ‘you should budget your time.’ h. vaqt talā-st. time gold-be.3sg ‘time is gold.’ i. arzeš-e vaqt gozāštan na-dāre. worth-ez time put neg-have.3sg ‘it’s not worth the time.’ j. mamnun az vaqt-e bā arzeš-etun. thanks of time-ez precious-gen.2pl ‘thanks for your precious time.’ as can be seen in the above examples in (2), in both languages the same verbs generally used with money are used to talk about time. the verb-noun collocations of this type commonly used in persian, also evident in the examples in (2), are as follows: (3) a. vaqt hadar dādan / vaqt talaf kardan (lit. time waste) ‘to waste time’ b. vaqt dādan (lit. time give) ‘to give time’ c. vaqt sarf kardan (lit. time spend) ‘to spend time’ d. arzeš dāštan (vaqt) (lit. worth have) ‘to be worth (the time)’ e. hazine dāštan (vaqt) (lit. cost have) ‘to cost (time)’ f. vaqt hazine kardan (lit. time invest) ‘to invest time’ g. sarfejuyi dar vaqt (lit. saving in time) ‘to save time’ h. budjebandi-e vaqt/zaman (lit. budgeting of time) ‘to budget time’ accordingly, it can be said that most of the expressions falling into this category are structured much the same way in persian and english. however, a few exceptions can be found. for one thing, there are a few proverbs and expressions of time in english which do not have an exact literal equivalent in persian, as it is the case with the journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 49 following examples: (4) a. he’s living on borrowed time. b. the diversion should buy him some time. (taken from lakoff, 1994) in the idiom (4a), the persian equivalent does not make use of the expression ‘to borrow time’, and this phrase – vaqt qarz gereftan (lit. time borrow) ‘to borrow time’ – is not generally used in this way in standard persian. also, regarding the second example (4b), the expression vaqt xaridan (lit. time buy) ‘to buy time’ is not very commonly seen in standard persian. 4.2. time is a resource the second conceptual metaphor presented here, which is closely related to the first one discussed in the previous section, sees time as a ‘resource’. the expressions representing this metaphor are very similar to the ones in the time is money metaphor, because of the obvious similarities between the two concepts of ‘money’ and ‘resource’. the following are a few examples: (5) a. vaqt nadārim. time neg.have.1pl ‘we don’t have time.’ b. vaqt ro hadar nade. time do neg.imp.waste.2sg ‘don’t waste time.’ c. az vaqt-et behtar estefāde kon. of time-gen.2sg better imp.use.2sg ‘make a better use of your time.’ d. vaqt kam dārim. time little have.1pl ‘we have little time. / we are short of time.’ e. vaqt-i barāye az dast dādan nadārim. time-indf for lose neg.have.1pl ‘we have no time to lose.’ f. vaqt-i bāqi namunde. time-indf remain neg.leave.prf-be.3sg ‘there’s no time left.’ g. vaqt tamām šode. time finish.prf-be.3sg ‘time’s up. / time is over.’ as can be observed in the above sentences, some of the most common phrases used in persian to talk about time as a ‘resource’ are the following ones: (6) a. vaqt dāštan journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 50 (lit. time have) ‘to have time’ b. vaqt hadar dādan / vaqt talaf kardan (lit. time waste) ‘to waste time’ c. estefāde az vaqt (lit. use of time) ‘the use of time’ d. kambud-e vaqt (lit. shortage of time) ‘shortage of time; lack of time’ e. az dast dādan-e vaqt (lit. lose of time) ‘to lose time’ f. tamām šodan-e vaqt (lit. finish of time) ‘to run out of time’ as evident from the expressions listed in (5) and (6), there again appears to be a roughly one-to-one relationship between the two languages in talking about time as a ‘resource’. 4.3. time is a moving entity the next metaphor to be discussed here regards time as a ‘moving entity’. the expressions given in (7) represent this conceptual metaphor: (7) a. āxar-e fasl nazdik-e. end-ez season near-be.3sg ‘the end of season is near.’ b. bahār dāre miad. spring prog.come.3sg ‘spring is coming up.’ c. jalase do sā’at be jelo kešide šode. meeting two hour to forward pull.prf-be.3sg ‘the meeting has been moved forward two hours.’ d. āxar-e hafte ke biād, ... end-ez week that sub.come.3sg ‘when the weekend comes, ...’ e. sāl-e no dar hāl-e nazdik šodan-e. year-ez new in moment-ez near get-be.3sg ‘new year is approaching. / new year is getting near.’ f. in hafte bedun-e hādese gozašt. this week without-ez incident pass.pst.3sg ‘the week passed without incident.’ g. lazhe-ye sarneveštsāz nazdik-e. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 51 moment-ez decisive near-be.3sg ‘the decisive moment is near.’ h. zamān zud migzare. time soon ind.pass.3sg ‘time passes quickly. / time passes soon.’ i. zamān dir migzare. time late ind.pass.3sg ‘time passes slowly.’ j. ruz-hā dar gozar-and. day-pl in pass-be.3pl ‘days are passing by.’ k. bā gozar-e zaman with passage-ez time ‘with the passage of time’ l. vaqt-eš reside. time-gen.3sg come.prf-be.3sg ‘the time has come.’ as can be seen in the examples, the verbs of movement and other words describing distance are very commonly used in both english and persian to talk about time in a quite similar fashion. some of the most frequent verbs in this case are āmadan ‘to come’, gozaštan ‘to pass’, and nazdik šodan ‘to approach’. in english, there are also proverbs of time which include this conceptual mapping of movement with verbs such as ‘come’, as in the following examples: (8) a. tomorrow may never come. near equivalent in persian: fardā ro kasi nadide. (‘no one has seen tomorrow.’) b. after night comes the dawn. near equivalent in persian: pāyān-e šab-e siyah sepide. (‘the end of a dark night is bright.’) even though the equivalents of these proverbs in persian do not necessarily make use of the same verbs of movement – ‘come’ in this case –, but still, as already mentioned, verbs like āmadan ‘to come’ and gozaštan ‘to pass’ are very widely used in time expressions in persian, quite the same way their equivalents are used in english. 4.4. time is a landscape we move through this is a closely related metaphor to time is a moving entity; however in this case, time is not moving, rather it is a landscape through which other entities move. accordingly, as can be expected, many of the same expressions grouped under the conceptual metaphor time is a moving entity can be turned into this metaphor as well, only in this case time is considered fixed and other things move relative to it. the following are a few examples: journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 52 (9) a. be āxar-e fasl nazdik mišim. to end-ez season near ind.get.3pl ‘we’re getting near/close to the end of season.’ b. dārim be krismas miresim. prog.3pl to christmas ind.get.3pl ‘we’re coming up on christmas.’ c. bištar az in nemitunam edāme bedam. more than this neg.ind.can.1sg continue.sub.1sg ‘i can’t continue any longer.’ d. če ruydād-hā-yi dar piš dārim? what event-pl-indf in ahead have.1pl ‘what events do we have up ahead?’ e. ruydād-hā-ye piš-e ru events-pl-ez ahead ‘events up ahead’ f. dar tul-e hafte in length-ez week ‘within the week’ again, the two languages are analogous in using words of path and movement to talk about time. in persian, the same verbs of movement discussed in the previous section – e.g., āmadan ‘to come’, nazdik šodan ‘to approach’, residan ‘to get’, etc. – are very commonly used in time-related expressions. 4.5. time is a container the time is a container metaphor, which views time as a ‘container’ to hold things inside, is mostly depicted by means of prepositions in both languages, as in the following examples: (10) a. tu se daqiqe in kār ro anjām dād. in three minute this job do do.pst.3sg ‘he did this (job) in three minutes.’ b. dar sāl-e 2004 in year-ez 2004 ‘in 2004’ c. prožeh dar arz-e/zarf-e čand ruz be pāyān mirese. project in within-ez a few day to finish ind.get.3sg ‘the project will be finished within a few days.’ d. vāred-e sāl-e jadid šodim. enter-ez year-ez new get.pst.1pl ‘we entered the new year.’ e. xārej az vaqt-e edāri out of time-ez office ‘out of office hours / out of working hours’ journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 53 f. dar tul-e hafte in length-ez week ‘within the week’ here, as evident, the connection between the two conceptual domains is mostly made by the use of prepositions, and english and persian mostly use equivalent prepositions – e.g., dar ‘in’ or xārej az ‘out of’ – in this regard. 4.6. time is a changer this conceptual metaphor, which views time as something that leads to a change, is also commonly used in proverbs and idiomatic expressions, like the following: (11) a. zamāne pir-eš karde. time old-him/her do.prf-be.3sg ‘time has made him/her look old.’ b. zamān bā’es-e farāmuši miše. time cause-ez forgetfulness ind.get.3sg ‘time will make you forget.’ c. zamān eltiāmbaxš-e zaxm-hā-st. time healer-ez wound-pl-be.3sg ‘time is the healer of wounds. / time heals wounds.’ 4.7. time is a pursuer this metaphor views time as a ‘pursuer’ chasing us, as if life is a constant race between time and us. the following expressions represent this metaphor: (12) a. az zamān jelo/piš budan of time ahead be ‘to be ahead of time’ b. az donya/zamāne aqab budan of world/time behind be ‘to be behind the times’ c. be ruz budan to day be ‘to be up to date’ as seen in the expressions above, the persian equivalents for words such as ‘ahead of’ or ‘behind’ are used the same way to talk about time as a pursuer. 4.8. time is a living entity the last metaphor of time to be discussed here, time is a living entity, is seen in expressions like the ones below which view time as a ‘living thing’. (13) a. koštan-e vaqt journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 54 kill-ez time ‘to kill time’ b. zamān montazer-e kasi nemimānad. time waiting-ez anyone neg.ind.stay.3sg ‘time doesn’t wait for anyone.’ c. zamān hame čiz rā rošan/mošaxas mikonad. time all thing do clear ind.do.3sg ‘time reveals everything’ d. zamān be naf’-e mā ast. time to benefit-ez our be.3sg ‘time is on our side’ this metaphoric conceptualisation of time is even more prominent in english which includes a lot of expressions regarding time as an animate thing. this view is observed in more examples from english: (14) a. time flies b. time has wings. c. to beat the clock. d. it’s too late to call yesterday. e. when two sundays meet. needless to say that some of the expressions used throughout this study can fall into more than one conceptual metaphor. for example, the expression ‘time flies’ can be categorised into both time is a moving entity and time is a living entity metaphors; or, the expression ‘within the week’ can fall into the conceptual metaphors of time is a container and time is a landscape we move through at the same time. 5. conclusion comparing the sets of metaphors of time in persian and english under different classes of conceptual metaphors indicates that the two languages show many similarities in their conceptualisation of time in time-related expressions, and seem to use metaphoric structures in roughly the same way to talk about time. evidence for this conclusion comes from the use of the same literal collocations in the two languages (as observed in the examples throughout this study), when talking about time. some of the most widely used instances of verbs collocating with time words are verbs of movement such as āmadan ‘to come’, nazdik šodan ‘to approach’, gozaštan ‘to pass’, or verbs originally used to talk about money or other resources, like hadar dādan ‘to waste’, dāštan ‘to have’, hazine kardan ‘to invest’, sarfe-juyi kardan ‘to save’, dādan ‘to give’, etc. however, there are also cases where there is no one-toone relationship between the words used in metaphoric expressions of time in the two languages, as was the case with verb phrases like qarz gereftan-e vaqt ‘to borrow time’ or xaridan-e vaqt ‘to buy time’, which are not commonly used in standard persian. the results appear to be in line with the cognitive claim that language and thought are closely connected to each other, and the areas of cross-language differences found in use of metaphors and in conceptualising different domains can be traced back to the journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 43—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 55 different ways people with a specific language and culture think about everyday experiences and concepts. as taylor (1995) argues, “while certain experiences are presumably common to all normal, healthy human beings, others are strongly conditioned by culture and environment, and so it comes as no surprise that we find both considerable cross-language similarity in metaphorical expression, as well as cross-language diversity” (1995: 141). nevertheless, regarding the use of time metaphors, the similarities observed between persian and english happen to be far more significant than the minor sporadic differences. references afrashi, a., hesami, t. & salas, b. c. (2013). barresi-ye tatbighi-ye este’ārehā-ye mafhumi-ye jahati dar zabānhā-ye espaniyayi va farsi [a comparative survey of orientational conceptual metaphors in spanish and persian]. journal of language research, 3(4), 1-23. boroditsky, l. (2001). does language shape thought? mandarin and english speakers’ conceptions of time. cognitive psychology, 43, 1-22. botha, r. p. (1968). the function of the lexicon in transformational generative grammar. the hague: mouton. eweida, s. (2006). the realization of time metaphors and the cultural implications: an analysis of the quran and english quranic translations. stockholm university. johnson, m. (1987). the body in the mind: the bodily basis of meaning, imagination, and reason. chicago: chicago university press. kovecses, z. (2003). metaphor and linguistic expressions. in z. kovecses, metaphor in culture: universality and variation. cambridge: cambridge university press. lakoff, g. & johnson, m. (1980). metaphors we live by. chicago: chicago university press. lakoff, g. (1994). conceptual metaphor home page. accessed 19 november 2016. http://www.lang.osaka-u.ac.jp/~sugimoto/mastermetaphorlist/metaphorhome.html lee, d. (2001). cognitive linguistics: an introduction. oxford: oxford university press. moradi, m. r. & pirzad mashak, sh. (2013). a comparative and contrastive study of sadness conceptualization in persian and english. journal of english linguistics research, 2(1), 107-112. pirzad mashak, sh., pazhakh, a. & hayati, a. (2012). a comparative study on basic emotion conceptual metaphors in english and persian literary texts. journal of international education studies, 5(1), 200-207. richards, i. a. (1936). the philosophy of rhetoric. london: oxford university press. saeed, j. i. (2009). semantics (3rd ed.). oxford: wiley-blackwell. taylor, j. r. (1995). linguistic categorization (2nd ed.). oxford: oxford university press. zoorvarz, m., afrashi, a. & assi, s. m. (2014). este’ārehā-ye mafhumi-ye shādi dar zabān-e fārsi: yek tahlil-e peykare-madār [happiness conceptual metaphors in persian: a cognitive corpus-driven approach]. journal of linguistics and dialects of khorasan, 9, 49-72. microsoft word 2. jun2019-mahmood-iran.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 10 effect of persian and english colour collocations on l2 learners’ proficiency mahmood hashemian english department, faculty of letters & humanities shahrekord university, iran email: hashemian-m@sku.ac.ir abstract collocations play an important role in l2 teaching and learning. the present study investigated the effect of colour collocations in l2 learning. this study was done in 2 phases: in the first phase, the frequency of colour collocations was calculated in english and persian. two lists of english and persian colour collocations were chosen. each list included 100 colour collocations. the english collocations were chosen from english collocation dictionaries, but the persian colour collocations were chosen by the persian native speakers. chi-square results indicated that there were some differences between the 2 languages, but the differences were not statistically significant. in the second phase, the (possible) effect of colour collocations on upperintermediate and advanced l2 learners’ proficiency was investigated. sixty upper-intermediate and advanced l2 learners, both male and female, were chosen from a private language institute in isfahan, iran. the minimum and maximum ages of the participants were about 15-38, and their homogeneity was tested by the opt. participants were given a pretest in order to measure their colour collocational knowledge. then, after the treatment, a posttest was administered. results revealed that teaching collocations had a significant effect on the participants’ proficiency. keywords: collocation, colour, l2 proficiency, persian and english journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 11 1. introduction using collocations is an irrefutable part of everyday life. no one can deny the extreme usage of collocations in everyday conversations, writing, reading, and so forth. collocations are used to express abstract meanings and make them more concrete. according to the etymology dictionary, the word collocation is derived from the latin word collocationsem, which means “place together.” its linguistic sense has been used since 1940. oxford dictionary has defined that collocations are the pair or a group of words that are habitually juxtaposed. usually, l2 learners confuse collocations with idioms or proverb. idiom is a phrase or a fixed expression that has a figurative meaning whose figurative meaning is different from its literal meaning. at the other part, there is proverb. proverb is usually a sentence which is popularly known and repeated that expresses a truth based on common sense or the practical experience of humanity. they are often metaphorical. proverbs are often borrowed from similar languages and cultures. collocations play an important role in everyday life. they are used in a vast variety of contexts and in many aspects of our life to express our thoughts or actions in a metaphorical manner. collocations are divided into many different groups and can be categorized from different perspectives. collocations define the relationship between words that come together often. they can come from idioms like take a break or a combination of words which are used more in the everyday conversation like get on a bus. according to hill (2000), collocations can fall into two or more words and contain the following components: (1) adj + n, (2) n + n, (3) v + adj + n, (4) v + adv, (5) adv + v, (6) adv + adj, (7) v + pre + n. some collocations are longer than what is mentioned before. from another view, collocations are two types: strong and weak. strong collocations are where that link between two words is quite fixed and restricted. weak collocations are where a word can collocate with many other words (shammas, 2013). because focusing on all types consumes a large amount of time and would exceed the length of this study, this research mainly focused on collocations in dictionaries and, more especially, on collocations containing colours. colour is an important factor that makes us feel and think. let us see the concept of colour from two different views: first, colours have their own meanings from the psychological view; for instance, yellow is a high colour which stands for a bright sense and the ability of analyzing. second is the cultural view which refers to the different meanings that each culture or even each person can interpret by seeing a certain colour. here, yellow has two totally different meanings in english and persian cultures. although in english yellow is the colour of respect, for iranian, yellow is the colour of hatred. rohrer (1994) mentioned that “colour has many different meanings to different people and cultures. we all have our own favorite colours. people like different colour like they like different foods” (p. 29). because of all these reasons, humans have symbolized a particular colour for one specific meaning and emotions along many years. some of these symbolized meanings have become universal and some are culture-specific. combinations of this symbolic colour with the field of collocations which is unrestricted part of people daily conversations have produced a vast number of colour collocations (e.g., blue blooded, black box, green card). journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 12 collocations play a consequential role in learning an l2 and, more specifically, on l2 learners’ proficiency. by being aware about the fact that collocations are fixed phrases which are used continuously in english as an l2 in this study, using them by l2 learners will make the context more understandable for native speakers. because of these reasons, if l2 learners use these collocational phrases more frequently, the message will be more understandable and more predictable. in addition, some misunderstandings based on wrong spellings in writing, wrong pronunciations in speaking cannot have an effect on the main idea behind the written text or the utterance. from what was indicated before, it is becoming increasingly difficult to ignore the significant role of collocations in l2 learners’ proficiency. learning how to use collocations helps them to be more proficient in all four skills, notably in the productive skills of speaking and writing. one of the recognizable advantages of learning collocations for l2 learners is that they will sound more native-like. collocational knowledge allows us to say and write like a native speaker (nation, 2001). additionally, learning collocations can help l2 learners make use of the language they know. woolard (2000) claimed that “learning more vocabulary is not just learning new words; it is often learning familiar word in new combination” (p. 31). collocations can be categorized in enormous ways: they can be categorized by their meanings or the type of words combined together to make collocations. here in the current study, the focus was on collocations which contain colours. as long as colours in different cultures have different meanings, this study was an attempt to figure out the (possible) effect of different meanings, which is because of cultural differences, on the frequency of colour collocations. in phase two, the effect of frequency on l2 learners’ learning was examined. here, frequency relates to the frequency of colour collocations in the english and persian languages. it is difficult to express the exact meanings of collocations because the meanings are not fixed yet. however, experts define collocations from different views. cowie (1981) defines collocations as “the occurrence of two or more lexical items as realizations of structural elements within a given syntactic pattern” (p. 81). he made a distinction between collocations and idioms by the way that idioms are at the field of semantics rather than structure. he noted that collocations have a huge variety, whereas idioms do not have such this variety. “in english, as in other languages, there are many fixed, identifiable, nonidiomatic phrases and constructions," benson (1986, p. 91) said. he called these groups of words recurrent combinations or collocations. benson divided collocations into two major groups: grammatical and lexical. as he reported, collocations are words in which two parts are included: the first word is in dominating part (e.g., verbs, nouns, adjectives), and the second one is in the subordinate part. according to cruse (1989), collocations are defined as sequences of lexical items that co-occur habitually. he made a contrast between collocations and idioms. he stated that a semantic constituent is shaped by these sequences. he also considered context as a critical factor in expressing the meaning of semantic constituent. in 1998, larson claimed that collocations are a group of words which occur repeatedly in a language. he also added that collocations may refer to the co-occurrence of words which can be grammatical or lexical. cowie revealed a new definition for collocations in 1992. he mentioned that a collocation is a unity. additionally, collocations can be divided into two subcategories: semantical and grammatical. he has pointed out “collocations are made from two or journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 13 more lexical items with grammatical pattern, one is used in a literal sense and one is in as figurative sense” (p. 122). a significant practical research in this field is the research done by nofal (2012). he worked in the differences between collocations in english and arabic. he studied the differences in lexicography, translation, and interpretations of arabic and english collocations. he especially focused on that area to bring out the nature and significance of collocations and the kind of relation between the collocations in these two languages. he concluded that english and arabic have come up with similar definitions and categories but may differ in their focuses. in 2013, faghih and mehdizade worked on a contrastive analysis research of patterns of grammatical collocations between english and azari-turkish. they worked on collocations based on benson’s (1986) classification and compared and contrast them with their azari-turkish translations. as a conclusion, the authors mentioned that collocations tend to appear in different patterns and orders in english and turkish. eslami-rasekh and ghafel (2011) made a contrastive cross-cultural analysis in the metaphorical expressions of basic colours in english and persian. they especially took lakoff and johnson’s (1980) conceptual metaphor theory as their framework. they noted that although colouors share common connotative grounds in the two languages, they do not guarantee the same meaning in these cultures. they are more culture-specific in each language. brown (1974) discussed the benefits of collocations in second language acquisition (sla) by reporting that collocations improved the learners’ oral communications, listening comprehension, and reading speed. also, teaching collocations provided a situation that the learners could be aware of language chunks used by native speakers in both speech and writing. cowie (1992) supported this raim, too. he considered collocations as multiword units. he said “it is impossible to perform at a level acceptable to native users, in writing, or speaking, without controlling an appropriate rang of multiword units” (p. 4). channel (1981) emphasized the awareness of l2 learners because of the importance of collocations in increasing their communications' power. channel believed that collocations provide contexts and chance for word association. both of them are necessary for learning new words and by learning new words, their communication ability will be improved. nattinger (1980) said “language production includes piecing together the readymade units appropriate for particular situations and that comprehension rely on knowing which of these patterns to predict in these situations” (p. 341). as long as learning collocations is known as a major responsibility in sla, teaching collocations becomes more important and gets the attentions of l2 researchers to find out what the essential parameters in teaching collocations in l2 classrooms are. one of the first empirical researches in this field was a research done by channel (1981). this research examined the l2 knowledge of collocations by using a “collocational grid” (p. 231). in her study, collocational grid was used to test adj + n. it was revealed that the students failed to recognize most of the acceptable collocations, even though they knew the words in isolation. she concluded that raising l2 learners’ awareness about collocations is necessary to improve their fluency in an l2. fargal and obiedat (1995) investigated a research study in this field. they provided two questionnaires with 22 english collocations with different topics, for instance, food, weather, and clothes. they had two groups: one with 34 english college journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 14 students and another one with 23 english students at higher college in teaching. they concluded that the learners used different strategies to answer the questionnaire, but among strategies, synonyms were used more frequently. another empirical study in this field is the research done by saadat kiaee, moghaddam, and hoseini (2013). they worked on the effect of collocations on efl learners’ reading comprehension in the intermediate level of proficiency. they chose 70 students from a language institute and divided them into two groups: control and experimental. they concluded that teaching collocations could play a significant role in enhancing efl learners’ reading comprehension. 2. method in order to limit the number of effective variables, the participants were chosen from the classes with a similar background. they were selected from upper-intermediate and advanced levels. sixty l2 learners were selected. all participants were chosen from upper-intermediate and advanced classes, but in order to be make sure about their homogeneity, the oxford placement test (opt) was conducted to make them homogenized. two lists of collocations were chosen: one in english and one in persian. each list contained 100 collocations containing the selected colours. the english collocations were chosen from different monolingual dictionaries such as oxford collocation dictionary, longman collocation dictionary, and macmillan collocation dictionary. in order to make the list shorter, the collocations which were listed more often were chosen. for the purpose of this study, just some specific colours were selected (black, white, red, green, yellow, and blue). the persian collocations were selected from different sources. due to lack of authentic and valid sources in persian for collocations, this process was more complicated than the first one. the first source was dictionary. dehkhoda and moein were used as common and valid dictionaries in persian. because the number of collocations would not suffice, the persian native speakers were asked to write the colour collocations they used in their everyday conversations as much as they could, but before that they totally understood what was called collocation. these lists were checked by an expert in persian grammar in order to find out if they were collocations or not, then categorized and, after that, 100 more frequent collocations were selected. oxford placement test (opt) the opt is an internationally reliable and valid paper-based test (khalili and mahsefat, 2012). the test was administered to determine the proficiency level of the participants and check their homogeneity. in this study, the second version of the opt was used. according to its manual, the learners whose scores are between 0—15 were considered as beginners, between 16—23 considered as elementary, between 24—30 as lower-intermediate, and between 31—40 as upper-intermediate and advanced. thus, in order to achieve the aim of the study, l2 learners with the score less than 31 were excluded from the test. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 15 two kinds of test were conducted in this study in order to calculate the participants’ collocational knowledge before and after the treatment. the first test was a pretest and the second one was a posttest. the pretest was specifically designed to calculated the l2 learners’ proficiency in collocations and measure their ability to recognize the correct combination of words that made a collocation according to their meaning in context. the test was in multiple-choice and because the aim of the study was to differentiate colour in colour collocations, the colour part of collocation was missing. the pretest and posttest were parallel in form. however, in order to avoid the memory effect on test scores, the order of the questions was changed. the reliability of the test was calculated through kr-21 method and it came out to be 0.82. furthermore, the validity of the tests was calculated by some university professors. here, the collocations were divided into six groups: all collocations with same colour (black, white, red, green, yellow, and blue) were categorized as one group. the first aim of this study was to find out the differences between the frequency of each group in english and persian. in other words, which colour collocations were used more in these two languages? in order to research the second aim of the study, the participants had enrolled in an english class. after the administration of the opt, the learners whose scores were lower than 31 were excluded. as a result, the number of participants became 60. the participants were given a pretest in order to test their colour collocational knowledge. the pretest was administered in the first session of the term. after the test, every session one list of collocations which consisted of the same colour was taught. at the end of the term, when all lists were taught, the learners took the posttest. 3. results and discussion tallying the number of persian and english colour collocations yielded the following frequencies: table 1 frequencies of persian and english colour collocations collocations total black white red green yellow blue language persian 37 21 15 13 8 6 100 english 29 15 19 12 5 20 100 total 66 36 34 25 13 26 200 the frequencies of black, white, red, green, yellow, and blue colour collocations in persian and english are presented in table 1. except for blue (persian = 6; english = 20) where the difference between the two languages was 12, all the other differences between persian and english for each colour were comparatively small. now, in order to find out whether these differences between persian and english colour collocations boiled down to an overall statistically significant difference or not, chi-square was employed: journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 16 table 2 chi-square results for comparing persian and english colour collocations value df sig. (2-sided) pearson chi-square 10.71 5 .057 likelihood ratio 11.14 5 .049 linear-by-linear association 5.35 1 .021 n of valid cases 200 in table 2, the p value under the sig. (2-tailed) column in front of the pearson chi-square is larger than the specified level of significance (i.e., .057 > .05), indicating that the difference between the persian and english colour collocations was not statistically significant. effectiveness of teaching colour collocations at the outset of the second phase of the study, a pretest was given to the 60 participants. then, the english colour collocations were taught to the participants and a posttest was administered. the pretest and posttest scores of the participants were compared by means of a paired samples t test to see if the instruction had been effective or not. the results of the analysis are as follows: table 3 descriptive statistics for comparing pretest and post-test scores of learners mean n std. deviation std. error mean pretest 7.76 200 3.51 .24 posttest 19.60 200 4.06 .28 as it can be seen in table 3, the difference between the pretest (m = 7.76) and posttest (m = 19.60) mean scores of the participants was a large one (with a mean difference of 11.84). to find out whether this difference between the pretest and posttest scores of the participants was statistically significant or not, the following t test table had to be consulted (see table 4). table 4. results of paired samples t-test comparing pretest and post-test scores of learners paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pretest – post-test -11.84 4.22 .29 -12.43 -11.25 -39.61 199 .000 as seen in table 4, there was a statistically significant difference between the pretest (m = 7.76, sd = 3.51) and posttest (m = 19.60, sd = 4.06) scores of the participants journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 17 because the p value under the sig. (2-tailed) column was less than the significance level (i.e. .000 < .05). this means that the treatment (i.e., teaching colour collocations) had been effective as far as the language proficiency of the participants was concerned. learning the lexicon of a language, as an important part of a language, is one of the l2 learner’s concerns when he or she begins to learn a new l2. l2 learners always face numerous difficulties in vocabulary. in this stage, they extend the number of vocabulary and their vocabulary knowledge in order to use them appropriately in l2 contexts. vocabulary learning includes learning some techniques which consist of learning collocations. due to the fact that collocations have the linguistic and cultural basis, they should be taught when someone wants to learn an l2. the cultural aspect of collocations relates to the way they convey the meaning and without being aware of them misuse of collocations causes misunderstanding in communication. the overall purpose of current study was to figure out the differences between english and persian collocations, especially those groups of collocations which contain colours. the results concluded that the frequency and percentage of collocations which contain the colour black had a huge diversity among all the chosen colours in both english and persian. it was shown that this colour plays a significant role in constructing colour collocations in both languages, as it had the first place in both. it is important to consider the connotation meaning of this colour in english and persian. for most cases and in many cultures, the colour black is associated with secret, ambiguity, fear, and is known as the colour of mourning—perhaps the reason comes from this truth that black is the colour of night. english and persian have many common points in the meanings of black. in both cultures, this colour has a feeling of mysteriousness and it is the colour of mourning. this similarity perhaps causes this sameness in the frequency of using this group of collocations. the results obtained from the data analysis presented the frequency of white collocations which demonstrated that their frequency was 15 in english and 21 in persian. it can be claimed that the frequency of white collocations in english was more than its frequency in persian. it had the second place in persian, but the fifth place in english. this differentiate could come from the fact, in persian, making a contrast between white and black is more often than in english. it means that, in persian, the opposite form of black collocations was made by replacing black with white, but, in english, we rarely see this occurrence (by comparing just these two lists of colour collocations as our sources). the colour red had the third place. the results indicated that after black and white, the colour red had the most frequency among colour collocations in persian. it is worth mentioning that the colour red had the same place among the english colour collocation. red always stands for the feeling of excitement, love, and anger. we can claim that this sameness in frequency shows that this colour has the same implicit meaning in both languages (i.e., english and persian). green had the frequency of 13 and it had the fourth grade among colour collocations in both english and persian. generally, the colour green stands as a colour of nature and it stimulates the feeling of happiness, relaxation, and health. the meaning journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 18 of this colour is the same in english and persian (because it stands as a colour of nature and the attitude toward this colour is more common among many cultures) and the frequency was the same, too. the next colour was yellow. the results showed the frequency of the yellow collocations was 8 in persian and among english collocations was 7, although the frequencies were so close to each other but, in english, it was the last one and, in persian, it was in the fifth place compared to other colours. the colour yellow is known as a colour of respect in the english culture; on the other hand, it stands as a symbol of hatred in the persian culture. according to this explanation, it is obvious that these differences in connotation meaning may cause this difference in the frequencies of this colour in the english and persian collocations. the last colour one was blue. blue means differently in the english and persian cultures. in persian, blue is regarded as the colour of peace, relaxation, and calmness; it is somehow related closely with this fact in the persian culture it is considered as symbol of water (known as a colour of water). but in the english culture, in addition to these features, the colour blue stands as a colour of discipline, depression, and security. it is known as a masculine colour. these differences caused a huge variation among the english and persians collocations with blue. as the result, the english blue collocations had the frequency of 41 and the persian blue collocations had the frequency of 6. this large interval between the english and persian collocations is because of a large variety in the meaning of blue collocations in english and persian. and, the second phase of the study was done to investigate the (possible) effect of the collocations on l2 proficiency. as a result, the second research question is answered as the following: teaching colour collocations has a significant effect on l2 learners’ proficiency. 4. conclusion on balance, although some similarities and differences were found out in the persian and english colour collocations, the chi-square had to be calculated in order to show if the differences were significant or not. the results from the data analysis showed that the difference between the persian and english colour collocations was not statistically significant. in the second phase, the second research question was answered. in order to find out the (possible) effect of collocations on l2 learners’ proficiency, the pretest and posttest scores were compared through paired samples t test, the results of which revealed that teaching collocations had a significant effect on the upper-intermediate and advanced l2 leaners’ proficiency. the findings of this study can be compared what was done before. nofal (2012) believed that english and arabic have some similarities in categorization, but they are different in their focuses. as the results revealed, the english and persian collocations had similarities, but their distribution was different. according to what was done by gyllstad (2007), there is a close relationship between the knowledge of collocation and the size of vocabulary and the level of proficiency. the finding of this study showed this relationship, as well. additionally, durrant (2008) stated that the problem of retention in colocations for l2 learners can be solved by increasing the number of input journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 19 and enough repetition. this study considered regular teaching as one of the solution for this problem. according to channel (1981), raising l2 learners’ awareness about collocations is necessary to improve their fluency in an l2. as it was depicted before, raising l2 learners’ awareness can be done by teaching collocations directly. another study by saadat kiaee et al. (2013) came to the conclusion that teaching collocations could play a significance role in enhancing l2 learners’ reading comprehension. moreover, as what reported by this study, teaching collocations can affect l2 learners’ proficiency, as well. there is some research done by researchers like shooshtari and karami (2012) as well as atarodi (2011) that worked on the relation between teaching collocations and l2 learners’ skills in english. all of them support the claim that by teaching collocations, l2 learners’ skills (i.e., listening, speaking, reading, and writing) will elevate. consequently, when all skills elevate, l2 proficiency will improve. as the participant of the study were l2 learners whose ultimate goal is to learn how to use l2 in a proficient manner, it is necessary to make l2 learners aware about the benefits of learning collocations. once they are informed about this importance, they show more enthusiasm in learning collocations. on the contrary, l2 teachers are responsible for this eagerness, too. they should teach collocations in line with their learners’ needs. those in charge of curriculum management in l2 environments should consider that collocations must be taught in all four skills (i.e., listening, speaking, reading, and writing), not in isolation. there must be some listening which is replete with collocations. thus, l2 learners, on the one hand, can distinguish collocations, and this listening can give l2 learners as much input as they need, on the other hand. some activities should be allocated to collocations in speaking and conversations. accordingly, l2 learners will learn how to use collocations in oral communication. collocations in reading help l2 learners observe the way they are used in texts; therefore, they can learn to use collocations accurately in their writing. to have an effective l2 learning, both l2 teacher and l2 learners as well materials designers should devote more time to collocations. the results of this study may help l2 instructors and researchers follow better ways of teaching collocations to l2 learners. also, the results may be helpful to finding out the problems and arranging wellestablished ways to overcome and eliminate them. like any other study, the current study has some limitations. a major limitation would go to the type of collocations selected for the purpose of the study. consequently, as no reliable source exists for collocations in all languages, finding them is a tough and time-consuming task. another striking limitation was lack of upper-intermediate and advanced learners in language institutes. in addition to the abovementioned limitations, l2 learners’ awareness of their participating in study can be added here. the type of collocations chosen as the subject for this study is just one of the collocation categories. more research studies on different categories of collocations are required. similarly, further research can be conducted on the (possible) effects of collocations on different aspects of learning, such as speed of speech, listening comprehension, and so forth. future researchers can investigate other variables such as beginner l2 learners, just males or females, or students with different ages. finally, in the present study, the effect of collocations on l2 learners’ proficiency was investigated. this exploration can potentially lead to the assessment of other collocation groups like those that are combined with parts of the body. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 10—20 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 20 references ……(1940). collocations. in online etymology dictionary.com. retrieved april 13, 2018, from the world wide web: http//:www.etymonline.com/index.php?allowed_in_frame=&search= collocations ……(2000). the longman collocation dictionary. london: longman press. atarodi, i. (2011). a study of collocational knowledge of iranian efl leaners and its relationship with their writing quality. unpublished master’s thesis, tarbiat moalem university, tehran, iran. benson, m. (1986). collocations and idioms. in r. f. ilson (ed.), eit documents 120: dictionaries lexicography and language learning (pp. 108-122). oxford: pergamon. brown, df. (1974). advanced vocabulary teaching: the problem of collocation. relc journal, 5, 1-11. channel, j. (1981). applying semantic theory to vocabulary teaching. elt journal, 35(1), 115-122. cowie, ap. (1981). the treatment of collocations and idioms in learner dictionaries. applied linguistics, 2, 223-235. cowie, ap. (1992). multiword lexical units and communicative language teaching. in p. j. l. arnaud & h. bejoint (eds.), vocabulary and applied linguistics (pp. 1-12). london: macmillan. cruse, da. (1989). lexical semantics. cambridge: cambridge university press. durrant, p. (2008). high frequency collocations and second language learning. unpublished doctoral dissertation, university of nottingham, england. eslami-rasekh, a. & ghafel, b. (2011). basic colours and their metaphorical expression in english and persian: lakoff’s conceptual metaphor theory in focus. in m. eid & r. j. larsen (eds.), the proceeding of the international conference on foreign language teaching and applied linguistics (pp. 140-146). bosnia and herzegovina: sarajevo. faghih, e. & mehdizade, m. (2013). a contrastive analysis of patterns of grammatical collocations between the english animal farm and its azari-turkish translation. theory and practice in language studies, 3(9), 1603-1609. fargal, m. & obiedat, h. (1995). collocations: a neglected variable in efl. iral, 33(4), 315-333. gyllstad, h. (2007). testing english collocations: developing receptive tests for use with advanced. london: longman press. hill, j. (2000). revising priorities: from grammatical failure to collocational success. in m. lewis (ed.), teaching collocations: further developments in the lexical approach (pp. 47-69). london: language teaching publishers. khalili. m. & mahsefat, h. (2012). the impact of authentic listening materials on elementary efl learners’ listening skills. international of journal of applied linguistic and literature, 1(4), 216-229. lakoff, g. & johnson, m. (1980). conceptual metaphor in everyday language. the journal of philosophy, 77(8), 453-486 larson, ml. (1998). meaning-based translation: a guide to cross-language equivalence. maryland: university press of america. nation, isp. (2001). learning vocabulary in another language. cambridge: cambridge university press. nattinger, jr. (1980). a lexical phrase grammar for esl. tesol quarterly, 14, 334-337 nofal, h. (2012). collocations in english and arabic: a comparative study. english language and literature studies, 2(3), 75-94. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 158 russian-speaking tour guide’s language mastery: mastering foreign language for quality service assurance gede ginaya1 i wayans jendra2 ida zuraidah3 i ketut sadia4 jurusan pariwisata, politeknik negeri bali, indonesia1 jurusan pariwisata, politeknik negeri bali, indonesia2 fakultas ilmu budaya, universitas udayana, indonesia3 jurusan pariwisata, politeknik negeri bali, indonesia4 abstract – a professional tour guide is regarded as a frontliner of the tourism and the ambassador of his/her country. therefore, the performance of a tour guide is very important as a quality assurance of services in order to fulfil the tourists’ satisfaction. this study aims at investigating the mastery level of the tour guide’s russian language related to the quality assurance of uniform services in meeting the tourists’ satisfaction. by applying a descriptive qualitative research, the data was collected through observation, interview, and document review. the theory used to undertake this study is communicative competence (grammar, sociolinguistics, and communicative strategic). the study reveals that the mastery of russian language for a professional tour guide has been proven to meet the expectation of russian tourists to get the excellent service as a quality assurance to provide the tourist satisfaction so that products prepared by travel agents and purchased by the tourist are carried out properly. keywords: russian language, tour guide, quality service assurance, tourist satisfaction 1. introduction tourism in indonesia has now increased from year to year in line with the government's commitment, especially the ministry of tourism to promote indonesia, which consists of thousands of islands so that there are several well-known and newly introduced tourist destinations. some of these tourist destinations are spread journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 159 from the western to eastern parts of indonesia, such as north sumatra with lake toba attractions and samosir island, bangka belitung (babel) as new tourist destinations, kalimantan island with its mascot of orangutans and dayak culture, bali and beyond (bali) such as ntb, ntt, maluku, and papua, which are incorporated in corridor vi for eastern indonesia. especially for bali, which already has a name as the best tourist destination in the world, it is expected to help promote other tourist destinations, as this goal of tourism development was exhibited at the bali and beyond travel fair (bbtf) 26-29 june 2018. the annual event took place in bali nusa dua convention center (bndcc) cooperated with other tourist destinations in indonesia including 10 newly-developed destinations. bali is famous as a tourist destination because it has a variety of tourism potentials such as natural beauty, cultural uniqueness, and the social life of the majority of the hindu community. balinese culture as an asset or attraction has made bali a lot of foreign tourists visiting from asia, australia, africa, and europe. today lots of tourists from eastern europe, especially russia, also come to bali. russia's new tourist visit is relatively new after the collapse of the communists from the soviet union in the era of the 90s (fadillah, 2006: 1) which made the russian country dubbed the red bear country open to its citizens to travel abroad and this proves the existence of a global cultural flow, especially the ethno-scape proposed by appadurai. compared with other tourists, especially from western european countries, america and japan, russian tourists are classified as new tourists visiting bali. additionally, the arrival of russian tourists to bali is a breath of fresh air amidst the saturated market share of western and japanese tourists. the community enthusiastically studied russian at foreign language course institutions so that they could handle russian tourists at a travel agency that handles russian tourists. not only limited to guides who have experience learning russian, young people who do not have a licensed guide also learn russian. after they master the russian language and take part in a training guide at a travel agency, they attend a tour guide training organized by the provincial tourism office to obtain a tour guide identification card or license. mastery of russian language by the tour guides is very influential on the assessment of russian tourists as service users who make visits to a tourist destination and ultimately encourage maintaining the company’s image and even increase the number of tourist visits. one important factor in maintaining the company's reputation is the quality of service. service is an action taken to fulfil the customer desire for a product or service they need, this action is done to give satisfaction to customers to fulfil what they need. the purpose of each service company is to provide what customers or consumers consider qualit y feelings. 'feelings' means that the quality expected is already in the minds of consumers (prihatno, 2010). businesses in the service sector that want to be able to compete based on service quality must feel they have better service than their competitor s. business profits are usually due to the relatively better quality of the product or service. the satisfaction of russian tourists is determined by some of the quality of services received by these tourists. the quality of service received by russian tourists can be provided by airlines that transport tourists, travel agents through office staff, guides, tourist transport and drivers, hotels where tourists stay, restaurants, objects and tourist attractions when tourists do tour activities. in this case, the tour guide’s delivering speech in the russian language is a very important journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 160 factor to provide the satisfaction of russian tourists during a visit in bali as a tourist destination chosen for vacation. the tour-guided services through adequate russian language communication will give a positive impression for russian tourists to further promote bali as a world tourism destination. based on the description of the background above, in order to be able to examine more deeply the mastery of russian language from the point of view of service quality and tourist satisfaction, a study was conducted to investigate the improvement of the tour guide russian language mastery as a quality service that gives satisfaction to tourists. this study is seeking to answer the research question of how mastering the russian language by the tour guide could be a quality-service assurance? therefore, the purpose of the study is to find out the mastery of the russian language by the tour guide as a quality-service assurance. 1.1 literature review 1.1.1 mastery of language mastery of language is the ability of a person to use the language in communication. communicating here is not only able to speak on the basis of grammatical principles but also to consider the social and cultural aspects and the communication strategy itself. according to chomsky (bagarić and djigunović 2007: 95) the concept of communication in language as competence (knowledge of language between speaker and listener) and performance (the use of language in actual situations). therefore, communicative competence focuses on three main aspects, namely grammatical competence, sociolinguistic competence, and strategic competence (celce -murcia, 2007). the communicative competency model proposed by canale and swain (1980,1981) in bagarić and djigunović (2007: 97) contains three main components, namely grammatical competence, sociolinguistics, and strategy. according to canale and swain, grammatical competence is related to the mastery of language (verbal or nonverbal) including vocabulary knowledge that allows the speaker to use the knowledge and skills needed to understand and convey the literal meaning of utterances. 1.1.2 russian language according to fadillah (2006), russian language is one of the official languages of the united nations and is widely used by around 290 million people in the world. furthermore, it is said that the russian language belongs to the slavic language family and has many grammatical or semantic similarities with the languages of ukraine, byelorussia, poland, czech, slovak, bulgarian and yugoslavia. the letters used in russian are called cyrillic letters introduced by a priest, st. cyril in the 9th century. based on sources from the indonesian wikipedia, it is stated that in the slav ic language family, russian is closest to the eastern slavic languages, namely belarus and ukrainian. like these last two languages, using the cyrillic alphabet, russian is used as an intermediate language (lingua franca) in the republics of the former soviet union. based on the language protection institute in monterey, russian is classified as a level iii language, which is a language that is quite difficult to learn by native english-speaking people and takes 780 hours to speak russian fluently. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 161 1.1.3 tour guide guides based on the decree of the minister of tourism, post and telecommunications no. km.82 / pw.102 / mppt-88 (bali provincial tourism office, 2006) is a person who is in charge of providing guidance, lighting, and guidance on tourism objects, as well as helping everything that is needed by tourists. every guide who handles tourists must have a license and be a member of the indonesian tour guide group (hpi). handling travelers atmaja (2008: 2) states that there are three main things that must be possessed by a professional guide, namely (1) skill, (2) knowledge, and (3) ethics. a tour guide should be mastering the three skills in a balanced way as they are required in the job-career implementation as a professional tour guide. as a matter of fact, among the three skills complement each other. tourists who work in travel agents can form a commissariat as a liaison medium for the interests of tour guides in a smaller unit (travel agent) with a larger group under the indonesian tour guide association (hpi). in a conclusion, what is meant by guides in this study are indonesian citizens who work as russian-speaking tour guides at a number of travel agents handling russian tourists and having a license as they are being registered as hpi members. 1.1.4 service assurance the definition of service quality is inseparable from efforts to meet customer needs and desires and the accuracy of its delivery to offset customer expectations. according to wyckof (tjiptono, 2008), service quality is the expected leve l of excellence and control over the level of excellence to meet customer desires. in the tourism industry, service quality is aimed at providing quality services. quality of service is any action or activity that can be offered by a party to another party. kotler (2002: 486) defines services as any actions or activities offered by one party to another, basically are intangible and do not result in any ownership. dimensions in service quality in accordance with the theory proposed by zeithaml, parasuraman, berry (selang, 2013) include tangible, reliability, responsiveness, assurance, and empathy affect consumer satisfaction. with the good quality of service within a company, it will create satisfaction for its customers. after consumers feel satisfied with the product or service they receive, consumers will be repeated guests and give recommendations to others to return for using the same service. 1.1.5 tourist satisfaction some notions of customer satisfaction such as those given by fandi (2008) customer satisfaction is the customer's response to the evaluation of the perceived nonconformity between previous expectations (or other performance norms) and the actual performance of the product felt after use. kotler (2001), customer satisfaction is the level of one's feelings after comparing the performance (or outcome) he feels compared to his expectations. according to sumarwan (2014), customer satisfaction is a feeling of pleasure or disappointment after comparing the perception/impression of performance/expectations. if performance meets expectations, customers are satisfied. if it exceeds expectations, customers are very satisfied. according to byrne, et al (2007), the factors that influence customer satisfaction and expectations consist of: "needs and desires" relating to things that customers feel when they are trying to make transactions with service results. every customer-oriented company needs to provide the widest possible opportunity for its customers to convey their journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 162 suggestions, opinions, and complaints. media that can be used include suggestion and complaint boxes, questionnaire entries, providing special telephone lines, sending via email and social media. research on tourist satisfaction on the quality of services to tourist information counters (tics) on jalan padma utara, legian, kuta is carried out by suwintari (2012). suwintari argued that tourist satisfaction is a comparison between product performance produced by the performance perceived by tourists. suwintari emphasized the comparison of a performance, namely if it is below expectations, tourists are not satisfied, if the performance meets expectations, tourists are satisfied, and if the performance exceeds expectations, tourists are very satisfied or happy. similar research was also carried out by kalebos (2016) by examining the factors that influence the satisfaction of tourists visiting island tourism areas. parasuraman, et al. (1994); hightower (2010) (kalebos, 2016: 6), prasetio (2012), parasuraman et al. (1985) service quality includes several important factors, namely reliability, responsiveness, competence, access, communication, credibility, courtesy, security, understanding customers (understanding / knowing the customer), and tangibles. this research is very different. the focus of this study is to improve the mastery of russian language guides as a quality service for the satisfaction of russian tourists in bali. language as an important aspect to determine the quality of service to tourists greatly determines tourist satisfaction. specifically, the focus of this research is the russian language which is still relatively new and still rare compared to other foreign languages, such as english and japanese, amidst increasing russian tourist visits. in addition, the russian language has a high level of difficulty to master. 2. method research on improving russian language mastery and tourist satisfaction are qualitative descriptive. the data used are primary and secondary data. primary data is data that is directly obtained based on observations when guides explain some of the tourist objects in bali, and direct interviews with 25 russian-language guides as respondents of this study determined based on snowball sampling techniques. snowball sampling technique is one of the non-probability sampling techniques in qualitative research by looking for key informants in field research that helps researchers find other key informants or open access to respondents to be studied (bungin, 2001). in making observations, in addition to observing guides in explaining tourism objects, it is also possible to observe competent involvement techniques (muhammad: 207), namely researchers involved in the discussion and observing the use of the language of the speakers. whereas secondary data is data obtained from the search results of questionnaires in several travel agents that handle russian tourists in bali. this questionnaire is usually filled by russian tourists before leaving for their country. subsequent data were analyzed with qualitative descriptive methods based on an inductive methodological paradigm. that is a paradigm that departs from something specific to something common (mahsun, 2005: 256-257). with descriptive analysis method, the data that has been collected in the form of an increase in mastery of russian language and tourist satisfaction is described in full so that finally obtained a conclusion regarding the increase in mastery of russian language by guides and factors that influence the increase in mastery of russian language including service dimension factors against russian tourists in determining tourist satisfaction. the results of the journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 163 study are presented with formal and informal methods. according to sudaryanto (1993: 145) informal presentation methods are presenting the results of analysis with descriptions or ordinary words, while the formal presentation method is the formulation with signs and symbols according to muhammad (2011) symbols or signs are used for present or formulate the results of the analysis so that the meaning of the method, the relationship between the methods, and the characteristics of the method can be known and understood. 3. results and discussion russian tourists who visit bali as an international tourist destination have hopes of experience about natural charm and especially cultural uniqueness. as a customer or customer service tourism industry in general, the hope of russian tourists is a motivation to satisfy the needs of tourists themselves. in this case, russian tourists who come to bali have traveled very far so that they have high expectations of quality of service in order to get satisfaction. the expectations of tourists can be illustrated as the motivation to purchase a product and service related to basic human needs and desires, as stated by maslow in his motivation theory. this section will describe the results of the study obtained through direct observation and interviews of guides in handling russian tourists in bali and the results of document studies. the results of the study were described in a descriptive qualitative manner by describing the mastery of russian language by tour guides which increased along with the dynamics of the influx coming of russian tourists over the years and the factors influencing the increase in russian language instruction by guides in relation to the dimensions of service for tourist satisfaction. 3.1 russian language mastery of the tour guide the satisfaction of russian tourists towards the services provided by guides is directly related to the performance of guides themselves, especially from aspects of language acquisition. if the level of mastery of russian is low, then the performance of guides is below expectations and tourists are not satisfied. conversely, if the level of mastery of russian is high, then the performance of guide guides meets expectations and satisfied tourists. the arrival of russian tourists to bali about 20 years ago with the dynamics of his visit on the island of the gods requires guides with russian language specialization to handle them. the role of the russian-language tour guide is very important whose job is to provide information services to tourists where their russian language mastery has experienced dynamic development is traced from the beginning of its arrival to the present. at the beginning of the arrival of russian tourists in bali mastery of their russian language is so minimal, but tourists still understand it and try to do a communication in the context of survival where guides try hard to make tourists understand the information conveyed, on the other hand, tourists also try to capture the idea delivered with language media that is still minimal. apart from the perfection of a language communication tourists have been well served. this is evidenced by the increasing enthusiasm of tourists to buy optional tours and visit various attractions with guides. complaints in the form of language acquisition delivered by russian tourists at the beginning of his arrival in bali were the lack of mastery of russian language guides. this is considered normal considering that the russian language is a foreign language journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 164 that is classified as very new among tourism actors in bali. but over time these assumptions are refuted because guides have learned a lot to improve their russian language skills through intensive practice with tourists and the help of digital technology to access material in russian and with google translate is easy in vocabulary mastery. even using social media they can interact with tourists or fellow guides with russian-language text literacy. this is a very positive development in mastering the russian language. the satisfaction of russian tourists towards the services provided by guides is directly related to the performance of guides themselves, especially from aspects of language acquisition. if the level of mastery of russian is low, then the performance of guides is below expectations and tourists are not satisfied. conversely, if the level of mastery of russian is high, then the performance of guide guides meets expectations and satisfied tourists. the arrival of russian tourists to bali about 20 years ago with the dynamics of his visit on the island of the gods requires guides with russian language specialization to handle them. the role of the russian-language tour guide is very important whose job is to provide information services to tourists where their russian language mastery has experienced dynamic development is traced from the beginning of its arrival to the present. at the beginning of the arrival of russian tourists in bali mastery of their russian language is so minimal, but tourists still understand it and try to do a communication in the context of survival where guides try hard to make tourists understand the information conveyed, on the other hand, tourists also try to capture the idea delivered with language media that is still minimal. apart from the perfection of a language communication tourists have been well served. this is evidenced by the increasing enthusiasm of tourists to buy optional tours and visit various attractions with guides. complaints in the form of language acquisition delivered by russian tourists at the beginning of his arrival in bali were the lack of mastery of russian language guides. this is considered normal considering that the russian language is a foreign language that is classified as very new among tourism actors in bali. but over time these assumptions are refuted because guides have learned a lot to improve their russian language skills through intensive practice with tourists and the help of digital technology to access material in russian and with google translate is easy in vocabulary mastery. even using social media, they can interact with tourists or fellow guides with russian-language text literacy. this is a very positive development in mastering the russian language. to determine the level of satisfaction of russian tourists on the quality of tour guides through mastering the russian language in bali, it was analyzed descriptively from the results of field observations and direct interviews with guides who handled russian tourists as primary data sources. the results of this observation and interview were also supported by the results of the document study as secondary data in the form of questionnaire forms completed by russian tourists before they departed to their countries. every travel agency that handles russian tourists in bali must provide the questionnaire form and give it to guides who pick up russian tourists for transfer-out. based on the results of observations and direct interviews with 25 russian-language guides as respondents to this study, it was found that the guide had mastered russian at the intermediate level (advanced) to advanced level. this was demonstrated through the results of their performance when explaining information on tourist attractions such as the batuan temple, goa gajah, tirta empul, besakih, tanah lot, taman ayun, uluwatu, and natural attractions such as the batur geo-park site, frequent terrace journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 165 cultural heritage jatiluwih, ubud monkey forest, bedugul botanical garden. the tourist attraction has been worldwide and requires an explanation of the philosophical, religious, historical aspects that relate to balinese culture and cannot be separated from the beliefs held by the balinese people, namely hinduism. explanations provided by guides are carried out in russian fluently and complete information. they explained the various functions and grammar of the russian language. this is the focus of this research considering that the russian language has 6 types of case forms, namely nominative (n), accusative (a), dative (d), genitive (g), instrumental (i), and prepositional (p). the use of the case form in a sentence context will show how varied russian-language guides are in terms of accuracy. therefore, the expression of sentences that are expressed will experience a change in the context that is subject to a case from both in the noun and adjective. the imposition of this case will be more complex because the russian language noun is classified in masculine, feminine, neutral form and each gender noun is divided into singular and plural. in addition, the verb undergoes conjugation depends on the subject and changes occur in accordance with the form of the times and aspects of both the perfective and imperative aspects. table 1 below shows changes in noun forms in 6 types of case forms. table 1 the form of noun in russian cases case noun masculine feminine neutral singular plural singular plural singular plural n билет /bilyet/ слoвaрь /slowar/ мyзeй /muzei/ билеты /bilyetiy/ слoвaри /slawari/ мyзeй /muzei/ гaзетa /gazeta/ нeдeля /nidyelya/ плошaдь /ploshad/ гaзеты /gazeti/ нeдeли nidyeli/ плошaди /ploshadi/ делo /dila/ yпрaжнeниe /uprazheneni ye/ имия /imiya/ делa /dila/ yпрaжнe ния /uprazhne niya/ имeнa /imena/ a билет /bilyet/ слoвaр /slovar/ мyзeй /muzei/ билеты /bilyetiy/ слoвaри /slavari/ мyзeй /muzei/ гaзетy /gazetu/ нeдeлю /nyedelyu/ плошaдь /ploshady/ гaзеты gazetiy/ нeдeли /nyedeli/ плошaди /ploshadi/ делo /dyela/ yпрaжнeния /uprazheniya / имия /imiya/ делa /dyela/ yпрaжнe ний /uprazhen ii/ имeнa /imena/ g билета /bilyeta/ слoвaря /slavarya/ мyзeя /muzeya/ билетoв /bilyetov/ слoвaрeй /slavarei/ мyзeйя /muzeiya/ гaзеты /gazetiy/ нeдeл /nyidel/ плошaдь /ploshady/ гaзет /gazet/ нeдeли /nydeli/ плошaди /ploshadi/ делa /dyela/ yпрaжнeния /uprazhneniy a имeни /imeni/ дел /dyel/ yпрaжнe ний имeн /imen/ d билету /bilyetu/ слoвaрю /slawaryu / мyзeю /muzeyu/ билетaм /bilyetam/ слoвaрям /slavaryam/ мyзeям /muzeyam/ гaзетe /gazetye/ нeдeлe /nidelye/ плошaди /ploshadi/ гaзетaм /gazetam/ нeдeлям /nidelyam/ плошaдям /ploshadya m/ делy /dyelu/ yпрaжнeни ю /uprazhniniy u/ имeни /imeni/ делaм /delam/ yпрaжнe ниям /uprazhni nyam/ имeнaм /imenam/ journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 166 table 2 below shows the resembled meaning for the variant of nominative case. table 2 the resembled meaning of noun in nominative case masculine feminine neutral singul ar plural meaning (indone sian) singular plural meaning (indone sian) singul ar plural meaning (indone sian) билет /bilyet / слoвa р /slow ar/ мyзeй /muze i/ билет ы /bilyet iy/ слoвa ри /slawa ri/ мyзe й /muze i/ tiket kamus museu m гaзетa /gazeta/ нeдeля /nidelya / плошaд ь /plosha d/ гaзет ы /gazet i/ нeдeл и /nidye li/ плош aди /plosh adi/ koran minggu lapanga n делo /dila/ yпрa жнeниe /upraz hneniy e/ имия /imiya / делa /dila/ yпрa жнeния /upraz hneniy a/ имeнa /imen a/ bisnis latihan nama the use of the noun variant in the context of sentences in different cases (6 cases) is as follows. 1. n: skolka bilyet stoit dlya tanets kecak? how much does the ticket cost for the kecak dance? 2. a: viy mozhetye kupit bilyetiy zdyes. can you buy the tickets here? 3. g: miy khotim kupit pyaty bilyetov dlya tanets kecak. skolka oni stoit vmyestye? we want to buy 5 tickets for kecak dance. how much are they altogether? 4. d: daitye mnye etu bilyetu. ya budu smotrety eta tanets. give me the ticket i want to see the dance. i билетом /bilyetom / слoвaрeм /slavarem / мyзeeм /muzeye m/ билетaми /bilyetami/ слoвaрaми /slavarami/ мyзeями /muzeyami / гaзетoй /gazetoi/ нeдeлeй /nidelyeii/ плошaдью /ploshadyu/ гaзетaми /gazetami/ нeдeлями /nidelyami/ плошaдям и /ploshadya mi/ делoми /dyelom/ yпрaжнeинe м /uprazhneine m/ имeнeм /imenem/ делaми /delyami/ yпрaжнe инями /uprazhne inyami/ имeнaми /imenami / p билетe /bilyete/ слoвaрe /slavare/ мyзee /muzye/ билетаx /bilyetakh/ слoвaряax /slavaryakh / мyзeяax /muzeyakh/ гaзетe /gazetye/ нeдeлe /nidelye/ плошaди /ploshadi/ гaзетax /gazetakh/ нeдeлиxи /nidelikh/ плошaдяx /ploshadya kh/ делe /delye/ yпрaжнeним /upradnenim/ имeни /imeni/ делax /delakh/ yпрaжнe нияx /uprazhne niyakh/ имeнax /imenakh/ journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 167 5. i: davaitye payekhat v uluwatu se etom bilyetom. miy budyem smotrem tanets kecak tam. let’s go to uluwatu with this tcket. we can see kecak dance there. 6. p: skazhitye mnye pozhaluista dyebushka. mnye nuzhno podpisith v etom bilyetye? excuse me, lady. do i need to sign on this ticket? improved mastery of the russian language by guides is also found in written literacy when guides interact using social media such as a whatsapp (wa) application. the progress of the level of mastery of russian language by guides significantly influences the quality of service to satisfy russian tourists as shown in a questionnaire where russian tourists on average give a range of scores 1 2 about mastering russian language guides which means excellent for score 1 and good for score 2. the score given by russian tourists is certainly very beneficial for all parties not only to tour guides but also the travel agents that employ guides so that the sustainability of visiting russian tourists is guaranteed. 3.2 russian-speaking tour guide and service dimension to answer the second problem about factors that influence the level of mastery of the russian language guides can be stated that besides the russian tourists who have the motivation to get satisfaction from the quality of services provided by guides on the other hand tour guides have the motivation to improve their russian language mastery to provide quality service which is prime to tourists and makes them still exist from the tight competition in dealing with russian tourists. the competition does not only occur among guides themselves as healthy competition, but also from the large number of foreign representatives from russia, ukraine, uzbekistan who take part in handling russian tourists in bali. this competition with foreign representatives becomes unhealthy, besides the foreign representatives as native speakers are also exhaled by the issue that mastering russian language guides is minimal. this competition is what triggers guides to strive to improve the mastery of the russian language in order to dismiss these unfounded issues otherwise they only become spectators in their own country. increased mastery of russian language guide as a quality of service that gives satisfaction to russian tourists is inseparable from the dimensions of service to tourists who have their respective influences in determining tourist satisfaction on service quality, namely tangibility, reliability, responsiveness, assurance, and empathy. tangibility factor is shown through the physical appearance of guides who characterize professional people and imbued with the local cultural work ethic, namely guides wearing traditional balinese clothing. this appearance is certainly a positive impression for russian tourists who have come to bali to gain experience with the local culture. reliability factors are determined by providing information according to needs, timely service, and avoiding errors when providing services. communication errors will not occur along with the increasing level of mastery of russian language guides. the responsiveness factor is done by appreciating tourists, professionals in providing services, helping tourists with deftness, and attitude when serving. guides should be more appreciative of tourists in providing services especially for russian tourists who have different characteristics from tourists from australia, america, and other western european countries. journal of applied studies in language, volume 2 issue 2 (dec 2018), p. 158—169 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 168 the assurance factor can be done through the use of clear and easy-tounderstand russian language, knowledge of guides about extensive tourism products and culture, security of russian tourists during the handling of guides, as well as being honest and clean in serving. communication is important in handling russian tourists because the use of russian language is good and right coupled with knowledge about tourism products and culture can increase tourist confidence in guides, especially in the purchase of optional tours and can provide accurate and accurate information to tourists. in terms of empathy factors, namely respecting russian tourists with the use of language that is polite, friendly, and always smiling in serving, and paying attention to tourists' requests. 4. conclusion mastery of russian language tour guides has experienced a very significant increase along with the increasingly intensive interaction between guides and russian tourists in addition to guided guides with the development of information and communication technology. in addition, competition with foreign representatives who also handle russian tourists in bali has spurred guides to improve russian language mastery. increased mastery of the russian language by guides has a positive impact on the quality of service that gives satisfaction to russian tourists. the service quality includes five service dimension factors, namely tangibility such as the physical appearance of guides who impress russian tourists, reliability with the communicative competence of guides can improve services to tourists, responsiveness by understanding the characteristics of russian tourists can satisfy tourists, assurance with knowledge of tourism products and culture can increase russian tourists' trust in guides, and empathy with the use of polite language, friendly attitude, and respect for tourists provides a special satisfaction for russian tourists. it can be suggested to guides to keep maintaining the mastery of the russian language that has been achieved so far and even improved to provide excellent service quality to the satisfaction of russian tourists and cling to honesty as the most important aspect of the service dimension, thus building a positive image among guides as the spearhead (front-line) tourism and ambassadors of countries and nations in the tourism sector. references anonymous (2006). kumpulan peraturan di bidang kepariwisataan buku i. denpasar: dinas 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(2008). service management mewujudkan layanan prima. yogyakarta: andi. microsoft word 2.jasl-dec 2019-kristiono 127-139.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 127 syntactic analysis on the consistency of jokowi's rhetorical strategy as president and presidential candidate rachmat kriyantono school of communication brawijaya university malang, indonesia email: rachmat_kr@ub.ac.id abstract – this study aims to describe president jokowi's rhetorical strategies during the 2019 campaign on instagram and its consistency with the rhetorical strategy as president. rhetoric is not just a speech strategy, not a speech that tends to lie to manipulate or control people, and not talk much without action. because of political competition, it can be concluded that the use of words and sentences (syntax) as rhetorical strategies also competes in building a positive image. syntactic analysis was conducted to describe the categories of use of words and sentences as a rhetorical strategy to build a positive image. the method used was content analysis of 508 instagram posts during the campaign period. social media is a new innovation in spreading messages of rhetoric in the form of words and sentences more quickly and easily accessing them. the interview method was also conducted on president jokowi's communication team to find out how these rhetorical strategies were carried out in order to prove the consistency between rhetorical strategies during campaigns and rhetorical strategies as a president. the results of this study confirm that not all rhetorical strategies are used, but, only the use of positive rhetoric to build a positive image. syntactic analysis shows that jokowi-amin does not use negative words and sentences. not all rhetorical strategies for building imagery are displayed on instagram, namely @ jokowi.amin does not use intimidation and selfdepreciation strategies. the interviews also display that the rhetoric strategies during campaigns are consistent with the president’s strategies. keywords: instagram, public relations, rhetoric, social media journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 128 1. introduction rhetoric is the strategy of individuals or organizations in producing symbols to construct certain meanings and using them in composing messages that influence the meaning of others towards individuals and organizations (heath, 2005; kriyantono, 2017). rhetoric is not just a speech strategy, not a speech that tends to lie to manipulate or control people, and not talk much without action (foss, 2009; heath, 2005). rhetoric is an informative and persuasive message strategy, using all kinds of symbolic uses, such as public discourse; verbal-nonverbal; and visualization, not just speech, is done by individuals and or organizations in various contexts (cisneros, mccauliff & beasley, 2009; hartelius & browning, 2008; kriyantono, 2015; littlejohn, foss, & oetzel, 2017). based on the above description, the 2019 presidential election is one of the contexts in which the presidential inter-candidate rhetoric strategy battles occur. each candidate must have a strategy for managing attractive campaign messages to enhance a positive image and understanding relationship with voters (egeham, 2018; zhacky, 2018). from a rhetorical perspective, the strategy of formulating campaign messages can be called a rhetorical strategy in the campaign. the establishment of a positive image and mutual understanding between candidate and voters through a rhetorical strategy, adopting lampe (2010), is the realm of political public relations, namely public relations for political activities. composing messages is the core of communication activities (griffin, 2013) and management of communication between individuals or organizations with the public is called public relations (grunig & hunt, 1984; kriyantono, 1917). public relations tools play a role in increasing public support needed by politicians (archana, 2018). rhetoric as one of the public relations tools is aimed at building a strong and unambiguous candidate's self-image (de landtsheer, de vries & vertessen, 2008), which according to garzia (2013), is an important factor to be elected in general elections. de landtsheer, de vries and vertessen (2008) conclude that politicians must leave a good impression through appearance, perception, and personality. rhetoric as one of the public relations tools is aimed at building a strong and unambiguous candidate's self-image (de landtsheer, de vries & vertessen, 2008), which according to garzia (2013), is an important factor to be elected in general elections. some literature calls that the oldest form of rhetorical symbols were words and sentences which correlated with the demands of fluency speak in the ancient greek and roman eras in order to fulfill the necessities of everyday life (rakhmat, 1999). rhetoric was more focused on composing and speaking style for speeches, teaching in class or writing letters in the middle ages (foss, 2009). this fact encourages the author to focus on studying rhetoric in the form of words or sentences, using syntactic analysis, namely the relationship between words that produce certain meanings, arranged as a campaign strategy for presidential candidates jokowi. the rhetorical strategies must leave a good impression through appearance, perception, and personality. because of political competition, it can be concluded that the use of words and sentences (syntax) as rhetorical strategies also compete in building a positive image. individuals intentionally use communication to create the desired impression of others against him/her (johansson, 2007; kriyantono, 2017). the use of words and sentences as rhetorical strategies to build a positive image includes several types of strategies. journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 129 innovation is a tactic of rhetoric so that candidates are considered pleasant and friendly people; self-promotion is used to produce competent images; intimidation is used to produce images as people who are strong and able to control the situation; exemplification is words and sentences that state that candidates should be used as examples of behavior; supplication is used to build the image that candidates also have limitations in helping the community (annafidin, damayanti & komariah, 2017; bolino & turney, 2003; jones & pittman, 1982; kriyantono, 2017). along with the development of communication technology, rhetoric can be applied by using social media. rhetoric on social media is not time and space-bound (kriyantono, 2019). before the 2019 presidential election, the use of social media had been carried out by many politicians in indonesia and in other countries (garzia, 2013). social media makes interaction and information sharing easier so it is more effective in building relationships between organizations and the public in political communication (goncalves, 2014). campaigns on social media increase political participation and support for presidential elections in america (towner & munoz, 2018; cogburn & vazquez, 2011). information about presidential candidates in america is mostly obtained from social media, including social media accounts of candidates (williams, 2017). campaigns on social media require low costs, are easy to get donations and are faster viral and are known to the public (ardha, 2014; judhita, 2015; kenski, filler & conway, 2017). plus, social media users in indonesia are among the most in the world (ardha, 2014). social media is a new innovation in spreading messages of rhetoric in the form of words and sentences more quickly and easily access them (chinnasamy & manaf, 2018; hong, 2013; kriyantono, destrity, amrullah, & rakhmawati, 2017; rahim & omar, 2017; sajithra & patil, 2013). in addition, many people use social media, especially from the younger generation groups who are categorized as beginner voters (sucianingsih, 2019). virtual messages attract public attention during the campaign period (yani, 2018). based on the characteristics of both social media and users of social media originating mostly from the younger generation, the first proposition can be formulated that jokowi's rhetorical strategies in the use of imaging words and sentences on instagram, during the campaign, contain all rhetorical tactics. the research analyzes the syntax of rhetorical strategies on instagram because instagram is the most widely used social media (wearesocial, 2018). presidential candidate joko widodo has an instagram @ jokowi.amin account with 305,000 followers. this research also aims to analyze the syntax of jokowi's rhetorical strategy, as president and presidential candidate in building a positive image. as president, jokowi's rhetorical strategies were formulated by the presidential staff office based on presidential regulation no. 26 of 2015, which served as manager of political communication strategies and information dissemination. the researcher asks whether the use of words as a rhetorical strategy to build an image during the campaign has been consistent with jokowi's rhetorical strategy as president. imaging carried out continuously and manifested in real behavior produces reputation, namely the presidential candidate has "that right exists or its existence is recognized by the public" (veil, liu, erickson, & sellnow, 2005, p. 19). because jokowi was successfully re-elected for the second period, the second proposition can be formulated that rhetoric during the campaign is consistent with the communication strategy as a president. this research contributes to develop public relations studies in the context of the use of words and sentences through social media. there is still little public relations journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 130 research in the context of indonesia, so we need to enrich our studies (kriyantono & mckenna, 2017). table 1 instruments/categories 2. method this study applied the content analysis method to analyze the contents of communication messages systematically and objectively. the researcher coding the use of words and sentences posted in the diagram based on the categories built from the theory and interpreting the results of the coding (kriyantono, 2014: wimmer & dominick, 2011). themes indicator description ingratiation favor doing strategies show actions that are liked by others such as smiling, hugging, congratulating, praising others, saying hello, giving sympathy to a situation, expressing gratitude, and other attitudes that show that he is a person full of love and affection selfenchanement strategies used to show ability or praise yourself like showing successes that have been achieved otherenchancement this strategy is used to give praise to the success of others and express their feeling of joy if other people succeed in something opinion conformities this strategy can be seen from someone who shows similarity of opinion with other people or a larger organization intimidation treath threats that are given by someone to someone else either directly such as saying directly in front of the person or indirectly for example through a letter, picture or upload anger defined as someone who shows anger through words, facial expressions and attitudes so that other people obey and want to help achieve their goals. selfpromotion performance claim defined as a tactic that leads to a statement or claim to the ability that is owned by itself and expresses optimism in work. performance account strategies that show results and evidence of the performance or ability of a person with the aim of promoting their skills or abilities and confirming their achievements as leaders. examplificati on self-denial defined as an rhetorical strategy that shows the deterrence of rumors that are hitting him helping is a strategy both verbally and in deeds to help other people or invite people around to help others who are in need of help militancy this strategy leads to activities to invite others to act positively through motivation, an invitation to be kind, disciplined and honest suplification selfdepreciation is a strategy that shows that he is in a state of sadness, disappointment, depression, distress and often complaining entreaties for help this strategy shows the individual clearly states keingina or asks to be helped in dealing with a problem or when feeling inadequate in a matter and often complains. journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 131 the analysis categories were compiled based on previous research on rhetorical strategies to build a positive image of annafidin, damayanti & komariah (2017); jones & pittman (1982); bolino & turney (2003); and kriyantono (2017), as coding instruments. the samples of this study were all posts uploaded by jokowi-amin team on each instagram account feed starting on 7 october 2018 april 14 2019. this period is the presidential campaign period. the researcher used a thematic analysis unit to analyze the contents of words and sentences in instagram. the text in the photo captions on instagram were analyzed in their entirety. in addition, this study also used interviews with the communication team at the presidential staff office, as an institution that helped formulate president jokowi's policies. the purpose of this interview is to explore data on the consistency of the rhetorical strategy during the campaign with the communication strategy as president, whether the rhetorical strategy is only for imaging when the campaign or strategy is also carried out on a daily basis. 3. results and discussion jokowi's official instagram campaign (@ jokowi-amin) has 508 uploads during campaign time. from the results of syntactic analysis, namely coding the words and sentences in the captions of the uploaded photos, it was found that not all rhetorical strategies contained tactics as defined in the category. of the five categories, there is one that is not displayed, namely the intimidation category (table 2). table 2 syntax analysis of jokowi rhetorical strategies themes sub-themes f % ∑ % ingratiations favor doing 153 35.66 58.74 self-enchancement 43 10.02 other-enchancement 26 6.06 opinion conformities 30 6.99 intimidation treath 0 0.00 0.00 anger 0 0.00 self-promotion performance claim 70 16.32 39.39 performance account 99 23.08 examplification self-denial 11 2.56 13.52 helping 12 2.80 militancy 35 8.16 suplification self-depreciation 0 0.00 6.76 entreaties for help 29 6.76 ingratiations from 508 photo uploads, 252 uploads used the ingratiation theme with the highest percentage (58.74%). that is, jokowi-amin uses words or sentences that are meaningful, warm, humorous, and have an attraction. jokowi-amin is described as doing images (153 times), namely figures who have closeness to the community, by journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 132 displaying photos of people's enthusiasm when meeting them, showing rhyming gestures, such as smiling, embracing the community, taking pictures, and shaking hands or do things that make him liked by society. the use of words and sentences that mean closeness to the community seems consistent with president joko widodo's communication strategy in managing the government. this strategy can also be called a form of rhetorical strategy from the president's communication team. this is related to the statement of the young expert staff of the presidential staff office, gabriel sujayanto: "the office of the presidential staff conducts strategic communication with groups that influence policy. who is strategic communication? labor, fishing association ... yes, we mean communication is open. the policy is everywhere. policy regarding minimum wages to workers. at least it's understandable. political parties are like this, students like criticism. there is a process of political communication ... sometimes we jump right in, political communication ... labor groups, fishermen. for example ojek, dandim, a group of laborers, midwives, groups such as islamic mass organizations.” the rhetorical strategy is equipped with photos showing jokowi shaking hands with a grandparent with captions: "mr. jokowi did not choose who he met. certainly not also choosing who is served. pak jokowi is a leader who embraces the people. "the upload is in the category of favorite doing because it shows jokowi's gesture that is friendly and affectionate to his people coupled with a caption stating that jokowi is indiscriminate in serving the people and embracing all his people. the grandfather in the photo also showed his excitement when meeting jokowi which was seen from the smile that was reflected in the upload. this is in accordance with the understanding of favor doing, which is an act that is liked by others. self-enhancement is a rhetorical strategy to demonstrate one's own abilities by showing successes that have been achieved. self-enhancement is used in 43 uploads (10.02%). this strategy shows a lot of the successes of the work program that was achieved when jokowi served as the 7th president of the republic of indonesia together with jusuf kalla. as explained in the following caption: "in 2018 yesterday, 30 windmills were completed in sidenreng rappang (sidrap), south sulawesi to increase the reach and capacity of electricity for the local community. with the sidrap windmill, pak jokowi targets a 100 percent electrification ratio in south sulawesi province. the use of wind as an energy source is one manifestation of mr. jokowi's commitment to reduce greenhouse gas emissions by 29 percent by 2030, which he submitted in the paris agreement”. the other-enhancement strategy gets a portion of 26 uploads (6.06%). otherenhancement is used to give praise to other people's success successfully. examples of rhetorical strategies can be seen in the instagram post related to the asian para games, which appreciate the achievements of indonesian athletes, with the words: "continuing the struggle of the heroes with one passion to make achievements so that indonesia will become an advanced and sovereign nation”. the president's rhetorical strategy, said the young staff of the presidential staff office, azhary hafidz, was also formulated by cross-sectoral teams, such as the office of the presidential staff in collaboration with the ministry of communication and information. the expert of the ministry of communication and information, enda nasution, explained that the ministry was assisting in the socialization of the asian games, enda said, "because every government activity is carried out, the communication and information commission must be involved. yesterday the asian para games. one that makes success is viral on social media. it is quite effective and journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 133 reaches out” (interview with enda nasution). the last sub-theme in the theme of integrations are opinion conformities with a total of 30 uploads (6.99%). in this theme, jokowi shows the similarity of their opinions with a figure or similar opinion with the community. for example, jokowi uses this rhetorical strategy by agreeing to yenny wahid's statement, one of the national figures: "strong people are not because of their bodies, but because of their mentality. mr. jokowi in the eyes of gus dur's daughter, yenny wahid ... " the captions confirm the words of yenny wahid quoted in the picture" what do thin men do? he built infrastructure, bridges, more than 700 thousand bridges in the villages that mr jokowi built". jokowi agrees that thin men like jokowi are able to build infrastructure, roads and bridges in indonesia, thus emphasizing that do not underestimate jokowi because of his size but see jokowi's mental strength in building indonesia. self-promotion the second theme that was also widely used by the jokowi-amin pair was selfpromotions (169 uploads or 39.39%), consisting of 16.32% performance claims and 23.08% on sub-accounts of performance accounts. performance claim is a tactic that leads to a person's claim to ability possessed by himself and expresses optimism at work. in this sub-theme of performance claim, jokowi wants to show the vision and mission that they promised to the community if they are elected president and vice president, as well as work programs that will provide convenience to the public when choosing them to become president and vice president, such as one of which is a threecard program, namely the indonesia pintar-kuliah card, cheap food packages, and pre-work cards, which are expected to advance education and the level of people's welfare. through the caption contained in the upload that reads "in order for indonesia to progress, the indonesian people must be empowered. there must be no obstacles to achieving your goals! for this reason, pak jokowi made a kip lecture to help the nation's children continue their education, pre-work kip to improve their skills and be able to compete in the labor market, and basic food cards to fulfill family nutrition. really complete, right? together with pak jokowi, programs are directed so that the people are independent and prosperous. so, don't be afraid to fight for your ideals, huh! ”, jokowi-amin claims to be able to prosper the community, make people become more independent and help them to reach their dreams through the three card magic program. the rhetorical strategy on instagram about self-promotion is also consistent with jokowi's communication strategy as president. chief staff officer of the office of president wandy tatoorong explained that he was asked to be the coordinator of the 4year performance of jokowi's government. for him, the achievement of government is one of the potential issues that must be arranged narratives and framing it well (interview with wandy tatoorong). the sub-theme of performance accounts contains the rhetoric of the results of work or the ability of a person with the aim of promoting skills or abilities and telling the results of their work as leaders. on the @jokowi.amin instagram account, it was described through uploads in the form of testimonials given by the community who were satisfied with jokowi's performance while serving as president. this rhetorical strategy presents the testimony given by afi, a language teacher who is bipolar and is required to see a psychiatrist to help deal with his health. but the cost of expensive psychiatrists hinders his intention to do counseling. thanks to the healthy indonesia card afi can do counseling. "the doctor said, i had bipolar disorder. so, when i was in school, i often felt 'down' for no apparent reason. the more mature, journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 134 the more it becomes. there was a time when i slept always at 2 am, woke up at 5 o'clock for morning prayers, continued working. don't know why, you can't just sleep, there's always something you think about. when i confide in my friends, they push i went to a psychiatrist to be examined, because they thought something was wrong. but the psychiatrist is very expensive. i've found the cheapest psychiatrist, but it's also still above my ability. one month can be up to rp one million more. meanwhile, my financial condition was still not stable at that time. i try to find out on the internet whether kis (healthy indonesia card) can be used for psychological examinations. it turns out you can! i tried going to the tebet health center (jakarta) and then referred to poli sahabat. immediately handled right away, there is a psychiatrist. from there, i was referred to tebet hospital because the facilities were more complete. so i routinely treat it there. with kis, i also receive medicine every month and free consultation to the doctor regularly. i feel very lucky, because with kis i can get a lot of relief. services from doctors are also according to standards. i was examined by a very experienced doctor. i am comfortable consulting with him. even the doctor gave personal contact so that i could consult personally. now, i feel very much better. i hope that mr. jokowi is elected again to help people who have mental disorders like me. mr. jokowi doesn't talk much, but his work feels. "afi (26), korean & english translator”. this upload falls into the performance account category because it shows the testimony of others about jokowi's ability as a competent president in making programs suitable for the community. it can be said, the rhetorical strategy is interactive. the community is free to comment on various matters and will be answered by the admin of the presidential staff office via twitter or facebook. although not all comments are answered, this two-way interaction provides a positive value for the government to understand the concerns in the community. associate expert agustinus rahardjo said that often videos are also used to provide knowledge to the community, "that is a formal website. it's not all necessary. for twitter or social media, please comment. for twitter or social media, i like to reply too. there is an incoming notification later. not all, but several times if it's important we reply. yes, rich in the tone of the asking, how come this hour is tweeting? this is an afghan event (showing video) and i cut the video (interview with agustinus rahardjo). the next theme is examplification as much as 13.52% (58 uploads). exemplification strategy is a strategy that each individual wants to be seen as an integrated, honest, high moral, generous and disciplined person without making claims about his good deeds so that the respect and admiration of the people around him arises. which consists of three sub-themes and different uploads for each theme, self-denial (2.56%), helping as much as 2.80%, militancy as much as 8.16%. self-denial is used by someone to ward off rumors that are hitting him. this theme is widely used by jokowi to counter the accusations of hoaxes and rumors that have been directed to him, such as communism party members, anti-islam, and foreign stooges. this rhetorical strategy displays the words: "azan reverberates, every muslim goes to pray. this is the testimony of sukardi rinakit, the president's special staff, who often accompanied pak jokowi." this strategy is used as a tool to denial against rumors and hoaxes that have been circulating among the people below who accuse jokowi of never praying, there will be no call to prayer when he returns to the presidency and the public's notion that jokowi is non-muslim or anti-islam shows that actually jokowi is a person who is very diligent in worshiping in the midst of his activities as a president. young expert gabriel sujayanto also said that the presidential staff office has various communication strategies to fight hoaxes, which include displaying valid facts, journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 135 communicating with stakeholders, and collaborating with the public.this self-denial rhetorical strategy requires a good management some issues. the team is tasked with identifying the types of issues in the community, then determining whether they are positive or negative. this identification is the basis for building rhetorical strategies (coombs, 2015; kriyantono, 2015). the self-denial contained in the use of words and sentences as rhetoric on instagram seemed to be related to the issue management process for president jokowi carried out by the presidential staff office. this team has produced narrative production and counter government issues, conducted monitoring and evaluation on national priority programs, joys and crisis planning on strategic issues and potential threats to the government (interview with the young expert of the presidential staff office, azhari hafid). issue management aims to manage issues because issues can be a starting point that has the potential to trigger conflict between the organization and the public (kriyantono, 2012; regester & larkin, 2008). the presidential staff office monitors issues through social media related to negative government issues. lots of negative news related to the president such as the communist, pro-foreign, even the communist party president, "at that time, in his control pak teten masduki had a lot of information on social media and related matters and headed for the president. "yes, negative news. slandered. communist presidents, pro-foreign presidents, and so on who are all non-sense factually. so it's just slander. then the slander also goes into areas that are technical in nature. for example, the issue of chinese labour so that finally the chief of staff asked that we have to monitor what was said and discussed through social media. related to government and government policies and presidential policies" (interview with associate expert office of the presidential staff, wisnuwardhana). helping themes are tactics used to show activities in helping people or inviting others to help people in need. most of the findings of this theme on the instagram account @ jokowi.amin are used in uploads that aim to help victims of natural disasters, disadvantaged people, orphanages, and others. examples of this strategy: "president joko widodo, who was visiting tana toraja, south sulawesi, expressed his grief for the victims of the tsunami that occurred in the sunda strait on saturday night, december 22, 2018, yesterday. "i have ordered all the relevant government officials to immediately take emergency response measures, find and find victims, care for the injured," said pak @jokowi through his instagram account". the last sub-friend in the theme of exemplification is militancy or invites the public to do good or positive things through motivation, an invitation to be kind, disciplined and honest. in the instagram account @ jokowi.amin, there were 35 uploads (8.16%) which included the militancy sub-theme, many forms of advice to do good things, such as not spreading hoaxes and provocations in the community, fighting corruption, peaceful elections , and to respect differences. some posts uploaded shows a picture of someone kicking a hoax to shreds and there are writings of the people not to be anxious, so there are hoaxes and slander. the upload is accompanied by a caption that reads: "only three days into 2019, various hoaxes, hoaxes, and countless words of hate, have been milling about on social media and conversations in whatsapp groups. finally, about seven containers containing 70 million ballots that have been cast, which are even spread by party leaders and educated people. hoaxes like this cause public unrest. to the extent that mr. jokowi issued an appeal that all parties avoid acts of spreading slander because they could be subject to legal sanctions for the perpetrators. "this is already approaching the presidential election. avoid hoaxes and slander like that, "said mr. jokowi” journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 136 supplication the next rhetorical strategy is supplication, appearing as much as 6.76%. supplication is meaningful as a way for a person to do self-representation by showing his inability or weakness in him. there are two sub-themes contained in this theme, namely entreaties for help and self-depression. entreaties for help is to deliberately ask for help from other people to get what they want, in this case jokowi asks the public to vote for them in the 2019 presidential election so that they get the highest vote and win the 2019 presidential election and make indonesia more advanced. the post has a back section that shows the results of jokowi's performance for 5 years as president and in the front there are pictures of jokowi and ma'ruf amin who are standing and pointing their indexes. in this picture there is a caption as follows: "for five years mr. jokowi has worked with jk to serve indonesia. some of the work has been completed, some are under construction, some have been planned. but the foundation has been there for a long time: our unity. how is the face of indonesia in the next five years in the hands of jokowi and kiai ma'ruf amin? everything has been conveyed to the people in the months of this campaign. don't waste your rights to determine the future of your country. come on, join us, for indonesia to go forward! click the number one on april 17th!” the second sub-theme in the supplification theme is self-depreciation, but researchers did not find the content on the @ jokowi.amin instagram account that uses this sub-theme. self depreciation is a tactic that shows that someone is in a state of sadness, disappointment, depression, distress and often complaining. intimidations of the five themes there is one theme that is not used by jokowi, namely intimidation. intimidation is operationalized as a theme that makes the audience give an assessment to the individual as someone who is hard and feared by others, and does not hesitate to express the anger if he feels the other party is harmful. it consists of two sub themes, namely threat and anger which are used by individuals to mandate things they want through threats or show warning to others. but from 508 uploads on jokowi-amin's instagram there were no uploads with the theme of intimidation. the absence of a rhetorical strategy with words that reflect threat and anger is also consistent with jokowi's political communication strategy that highlights positive messages, namely conveying work achievements. enda nasution, the ministry of communication and information expert, said that the ministry of communication and informatics is always trying to make narratives using positive issues. one of them is forming narrative production through infographics in indonesiabaik.id, then also opening a new government channel, namely indonesia.go.id. enda explained that the government has so far had several channels for the production of positive narratives such as infopublik, indonesiabaik.go.id, indonesia.go.id, and so forth. 4. conclusion this study confirms the use of positive rhetoric to build imaging. syntactic analysis shows that jokowi does not use negative words and sentences. not all rhetorical themes in building imagery are displayed on instagram, namely @ jokowi.amin does not use the theme of intimidation and self-depreciation. this study also proves the second proposition that there is consistency between journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 137 the rhetorical strategy of using words and sentences during the campaign with jokowi's communication strategy as president. it can be interpreted that continuous imaging can generate public acceptance because jokowi was re-elected for the second period. this research does not focus on revealing the relevance of rhetorical strategies to the preferences of voters so that it is recommended for further research, namely conducting research that measures the relationship between strategies and the votes obtained. this study only measures manifest messages so that it has not been able to explore the motives and ideology behind the rhetoric strategy, therefore the researcher suggests for further research, namely carried out qualitative content analysis research or ethnographic content analysis (eca) by conducting interviews with message makers so that they can reveal motives and ideology in the uploaded material. references annafidin, m. a., damayanti, t & komariah, k. 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(2018). impression management dan pilkada dki jakarta 2017 (studi mixed methods impression management basuki tjahaja purnama dan anies baswedan melalui akun journal of applied studies in language, volume 3 issue 2 (dec 2019), pp. 127—139 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali 139 instagram @basukibtp & @aniesbaswedan selama masa kampanye pilkada dki jakarta putaran kedua) (skripsi ilmu komunikasi, universitas brawijaya, 2018). zhacky, m. (2018, desember). jokowi kampanye di pekanbaru, prabowo agenda internal di hambalang. detiknews.com. diakses dari https://news.detik.com/berita/4344645/jokowi-kampanye-di-pekanbaru-prabowo-agenda-internal-dihambalang. microsoft word 11.jasl-dec 2019-khaerani-medan 214-220.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 214—220 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 214 the translation techniques of bilingual abstract ‘sentrinov’ program book ade irma khairani politeknik negeri medan email: adeirmatazkia@gmail.com abstract this research focuses on the translation techniques found in the text of abstract bilingual indonesian-english that has been translated by the researchers in the sentrinov program book 2018 in bali. the data analyzed in this study are clauses and their constituents in both indonesian and english sentences. there are a totally 358 of abstract texts, which divided into 13 nontranslated id abstract texts; and 345 in translated id-en abstract texts, and there are 287 in translated id-en abstract texts which have been as the source data and identified their translation techniques. the objectives of this study are (1) to describe the translation techniques that are applied by the researchers in translating the abstract texts from the source language to the target language and (2) to identify the most dominant and significant translation technique that is used by the researchers. the results identify that the frequency of applying the translation techniques is dominantly used by literal translation in the frequency of 278 (43.6%), then the second place is borrowing (pure/naturalized translation) in the frequency of 138 (21.6%), while the third technique is reduction in the frequency of 58 (9.1%), the fourth technique is creation discursive in the frequency of 54 (8.4%), the fifth technique is calque in the frequency of 28 (4.3%), the sixth technique is amplification in the frequency of 23 (3.6%), the seventh technique is established equivalent in the frequency of 22 (3.4%), the eighth technique is deletion in the frequency of 15 (2.3%), the ninth technique is transposition in the frequency of 12 (1.8%) , and the last technique is addition in the frequency of 9 (1.4%). the finding of this research particularly implies an innovative inlayed translation and explores the public study for the translation theory. keywords: translation techniques, abstract writing procedures, source and target language journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 213—219 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 215 1. introduction over the years, technology has developed so fast and brings out our lives in the new era of the fourth industrial revolution which is known as industrial revolution 4.0. the world is evolved rapidly in motion, connected to one another globally without any boundary. ready or not ready, agreed or disagreed, the new platform of human civilization follows technology development altogether. aligned with technology modern into vast advanced digital, there is also affected to the information media networks, which is offline and online. it apparently improves so fast. global transformation has made language over the world no barrier anymore. it is connected and demanded of highly interest to be converted and transferred into their nationality languages. as it happened to information media business, hand books, fiction and nonfiction, legal documents, medical documents, novel online, comic online and game online that did not exist in the past but today the business platform is in highly demanded and interested by digital user (cyber user). this current needed the availability of human power resource which is qualified, creative and able to translate two languages or more languages at the same time with correctly and equivalent meaning/message that is conveyed by source language into the target language. so that the readers and users understand the product of translation well, without feeling stiff and respond naturalness of translation after reading the translation. due to trigger phenomenon, the writer feels excited to give contribution ideas in the study of translation matched to the field of study linguistics that she has been learned. the study of translation comprises as an applied research, some of the linguist researchers such as vinay and darkelner, jacobson, nida and taber, catford, house, baker and bell have contributed their ideas in techniques and strategies of translation processes. in fact, there are three significant terminologies in translation that should be more compressible, they are: 1) translation means both of process and the product of translation; 2) a translation means the product of translation result; 3) translating means the process of doing translation (bell, 1991: 4). thus, this study focuses on the analysis of translation techniques as a product of translation which is a translated document text in bilingual, indonesian and english. the document product used as the source of data is a bilingual abstract text translated by the researchers in the fourth sentrinov program book 2018. the writer believes that a translated product as a result of translating processes demand a qualified human power resource, meets to the standard of a highly-skilled and expert profession, that possesses certificate and produces a qualified product translation texts and relevant to business industrial needs. due to this study has a limited data analyzing and aligned to the problems of the study, this study focuses on the clauses and its constituent, such as a single unit words and phrases. a clause is a single unit grammatical classified into a group words, at least a clause consists of a subject and predicate which is potentially compounded into a sentence. types of clauses are active clause, independent clause, intransitive clause, passive clause, subordinate clause, dependent clause, transitive clause and main clause (departemen pendidikan nasional, 2008: 208). 2. method the main components of technique of data analysis in this study are 1) reduction of data; 2) presentation of data; 3) extraction of conclusion or verification (miles & journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 213—219 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 216 huberman, 1994: 10-12). besides the technique of data analysis, this study also implemented the qualitative method in the stages of analyzing the data which is adapted from creswell (2009: 183). based on his ideas, there are main five elements in analyzing data are (1) preparing the data for analysis; (2) conducting different analysis; (3) moving deeper and deeper into understanding the data; (4) representing the data; (5) making interpretation of the larger meaning of the data. the explanation further about the stages of analyzing data as shown in the diagram below. figure 1 data analysis in qualitative research (creswell, 2009: 185) 3. results and discussion as mentioned previously, there are 358 abstract texts, divided into 13 un-translated id abstract texts; 345 translated id-en bilingual abstract texts and 287 translated id-en bilingual abstract texts as the data used in the study. the source of data is bilingual indonesian-english abstract text of the 4th sentrinov program book 2018 published in bali. 1. a single translation technique this technique referred to the implementation of one single technique in translating data of the study, including words, phrases, clauses and sentences both in indonesian and english. there are 3 single translation techniques used in the abstract sentrinov, namely literal, amplification and deletion, which is elaborated consecutively literal technique totally 40 data. as mentioned previously, there are 358 abstract texts, divided into 13 untranslated id abstract texts; 345 translated id-en bilingual abstract texts and 287 journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 213—219 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 217 translated id-en bilingual abstract texts as the data used in the study. the source of data is bilingual indonesian-english abstract text of the 4th sentrinov program book 2018 published in bali. 1. a single translation technique this technique referred to the implementation of one single technique in translating data of the study, including words, phrases, clauses and sentences both in indonesian and english. there are 3 single translation techniques used in the abstract sentrinov, namely literal, amplification and deletion, which is elaborated consecutively literal technique totally 40 data number, amplification technique 1 data number, and deletion technique 7 data number. 2. couplet translation technique this technique is a combination of two translation techniques that is applicable in order to determine the equivalence in translating source language. in this study, there are 9 couplet translation techniques which are classified into the combination of techniques: literal and calque, literal and borrowing, literal and reduction, literal and discursive creation, literal and transposition, amplification and literal, amplification and borrowing and literal and established equivalent. sequentially, they can be described literal and calque are found 13 data, literal and borrowing are found 70 data, literal and reduction are found 20 data, literal and reduction are found 20 data, literal and creation discursive are 17 data, literal and transposition are 4 data, literal and amplification are 6 data, amplification and borrowing are 1 data, literal and established equivalent are 6 data, literal and deletion are only 1 data. 3. triplet translation technique this technique referred to the combination of three translation techniques which is implemented in translating the data phrases, clauses and sentences. in this study, they are 26 triplet techniques adapted. particularly, they are explained in detailed triplet of deletion + borrowing + literal techniques are only 1 data, triplet of reduction + borrowing + literal techniques are 17 data, triplet of creation discursive + borrowing + literal techniques are 7 data, triplet of transposition + borrowing + literal are 2 data, triplet of creation discursive + deletion + literal techniques are 1 data, triplet of amplification + reduction + literal techniques are 3 data, triplet of literal + calque + borrowing techniques are 4 data, triplet of reduction + creation discursive + literal techniques are 3 data, triplet of addition + established equivalent + literal techniques are 1 data, triplet of literal + established equivalent + reduction are 2 data, triplet of literal + amplification + calque are 1 data, triplet of literal + creation discursive + calque are 1 data, triplet of addition + literal + borrowing are 1 data, triplet of transposition + deletion + literal are 1 data, triplet of deletion + amplification + borrowing techniques are 1 data, triplet of transposition + reduction + creation discursive techniques are 1 data, triplet of creation discursive + amplification + borrowing are 1 data, triplet of creation discursive + established equivalent +literal are 1 data, triplet of creation discursive + established equivalent+ literal are 1 data, triplet of amplification + borrowing + literal are 1 data, triplet of deletion + creation discursive + literal are 1 data, triplet of transposition + creation discursive + literal are 1 data, triplet of amplification + borrowing + transposition are 1 data, triplet of established equivalent + journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 213—219 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 218 calque + literal are 2 data, triplet of reduction + calque + literal are 1 data, triplet of established equivalent + borrowing + literal techniques are 3 data. 4. quartet translation technique quartet technique is the combination four translation techniques which applied in translating the data of source language (indonesian) into target language (english). there are 12 variants of quartet translation techniques in the data, as described in detailed as follows, the variant quartet techniques of literal + borrowing + reduction + creation discursive are found 4 data number; the variant quartet techniques of addition + borrowing + reduction + literal are 1 data number, the variant quartet techniques of addition + established equivalent + calque + literal are 1 data number, the variant quartet techniques of literal + borrowing + creation discursive + amplification are 1 data number, the variant quartet techniques of deletion+ borrowing + amplification + literal are 2 data number, the variant quartet techniques of literal + creation discursive + calque + addition are 1 data number, the variant quartet techniques of literal + calque + established equivalent + creation discursive are 1 data number, the variant quartet techniques of literal + addition + borrowing + creation discursive are 1 data number, the variant quartet techniques of transposition + reduction + borrowing + literal are 1 data number, the variant quartet techniques of amplification + creation discursive + reduction + borrowing are 1 data number, the variant quartet techniques of established equivalent + borrowing + calque + literal are 1 data number, the variant quartet techniques of deletion + creation discursive + borrowing + literal are 1 data number. 5. quintet translation technique quintet technique is the combination five translation techniques which is utilized in translating the data of source language into target language. there are 3 variants of quintet translation techniques applied in this study, as described as follows, the variant quintet techniques of addition + established equivalent + borrowing + reduction + literal are found in 1 data number; the variant quintet techniques of creation discursive + amplification + reduction + addition are found in 1 data number; the variant quintet techniques of amplification + creation discursive+ addition + established equivalent + calque are found 1 data number. 6. sextet translation technique sextet technique is referred the adaptation of six translation techniques in translating the data phrases, clauses and sentences. in this study, there is only 1 variant of the sextet technique identified as follows, amplification + creation discursive + addition + borrowing + established equivalent + literal. 7. translation techniques frequency diagram 2 presents that the translation techniques frequency as adapted in the 4th sentrinov program book 2018. it shows that a dominant technique applied in the data is literal translation in the frequency of 278 (43.6%), then the second place is borrowing (pure/naturalized translation) in the frequency of 138 (21.6%), while the third technique is reduction in the frequency of 58 (9.1%), the fourth technique is creation discursive in the frequency of 54 (8.4%), the fifth technique is calque in the frequency of 28 (4.3%), the sixth technique is amplification in the frequency of 23 (3.6%), the seventh technique is established equivalent in the frequency of 22 (3.4%), journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 213—219 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 219 the eighth technique is deletion in the frequency of 15 (2.3%), the ninth technique is transposition in the frequency of 12 (1.8%) , and the last technique is addition in the frequency of 9 (1.4%). figure 2 translation techniques 4. conclusion the implementation of translation techniques in the data is varied. from 287translated id-en bilingual abstract texts, the results identified that the frequency of applying the translation techniques is dominantly used by literal (literal translation) in the frequency of 278 (43.6%), then the second place is borrowing (pure/naturalized translation) in the frequency of 138 (21.6%), while the third technique is reduction in the frequency of 58 (9.1%), the fourth technique is creation discursive in the frequency of 54 (8.4%), the fifth technique is calque in the frequency of 28 (4.3%), the sixth technique is amplification in the frequency of 23 (3.6%), the seventh technique is established equivalent in the frequency of 22 (3.4%), the eighth technique is deletion in the frequency of 15 (2.3%), the ninth technique is transposition in the frequency of 12 (1.8%) , and the last technique is addition in the frequency of 9 (1.4%). there are 6 variants translation techniques, which classified into 48 data in single variant techniques; 138 data in couplet variant techniques; 60 data in triplet variant techniques; 16 data in quartet variant techniques; 3 data in quintet variant techniques and 1 data in sextet variant technique. references ariyaningsih, nnd. & santika, idadm. 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(2003). sumbangan sosiolinguistik pada studi penerjemahan lokakarya program studi linguistik program pascasarjana. medan: universitas sumatera utara. nasir, bintang. (2015). teknik penerjemahan dan tingkat kewajaran buku biology for junior high school bilingual: bahasa inggris-indonesia. medan: universitas sumatera utara. thesis program pascasarjana fakultas ilmu budaya medan. santika, idadm., putri, igvw., & suastini, nw. (2018). translation of phrasal verbs into indonesian. journal of applied studies in language, 2(1), 44-50. simatupang, maurits ps. (2000). pengantar teori terjemahan. direktorat jenderal pendidikan tinggi departemen pendidikan nasional. jakarta: ui press. tim. (2018). the 4th sentrinov. 24-25 agustus (2018). advanced applied research for future innovation: challenge for global competitiveness. buku program. bali: politeknik negeri bali press. tou, ab. (1998). translational semiotic communication: a transdisciplinary perspective, dissertation. sydney australia: mcquire university press. internet definisi abstrak. http://www.kompasiana.com menulis abstrak pada karya tulis akademis (diakses pada tanggal 08/04/2019). setiawati, ubudiyah. browsed from http//elib.unikom.ac.id/files pdf. microsoft word 12.jasl-dec2019-al-marrani-yemen 221-237.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 221 external supportive moves in yemeni arabic as used by female speakers in the same gender and cross gender yahya mohammed ali al-marrani department of english, sana’a university, sana’a, yemen email: almarrani99@gmail.com abstract this study investigates the types and frequency of supportive moves in yemeni arabic as used by female speakers in the same gender and cross gender. the respondents of the study were 336 undergraduate students from sana’a university, aged 20-23. all of the participants are relatively homogeneous in terms of their cultural background. the data were collected by using discourse completion test (dct).the analysis of the data is based on blum-kulka et al’s (1989) ccsarp (cross cultural speech act realization project) coding scheme. the results showed that yemeni females showed greater use of external supportive moves when interacting with females more than to males. regarding the use of external supportive moves according to direct head act of requests and indirect head of requests, in general, female respondents in f-f, f-m interactions have a great tendency to employ external supportive moves with direct and indirect head act of requests. in other words, it was observed that female respondents convey polite request by using external supportive moves regardless of directness or indirectness. keywords: same gender, cross gender, request, direct request, indirect request, supportive moves journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 222 1. introduction the emphasis on language as accomplishing certain communicative function led to concentrate on the notion of the speech acts, or the use of an utterance to achieve a specific goal. the application of the notion of speech acts is one of the important points that led researchers such as austin (1962) to explain the notion of the speech acts. according to austin (1962) speech is a unit of speaking, used to perform different functions in communication and certain actions can only be carried out using language. according to searle (1969: 21), “the speech act is the minimal unit of communication.” this refers that searle is aware of the significance of context. searle (1969) takes austin’s felicity conditions a step further and systematizes the nature of the conditions as: the prepositional content condition, the preparatory condition, the sincerity condition, and the essential condition, which are necessary for a particular utterance to count as a given act; that is, for the successful performance of a particular speech act. furthermore, searle (1976) argued that austin’s classification did not introduce a clear classification for illocutionary acts. therefore, searle (1979: 12-20) classified illocutionary acts into five categories, which reflect the different types of conditions underlying speech acts: 1-representatives, which tell, people how things are, (e.g. suggest, insist, or swear) 2-directives which try to get people to do things (e.g. order, request or invite) 3-comissives, which make us commit ourselves to do things (e.g. intend or favour) 4-expressive which make us express our feelings and attitudes (e.g. thank, congratulate, or apologize) 5-declarations, which make us bring about changes through our utterances (e.g. resign, appoint somebody, or fire somebody) it can be observed that searle’s classification of the illocutionary acts provide some useful insights for analyzing utterances. searle’s categories or classifications are more widely used today. however, vanderveken and kubo (2002) note that searle’s theory is not a theory of conversation and that the future of speech act theory should lie in the development of a theory of discourse. reiter & placencia (2005) point out that searle’s theory is insensitive to cultural variation in the conceptualization and use of indirectness. many studies have been conducted to investigate the use of supportive moves as mitigators for request. felix-brasdefer (2005) conducted a study to examine the notions of indirectness and politeness in speech act of requests, including head acts and external modifications, among mexican university students in role-play situation. the findings of the study show that nss of mexican spanish prefer to use conventional indirectness strategies by means of ‘query preparatory’ when making request in situations, which display + power or + distance, whereas they prefer to use directness strategies when the relationship between the interlocutors was closer (-distance). furthermore, the study proves that there is no relation between indirectness and politeness as observed by brown and levinson (1987) and leech (1983). the findings of the study show that direct requests are situation-dependent and seem to be the expected behaviour among mexican subjects in a solidarity politeness system (power, – distance). in addition, the findings indicate that nss of mexican spanish use various supportive moves to soften and smooth conversational interaction. these supportive moves are considered as mitigators to soften the harshness of direct requests. economidou-kogetsidis (2002) investigates the way greek non-native speakers of english use lexical and phrasal down-graders and external supportive moves in order to soften the force of their english requests and the extent to which this mitigation deviates from that of british english native speakers. the findings indicate that the amount and type of modification journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 223 used by the greek learners present some deviations from native speakers’ use. these deviations can be seen as being due to native influence and therefore to pragma-linguistic and sociopragmatic transfer, as well as to the different perception of politeness by the two language/cultural groups. therefore, the current study is an attempt in this direction to examine this important aspect of their communicative competence in yemeni arabic through request as an important type of speech acts. the current study differs from previous studies because it investigates the kind of supportive moves and their roles in making polite request in yemeni arabic in the same gender and cross gender. 2.theoretical framework 2.1 the speech act of request in arabic according to haron (2001) aŧalab (directive) falls under what is called alinʃaʔ ‘initiating’, as opposed to alχabar ‘reporting’. alinʃaʔ cannot be described as true or false, while alχabar can be described as true or false depending on whether it agrees or disagrees with the reality of the world. aŧalab (directive) in arabic has two types (1) al-amr that requires the addressee to do something. (2) al-nahiy that requires the addressee not to do something. aŧalab in arabic is used to issue a command by someone of higher status to someone of lower status. for example, (1) ʔuktub darsak. (al-amr) write your lesson. (2) la tuχa:lif wa:lidayka (al-nahiy) don’t disobey your parents in the example (1), it is clear that the speaker used al-amr (command) and it can be observed that al-amr (command) in arabic used by someone of higher status to someone of lower status. in the example (2) it can be noted that the speaker use al-nahiy to make a command by asking someone not to do something. to make al-nahiy in arabic, the speakers have to add the particle la (no) before the verb to change the verb to jussive. however, meaning of directive in arabic may change when the context change as will be seen in the following most common cases: a. praying: a speaker of lower status addressing a person of higher status implies such a meaning. (3) ja:rab sa:miħni oh allah, forgive me. b. requesting: the directive is used here between equals. a friend is asking his friend to wait for him. (4) la:taχruʤ min albait ħata ʔaʕu:d don’t leave home until i come back. c. expressing a wish: here, the speaker expresses a wish for something hard to get, someone who has got tired of his life. (5) ja:mautu: ʔqdim ʔinna l-hayata ðami:matun oh death, come, life is unbearable. d. advising: here, the addressee is not under any obligation to follow the directive. a father is giving advice to his son. (6) sa: ħib min ʔnnas χiya: ra: hum. choose your friends from the best people. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 224 it can be observed from the examples above that arabic makes use of the context to derive the meaning of the directive. in other words, in arabic the kind of the topic and the status of the relationship between the speaker and the addressee determine the meaning of the directive. 2.2 gender gender and speech behaviour are seen as interrelated variables. as a result, sociolinguistic research has been conducted on gender differences in speech act and politeness. however, empirical findings seem to suggest that gender differences do exist in politeness; women are considered more polite, less critical, and prone to using more softening devices than men (lakoff, 1975; tannen, 1990; boxer, 1993; holmes, 1995). scollon and scollon (1995) state that women use indirect strategies to communication, and men use direct style to communication. this observation is confirmed by holmes (1995:2) who says that women generally more polite than men. she points out that “most women enjoy talk and regard talking as an important means of keeping in touch, especially with friends and intimates. they use language to establish, nurture and develop the personal relationships. men tend to see language more as a tool for obtaining and conveying information.” many researchers have reported that women are using politeness strategies in their speech more than men and women are more likely to apologize soften criticism or express thanks more than men (holmes, 1998; herbert, 1990; pilkington, 1998; tannen, 1994). according to the above discussion, it can be concluded that men and women use language differently and these differences can be observed in politeness. 3. method 3.1 respondents the respondents of the study consisted of 336 undergraduate students (male and female respondents) from sana’a university. all of the respondents were native speakers of yemeni arabic, aged 20-23. they were relatively homogeneous in terms of their cultural background. 3.2 procedures the respondents were asked to fill out a discourse completion test (dct). the dct was written in arabic language in order to obtain responses in arabic. the dct involves twelve written conversations that denote twelve different situations. in each situation, there is a brief description. the dct was distributed to the respondents to complete each dialogue by writing a suitable request in yemeni arabic in female-female and female-male interaction across twelve situations. 3.3 data analysis the coding scheme applied in the current study was mainly based on the coding manual developed by blum-kulka et al., (1989) in the cross cultural speech act realization project (ccsarp). they were coded depending on the following types of supportive moves: table 1 external supportive moves according to blum-kulka et al. (1989) 1-grounder 2-preparator 3-apology 4-gratitude journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 225 5-disarmer 6-getting a pre commitment 7-imposition minimizer 4. results and discussion 4.1 external request modifications used with direct and indirect head act of requests by female female and female male interactions this section presents the distribution of external supportive moves across the twelve situations in female-female and female-maleinteractions. the results are presented according to direct and indirect head ac of the requests as shown in the tables 2, 3 and 4. as shown in table 2, the findings indicate that the female respondents employed external supportive moves with direct and indirect strategies in order to mitigate their requests with different frequencies and percentages. furthermore, the chi-square test was conducted to investigate the differences or similarities in the use of external supportive moves in f-f and fm interactions with regard to direct head act of requests and indirect head acts of requests. the results of the chi-square test indicates that there is no significant difference in the use of external supportive moves in f-f and f-m interactions in situations 1, 2, 3 and 4. the p value in situations 1, 2, 3 and 4 in f-f interactions is 0.932, 0.953, 0.999 and 0.990, p<0.05, respectively. furthermore, the p value in situation 1, 2, 3 and 4 in f-m interactions is 0.988, 0.838, 0.997 and 0.992, p <0.05, respectively. referring to the use of external supportive moves, it can be observed that the female respondents have a great preference to employ various external supportive moves in f-f and f-m interactions. the female respondents consider the external supportive moves important parts in making requests and polite markers that help to mitigate and soften their requests. regarding direct head act of requests and indirect head of requests, the female respondents in f-f and f-m interactions have a great tendency to employ external supportive moves with direct and indirect head act of requests. it can be noted from table 3 that the use of external supportive moves in yemeni arabic with direct and indirect head act of requests is obligatory to mitigate and soften the request and to make it polite and tactful request. table 2 shows that the female respondents seem to be aware of that the degree of politeness does not affected by directness or indirectness. they are aware that the degree of politeness is affected by the external supportive moves. they consider the head act of requests that proceeds or follows by external supportive moves as polite request. therefore, they consider as obligatory element in making polite requests in yemeni arabic. table 2 external supportive moves used in direct and indirect head act of requests in f-f & f-m interactions in situations 1, 2, 3 & 4 supportive moves s1 s2 s3 s4 f-f f-m f-f f-m f-f f-m f-f f-m d i d i d i d i d i d i d i d i preparatory (formulaic) 39 52.7% 35 47.3% 34 54.8% 28 45.2% 13 56.5% 10 43.5% 9 56.3% 7 43.8% 45 54.2% 38 45.8% 44 55.0% 36 45.0% 27 54.0% 23 46.0% 32 53.3% 28 46.7% grounder (formulaic) 27 51.9% 25 48.1% 28 56.0% 22 44.0% 0 0 0 0 6 54.5% 5 45.5% 4 66.7% 2 33.3% 5 71,4% 2 28.6% 2 50.0% 2 50.0% journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 226 getting a precommitment (semi formulaic) 0 0 0 0 3 75.0% 1 25.0% 6 75.0% 2 25.0% 12 60.0% 8 40.0% 6 54.5% 5 45.5% 4 57.1% 3 42.9% 4 66.7% 2 33.3% apology (formulaic) 12 60.0% 8 40.0% 15 55.6% 12 44.4% 6 60.0% 4 40.0% 7 70.0% 3 30.0% 8 53.3% 7 46.7% 9 60.0% 6 40.0% 14 58.3% 10 41.7% 6 60.0% 4 40.0% disarmer ( semi formulaic) 4 66.7% 2 33.3% 6 60.0% 4 40.0% 36 55.4% 29 44.6% 18 54.5% 15 45.5% 7 53.8% 6 46.2% 11 52.4% 10 47.6% 23 57.5% 17 42.5% 26 56.5% 20 43.5% imposition minimizer (semi formulaic) 0 0 0 0 32 53.3% 28 46.7% 52 56.5% 40 43.5% 11 57.9% 8 42.1% 7 58.3% 5 41.7% 18 54.5% 15 45.5% 20 58.8% 14 41.2% gratitude (formulaic) 9 56.2% 7 43.8% 11 57.9% 8 42.1% 4 66.7% 2 33.3% 6 66.7% 3 33.3% 4 57.1% 3 42.9% 8 53.3% 7 46.7% 4 57.1% 3 42.9% 5 62.5% 3 37.5% total 168 168 168 168 168 160 168 168 chi-square test 0.932 0.988 0.953 0.838 0.999 0.997 0.990 0.992 d = direct head act i = indirect head a furthermore, the chi-square test was conducted to examine whether f-f and f-m interactions differ in their use of external supportive moves according to directness and indirectness in situations 5, 6, 7 and 8. as shown in table 3, the results indicate that there is no significant difference in the use of external supportive moves in f-f and f-m interactions according to the degree of directness or indirectness. the p value in situations 5, 6, 7 and 8 in f-f interactions is 0.785, 0.984, 0.974 and 0.979, p<0.05, respectively. furthermore, the p value in situation 5, 6, 7 and 8 in f-m interactions is 0.940, 0.991, 0.995 and 0.703, p <0.05, respectively. with regard to the use of external supportive moves, the findings show that the female respondents in yemeni arabic used various external supportive moves to mitigate and soften the harshness of requests and make it polite. the external supportive moves are employed by the female respondents to show their requests as polite request. it seems that the external supportive moves are very important in yemeni arabic and it is consider as the source of politeness in request in yemeni culture. it seems that the use of supportive moves in yemeni arabic with direct and indirect head act of requests is compulsory. table 3 external supportive moves used in direct and indirect head act of requests in f-f & f-m interactions in situations 5, 6, 7 & 8 supportive moves s5 s6 s7 s8 f-f f-m f-f f-m f-f f-m f-f f-m d i d i d i d i d i d i d i d i preparatory (formulaic) 34 56.7% 26 43.3% 30 54.5% 25 45.5% 38 54.3% 32 45.7% 34 56.7% 26 43.3% 29 53.7% 25 46.3% 30 55.6% 24 44.4% 13 54.2% 11 45.8% 19 52.8% 17 47.2% grounder (formulaic) 11 52.4% 10 47.6% 15 62.5% 9 37.5% 12 57.1% 9 42.9% 16 61.5% 10 38.5% 34 56.7% 26 43.3% 31 52.5% 28 47.5% 48 53.3% 42 46.7% 38 50.7% 37 49.3% getting a precommitment (semi formulaic) 34 54.8% 28 45.2% 27 51.9% 25 48.1% 28 59.6% 19 40.4% 28 56.0% 22 44.0% 9 52.9% 8 47.1% 9 56.3% 7 43.8% 19 55.9% 15 44.1% 21 60.0% 14 40.0% journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 227 d = direct head act i = indirect head act the analysis was also carried for situations 9, 10, 11 and 12 to examine if the f-f and f-m interactions differ in the use of external supportive moves according to direct head act of requests or indirect head act of requests. as shown in table 4, the findings of the chi-square tests indicate that there is no significant difference in the use of external supportive moves in f-f and f-m interactions according to directness or indirectness. the p value in situations 9, 10, 11 and 12 in f-f interactions is 0.948, 1.000, 0.932 and 0.986, p<0.05, respectively. furthermore, the p value in situation 9, 10, 11 and 12 in f-m interactions is 0.981, 0.982, 0.826 and 0.926, p <0.05, respectively. from the table 4 it should be noted that the female respondents in f-f and f-m interactions tend to use the external supportive moves to mitigate and soften their requests. it seems that the degree of politeness is reflected in the use of the external supportive moves instead of direct strategies or indirect strategies. it is interesting to observe that the male respondents in f-f and f-m interactions convey the polite request by using the external supportive moves regardless of directness or indirectness. it seems that the use of external supportive moves in yemeni arabic with direct and indirect head act of requests is very important to convey polite request. table 4 external supportive moves used in direct and indirect head act of requests in f-f & f-m interactions in situations 9, 10, 11 & 12 supportive moves s9 s10 s11 s12 f-f f-m f-f f-m f-f f-m f-f f-m d i d i d i d i d i d i d i d i preparatory (formulaic) 43 53.1% 38 46.9% 37 55.2% 30 44.8% 23 57.5% 17 42.5% 24 61.5% 15 38.5% 26 57.8% 19 42.2% 22 53.7% 19 46.3% 35 54.7% 29 45.3% 29 53.7% 25 46.3% grounder (formulaic) 18 58.1% 13 41.9% 24 55.8% 19 44.2% 34 56.7% 26 43.3% 36 56.3% 28 43.8% 41 52.6% 37 47.4% 44 53.0% 39 47.0% 21 53.8% 18 46.2% 26 57.8% 19 42.2% getting a precommitment (semi formulaic) 12 60.0% 8 40.0% 9 52.9% 8 47.1% 22 55.0% 18 45.0% 15 51.7% 14 48.3% 15 60.0% 10 40.0% 13 52.0% 12 48.0% 9 56.3% 7 43.8% 8 50.0% 8 50.0% apology (formulaic) 6 60.0% 4 40.0% 10 52.6% 9 47.4% 5 62.5% 3 37.5% 8 57.1% 6 42.9% 6 60.0% 4 40.0% 6 54.5% 5 45.5% 12 54.5% 10 45.5% 13 61.9% 8 38.1% apology (formulaic) 13 56.5% 10 43.5% 16 53.3% 14 46.7% 11 52.4% 10 47.6% 9 60.0% 6 40.0% 13 56.5% 10 43.5% 12 60.0% 8 40.0% 5 55.6% 4 44.4% 8 57.1% 6 42.9% disarmer ( semi formulaic) 2 100% 0 4 57.1% 3 42.9% 3 50.0% 3 50.0% 6 54.5% 5 45.5% 0 0 0 0 3 75.0% 1 25.0% 4 66.7% 2 33.3% imposition minimizer (semi formulaic) 0 0 0 0 0 0 0 0 6 60.0% 4 40.0% 4 57.1% 3 42.9% 0 0 0 0 gratitude (formulaic) 0 0 0 0 2 66.7% 1 33.3% 4 66.7% 2 33.3% 3 75.0% 1 25.0% 7 58.3% 5 41.7% 4 57.1% 3 42.9% 2 100% 0 total 168 168 168 168 168 168 168 168 chi-square test 0.785 0.940 0.984 0.991 0.974 0.995 0.979 0.703 journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 228 disarmer ( semi formulaic) 7 70.0% 3 30.0% 4 66.7% 2 33.3% 3 60.0% 2 40.0% 4 66.7% 2 33.3% 0 0 0 0 10 62.5% 6 37.5% 9 52.9% 8 47.1% imposition minimizer (semi formulaic) 6 66.7% 3 33.3% 5 55.6% 4 44.4% 6 54.5% 5 45.5% 7 63.6% 4 36.4% 3 50.0% 3 50.0% 2 100% 0 4 57.1% 3 42.9% 6 75.0% 2 25.0% gratitude (formulaic) 4 57.1% 3 42.9% 5 71.4% 2 28.6% 2 50.0% 2 50.0% 3 60.0% 2 40.0% 3 75.0% 1 25.0% 4 66.7% 2 33.3% 3 75.0% 1 25.0% 4 57.1% 3 42.9% total 168 168 168 168 168 168 168 168 chi-square test 0.948 0.981 1.000 0.982 0.932 0.826 0.986 0.926 d = direct head act i = indirect head act 4.2 types of external supportive moves used in f-f and f-m interactions the external supportive moves were used in f-f and f-m interactions as mitigators for requests in yemeni arabic. the most frequent external supportive moves found in the data in f-f and f-m interactions are as follows: (refer to table 5). preparator preparator is a kind of external supportive move that is used to introduce the request to prepare the hearer for an upcoming request and draw the hearer’s attention. the data of the current study identifies different external supportive moves of preparators, which often occur at the beginning of request. an external supportive move of preparators is the first preferred utterance among the respondents in female-female interactions and female-male interactions. it occurs across the twelve situations with different frequencies. the overall use of external supportive moves of preparatory across twelve situations in f-f interactions is (33% [n= 668]), whereas, the overall use of them across twelve situations in f-m interactions is (31% [n= 624]). it can be observed that there is a slight preference in f-f interactions to use external supportive moves of preparators more than in the f-m interactions. external supportive moves of preparators can be observed in some of the examples below: preparator request (11) law samaħti ja:mʊdirah mʊmkin ʔrwiħ badri * if you allowed me hey manager can go early excuse me manager, can i leave work early? ʔljaʊm maʕ-i mawʕid mʕa ŧabib alasnan today have-i appointment with dentist today, i have an appointment with dentist. preparator request (12) ʔiða takarramt ja:ʔaχ-i ʕiran-i daftara-k * if you be generous enough brother-my lend-me notebook-your please my brother, lend me your notebook ʔswir almuħaðarah journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 229 copy lecture to copy the lecture. preparator request (13) ʔiða takarramti ja:ʔʊsta:ðah tʊktibi-li * if you be generous enough hey teacher write-me please my teacher, write for me risalat tawsjah letter recommendation a recommendation letter. preparator request (14) ʔiða ma:fi: ʔizʕʤ ja:mʊdirah baʔimmkaniki taʕirini * if no bother hey manager can you lend-me if there is no bother my manager, can you lend me sja:ra:t-ik ʔwasil ʔaχ-i min almaħŧah car-your lift brother-my from station your car? to lift my brother from station? religious plea (preparator) request (15) allah jʊba:rik fi:k ja:mʊdir ʔana mʊħtaʤ sja:ra:t-ak * allah bless you hey manager i need caryour allah blesses you manager, i need your car ʔwasil ʔaχ-i min ʔlmaħŧah lift brother-my from station to lift my brother from station? religious plea (preparator) request (16) allah jaħfðak ja:ʔʊsta:ð ʔʊkʊb-li risalat tawsjah * allah preserve you hey teacher write-me letter recommendation allah preserves you my teacher, write for me recommendation letter. from the examples above, respondents use external supportive moves in order to prepare the hearer for the ensuing request. the speaker usually announces that he/she will make a request either by means of checking the hearer availability for carrying out the request or by asking the hearer permission to make the request. it also can be found that the head acts are modified by external supportive moves. for example, ‘law samaħti’ (excuse me) for male in (11), ‘ʔiða takarramt’ (please) for male in (12), ‘ʔiða takaramti’ (please) for female in (13) and ‘ʔiða ma:fi: ʔizʕʤ’ (if there is no bother) for male or female in (14). external supportive moves, which mentioned above are in excess of the politic behaviour that can be expected during the interaction, and can thus be open to a polite interpretation. the respondents also used religious plea as external supportive moves to mitigate and soften the upcoming requests such as ‘aallah jʊba:rik fi:k’ (allah blesses you) for male in (15) and ‘allah jaħfðak’ (allah preserves you) in (16). journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 230 grounders grounder is another example of external supportive moves. it can be observed from table 4.44 that external supportive move of grounder (reasons or justification) is the second preferred utterance among the respondents in f-f interactions and f-m interactions. the function of external supportive move is to mitigate the illocutionary force of request and to smooth the conversational interaction. the overall use of external supportive moves across eleven situations in f-f interactions is (23% [n= 471]), whereas, the overall use of external supportive moves across eleven situations in f-m interactions is (24% [n= 479]). it can be observed that there is no difference in the choice of external supportive moves. in f-f interactions and f-m interactions, it is preferred strategy by respondents to mitigate their requests. external supportive moves of grounders can be observed in some of the examples below: request (17) law samaħti ja:ʔʊχt-i ʕiran-i maħmul-ik ʔŧbʕ * if you allowed me sister-my lend-me laptop-your type excuse me my sister, lend me your laptop to type grounder (reason/justification) waʤibi maħmu:l-i mʊʕŧal assignment -my laptop-my broken my assignment my laptop is broken. grounder (reason/justification) request (18) min faðlik ʔana kʊnt ʁaijb ʔmss waʃti * out of your bounty i was absent yesterday want please, i was absent yesterday and i want ʔstaʕi:r daftari-k ʔnqʊl almuħaðarat borrow notebook-your copy lectures to borrow your notebook to copy the lectures. request (19) allah jaħfðak ja:ʕam saliħ wasln-i la-su:q * allah preserve you hey uncle saleh take-me to-market allah preserves you, my uncle saleh give me a ride to the market grounder (reason/justification) ʔʃtari fawakh ʕndi ðʊju:f to buy fruit have-i guests to buy fruit i have guests. from the examples above, it can be seen external supportive moves as a co-operative mitigator that mitigates the conversational interaction by giving reasons or justifications. external supportive moves make the hearer to be more understanding and willing to co-operate such as ‘maħmu:l-i mʊʕŧal’ (my laptop is broken), in (17), ‘ʔana kʊnt ʁaijbʔmss’ (i was absent yesterday’ in (18) and ‘ʔʃtari fawakh ʕndi ðʊju:f’ (to buy fruit. i have guests) in (19). the external supportive moves, which used in examples 17, 18 and 19 form part of the expected politic behaviour in this type of interaction. however, these external supportive moves can be interpreted as polite justification that mitigates the request. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 231 getting a pre-commitments getting a pre-commitment is an external supportive move and is considered as one of the important external supportive moves. it is the third preferred utterance among the respondents in f-f interactions and f-m interactions. the overall use of external supportive moves across eleven situations in f-f interactions is (15% [n= 292]), whereas, the overall use of external supportive moves across eleven situations in f-m interactions is (13% [n= 265]). it can be observed that there is a great preference in f-f interactions to use getting pre-commitments more than in the f-m interactions. getting pre-commitments can be observed in some of the examples below: getting a pre-commitment request (20) mʊmkin ʔŧlʊb mennik χidmah ja:ʔʊstaðah ʔʃt-i * possible i-request from you help hey teacher want-i can i ask your help my teacher, i want astaʕi:r kitab-ik borrow book-your to borrow your book. getting a pre-commitment request (21) ʔiða ma:fi: ʔizʕʤ mʊmkin χidmah ja:mʊdirah ʔaʃti * if no bother possible help hey manager want if there is no bother can you help me my manager, i want sja:ra:t-ik ʔwasil ʔaχ-i min almaħŧah car-your lift brother-my from station your car to lift my brother from station. getting a pre-commitment request (22) baammkanak tsaʕdni ja: ʔħmad ʔʃt-i tsalfini fʊlu:s * able-you help-me hey ahmed want-i lendme money can you able to help me? ahmed, i want to lend me money? nisi:t fʊlu:si fi albeit forgot money-my at home i forgot my money at home. as shown in the examples above, external supportive moves used by the respondents with head acts to prepare the hearer for request and prepare the addressee for what could be as a favour. they are devices used at the beginning of the head act to help the speaker feel that he/she has a safer ground for uttering his/her request. for example, all requests, which mentioned in the examples above, can be interpreted as face threatening acts (fta). therefore, the speakers use the external supportive moves in excess of the required politic behaviour of the interaction and are open to an interpretation as polite utterances that help to protect the speakers’ faces and hearers’ faces, such as ‘mʊmkin ʔŧlʊb manic χidmah’ (can i ask your help) for female in (20), ‘ʔiða ma:fi: ʔizʕʤ mʊmkin χidmah’ (if there is no bother can you help me) for male or female in (21) ‘baammkanak tsaʕdni’ (can you able to help me) in (22). journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 232 apology apology is another type of external supportive moves. external supportive move of apology is the fourth preferred utterance among the respondents in f-f interactions and f-m interactions. it occurs across the twelve situations with different frequencies. the overall use of external supportive move of apology across twelve situations in f-f interactions is (9% [n= 195]), whereas, the overall use of external supportive move of apology across twelve situations in fm interactions is (10% [n= 206]). the function of apology is to minimize and mitigate the impact of request and to attract the hearer’s attention. it also helps the requester to save his face and the addressee’s face. apology can be observed in some of the examples below: apology request (23) ʕafwan ja:ʔʊstʔað mʊmkin tʕirin-i kitab-ik * sorry hey teacher can lend-me book-your i am sorry teacher, can you lend me your book? apology request (24) ʕafwan ja:ʔʊχt-i ʔdi-li alfaturah * sorry sister-my giveme bill i am sorry my sister, give me the bill. apology request (25) ʕafwan ja: ʕli wasln-i la-su:q niʃtari * sorry hey ali take-me to-market to buy i am sorry ali, take me to the market to buy fawakih la-lbait fruit for-family fruit for my family. apology request (26) ʕafwan ʔaχ-i ʕiran-i daftara-k ʔʃti * sorry brother-my lend-me notebook-your want i am sorry my brother lend me your notebook i want ʔswir almuħaðarat ʔli kʊnt ʁaijbha copy lectures which was absent to copy the lectures which i was absent. as shown in the examples above, external supportive moves of apology were used by the respondents to minimize and mitigate the negative effects of request with direct and indirect head act request strategies such as ‘ʕafwan’ (i am sorry) for male or female in 23, 24, 25 and 26 . external supportive moves of apology used at the beginning of the head act as introduction for the request and to be guaranteed ground for requesting. thus, ‘ʕafwan’ (i am sorry) is open to polite interpretation. it is considered as a part of politic behaviour in this type of verbal interaction and considers as a mitigator for request. it also helps the requester to save his face and the addressee’s face. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 233 disarmers disarmer is considered as external supportive move. external supportive move of disarmer is the fifth preferred utterance among the respondents in f-f interactions and f-m interactions. it occurs across eleven situations with different frequencies. the overall use of external supportive move of disarmer across eleven situations in female-female interactions is (8% [n= 167]), whereas, the overall use of external supportive move of disarmer across eleven situations in female-male interactions is (8% [n= 163]). it can be observed that there is no difference in the choice of external supportive move of disarmer in f-f interactions and f-m interactions. this type of external supportive moves of disarmers can be seen in some of the examples below: disarmer request (27) ʔiða ma:fi: ʔizʕʤ ja:bint-i ʕiran-i maħmulak * if no bother hey-daughter lend-me laptop-your if there is no bother my daughter, lend me your laptop lmʊdat sa:ʕah for an hour for an hour. disarmer request (28) ʔana dari ʔnish maʃʁu:lah ja:ʔʊsta:ðah ʔaʃt-i * i know you busy hey teacher want-i i know you are busy. my teacher, i want you tʊktʊbi-li write-me to write for me disarmer request (29) ʔiða ma:fi: ʔħraʤ ja:saħab-i ʔʃti tsalifni * if no embarrassed hey friend-my i want lend-me if there is no embarrassed my friend, i want you lend me fʊlu:s money money. as can be seen from the examples above, the respondents use external supportive moves devices, which disarm hearers from the possibility of refusal. in other words, the respondents try to remove any potential objections the hearer might raise upon being confronted with the request. external supportive moves of disarmers may include clauses that express speaker’s awareness that the request deemed as an imposition on the hearer. they are considered as part of politic behaviour, which classify as polite and appropriate utterances that save the speakers’ faces and hearers’ faces. the respondents use these disarmers as mitigators and tactful strategy to remove potential objection of refusing the request, such as ‘ʔiða ma:fi: ʔizʕʤ’ (if there is journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 234 no bother) for male or female in (27), ‘ʔana dari ʔnish maʃʁu:lah’ (i know you are very busy),for female in (28) and ‘ʔiða ma:fi: ʔħraʤ’ (if there is no embarrassed) in (29). imposition minimizers imposition minimizer is a external supportive move. it is the sixth preferred utterance among the respondents in f-f interactions and f-m interactions. it occurs across nine situations with different frequencies. the overall use of external supportive move of imposition minimizer across nine situations in f-f interactions is (8% [n= 155]), whereas, the overall use of external supportive move of imposition minimizer across nine situations in f-m interactions is (9% [n= 175]). it can be observed that there is a great preference in f-m interactions to use external supportive move of imposition minimizer more than in the f-f interactions. they employed it to reduce imposition, mitigate their request, make request smooth and to protect the speaker’s face and hearer’s face. external supportive moves of imposition minimizer can be observed in some of the examples below: request (30) ja:saliħ si:r ʔila albaqa:lah w-ʃtari χðrawa:t * hey saleh go to grocery and-buy vegetable saleh, go to grocery and buys vegetable. imposition minimizer almakan qarib place near the place is not far. requeat (31) allah jaħfðik ja:ħa:ʤah ʔaʃtiki tnaðifi maktab-i * allah bless you hey hajji want you clean office-my allah blesses you hajji, i want you to clean my office. imposition minimizer χams daqa’aq bass five minutes only just five minutes. from the examples above, the respondents use the external supportive moves as an attempt to reduce the negative effects of imposition. it also make request smooth and acceptable, and to convince the hearer to accept the requests by making it very smooth request such as ‘almakan qarib’ (the place is not far) in (30), and ‘χams daqa’aq bass’ (just five minutes) in (31). thus, ‘almakan qarib’ (the place is not far) in (30), and ‘χams daqa’aq bass’ (just five minutes) in (31) are aimed to support the hearers’ faces. they are considered as a part of politic behaviour and they are a form of politeness payment for the negative impact of the request. gratitude gratitude is another type of external supportive moves. it is the least preferred utterances among the respondents in f-f interactions and f-m interactions. it occurs across eleven situations with low frequencies. the overall use of external supportive move of gratitude across eleven situations in f-f interactions is (4% [n= 68]), whereas, the overall use of external supportive move of gratitude across eleven situations in f-m interactions is (5% [n= 96]). it journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 235 can be observed that there is a great preference in f-m interactions to use external supportive moves of gratitude more than in the f-f interactions. the function of external supportive moves of gratitude is to minimize and mitigate the impact of request and show the appreciation to the hearers as closing. the external supportive moves of gratitude can be observed in some of the examples below: request (32) ja:-mʊbaʃer ʔuri:d mennak tegi:b-li alfaturah * hey waiter want from you giveto me bill waiter, 1 want you to give me the bill. gratitude w-maʃku:rin ʕala χadamatakʊm and-thank-you for service-your and thank you for your service. request (33) law samaħti ja:mʊdirah mumkin tidi-li sja:ra:t-ik * if you allowed me hey manager can give-me car-you excuse me my manager, can you give me your car gratitude ʔwasil ʔaχ-i min almaħŧah maʕa ħtrami lakʊm lift brother-my from station with respect-my for you to lift my brother from station. with my respect. from the examples above, it can be observed that external supportive move of gratitude is used as a part of the required politic behaviour to mitigate and soften the request by weakens the negative effect of the requests head act. gratitude were used with head acts such as ‘wmaʃku:ri:n ʕala χadamatakʊm’ ( and thank you for your service) in (32) and ‘maʕa ħtrami lakʊm’ (with my respect) in (33). the use of external supportive moves of gratitude show solidarity between the interlocutors and decrease the negative effects of requests. 5. conclusion as illustrated in table 5 that female respondents generally showed greater use of external supportive moves to mitigate their requests. seven external supportive moves were identified in the data of the present study in f-f, f-m interactions. however, in the f-f interactions, the number of external supportive moves that identified in the data was 2016. however, in f-m interactions the number of external supportive moves was 2008. the findings showed that yemeni females showed greater use of external supportive moves when interacting with females more than to males. regarding the use of external supportive moves according to direct head act of requests and indirect head of requests, in general, female respondents in f-f, f-m interactions have a great tendency to employ external supportive moves with direct and indirect head act of requests. it seems that the use of external supportive moves in yemeni arabic with indirect head act of requests is obligatory to mitigate and soften requests and make it polite journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 221—237 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 236 request. in other words, it is interesting to observe that female respondents convey polite request by using external supportive moves regardless of directness or indirectness. table 5 distribution external supportive moves utterances in yemeni arabic in female-female interaction and female male interaction across twelve situations su pp or tiv e m ov e s1 s2 s3 s4 s5 s6 s7 s8 s9 s10 s11 s12 total ff fm ff fm ff f m ff fm f f f m ff fm ff fm ff fm ff fm ff fm ff fm f f f m ff f m grounder 52 50 0 0 11 6 8 4 21 24 21 26 60 59 90 75 31 43 60 64 78 83 39 45 471 23% 479 24% disarmer 6 10 65 33 13 21 40 46 2 7 6 11 0 0 4 6 10 6 5 6 0 0 16 17 167 8% 163 8% imposition minimizer 0 0 60 92 19 12 33 34 0 0 0 0 10 7 0 0 9 9 11 11 6 2 7 8 155 8% 175 9% preparator 74 62 23 16 83 80 50 60 60 55 70 60 54 54 24 36 81 67 40 39 45 41 64 54 668 33% 624 31% getting a pre commitment 0 0 4 8 20 11 7 6 62 52 47 50 17 16 34 35 20 17 40 29 25 25 16 16 292 15% 265 13% apology 20 27 10 10 15 15 24 10 23 30 21 15 23 20 9 14 10 19 8 14 10 11 22 21 195 9% 206 10% gratitude 16 19 6 9 7 15 6 8 0 0 3 6 4 12 7 2 7 7 4 5 4 6 4 7 68 4% 96 5% ch-square .494 .001 .176 .185 .288 .433 .444 .154 .293 .713 .732 .899 total 2016 2008 d = direct head act i = indirect head act journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 218—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 237 references austin, j. (1962). how to do things with words, harvard university, william james lectures 1955. ny: oxford university press. blum-kulka,s., house, j. & kasper. g. (1989). cross cultural pragmatics: requests and apologies. norwood, new jersey: ablex. boxer, d. (1993). social distance and speech behaviour: the case of indirect complaints. journal of pragmatics 19: 103 – 125. brown, p. & levinson, s. (1987). politeness: some universals in language use. ny: cambridge university press. economidou-kogetsidis, m. (2002). requesting strategies in english and greek: observations from on airline’s call centre. nottingham linguistic circular 17:19-30. available: www.nottingham.ac.uk/english/nic/economidou.pdf. félix-brasdefer, j. (2005). indirectness and politeness in mexican requests. in selected proceedings of the7th hispanic linguistics symposium, ed. david eddington, 66-78. somerville, ma: cascadilla proceedings project. haron, a. (2001). al,asaleeb al-inshayah fi alnahu al-atabi(structural styles in arabic grammar). alkhanji book shoop, cairo. herbert, r. (1990). sex-based differences in compliment behaviour. language in society. 19: 201224. holmes, j (1995). women, men and politeness. london: longman. holmes. j. (1998). women’s talk: the question of sociolinguistic universal. in coats, j. (ed), language and gender: a reader. blackwell, oxford, 461-483. lakoff, r. (1975). language and woman’s place. new york: harper and row. leech,g. (1983). principles of pragmatics. essex: longman. pilkington, j. (1998). don’t’t try and make out that i am nice! the different strategies women and men use when gossiping. in coats, j. (ed), language and gender: a reader. blackwell, oxford, 254-269. reiter, r., & placencia, m. (2005). spanish pragmatics. palgrave, macmillan. scollon, r. & scollon, s. (1995). intercultural communication: a discourse approach. oxford: blackwell. searle, john. (1969). speech acts. london: cambridge university press. searle, john. 1976. a classification of illocutionary acts. language in society 5:1-23. searle, john, 1979. expression and meaning: studies in the theory of speech acts. ny: cambridge university press. tannen, d. (1990). you just don’t understand men and women in conversation. new york: william morrow and company. tannen, d. (1994). talking 9 to 5: women and men in the working place: language, sex and power. new york: avon. vanderveken, d. and kubo, s. (2002). introduction. in d. vanderveken & s. kubo (eds.), essays in speech act theory.1-21. amsterdam: benjamin. microsoft word 12. jun2019-hadisalehi-iran.docx journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 100 the effects of using diverse vocabulary learning strategies on word mastery: a review paper nasim mehrabian1 hadi salehi2 faculty of humanities, najafabad branch, islamic azad university, najafabad, iran1.2 email: hadisalehi1358@yahoo.com2 abstract in accordance with the belief that language learning strategies are undeniably teachable, several researchers have attempted to expand the knowledge of language learners toward the productive use of learning strategies with the aim of empowering them to gain personal control of these strategies during learning process. the present investigation is an effort to inquire into the connection between using diverse vocabulary learning strategies and word mastery. many studies have been done in this area. therefore, some of these related papers were selected and carefully examined. the findings of the previous studies supported the fact that there is a significant and positive correlation between vocabulary knowledge and word learning strategies. the results suggested that training vocabulary learning strategies has positive effect on both language learning and language learners. moreover, the instruction of strategy comes to the aid of teachers and learners to meet their needs. keywords: individual differences, language learning strategies, vocabulary development, word mastery journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 101 1. introduction learning strategies are the key elements of language learning process. they provide evidence for the educators to take advantage of them in teaching at the highest levels (schunk, 2003, 2009). considering the research conducted on how to learn, the notions of learning styles and learning strategies became prominent. based on güven and şimşek (2004), learning style contains the learning skills of the learners. learning strategy involves the techniques employed in learning. learning strategy changes in relation to tasks and social environment, but learning style is regarded as each person's predetermined feature. reid (1995) distinguished between language learning strategies and styles. he defined learning strategies as skills taught and used purposefully to make learning better. language learning strategies are also described by fewell (2010) as a practical and constructive factor in comparison to other influential factors for learning which influence the acquisition of the second language as they can be manipulated, controlled and run for improving language learning. ellis (1994) argued that the taxonomy of language learning introduced by oxford (2003) can be considered as the universal classification of learning strategies. there are six categories in this taxonomy namely social, compensatory, cognitive, metacognitive, memory, and affective strategies. brown (200) has explained the strategies in the character of particular approaches that vary in different time and situation to solve a specific issue. oxford (2001) put emphasis on the special value of learning strategies in enhancing active participation of language learners in the process of language learning leading to achieving the ideal aim of language classes which is communicative competence. wittrock (1996) conducted a study on learning strategies. he viewed these strategies as techniques that assist the learners to transfer the right words from short-term to longterm memory. through these strategies learning is facilitated, students become inspired and new behaviors are formed. as claimed by schunk and zimmerman (2003), activities like selection and organization of knowledge, connecting old and new information, appropriateness and evaluation of learning materials are stimulated by learning strategies. one of the most essential requirements for academic progress is vocabulary acquisition. students need substantial word knowledge to be successful in primary skills and to learn content materials. thereupon, students' long-term pedagogic success is greatly influenced by minor differences in vocabulary knowledge. the rate of vocabulary growth is affected by biological and environmental indicators. language deficiency and memory shortage are related to biological features. the strong association between vocabulary knowledge and socioeconomic status also show that home characteristics cause distinctness in vocabulary knowledge of language learners. as baumann and kameenui (1991) announced, becker (1977) was one of the pioneers who stressed the significance of vocabulary expansion. becker (1977) made a connection between academic attainment and vocabulary size of deprived learners. in line with becker (1977), stanovich (1986) suggested school failure model focused on interconnected development of vocabulary growth, reading acquisition and phonological awareness. in addition, liberman and liberman (1990) and stanovich (1986) believed that to be a skillful reader the phonological awareness should be trained to the students. as a matter of fact, those students who start school behind typical fellows can acquire reading skills more quickly like peers who are in the most journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 102 advantageous pedagogical circumstances (carnine, silbert, and kameenui, 1990). another area of inquiry is related to examining the critical factors closely correlated to individual differences in vocabulary acquisition. similar to language learning, individual differences have a noticeable place in many fields of study. on the report of brown (2000), ehrman, leaver, and oxford (2003), oxford (2002) and peacock (2001), learning strategies and styles are the most studied and inspected factors among the other learner differences in the literature of language learning. additionally, language learning strategies and styles are considered as the main elements of shaping the quality of learning in foreign and second language learners. individual differences can also be spelled out regarding poor and rich vocabularies. fawcett and nicolson (1991) shed light on the use of ineffective strategies for memorizing the meaning of words among learners who had poor vocabularies. these researchers conducted an investigation to see the result of teaching 24 difficult words to two groups of adult people with reading disabilities, poor and rich vocabularies. they found that adults with rich vocabularies were able to acquire more meanings than adults with poor vocabularies. the authors claimed that this finding is due to semantic richness which is the correlation among words and their meanings. although many studies have focused on the examination of the relationship between the use of diverse vocabulary learning strategies and vocabulary mastery, there is not a rich body of information to predict the direct connection of vocabulary proficiency and learning strategies. thereupon, it is needed to assess this relation. the purpose of this study is to review the extent to which these two concepts are related. 2. vocabulary considering the relation that becker (1997) observed between academic success and vocabulary knowledge, many investigations have been conducted. in addition to becker's (1977) observation, three other reasons can be pointed out for remarkable notice to vocabulary development area. first, the close association of reading and vocabulary acquisition may lead to decrease in literacy level (adams, 1990). second, as maintained by beck and mckeown (1991), moving to information-processing direction in psychology brought about a theory for developing the relationship between the notions and words. it demonstrated that learning is a level higher than assembling facts about word definition. third, in the light of the study done by beck and mckeown (1991), education changed direction from basic skills to analytic skills. such a shift provided additional information for vocabulary acquisition and understanding of language in the context of constructivist education and preliminary knowledge. carey (1978) carried out a research on vocabulary knowledge. he made a distinction between fast and extended mapping. a superficial meaning of a word is learnt by the learner in fast mapping. it means that more than 1,600 words are available at different levels of mapping. consequently, if an individual learns only eight new words meaning each day, this kind of learning occurs in basic level of understanding. learners gain these two mappings at the same time. by extended mapping carey (1978) meant that when learners have frequent use of a word, they will be able to remember it faster because it becomes an active vocabulary. nagy and anderson (1984) tried to get to the bottom of the number of printed words in classroom materials such as novels, textbooks, encyclopedias, work books and magazines in grades 3 through 9. these researchers introduced 88,533 word families that almost all school students were familiarized with and they used them as criteria journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 103 followed the tradition of nagy and anderson (1984). walker and poteet (1989) made inquiries about the link between word processing, learning and evaluation conditions and learners' ability in recall tasks. they experimented pupils of fourth and fifth grades and presented the words in one of learning or evaluation conditions. they placed a target word in one statement and a rhyme pair in another statement. the results depicted that learners could recall the words when the target word matched the rhyme. the investigators concluded that adding semantic information can aid in recall task. recent studies on vocabulary have highlighted vocabulary differences among learners. for instance, white et al. (1990) compared students of two low socioeconomic status schools and one middle socioeconomic status school (grade 1 through 4) in terms of growth differences and reading vocabulary size. reading vocabulary size was measured by the number of decoded printed words. even among students of middle socioeconomic status school, differences in reading vocabulary size were apparent in comparison to students of low socioeconomic status schools. total number of decoded words was 4,800 for middle socioeconomic status students and 2,500 for low socioeconomic status students out of 19,050 words. these differences showed that the number of decoded words may go beyond 3,000 words per year (e.g., baumann and kameenui, 1991; beck and mckeown, 1991; graves, 1986). the findings of white et al. (1990) research indicated that time will worsen the vocabulary problems of students starting school with poor vocabularies. in middle and low socioeconomic status schools the vocabulary difference at grade 1 was about 1,300 and 2,300 words in particular. but this difference at grade 3 reached 5,000 words for both middle and low socioeconomic status students. 2.1 vocabulary development vocabulary knowledge plays an integral role in language proficiency, production and comprehension of a text. in the opinion of teng (2014), learners' understanding of what they read and hear is heavily dependent on vocabulary knowledge. breadth and depth are two components of this area of learning. breadth of vocabulary knowledge is consisted of quantity and size of words that every learner is familiar with (nation, 2007). depth of vocabulary knowledge refers to quality of words, it means having a deeper understanding of words by learning other aspects of it like morphology, syntax, pronunciation and register. in a qualitative study, diaz (2015) examined the effects of metacognitive strategies on vocabulary improvement. he selected beginning younger learners as participants. by metacognitive strategy training he raised the awareness of learners about learning strategies. according to an instructional model, a series of five interventions were included. learners acquired some metacognitive strategies like evaluation and planning through these interventions. the findings revealed that instruction of metacognitive strategies positively leads to vocabulary development, skill acquisition and higher degree of individuals' consciousness of vocabulary learning strategies. in an experimental study conducted by naeimi (2015), vocabulary acquisition was studied through direct and indirect learning strategies. it was an effort to evaluate 60 pre-intermediate learners. a pretest was employed to classify learners in a and b groups based on their vocabulary knowledge. before the administration of the two vocabulary tests, a pilot study estimated the reliability and equality of the tests. the journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 104 instruction of group a accompanied with direct strategies such as reviewing, but for group b an indirect one like expressing the feelings was chosen. results of posttest demonstrated that participants of group a could achieve higher scores and perform better than group b in tests of vocabulary skill. the investigators concluded that easy and effective direct learning strategies can greatly improve vocabulary achievement. a comparative study in the context of quetta, pakistan was carried out by fatima and pathan (2015) on the relationship between learning strategies and vocabulary development. a group of 180 undergraduate students were randomly selected from women's university of sardar bahadur khan and balochistan university. the instrument of this study was a questionnaire designed by gu and johnson (1996) on activation, cognitive, metacognitive and memory strategies. spss and t. test were run to analyze the data. participants used bilingual dictionaries and knowledge of parts of speech to learn new english words. the obtained results supported the fact that cognitive strategies were the most widely used strategies in mastering new words and there was no difference in strategies of vocabulary practice between the undergraduate students of two universities. 2.2 individual differences in vocabulary development in literature it was pointed out that individual differences are complex topics to be tested and further research would be of the great need (ehrman et al., 2003). as noted by ellis (1994), individual differences in second language learning should be explained by learning strategies and the strategies are affected by individual differences and biases. the individual differences in vocabulary acquisition contain memory problems, linguistic differences and strategies of students with poor vocabularies. linguistic deficiencies are rooted in four models of vocabulary acquisition namely deficit model, speed of verbal information processing, word decoding model and abstraction model. linguistic problems resulted from incorrect and imperfect usage of systematic language structures (stahl and erickson, 1986). according to stahl and erickson (1986), the problem of poor vocabularies can be solved by teachers through supplying context clues to get the meaning of new and difficult words before reading a text. boucher (1986) stated that students with poor vocabularies need to acquire the meaning of words and to be able to use them regularly. semantic memory deficit causes difficulties in memory of people who are learning the meaning of words (swanson, 1986). the difficulty shows the weak connection between semantic, phoneme, and orthography or the disorganized information in semantic memory. swanson (1986) concluded that learners with disabilities remember small number of words as compared to learners without disabilities. mizumoto and takeuchi (2009) in the study of effects of strategy instruction on language use regarding individual differences claimed that considering individual differences, no strategy can be the best since differences change type of strategies used by different individuals. thus, the task of teacher is to guide learners in selecting simple or complicated strategies in the class environment. in efl contexts, these strategies can also be applied out of the class. the participants of this study were chinese college efl learners. the findings as specified by the investigator had limitation in generalization. they could not be generalized to various age groups and settings. an investigation was conducted by ghost bear (2012) on the link between learning, technology and individual differences. in this study the researcher examined journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 105 the learning strategies used by adults to be involved in an auction process. an online questionnaire was utilized. the number of adult people responded this questionnaire was 380. at the end of study, the participants reported that learning process was the result of continuous activities they took part and believed that ebay activities provide opportunities for a meaningful learning process not just an electronic business. the findings indicated that learning process refined learning principles of adults and it is possible to attain same learning functions by means of diverse learning strategies. another finding of this study supported the role of internet use in increasing computer and traditional literacy. in another study, factors influencing the experiences of individuals about second language learning were explored. anjum, al-othmany and hussain (2015) tried to generalize individual differences to second language learning. a questionnaire and a written form were employed to determine the effect of social, motivational and demographic factors on second language acquisition. four participants were involved in this study. two of them answered the questions with fairly short responses and the rest answered completely. the results revealed that society and occupation could have positive and negative effect on learning a second language. in some occasions they support and sometimes they hinder learning process. intercultural communication also played an indispensable part in stimulating this action. the male and female differences in using various learning strategies have been investigated by sherafat, kabiri and soori (2015). thirty efl male students and 30 efl female students of islamic azad university of larestan were examined in terms of using language learning strategies. selection of participants was based on an oxford placement test. through a three-point scale questionnaire proposed by bozinovic and sindik (2011), the investigators collected data on some demographic features like race, gender, level of proficiency and age. the results of the study confirmed the hypothesis of using diverse learning strategies by males and females. to conclude, it could be said that female efl students used all learning strategies more frequently than efl male students. kubat (2018) in a qualitative study determined the individual differences exist among students during two processes of learning and teaching. kubat (2018) focused on some individual differences like perception, intelligence, physical and mental attributes that shouldn't be neglected by language teachers. four of fourteen science teachers were randomly selected to be interviewed. the findings showed that half of science teachers highlighted the importance of individual differences in regulating learning styles and half of them declared that teaching and learning activities like tests and homework help learners to identify their differences. 3. learning strategies learning strategies have astonished many investigators in recent years. different ways of doing learning activities by individuals led to the emergence of two notions of learning styles and learning strategies. learning styles are intrinsic features that learners are greatly dependent on them (fellenz and conti, 1986). in comparison to learning styles, learning strategies are the methods used when a learner starts learning to achieve a specific goal (fellenz and conti, 1986). on the analysis of deep and surface strategies, scouller (1998) looked into the effects of assessment methods on learning strategies in the context of sydney. based journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 106 on the research on learning, both surface (rehearsal) and deep (elaboration) strategies are used by language learners (biggs, 1979; pintrich, smith, garcia, and mckeachie, 1993). a sample of 206 second year students were studied to see the impact of assessment on learning strategies. the findings of this study showed that learners were more willing to use deep strategies in essay exams and surface strategies for multiplechoice questions. therefore, assessment tasks persuaded learners to center around meaning, understanding, organization and elaboration in place of rehearsal. struyven, dochy and jassens (2002) put emphasis upon the relationship between assessment perception and learning strategies. participants took part in a course of international business strategy. one group of 406 students utilized assignment-based form and a group of 312 students used problem-based pattern. results demonstrated that learners who wanted to employ surface strategy were able to recognize just surface requests while those discerning authentic methods were probable to engage in deep language learning strategies. in the context of new zealand, a study was carried out on the connection between using language strategies and course level (griffiths, 2003; politzer, 1983; ghrib, 2004). the participants comprised of 130 tunisian students studying in a guidance school. two researcher-made questionnaires were developed for this study. the obtained results revealed that there was a positive linear relationship between course level and strategy usage. course level is also crucial in choice of learning strategies. in a study done by ş. şen, a. yilmaz, h. yurdugül (2012) the relationship between learning strategies, epistemology, beliefs and motivation was evaluated. the research was conducted with the participation of 446 undergraduate students. mslq (motivated strategies for learning questionnaire) and epistemology belief scale were utilized to analyze data through confirmatory factor and path analysis. via path analysis, it was found that motivation regulates the relation between beliefs and learning strategies. learning strategy is influenced directly by belief and indirectly through motivation. in an experimental study, bilen, tavil (2015) examined the influence of cooperative learning strategies on vocabulary knowledge. the sample consisted of 96 fourth grade pupils. all members of control and experimental groups took a pretest and a posttest. in their diaries the students reported on their assumption of cooperative learning. mannwhitney u test and wilcoxon signed rank test analyzed the score differences in pretest and posttest. the results offered significant insights on the positive attitudes of group members about cooperative learning strategies leading to higher scores. abbasian and hartoonian (2016) conducted an investigation on how selfregulated strategies can improve learning proficiency. for this study, 115 iranian efl learners were invited to participate. they were ma and ba students studying tefl ranging in age from 20 to 30. in order to evaluate the reading comprehension and proficiency a test of toefl was administered. they were also given a questionnaire proposed by al asmari and ismail (2012). pearson correlation was run to calculate data. the results from this study indicated a significant relation of language capability, learning strategies and reading comprehension. a cross-cultural study was conducted by köksal, gökhan ulum (2016) on arabic and turkish language learning strategies. data were gathered from 251 middle school students with different cultural and linguistic backgrounds. the instrument of the study was a strategy inventory to analyze cultural and linguistic differences. the journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 107 obtained results indicated that arabic and turkish students were similar in using strategies in a number of ways. the only difference was in using dictionaries while doing reading activities. arabic students did not like to use it but turkish students preferred to use a dictionary to help them. an investigation was done by alkharusi (2018) to explore the connection between motivational orientation, perception of assessment and learning strategies. the aim of study was to correlate assessment task to motivational issues and learning strategies. english was selected because it is the basic requirement for education. the participants were 198 omani pupils (tenth grade) studied in english classes through canonical analysis. results suggested that self-efficacy and authenticity of assessment were positively correlated. 3.1 vocabulary learning strategies vocabulary is one of the main aspects of language acquisition. vocabulary learning strategies (vls) have received specific attention of many researchers during the last two decades. as noted by siriwan (2007), vocabulary learning refers to learning a word package and acquiring some techniques or strategies to decode unknown words. on the whole, individuals often utilize learning strategies in the way of acquiring new vocabularies rather than other learning activities (o'malley, chamot, stewner, manzanares, kupper, and russp, 1985). wei (2007) in the context of china conducted a study on 60 tertiarylevel leaners. the frequency rate of vocabulary strategies was examined using likert scale. beliefs and english vocabulary proficiency were linked to vocabulary learning strategies. results showed that those majoring in english utilize the strategies more often than non-english fields. in the same line, barcroft's investigation (2009) sought to discover strategies of intentional vocabulary learning. he attempted to correlate learning proficiency and perceived strategies. a posttest and a questionnaire on vocabulary recall were administered to english spoken learners of spanish. the findings revealed a positive connection between recalling the target words and strategy usage. vocabulary learning strategies were the basic part of learning program of proficient learners. the relationship between vocabulary learning strategies and vocabulary proficiency in a longitudinal study was scrutinized by gu (2010). two active and passive tests followed by a questionnaire were completed by 100 chinese efl students. based on the findings of this study, learners who were more successful in answering passive questions used various types of vocabulary learning strategies. there was a negative relationship between active vocabularies and vocabulary strategies. in iran context an investigation was made by khatib, hassanzadeh and rezaei (2011) on vocabulary learning strategies used by upper-intermediate english learners. the population of 146 efl learners took a toefl test at vali-e-asr university of rafsanjan. students who scored 480 and above were given a volsi (vocabulary learning strategy inventory) questionnaire to select the strategies they preferred most. according to lawson and hogben (1996), context was highly important in vocabulary acquisition for creating and acquiring the meaning of unfamiliar words. the results of t. test and multiple regression manifested no contrast between selection of vocabulary learning strategies and individual's gender. rahimy and shams (2012) attempted to explore the association of vocabulary journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 108 learning strategies effectiveness with efl scores of vocabulary tests. among 15 classes of kish institute, 50 intermediate learners participated in the study. for research aims, opt (oxford placement test), a 20 multiple-choice item vocabulary test and a 30-item questionnaire were employed to introduce the ways of learning new vocabulary. for data analysis, spss and descriptive analysis were applied. the results demonstrated the positive impact of vocabulary learning strategies on performance of learners during vocabulary test. determination, memory and cognitive strategies were used most often. connection of self-efficacy beliefs of efl learners and vocabulary learning strategy usage was meticulously examined in literature (heidari, izadi, vahed ahmadian, 2012). from sistan and baluchestan university, 50 junior translation students were selected. the researcher employed a self-efficacy beliefs questionnaire (adopted from nezami, schwarzer and jerusalem, 1996) and a vocabulary questionnaire (constructed by lip, 2009). results of study indicated that self-efficacy and vocabulary learning strategy usage are positively correlated. seddigh and shokrpur (2012) attempted to investigate how 120 male and female medical students of shiraz used vocabulary learning strategies. a questionnaire was used to explore the useful kinds of vocabulary strategies and dissimilarities in vocabulary learning strategy usage with regard to gender. the results of anova provided the fact that the use of dictionary and guessing were high among medical students to acquire vocabulary. the mean scores were significantly different. females liked to use guessing strategy but males preferred dictionary strategy. numerous studies focused on vocabulary learning strategies among undergraduate efl learners (zokaee, zaferanieh and naseri, 2012). a sample of 54 learners studying at university of tarbiat moallem took part in this study. these learners were aged between 20 to 22. toefl test and vocabulary learning strategies questionnaire of schmitt (1997) were used at the outset of study. through descriptive and inferential analyses, it was found that the perceptual style of the learners has a positive effect on vocabulary learning strategies. visual style was employed more than other learning styles and the least frequent one was group style. no difference was revealed between preferences of vocabulary strategy and learning styles of males and females. lai (2013) tried to get to the bottom of instruction of vocabulary learning strategies to efl classrooms. the explicit learning strategy was applied to 180 efl freshmen in taiwan university. the perceptions, beliefs and ideas of the sample were considered before and after the explicit vocabulary learning strategy instruction. the comprehensive schmitt's taxonomy of vocabulary learning strategies was utilized in this study. most of the participants' reports stressed the usefulness of strategy training and its effect on usage of diverse vocabulary learning strategies. an attempt was made by ismaiel and al asmari (2017) on usefulness of vocabulary learning strategies based on a program of vocabulary development among female efl learners. in an experimental study, a sample of 123 females participated in the study. the selection and division of learners into experimental and control groups were random. schmitt's questionnaire (1997) measured vocabulary learning strategies utilized by learners. a researcher-made vocabulary test was employed to test vocabulary size. the obtained results supported the existence of pretest and posttest scores differences in both experimental and control groups. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 109 3.2. language learning strategies in relation to language performance in ghafournia's study (2014), the link between language learning strategies and university level was scrutinized. a sample of 406 eap learners in associate, ba and ma degrees were picked up. they had enrolled in islamic azad university of neyshabur. to determine their level of reading comprehension, a reading test was given to them and only those students obtained the middle score could participate in the study. a positive relationship between level of university and application of language learning strategies was manifested. in addition, it was revealed that course level and academic demand were influential factors in comprehending a reading text. in a similar study, ramirez (1986) investigated the effects of years of language learning on using language learning strategies. a group of 105 english high school students learning french were studied in new york. the findings showed no difference between years of learning and strategy usage. in a longitudinal study, altmisdort (2010) sought the reasons of success and failure in language learning employing 92 turkish university students. these students were classified into successful and unsuccessful learners. to explore the differences and commonalities of language learning and acquisition strategies, the researcher interviewed 120 students randomly. t. test and spss were run. the findings showed remarkable differences regarding strategy selection of successful and unsuccessful learners. successful learners made use of all strategies but unsuccessful ones would utilize some strategies. the effects of language proficiency on the selection of language context was explored by javid, al-thubaiti and uthman (2012). the participants of this study were 240 saudi english undergraduate students at taif university. sill and paired sample t. test were employed to figure out gpa differences. the results of this study suggested that language learners use diverse strategies with and without awareness. it was also revealed that the use of language learning strategies was more often by proficient language users as compared to the less proficient ones. they utilized metacognitive strategies more than social and cognitive strategies. the connection between iranian efl learners and learning strategy usage has received some attention (khaffafi azar and saeidi, 2013). the sample consisted of 200 english senior learners from various english academies in tabriz. to do so, balli (beliefs about language learning inventory) and sill (strategy inventory for language learning) were utilized as instruments. the obtained results were indicative of a linear relationship between sill and balli showing that learners having strong beliefs use learning strategies more frequently. it also suggested that familiarity with a learner's beliefs plays an indispensable part in understanding language strategies. altunay (2014) inspected distance education with regard to language learning strategies. this study was conducted on a sample of 63 distance learners majoring in anadolu university in turkey. for research purposes, oxford (1990), sill, interview, a questionnaire and a course book were used. the results of questionnaire were indicative of less use of affective strategies by distance language learners. the obtained results from interviews showed that learners do not like to use affective strategies because they ignore physical anxiety. generally, learners feel more anxiety when they are involved in communication and this anxiety reduces being in friendly settings. in a quasi-experimental study, yang and wang (2015) inquired into the relationship among efl learning strategies, strategy instruction and self-efficacy. as journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 110 participants of study, 78 efl learners both younger and older adults from universities of taiwan were selected. a gept (general english proficiency test) was administered. to compare experimental and control group, ancova was run to determine the level of proficiency. the findings of the study showed that language selfefficacy learning strategies and proficiency correlated. no difference was found in the reading or using different language learning strategies after training. investigation of the effectiveness of language learning strategies that the successful english language learners made use of, attracted the attention of many researchers (lee and heinz, 2016). with the participation of 20 translation students enrolling one of the translation schools of korea. through unstructured essay composition, students reported on the useful strategies to achieve english knowledge. in most reports, reading aloud and disciplined approach were pointed out. the results provided evidence that participants showed autonomy, self-regulation and monitoring features. actually, they exhibited metacognitive strategies. erdogan and ozdemir (2018) in an investigation tried to find the extent to which language learning strategies and learning approaches were related. data were collected from 493 freshmen studying in a university of turkey named balikesir. two instruments of sill (strategy inventory of language learning) and assist (approaches and study skills inventory for students) were utilized. both descriptive and inferential statistics were used to compute the reliability. the findings depict that there is a strong association between learning approach and strategy usage. the highest mean was held by engineering students who employed learning strategies more than other students. 4. conclusion the significance of vocabulary improvement has been acknowledged by many researchers (carroll, 1964; laufer and ravenhorst-kalovski, 2010; nation, 2001; schmitt, 2000). according to schmitt (2000), vocabulary knowledge is greatly important to enhance language capability and vocabulary competence. mizumoto and takeuchi (2009) also claimed that the preferences of learners in strategy choice did not change significantly after and before strategy training. the present study determined the effect of strategy usage on vocabulary development. this study supplied additional information on how strategies of vocabulary learning can influence word proficiency. the results of review showed that strategy instruction can make beneficial changes in vocabulary learning. this study can deepen the students' understanding of different vocabulary strategies and their usefulness. this knowledge of strategies assists learners in selection of proper strategies. one of the most striking results emerged from reviewing the related papers was that substantial growth of strategy training led to considerable increase in usage and frequency of language learning strategies. practically, the findings of this study can aid teachers to utilize new strategies to improve the learners' knowledge of strategies and develop the vocabulary. it was revealed that learners were willing to use cognitive and metacognitive strategies because they were useful for them and fitted their learning styles. findings of this study are in line with blanco et al (2010), mizumoto and takeuchi's (2009) studies. they reported that learners' awareness of learning strategies has increased. this awareness enabled the learners to use strategies more frequently and to achieve higher level of vocabulary mastery. journal of applied studies in language, volume 3 issue 1 (jun 2019), p. 100—114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 111 to conclude, there is not any strategy that is the best one regarding individual differences in learning process. different individuals employ various approaches for their learning. in sum, students prefer strategies that are compatible with their learning styles since they do not know the way of applying other strategies into existent learning environments. therefore, teachers should provide guidance on special strategies and it is required to instruct the students how to make use of various strategies. as limitations of this study, it can be mentioned that the results cannot be generalized to different settings and age groups. in addition, learners may not report clearly and exactly the future use of strategies. references abbasian, g. & hartoonian, a. 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(2012). on the impacts of perceptual learning style and gender on iranian undergraduate efl learners’ choice of vocabulary learning. microsoft word 8.jasl-dec 2019-verayanti 187-194.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 187 translation shifts of pronoun in the novel twilight made verayanti utami1 putu desi anggerina hikmaharyanti2 fakultas bahasa asing universitas mahasaraswati denpasar1,2 email: verayanti.utami@gmail.com1 email: putudesi@ymail.com2 abstract translation could be defined as converting one language (source language) to another language (target language) so that the target language could convey the intended message in the source language. in translation, a shift is something unavoidable. catford (1965) said that shift is departures from formal correspondence in the process of going from the sl to the tl. translation can be done in many kinds of text, including literary. so, the shift may also happen in many kinds of literary, in this paper is focused on novel. considering the shift happened in various kinds of literary, this study attempts to (1) classify the types of translation shift of pronoun, (2) examine the translation techniques, and (3) investigate the factors lead the application of particular translating technique done by the translator in the translation of twilight in english version to twilight in indonesian version. the data focus on the translation of pronouns found in the bilingual novel of twilight. from the data found there is translation shift in different types which belongs to the theory proposed by catford (1965). the method of collecting the data in this research is a direct observation method. the bilingual novel of twilight was read. then, the pronouns that represent the translation shift were chosen. after the data were collected, they were analysed to become the results of the research. there are two main theories used in analysing the data, those are the theory of translation shift is proposed by catford (1965) and the theory of translation technique (molina and albir, 2002) and supporting theory (nida, 2000) about factors lead the application of particular translating technique done by the translator. at the end it is found that there are two types of shift which are unavoidable in translation. they are a shift in grammatical categories or transposition and shift of point of view or modulation. there are six out of eight-teen kinds of translation techniques used in this study. also, the factors leading to the application of a particular technique of translation in this study are linguistic factors, cultural factors, and the translator’s preference. keywords: translation shift, target language, source language, translation method journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 188 1. introduction translation happened because there was a demand to fulfil human needs. the need for translation was developing from the small need into a big purpose. the need for translation is also happened in literary. the literary works from one country could be brought to another country by the translation of the languages. this corresponds with what bell (1991) said in translation and translating: theory and practice, translation is the replacement of a representation of a text in one language by a representation of an equivalent text in a second language. translation can be done in the smaller unit of text, including sentence, phrase, and morpheme. also in translation, a shift is something unavoidable. catford (1965) said that shift is departures from formal correspondence in the process of going from the sl to the tl. so that, shift may also happen in many kinds of literary, in this paper is focused on novel. the shift represented in this paper focused on the pronoun. in the translation process, tools are needed to analyse the translation. the translation shift needs the technique of translation to analyse the data. thus, the used of translating technique is caused by many factors. differences in translations can be generally be accounted for by three basic factors in translating: (1) the nature of the message, (2) the purpose or purposes of the author and by proxy, of the translator, and (3) the type of audience ( nida in venuti, 2000: 270). research problems related to the background as explained above, the problems of this study are: (1) what are the types of translation shift of pronoun found in the translation of twilight? (2) what are the translation techniques used by the translator to translate the novel twilight? (3) what are the factors lead the application of particular translating technique done by the translator in the translation of twilight in english version to twilight in indonesian version? theoretical framework there are three theories used in this study. the first is theory about translation shift proposed by catford (1965). the second theory proposed by nida (2000), the theory of principals of correspondence. molina and albir (2002) stated about theory of translation technique in the last theory. nida (2000) argued that there are fundamentally two different types of equivalence: one which may be called formal and another which is primarily dynamic. formal correspondence focuses attention on the message itself, in both form and content. there are some formal elements used in formal correspondence translation, such as: (1) grammatical units, (2) consistency in word usage, (3) meanings in terms of the source context. otherwise, dynamic equivalence translation is not so concerned with matching the receptor-language message with the source-language message, but with the dynamic relationship, that the relationship between receptor and message should be substantially the same as that which existed between the original receptors and the journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 189 message. this translation aims at complete naturalness of expression and tries to relate the receptor to modes of behavior relevant within the context of his own culture. molina and albir (2002) stated about five basic characteristics of translation technique, those are: 1) they affect the result of the translation 2) they are classified by comparison with the original 3) they affect micro-units of text 4) they are by nature discursive and contextual 5) they are functional there are kinds of translation technique according to molina and albir (2002): 1) adaptation. to replace a st cultural element with one from the target culture. 2) amplification. to introduce details that are not formulated in the st, information, explicative paraphrasing. 3) borrowing. to take a word or expression straight from another language. 4) calque. literal translation of a foreign word or phrase, it can be lexical or structural. 5) compensation. to introduce a st element of information or stylistic effect in another place in the tt because it cannot be reflected in the same place as in st. 6) description. to replace a term of expression with a description of its form or/and function. 7) discursive creation. to establish a temporary equivalence that is totally unpredictable out of context. 8) established equivalent. to use a term or expression recognized (by dictionaries or language in use) as an equivalent in the tl. 9) generalization. to use a more general or neutral term. 10) linguistic amplification. to add linguistics element. this is often used in consecutive interpreting and dubbing. 11) linguistic compression. to synthesize linguistic elements in the tt. this is often used in simultaneous interpreting and in sub-titling. 12) literal translation. to translate a word or an expression word for word. 13) modulation. to change point of view, focus or cognitive category relation to the st, it can be lexical or structural. 14) particularization. to use a more precise or concrete term. 15) reduction. to suppress a st information item in the tt. 16) substitution (linguistic, paralinguistic). to change linguistic elements for paralinguistic elements (intonation, gesture) or vice versa. 17) transposition. to change a grammatical category. variation. to change linguistic or paralinguistic elements (intonation gesture) that affect aspects of linguistic variation. 2. method the research method in this paper is divided into research approach, data source, method of collecting the data, and method of analyzing data. this paper used qualitative approach which deals with explaining data descriptively. the data was taken from bilingual novel entitled twilight. the novel is written by stephenie meyer in english and then it is translated into indonesian by lily journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 190 devira sari. the data in this study is collected through qualitative observation method. the data was read to check the translation of the pronoun and the pronoun found was chosen to be the data. then, the data was analyzed using descriptive qualitative method. the types of shift in pronouns was identified, then the translation techniques used by the translator was analyzed, and the last the factors lead the used of translations techniques by the translator was examined. 3. results and discussion types of translation shift of pronoun in twilight types of shift found in this analysis divided into two parts, those are shift in grammatical categories or transposition and shift of point of view or modulation. transposition transposition in the data source is found in three types. they are structural shift, unit shift, and category shift. therefore this subchapter divided into three parts: structural shift no sl tl 1 “do you know the cullen family?” i asked hesitantly. “dr. cullen’s family? sure. dr. cullen’s a great man.” (meyer, 2005: 17) “apa kau mengenal keluarga cullen?” tanyaku ragu-ragu. “keluarga dr. cullen? tentu. dr. cullen orang hebat.” (sari, 2008: 48) analysis: in the sl the head family is preceded by the modifier the cullen. however, in the tl the head keluarga is followed by the modifier cullen. the structural shift done by the translator is obligatory due to the two different linguistic systems for the sake of intelligibility. this structural shift happened due to linguistics factor. no sl tl 2 “how did your first day go, dear?” the receptionist asked maternally (meyer, 2005: 13). “bagaimana hari pertamamu, nak?” tanya resepsionis lembut. (sari, 2008: 40) analysis: each language has its own way in addressing someone in a communication situation. theme is the starting point of the message, and rheme is the development of the theme. in the sentence above, in the sl the theme how did your first day go is followed by the theme dear. it is similar to the tl the theme bagaimana hari pertamamu is followed by the theme nak. the theme-theme shift is optional due to the translator’s preference. this structural shift happened due to cultural factor. the word dear in western culture translated into nak in indonesian which has the same meaning, yet different culture. unit shift no sl tl 3 “not exactly. i’m more annoyed at myself. my face is so easy to read – my mother always calls me her open book.” i frowned. (meyer. 2005:24) “tidak juga. aku lebih kesal pada diriku sendiri. ekspresiku sangat mudah ditebak---ibuku selalu menyebutku buku yang terbuka.” (sari, 2008:62) analysis: journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 191 the unit shift from low to high unit comes from the fact that the tl has more meaning components than the sl. the word myself was shifted to the phrase diriku sendiri. no sl tl 4 “my mother got remarried,” i said. (meyer, 2005: 23) “ibuku menikah lagi,” kataku. (sari, 2008: 60) analysis: in contrast, the shift from low to high unit comes from the fact that the tl has less meaning components than the sl. the phrase my mother was shifted to the word ibuku. category shift no sl tl 5 “ladies first, partner?” edward asked. (meyer, 2005: 21) “kau duluan, partner?” tanya edward. (sari, 2008: 56) analysis: in this example, there was a change in the word class from noun ladies into pronoun kau. it is obligatory. no sl tl 6 relax, breathe. i love you. (meyer, 2005: 17) tenang, tarik napas. aku sayang mom. (sari, 2008: 46) analysis: there was a change in the word class from the pronoun you into the noun mom to express close relationship. it is optional, depending on the translator’s preference. modulation modulation in the data source is found in three types. they are lexical dense, lexical loose, and emphasis on the 2nd person. therefore this subchapter divided into three parts: lexical dense no sl tl 7 she snickered, but she looked away. (meyer, 2005: 20) jessica mendengus, tapi ia toh mengalihkan pandangan. (sari, 2008: 54) analysis: in the sentence above she as generic pronoun translated into a person name jessica a specific female proper name. the change in point of view or in cognitive category is happened. lexical loose no sl tl 8 when he touched me, it stung my hand as if an electric current had passed through us. (meyer, 2005: 21) ketika ia menyentuhku, jarinya menyengatku bagai aliran listrik. (sari, 2008: 57) analysis: either he or ia is a life human being. however, the meaning component of male person in sl is lost when translated into ia. ia lexically when stand by itself may mean male or female in tl. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 192 emphasis on the 2nd person no sl tl 9 “if that’s why he’s doing this.” (meyer, 2005: 72) “kalau memang itulah alasannya mengajakmu.” (sari, 2008: 167) analysis: in this example, the deletion of the pronoun he and the addition of mu were meant to give more emphasis on the second pronoun as an actor. from the five sentences, shift of variation in linguistics domain of target language occurred coherently. adapting the cultural message of source language through the changing of target language indicated that the translator applying dynamic equivalence. the techniques used to translate pronoun in twilight according to molina and albir (2002), there are eight-teen kinds of translation techniques. but, in this study, there are only six translation technique used. they are adaptation, amplification, borrowing, modulation, reduction, and transposition. therefore this chapter divided into six parts, those are: adaptation no sl tl 10 “you don’t have to do this.” (meyer, 2005: 3) “bella tidak perlu melakukan ini.” (sari, 2008: 16) analysis: this example replaced the sl pronoun element you with tl pronoun element bella which is used cultural background of the tl. in indonesia when they address their relative (in this case, the daughter) with their proper name. it shows their family relationship. the translation of tl adapted the tl cultural background. amplification no sl tl 11 “trust me,” he pleaded, his soft voice overwhelming. (meyer, 2005: 28) “percayalah padaku,” ia memohon, suaranya yang lembut menggodaku. (sari, 2008: 70) analysis: in this example, the translation of tl introduce details that are not formulated in the sl. the sentence clause his soft voice overwhelming translated into suaranya yang lembut menggodaku. the translator added pronoun ku in tl translation due to her own preference. borrowing no sl tl 13 “it’ll be great. i love you, mom.” (meyer, 2005: 3) “semua akan baik-baik saja. aku sayang padamu, mom.” (sari, 2008: 16) analysis: the translator use translation technique of borrowing in this example. it is because she took a pronoun expression mom straight from the sl. it’s done due to the translator preference. modulation no sl tl journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 193 14 she snickered, but she looked away. (meyer, 2005: 20) jessica mendengus, tapi ia toh mengalihkan pandangan. (sari, 2008: 54) analysis: in this example the translation changed the point of view or cognitive category from generic pronoun she into a proper name jessica. therefore the translator used translation technique of modulation. it’s done due to the tl cultural background. reduction no sl tl 15 “he bought it in 1984, i think.” “did he buy it new?” (meyer, 2005: 4) “rasanya tahun 1984.” “apa waktu dibeli masih baru?” (sari, 2008: 19) analysis: in this example, the translation of tl suppressed the sl information item. the sentence clause he bought it in 1984, i think translated into rasanya tahun 1984. the translator deleted pronoun he in tl translation due to her own preference. transposition no sl tl 16 relax, breathe. i love you. (meyer, 2005: 17) tenang, tarik napas. aku sayang mom. (sari, 2008: 46) analysis: the translation technique in translating this sentence is transposition. it is because there is grammatical category change from pronoun of sl to tl. the pronoun you translated into noun mom. it happened due to the linguistics factors. factors leading to the application of particular technique to the translation of pronoun in twilight there are three factors leading to the application of particular technique to the translation of pronoun in twilight. they are linguistic factors, cultural factors, and the translator’s preference. linguistic factors including the linguistic differences between sl and tl. the number of pronoun variation in semantic field of tl is greater than that in sl. the differences of cultural background between sl and tl language led the use of particular technique of translation. the communicative translation method is intended to make the target reader easier to understand the target culture. beside those two factors, the translator’s preference can be another factor led the use of particular technique of translation. this factor occurred because of the domestication ideology. 4. conclusion based on previous discussion and analysis, the following points can be presented as conclusions: first, in this study there are two types of shift which is unavoidable in translation found. shift in grammatical categories or transposition: it classified into structural shift, unit shift, and category shift. cohesively, the pronoun variation shift indicated in formal correspondence. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 187—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 194 shift of point of view or modulation: lexical dense aims at translation effect for the reader, and lexical loose which is due to the naturalness of the target language. coherently, the shift is indicated by dynamic equivalence. second, there are six out of eight-teen kinds of translation techniques used in this study. one of them is oriented to the source language that is borrowing. the rest are oriented to the target language, those are adaptation, amplification, modulation, reduction, and transposition. the factors leading to the application of particular technique of translation in this study are linguistic factors, cultural factors, and the translator’s preference. finally, the translation shift of pronoun appears 80 times, 6 translation techniques were used to translate them with the orientation towards the tl is 86 %. those can be seen in the following table. orientation translation techniques number (n=80) percentage source language (sl) borrowing 11 14 % target language (tl) adaptation 19 86 % amplification 8 modulation 7 reduction 14 transposition 21 references ariyaningsih, nnd. and santika, idadm. (2018). the translation of english tourism news text into indonesian. journal of applied studies in language, 2(2), 151-157. baker, m. (1992). in other words. a course book on translation. london: routledge. bell, rt. (1991). translation and translating: theory and practice. england: longman. brata, imf. (2011). realization of terms of address shifts in translation. dalam bahasa ibu sebagai pilar jati diri bangsa yang majemuk. denpasar: udayana university press. catford, jc. (1965). a linguistic theory of translation. london: oxford university press hatim, b. & munday, j. (2004). translation, an advanced and resource book. london and new york: routledge. hornby, as. (1995). oxford advanced learner’s dictionary. london: oxford university press. meyer, s. (2005). twilight. new york: little, brown company. molina, l & albir, a.h. (2002). translation technique revisited: a dynamic and functionalist approach. dalam meta, vol. xlvii, no. 4. hal. 499-512. http://www.erudit.org newmark, p. (1988). a textbook of translation. hertfordshire: prentice hall international english language teaching. nida, e. (2000). principles of correspondence. in the translation studies reader, page 126-140. london: routledge. nida, ea & c. taber. (1969). the theory and practice of translation. leiden: brill. santika, idadm., putri, igvw., & suastini, nw. (2018). translation of phrasal verbs into indonesian. journal of applied studies in language, 2(1), 44-50. doi:10.31940/jasl.v2i1.804 sari, ld. (2008). twilight. jakarta: pt gramedia pustaka utama. venuti, l. (ed.). (2000). the translation studies reader. london: routledge. microsoft word 11. jasl-jun 2020 (106-114).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 106 the incorrect use on tenses in job advertisements reny juliana1 asti purbarini2 ifan iskandar3 universitas negeri jakarta1,2,3 email: renyjuliana_pb15s2@mahasiswa.unj.ac.id1 email: astipurbarini@unj.ac.id2 email: ifaniskandar@unj.ac.id3 abstract the research aimed at identifying the types of errors and the frequency of types of errors in using simple present tense, simple past tense, and simple future tense in job advertisements. the research was qualitative research. the qualitative method used was content analysis. the data of the research were taken from the errors of simple present tense, simple past tense, simple future tense usage in job advertisement. while the source of data was taken from job advertisements in www.jobstreet.com. there were twenty texts taken as samples. the data analysis used the theory from ellis that there were several steps in analyzing errors which include collecting data samples, identifying data, describing errors, explaining errors and evaluating error (ellis, 1994). the result showed that the errors in using simple present tense was higher than in using simple future tense. in the use of simple present tense, there were two errors of auxiliary omission (66,67%), and one (33,33%) error of verb misinformation. in the use of simple past tense, there was zero (0%) error. in the use of simple future tense, there were one (50%) error of verb + ing omission, and one error (50%) of verb + ing misinformation. the result of the study can be used as input to avoid further errors. keywords: error analysis; the use of tenses; job advertisement journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 107 1. introduction job advertisements can be found in many media such as magazines, newspapers, televisions, radios, and internets. based on hornby (2010), an advertisement is a notice, picture, or film telling people about a product, job or service. while bex (1996) explains an advertisement is a text that functions to draw goods and services to offer the attention of as wide an audience as possible. in summary, job advertisements are used by institutions to persuade people who seek jobs to apply there. many job advertisements are written in english. it indicates that english is popular among the media and people. as english is popular, readers should understand the information in job advertisements that include the profile of corporations or institutions, the requirements and job descriptions that are explained. also, to make the job advertisement understandable, the job advertisement writers should convey the correct messages to readers by using the correct grammar. english grammar includes many aspects. one aspect is tense. to express times in job advertisement correctly, tenses are used as tools to keep effective communication. in doing that, various aspects of verbs should be decided such as stating facts, future actions and expressing completed actions. then, the structures of verbs should be matched with the time. in summary, the need for the skills of specific grammar namely simple present tense, simple past tense, simple future tense is needed to support writing job advertisements. this research focuses on the error analysis of using tenses that are simple present tense, simple past tense, and simple future tense in job advertisements. while the purposes are to identify the error analysis on simple present tense, simple past tense and simple future tense, the types of errors and the frequency of types of errors in the job advertisements. the benefit of this study is that it is suggested that job advertisement writers pay more attention to the use of tenses so that the causes of errors can be avoided. besides, the proofreading should be done to minimize the errors. job advertisements as a type of advertisement have been described by experts. according to bex (1996), advertisements have different purposes based on potential costumers. the measurement of a successful advertisement is that customers are interested in buying goods or services. in the case of job advertisements, applicants are interested to apply and join the corporations. therefore, one indication of successful advertisements is that readers understand the message of advertisements. it can be reached through the correct use of tenses in job advertisements. tenses are fundamental forms to arrange sentences. as the research is about the analysis of simple present tense, simple past tense, and simple future tense, the discussion will be restricted about the three terms. berk (1999) explains that a simple present tense has some functions. they are habitual action, state, universal truth, planned future event, commentary, performative, and history. while the simple past tense is used to express the actions that are over and with. the simple present tense has a standard form. greenbaum and nelson (2003) explain the rule of the form is as follows. present tense singular plural 1st person am 2nd person are are 3rd person is journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 108 forming simple sentences using verb requires -s inflection for the third person and no inflection elsewhere such as john says, and i say. simple past tense also has some rules. greenbaum and nelson (2003) explain as follows. past tense singular plural 1st person was 2nd person were were 3rd person was the rules of forming sentences using verbs are regular verbs have the rules of adding suffix -d/ed, while the irregular verbs have different form such as he laughed loudly and i did my homework. to refer future time, greenbaum and nelson (2003) adds there are three ways to express it. using simple present tense, present progressive, and combining will and the base form can be used to refer future time. the classification of errors is needed to describe the error. describing these errors is useful for getting conclusions and can be utilized in the development of further writing. dulay et al., (1982) explain that they are grouped into errors based on linguistic categories, surface strategies, comparative analysis, and communicative effects. the purpose of error description is to describe the error categories based on the categories that can be seen and report the results of research. so, the classification of errors is based on the taxonomy of surface strategies, namely omission, addition, misinformation, and mis ordering. this taxonomy shows how the surface arrangement changes or deviates. the possibility of making errors is seen from this taxonomy, namely omission, addition, misinformation (wrong formation), and mis-ordering (wrong order) (dulay et al., 1982). (a) omission omission is marked by omitting elements that should be put in a sentence. this omission can result in non-grammatical sentences and not in accordance with existing rules (dulay et al., 1982). an example of omission is in the following sentence. he a student the sentence above is a sentence that is not accepted in english grammar, because auxiliary (am) is omitted. the correct sentence is: he is a student (b) addition addition is the opposite of omission. additions are marked with the addition of elements that should not be present in the sentence. addition occurs because there writers who are too careful in using certain language rules (dulay et al., 1982). there are three types of errors that are: double marking double addition is a failure in removing certain items (dulay et al., 1982). the example is as the following example. she doesn't cooks the food. the sentence above is a sentence that uses simple present. in negative sentence, the main verb eats should be in the basic verb eat. regulation regulations are rules where they are not needed (dulay et al., 1982). journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 109 the example of regulatory errors can be seen from the word fishs which should be without the addition of the suffix -s. the word fish in the plural form is the same as the singular. simple addition simple additions are additions that cannot be explained as double marking or regulation (dulay et al., 1982). the example is the use of the preposition 'in over here' which should not appear simultaneously. (c) misinformation misinformation is an error in using certain structures or morphemes in a sentence. one formation is also called a mis selection error (dulay et al., 1982). the example is in the following sentence: he met me. the misuse of the word ‘meeted’ does not agree with the simple past rules. the past tense of the verb meet is met. (d) mis-ordering this error is marked by the placement of an incorrect morpheme in the sentence (dulay et al., 1982). the example is in the following sentence what you are talking about? the sentence has an incorrect arrangement. the subject you should be placed after the auxiliary are. research on language errors can be done by analyzing errors produced by writers. those errors are needed to be evaluated as they can be a gap of communication between the writers and readers in job advertisements. errors can be an input for the writers for the next improvement of job advertisement writing. there are some researches on language errors that have been done. first, the research that was done by seitova in 2016. the purpose of the research is to identify common errors in compositions and translations written by students. the result showed that there were seven common errors that were committed by students namely pluralization, subject-verb agreement, articles misuse, preposition misuse, spelling, and misuse like+ing form. next, the research of errors that were committed by atmaca in 2016. the purpose of the study was to identify students’ error writing that was found in the examination. the result showed that the error writing included preposition, articles, verbs, sentence structure, punctuation, gerund, pluralism, and word choice. the error categories were then divided into omission, overuse, and misuse. the participants were also asked to give insight into the interview session. the interview session promoted various perspectives for teachers to treat learners’ errors. third, the research that was done by xia in 2015. the purpose of the research was to investigate the errors of word classes made by university students in their writings. the result showed that students tend to misuse adjectives as nouns. the researcher also gave some suggestions that included all inflected forms of the same word class in the textbook. exercises would be given as the practices to reduce the students’ errors. last, the research that was done by parvizi, shafipour & mashayekh in 2016. the purpose was to identify the nature of translating advertisement from english to persian and vice versa. most errors in persian translation were about grammatical and lexical interferences, while in english translation, it was related to misunderstanding journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 110 misinterpretation of semantic and pragmatic aspects of the slogans. there are similarities and differences among the researches. the similarity is that the purposes of the studies are to find out language errors. while the difference is that the texts used include academic and non-academic texts. the first and second researches focus on any error found in students’ writings. the third research focuses on analyzing word-class errors. while the last research focuses on the students’ errors in translation. the four researchers write some suggestions. teachers and lecturers should give more exercises and writing assignments. they also have to provide feedback so that students know their weaknesses so that improvement in teaching and writing can be done. based on the explanation above, it can be concluded that it is needed to do the research on errors about non-academic texts as there are a few types of research of error analysis about non-academic texts. the research of error analysis in students’ writings that had been done was about grammatical features in general and word class, so that the research about error analysis on specific grammatical features namely simple present tense, simple past tense, and simple future tense in job advertisements can be done. 2. method the research was qualitative research. the qualitative method used was content analysis technique. content analysis is a research technique to make replicable and valid inferences from the text (or other meaningful matters) to the context of use (krippendorf, 2004). the data of the research were taken from the errors of simple present tense, simple past tense, simple future tense usage in job advertisements. while the source of data was job advertisements taken from www.jobstreet.co.id. there were twenty texts of job advertisements. while the data collection used in the research was documentation. the data analysis used the theory from (ellis, 1994) that there were several steps in analyzing errors which include collecting data samples, identifying data, describing errors, explaining errors and evaluating errors. errors made repeatedly need to be reviewed and acted upon to improve further writing by analyzing these errors. according to corder in ellis (1994), there are several steps in analyzing errors which include collecting data samples, identifying data, describing errors, explaining errors and evaluating errors. the explanation is as follows. (a) collection of data samples at the data collection stage, researchers collect language errors for example essays, test papers, or utterances corder in ellis (1994). (b) identification of errors identifying data includes the stage of distinguishing between errors and mistakes. errors occur because of a lack of knowledge while mistakes occur when someone fails to carry out his competence corder in ellis (1994). (c) description of errors this stage is the stage of classifying errors in the field of morphology, syntax, or vocabulary. the classification is then operated again into smaller subcategories. the classification of errors in question is to use the surface taxonomy of omission, addition, journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 111 misinformation, and mis-ordering (corder in ellis, 1994). so, the stages of describing errors will be the basis for researchers to reveal errors in specific groups. (d) explanation of errors this stage is an explanation of the cause of the error. the source is divided into three namely: (1) a transfer is an error caused by the use of first language habits in second language learning. (2) intralingual is the errors that are caused by the second language itself. (3) unique, namely errors that are not included in the transfer or interlingual (corder in ellis, 1994). (e) evaluation of errors error evaluation includes consideration of the effects of errors. the effect of the errors can be measured by understanding the meaning of the text. in the process of evaluating errors, there are a number of things to consider: (1) who will judge? those who judge mistakes can be made by native speakers or nonnative speakers. (2) what errors are scored which include lexical, grammatical, and pronunciation errors? the instrument used was a collection of text that contained errors. (3) how errors are assessed in this process, the assessor is asked to correct the errors of the writer (corder, in ellis 1994). from the explanation above, it can be concluded that the analysis of errors consists of collecting data samples, identifying data, describing errors, explaining errors and evaluating errors. these steps will give input to improve further writing. 3. results and discussion the source of the data was taken from twenty job advertisements from www.jobstreet.co.id. the advertisements were then analysed by referring to the simple present tense, simple past tense, and simple future tense. the findings of the research are as follows. 3.1 errors in using simple present tense based on the findings, errors made by the writers in using simple present tense were omission of auxiliary be, and misinformation of verbs in simple present tense. the result of analysis can be seen in the following table: table 1 errors in using simple present tense characteristics of errors types frequency auxiliary omission 2 (%) of be verb misinformation 1 (%) based on table 1, it can be seen that there are two (66,67%) errors of auxiliary (be) omission and one (33,33%) errors of verb misinformation. this implies that the use of simple present tense is good but needs to be checked and proof read before the journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 112 advertisements are released in the job advertisement website. the example of misinformation error can be seen from the following sentence. if you succeeded, you will be involved in direct marketing campaign, approaching potential customers through event sales, alternatives outdoor activities, airport promotion, and road shows (job ads 10, october 2019). from the sentence above, the error happens because the misinformation of the use of the word succeeded in the context of present activity. the correct sentence is if you succeed, you will be involved in direct marketing campaign, approaching potential customers through event sales, alternatives outdoor activities, airport promotion, and road shows (job ads 10, october 2019). the other verb omission errors are also found in the text. it is the omission of be as the sign of simple present tense. the example of error is as the following example. this position for january 2020 (job ads 14, october 2019). the correct sentence is this position is for january 2020 (job ads 14, october 2019). 3.2 errors in using simple past tense based on the findings, there were zero (0%) error in using simple past tense. from the information above, it implies that the use of simple past tense in the job advertisements is perfect. 3.3 errors in using simple future tense based on the findings, errors made by the writers in using future tense were omission of verb infinitive, and misinformation of verbs in simple future tense. the result of analysis can be seen in the following table. table 2 errors in using simple future tense characteristics of errors types frequency verb omission 1 (50%) (verb + ing) verb misinformation 1 (50%) (verb+ing) based on table 2, it can be seen that there are one (50%) error of verb + ing omission, and one (33,33%) error of verb + ing misinformation. this implies that the use of simple is good but needs to be checked and proof read before the advertisements are released in the job advertisement website. the example of omission error of verb +ing can be seen from the following sentence. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 113 you will be the go to the person in the telesales team and to assist the call center manager in the setup of telemarketing campaign (job ads 10, october 2019). from the sentence above, the error happens because the omission of the use of the verb + ing. the correct sentence is: you will be going to the person in the telesales team and to assist the call center manager in the setup of telemarketing campaign (job ads 10, october 2019). the verb misinformation error is also found in the text. the example of error is as the following example. he/she will be reported directly to head of tm and human capital director (job ads 6, october 2019). the correct sentence is: he/she will be reporting directly to head of tm and human capital director (job ads 6, october 2019). based on the findings, it can be concluded that from table 1, the writers need to pay more attention to the use of simple present tense, especially the use of be in simple present tense and the choice of verb of simple present tense. from table 2, the use of simple past tense is perfect. the writers should be careful about the use of verb + ing after auxiliaries will be. even though the analysis of research is about non-academic texts, the result of the research is that errors still exist in non-academic texts. this is due to the fact that writing needs process and effort. to make cohesive sentences in a paragraph, tenses are required. it is correlated to harmer (2004) that claims writers use tense agreement to make cohesiveness. if the writers do not use the correct tenses, the paragraphs will not hold together. to sum up, tenses are used to make sentences hold together. if the errors of using the simple present tense, simple past tense, simple future tense still exist, the message of the text cannot be understood clearly by the readers. if this research is compared to other researches that are mentioned in the previous explanation, the result is different. this research explains the errors of using simple present and simple future tense is very low. the use of simple past tense is perfect. seitova (2016) explains that grammatical errors have the biggest percentage. the cause of errors is mainly because of the interference of the first language. next, atmaca (2016) adds the errors of using prepositions are the biggest. the errors are caused by interference (interlingual) and intralingual factors in the area of syntax. also, in the third research, xia (2015) describes the errors of using adjective has the biggest number. she also explains that the causes of errors in word classes are because of the interlingual and intralingual factors. parvizi et al., (2016) journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 106-114 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 114 added the grammatical and lexical errors had the biggest percentage in persian and english translation. so, the result of research on the errors of using tenses in nonacademic texts is lower than the research in academic texts. 4. conclusion based on the discussion above, there are some conclusions. first, the result shows that the errors in using simple present tense are higher than in using simple future tense. in using simple present tense, there are two errors of auxiliary omission (66,67%), one (33,33%) error of verb misinformation. in using the simple past tense, there is zero (0%) error. in using the simple future tense, there is one (50%) error of verb + ing omission and one error (50%) verb + ing misinformation. second, the writers tend to commit errors in using simple present tense and simple future tense. the frequency of errors in using simple future tense is lower than the simple present tense. third, the types of errors found in using simple present tense include omission and misinformation. while the types of errors found in using simple future tense include omission and misinformation. last, further research of non-academic texts should be done and the area of analysis can be added to give more input in non-academic texts. references atmaca, ÿ. (2016). error analysis of turkish efl learners: a case study. procedia social and behavioral sciences, 232(april), 234–241. https://doi.org/10.1016/j.sbspro.2016.10.007 berk, l. m. (1999). english syntax: from word to discourse. new york oxford: oxford university press. bex, t. (1996). variety in written english_texts in society_societies in text. london: routledge. dulay, h., burt, m., & krashen, s. (1982). language two. oxford new york: oxford university press. ellis, r. (1994). the study of second language acquisition. new york oxford: oxford university press. greenbaum, s. and g. n. (2003). an introduction to english grammar (second edi). london: pearson education limited. harmer, j. (2004). how to teach writing (p. 255). p. 255. essex: pearson education limited. hornby, a. (2010). oxford advanced learner’s dictionary of current english. oxford: oxford university press. krippendorf, k. (2004). content-analysis an introduction to its methodology (second edi). california: sage publication. parvizi, g., shafipour, m., & mashayekh, j. (2016). an examination of the errors committed by iranian ma students in their translation of advertisement slogans based on keshavarz ’ s taxonomy of errors. 12(12), 1–13. https://doi.org/10.3968/9114 seitova, m. (2016). error analysis of written production: the case of 6th grade students of kazakhstani school. procedia social and behavioral sciences, 232(april), 287–293. https://doi.org/10.1016/j.sbspro.2016.10.022 xia, l. (2015). an error analysis of the word class: a case study of chinese college students. international journal of emerging technologies in learning, 10(3), 41–45. https://doi.org/10.3991/ijet.v10i3.4563 microsoft word 5. jasl-jun 2020 pnb (48-56).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 48 problem-based learning on english for food and beverage operation subject course i nyoman kanca1 gede ginaya2 ni nyoman sri astuti3 tourism department, politeknik negeri bali1,2,3 email: nyomankanca@pnb.ac.id1 email: ginaya@pnb.ac.id2 email: nyomansriastuti@pnb.ac.id3 abstract the 21st century learning paradigm is centered on some of the abilities that one of them is the ability for students to think critically, connect knowledge with the real world through problem-solving. therefore, it is necessary to apply problem-based material by providing various problems. the learning process is directed so that students are able to solve problems systematically and logically. the purpose of this research is to investigate problem-based learning in the course of english for food and beverage operation for students in semester 2 of hotel study program, tourism department, bali state polytechnic in 2018/2019 academic year. this classroom action research is a descriptive qualitative in which data is collected through three learning cycles with planning, action, observation, and reflection. the results showed that the problem-based learning model for the second semester students in the english for food and beverage operation course can improve students' speaking ability. the improvement is also supported by increased learning motivation and interest. keywords: problem-based learning, speaking ability, problem-solving journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 49 1. introduction from a theoretical point of view of teaching english as a foreign language, lecturers have sought to implement a number of approaches in the classroom. among these approaches, it can be said that there are two well-recognized by the lecturers. first they can present to students speaking principles based on situational or functional context and then they give students the opportunity to practice them (deductive approaches) or students can practice a series of pattern and then directed to perform its own generalization (inductive approach). although both approaches represent different philosophical positions about the nature of learning, a lecturer must adapt the techniques of each as they also consider the characteristics of the students in a class that are so heterogeneous. the tendency to learn as an active process is more likely than other alternatives, or most of the current teaching and learning activities. this happens, because the lecturers want to reduce the dominance of lecturers during the activities in the class that the conductor is learning tend to be centered on the lecturer and considered as a conventional method. somawati et al (2018: 3) stated that the method of conventional english language learning proved to be less effective for supporting communicative language teaching (clt) to achieve student communicative competence. in the reflection of the facts that exist in the field, can be applied learning methods that are centered on the student or student-centered learning (scl). the implementation of scl in class means engaging students intellectually and emotionally. the essence of learning as an active process, essentially corresponds to cognitive views and learning behaviors. perception of relationships between concepts, grammar is known and understood as well as the process of giving awards and stimuli actively performed (richards and rodgers, 2014). learning english with problem-based learning can be a great solution to implement. this learning strategy was developed from discovery learning as opposed to expository learning. in fact, the discovery of the learning method itself was first introduced by jerome bruner in 1960 (thorsett, 2002:2). according to richards and schmidt (2013) troubleshooting learning is where "learners develop processes related to discovery and inquiry by observing, concluding, formulating hypotheses, predicting and communicating. holesinska (2006) stated that the problem-solving learning strategy is the most practical and encouraging example of an active learning strategy in which students must arrange rules and discover their own text concepts. similarly, thorsett (2002:1) defines problem solving as a learning situation where the main content of what to learn is not given, but must be found independently by students, making students an active participant in his studies. balin (2009:2) provides a strong definition of problem solving as a strategy that encourages students to come to conclusions based on their own activities and observations. it is also supported by nutting (2013:8) that this strategy can also bring out student creativity, because there are two exploratory activities performed by them i.e. observation and experimented. according to saumell (2012) problem solving is a modified inductive approach where there is a first language exposure, followed by the use of inference, and ultimately the explicit focus on rules and practices. it is further stated that learning with problem-solving has cognitive, linguistic, and social benefits, namely encouraging analytic learning, exploiting the participants' cognitive skills, improving critical journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 50 thinking skills, involving students in problem solving tasks, helping learners become conscious and articulate their mental processes. learners participate actively in the learning process, understand and better remember what they have been working on for themselves. the linguistic benefit is to resemble natural language learning, if done in a group will provide additional language practices. social benefits are increasing students’ participation and encouraging collaboration, empowering learners to increase autonomy and independence. this motivates for learners who enjoy a straightforward approach. based on the above background and in connection with the complexity of class interaction, then conducted class action research aimed at improving the proficiency of english speaking students semester two of hospitality study programs, the bali state polytechnic through problem-based learning. 2. method this study is conducted by using a classroom action-based research. classroom action research can be defined as cyclic process of planning, action, observation, and reflection (kemmis et al., 2013). thus, on the basis of this kind of research, the research involved two cycles in which each cycle was completed in two sessions. the implementation of this research includes the following. 2.1 subject of the study the subject of the study was the second semester students (iia class) in hotel study program of tourism department, bali state polytechnic in the academic year 2018/2019. the class consisted of 28 students in which they were 14 female students and 14 male students. this group of students was used as the subject of this present study based on the problem encountered by english team teaching that taught in that class. the teachers said that the students’ class interaction and achievement on the oral task/practice were low. and also based on the problem encountered by the students in which they felt uninteresting in learning english as they were overwhelmed by such kinds of language expressions and grammar rules. they were often unfocused and getting prone in learning english. 2.2 instrumentation instruments were used as a means of collecting the data. there were three kinds of instruments, which were used in the present study, namely teaching diary, observation sheets, and questionnaires. the teaching diary was used to observe the result of applying action both of the daily performance of the students’ class interaction and their speaking ability. the observation sheets were used to record the students’ speaking ability that consists of 5 aspects: fluency, pronunciation, comprehension, vocabulary, and grammar. beside that these sheets were also used to record the classroom interactions of the students, which included group, pair work interactions and interaction between the students and the teacher. the questionnaires were used to collect the data especially those that were related to the students’ feeling, motivation, and interest after doing the learning procedure using guided discovery-learning strategy given during the action. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 51 2.3 procedure since this present study used action-based research then its procedure was consisted of planning, action, observation, and reflection. before the research was done, a preliminary speaking test was given to the students. the materials that were used in the test taken from the lesson book in which the teaching method used in learning english was mostly deductive as it is based on the chronical order of the book (presentation, practice, and communicative activities. the result of the test was 53.25. this result was indicated as bad/poor result in which most of the student’s poor score (many students got below five). 2.4 data analysis the data were analyzed in two ways, namely quantitatively and qualitatively. the quantitative data were analyzed base on the speaking performance done by the students during the action. here it measured about the achievement of the students who had been given action/treatment. in relation to this point, the mean score (x) of the students as the subject of this study was used. the total score of the students mean = ------------------------------------------------------------------- the total number of the students in addition, the mean score here was also used in order to know the improvement of the students’ speaking ability after the application of the guided discovery-learning strategy in the class. meanwhile, the qualitative data were analyzed based on the result of the observation conducted after the action applied, and the result of the questionnaires. here, the condition and the situation of the class during the teaching learning process took place, the interaction, the motivation, the attitude, and the interest of the students in doing the communicative activities and practices given by the researcher were analyzed in order to know the effectiveness of the learning strategy applied. and also, in order to know the problems that might be faced by the students during the teaching learning process, which caused they could not improve their speaking ability. 3. results and discussion after doing the action in the 2 learning cycles, this part discusses about findings of each cycle done before. there were 15 topics discussed in the semester and each topic consisted of two teaching sessions as the learning strategy applied (problem-based) was also consisted of two actions (communicative activities and practices) in every discussed topic. before conducting the research, the researchers conducting the initial observation or preliminary test. the result of the preliminary-test showed poor result. the mean score of the students after being given an oral test by using a deductive method was only 53.25. this mean score was categorized into low beside that the students seemed not focused, uninterested, and often getting prone during the teaching learning process. based on the result of the preliminary observation, the research was started for the first cycle. in the planning step the researchers concerned on improving the students’ speaking ability on the english subject matter using problem-based method. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 52 in this stage the instructional planning or teaching learning scenario and the instruments were prepared. after the planning step then it was conducted the action in which the treatment of brain storming, group discussion and pair work were given. the students perform the speaking activities and their performances were recorded in the observation form. at the end of the meeting session the speaking test was conducted to assess the students’ speaking ability based on their performance in presenting dialogues and making a generalization of specific details from the discussed topics. the score of the speaking test is measured based on the scale suggested by brown which consists of 5 components, namely grammar, vocabulary, comprehension, fluency, and pronunciation. from the action given in the first cycle, then it was done an observation as the next step of this research. the test achieved by the students in this cycle was 66.50 showed that there was a good improvement if it was compared with the result of the pre-test that was only 53.25. although the achievement of the students in this cycle higher than the pre-test, the whole observation of this cycle it was found that the students still feel not too confident and the slow students also found themselves still difficult to adjust with others in the group discussions. knowing the weakness found in cycle 1 and then it was done a reflection as the last step of this cycle. as the reflection, it can be stated that the students needed facilitation during the process of exploration that could release the factors that cause the learning security in presenting the language activities and practices. the researchers thought that language games and role-plays could be the solution. similarly, with the previous cycle, the second cycle was started with the planning in which the researcher planned to apply language games and role plays in the communicative activities and practices in order the students felt comfortable in the discussion and then it was followed by preparing the teaching learning scenario. the action then was conducted in which the researchers asked the students to work in group of 5 or 6 persons and they did the communicative activities with language games and practices with role plays. in the observation step of this cycle it can be stated that the students began to feel comfortable. they became more active to participate in the group discussions and they were keen to perform acting in the role-play practices as the result of their speaking ability was improved with the mean score of 72.86. there was an improvement from the mean score of the students in the cycle 1 which was only 66.50. at the reflection step it can be described as there were some students who often borrow their friends’ works in their respective group prior to well understand in order to be able to present orally at that time. this problem is known as short-term utility learning. that was why for the next cycle every student was given webquest as tasks that were completed in small groups so that they had more interaction with each other and can jointly evaluate the information they find on a given website. the tasks included questions that involve some degree of higher level thinking, so having the students working in groups is a good way to generate a level of involvement and topic discussion that they would not encounter when working by themselves. beside the tasks the students were also given problems to solve and each group of the students was encouraged to present different solutions. in the planning step of the third cycle, the researchers designed the communicative activities and practices to be given to the students and then preparing the teaching learning scenario prior to give the action. the action was given in the form of communicative activities with webquest tasks and open-ended problems and then journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 53 the students presented the topics they worked on the webquest orally and solution of the problem solving. in the observation step it was found that the students were really active in doing the communicative activities and practices. the students’ mean score in this cycle was 81.25 which was the highest one. for the reflection of this cycle it can be stated that the students were really high motivated in learning english. however, this present study was only consisted of three cycles so the research was stopped. the result of the students’ achievement as it was stated in the pre-test and the three cycles could be shown in the following table. table 2 the students’ achievement in pre-test, cycle 1, 2 and cycle 3. tests mean scores pre-test 53.25 cycle 1 66.50 cycle 2 72.86 cycle 3 81.25 from the table above, it could be seen that the students’ achievement in the tests given by the researchers increased from 53.25 at the pre-test that was categorized into low then it increased into 66.50 at the cycle 1, 72.86 at the cycle 2, and 81.25 at the cycle 3. the result on the last cycle was categorized into very good. for the basis of the improvements stated above, the students’ improvement in each cycle conducted could be shown in the following figure. figure 1 the students’ improvements in the test from the result of the pre-test to the result of the test in cycle 1, it showed rather extreme improvement that was from 53.25 into 66.50. the advantages of the technique applied in cycle 1, which was facilitated with brain storming, group discussion, and pair works in the communicative activities and practices, could be stated as the students performed actively like questioning, responding others’ and the teachers’ questions. however, this technique was still not contributing an optimal result in which the students became not too confidence in asking and responding questions needed in the brain storming. this condition was happened because they still thought about mistakes of expressing the language items to be made in speaking, beside that some of them were still insecure working in group, especially the slow students who were still hesitant to learn from others. 0 10 20 30 40 50 60 70 80 pr e-t es t cy cle 1 cy cle 2 cy cle 3 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 54 as the cycle continued, the students’ interactions were getting better in which they were challenged to be active in learning due to the technique applied in cycle 2 facilitated with language games and role plays in the communicative activities and practices. as a result, the students became more active participated in the learning since the found learning was fun and interesting. in addition, they could release their tension and stress in learning and they could also freely express their ideas in the activities beside that they could also share ideas with others in the group. even, the slow students they could learn here from others and they got phrases, sentences, and grammatical points from their friends, which were used for oral presentation. and finally, in the cycle 3 in which facilitated with webquest and problem solving in the communicative activities and practices. in doing tasks with topics which were specially designed for the webquest, the students could get engaged in collaborative activities, shared learning experiences and new knowledge. they also tried to interact maximally in order to get better solution for the problems. these activities and practice were intended to stimulate their speaking creativity. so here, it could be clearly seen that the students’ participation during the teaching learning process improved well. it also meant that the students enjoyed the class, which make them be able teste to use their english. consequently, their speaking fluency is improved significantly from 56.45 in pre-test into 71.75 in cycle 1, 80.36 in cycle 2, and 87.68 in cycle 3. meanwhile the number of mistakes in pronunciation and grammar could be reduced too. in addition, the three aspects of speaking ability (fluency, pronunciation, and grammar) were also supported by the other two aspects such as using more word choices and idioms (vocabulary) in expressing their ideas and also their ability to understand others in speaking english (comprehension). the description of achievement score which included the 5 components of speaking ability conducted in the 3 cycles could be shown in the figure below. figure 2 the students’ improvement in the speaking fluency from the diagram above it could be clearly identified that the students’ speaking ability was significantly improved as the cycle continued. in accordance with the improvement, the communicative activities and practices applied to facilitate the learning activities were also created an active classroom interaction. in addition, the thing that could be reported based on the result of the application of problem-based learning method here was the method of learning was also able to make the students practice their english lively and the generalization they made through the process of exploration would be long lasted in the sense that it was not easy to forget. -10 10 30 50 70 90 pre-test cycle 1 cycle 2 cycle 3 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 55 consequently, it was hoped that their english would become better as it was expected in the overall goal of the curriculum. beside that the performance indicator which targeted the score of the students’ english proficiency toeic ≥500 would be achieved and also the students’ grade performance score (gps) would increase too. 4. conclusion based on the result of the findings and discussion stated earlier, it can be concluded that the application of the problem-based learning method can improve the speaking ability of the second semester students of hotel study program, bali state polytechnic. the improvement achieved by the students here is also supported by the fact that the application of that learning strategy can also improve the students’ learning motivation and interest so that they can interact actively during the entire process of learning. the result of questionnaires distributed to the students after being given communicative activities and practices that facilitated their presentation in performing the speaking activities showed good findings in relation to the students’ attention and response towards the application of the communicative activities and practices in the class. they felt that they could release the factors that cause unsecured learning in which often make them fail in using their english in the class. the integrated communicative activities and practices are really needed to be applied to the students so that they can practice their ability in english, especially in speaking skill. considering on the conclusion formulated above, the essence of problem-based learning method can be used as an alternative technique or activities in english class. the teacher should be active in facilitating the learning so that the exploration process prior to the stage of finding the solution of the problem can be created. the teacher’s creativity in designing fun and lived communicative activities and practices will be able to stimulate their learning interest and motivation. references balım, a.g. (2009). the effects of discovery learning on students' success and inquiry learning skills. eurasian journal of educational research (ejer), (35). bilgin, i., šenocalk, e. and sözbilir, m. (2009). the effects of problem-based learning instruction on university students' performance of conceptual and quantitative problems in gas concepts. eurasia journal of mathematics, science & technology education, 5(2). brown, h.d. and abeywickrama, p. (2004). language assessment. principles and classroom practices. white plains, ny: pearson education. burns, a. and de silva joyce, h., 1999. focus on speaking. sydney: macquarie university press caswell, c.a. (2017). design and facilitation of problem-based learning in graduate teacher education: an ma tesol case. interdisciplinary journal of problem-based learning, 11(1), p.6. davtyan, r. (2014). contextual learning. in asee zone i conference. usa: university of bridgeport. eison, j. (2010). using active learning instructional strategies to create excitement and enhance learning. jurnal pendidikantentang strategi pembelajaran aktif (active learning) books, 2(1), pp.1-10. ginaya, g., rejeki, i.n.m. and astuti, n.n.s. (2018). the effects of blended learning to students’ speaking ability. international journal of linguistics, literature and culture (ijllc), 4(3), pp.1-14. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 48-56 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 56 holešinská, a. (2006). teaching english as a foreign language to students with learning difficulties (doctoral dissertation, masarykova univerzita, pedagogická fakulta). kemmis, s., mctaggart, r. and nixon, r. (2013). the action research planner: doing critical participatory action research. springer science & business media. huang, k.s. and wang, t.p. (2012). utilizing problem-based learning (pbl) in a university english interpretation class. the journal of human resource and adult learning, 8(1), p.7. mansor, a.n., abdullah, n.o., wahab, j.a., rasul, m.s., nor, m.y.m., nor, n.m. and raof, r.a. (2015). managing problem-based learning: challenges and solutions for educational practice. asian social science, 11(4), p.259.2015 issn 1911-2017 e-issn 1911-2025 burt, m. and mathews-aydinli, j. (2007). promoting education and achievement of adults learning english. center for adult english language acquisition. mathew, r. (2015). collaborative learning–an effective method for teaching native arabic speakers. journal of foreign language teaching and applied linguistics, 2(2). nutting, c.m. (2013). discovery-based learning in world arts: creativity and collaboration in the undergraduate fine arts class. teaching innovation projects, 3(1), p.12. richards, j.c. and rodgers, t.s. (2014). approaches and methods in language teaching. usa: cambridge university press. richards, j.c. and schmidt, r.w. (2013). longman dictionary of language teaching and applied linguistics. usa: routledge. rodríguez gonzález, c.a. and fernández batanero, j.m. (2016). a review of problem-based learning applied to engineering. edure journal: international journal on advances in education research, 3(1), pp.14-31. somawati, n.p., astuti, n.w., kanca, i.n., widanta, i.m.r.j. and ardika, i.w.d. (2018). task-based language teaching: how it is implemented effectively? in journal of physics: conference series (vol. 953, no. 1, p. 012075). iop publishing. saumell, v. (2012). guided discovery for language instruction: a framework for implementation at all levels. buenos aires: person. slavin, r.e. (2010). co-operative learning: what makes group-work work. the nature of learning: using research to inspire practice, pp.161-178. thorsett, peter. (2002). discovery learning theory. (online), (http://www.limfaweb.weebly.com), retrieved on january 26th 2018. microsoft word 5.jasl-dec 2019-desri medan 158-167.docx journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 158 analysis of the use of the hate speech on social media in the case of presidential election in 2019 desri wiana politeknik negeri medan email: desri.wiana@polmed.ac.id abstract this study is entitled "analysis of the use of hate speech on social media in the case of presidential election in 2019". the object of this study focused on words, phrases, and speech phrases of hate speech contained on social media instagram and facebook account in january april 2019. the purpose of this study was to find out the use of hate speech uttered by netizens on presidential candidate pairs on instagram and facebook accounts, which was analyzed based on the chief of police's circular letter about seven speeches of hate, and identified the utterances of hatred that were more dominantly used in the social media. the research model used is qualitative research. the results of this study were derived from the speech on instagram and facebook social media in the 2019 presidential election. on the instagram media, 200 sentences were analyzed in the form of hate speech, namely insulting 34 sentences or 17.5%. denigration of 43 sentences or 21.5%. defamation 1 sentence or 0.5%. 33. unpleasant sentences or 16.5%. provoke 55 sentences or 27%. instigation numbered 21 sentences or 10.5% and spread hoaxes (hoax) 13 sentences or 6.5%. the most dominant form of hate speech on instagram social media is provoking. in the facebook media, there are 200 sentences found in the form of hate speech, namely insulting 8 sentences or 4%. denigration is 40 sentences or 20%. defamation is 9 sentences or 4.5%. an unpleasant act of 53 sentences or 28.7%. provoke 29 sentences or 14.5%. instigating 61 sentences or 30.5%. and spreading hoaxes (hoax) not found on facebook's social media. the most dominant form of hate speech found on facebook accounts is inciting. keywords: hate speech, instagram, facebook, social media, campaign journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 159 1. introduction technological developments may have a positive and negative impact and may even lead to various types of violations and crimes, namely hate speech. it can be attempted with various media, such as speeches when campaigning, banners or banners, social media, public expressions (demonstrations), religious speeches, and printed and electronic mass media, and pamphlets. the deeds or crimes that need serious attention now are hate speech. hate speech is an act of communication carried out by an individual or group in the form of provocation, incitement, or insult to other individuals or groups in terms of various aspects such as race, ethnicity, gender, disability, sexual orientation, citizenship, religion, and others. in the legal sense, hate speech is a prohibited word, behavior, writing or performance because it can lead to acts of violence and prejudice, whether from the side of the perpetrator, the statement, or the victim of the action. the use of social media and online news sites which tend to increase from year to year creates new phenomena. everyone is free to reveal anything through their social media accounts. even news on news sites easily shared on social media can then be commented on by other netizens. in fact, even in online news, the comments room is prepared for readers. the news was then differently responded it by netizens positively, negatively and neutrally. but this also brings new problems, namely the practice of hate speeches growing rapidly through this media (juditha, 2017: 138). a study entitled unesco's "countering online hate speech" (2015) states that the online phenomenon of hate speech is growing and causing a variety of problems both inside and outside europe. hate speech online is one of the main trends from the previous year. this report also concludes that hate speech through online media is increasingly rapid and has the potential to reach a larger audience (gagliardone et al., 2015 in juditha, 2017: 138). ethics in the online world today needs to be emphasized in order to prevent even greater crimes and violations, considering that the online world has become an important part of communication and information infrastructure, especially as more and more parties abuse the cyber world to disseminate their displeasure with matters relating ethnicity, religion, and race. this is called hate speech. (circular of the national police chief number se / 06/2015 / hate speech utterances of hatred).. instagram is a social chain that aims to help account owners to share or upload photos to other instagram users (rahman, 2014 in oktaviani, 2017: 3). facebook is a social web chain founded by mark zuckerberg and officially launched on february 4, 2004, which allows account owners to add profiles with photos, contacts, or other personnel information and able to join the community to connect and interact with other users. the problem in this study in the form of the use of hate speech on social media in the 2019 presidential election based on the chief of police's circular letter number: se / 06 / x / 2015. pragmatic study approach this study is a language study that is tied to the function of language directly as a tool for communication. levinson (in rahardi, 2009: 48) defines that pragmatics is the study of science in language in which it discusses language relations and its constellation. in this case, the context in question is a grammatically context so that it cannot be journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 160 separated from the structure of the language. pragmatics is theory of meanings which is expressed or communicated by the speaker and it is interpreted by the listener. in other words, it covers the meanings theory that is communicated by a language user. meaning or sense that delivered by the speaker is beyond the meanings that is uttered in a text transcript (saragih in wiana, 2019: 57). the term pragmatic according to wijana in salutfiyanti (2018: 12) is a science that discusses the structure of language from the external side, namely about the unity of language used in the communication process. the external study in question is a study that discusses factors or things that are outside the language, factors and this is related to the use of language by the speaker in a particular society. externally this study will find rules related to the use and use of the language in all aspects of activities in humans in society. in this case, it does not only use linguistic theory, but also pragmatics. yule (2006: 3) in wiana (2012: 13) defines pragmatics as a study of meaning conveyed by speakers or researchers and interpreted by listeners or readers. this study deals with the analysis of what someone means by speech rather than by separate meanings of words or phrases used in the speech itself. pragmatics and semantics both use meaning as the content of communication. semantics is centered on the mind (competence, langue) while pragmatics is centered on speech (performance, parole) (sudaryat, 2009: 120). hate speech hate speech is an act of communication carried out by an individual or group in the form of provocation, incitement, or insult to other individuals or groups in terms of various aspects such as race, color, ethnicity, gender, disability, orientation sexual, citizenship, religion, etc. in the chief of police circular number: se / 06 / x / 2015 concerning handling hate speech, it is stated that hate speech can be in the form of actions stipulated in the criminal code (kuhp) and other criminal provisions outside the criminal code in the form of: 1. insult that is if an insult is directed at a person or group of people based on religion, race, ethnicity, religion, ethnicity, gender, disability, sexual orientation. humiliation can take the form of incitement which creates hostility, discrimination or violence. humiliation is an action to bring down one's soul. usually this humiliation is carried out by expressing utterances that contain harsh words, invective which impairs one's reputation and honor. this humiliation directly makes someone feel ashamed and offended by the words that come out. 2. denigration is an act that involves attacking the dignity and dignity of an individual by expressing something that is detrimental to a person's reputation, either directly or indirectly based on aspects of hate speech that can lead to hostility. speech is considered denigration if the allegation is false or improper and contains defamatory elements. 3. defamation, derived from the word "nista" which means contemptible or primitive lower class (kbbi, 2008: 784). the expression of hatred with the form of defamation is an expression of degrading others. defamation is an act, action or word that is degrading to someone or group of people. this defamation can be in the form of an accusation of doing something that is degrading or denouncing a matter that contains a disgrace with the aim of being known to the general public. defamation aspects can be journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 161 in the form of aspects of religion, religion, beliefs / beliefs, gender, and sexual orientation. 4. unpleasant acts are speeches that contain threats, coercion, violence or oath. this unpleasant behavior indirectly interferes with the comfort and safety of individuals and groups. 5. provoking the expression of incitement to discrimination, violence and hostility. provoking is a good action in the form of utterances to heat up a person or community group and cause fear, anxiety in a community. speech delivered in this case triggered a public misunderstanding and would have an impact on hostility or war. 6. inciting is almost the same as the provoking form, but the form of inciting speech is more subtle than provoking the predominantly rude speech. instigation is a utterance or utterance that influences other people and aims to make the person believe it. this speech will arouse someone's heart to be angry, resist, rebel against something certain people or groups. 7. spread hoaxes (hoax), expressions of hatred by spreading the news that is actually not true (lying) or known as hoax news aims that other people trust the news, so that other people are affected. lately a lot of people have heard false news so that people can no longer choose whether the news is true or not. cyberspace or digital denigration can be done at any time by someone who has an interest in an unlimited period of time and there is a continuous multiplier effect (chilling effect), so that more people can be known and can be shared. or spread widely to others (salutfiyanti, 2018: 16-18). the hate speech action can be implemented through various media, salutfiyanti, 2018: 14-16) including: 1. oration of campaign activities oration is communication that is conveyed in the form of speeches about certain problems that are usually carried out by workers, students or other communities and conveyed in front of many followers who are delivered by the orator in charge. 2. banner or banner a banner is a stretch of cloth that contains slogans or information that is conveyed to the public. many of these banners are installed on the edge of the road that contains writing as an information medium, or promotional media created using painting paint, screen printing, and others. 3. social media networks social media is a place to communicate with the wider community that is done using the internet. social media users process communication by sending messages, both in the form of images, text, videos, which share with each other in building networks or networking. 4. demonstration demonstration is an action in conveying a feeling of protest carried out by a group / group of people delivered in public which aims to reject policies or oppose an issue in expressing an opinion as an effort to advance the interests of a particular group. 5. religious lectures lectures or speeches are activities in the presence of many people who provide advice about religion to their listeners. lectures are conducted at any time and in the delivery of unlimited time. 6. print and electronic mass media journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 162 mass media is a tool in conveying messages or information to the general public using media, such as television, radio, newspapers, etc. 2. method research model the research model is carried out with a qualitative research model. qualitative research is scientific research that aims to explain the phenomenon in a social context by prioritizing the process of communication interactions between researchers and the phenomenon under study (herdiansyah, 2010: 9). after the researcher collected the data then analyzed the data with a qualitative descriptive method, which was intended to understand the phenomenon of what was experienced by the research subject. for example: behavior, perception, motivation, actions, etc. holistically and by way of descriptions in the form of words and languages, in a special natural context and by utilizing various scientific methods (moleong, 2012: 6). 3. results and discussion the researcher discusses the use of hate speeches that appear on instagram and facebook accounts in the presidential election case from january april 2019 based on the chief of police circular letter number: se / 6 / x / 2015 concerning seven speeches of hate. after collecting and analyzing the data, the results of the analysis of the use of hate speech on social media in the 2019 presidential election are as follows. table 1 use of hate speech on social media in the case of the 2019 presidential election hate speech social mediainstagram social mediafacebook insult 34 (17%) 8 (4%) denigration 43 (21,5%) 40 (20%) defamation 1 (0,5%) 9 (4,5%) unpleasant act 33 (16,5%) 53 (28,7%) provoke 55 (27,5% 29 (14,5%) inciting 21 (10,5) 61 (30,5%) hoaxes 13 (6,5%) 0 total 200 (100%) 200 (100%) based on table 1 above, it can be explained that hate speeches are found in the sentences contained in the comments column on instagram and facebook social media. on the instagram social media there are 200 sentences found in the form of 34 sentences of insults or 17.5%. denigration tests are 43 sentences or 21.5%. defamation test is 1 sentence or 0.5%. speech of unpleasant actions is as many as 33 sentences or 16.5%. provoking speeches amounted to 55 sentences or 27%. the incitement test is 21 sentences or 10.5%. speeches spreading hoaxes (hoax) are 13 sentences or 6.5%. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 163 based on the percentage results obtained, the most dominant use of hate speeches written by the people in the instagram comment column related to the 2019 presidential election is provoking speeches, namely inciting by heating up a person or community group to create anxiety and fear that affect hostility or war. in the 2019 presidential election, comments were often found which provoked the public to choose one of the presidential candidate pairs. the sentence written in the comments column tends to be rude and discrediting the other presidential candidates. the following are some of the analyzed sentences that contain hate speech on instagram social media in the 2019 presidential election. (1) tau kan kalo prabowo diusir secara halus karena dia bikin statement politik di depan wartawan? orang gila ko didukung wkwk. (do you know if prabowo was sent away subtly because he made a political statement in front of reporters? what’s a fool crazy people are supported wkwk ...) (instagram, denigration). (2) presiden hari ini adalah presiden mencla mencle... (the president today is the president hypocrite...) (instagram, denigration). (3) muka jokodok itu...manusia paling nyebelin..pengen rasanya lempar pake tai... (the jokodok’s face ... the most annoying man ... i feel like throwing him with human waste...) (instagram, humiliation). (4) banyak kali dosa kau ini...sumpah gatel tangan ku ini. kau mentingan dunia daripada akhirat. kutanya sama kau apa yang pernah dihasilkan probowo dan sandi untuk indonesia ini ?? satu lagi ingat perjuangan nabi kau itu. jangan kau pilih presiden yang gak bisa sama sekali agama islam...sepertinya ada setan bersembunyi di kau itu !! (many of your sins ... swear, my hand are so itchy. you are tarnishing the world rather than the hereafter. i ask you what has been achieved by probowo and sandi for indonesia?? one thing, remember your prophet's struggle. don't you choose the president who can't be at all about islamic religion ... it looks like there is a demon hiding in you !! (instagram, defamation) (5) sukanya aja baca komik, piara cebong, solat direkam, bacaan salah semua, gimana mau ngisi otaknya, gimana bisa mimpin negara yang berjuta-juta kepala dan pikiran, gak heran idiologi bangsa dipecah-pecah 5 tahun ini bikin panas sampek kasus model novel aja gak bisa dituntasin udah 2 tahun bukti dikantongi malah, kerja kerja dikerjain. (i like to read comics, tadpole pets, prayers recorded, wrong reading everything, how does fill it his brain, how can he lead a country with millions of heads and thoughts, no wonder the ideology of the nation is in chaos 5 years making it hot until the case of a novel just can't be finished almost 2 years, proofs are bagging instead, work work is cheated (instagram, unpleasant actions ) (6) rezimnya jokowi makin aneh-aneh tetap waspada rakyat cerdas tetap setia pilih prabowo-sandi. (the jokowi regime is increasingly strange remain vigilant the intelligent citizens remain loyal to choose prabowo-sandi) (instagram, instigating). (7) lo gak sadar orang yang lo junjung itu pembunuh rakyanya sendiri...dan presiden (spanyol) sparo nyolong suara.. (you don't realize that the person you are adoring much is the killer of his own people ... and the president (spanyol) bribing the vote in half population.... (instagram, provoking). journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 164 (8) viralkan terus! presiden curang biar rakyat kita tahu bejatnya yang jago ngutang jual aset negara, otoriter dah gitu ngotot segala cara untuk 2 periode ! (keep on viral! the president is cheated so that our people know that the bad debtor who is good at selling state assets, is authoritarian and too persistent on everything for two periods! (instagram, provoking). (9) ternyata dia yang pki !! cara cara pki membunuh para jenderal dia rencanakan. pki teriak pki. (apparently, he is the pki!! the ways the pki killed the generals he planned. pki shouted pki. (instagram, spread hoaxes (hoax). based on the results of the analysis of hate speech on facebook social media, which numbered 200 sentences, there were 8 sentences or 4% of insults. the form of speech denigration is 40 sentences or 20%. the form of defamation is 9 sentences or 4.5%. the form of utterances of unpleasant deeds is 53 sentences or 28.7%. the form of speech provokes 29 sentences or 14.5%. the form of speech inciting is 61 sentences or 30.5%. the form of utterance of spreading hoaxes (hoax) is not found in the sentence contained in the facebook comment column. based on the percentage obtained, the most dominant use of speech (hate speech) written by the public in the facebook comment column related to the 2019 presidential election is incitement which is almost the same as provoking but the form of inciting speech is more subtle than provoking the predominantly rude speech. instigation is a utterance or utterance that influences other people and aims to make the person believe it. this speech will arouse someone's heart to be angry, resist, rebel against something certain people or groups. the phrase incitement of hate speech is found in the comment column on social media facebook in the 2019 presidential election. this is because in the two presidential candidates, each of whom has a supporter, means to incite the community to choose the same presidential candidate as their supporters. the following are some of the analyzed sentences containing hate speech on facebook social media in the 2019 presidential election. (1) mampus wowo kalah, gak pantas jadi presiden si wowo bacod doang gedein. damn he’s dead wowo loses, does not deserve to be the president of big-mouthed wowo, is getting wider ... (facebook, humiliation) (2) mungkin pak prabowo lagi mimpi mau jadi presiden ingin hatinya memeluk gunung tapi sayang nggak kesampaian karena perutnya kegendutan kali ya... perhaps sir prabowo is dreaming of becoming a president his heart wants to hug the mountain but unfortunately it is not accomplished because of his stomach is so fat... (facebook, denigration). (3) ya iyalah, lu orang kristen pasti jokowi dan ada orang islam juga tapi islam munafik... yes, of course you are christians must be choosen jokowi and there are also muslims but hypocritical... (facebook, defamation). (4) tertawalah sesuka kalian dengan kemenangan dengan cara kecurangan dan kebodohan akal kalian. ingat hukum azab dari allah akan datang menghampirimu. ingat jangan main-main dengan hukuman azabnya dari allah. akan menjemputmu. sadarlah hai para laknatullah... laugh as you like with victory by cheating and fooling your mind. remember the law of punishment from god will come to you. remember don't mess with the punishment journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 165 of punishment from allah. it will pay you up. be aware of the laknatullah ... (facebook, unpleasant actions). (5) dimana mana negara kalo presiden sudah gagal minta diturunin, cuma di indonesia sudah gagal minta 2 periode, itulah namanya anggiota cebong pradungu, apa gak dungu, pengangguran di china dikasi kerja, giliran rakyatnya dikasi kartu prakerja, itulah mudahnya jadi cebong, harus bego dulu... in other states, the president has a self-awareness if he is failed then he asks to be sent down voluntary, only in indonesia has failed but asking for 2 periods, that's the name of a deaf tadpole member, is it stupid anyway, unemployed in china is given a work, on contrary, in turn of the people is given a work card, that is an ease profit to be a tadpole, must be stupid first ... (facebook, provoking) (6) cebong bodoh. seribu kawan terlalu sedikit. satu musuh terlalu banyak. prabowo membawa indonesia bersahabat dengan semua negara. tapi bukan untuk jadi kacong. melainkan mitra stupid tadpole. a thousand friends are too few. one enemy is too much. prabowo brings indonesia to be friendly with all countries. but not to be a lower labourer. but partners (facebook, provoking). (7) siap-siap negara kita tergadaikan cina, kita liat aja, cebong mana ngerti, taunya koar-koar karena dungu. get ready for our country to be mortgaged by china, let's just look at it, which tadpole doesn’t understand, it just looks like a fool for the mouth is so messy. (facebook, instigating) (8) rakyat diperas dengan menaikkan listrik, pajak, dll. nanti uange dikorupsi para tikus berdasi... people are exploited by raising electricity, taxes, etc. later money will be corrupted by rats with ties ... (facebook, incite). 4. conclusion based on the results of this study, it can be concluded that on social media instagram totaling 200 sentences found hate speech that is the form of insulting utterances amounting to 34 sentences or 17.5%. the form of denigration utterances amounted to 43 sentences or 21.5%. %. the form of utterances of unpleasant acts is 33 sentences or 16.5%. the provoking speech forms amounted to 55 sentences or 27%. incitement forms are 21 sentences or 10.5%. the form of utterance spread hoax (hoax) totaling 13 sentences or 6.5%. based on the percentage obtained on instagram social media the form of hate speech (hate speech) that was most dominantly brought up by the public in connection with the 2019 presidential election in the comments column is a form of provoking speech that is inciting by provoking a person or group of people to arouse anxiety and fear which impacts on hostility or war. in the 2019 presidential election, comments were often found whose contents provoked the public to choose one candidate pair. more likely sentences written in the comments column sounded rude and vilify the other candidates. based on the results of the analysis of hate speech (hate speech) on facebook social media which amounted to 200 sentences found the form of utterances of insults journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 166 amounted to 8 sentences or 4%. the form of speech denigration is 40 sentences or 20%. the defamation form is 9 sentences or 4.5%. the form of the unpleasant acts utterance is 53 sentences or 28.7%. the form of speech provokes 29 sentences or 14.5%. the form of speech inciting is 61 sentences or 30.5%. this form of utterance spreading false news (hoax) is not found on this facebook social media. based on the percentage obtained, the most dominant form of hate speech spoken by the public in connection with the 2019 presidential election in the comments column is the form of inciting speech, which is almost the same as provoking but the form of inciting speech is more subtle than provoking the dominant, coarse speech. instigation is a speech or utterance that is influencing other people and aims for that person to believe it. this speech will arouse a person's heart to be angry, fight, rebel against a certain person or group. hate speech sentences in the form of incitement are found in the comments column on facebook social media in the 2019 presidential election case. this is due to the two presidential candidates who have supporters, and each of the supporters make a way of inciting others to choose the same presidential candidate as their urge. with sentences that are subtle but provide arguments so others can trust them. suggestions the suggestions given in this study are expected to write comments on social media instagram and facebook to avoid hate speech because it causes animosity between people. the literacy approach to internet users must continue to be encouraged. not only in the form of being able to use social media wisely, but must be able to hold back and communicate positively. understanding of regulations relating to hate speech such as the ite law, indonesia police circular letters, and the criminal code law regarding hate speech must be continued to be socialized by related institutions and the government to the public in order to avoid things that are not desirable. references ahmad dan abdullah. (2013). general linguistics. jakarta: erlangga. anam, m. choirul dan muhammad hafiz. (2015). ”police chief circular about handling hate speech in the human rights framework”. national security journal, vol.1 no.3. candra, kdp. & putri, igavwp. (2019). the interpretation of verbal and visual signs in education advertisements: submission of new university students. journal of applied studies in language, 3(1), 81-90. doi:10.31940/jasl.v3i1.1158. departemen pendidikan dan kebudayaan nasional. (2008). indonesia dictionary. jakarta: balai pustaka. herdiansyah, haris.(2010). qualitative research methods for social sciences. jakarta: salemba. juditha,christiany. (2017). ”hate speech in online media: 2017 dki jakarta election cases”. journal of communication research and public opinion. hr research and development agency. moleong, l. (2012). qualitative research methodology. bandung: pt remaja rosda jaya. octaviani, aulia. (2017). “expressions of hatred speech heaters in basuki btp's instagram account relevance to indonesian language learning in high school”. skripsi. muhamadiyah university surakarta. puksi, ff. (2018). presupposition contributions in stand-up comedy (discourse analysis of raditya dika’s stand-up comedy on youtube). journal of applied studies in language, 2(2), 135-143. rahardi, r. kunjana. (2009). pragmatics of indonesian imperative politeness. jakarta: erlangga. salutfiyanti, delta anggun. 2018. “analysis of hate speech in citizen comments on political chat instagram accounts”. malang: university of muhammadiyah malang. skripsi. journal of applied studies in language, volume 3 issue 2 (dec 2019), p. 158—167 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 167 sudaryat, yayat. 2009. meaning in discourse. semantic and pragmatic principles. bandung: cv. yrama widya. surat edaran kapolri nomor se/06/x/2015 tentang (hate speech) ujaran kebencian.diakses pada 10 april 2019 wiana, desri. (2012). ”analysis of pragmatic meanings in newspaper tribunal advertising june 2012 edition”. journal of scientific science. vol.5 no.2 december 2012. wiana, desri. (2019). ”pragmatics meaning of advertising discourse in medan local newspaper”. journal of applied studies in language. vol. 3 issue 1 (1 jun 2019), p.56-62. wijayanti, dkk. (2013). indonesian. writing and presentation of scientific work. jakarta: grafindo. microsoft word 1. jasl-jun 2020 karsudianto untan 1-8.docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 1 improving students’ motivation and self-confidence in speaking using mingling games fransiskus karsudianto masters study program of english language education, teacher training and education faculty, universitas tanjungpura, pontianak, indonesia email: franskars@yahoo.com abstract this study aims to improve the students' intrinsic motivation and self-confidence in speaking by using mingling games. this study was carried out in one of junior high schools in bengkayang county. it employed a classroom action research method. the study was done in two cycles involving one english teacher as a collaborator and 24 junior high school students as the subject of the research. the data collection techniques were gained through interviews, observation, document, and questionnaire. the instruments used are interview guidelines, field notes, observation checklist, lesson plans, and questionnaire guidelines. since the research is classroom action research, the research procedure includes four stages: planning, acting, observing and reflecting. before starting the procedure, a preliminary study was conducted to find the problem. the finding reveals that the implementation of mingling games is successful to improve the students’ motivation and self-confidence in speaking practice. the information gained from this study can be worthwhile considerations for teachers to enhance their knowledge dealing with a teaching strategy in improving the students' intrinsic motivation and self-confidence in speaking. keywords: students’ motivation and self-confidence, classroom action research, mingling games, speaking journal of applied studies in language, volume 4 issue 1 (jun 2020), p.1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 2 1. introduction speaking plays a vital role in learning a foreign language. it helps the learners to convey a message orally and express their ideas. dakowska (2005: 231) claims that speaking is now the most emphasized skill in the field of foreign language teaching, but unfortunately, it is also recognized as the most difficult one to develop in classroom conditions. some efforts how to develop students’ speaking skills have been done through teaching and learning processes (agustina, 2019; iriance, 2018; joni & wirastuti, 2018; ningsih & syaief, 2019; rahas, 2019). in language learning, motivation plays a pivotal role in mastering the language (dörnyei, 2001). dörnyei (1998) said, even good teaching methods and appropriate curriculum do not ensure success in learning without the presence of motivation. therefore, to achieve long-term goals and success in language learning, the learner needs motivation (dörnyei & csizér, 1998; guilloteaux & dörnyei, 2008). considering the importance of motivation in foreign language learning, this study is intended to improve the motivation of the students in speaking by using mingling games. in the process of learning and teaching english as a foreign language, teachers should also pay much attention to the students' personalities which can be affected by some affective factors. self-confidence is one of the affective factors which have a noticeable impact on the progress of students' learning. in the classroom, there are students with high self-confidence and others with low self-confidence. this will affect the students to acquire a foreign language efficiently. so, both teachers and students should be aware of the importance of self-confidence in improving students' learning. the preliminary study revealed that there were many problems found during the teaching-learning process. firstly, the students have no motivation in learning english. they were not interested in the material. they did not pay attention to the teacher. they made a noise during the lesson. they also had no effort to find the difficult vocabularies from the material. they did not even bring any dictionary. secondly, the students were not confident to speak english. besides having no vocabulary, the students also had difficulty in pronunciation. moreover, the students laughed when others made mistakes. it made them down. the students were not confident to speak english. those problems indicate that the english teaching and learning process needs to be improved to provide more opportunities in communication practice. the researcher is going to find the solution to solve the problems dealing with the improvement of motivation and self-confidence in speaking by using mingling games. motivation is a very wide aspect to measure, therefore the researcher has to limit the area. mingling game is given as a trigger to motivate the students to enjoy the learning process without any burden. the researcher concerned with intrinsic motivation whether the games could motivate the students or not in speaking performance. the intrinsic motivation emphasized the students' desire, effort, and attitude related to the given game. the limitation of the students' self-confidence refers to the initiative to speak, the courage of the students to perform, and the emotion control during the presentation. the initiative is focused on how far the students have their initiatives to perform enthusiastically without waiting for the teacher's instruction. the courage to perform emphasizes on how dare the students to respond to the questions given by their friends. the emotion control is measured through student' eye contact, body movement, the voice volume, and how smooth the speaking flow during the presentation. journal of applied studies in language, volume 4 issue 1 (jun 2020), p.1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 3 the research question of this research emphasizes how can mingling games improve the students' intrinsic motivation and self-confidence in speaking. speaking is spoken language consists of short, often fragmentary utterances in a range of pronunciation (brown & yule in nunan, 1989). it deals with the ability to convey meaning through words that have to be pronounced. there is often a great deal of repetition and negotiation of meaning between one speaker and another. the speaking skill in this research emphasizes the ability of the students to recall the formulation of introducing themselves including the way how to ask someone identity and how to respond to the questions. motivation refers to an internal drive that urges someone to do things to achieve something. it is the process that stimulates thoughts and feelings to do or attain something (harmer, 2007: 98). motivation is admitted as an important item in learners’ success in language learning since it affects achievement positively or negatively (liuoliene & metiunien, 2006). motivation is divided into intrinsic and extrinsic motivation (brown, 2001: 75). intrinsic motivation is a drive that comes from within the individual himself. extrinsic motivation, by contrast, is a drive which concerns with the outside or environmental factors. considering the limited time, the researcher focused on the intrinsic motivation dealing with effort, desire, and attitude. self-confidence is the students' belief in their ability that is fully capable of accomplishing a task (brown, 2001:62). abdallah and ahmed (2015: 1095) pointed out that there was an important relationship between self-confidence and success in efl learning, especially success in oral communication and academic performance. selfconfidence in this research emphasizes the students' initiative, the courage to perform, and calm emotion while presenting the material. mingling games is an activity in which students move around and talk to each other to get some information needed. these mingling games are often designed to practice question asking and answering questions (yates, 2008 in samsuli, 2001). the chosen mingling game is ‘find someone who'. the game procedures are as follows: firstly, the students are taught the expression of asking someone's address, hobby, favorite food dan color. secondly, the students are given a task consisting of five questions as written in the lesson plan. thirdly, they have to fill the information in the task by moving around and asking the other students. finally, after finding the information by mingling around, the students have to present the result of mingling in front of the class confidently. the use of mingling games in teaching speaking has been investigated by some previous researchers, especially to improve the speaking skills of the students. darmayenti (2015) also implemented the use of the mingle model for teaching english speaking skills for college students. she found that minglemodel is more effective to develop students' skills in speaking and writing at the state institute for islamic studies (iain) imam bonjol padang. borzova (2014) suggested that mingles allowed teachers to create numerous opportunities for students to try out varied activities for themselves, and by doing so they recycle, refine, and expand their personal experiences. susi sundari kurniawan (2014) found that the use of movement games successfully created fun atmospheres of the class so that the students would be motivated to learn. this study is expected to be beneficial for english teachers in junior high school to become a source of information about the ways to improve the teaching and learning quality of junior high school english teachers. besides, this study is expected to become an input in empowering the teachers of english to improve the students' motivation and journal of applied studies in language, volume 4 issue 1 (jun 2020), p.1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 4 self-confidence in speaking by using mingling games. the researcher also gets benefits from this study in case of increasing his awareness of the contribution of games to improve motivation and self-confidence of students toward speaking skills. 2. method 2.1 research design this research is classroom action research. it employs a qualitative method. burns (2010: 2) argues that action research is a self-reflective, systematic and critical approach to an inquiry by participants who are at the same members of the research community, which aims to identify problematic situations or issues considered by the participants to be worthy of investigation to bring about critically informed changes in practices. this research had four major steps. there were planning, action, observation, and reflection. it was conducted in two cycles to solve the problems discovered in the teaching and learning process based on the observation and questionnaire. 2.2 participants this research was carried out in one of school in bengkayang county, west kalimantan province. the research subject was 24 students of class vii a with 12 male and 12 female students. the research was held in two cycles in the second semester of the academic year 2018/2019. the first cycle was done on the 15th and 16th of may 2019. the second cycle was done on the 20th and 21st of may 2019. 2.3 data collection the data collection techniques were gained through interview, observation, and questionnaires. the instruments of data collection were interview guidelines, field notes, observation checklist, and questionnaire guidelines. the data in this research were qualitative and quantitative. the qualitative data were in the form of field notes and interview transcripts. on the other hand, the quantitative data were in the form of an observation checklist and questionnaire sheet. the researcher used descriptive qualitative and quantitative data analysis. 2.4 data analysis the qualitative data in this research were in the form of fieldnote transcripts. the qualitative descriptive was needed to analyze the data. according to miles and huberman (1992: 1621), there are three processes of analyzing the qualitative data, they are reducing data, presenting data, and making a conclusion or verify. the quantitative data of students’ intrinsic motivation was based on the attitude motivation test battery (amtb) questionnaire proposed by gardner (1985). this assessment consists of three aspects of intrinsic motivation; attitude, desire, and effort. the quantitative data of students’ self-confidence was based on anita yus (2005) scoring rubric. the scoring rubric of the observation covered three indicators; initiative, dare to perform, and showing emotion of calm. the improvement of self-confidence was measured by using acep yoni's (2010: 175) interpretation. the categories are ‘improving very well’, ‘improving as expected’, ‘starting to improve’, and ‘having no improvement’. the researcher targetted at least 80% of students reach the "improving very well" category as a successful improvement. journal of applied studies in language, volume 4 issue 1 (jun 2020), p.1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 5 3. results and discussion the way the students' intrinsic motivation improved is when the indicator is achieved. as stated in the previous chapter, the researcher targets at least 80% of students reach the "improving very well" category as the indicator. the first aspect of intrinsic motivation is attitude. in the first cycle, there is no student having attitude belongs to ‘improving very well' and ‘having no improvement' category as shown in appendix 2. whereas, only two students (8%) are categorized as ‘starting to improve' and twenty-two students (92%) are categorized as ‘improving as expected'. since the indicator of the research is reaching the category of ‘improving very well', the researcher continued to the second cycle. the intrinsic motivation related to the students' attitude toward the teachinglearning process has a significant improvement in the second cycle. there is no student belongs to ‘starting to improve', ‘improving as expected', and ‘having no improvement' category. all the students (100%) are categorized as ‘improving very well'. the lowest percentage of attitude is 77% and the highest percentage is 100%. it means that the students have improved their motivation in dealing with an attitude very well. in other words, the students mostly love the subject and the teaching-learning process, especially speaking by using a mingling game. another item of intrinsic motivation is desire. it represents the students' strong will to do what she/he likes. in the first cycle, the students who are categorized as ‘improving as expected’ reaches 96% (23 students). as shown in appendix 3, only one student is categorized as ‘improving very well’ for his desire score percentage reaches the highest score 77. on the contrary, the lowest score is 57. since the category ‘improving very well’ is not achieved until 80%, the researcher continued with the second cycle. in the second cycle, there are only two students (8%) who belong to ‘improving as expected'. on the contrary, there are 22 students (92%) have improved very well. the researcher ended the research in the second cycle since more than 80% of students have a very good desire toward the teaching-learning process. effort is the last item of intrinsic motivation. students’ effort is the lowest percentage of students’ motivation as shown in appendix 4. the first cycle shows that 14 students (58%) are categorized as ‘improving as expected’ and the rest, 10 students (42%) are ‘starting to improve’. the effort of students in asking their teacher or friends when they do not know the english lesson is considered as the hardest problem faced by the students. only one student (4%) who loves to ask the teacher when she does not understand. since there is no category of ‘improving very well’, the researcher continued with the second cycle. in the second cycle, the students' effort is getting better. mostly the students dare to ask when they are confused. considering the last question, about the students' effort in practicing english, the students are still less in doing it. overall, there is an improvement in the students' effort. there are about 20 students (83%) who have a significant improvement in effort that is ‘improving very well’. since the category ‘improving very well’ is achieved more than 80%, the researcher ended the research. self-confidence was measured based on the indicators proposed by yus (2005). the indicators covered initiative, courage to perform, and showing the emotion of calm. in the first cycle, it can be seen in appendix 5, there are 21 students (88%) have a low percentage of self-confidence. based on the category described by yoni, 88% of journal of applied studies in language, volume 4 issue 1 (jun 2020), p.1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 6 students are categorized as ‘starting to improve'. only 3 students (12%) have a better percentage and categorized as ‘improving as expected'. the main problem faced by the student was they did not have the initiative to perform caused by the less courage they have. since the percentage is still low, the researcher and the teacher decided to continue with cycle 2 to improve the students' self-confidence. the second cycle plays a significant role in the improvement of students’ selfconfidence. appendix 5 shows that 4 students (17%) of the students accomplished a perfect percentage of self-confidence that is 100%. the rest also showed a convincing result. there are 20 students (83%) reached 92% of self-confidence indicators. it means that the improvement of self-confidence in speaking by using the mingling game is increasing very well and categorized as ‘improving very well'. the reasons why cycle 1 was not fully successful were influenced by the implementation of mingling games. all actions were implemented well, yet there were some problems during the implementation. based on the fieldnote, the teacher missed some steps of the teaching-learning process. there was no ice breaker in the beginning and it made the students tense. the teacher also did not suppose the students to bring the dictionary so the students got stuck with the difficult words. the other students who sat in the back made a noise. they were busy talking and did not pay attention to the teacher explanation. during the mingling game, many problems should be considered. the mingling game instructions were not so clear that the students got confused about what to do. the students just gathered and replied in indonesian when their friends asked. they also cheated their friends' answers to fill in the data. the other students just sat on their chairs and did nothing. for the presentation, the students felt afraid and shy whenever they were called on to come forward to present the result of the mingling. the students had no motivation and self-confidence. after being insisted by the teacher, the students finally came forward. the problem was they just read the notes not speaking. after reflecting and evaluating the first cycle, the teaching and learning process in cycle 2 was improved successfully. all the activities in cycle 2 were well accomplished based on the revised lesson plan. also, most of the students were more enthusiastic about joining the speaking teaching and learning process in the classroom. the instructions were clear. the ice breaker was done successfully. the students looked excited and enthusiastic. the mingling was applied based on what it should be. the students mingled and used english during the game. the students spread instead of gathering in a big group. they did not cheat their friends' answer either. in short, the proper implementation of the mingling games will influence the improvement of intrinsic motivation and self-confidence. the general findings showed that mingling games successfully improved students’ motivation and self-confidence in speaking as described in the above explanation. it is coherent to what deesri (2002) says that one of mingling game's benefits is to spur students' motivation. this research also reveals that mingling game can be applied not only just for elementary level as the previous research done by susi sundari kurniawan, but also for junior high school level as done by the researcher. 4. conclusion based on the research finding and discussion, the implementation of mingling games was successful to improve the students’ motivation and self-confidence in speaking journal of applied studies in language, volume 4 issue 1 (jun 2020), p.1-8 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 7 practice. the improvements in students’ motivation and self-confidence in speaking by using mingling games were described as follows: a. the students’ intrinsic motivations related to attitude improved very well. the students loved the english subject. they liked listening to people speaking english. students felt confident and happy speaking english with other students. the students also thought that learning english could inspire them. b. the students’ intrinsic motivations related to desire improved very well. the students were motivated to spare their time and energy to improve their english ability. they believed that english supports their career in the future. the only contrast thing was that the students prefer watching indonesian to english television program. c. the students’ intrinsic motivations related to effort improved very well. the students were motivated to do their best in practicing english and asking the teacher when they had difficulty in learning english. the students also stated that making the mistake might not let them down in learning english. d. the students’ self-confidence improved very well by using mingling games. the students had the initiative to come forward without any pressure from the teacher. they dared to speak and perform the presentation in front of the classroom calmly. there are some suggestions for this research. for the students, they should pay attention to the teacher when the teacher gives instructions and give positive involvement in the teaching and learning process without any pressure. for the teachers, they should give various interesting activities and create an exciting teaching-learning process to increase the students' motivation and encourage the students to be confident while presenting the result of the discussion. the teacher also should give the students more chances to practice their english orally without any pressure, therefore they will not be afraid of making a mistake in learning. last but not least, the researcher expects that the results of this research can provide a beneficial contribution to other researchers in developing further research dealing with mingling games and any other variables like students' participation, activeness, and etc. references abdallah, s.a.a., & ahmed, a.g.a. (2015). the impact on self-confidence on efl sudanese tertiary level students. international journal of information research and review, 2(9), pp.1093-1106. acep yoni, dkk. (2010). menyusun penelitian tindakan kelas. yogyakarta: familia. benvenuti, s. (2017). pedagogy of peers: cultivating writing retreats as communities of academic writing practice. south african journal of higher education, 31(2), 89-107. bertin, m., atanassova, i., larivière, v., & gingras, y. (2015). mapping the linguistic context of citations. bulletin of the association for information science and technology, 41(2), 26-29. febriyanti, gaaa, dewi, nksl, & dewi, igaairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109—115. doi:10.31940/jasl.v2i2.1065 agustina, l. 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(2005). teaching english as a foreign language: a guide for professionals. warszawa: wydawnictwo naukowe pwn. darmayenti. (2013). development mingle model for integrated teaching english for college students of state institute for islamic studies imam bonjol padang. padang: dipa iain imam bonjol. deesri, a. (2002). games in the esl and efl class. retrieved from http://iteslj.org/techniques/deesrigames.html. accessed on 1 december 2018. dörnyei, z. (1998). motivation in second and foreign language learning. language teaching, 31(3), 117-135. dörnyei, z. (2001). motivational strategies in the language classroom. cambridge: cambridge university press. dörnyei, z., & csizér, k. (1998). ten commandments for motivating language learners: results of an empirical study. language teaching research, 2, 203-229. gardner, r.c. (1985). social psychology and second language learning: the role of attitudes and motivation. london: sage publication, ltd. guilloteaux, m. j., & dörnyei, z. 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(2019). improving speaking fluency using video vision. journal of applied studies in language, 3(1), 29-36. doi:10.31940/jasl.v3i1.1160. nunan, d. (1989). designing tasks for the communicative classroom. cambridge: cambridge university press. rahas, fxi. (2019). the implementation of vpu method to improve the speaking ability of students (a case study of teaching efl at sman 2 kupang). journal of applied studies in language, 3(1), 71-80. doi:10.31940/jasl.v3i1.1150. samsuli, m. (2011). improving speaking skills of the seventh grade students of mts ummul quro through the mingling games. thesis. malang. malang state university. yus, anita. (2005). penilaian pengembangan belajar anak taman kanak-kanak. jakarta: departemen pendidikan nasional. microsoft word 2. jasl-jun 2020 sutonosanata d (9-18).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 9 applying the principles of matteo ricci’s memory palace technique barli bram1 aditya agung sutono2 tabita hermayani3 sanata dharma university, yogyakarta1,2,3 email: bezaliel.liong@gmail.com1 abstract vocabulary mastery is a crucial factor in language learning and it can be problematic for bilingual young learners of the preoperational stage. matteo ricci, a jesuit missionary to china, was able to teach chinese by using and developing an ancient mnemonic method called the memory palace technique, which then became a widely recognized language learning technique. the current researchers sought to discover whether or not the principles of matteo ricci’s memory palace technique were still relevant to today’s language learning context and applicable in designing english vocabulary learning media. the present research focused on the detailed aspects of the technique and to the guiding principles of educational media to learn english vocabulary items. the current research produced a prototype for a set of vocabulary learning media that could later be implemented, tested, evaluated and developed by other instructors and future researchers interested in the subject. keywords: memory palace, vocabulary, learning media, bilingual journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 10 1. introduction the study on memory and how it works has been captivating experts and academics alike since the time of ancient greek. lagazzi (2013) in his writing on matteo ricci’s memory method, has noted some of the famous pieces written for the subject. yates (1999) elucidates how mnemonic techniques have been applied throughout generations to enable “accurate recollection of information when external sources of reference were unavailable”. seeing how advanced human civilizations have developed into, it can be fathomed how the works on memory can actually improve learning. among the various enduring mnemonic strategies, one of the longstanding yet most helpful is the method of loci (mol); also known as the memory palace technique (spence, 1985). one of the key figures in developing the memory palace technique to enhance language learning was father matteo ricci, sj (1552-1610). vocabulary acquisition is of high importance when it comes to language learning, without sufficient vocabulary bank, proper communication cannot be conducted fluently (marzban & firoozjahantigh, 2018; see also sumarni, 2016). richards and renandya (2002) argue that vocabulary is an “indispensable aspect” of any extended communication and is considered even to be a vital element of language learning than structure. in its acquisition, the mnemonic method has been used to help to learn and memorize vocabulary items (siriganjanavong, 2013). pillai (2017, as cited in marzban & firoozjahantigh, 2018; see also wahyuningtyas & wulandari, 2017), defines mnemonic methods as “techniques of devices, such as a rhyme or an image, that serve to enhance the storage and the recall of information contained in memory and they can be either verbal or visual in nature” (p. 62). matteo ricci’s memory palace technique employed the strength of the everdeveloping mnemonic methods in vocabulary acquisition. therefore, it is relevant to be applied as a guiding principle in english learning material building. a study conducted by sydow (2015) has confirmed our belief that students between the age of 3 and 6 are at their prime stage in vocabulary learning. with the combination of utilizing colorful visuospatial items imbued in the vocabulary learning media and the orderlymanaged principle of the memory palace technique, we believe that vocabulary learning, especially for young learners in that age group can be enhanced. based on that standpoint, this study was conducted to discover the possible application of matteo ricci’s memory palace technique principles in designing vocabulary learning media, especially for bilingual young learners of the pre-operational development stage (mckay, 2005). a similar study on the topic had been conducted by lagazzi (2013) focused more on the construction of the design of lessons that concentrated on the enactment of such methods in the context of english phrasal verb acquisition for students of secondary school. this current study provides a preliminary review of the possible application of the technique’s principles when being applied in designing english language vocabulary learning media. in the introduction section, the present researchers provided the rationale, the significance and the inferred benefits of the research. the research question is: how can the principles of matteo ricci’s memory palace technique be applied in designing vocabulary learning media? in the previous study section, the researchers provided reviews on the theories of a memory palace, theories of vocabulary acquisition in language learning, cognitive development, multiple intelligences, and language-learning material design. in the journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 11 method section, the researchers describe the process of how the researchers acted as the main instruments and analysts of the research, making use of borg and gall’s research and development model as the methodology in designing a preliminary; pre-trial material model based on the principles of matteo ricci’s memory palace technique imbued in english vocabulary learning context. in the findings and discussion section, the researchers give the details to the research’s outcome and, last but not least, conclusions of the research in the conclusion section. some suggestions for further research are also included at the end of the section. to answer the research questions, the researchers provide some reviews of the literature previously done by other experts. the subjects that are being covered are as follows: 1. method of loci and the memory palace of matteo ricci, 2. review on bilingualism, 3. review on vocabulary learning and piaget’s cognitive stages of childhood development, 4. review on gardner’s multiple intelligences – visual-spatial and linguistic intelligences, and 5. review on materials development and aids making for english language teaching. method of loci and the memory palace of matteo ricci the term loci is latin for location (yates, 1999). historically, cicero’s (1969) de oratore tells a story of a man named simonides of ceos. simonides of ceos invented and developed the method to its today’s form, but the usage of the method remained mainly within the dialectical and rhetorical context, in which it was taught for centuries. referring to thomas aquinas’ treatise, during the renaissance in europe, christian monks started to focus on this method because of their devotion and willingness to understand the bible. after deepening the understanding and memorization of the holy text itself, the monks would meditate and interpret the sacred book by reviving all the passages in their minds. through religious practices, they developed the method of loci, along with many other mnemonic methods, into becoming the art of memory. among the supporters of this method and its development as art were saint thomas aquinas himself, and father matteo ricci. aquinas, white, and macierowski describe it as a means for “finding and strengthening a person’s virtue” (2005: 93). matteo ricci’s description of the method of loci, as cited by lagazzi (2013) is “a basic architectural mnemonic method that, in order to memorize things, suggests connecting images with their locations.” based on this principle, ricci would later develop the memory palace technique. the memory palace technique dictates that the user must set up a certain imaginary location, for example, a small building, a house, or even a palace. the user must then put certain images in the building’s rooms, connecting those certain images with its precise location, together with the details. this technique stated a certain building or enclosed location because of the imagining capability of the human brain, in which it can picture a journey on a route to explore various rooms in a real and well-remembered place or a place familiar enough that meticulous aspects of that imaginary location can be memorized. to properly utilize this technique, the user must first set up the connections between certain images and their exact point of location. the multiple locations are known as the ‘rooms’ of the palace (or location). the user must be familiar enough with the chosen ‘palace’, its ‘rooms’ and the details of it. the images in the ‘rooms’ would then stay in rest until the user “comes” to them and “meets” them in the room while interacting with them one by one in an orderly manner; by “walking through” the rooms (sabbatini, xu, & ricci, 2010). the images chosen according to ricci himself, as mentioned by spence (1985: 52-61), should be 1) vivid, journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 12 2) detailed, 3) colourful, and most importantly meaningful. the human brains are capable to picture any objects even in a three-dimensional shape, which gives the learners the opportunity to manipulate the mental image and give certain details in our effort of making them memorable enough so that they are easy to be recalled. to add to the fun, a piece of extra information on the object’s sound and action, along with their unique looks, can be added so that a complete set of pictures imbued with information can properly be stored in the “palace’s” “rooms”. meisel (2004) describes bilingual children as children growing up with two or more languages from birth or soon afterward. in accordance with meisel (2004), lightbown and spada (1999) on early childhood bilingualism opine that the majority of children in the world are exposed to more than one language in early childhood. this process starts even as early as the moment they are born and are able to listen to the languages of the people around them. children who hear more than one language virtually from birth are sometimes referred to as ‘simultaneous bilinguals’ (lightbown & spada, 1999: 3). according to them, children do have the ability to learn more than one language in their earliest years. this is due to the fact that when simultaneous bilinguals are in contact with both languages in a variety of settings. as they have been exposed to multiple languages, whether on purpose or not, there is a reason to expect that they will progress in their development of both languages. indonesian children who are raised by indonesian parents using english in their daily conversation will develop both their indonesian and english. there is a great possibility that they will mix up the vocabulary items they have learned from both languages. köppe (1996), on the other hand, categorizes bilingualism as a topic closely related to early code-switching. the progress on bilingualism may give a challenging impact on young learners. in some cases, children seem to continue to be caught between two languages: not having mastered the second language, they have not continued to develop the first. meisel (2004) explains that when children are exposed to more than one language during early developmental phases, they might be “confused linguistically, cognitively, emotionally, and possibly even morally”. based on this preconception it is logical to assume that parents and teachers alike might distrust the practicality of bilingual education itself. grosjean (1982) sees monolingualism as opposed to bilingualism as the effect of an “impoverished environment” where the occasion in which language can be practiced is not completely developed. bilingualism, as knotty as it is, is still preferable rather than monolingualism. he further reasons that bilinguals rarely use the languages that they have learned evenly, and regularly in each territory of their social environment. they use the language for “different purposes, in different contexts, and in communicating with different partners”. thus, their aptitude and capacity in using each of the languages learned to reveal their fondness and necessity in the “multifaceted social contexts” in which they intermingle with their peers. vocabulary learning and piaget’s cognitive stages of childhood development. wood, smith, and grossniklaus (2001) provide a review on jean piaget’s (18961980) four cognitive stages of childhood development, namely: 1. sensorimotor stage: from birth through 2 years old. during this developmental stage, children learn about their surroundings by using their senses and the manipulation of objects. 2. preoperational stage: ages 2 through 7. during this stage, young learners start to develop memory and imagination. they are also capable of comprehending substances journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 13 symbolically, and of comprehending the concepts of past and future. 3. concrete operational stage: age 7 through 11. during this stage, children become more aware of external events, as well as feelings other than their own. they become less egocentric and begin to understand that not everyone shares their thoughts, beliefs, or feelings. 4. formal operational stage: ages 11 and older (adolescence to adulthood). during this stage, children are able to use logic to solve problems, view the world around them, and plan for the future. the description has given the researcher an insight into the supposed target learners of the design. in the context of yogyakarta, indonesia, the age-range of the preoperational stage covers young learners from kindergarten a grade, up to the second grade of elementary school. this is the period which the current researchers deem to be the right moment to enrich the vocabulary bank of the young learners within that group by using the learning media designed based on the principles of matteo ricci’s memory palace technique. during their early stage of development in language learning, a gradual decline sets in before the age of five (that is exactly after the preoperational stage); the critical period then ends during an age span ranging approximately from age seven through ten. in this critical period, vocabulary learning should be enhanced and optimized. a good follow up on the previous learning step must be conducted. this is where memory takes place. good storage must be built into the young learners’ long-term memory bank. meisel (2004) elaborates: pieces that were stored in long-term memory will linger, while those which are not “impressive enough” will be shed off and left behind (meisel, 2004: 13). this can trigger a further study on the “shed-off” subject to become problematic. that is why it must be made sure that the children during this period receive the proper approach, method, and technique, especially in english vocabulary learning so as to make their english learning interesting and impressive. this way, the vocabulary items they have learned previously during the preoperational stage can be well maintained and stored in their long-term memory. verbal-linguistic and visual-spatial aspects of howard gardner’s multiple intelligences. humans can be good at all of the multiple intelligences if they start from an early age (e.g. gardner, 2006; brown, & jernigan, 2012; & dobbing & sands, 1973). actually, there are tendencies in the possibility of young learners possessing multiple intelligences. it is significant for researchers and educators to recognize and sharpen the appropriate method of developing young learners’ intelligence. the researchers adjust and adapt the memory palace technique to design a prototype aid that aims to increase young learners’ verbal-linguistic intelligence in relation to their continual effort in mastering english vocabulary. the added story-telling technique via visually-imbued learning media provides the learners with aid to support their imagination on the “palace”, its “rooms”, and its characters together with its details. it solves teaching problems regarding a particular set of vocabulary items related to location, size, shapes, and colours. the aid is made with the aim to help their abstract memorization thinking. the use of visual material helps the teacher to introduce the vocabulary in english. for example, when the theme is about animals and growth, teachers can immediately use the aid to show the concept idea of the animals’ body parts, their colours, and their resting place (the “location”). visual teaching media enhance vocabulary learning. therefore, young learners will journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 14 easily learn the vocabulary items permeated with pictures and details as guided by the principles of matteo ricci’s memory palace. 2. method this study used secondary data in the form of a children's story to be used as the mainframe of the material design. the story taken as the sample material for the research is the infamous chinese children story entitled: little tadpoles looking for their mom (小蝌蚪找妈妈). the story presents the adventure of a group of new-born tadpoles looking for their mother; the frog. in the journey, they are meeting mrs. duck and her four ducklings, mrs. fish and her triplet fries, mrs. crab and her twin baby crabs, mrs. turtle and her hatchling son, and finally mrs. frog; their mother. the researchers believe that this story is suitable to be used as a model material for an application. the story has its morally good east-asian values, such as to never give up, to think critically, and to respect elder people. several varieties of the fable were also available, and the current researchers had chosen the one adapted by lu bing, published online in 2013. some adjustments on the content of the story, namely the dialogues and the diction being used were made and modified to suit the local context of young learners who live in yogyakarta, indonesia. the intended students were not yet being involved as this research is an iterative design or prototyping; the preliminary step of possible future research. the current research focused on drawing the essential guiding principles of matteo ricci’s memory palace technique to the material model (wray & bloomer, 2006). the final product of this research would be a sample set of vocabulary learning media, built based on the principles. the concept or the actual form of the suggested material can later be used in teaching and learning activities, being evaluated, and further developed. the model followed the guidelines in pictorial-material making suggested by yunus (1983). the research and development method in designing the model materials was conducted in several steps: the first step was drafting in which the researchers studied several discourses on the history of matteo ricci, matteo ricci’s memory palace technique, theories on child cognitive development, multiple intelligences, bilingualism, material designs, the model proposed by borg and gall (1983) and the guidelines provided by tomlinson (1998). second, the current researchers chose one of the versions of the story to be modified and developed into the materials intended to be made. third, the researchers designed and made the materials based on the studies. the study was a qualitative one in which the researchers also included the instructions on how to use the materials as well as the rationale behind it. it should also be noted that the researchers were the main instruments of the research. the researchers’ personal experience and the literature reviews were used as the triangulation on the data. the data were analyzed and the current researchers identified the vocabulary items that would include the main characters of the fables and the researchers drew pictures of the characters on the paper one “room”, each with distinguishable colour, and their distinct surrounding environments. the concept images could be developed into a flat shadow-puppet like a puppet with distinct colours, and dimensions. the details of the main character puppets were made based on the major principles of journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 15 matteo ricci’s memory palace (hsia, 2010; standaert, 2010; & legge, madan, ng, & caplan, 2012). later the dialogues and the gimmicks of the puppets were practiced by the researchers to fit with the plot and the duration of the story. 3. results and discussion the results of the vocabulary learning media based on the memory palace are as follows: the title of the story is the pond. the pond where the tadpoles and the other animals live serves as the “palace”, which is also the setting provided by the teacher for the students. the pond has five rooms and one entrance. the entrance of the pond lies in the middle-bottom side of the picture. it is depictured as a bunch of river kelp, serving as the “home” of the tadpoles. this is the starting point in which the young learners may start imagining themselves as the tadpoles. the pond is to be explored from left to right (clockwise). the five “rooms” of the pond can be described as follows: (1). room one; mrs. duck’s nest. in this room, the tadpoles met mrs. duck with her four ducklings. she is in the middle of feeding her hungry ducklings when the tadpoles visit her place. the colours appear in this room are beige for mrs. duck’s nest, bright white for mrs. duck’s feathers, and bright yellow for the ducklings. (2). room two; mrs. fish’s cave. in this room, the tadpoles meet mrs. fish and her triplet fries, playing hide and seek in their comfortable riverbed cave. the colours appear in this room are purple for mrs. fish, pink for her fries, and bright red for the cave. (3). room three; mrs. crab’s root home. in this room, the tadpoles are to meet mrs. crab and her twin baby crabs. they are depictured practicing for the pond’s annual musical performance. the colours appear in this room were: red and white for mrs. crab, orange and white for baby crabs, and brown for the tree stump. (4). room four; mrs. turtle’s rock. in this room, the tadpoles meet mrs. turtle with her baby hatchling, sun-bathing on the rock. the colours appear in this room are dark green and brown for mrs. turtle, light green and brown for a baby turtle. (5). room five; mrs. frog’s lotus garden. this is the last room of the pond in which the tadpoles meet their mother; mrs. frog. the room is full of lotus flowers and water lilies, there are patches of lotus leaves floating all around. mrs. frog is sitting there while taking care of her garden. (6). the colours appear in this room are bright green for mrs. frog, pink for her ribbon, red, and pink for the lotus flowers, and light brown and light green each for the water lilies and the lotus patches. the positions and the design of the palace can be seen in figure 1. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 16 figure 1 vocabulary palace design at the beginning of the class, the teacher is to cover all of the rooms with a paper lotus patch. the only location not to be covered is the starting point. the teacher then asks the students to join the story and opens the story with soft yet sad background music. the teacher first introduces the tadpole big brother by showing the puppet and start working with the dialogue piece. the students are to repeat the word tadpole, spell it verbally (t-a-d-p-o-le) and re-pronounce it as many times as needed. when the students pronounce the word, they are also asked to watch the puppet moving all around the entrance of the pond (tadpoles’ home). the teacher then moves along with the story. he moves the tadpole puppet to the next room and asks the students: “who might the tadpoles meet?” if the students guess correctly, the teacher opens the camouflage. the teacher then continues the storytelling. the pattern is to be repeated for the rest of the animals in the pond until the tadpoles get to meet mrs. frog. the teacher ends his part of the story-telling session with happy background music and asks whether the students are happy with the story. the teacher then moves to the second phase, the memorizing phase. the teacher asks the students to close their eyes while playing sad music at the start of the story. the teacher then asks the young learners to remember the story from the beginning. the teacher guides the students with stimulating questions in soft-voice. the students are to retell the story with closed-eyes. this is the process of transferring the image built by the materials into the young learners’ memory and mind. this is the training for young learners to create their own imaginative memory palace. in the following meeting, the teacher repeats the same process but this time, the teacher replaces the pictures with the printed vocabulary items of the characters, using the same colour and theme as the animal pictures before. the teacher asks the students to try and retell the story orally, in front of the class by using the word-puppets instead of the pictorial-puppets. if the students succeed in re-telling the story successfully, it can be concluded that the memory palace technique is successfully implanted into their learning. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 17 4. conclusion in conclusion, vocabulary learning could be problematic for bilingual young learners of english during their preoperational period. vocabulary learning can be enhanced by using mnemonic devices, such as the method of loci. the method of loci is a method that was popular among the jesuits of the 15th century, which helped them in their religious activities and missions. one of the key figures in the development of the method is father matteo ricci of italy. during his twenty-seven years of service in china, he developed the memory palace technique to augment language learning. by using the principles of pictorial material design, the essence of father ricci’s memory palace technique can be drawn and applied to design a set of vocabulary learning aid. the principles include the setting or location (palace, and rooms), distinct characters, vibrant colours, dynamic actions of the characters, numbers, and orders, clockwise-movement, and imagination practice. it can be concluded that the guiding principles of matteo ricci’s memory palace technique can be applied as helping guidelines in designing vocabulary learning media to enhance english language learning for preoperational young learners. it can be applied in the form of the guiding framework and can be developed based on the needs and out of the teacher’s creativity. the current researchers recommend that future researchers conduct further studies on the subject matter. the prototype should be implemented, tested, evaluated and then improved for the betterment of english language learning. references aquinas, t., white, k., & macierowski, e. (2005). commentaries on aristotle's "on sense and what is sensed" and "on memory and recollection" (thomas aquinas in translation). washington, d.c.: catholic university of america press. retrieved from http://www.jstor.org/stable/j.ctt32b3x7 borg, w.r., & gall, m.d. (1983). educational research: an introduction. london: longman. brown, t. t., & jernigan, t. l. (2012). brain development during the preschool years. neuropsychology review, 22(4), 313–333. doi:10.1007/s11065-012-9214-1 cicero, m.t. (1969). de oratore. trans. sutton, e.w. and rackham, h. vol. 1, 2. cambridge, ma: harvard university press. dobbing, j., & sands, j. (1973). quantitative growth and development of human brain. archives of disease in childhood, 48, 757–767. gardner, h.e. (2006). multiple intelligences: new horizons in theory and practice. new grammatical and pragmatic competence. linguistics, 34(5), 927-954. grosjean, f. (1982). life with two languages: an introduction to bilingualism. cambridge, ma: harvard university press. hsia, r. p.c. (2010). a jesuit in the forbidden city: matteo ricci 1552-1610. new york: oxford university press. köppe, r. (1996). language differentiation in bilingual children: the development of grammatical and pragmatic competence. linguistics, 34(5), 927-954. lagazzi, a. (2013). using the matteo ricci’s palace of memory method in teaching english at secondary school (undergraduate thesis, gymnázium na zatlance, prague, czech republic). retrieved from http://www.academia.edu/9549683/using_the_matteo_riccis_palace_of_memory_meth legge, e. l. g., madan, c. r., ng, e. t., & caplan, j. b. (2012). building a memory palace in minutes: equivalent memory performance using virtual versus conventional environments with the method of loci. acta psychologica, 141(3), 380–390. doi:10.1016/j.actpsy.2012.09.002 lightbown, p.m., & spada, n. (1999). how languages are learned (2nd ed.). hong kong: cambridge university press. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 9-18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 18 marzban, a., & firoozjahantigh, m. (2018). the effect of mnemonic keyword techniques instruction on vocabulary achievement and vocabulary size of iranian efl learners. international journal of applied linguistics and english literature, 7(4), 222-227. mckay, p. (2005). evaluating young learners' performance and progress. in assessing young language learners (cambridge language assessment, pp. 264-314). cambridge: cambridge university press. doi:10.1017/cbo9780511733093.009 meisel, j. m. (2004). the bilingual child. the handbook of bilingualism. (pp. 91-113). https://doi.org/10.1002/9780470756997.ch4 pillai, n. r. (2017). using mnemonics to improve vocabulary, boost memory and enhance creativity in the esl classroom. the english teacher, 22. ricci, xu guangqi e sabbatino de ursis nelle parole di discendenti ed epigoni. zhejiang richards, j. c., & renandya, w. a. (eds.). (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. sabbatini, p., xu, c., & ricci, l. (2010). un libro a sei mani: storie incrociate di matteo siriganjanavong, v. (2013). the mnemonic keyword method: effects on the vocabulary acquisition and retention. english language teaching, 6(10), 1-10. spence, j. d. (1985). the memory palace of matteo ricci (p. 1). harmondsworth: penguin books. standaert, n. (2010). matteo ricci: shaped by the chinese. thinking faith, 1-8. retrieved from https://www.thinkingfaith.org/articles/20100521_1.htm sumarni, l. (2016). a preliminary research to develop a customized set of vocabulary size test. llt journal: a journal on language and language teaching, 17(1), 15-26. retrieved from http://e journal.usd.ac.id/index.php/llt/article/view/260 sydow, a. (2015). vocabulary acquisition. possibilities within the task-based framework. retrieved from http://gupea.ub.gu.se/bitstream/2077/39747/1/gupea_2077_39747_1.pdf tomlinson, b. (ed.). (1998). materials development in language teaching. cambridge: cambridge university press. wahyuningtyas, e., & wulandari, f. (2017). teachers’ and students’ perception on the frequent test: vocabulary course. llt journal: a journal on language and language teaching, 20(2), 139 146. retrieved from http://ejournal.usd.ac.id/index.php/llt/article/view/741 wood, k. c., smith, h., grossniklaus, d. (2001). piaget's stages of cognitive development. in m. orey (ed.), emerging perspectives on learning, teaching, and technology. retrieved from http://projects.coe.uga.edu/epltt/ microsoft word 10. jasljun 2020 stikom (97-105).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 97 code-switching in teaching english subject for efl students i gusti agung vony purnama institut teknologi & bisnis stikom bali abstract this study aims to find the types of code-switching employed by the lecturers in the teaching-learning process of efl students and also to find the functions of the use of code-switching employed by the lecturers for teaching efl students in itb stikom bali. the data source of this study was the interview transcribes of the lecturers who teach english subjects in itb stikom bali. they were interviewed regarding the use of code-switching in teaching efl students. the theory of code-switching was used in this study and the results of the previous researches in the same areas were also used as the literature review. the finding shows that the situational and metaphorical types of code-switching were employed by the lecturer in the teaching-learning process. however, the situational type of code-switching was dominantly employed by the lecturers in the teaching-learning process. another result was regarding the function of the code-switching that employed by the lecturer. it was found that the function of code-switching as a translation frequently employed by the lecturer. it is hoped this study can give information to the lecturer and teacher regarding the topic of code-switching. keywords: code-switching, situational code-switching, metaphorical code switching 1. introduction language is important to be learned to be able to create good communication. language is a community system consisting of integrated units of form through a joint process (bonvillain, 1997; jufrizal, 2018). english is one of the important languages to be mastered by the people as it is an international language. therefore, it is learned by all students in the world, including indonesia. they are called the efl (english as a foreign language) students since this language is a foreign language. this language is learned from elementary to university students. the general purpose of learning this international language is to be able to go internationally. since language is a habit, therefore, the learners must speak it every day to master it. there are many factors affected the use of english in everyday lives. one of those is the environment of the learners. it plays an important role in this case. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 98 the fact is, almost all learners or students only use this language when they get an english subject since their environment not supported. moreover, most of the teachers usually use code-switching in teaching this language. code-switching is the situation when the speakers use their target language and their first language back and forth. lin (2013) defines code-switching as the use of two languages code by either teachers or students in the classroom setting. code-switching as a debatable phenomenon can be viewed based on pro and cons side. code-switching, viewed by affirmatives, it is believed to bridge the teaching and learning process (üstunel, 2016). however, since the 1980s, code-switching is a normal used by most scholars and they have come to regard it as a natural product of bilingual and multilingual use of language. the use of code-switching in the teaching-learning process is a normal phenomenon. the code-switching overuse may affect the students’ optimization of using english compared to the class which uses english all the time (jingxia, 2010). however, it can help the students in learning english, since they still have a few vocabularies. besides that, the other reason is, the students are not familiar yet with the type of sentence in their target language, and therefore, in explaining the target language, it is important to use two languages, to get the students' understanding. on the other hand, it is afraid that code-switching distributes more disadvantages and may affect the way students communicate later (zhu, 2008). referring to the above phenomenon, this study was focused on the type of codeswitching used by the teacher in the teaching-learning process and also to find the function in employing the code-switching in teaching and learning process of english subjects was also analyzed as well. the findings of this study are expected to be used as a reference for the other researchers who are interested in the same area. types of code-switching vary from a linguist to another. thus, this study employed types of code-switching proposed by blom and gumperz (1972) and wardhaugh (2006). situational code-switching occurs when situations, particularly participants, settings and activity types change speakers’ language choices (blom & gumperz, 1972). situational code-switching occurs when the languages used to change according to the social situations in which the conversant find themselves; they speak one language in one situation and another in a different one. no topic change is involved (wardhaugh, 2006). situational code-switching can also be used to change the situation (blom & gumperz, 1972). metaphorical code-switching, as blom and gumperz (1972) stated that metaphorical code-switching is the language switch related to particular kinds of topics or subject matter rather than to change the social situation. similarly, wardhaugh (2006) states that the metaphorical code-switching happens in a situation when a change of topic in the conversation requires a change in the languages used. some topics may be discussed in either code, but the choice of code adds a distinct flavor to what is said about the topic. there are some functions of using code-switching in the class of english for efl students. the first function was stated by uys & van dulm (2011), they propose that the function of code-switching is as translation. since english is not the efl students' first language, it must be difficult to teach the whole materials in english. hence, using code-switching is one of the alternatives to make the efl students understand the idea of the materials. the lecturer can use l1 then l2 to explain the material. another function of code-switching is as checking comprehension (ahmad & jusoff, 2009; journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 99 nordin, ali, zubir & sadjirin, 2012). it is usually easy to see when the students have not understood yet the materials that have explained. then, checking their understanding or comprehension by switching the code is important. according to grant & nguyen (2017), in managing the classroom is very vital for the teachers in order to keep the class in order and to save more time in explaining the material. uys & van dulm (2011) also give more function on use. the last function of code-switching is as learning strategy stated by usy & van dulm (2011) that this role is very significant because, in the classroom, a teacher may find students do not understand the material so to smoothen the teaching and learning process, a teacher can use code-switching as a tool to ease the material delivery. 2. method since the data source of this study was gathered from observation and interview then the type of data was qualitative data. qualitative data was chosen to explore the phenomenon that was happened in the process of teaching and learning english, particularly into the efl students. 2.1 technique of collecting data the technique of collecting data plays an important role in this study. this study employed a qualitative approach particularly basic interpretative study to understand the experience of the research participants who employed code-switching in their instructional languages (ary & razavieh, 2010: 29). the interview was conducted with four english lecturers after doing some observations during the class and recorded as well to study the types of code-switching employed by the lecturers and the reason for employing it. the lecturers’ names were symbolized with ‘l1-l4’. 2.2 technique of analyzing data in analyzing the data, a descriptive qualitative analysis technique was used. the procedures are as follows: (a) collecting data the data was collected through interview, then, the interview transcribed into textual data. (a) analyzing the data the transcribe textual data was analyzed to find the types, and reasons for codeswitching that employs in the teaching and learning process in stikom bali. besides that, the data was used to find the function of using code-switching in teaching english to efl students, particularly in stikom bali. 3. results and discussion this study was focused on finding the types of code-switching and the function of codeswitching employed by the english lecturers in the teaching-learning process. the data of this research was the transcribe of the lecturers’ interview. 3.1 types of code-switching employed by lecturers journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 100 referring to the result of the interview that has been done with the lecturers and transferred in the form of transcribing, in sociolinguistic aspects, there are two types of code-switching were employed by the lecturers in teaching the efl students. they were situational code-switching and metaphorical code-switching. situational code-switching occurs when the languages used to change according to the social situations in which the conversant find themselves; they speak one language in one situation and another in a different one. no topic change is involved (wardhaugh, 2006). wardhaugh (2006) also states that metaphorical code-switching happens in a situation when a change of topic in the conversation requires a change in language use. the types of code-switching were presented as follows. i normally use code-switching in teaching when i tried to explain something which is difficult to explain in english (l1) the above utterance shows that the lecturer usually uses code-switching for a particular situation. he explains in students’ first language, in this case, is the indonesian language for some particular materials, because it is difficult to use the target language. principally the sentence structure of the indonesian language is just the same as the english language. the students need to understand the similarities and the difference between the principal rules before they started learning english. the way to make them understand the rule is by explaining it in their first language. i use code-switching when i want to explain something that i believe would be too hard for the students if i explain it in english. and also when i want to say jokes. (l2) the above utterance shows that the lecturer usually switches to l1 when he explains something that is a principle and has a different concept with the students’ first language. besides that, he also uses code-switching in making a joke, because if he uses full english, it will not be understood by the students, since they are not familiar yet with it. sometimes, making a joke regarding the material is important to make students have such a particular memory towards the lecturer’s explanation. on the other hand, the most important thing is how to make the students understand it. therefore, this can be said as an example of code-switching based on the situation. i use code-switching when introducing the first materials at the beginning of class. i usually use this sentence to the student “we use ‘he’, ‘she’, ‘it’ as pronoun atau disebut dengan kata ganti orang dalam bahasa indonesia” (l3). the above utterance shows that the use of code-switching is important for the lecturer at the beginning of the class while explaining the first materials. some lecturers start the class by greeting the students in the english language since the greeting is familiar to them. then, they usually ask the students in english, for example asking their names and their favorite activities. from here, the lecturers usually know the ability of the students. mostly, since english is the students’ foreign language, although they have learned it for more than ten years, they still cannot speak in this language properly. therefore, the lecturer believes that the material can be delivered well to the students if he uses the situational code-switching. as the above example that was mentioned by the lecturer, in explaining the journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 101 material of pronoun, he better uses the students’ first language because this material is different from what they already understood in the indonesian structure. another type of code-switching in the above utterance was also when the lecturer explained the topic and he needed to change the language to indonesian to make sure that the students get the idea of the materials. i cannot be specific on the use of code-switching, because normally i have combined some techniques when teaching students. it depends on the situation, condition, as well as the ability of each student in acquiring knowledge if it is based on the technique used. but if it is based on the material given to students, normally i used it when to teach related to cultures, traditions, and when giving examples related to daily life, sometimes used when delivering jokes to students. (l4) the above utterance shows that the lecturer employs the situational codeswitching. he usually uses code-switching depends on the situation, conditions, and ability of the students. if the situation and the conditions were not supported using english, then he switches into students’ first language. another type of code-switching that was also usually used by the above lecturer is giving examples of the materials to the students. particularly for the materials that are related to social, culture, and daily life. moreover, he uses code-switching as well when he makes jokes to students. inserting jokes in teaching-learning activities are useful to make students feel more relax, therefore, they will be able to remember the materials. i sometimes use code-switching in teaching beginners. when the students have some difficulties in understanding the sense of english. (l5) from the above utterance, there can be seen that code-switching is used when the lecturer teaches beginners because they are just started learning english. therefore, the situational code-switching was used in here. beginners mean that the students have no idea yet regarding this language. they even do not know the principle rules between their first language and their target language. lecturers must explain it in indonesian for the difficult materials then continue using english. another thing is, the lecturer has to check and ensure that the students understand his explanation clearly, therefore, using indonesian language at first then switch into english must be very useful. from all the above interviews, it is proved that code-switching usually used by the lecturers to help them to manage the efl classroom. according to the interview, both sociolinguistics aspects were found, there were situational code-switching and metaphorical code-switching. however, the type of situational code-switching dominantly used by the lecturer in the teaching-learning process. therefore, codeswitching can be used as a means in teaching efl students, to ensure the students’ understanding of the materials that the lecturers have explained. 3.2 the functions of code-switching employed by lecturers there are some functions in employing code-switching by the lecturers in teaching efl students. in this study, there were also functions of code-switching found from the interview as shown as follows. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 102 using code-switching in teaching english as a foreign language is very useful because the students, don’t really understand all of the words in english so we must explain them in indonesian in order to make them really understand what had been mentioned. it is important to make sure that the students really understand what the teachers mean so they don’t have a different interpretation regarding the words which had been explained during the lesson. it is very useful to make students understand what the teacher said because not all of the students understand english and many of them have a different level or different english capabilities in which the teacher must explain both languages (l1). from the above utterance, it shows that the function of code-switching is to check the comprehension of the students. the lecturer uses the indonesian language to check the students’ understanding of the topic or the idea that the lecturer already explained. the students were given a chance in understanding the materials in the indonesian language at first before continuing it into the context of english. the other function of code-switching based on the above interview is as a translation since, for him, students have different abilities in learning english. some of the students might be almost familiar in using english, but the rest of them are not familiar yet with this language. considering this difference in knowledge of the students, then it is important to explain the materials in the indonesian language and in english to see their understanding. sometimes, students will not ask the lecturer when they do not understand the topic. they would rather keep it in their minds, so it seems like they got nothing along the teaching-learning process. sometimes they do not feel comfortable asking the lecturer if the lecturer uses english fully along the teaching-learning process. therefore, the lecturer can give a chance to their students in understanding the materials by using code-switching. considering english is not their first language, i think it’s better to explain some things in students’ first language or translate english into their first language. probably when they want to say something, and they can’t remember or don’t know a word or two (l2). from the above utterance, it is clearly mentioned that the function of codeswitching is as a translation. the lecturer usually translates words that unfamiliar to the students. they must help the students understand the words that they never heard before. this is also very useful to get the students' interest, attention, and motivation as well. moreover, by translating the words into their first language, they will be able to understand the material and more comfortable following the class. uys & van dulm (2011) state that a teacher can employ code-switching for translation's sake. lecturer helps the students understanding the idea of what he has already explained by translating the words into the students’ first language. it is important to use code-switching because the students who learn english are the students whose first and second languages are not english language. students usually need to be taught how to use certain rules in english grammar and i usually explain to them that using code-switching as there are some english words that they are not familiar with and when explaining i will use codeswitching when reaching those certain words. their vocabularies are limited in journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 103 understanding the english language. that is when code-switching comes in handy, to make them easier to understand the explanation of certain materials in the subject and when it is time to practice, they have to use full english (l3). the above utterance shows that the lecturer uses code-switching as a translation. students should be able to get the point of the materials delivered by the lecturers, therefore, the lecturer translates the difficult words into their first language, since they still have limited knowledge of english vocabulary. since there are so many vocabularies and types of verbs that are different from the used the indonesian verbs, then, this is normal for them to get confused. by translating into the indonesian language, they are expected to have a piece of adequate information regarding the materials and rules of the target language during the process of teaching and learning. another function of code-switching, as shown above, is also the checking comprehension of the students. this is a task of the lecturer to see and check their students understanding, therefore, code-switching is a bridge to find out their understanding. there are so many techniques that can be used by a teacher to teach their students. code-switching is one of many options that teachers can use to teach english as a foreign language in a class. by using code-switching in teaching english as a foreign language, the teacher will be able to combine some terms in english with terms in the local language. sometimes, it will help the student to acquire knowledge faster (l4). the above lecturers’ statement shows that code-switch can be used as a learning strategy in teaching efl classroom. he has some techniques in teaching the efl students, and one of them is using code-switching. teaching techniques are very needed to make students interested in learning english. this is to build a sense of language and helps beginners to build their basic english by comparing the two different languages as well as helps the teachers explains sometimes of when the students get confused (l5). the above utterance shows that the function of code-switching is to check students’ comprehension regarding the materials. sometimes students got confused with the material delivered by the lecturer if it was explained in english. this is because they do not know the meaning then they would not get the idea. to avoid the students’ confusion, code-switching can be used as a bridge in checking the comprehension of the efl students. this is positive to build a basic understanding of english for beginners, especially in building a sense of language. the students can feel the meaning of english by comparing it with the meaning of their first or second language (l5). the above statement clearly mentions that code-switching is very beneficial as a translation. according to the above interview, few college students can be said as a beginner. it is because of his students have not understood the basic rules of their target language. therefore, the lecturer must explain from the basic rules to build their sense journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 104 of language. the lecturer gives the meaning in students’ first language then the students will be able to understand the meaning in both languages. from all the above findings, it is confirmed that code-switching is intensively used by the lecturer in efl classrooms. from the lecturers’ interview, it was found that there were three functions of code-switching used in the teaching-learning process. they are; function as a translation, as the checking comprehension, and as the learning strategy. it was found that the function of code-switching as the translation frequently used by the lecturer in teaching the efl students, then followed by the function of codeswitching as the learning strategy and the checking comprehension. this is proof that the use of code-switching can help the lecturer in teaching english as a foreign language. this is also can be used to ease the difficult materials to be easily understood by the efl students. 4. conclusion in conformity with the aims of this study, there are two problems that had been discussed. the first problem is to find the type of code-switching that is dominantly used by the lecturer in the teaching-learning process for the efl students, and also to find the function of the code-switching in teaching the efl classroom. based on the result, it was found that both the situational type of code-switching and metaphorical code-switching were employed by the lecturer. however, the type of situational code-switching was dominantly used by the lecturer in teaching efl classroom. lecturers usually employed this type of code-switching to help the students easier in understanding the materials. in terms of the function of the code-switching, it was also found three functions of code-switching that usually used by the lecturers in teaching the efl students. the functions are as the translation, learning strategy, and also as the checking comprehension. however, the function of code-switching as the translation mostly employed by the lecturer in teaching-learning english as a foreign language. this is clearly seen that the code-switching is a useful asset as a bridge to communicate the materials to get a better understanding of the teaching-learning process of english subject. references ary, d., jacobs, l.c., sorensen, c., & razavieh, a. (2010). an introduction to research in education. belmont: wadsworth bonvillain, n. (1997). language, culture, and communication: the meaning of messages. new jersey: prentice hall, upper saddle river. blom, j.p., & gumperz, j. j. (1972). social meaning in linguistic structures: codeswitching in norway. in john j. gumperz, dell hymes (eds.) directions in sociolinguistics: the ethnography of communication. new york: holt, rinehart and winston inc. c jingxia, liu. (2010). teachers’ code-switching to the l1 in efl classroom. the open applied lingusitics journal. jufrizal. (2018). prefix-ba in minangkabaunese: from which the study should start. journal of applied studies in language. volume 2 issue 1 (june 2018). p. 66-75. nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19(2) 129, 129–132. nurhamidah, fauziati, e., & supriyadi, s. (2018). code-switching in efl classroom: is it good or bad?. journal of english education, 3(2), 78-88. doi: http://dx.doi.org/10.31327/jee.v3i2.861 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 97-105 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 105 üstunel, e. (2016). efl classroom code-switching. turkey: palgrave macmillan. uys, d., & van dulm, o. (2011). the function of classroom code-switching in the siyanda district of the northen cape. southern african linguistics and applied language studies, 29(1), 6776. doi: https://doi.org/10.2989/16073614.2011.583159. weinreich, uriel (1953). languages in contact. the hague: mouton. zhu, h. (2008). dueling language, dueling values: code switching in bilingual intergenerational conflict talk in diasporic families. journal of pragmatics, 40(10), 1799-1816. doi: https://doi.org/10.1016/j.pragma.2008.02.007. microsoft word 9. jasl-jun2020 sarab iran (90-96) .docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 90 the psychological perception of the glass menagerie from author’s perspective: critical perception and view omid tabatabaei1 maryam mohammadi sarab2 english department, najafabad branch, islamic azad university, najafabad, iran1,2 email: tabatabaeiomid@yahoo.com1 email: maryam.mohammadi.sarab@gmail.com2 abstract the ambiguities and interpretations, and perceptions of a contentbased work psychologically and critically can be occurred for clarifying of the cognition, insight, and vision of the individual learners in their own learning especially in language learning. these conditions are usually viewed in real novels affecting the learning process in term of psychological understanding of the conceptual meanings of the text interpretation. the present review paper is based on the assimilation of the main author and the researcher’ perspective and perception of a real story. thus, the creative approaches in language teaching can attract particular attention to the realistic perception of a text. as a result, the aim of the present study is to criticize and assimilates the place of characters of the book based on ‘relevance-theory’ to foster learner's perception, self-absorption, self-abnegation in a content-based study. this study is an exclusive one which is likely to personalize and animate the elements of the book. keywords: critical view, content-based, perception, personality, psychological journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 91 1. introduction the story of the glass menagerie is concerned the wingfield family of four. a couple with two children, one daughter and one boy. louis, father of family, quit his wife with children. and amanda wingfield with her children lived in a shabby st. louis apartment. amanda always was worry that her son tom abandon them like her husband had done. she had to spend her entire time with her son and daughter. laura was tom’s younger sister who was suffered from one of her limp legs. laura was disable. she suffered from nervous stress. this defect had conquered her soul so much that it had taken all her courage and boldness and she felt inferiority. the physical defects at her feet made her not even participate in typing classes for fear of sabotage. tom worked at the warehouse. he got into a job he didn't like. he loved poesy and writing and wrote about his dreams and what he liked. because tom had a poetic nature, his friends nicknamed him shakespeare. he sometimes engaged in a small discussion with his mother about his food or spent most of his time in cinema. and loura had disconnected with the outside world and was often at home. sometimes she went out to buy bread. laura was a shy girl and not comfortable with strangers. amanda was delighted with her youth memories and told her children how she had responded positively to her father's marriage proposal with having gentlemen callers over and over again. amanda’s life was with both reality and fantasy. she faced many hardships to support her children. they had life monotonous and without excitement life so that each of them had been bound by their own thoughts. they had a closed mind and did not like to think about the realities. they fled from the real world to their dark, fantasy world. the mother and her two children each live in their own illusions and emotions. the mother did nothing except to tell of her successful past, and the boy had no other idea except to think of poetry and seeing in the movie, theater and disregarding his original work (shoemaking). now sixteen years has passed and wingfield family tried to rid itself of isolation and frustration. loura had a fragile spirit and liked the little glass animals. she had the collection of the figurines composed of delicate glass which were shaped like animals. all those glass animals had a name. there is a particular affinity between laura and the unicorn. amanda encouraged her to practice typing. she had an old phonograph records which heard them a lot. one day, amanda went to loura’s school and find out she has dropped out several months earlier. because she skipped class and spent her days walking along the streets, going to the zoo, or watching movies. amanda thought what has happened to them and her daughter spent all her time with her glass animals and talks to them. she also thought that the future of her children is ruining. amanda thought that love in laura's life can help her. there was always talk of this young man at home. even if was not talk about him, his thought was on my mother's distressed face and my sister's scared eyes and innocent behavior. laura hopes for life. therefore, amanda decided to find a gentleman caller for loura. then, she asked tom to invite his friend, jim o’connor, for dinner. because laura has told her that she has liked only a high school boy named jim. laura noted that when she went school, he was engaged, and she said that he must be married by now. amanda always declared that laura will marry to someone ideal. jim o’connor was tom’s friend who he worked with at the warehouse. amanda knew jim is dream and saving angel of her daughter. jim is invited to dinner journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 92 by tom and laura loved him since high school; she was always admired him and jim also remembered laura fondly. amanda told loura about her gentlemen callers and laura had never had any callers. amanda was very attentive to laura's dress to look good. loura told her mother that she cannot come for dinner if it is the same jim. but her mother asked her to stay beside them. amanda relieved laura's panic and began preparing salad fish for dinner in the kitchen. tom warned amanda that jim does not know that he has been specifically invited to meet laura and this just a simple invitation. the news was not important to amanda, who was sure laura will stun jim. tom asks her not to expect too much from laura. he reminded amanda that laura is paralysis and lives in a fantasy world. when the doorbell rings, amanda insisted laura open the door, she awkwardly greeted jim. tom explained to jim that she is extremely shy. at dinner, loura was physically sick and had to leave the dinner table with an apology. amanda told her to rest on the sofa. amanda, jim, and tom sit and amanda looked at jim anxiously. after dinner, amanda sent the gentleman caller into the living room to keep laura company while she and tom were in the kitchen. suddenly, electricity went out and amanda lights the candle and asked jim to checked the fuses, but he certainly didn't find any problems. amanda then asked tom if he has paid the electricity bill. he confessed that he didn't. laura seemed a little more comfortable and talked to him. she reminds him that they knew each other in high school. he had forgotten, but when she mentioned the nickname he gave her, blue roses, he remembered. laura told jim about her glass collection. jim encouraged him to socialize with people and her defect are no reason to hide herself. he showed no surprise that laura talks to her glass animals and fantasize, unlike he considers it an interesting thing. jim noticed the music coming from the dance hall across the alley. he led her to walt cluffy around the room and jim unintentionally broke the unicorn because he bumped into the table where the unicorn is resting on and the unicorn fell and its horn broke off. he thought laura must have been very upset, but laura said i can imagine it has been fine. this shows that laura using her imaginary life can easily overlook the reality and reject its consequences that come with it. she liked to design and imagine whatever she wants in her mind. jim told her that she is different from anyone else he knows, that she is pretty and taught her to have selfconfidence. jim was attracted by laura’s simplicity, gentleness, and beauty and kissed her. jim immediately apologized for the kiss and said he is already engaged. laura is shattered when hear that. her dream was destroyed. jim had to explain amanda that he is engaged and must go. amanda was very upset for her daughter and accused jim in fury. amanda’s wishes for finding a husband for laura was smashed. amanda told tom that it has been a deliberate trick on them. tom left to discover his own dreams but he could not get too far from the past. his mental problems were a constant and painful. some years later, he thought back on his sister whom he can never forget. amanda’s concerned with what her son read and where he went at night and all of them stemmed from the possibility that he leaves them like his father who loved long distances. whenever tom strayed, amanda was in doubt. this story was the conflicts that engage wingfield family. full of frustration with his job, life, reality, etc. ambiguity of characters and pain of unsympathetic had created difficult conditions. the night that tom was out late and drunk and was in illusion did not miss amanda's eyes and she did not talk to him until he apologized. his father was a heavy drinker as well. she questioned tom again over again about where he goes at night. laura's love and concern for tom was enough to make her wake up at 5am to journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 93 see if he is at home. tom disliked his job because the warehouse did not help him to be the things he wanted. amanda constantly talked to him about her worries over laura’s future. amanda’s attempt to enroll laura in business college and young people’s league meetings at church did not help her to speak to people and she spent all her time with old records and her glass menagerie. amanda and tom are constantly discussed about their family responsibilities, but laura never participated in such discussions. amanda had told tom that she cannot leave them until laura is dependent on him. amanda did her best to make her children happy. amanda was selfish because she was ashamed of tom’s behavior and didn't accept laura's flaws. tom told jim he has bored with the movies and wants to move. he has taken the money intended to pay for that month’s electric bill and used it for joining the union of merchant seamen. that party night, when he found out jim had a fiancé, his mother blamed him for why you didn't know about your co-worker. and she said because you are a selfish dreamer. tom intended to go, his mother said where are you going? tom told to the movie and his mother said our life is not important for you, tom told i don’t go to the cinema. amanda said then go to the moon. tom followed in his father’s footsteps. he was engaged in his imagination and tensions that heard loura’s voice. he turned around and looked into his sister’s eyes, laura, and said that i am more faithful than i intended to leave you. tom was a frustrated boy who was responsible for the costs of the house alone. tom like his father leaved the house and surrendered himself to the ups and downs of the endless road. in the glass menagerie, no one sees, it as if all of them were living in their dream. seeing reality was equal to the moment of ruin of their inner world. in vacuum cannot be lived. this story goes on based on tom's memories. the author, tennessee williams (1944), has gotten loan tom's personality from himself. tom got tired of working in the shoe factory and wanted to become a poet, he escaped the reality by going to the cinema and local clubs. to reduce the tension between her and her mother, he went to the cinema and stayed there until late. on the one hand he felt responsible for his duties in the family and on the other he thought of escaping forever. it indicated that people in the lower classes of america are still suffering from the great global economic downturn of that era and its impact on their lives is still tangible. amanda with her constant domination, turned her children into speechless and isolated humans. amanda by closing her eyes on her children and not paying attention to the personality of her children, had made the family atmosphere so that his son run away. eventually, her son left the family just like her husband. in this life there is an undeniable kind of realism. this story is narrated in the mental space of the imagination, and may be why it is full of symbolism, realism and music, because they are all elements of the imaginary world. loura’s glass animals are alive and have feel from her view. she compensates her defect which has left loneliness, isolation, and embarrassment for her by collecting and maintaining a collection of glass animals. she took refuge in his glass sculptures, imagining them and filling loneliness with them. jim encouraged laura to perform new activities and work on mental/behavioral attitudes, but laura remained in her imaginative goals and sense of inferiority. tennessee williams (1944)’s tragic story, the glass menagerie deals with social/economic problems of the community at that time and extreme habits and dependencies such as poverty, disability, inferiority, bildungsroman, daydreaming, daydreaming, introversion, fragility, obsession, and mental problems. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 94 2. the depicting the characters of the book to depict the real characters were utilized the supernatural and dramatic elements such as glass statues, unicorn and imaginary gentleman caller. the repressive nature of the head of the family was something that could come back to america's social upheavals at the time. therefore, there was a move towards a realistic tradition. the wounds and emotions of this story are based on reality and the narrator of the story is the author of the story (williams), who has experienced such life with the same conditions. at the beginning of the story, there was no trace of hope and everything that they liked became the main dimension of their lives. in the end, hidden violence and the continued maintenance of family interests became a serious problem. avoiding deficiencies was the only solution that came to mind. how can someone who calms himself down with thoughts be realistic? thus, disappointment manifests itself in a particular way in the lives of family children. the family girl does not interfere in the conflict between mother and son, indicating that she is in a critical situation that needs to release the rest and take refuge on your own to the rest and take refuge on her own loneliness. these problems are most commonly seen at the lower middle class. the family boy's relationship with the outside of the house was such that he did not even know his close friend or colleague well. a father who loved distances and left the family when her children were young thus annihilated a sense of self-confidence from her children. the reason laura was collecting the glass statues that these statues were animals was because she hated the world of humans. she listened to their silence and talked to them about what she liked. theoretical and philosophical, or ignorance of sociological, psychological, critical, or anthropological views to this story can represent a halo of uncertainties. the transformation in the context of the glass menagerie by neda hengami (2017), director, was called formalism and she interpreted the multiplicity of human beings and the presence of tom and his childhood as magical realism, while at the same time was loyal to psychology. according to neda hamegani’s critical view, unfortunately, most of our directors are unaware of that is rooted in social originalities and non-iranian in nature as well as suffer from a chronic alienation that, instead of helping the community to create new ideas for progress, they themselves become defect and difficulty in order to pass through. the flow stems from the need of the iranian community, and its absence will make us all anxious, and theater is the best tool to strive for enlightenment. criticism of a story, a literal work, or various genres and text types have often been a challenging work due to linguistic differences or cultural issues. ‘relevance theory’ has capability to identify and extract the precise concepts of the text. relevance theory’ has been proposed by sperber and wilson (1995) for the understanding and interpretation of utterances, and it is a cognitive-pragmatic approach. it is with the suppositions which make a presumption of relevance is conveyed by its own optimal relevance. it contains both the informative intention and the communicative intention in both explicit and implicit levels; this comprehension theory efforts to compute the impact of cognitive and linguistic subsets (grice, 1989: 359-368). journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 95 3. results and discussion 3.1 the psychological insight of the story based on ‘relevance theory’ the menagerie glass, as different concepts and perceptions on sociological, psychological and philosophical levels can imply the incompatibility of exploitation along with the hatred of the human world that war and the acceleration of technology have diminished its value. laura liked horned horses more than any other animal, but she gave it to jim. laura thought the animals need her as she tried to make up for the vacuum and meet their needs. amanda sometimes remembers her youth and tries to keep them fresh. laura was aware of the external realities of tom and amanda. there are different and unusual interpretations of american society gradually gained during world war i, such as the unicorn's broken horn; it is apparently cruel that jim knows the solution. in fact, laura's critical view and position, as well as resemblance to others is a way to connect her with society. through character design, williams (1944) can arouse the anger and sympathy of the audience. extremely simple situations that are all more or less parallel to one another at the same condition, where we are exposed to the tension between family members, which throughout the narrative is the only difference in the shell and form of this lack, but the aspects of the behavioral unit are found within each of their characters and interactions, the most important of which is non-extension, as in all contexts of the is appropriately seen realism. such situations lead to a particular semantic network that, at the outermost layer, creates a uniform and faithful atmosphere of instrumentalism, which regardless of the different aspects and trends like the bold role of women's psychology, it seems to aim to emphasize the lost emotions and values of a society where the place of human relations as an important whole no longer holds the importance of the past; because the heavy shadow of world war i on the one hand, and the commercial and political success as part of the structure of every society on the other, has neglected it. the gap between generations, the invention of the lamp and the phonograph was a major global revolution, and amanda, as a more or less ancient generation who saw the nineteenth century, was still fascinated by the use of master and slave life, at least no one expected the serious position of the emerging electronics and electrodynamics technology of the future. the psychic factor of sublimation that all members of the wingfield family suffer. satisfying the various inner vacuum on the pretext of giving preference to others. about laura to glass sculptures. about tom to art. about amanda to her children and even before them to her husband, who she ignores her gentleman caller with such a mental act on the pretext of knowing her over others and ultimately himself. realism is evident through the function of the metaphorical tone. the psychological factor of the woman's need for the man's need for her as an undeniable psychological need in the field of women's psychology, which is an intrinsic factor in cleaning glass statues and their support by laura. as a whole, the wingfield family represents families that have lost their guardians over the years, either as a result of the war or as factors that have reinforced the sense of deterrence after its end its examples are numerous in the works of decades after american literature and cinema. as before said, the characters of the story are related to the author’s past life, who has passed away this tragedy. williams (1944) in place of a pessimistic person will inject many pessimism to his writings. for this reason, the final problem resolutions of journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 90-96 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 96 all his plays usually happen as the most bitter possible stance as the glass menagerie. the unique personalization has itself granted the lots common attributes to created characters. the inherent mental illness, angonizing past or present, expelling from society in different forms, depending on art and anything are the slight cases that author has himself paid attention. all of the main characters of the williams’s works have understandability and content-based. puerility along with pity are seen in all parts of the study. the lack of skill for connecting to the children was another big problem. a framework of painful and unsuccessful memories, bitter silence, tension, stress from future, and adversities were always with all of the story characters. social pressure had made difficult conditions for them as well. compulsory suppression and obedience, as well as determinism at that time had dreadful futurities for wingfield family. 4. conclusion the purpose of the study was to address the constraints and endurances that arise from cultural/social pressures within a ‘relevance theory’ framework. since a critical perception and view engages the reader, it can make the readers differently look at the world. the approach used in the present review can heighten reader's senses, and add expression and emphasis so that reader can experience and feel as the author. ‘relevance theory’ is a theoretical framework which focuses on step-by-step approach to gather the perceptive information from extracting real meaning of the book. this theory is appropriate for the conceptual and literal criticism of learner’s insight. references cliffsnotes/houghton mifflin harcourt. (2016). https://www.cliffsnotes.com/search?q=the%20glass%20menagerie%20&sp_cs=utf-8 critical representations in literature. the glass menagerie by tennessee williams. enotes.comsummaries and analyses by experts. (1998). https://www.enotes.com/topics/glass-menagerie criticism of the glass menagerie play. article myriad. smith, n. (2011). the tragic figure of laura in the glass menagerie by tennessee williams. http://www.naqderooz.com contemporary human loneliness / psychological analysis of roles from adler's perspective. (2018). https://iqna.ir/fa/news/3697742/ escape from reality or seeking refuge in your own form/ take a look at "the glass menagerie" play directed by neda hengami (2017). honaronline.ir grice, h. p. (1989). studies in the way of words. harvard university press, cambridge ma. rais dana, m / translator: athosa zarrinkoub. (2019). an analysis of the characters in "the glass menagerie" play/tennessee williams. sparknotes. (2019). more than 500 study guides and counting. https://www.sparknotes.com/search?q=the%20glass%20menagerie sperber, d., and wislon, d. (1995). relevance: communication and cognition (2nd ed.). blackwell publishing. tennessee, williams. “the glass menagerie.” literature and the writing process. ed. elizabeth mcmahan et al. 11th ed. pearson, 2018. print. pp, 677-717 williams, t. (1944). the glass menagerie. new yok: random house. zanganeh, m. (2012). a look at tennessee williams' glass menagerie play. journal of snowman art and culture. https://adambarfiha.com/?p=6249 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 79 politeness speech act in the movie character “toni erdmann” by maren ade: a pragmatic study and its relevance in learning german at school arif hifzul1 zainal rafli2 nuruddin3 universitas negeri jakarta1,2,3 email: arifhifzul_pb15s2@mahasiswa.unj.ac.id1 email: zainalrafli@unj.ac.id2 email: nuruddin@unj.ac.id3 abstract in communicating activities, politeness in language is an important aspect to consider and a part that must be owned by everyone. the purpose of this study is to be able to describe the politeness of the speech spoken by the characters in the movie "toni erdmann" by maren ade and their relevance in learning german at school. this research uses descriptive qualitative method. based on the results of data analysis, there are various forms of politeness speech act in the film "toni erdmann" by maren ade. compliance occurs in the maxim of wisdom, maxim of generosity, maxim of praise or appreciation, maxim of simplicity, maxim of agreement, and maxim of sympathy or sympathy. the results of this study can be used as new insights and pragmatic learning concepts. this research is expected to provide positive input for german learning activities, to increase knowledge in aspects of language and to improve language skills. keywords: language politeness, speech acts, pragmatics. mailto:arifhifzul_pb15s2@mahasiswa.unj.ac.id mailto:zainalrafli@unj.ac.id journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 80 1. introduction politeness is a cultural phenomenon, so that what is considered polite by a culture (a certain place / region) is not the same with other cultures. the meaning of politeness reflects the cultural background of the speaker by orienting the belief system, the livelihood system, the relationship of intimacy, social stratification and the marriage system. ramadan in the study of politeness in the school environment states, politeness has values that are very important to understand how society is formed and maintained through interaction (afrianda, 2017: 4). while based on the opinion of wardhaugh (1987: 267) stated that politeness of language is a language behaviour that takes into account of solidarity, power, intimacy, the status of relationships between participants, and appreciation. one cannot speak arbitrarily with anyone. the politeness of the language requires the attention of elements such as age, power, and so forth. people who have fulfilled the elements can only be said that they use politeness. the politeness of language is reflected in the procedure for communicating through verbal signs or language procedures. when communicating, people must obey cultural norms, not just convey ideas that are thought of. therefore, the importance of politeness in speaking is considered and applied in the communication process. some factors that make teaching german politeness are taught to students are the following explanation. first, cultural factors that are different from the mother tongue are used by students. second, the time factor, in which the development of the times is increasingly growing which is supported by technology or media that exist today. nowadays, many media or tools help students learn german. however, it is unfortunate that many students as foreign students, especially german, is contaminated with bad language. the film can be used as an audiovisual media in learning german, especially in studying the politeness of german authentically. the teacher can show the film to students then together discuss the politeness of what language is used in it. for this reason, the researcher is interested in analyzing and observing the politeness of language in movie as a source of data in this study, namely the movie of toni erdmann. the principle of politeness in the movie toni erdmann is examined using the maxims proposed by leech, because the speech that occurs in the film toni erdmann is best investigated with politeness theory based on the maxims that exist in the theory. in communicating effectively, one needs to anticipate the production of impolite speech by paying attention to aspects of pragmatic language (sumarlan and sopyan ali, 2017: 23). leech explained that pragmatic activities include solving problems of communication that occur between speakers and speakers (leech, 1993: 54). therefore leech describes the principle of politeness in language into six maxims as activities for problem solving, namely the maxim of wisdom or wisdom (generosity or acceptance) (generosity), maxim of praise or appreciation (approbation), maxim of humility or modesty, maxims of agreement or compatibility (agreement), and maxim of sympathy (leech, 1993: 54). maxim is the linguistic rules in the interaction of the lingua rules governing actions, the use of his language, and the interpretation of the actions and words of the interlocutor or speaker. in addition, the maxim is also referred to as a form of pragmatics based on the principle of cooperation and the principle of decency. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 81 table 1 maxim criteria according to geoffrey leech's theory no. maxim criteria 1 maxims of wisdom less harm to others, increase the profits of others 2 maxims of generosity reduce your own benefits, increase your self-sacrifice 3 maxims of praise reduce scolding to others, adding praise to others 4 maxims of simplicity reduce praise to yourself, add insults to yourself 5 maxims of consensus reduce the mismatch between yourself and others, increase the compatibility between yourself and others 6 maxims of sympathy reduce the antipasti between yourself and others, enlarge the antipasti between yourself and others the researches related to politeness attracts the attention of some researchers. they are the researches conducted by cahyadi, ardika, and yuliantini (2017) in his paper entitled the application of generosity maxim: a case study in divergent movie specifically revealed the generosity of acceptance in the divergent film. the maxim of acceptance (generosity) is not widely applied in the film. it is found only a few sayings that contain the maxim. the factors that influence the application of the maxim in the divergent film are gender and the context of the situation. the similarity of this research with research conducted by researchers is equally using leech theory and research objects in the form of films to analyze research data. however, the research focus of the researchers was 6 maxims, while the research of cahyadi et al was only one maxim. other studies are done by arnawa, gunartha, and sadwika (2017), entitled the use of modality markers to perform hegemony politeness in using balinese language: a case study on awig-awig, revealed the use of modalities in pakraman awig-awig villages that is not a syntactic target and grammatical semantics, but rather pragmatic requests for internal compliance. internal person obedience is called hegemonic politeness. the use of capitalist markers is a linguistic instrument for inculcating hegemonic politeness to indigenous peoples in bali. the similarity of this research with research conducted by researchers is equally discussing politeness or politeness in pragmatic studies to analyze research data. however, the difference between this study and the research used by researchers can be seen from the data taken. arnawa’s research took data from samples taken by considering variants of balinese dialect and local cultural differentiation. while researchers took data from the film's text. the other research by reni, and yeti herawani in their research entitled analysis of the use of language politeness in my father's novel (not) liar of tere liye's work, revealed the six maxims of language politeness according to leech, and one of the most widely used was the maxim of agreement which was 31 speech. it shows that the speaker and the interlocutor have maximized their agreement or compatibility (reni, 2016). the similarity of this research with the research conducted by researchers is that both of them use leech theory, while the difference lies in the object of research, that is the researchers use a movie. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 82 based on the description above, it is needed to examine politeness in language, so the researcher has formulated the focus and sub focus for research on "the principle of language courage in toni erdmann's movie and its relevance in learning german at schools." 2. method toni erdmann's movie was released in 2016 with the story of a father's sadness towards his daughter who had grown up and rarely returned to gather with her family because of her work. winfried conradi hadn't spent enough time with his daughter, ines conradi. that's because his daughter who was quite busy with her work so she seldom went home to gather with the family. one day, winfried who was then living in germany met his daughter who worked in bucharest, romania. in bucharest, winfried tried to get closer to his daughter. but his daughter kept busy with her work until she ignored his father. winfried entered ines's life by interfering ines's work to make her daughter angry. a dispute ensued for several days until finally ines asked his father to return to germany. from the fragment of the film's story, the researcher realizes the importance of language politeness in communication and the difficulties experienced by students today and the application of polite language in daily life so that it is hoped that the use of film as an interesting learning medium can help students to understand the application of politeness in language. the research method used in this research is descriptive qualitative method. descriptive method is a research method to make a picture of a situation or event, so that it is desirable to hold an accumulation of basic data. the selection of a descriptive qualitative research method is because this research is examining the politeness of the speech found in the dialogue of characters in maroni ade's toni erdmann movie. the researchers hold observations (dialogue by dialogue figures), filling in observational data, analyzing data, and conclusions. the data collected is in the form of qualitative data expressed in words and numbers. as a certainty for a situation the results of this study will contain a variety of data excerpts that are quotes from dialogue of characters to be described in terms of a comprehensive and interrelated study. description of the analyzed data will be analyzed one by one. the data collection technique used is a free and involved listening technique and note taking technique. the object of this study is the movie toni erdmann. the researcher listened to the entire dialogue in the movie. the field notes used are descriptive and reflective notes. data analysis performed in this research is heuristic analysis. leech (leech, 1993: 61), describes that heuristic analysis techniques attempt to identify the pragmatic power of a speech by formulating hypotheses and then testing it with available data. in heuristic analysis, the analysis begins with the problem, propositions, context background information, and the basic assumption that the speaker adheres to pragmatic principles, then the speech partner formulates the objective hypothesis of the speech. based on the available data, the hypothesis is tested for its truth. if the hypothesis is appropriate, it means that the test is successful. however, if the test fails because the hypothesis does not match the reality, the researcher needs a new hypothesis and then the truth is tested again until an acceptable journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 83 hypothesis is obtained. the data analysis technique is carried out with the stages described through the following activities and steps as follows: (1) listening to the whole dialogue of the characters and then record possible data which is a form of obedience to the principle of politeness in language in the film toni erdmann. (2) analyzing using descriptive notes, reflective notes, and heuristic analysis, namely politeness analysis. (3) identifying the utterances spoken by all figures that contain a form of politeness. (4) classifying speech based on politeness maxims. (5) drawing temporary conclusions. (6) re-checking the data that has been obtained (verification). (7) writing of final conclusions. (8) describing the implications of politeness in speaking in maren ade's toni erdmann film on learning german in school. 3. results and discussion the result of politeness-related dialogue research in the character of the movie toni erdmann by maren ade shows that there are various utterances to obey and violate politeness maxims, namely (1) maxim of wisdom, (2) maxim of generosity, (3) maxim of praise, (4) maxim of humility, (5) maxim of agreement, and (6) maxim of sympathy. table 2 the number of speech that contain maxims based on geoffrey leech’s theory no maxims the number of speeches percentage of speech 1 wisdom 37 23% 2 generosity 23 14,2% 3 praise 15 9,4% 4 humility 10 6,2% 5 agreement 17 10,5% 6 sympathy 59 36,7% total of speech 161 100% from the table above it can be seen that the speech in maroni ade's toni erdmann film consists of 161 speeches. there are 37 utterances of wisdom maxim, 23 utterances of generosity maxim, 15 utterances of the praise maxim, the utterances 10 utterances of simplicity, 17 utterances of agreement maxim, and 59 utterances of sympathy maxim. the utterances in this finding are discussed one by one as follows. (1) wise wisdom or wisdom: wisdom maxim has a marker that is "reduce the losses of others, increase the benefits of others. the purpose of this maxim is to reduce one's own profits and maximize the profits of others in speaking activities. here is one realization of the wisdom maxim in the speech of the characters in maren ade's toni erdmann film: 00:57:51 -> 00:57:52 ines: anca! mach mal bitte. die haare ines: anca! please do that. the hair journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 84 speech context: ines' character codes ines to cover anca's shirt with her hair because ines sees that there are blood marks on anca's shirt. ines said "anca! mach mal bitte. die haare " speech interpretation: the speech follows the wisdom maxim because ines as anca's boss does not want to see his men being tidy in a meeting. so, ines then reprimands anca by saying to cover up the blood marks on anca's shirt with her long hair. the speech of wisdom spoken by the speaker can reduce losses, and increase profits for the interlocutor. markers on the principle of wisdom maxim that is "reduce the losses of others, increase the profits of others". such assistance is intended so that the interlocutor can help the speaker in reducing losses to the interlocutor. thus, politeness can be told by reducing losses and increasing profits to the interlocutor. (2) maxims of generosity; the philanthropic maxim has a marker that is "reduce one's own profits, add selfsacrifice." the purpose of this maxim is that the speech participant can respect others. here is one of the maxims that realizes of generosity in the speech of the character in maren ade's toni erdmann movie: 00:12:48 -> 00:12:50 blonde frau: dein jacket is verschmiert and hitten. blond woman: your jacket is smeared there 00:12:50 -> 00:12:51 ines: was? ines: what? 00:12:52 -> 00:12:53 blonde frau: komm mal. blond woman: come on speech context: the blonde-haired woman in the dining room suddenly noticed a small stain on ines's jacket. then she said: "there is a stain on your jacket, let's clean it." speech interpretation: the sentence "komm mal" adheres to the maxim of generosity because the blonde lady instructed ines to clean the small stains on the jacket. generosity utterances spoken by speakers are intended to respect others. the markers on the principle of philanthropic maxim are "reduce self-benefit, increase selfsacrifice." such politeness is intended so that the speech participant can understand that the sacrifice he does is to respect others. thus, politeness can be said by reducing one's own benefits and increasing self-sacrifice. (3) maxim of praise or award; journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 85 praise maxim has a marker that is "reduce the scolding to others, add praise to others." the purpose of this maxim is that the participants in the speech do not mock one another, berate each other or denigrate each other. here is one realization of the maxim of praise on the speech of the characters in the movie toni erdmann by maren ade: 00:56:40 -> 00:56:44 anca: ich wollte fragen, bist du im allgemeinen mit meiner arbeit zufrieden. anca: i want to ask, are you generally satisfied with my work? 00:56:44 -> 00:56:48 ines: absolute, absolute, so ... ich finde, du hast dich sehr verbessert. ines: of course, of course, yes ... i think you have developed a lot. 00:56:51 -> 00:56:52 anca: okay. danke anca: okay. thank you speech context: ines figure gives praise to anca when anca asks her boss, ines related to her performance so far through the words "ich finde, du hast dich sehr verbessert". interpretation: the sentence "ich finde, du hast dich sehr verbessert" is a maxim of praise because the character of ines seems to reduce scolding to others with her sentence that ines's performance is better. the speech of praise spoken by the participants of the speech are intended to keep the conversation from being condescending to other parties. the markers on the principle of maxims of praise are "to reduce insults to others, add praise to others." this kind of politeness is sopken so that the speech can be understood. during the conversation no one reproaches each other, insult other people and add praise to others. (4) maxims simplicity or humility; the maxim of simplicity has a marker that is "reducing self-praise and adding insults to yourself." the purpose of this maxim is that participants in the speech are humble by reducing praise to themselves. here is one of the maximal reactions to simplicity in the speech of the character in the film toni erdmann by maren ade: 01:02:04 -> 01:02:07 ines: komm nicht beleidigt. sei froh, dass du nicht dabei warst. ines: no offense. glad you were not there. 01:02:07 -> 01:02:09 tim: ich bin nicht beleidigt. tim: i'm not offended. 01:02:10 -> 01:02:14 ines: um mal gerald zu zitieren: "es ist alles im preis mit drin." journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 86 ines: to quote gerald: "everything is included in the price." 01:02:14 -> 01:02:19 tim: gerald hat andere preise als ich. tim: gerald has different prices than me. speech context: before the meeting, ines advised the team not to take care of the project he was working on with gerald. with a message like that, tim's face was disappointed but he remained strong by saying "ich bin nicht beleidigt." interpretation: the speech "ich bin nicht beleidigt" adheres to the maxim of simplicity because tim looked disappointed with ines's statement that forbade him to join the meeting. the team finally said "ich bin nicht beleidigt" and "gerald hat andere preise als ich" seemed to reduce praise to himself, and seemed to add insult to himself. the simple speech spoken by the participant is aimed at protecting the speech participant from his own arrogance towards others. markers of the maxim principle of simplicity are "reduce praise to yourself, add insults to yourself." such politeness is intended so that the speech participant can maintain his patience during the conversation. thus, modesty can be said by reducing self-praise and adding insults to himself. (5) maxim of agreement; the maxim of agreement has a sign that is "to reduce the discrepancy between oneself and others, and increase the compatibility between oneself and others." here is one of the maxims realizations of consensus on the characters’ utterances in maren ade's toni erdmann movie: 00:03:59 -> 00:04:02 lucas: ich wollte jetzt ganz aufhören mit den klavierunterricht. lucas: i want to stop now completely with the piano lessons. 00:04:04 -> 00:04:04 winfried conradi: okay ... winfried conradi: okay ... 00:04:07 -> 00:04:09 lucas: ja, also, ich schaffe das zeitlich einfach nicht mehr lucas: yes, so, i just can't do it in time speech context: lucas, who had previously studied piano lessons with winfried conradi, said that he quitted because he had no time. winfried agreed with lucas's decision. interpretation: speech "okay" adheres to the maxim of agreement because winfried conradi reduces the discrepancy between himself and lucas by agreeing to lucas's decision. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 87 speech agreement spoken by the speaker is intended to keep disputes from the other interlocutor and produce an appropriate agreement. the markers on the maxim principle of consensus are "to reduce the mismatch between himself and others, and increase the compatibility between himself and others. this politeness is intended so that during the conversation the speech participants do not disagree. thus, politeness occurs if the speech participant can reduce the discrepancy between himself and others, and increase the compatibility between himself and others. (6) the maxim of sympathy; the maxim of sympathy has a marker that is "to reduce the antipasti between oneself and others, increase the antipathy between oneself and others." the purpose of this maxim is that the speech participants can maximize the attitude of sympathy to other parties. here is one realization of the maxim of sympathy for the speech of the character in maren ade's toni erdmann movie: 01:38:37 -> 01:38:39 ines: (schreit) ah ... mann! (sie rennt back und bleibt stehen) ines: (screams) ah ... man! (she runs back and stops) 01:38:39 -> 01:38:41 toni erdmann: es tut mir leid. ich wollte nur nach dir sehen. toni erdmann: i'm so sorry. i just wanted to check on you. 01:38:42 -> 01:38:45 ines: mann, hast du sie noch alle? (sie schlägt toni) ines: man, do you have everything? (he hits toni) speech context: toni erdmann wants to see ines's condition after he sees ines smoking methamphetamine and swallowing ecstasy pills by saying "es tut mir leid. ich wollte nur nach dir sehen. " however, toni erdmann's attitude showed ines's hatred of seeing toni erdmann saying "mann, hast du sie noch alle?" interpretation: the sentence "es tut mir leid. ich wollte nur nach dir sehen.” this adheres to the maxim of sympathy because by speaking like that, the character toni erdmann reduces the antipathy between himself and ines. besides, the character toni erdmann has enlarged the antipathy between himself and ines. the speech of sympathy spoken by the speaker are done to express the concerns of the speaker to the interlocutor. the markers on the principle of maxim sympathy is " to reduce the antipathy between oneself and others, enlarge the antipathy between oneself and others." such politeness is intended so that the interlocutor has enthusiasm for the decision he made. thus, politeness occurs if the speech participant can reduce the antipathy between oneself and others and the magnitude of the antipathy between oneself and others. based on the research results, it is obtained as the following explanation: journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 88 (a) obedience and violation of leech politeness maxims (leech, 1993) explaines that the principle of politeness is divided into six types of maxims, the first is maxim of wisdom, the second is the maxim of generosity, the third is the maxim of praise, fourth is the maxim of humility, the fifth is the maxim of agreement, finally the maxim of sympathy. the entire arrangement of the politeness maxim is found to be applied in the dialogue of the movie character “toni erdmann” by maren ade. (b) linguistic politeness is politeness that uses direct speech acts. linguistic politeness is characterized by utterances that use politeness markers for example, entschuldigung (sorry), danke (thank you), bitte (please). based on the results of the study, politeness in speech acts is directly carried out with the expression of politeness markers, namely entschuldigung (sorry), danke (thank you), bitte (please), schön (nice), komm mal (come on), sehr gut (very good). the expression of linguistic modesty marker whose intensity is mostly done in this film is an expression of danke (thank you), while the expression of linguistic modesty marker whose intensity is the least carried out in this film is an expression of bitte (please). (c) the relevance of german language learning in schools is that the curriculum 2013 that is being used in education in indonesia today emphasizes the character of learners related to politeness. well-spoken politeness can be implicated in learning german. the expected learning objective is done by differentiating the movie / drama. students are expected to able to produce appropriate and polite dialogue both spoken and written. students' understanding and knowledge of polite language can be increased if the teacher always directs and guides students to use of polite language. one way to teach students to know and understand polite language is to avoid boredom and provide motivation in learning activities 4. conclusion based on the results of the study of politeness in dialogue with characters in the film toni erdmann by maren ade. it is found a speech that obeys the maxim of politeness utterance spoken by the characters in this movie. speeches that use linguistic politeness are marked by expressions of politeness that are spoken by each character in the movie. pragmatic politeness done by the characters is characterized by using declarative and interrogative utterances with various expressions. the discovery of these results is based on a speech made by all the characters in the movie toni erdmann by maren ade which lasts two hours 42 minutes. the following conclusions obtained in this study. all maxims of politeness were found in this study, namely wisdom maxim, generosity maxim, praise maxim, humility maxim, agreement maxim, and sympathy maxim. the total number of speeches using politeness maxim is 161. linguistic politeness is characterized by the expression of politeness markers carried out by the characters in maren ade's toni erdmann film found in this study, namely speech that uses linguistic politeness expression entschuldigung (sorry), danke (thank you), bitte (please), schön (nice), komm mal (come on), sehr gut (very good). in the learning process, the politeness of the character's dialogue in maren ade's toni erdmann film can give implication in learning german at school. based on the basic competencies in the 2013 curriculum in german subjects, there is learning about journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 79-89 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 89 distinguishing movie / drama texts and producing movie / drama texts. the learning objectives are after students can distinguish film / drama texts, students are able to produce drama texts both spoken and written. when the learning process takes place, politeness material can be linked in composing dialogue in the movie / drama text. by implying the politeness of toni erdmann's movie dialogue in learning, it is hoped that students will be able to use polite speech in their context. as a role model, every word that is spoken by teachers will be an example for students. a polite attitude can be demonstrated by body language, for example students shake hands when the teacher enters or exits the classroom. references afrianda, p. d. (2017). pelanggaran skala kesantunan bertutur pada lirik lagu bapak kerdus kajian pragmatik. jurnal komposisi: pendidikan bahasa, satsra, dan senin, 18 no 1(jurnal komposisi: pendidikan bahasa, sastra, dan seni), 4. arnawa nengah, i wayan gunartha, dan i. n. s. (2017). the use of modality markers to perform hegemony politeness in using balinese language: a case study on awig-awig. journal of applied studies in language, 1(1). cahyadi, i gede krisna wedhana, i wayan dana ardika, dan n. n. y. (2017). the application of generosity maxim: a case study in divergent movie. journal of applied studies in language, 1(1). kusmiarti reni, y. h. (2016). analisis penggunaan kesantunan berbahasa pada novel ayahku (bukan) pembohong karya tere liye. jurnal bahasa dan sastra indonesia. leech, g. (1993). prinsip-prinsip pragmatik. universitas indonesia press. mahsun. (2005). metode penelitian bahasa: tahapan, strategi, dan tekniknya. pt raja grafindo persada. sumarlan, sopyan ali, d. k. (2017). the politeness of asertive speech acts: synergizing the linguistic politeness device conflict resolution communication. jurnal lingua didaktika: bahasa dan pembelajaran bahasa, 11 no 1, 23. wajdi, m., subiyanto, p., & sumartana, im. (2019). identifying social class in the society of java. proceedings of the international conference on social science 2019 (icss 2019). available at: https://www.atlantis-press.com/proceedings/icss-19/125923543 wajdi, m., subiyanto, p., & sumartana, im. (2019). observing social deference in two societies. proceedings of the international conference on social science 2018 (icss 2018). available at:https://www.atlantis-press.com/proceedings/icss-18/25903870. wajdi, m., sumartana, im., & hudiananingsih, pd. (2018). avoiding plagiarism in writing a research paper. soshum: jurnal sosial dan humaniora, 8(1), 94-102. doi:10.31940/soshum.v8i1.769 wajdi, m., darma laksana, i., suastra, i., & budiarsa, i. (2013). code-crossing: hierarchical politeness in javanese. e-journal of linguistics,. retrieved from https://ocs.unud.ac.id/index.php/eol/article/view/11196. wardhaugh, r. (1987). introduction to sociolinguistics. ny: basil blackweel. microsoft word 4. jasl-jun 2020-setyowati unj (38-47).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 38 nature and social attitude in folklore entitled timun mas: ecocritical study nanik setyowati1 emzir2 ninuk lustyantie3 universitas negeri jakarta1,2,3 email: naniksetyowati_pb15s2@mahasiswa.unj.ac.id1 email: emzir.unj@unj.ac.id2 email: ninuk.lustyantie@unj.ac.id3 abstract this research traces the relationship between character's existence, ecological insight, and cultural values in folklore. whether it is recognized or not, in indonesia, folklore has the power to explore nature. to achieve that goal, this research approach is qualitative that is supported by content analysis method. the source of research data is timun mas folklore. the study of literary perspective (environment) in eco-criticism can construct the wisdom of the environment itself and the study of environmental literature perspective, can be focused on ethical studies (1) respect for nature, (2) responsibility for nature, (3) solidarity towards nature, (4) affection and care for nature, and (5) attitudes not to disturb the natural life displayed in literary works. through this study, there are several findings obtained that are water environment pollution, habitat destruction, and management of nature or the environment. keywords: ecological insight, eco-criticism, folklore, literary studies journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 39 1. introduction environmental cases have become important issues in the community in the past decades. various political, economic, social, and cultural policies are driven by actions based on environmental insights. that is no different from the practice of criticism in the humanities. in terminology, eco-criticism can study and explore ecological problems in a broad sense. it has a function of representation of attitudes, views, and responses to natural conditions. derived from these thoughts, eco-criticism departs from the relationship of social attitudes to nature. attitudes, views, and human responses to natural conditions. so that all ecological problem solving is done with a certain perspective. a number of previous studies have shown that how urgent it is to study literary works from an ecocritical point of view. in eco-criticism, nature is something that must be saved. how nature, especially the earth is exploited. related to environmental issues today, this is very important to study. environmental issues have actually been alluded to in folklore in indonesia. therefore, the folklore becomes the source of data in this study. the folklore studied is timun mas. the reason for the importance of folklore needs to be examined because of the fact that the studies of eco-critics have rarely been directed at concepts of myth, legend, folklore, and stories of ancestral heritage. this is proved by the studies that have been carried out by researchers so far. some of the researches that have been done relating to ecofeminism is the study from tri marhaeni in his paper entitled ecofeminism and the role of women in the environment (astuti, 2012). she explains that the environmental conservation that requires the understanding of mindset from local people. in this case, eco-critics tries to make a breakthrough in justice for the nature by an analogy with society that the nature is always entrusted as a woman. therefore, an eco-criticism study will understand the mindset of eco-phemists in ecofeminism that is friendly to nature, empathy for nature, develops equality and justice for a nature without exploitation and harms to the nature. tshere are some writers who make short stories as the sources of research data, namely, anas ahmadi entitled femininity, ecofeminism, and indonesian short story, alluding to women as manifestations in the form of environmentalists. manifestations of female feminity and environmental management are shown through short stories (anas ahmadi, 2018). then, safrudin in his paper entitled ecocritical study of literature in short story of tiger belang by guntur alam in the short story collection of kompas 2014, karma and other stories, discusses literary ecocritical study that is found in natural ecological elements where the author links literature in conservation efforts and nature as a source of life (atfalusoleh, 2016). farida in her paper does not mention eco-critics in folklore. her paper was about criticism ecology of women's poetry in the slopes of mount slope ika permata hati in the anthology of women's poetry in ujung senja. she discusses in terms of the struggle of a woman in preserving nature (farida, 2017). while hu chunyan, analyzes poetry and produces a hypothesis that women must have an ecological awareness to protect the environment and their rights (hu chunyan, 2018). besides, folklore has not been much studied through ecocritics. some of the studies that have been carried out include research conducted by yosi wulandari entitled ecological wisdom in legend “bujang sembilan” (asal usul danau maninjau). it discusses local wisdom by linking natural elements with the moral and journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 40 socio-cultural of the people in minangkabau (wulandari, 2017). then, fitra youpika and darmiyati zuchdi in their research discusses the value of character education of the pasemah bengkulu folklore character and its relevance as literature learning material, examines the value of character education in folklore, there are nine characters found in the study (youpika & zuchdi, 2017). in addition, based on ninuk lustyantie's research entitled morality in cultural elements in fairytale and it's implication in learning french as foreign language, the study discusses the moral values of cultural elements and their implications in learning french through folklore or fairy tales (lustyantie, 2015). likewise, rosmawati harahap also does not associate ecological values in her research. his research entitled foklor putri hijau from the deli malay region of north sumatra discusses the historical facts of the deli malay kingdom which has mythological and legendary characters based on the putri hijau story (harahap, 2018). in short, the echo-critical study of folklore is still limited. that is why this research is expected to provide a relevant research model in echocritics of folklore. the reason for choosing timun mas's folklore geographically is that in central java there are a lot of natural damages that are gradually happening. therefore, the wider community must be reminded to pay more attention to the nature. considering the natural condition of central java which is currently increasingly alarming due to excessive exploitation of nature, it is necessary to have environmental ethics education early. it is hoped that through targeted education on this subject, the community will realize the importance of nature conservation. in folklore, the work was born from a reflection of the life values of a society. this makes the relationship between literature and society affect each other so that, folklore becomes a means to change the conditions of society. the values of folklore usually permeate the subconscious parts of readers, especially children. through folklore, it is expected to be able to become a means of inculcating positive values and characters, and to elevate children's critical and imaginative ways of thinking. literature teaching is done with the aim that students can obtain the meaning offered by the author as a producer of literary works. the meaning taken will be used in real life as part of guidelines in life (emzir dan saifur rohman, 2015, p. 223). the story does not only play a role in instilling the foundation of noble character, but also it has a stake in the formation of good character from early age (noor, 2011). one effort that can be done is by selecting appropriate teaching materials related to this. through learning to read, reading is an activity of information absorption of text that can be in print or other media. reading is one of language skills that need attention because it supports other language skills (erawati, 2018). teaching material that can be used is folklore. in this case reading folklore, children are trained to increase their empathy and sensitivity by emulating the moral messages in each character and story content. according to rahman (1987: 75) nature is a developing and dynamic order, which is a part of god's behavior and makes it as a process of human activity that has aims. then nature or the environment is interpreted as objects, conditions, conditions and influences contained in the space we occupy and affect living things including human life. the same thing is stated by danusaputro (in siahaan, 2004: 4) that states nature is all things and conditions including human beings and their actions, which are in the space in which humans affect the survival and welfare of others. based on these explanations, it can be concluded that nature is the space and time in which living things exist and influence each other. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 41 then, atkinson et al, as quoted by taufiq (2008: 371), explained attitudes include likes and dislikes; approach or avoid situations, objects, people, groups; and other recognizable environmental aspects, including abstract ideas and social policy then thomas and ahmadi argued that attitude as an individual consciousness determines the actual or possible actions in social activities (ahmadi, 2007: 149). then he also mentions that social attitudes are individual consciousness that determines real and repetitive actions towards social objects (ahmadi, 2007: 152). so, social attitudes are acts or a strict attitude of a person or group in the family or community (sudarsono, 1997: 216). so, social attitudes can be defined as real actions and are done in a state of like or dislike by individuals towards social objects in the environment. according to hasanuddin (2003: 555), legend is taken from the english term, legend, which is a story that contains characters, events, or certain places that mix historical facts with myths. according to emeis (in djamaris, 1990: 98), legend is a part of folklore that is considered to have happened, it happened in the past, sometimes it is based on history and imagination. then, according to sugiarto (2009: 9), fairy tales are stories that are based on the imagination or someone’s imagination who is then told from generation to generation. this research also utilizes theories developed by greg garrard, especially from ideas developed in a book called ecocriticism (garred, 2004). the ecocritic wants to track environmental ideas and representations, wherever they appear, to see more clearly a debate which seems to be taking place, often part-concealed, in a great many cultural spaces. most of all, ecocriticism seeks to evaluate texts and ideas in terms of their coherence and usefulness as responses to environmental crisis (garred, 2004: 4). then, according to glotfelty and fromm (in sudikan, 2016: 9), that have the idea of ecocriticism intending to apply the concept of ecology into literature. the approach taken is to make the earth (nature) as the center of its studies. then, ecocritics has a basic paradigm that each object can be seen in an ecological network, and ecology can be used as a science in the approach (harsono, 2008). in general, environmental discourse is not just asking what the theme of literature related to the environment, but how the environment becomes the soul of storytelling. a literary work is not only seen part by part but as a whole. garrard sees ecocriticism as follows: widest definition of the subject pf ecocriticism is the study of relationship of the human and the non-human, throughout human cultural history and entailing critical analysis of the term human itself (garred, 2004). it can be concluded that it is a study that seeks the relationship between humans and nonhuman things like the environment in which he lives. garrad also explaines the problems that arise in the relationship between human activities, animals, plants, and the earth itself. at the end of the conclusion, he writes that this is a study that brings great-souled vision with its feet planted solidly on the ground (garred, 2004). garrard's weakness is that the explanation of the methodology that must be done to conduct a research. as at the beginning of his monograph research, he explaines it as a study. it is a must that garrard also provides an operational framework for journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 42 conducting ecocritical development research. that idea can be specified that ecocritics will refer to. (1) structure of the story, (2) story theme, (3) the relevance of the theme to the concept of environment. these three aspects are used as a handle to analyze the two objects of study. 2. method the data sources of this research are kalimantan folklore and papua. from the folklore data was obtained through descriptive qualitative method. the data analysis was done by means of data analysis techniques, namely, (1) comparison of data, they are activities carried out by comparing verbal, either in the form of words, phrases, or a sentence; (2) categorization, that is activities carried out by grouping data in accordance with certain characteristics possessed; (3) presentation of data, that is a technique in narrative presentation; (4) data inference which means concluding, and comparing data found in folklore with supporting ecocritical data. 3. results and discussion folk story of timun mas tells the story of the struggle of a young woman named timun emas to free herself from the giant cannibal. this story takes the setting of central java province and raises the main character mbok rondo. the term "mbok" is an abbreviation of "simbok" which means an old woman. meanwhile, "rondo" is a "widow of a woman". an old widow is said to wish a daughter in the middle of the forest after leaving the market. the wish was pronounced until the giant heard. the giant promised to give a daughter. of course, mbok rondo is happy. however, the gift contains terms and conditions. the condition is that mbok rondo gives the golden cucumber to the giant after it is 16 years old. these requirements were fulfilled by mbok rondo. then the giant gave cucumber seeds to be planted in the back garden. mbok rondo obeyed. cucumber seeds produced large cucumbers so they could be sold to a market. then, there was the biggest golden yellow cucumber. that's where she found a baby girl. since then, mbok rondo had been caring for her until she grew up. until 16 years later, the giant came to ask the promise, but mbok rondo tried to buy time. he said that timun emas was still small so it needed at least two years to grow big and could be eaten. the giant understood and agreed. before time ended, she looked for ways to resolve the problem. in her prayer, she got a whisper to meet an ascetic. the whisper led him to an ascetic and there she found cucumber seeds, needles, salt and shrimp paste. that could be used as a defence when the giant came. finally, the giant came. mbok rondo said that timun emas had run through the back door. then, the giant chased him. however, timun emas lost her speed. when the giant got closer, timun emas also spread the cucumber seeds. instantly cucumber seeds turn into dense cucumber plants so that the giant fall asleep with cucumber fruits. after the ate cucumber and was full, the giant still chased her. timun mas also spread needles and then immediately they became a bamboo forest. the giant was injured, but he still managed to save himself and was getting closer to the gold cucumber. when about to be caught, timun emas spread salt and immediately it became a lake. the giant struggled to save himself from the lake and he arrived at the edge of the river. finally, the shrimp paste was then spread in front of the journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 43 giant. the shrimp paste then turned into hot mud which sucked up the giant. since then the giant burried in the mud. timun mas and mbok rondo finally lived happily ever after. if it is seen from the setting of the story, timun mas story uses the forest as mbok rondo's house. in the forest, mbok rondo can find wood and sell it to the market. the forest is a buffer of life. there is fertile soil, adequate trees and fruits. in other words, the setting means that the forest is the source of life for the character. besides as a source of life, forests are a source of hope and threat. the giant is a symbol of threat while firewood is a symbol of hope. in an effort to move the plot, mbok rondo who has a motivation to have a child must also be related to the environment. it can be seen from the quotation below. kemudian raksasa itu memberi biji mentimun kepada mbok rondo. “tanamlah biji mentimun ini di halaman belakang rumahmu. kau harus rajin merawatnya, sirami setiap hari,” kata si raksasa. “baik! akan kulaksanakan.” “jangan lupa janjimu.” “jangan khawatir, aku adalah manusia yang bisa memegang janji.” mbok rondo segera pulang dan menanam biji mentimun di halaman belakang (ikranegara, 2017: 10). then the giant gave a cucumber seed to mbok rondo. "plant these cucumber seeds in your backyard. you have to be diligent in taking care of it, water it every day", said the giant. "ok! i will do it" "don't forget about your promise" "don't worry, i'm a human who can keep promises" mbok rondo immediately went home and planted cucumber seeds in the backyard. the quote has the setting of a meeting between mbok rondo and the giant. the giant can give a child to mbok rondo who really wants a daughter. the motivation of mbok rondo is that to move the storyline towards an agreement between her and the giant. the flow of the story is still about the environmental motives, that is planting cucumber seeds. in other words, cucumber seeds are an important part of the story line as the cucumber will deliver a baby which is then called the golden cucumber. the baby was born from a large cucumber seed. these events provide important clues about the relationship between humans and nature. when the golden cucumber was born from a cucumber, it means that human beings are actually very close to nature. humans are born by nature. this is relevant to the ideas that have been developed by fritjof capra on a holistic approach to humanitarian problems faced by human beings. as human beings are from nature, human beings must take care of nature and mus not destroy it. capra believes, "the higher the technology, the greater the damage." the tension between mbok rondo and the giant occur because of different motives; mbok rondo wants to save her child while the giant wants to eat her child. if it refers to the agreement that has been agreed by mbok rondo and the giant, then mbok rondo should give timun mas to the giant. at that time mbok rondo had agreed to journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 44 give timun mas after she was 16 years old. but after being given a child and she was 16 years old, mbok rondo tried to postpone two years. it is seen from the quote below. “bagaimana mbok rondo? kau siap menyerahkan anakmu?”, tanya raksasa. “aku tahu kedatanganmu kemari untuk mengambil timun emas. berilah aku waktu dua tahun lagi. kalau timun emas kuberikan sekarang, tentu kurang lezat untuk disantap. tubuhnya masih kecil”. “apakah dia masih kecil?” “benar, dia masih kecil dan tidak enak untuk dimakan”. “benar juga kau mbok rondo!”, sahut raksasa. “ya sebaiknya kau kemari dua tahun lagi. dua tahun lagi pasti tubuhnya sudah besar”. “baiklah, dua tahun lagi aku akan datang. kalau bohong, kamu akan kutelan mentah-mentah”, ancam raksasa itu (ikranegara, 2017: 14). "what about your promise, mbok rondo? are you ready to hand over your daughter?", asked the giant. "i know that you came here to pick up timun emas. give me time, two more years. if i give her to you now, she is certainly not tasty to eat. her body is still too small ". "is she still small?" "right, she is still small and not tasty to eat". "it's true, that you are right, mbok rondo!", said the giant. "yes, you'd better come here in two years. two more years her body must be big enough". "alright, i'll be back in two years. if you lie, i will swallow you raw," threatened the giant. the giant is described as a stupid creature because he agrees to be given the promise that "the gold cucumber can be eaten after two years. what happens after two years later? mbok rondo was looking for a way not to fulfill her promise, that was, she intended to refuse to give timun emas to the giant. then, she asked for a help from other human beings so that her child could be owned. on the other hand, mbok rondo intends to save her descendants from extinction. she betrayed the agreement that was agreed with the giant. mbok rondo's betrayal was carried out because she already loved her daughter. she did not want to let her child go and found a way so that the child was not eaten by giants. with the help of an ascetic, then timun emas was given the following provisions: (a). cucumber seeds that form a dense cucumber garden. (b). needles that incarnate bamboo gardens that obstruct giant. (c). salt that incarnates the lake so that the giant sinks. (d). shrimp paste that incarnates hot mud. from these metaphors, shrimp paste is the most powerful weapon because it can kill the giant. when the giant faced a cucumber garden, the giant ate the cucumbers. when he was in a bamboo tree, he was injured. however, the giant could chase timun mas. there is also a lake that can drown anything, but the giant can still go to the edge. this is a metaphor of an antagonist who tries to oppose the environment. timun emas is a metaphor of a human being who strives to sustain life by depending on nature. the journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 45 weapons used by timun mas are natural elements which are also the parts of the giant. the giant really does not stand as a mere antagonist. it was obtained by an indicator about his awareness of nature. the case that the giant gives a cucumber seed to mbok rondo is a form of environmental awareness that must be sustainable. the giant is aware of the importance of preserving nature. his needs are eating nature and humans. after seeing the character's traits, the following can be explained. in general, the characters of mbok rondo are as follows: having a high desire breaking a promise protecting herself from broken promises. meanwhile, the giant character can be explained the following: a creature that makes an appointment a creature that eats everything include plants, animals and humans a creature that dies due to his own greed after being trapped in hot mud. these two characters are very prominent in this story. the properties of both provide a description of identity, groups, activities, to the characters who appear as symbols. therefore, let's not look at these characters literally. the picture of a human being is not always considered as a human and the picture of a giant does not always have to be regarded as a giant. how to treat these two characters? the most likely thing is to look at the characteristics of both explicitly then interpret into everyday life. to get a comprehensive picture, at the end of the story, the following events are presented: “syukurlah anakku, ternyata tuhan masih melindungimu,” kata mbok rondo setelah keduanya saling mendekat. “ini semua berkat pertolongan ibu. ketiga bungkusan pemberian ibu telah menghalangi niat jahat raksasa. terakhir dia tenggelam dalam danau lumpur. mereka berpelukan cengan rasa haru dan bahagia (ikranegara, 2017: 28). "thank god, o my daughter it turns out that god is still protecting you," said mbok rondo after the two of them approached each other. "this is all thanks to your help, mommy. all three packages given by the mother have obstructed the giant evil intentions. finally, the giant sank into a mud lake. they embraced each other with a sense of emotion and happiness. at the end of the story, the writer’s affirmation shows that the giant is the one who has bad intentions. collecting promises is not a malicious intention. it is the giant who has bad intentions as he wants to eat humans. timun emas and mbok rondo as symbols of reasoning give meaning to the effort to circumvent, avoid, solving problems, and making plans for the preservation of their own lives. the writer kills the giant and makes mbok rondo and timun emas live happily. this story cannot be read literally because morally mbok rondo still has some mistakes for breaking promises. the giant comes to collect the promise. the dangerous giant ensnares the other party to keep humans for food. the giant tries to ask for a help from others. the assistance provided contains terms and conditions. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 46 when it is reflected in human life, the giant’s characteristics are also owned by human beings today. the giant eats anything from the environment and humans. it is the same with humans who also eat everything. humans beings do not eat human beings, but employ and make human beings able to enrich themselves with the power of others. the term "homo homini lupus" is a description of the gluttony of human beings who trick other humans into their own wealth. human beings are giants who make various terms and conditions when doing something. in daily life, the terms and conditions generally apply through economic transactions. there is no offer that does not include terms and conditions. the description of humanity in the story only symbolizes fidelity, greed, cunning, and various ways of finding solutions to problems. 4. conclusion after conducting a study of timun mas folklore, it can be concluded that there are findings about the narrativecological reflection on the destruction of the following ecosystem: (a). environmental pollution; (b). destruction of habitat; (c). nature management. folklore that is spread throughout the country has an ecological view that is very relevant to environmental preservation. these facts provide important recommendations that attitudes towards the environment must be aligned with attitudes towards the interests of individuals and groups. human beings have a moral responsibility not only to themselves, but also to others and to the environment. moral responsibility is a necessity in human actions today and later. references ahmadi, abu. (2007). psikologi sosial. jakarta: rineka cipta. ahmadi, anas. (2018). feminitas, ekofeminisme, dan cerpen indonesia [femininities, ecofeminism, and indonesia short story]. totobuang. https://doi.org/10.26499/ttbng.v5i1.58 astuti, t. m. p. (2012). ekofeminisme dan peran perempuan dalam lingkungan. indonesian journal of conservation. atfalusoleh, s. (2016). kajian ekokritik sastra cerpen harimau belang karya guntur alam. prosiding semnas kbsp v, 371–377. djamaris, e. (1990). menggali khazanah sastra melayu klasik (sastra lama). jakarta: balai pustaka. emzir dan saifur rohman. (2015). teori dan pengajaran sastra. jakarta: raja grafindo. erawati, y. r. k. dan n. l. e. (2018). teaching reading in high school. journal of applied studies in language, 62(3), 475. https://doi.org/10.2307/813818 farida, d. n. (2017). kritik ekologi sastra puisi perempuan lereng gunung karya ika permata hati dalam antologi puisi perempuan di ujung senja melalui ekofeminisme susan griffin. basindo : jurnal kajian bahasa, sastra indonesia, dan pembelajarannya. https://doi.org/10.17977/um007v1i22017p048 garred, g. (2004). ecocriticism: the new critical idiom. new york: routledge. harahap, r. (2018). kisah suatu kerajaan terjadi di sumatera utara yang sifatnya menjadi beberapa genre yang bersifat historis dan mitologis. kerajaan deli atau melayu deli termasuk sebagai kerajaan yang mashur dan tokoh ceritanya berkarakter berani menolak lamaran sultan a. harsono, s. (2008). kritik sastra berwawasan lingkungan. hasanuddin, w. (2003). transformasi dan produksi sosial teks melalui tanggapan dan penciptaan journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 38-47 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 47 karya sastra. bandung: dian aksara. hu chunyan. (2018). eco-feminism in emily dickinson\’s poetry. international journal of english and literature, 8(2), 43–50. https://doi.org/10.24247/ijelapr20187 ikranegara, t. (2017). cerita rakyat nusantara: timun mas dan dongeng terkenal lainnya. jakarta: pustaka sandro jaya. lustyantie, n. (2015). morality in cultural elements in fairytale and it’s implication in learning french as foreign language. international journal of language education and culture review, 1(1), 1–10. noor, r. (2011). pendidikan karakter berbasis sastra: solusi pendidikan moral yang efektif. yogyakarta: ar-ruzz media. rahman, f. (1987). metode dan alternatif neo modernisme islam. jakarta: mizan. siahaan, n. h. (2004). hukum lingkungan dan ekologi pembangunan. jakarta: erlangga. sudarsono. (1997). kamus konseling. jakarta: rineka cipta. sudikan, s. y. (2016). ekologi sastra. lamongan: cv pustaka ilalang group. sugiarto, e. (2009). mengenal dongeng dan prosa lama: fabel, legenda, mite, sage, hikayat, cerita berbingkai, cerita pelipur lara, epos. jakarta: pustaka widyatama. taufiq, n. (2008). pengantar psikologi terjemahan. jakarta: erlangga. wulandari, y. (2017). kearifan ekologis dalam legenda “ bujang sembilan ” (asal usul danau maninjau). (2). youpika, f., & zuchdi, d. (2017). nilai pendidikan karakter cerita rakyat suku pasemah bengkulu dan relevansinya sebagai materi pembelajaran sastra. jurnal pendidikan karakter, (1), 48–58. https://doi.org/10.21831/jpk.v0i1.10731 microsoft word 6. jasl-jun 2020 fauziah uin (57-67).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 57 57 denotative and connotative analysis on elia pettie’s short story nur nabilah fauziyah1 roikhatul nur ilmi2 uin maulana malik ibrahim malang1,2 email: 17320117@student.uin-malang.ac.id1 email: 17320141@student.uin-malang.ac.id2 abstract this study was conducted to analyze several words which have denotative and connotative meaning and find the relation of those words with the context of a love relationship in real life. in analyzing the denotative and connotative meaning of four words that were already chosen, this study uses palmer’s theory of denotation and connotation as a theoretical basis. the data was collected from the text of the short story “a child of the rain”, which is categorized as a ghost story. particularly, this study focuses on analyzing four specific words namely invisible, glad, expert, and coldness. this study uses descriptive qualitative as the design of this study. therefore, after analyzing the meaning of words, this study found that (1) the words invisible, glad, expert, and coldness have denotative and connotative meaning, (2) connotative meaning of these words have a relation with the context of love relationship in real life, (3) these words can portray someone’s feeling in specific situation like in love relationship. these findings can be utilized by second-language learners in the process of understanding the denotative and connotative meaning of the english language. keywords: denotative and connotative, short story, semantics journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 58 1. introduction an understanding of the denotative and connotative meaning of a word is highly significant as a basic to conceive the definition and concept of word in communication. however, in some cases, people cannot deliver a message perfectly due to the fact that a receiver fails to interpret the meaning of the message (omar, 2012). in this case, interpreting the message could be incorrect because the receiver only focuses on the denotative meaning and overlooks the connotative meaning of a word. kreidler (1998) explains that denotative is a knowledge that a sender and a receiver have in expressing language, while connotative is a word that has a relation to the experience of a sender in expressing the language. it means that in analyzing the meaning, denotative refers to the dictionary meaning, while connotative refers to a value that emerges in communication and it depends on the context of the word. denotative and connotative meaning could be found in many literary works, such as short stories, poetry, and novel. in fact, denotative and connotative play a significant role in understanding an explicit and implicit meaning in a literary work. specifically, this study attempts to examine denotative and connotative meaning in ellia peattie’s story, namely “a child of the rain.” this story portrays the main character’s fear of a little figure’s existence and has a horror story as the genre. todorov (1975) in prohazkova (2012) states that the genre of horror in literary works can be categorized into 3 kinds, namely uncanny, marvelous, and fantastic. the uncanny describes an irrational event that relates to an extra-terrestrial creature, while the marvelous describes an irrational phenomenon that relates to the demons. in addition, the fantastic has a little bit of differences characteristics, because in fantastic, the readers can assume an irrational event that occurs in the story as a paranormal activity or only a main character’s delusion. therefore, “a child of the rain” can be categorized into the fantastic one, due to the fact that the author doesn’t explicitly show the child as a ghost or a human being in the story and it is salient to analyze denotative and connotative meaning of words in the story. subsequently, there are numbers of studies that discuss denotative and connotative meaning as the main topic. the studies may have similarities and differences in terms of the object, subject, theory, or method used in research. to illustrate, sari (2016), hartina (2017), ariyadi (2014), sutikno (2019), and limesa (2018), have similarity in the aspect of the object and method used. in this case, all of these studies focus on denotative and connotative meaning as the object and determine descriptive qualitative as the method used of research. in contrast, these previous studies also have several differences. sari (2016) in her study, investigates denotative and connotative meaning by using withers and keami’s theory, ariyadi (2014) explores the meaning of words by using barthes’ semiotic theory, and limesa (2018) uses chandlers’ theory. meanwhile, in terms of the subject, hartina (2017) in her study, selects makassar’s poem as the subject, whilst sutikno (2019) analyzes denotation and connotation in a song lyric. furthermore, this paper mainly focuses on analyzing specific word in several sentences which contain denotative and connotative meaning with love relationship as the context. this paper will use palmer’s theory in analyzing the denotative and connotative meaning of the story. palmer’s theory is used because in “a child of the rain”, peattie often uses implicit meaning in delivering the message of the story and palmer’s theory is really suitable for that because it relates to what happens in real life journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 59 specifically in a relationship context. therefore, despite the difference in palmer’s theory, this paper is also different from the previous studies because the subject of this study is a ghost story. in the ghost stories, the main consideration of the author in writing stories is to shape a fear of the readers. the ghost story usually applies a simple language, but still has a varied vocabulary in delivering a terrifying situation in the story (fleischhack, 2016). choosing a ghost story as an object of the study is quite challenging due to the fact that there are many implicit meanings that are used by the writer in providing the true meaning of the story. hence, this paper will attempt to answer the research question consists of what are the denotative meaning that found in some sentences and what are the connotative meaning contained in those sentences of the short story “a child of the rain” based on palmer’s theory, particularly in a love relationship context. theoretical basis denotative denotative is the original meaning or a true meaning possessed by a lexeme. it means that in denotative, the meaning in accordance with the way it is. palmer (1976) uses the term sense in talking about the denotation of the words and explains that denotative doesn’t have any physical existence. the sense is the one that deals with semantic structures or intra-linguistic relationship. in some cases, several words may have the same sense (palmer, 1976). to illustrate, the word almost and nearly, both of them are different, but it has the same sense. in addition, several expressions or sentences also can have the same sense. for instance, the sentence “rega fell off the ladder”, also can be written, “rega fell the ladder off.” meanwhile, in some cases, the sense of a word may consist of more than one sense. one of the examples is the word bank which has riverside and financial institutions as the sense. so, the sense of an expression is an abstraction and it can be entertained in the mind of the language user. furthermore, cruse (2006) defines denotation as a meaning aspect in a linguistic form which potentially uses as a basis to make a true statement about the world. according to cruse (2006), denotation covers matters of extension and intention. the extension means a linguistic form that includes all entities that can be denoted by the form, such as the word animal can denote a tiger, lion, cat, and others that are included in the animal category. meanwhile, the intention is a form of linguistics that refers to the characteristic shared by its existence, such as examples of inherent characteristics between tiger, lion, and cat. the term of denotative is actually used in different concepts in semantics. further, denotation is the meaning aspect that connects a word to the objective referent which it states. it means the aspect of meaning is the thing that connects the linguistic form with the reference of intended objective. in addition, djajasudarma (1999) states that denotative meaning is the meaning that indicates the relationship between the concept and the world of reality. in this term, the denotative meaning has real meaning and is based on what is seen, and it doesn't contain a concealed meaning. furthermore, denotative may also be called a conceptual meaning. to illustrate, the word drinking in the conceptual’s view is defined as an action to put something into the mouth or gulp. this interpretation is categorized as denotative meaning. chaer (1994) also explains that denotative meaning is basically the same as referential meaning because denotative meaning is commonly explained as a meaning that has a relation with the results of observations according to sight, smell, hearing, feeling, or journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 60 other experiences. denotative meaning also can be interpreted as the objective (dictionary) relationship between a word and the reality to which it refers (crystal, 1987). based on all of the explanations about denotative, it can be concluded that denotative is closely related to the natural meaning, and it doesn’t contain any hidden words. denotative meaning in semantic is classified as a base meaning that may also relate between linguistic forms with the objective references. connotative connotative is the meaning of a word that linked to thoughts, feelings, etc. that create a certain sense of value. in other words, connotative meaning refers to a specific thing and it contains implicit things. palmer (1976) uses the term reference in talking about the connotation of a word. in this case, the reference refers to something that has a physical existence, and it contrasts with a sense that doesn’t have any physical existence. in reference, the main focus is the relationship between linguistics and nonlinguistics element or between language and world. the reference here means the idea to relate the composition of a sentence with what happens in the real-world (palmer, 1976). for instance, in the sentence “my nephew is in the cherry tree”, analyzing connotative meaning may focus on the phrase “my nephew” which refers to a person and the phrase “the cherry tree” which refers to things. due to this fact, it can be concluded that reference is the relationship between language, including the part of the language itself with something outside the language. as it was previously mentioned, a part of a language may consist of a thing or person. moreover, the part of language can also be divided into two categories, the first is an expression that having variable references, for example, the word “left”. the word “left” can be interpreted as the left-hand of the human body or the left-side of a thing, so it has more than one expression. the second is an expression that never refers to different references, such as “the moon”. the word “the moon” here has no variable expression, and it only has one meaning that is the natural satellite of the earth. further, kridalaksana (2008) in suwandi (2008) explains that connotative meaning is an aspect of meaning in a group of words based on the feelings or thoughts that are generated by speech (writer) and listener (reader). it means, the aspect that conceived by connotative is actually based on the feelings, so connotative meaning is not based on reality as denotative and the meaning is dissimilar from time to time. in addition, leech (1981) states that connotative meaning is subjective. due to this reason, the degree of connotative value will be different for every person from the point of view of one to another in perceiving something and their individual experience of language is different. the connotative meaning here depends on the culture, geographical area and historical period. in another case, chaer (1994) explains that connotative meaning can be divided into two kinds, those are positive connotative (purr word) and negative connotative (snarl word). beside positive and negative connotative meaning, there is also neutral connotative that mostly refers to a special word called jargon language. to sum up, connotative is quietly complicated than denotative because it is based on a different feeling, experience, perspective, or situation. in connotative meaning, there is no permanently meaning in each word that conceived. there are numbers of studies that discuss denotative and connotative meanings. one of the examples of the study is hartina (2017) with her thesis “connotative and denotative meaning in doang-doangang of makassar”. to analyze the connotative meaning of doang-doangang, she used wardhaugh’s theory for connotative and journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 61 geoffrey leech’s theory for denotative. she used a qualitative descriptive method to analyze her research. after she researched and observed the script of doang-doangang, she finds several conclusions, they are; 1). doangang text contains 24 words that have connotative meaning and 25 words denotative meaning, it also uses metaphor or poetic to convey the meaning. 2). the users of doangang recite doangang in makassar language because they want to maintain their own language and to communicate with the creator. last, doang-doangang also used as a culture maintenance of great grandfather. the second study comes from sari, a., & kusumawardhani, p. (2016) with their study “denotative and connotative meaning in one direction’s songs lyric: a semantic perspective”. they used descriptive qualitative method to analyze the denotative and connotative meaning in the three different songs lyric: “hey angel”, “long way down”, and “drag me down” by one direction in the album “make in the a.m”, it based on withers and keami (2003) as the activity in semantic class. then, they find one denotative meaning and fourteen connotative meanings in the three songs. to sum up, connotative meaning in the thesis is more dominant compared to denotative meaning. the third study comes from ariyadi, h. (2014) with his thesis “denotative and connotative analysis on the advertisement of new axe provoke even goddesses will fall version”. he used a qualitative method to analyze the meaning of messages from a picture of new axe provoke perfume advertisement, he also takes 9 samples to analyze based on the theory of roland barthes, denotative and connotative. then, he found denotative and connotative meaning, and ideology in 23 scenes of advertisement of new axe provoke perfume version even goddesses will fall. moreover, every scene of the advertisement is containing connotative meaning more than denotative meaning. in addition, the next study is by sutikno, e. (2019) with his study “denotation and connotation on ‘pathetic fairy tale by saptarasa”. he takes the pathetic fairy tale from the anti-sceptic compilation album in 2017. to analyze the denotation and connotation of pathetic fairy, he used literature studies. in this study, he found that the denotative meaning is not only focused on the surface meaning but rather leads to the connotation meaning that ‘i’ lyrics cannot reach ‘angel’ and only see it. so, the denotation and connotation in this study are quite complicated. last, the study comes from limesa, j. (2018) with her study “denotative and connotative meanings in wonderfilled advertisement of oreo”. she used chandler’s denotative and connotative theory in analyzing the data, she focuses on the verbal and visual expression in the video commercial. she analyses four video advertisements of oreo with titled “oreo wonderfilled ft kacey musgraves”, “oreo wonderfilled ft chiddy bangs ”, “ oreo wonderfilled – big bad wolf ” and “ oreo wonder-filled ft lols muhlenfeld ”. actually, she used a descriptive qualitative approach in this study. last, the writer found that the video commercial of oreo uses denotation and connotation to associate the wonderful feeling with sharing. 2. method all of the methods that the researcher uses in the process of a research study are defined as a research method. in this case, determining the research method is salient due to the fact that the researcher needs to design the research method for solving the problem of journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 62 the study. particularly, this paper is conducted by using descriptive qualitative research as the research design because the purpose of this study is to comprehensively describe denotative and connotative meaning in peattie’s short story with a love relationship as the context. sandelowski (2000) explains that descriptive qualitative research endeavors to elaborate a profound understanding with mainly focus on literal description, then analyze and interpret the true meaning based on the phenomena which happen in real life. in qualitative research, the study takes place in a natural setting so the researcher as the collector of data instrument cannot manipulate the data. this research focuses on investigating the research question and expands a specific understanding of the investigated phenomena (creswell, 1994). in this case, this study will analyze the short story “a child of the rain” by reading, understanding, describing, and identifying denotative and connotative meaning which contained in the story, then delivering the study in descriptive form. further, this paper uses the text of the short story “a child of the rain” as the primer data source and gets the data source from https://americanliterature.com. specifically, the researcher decides to analyze the denotative and connotative meaning of 4 specific words in sentences. firstly, this study will analyze the denotative and connotative meaning of the word “invisible” in the sentence “she looked at the apples as if they were invisible and she could not see them”. second, this paper focuses on analyzing the denotative and connotative meaning of the word “glad” in the sentence “he was glad the rain was bitter cold and drove in his face fiercely”. next, this paper analyzes the denotative and connotative meaning of the word “expert” in the sentence “he seemed to be getting expert in finding nothing where there ought to be something”. last, this study focuses on the denotative and connotative meaning of the word “coldness” in the sentence “john billings felt a coldness beyond the coldness of the night run through his blood”. as was previously stated, the researcher positions the text of the short story “ a child of the rain” as the data source. then, in the process of collecting the data, this research uses a documentation technique. it means that the data were collected by selecting some proper words in the short story that are compatible with palmer’s theory in the context of a love relationship. in the first way of collecting the data, the researcher tried to read the whole story repeatedly and then found the denotative and connotative meaning in the story. the researcher determined the dominant words which contain denotative and connotative meaning in the story. the words were chosen based on the context of a love relationship as the main focus of this study. furthermore, in the process of analyzing the data, the researcher analyzes it in several steps. first, the researcher selected the words which have denotative and connotative meaning based on palmer’s theory with a love relationship as the context. then, the researcher delivered a descriptive form of the analysis denotative and connotative meaning in the short story “a child of the rain” based on the theory used by the researcher. lastly, the researcher appealed a conclusion of the study based on the analysis which is provided in the discussion that purposed to explain the most significant points in the study. 3. results and discussion 3.1. datum 1: “ she looked at the apples as if they were invisible and she could not see them” journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 63 in palmer’s view (1976), denotative and connotative meaning could be discovered by relating the language composition in a sentence with an experience of the real world. it indicates that denotative meaning explicates a literal meaning of the word and it contains a revealed meaning of the sentence structure, whereas connotative meaning has concealed the meaning of the word. specifically, in the sentence, the word invisible has a denotative meaning based on the oxford dictionary and the composition of the sentence itself. in a dictionary, the word invisible means not visible by the eye. it may also refer to something like money that cannot be seen or check on the financial statement. further, in this sentence, the apples are the theme of the sentence and the word invisible is a description of the theme. it means that the word invisible is used to describe the apple as a thing that cannot be seen. additionally, the structure of the sentence also shows that the word invisible is preceded by the word as which refers to a clause comparison. it means that she as the subject compares the apples with an invisible thing. meanwhile, the connotative meaning is defined as a meaning of a word that linked to human feeling and it has a certain sense of value, whether it is a positive, neutral, or negative value. connotation of a word also can be found by considering a presupposition of a sentence. therefore, in the presupposition’s aspect, the sentence itself could be interpreted that the subject (she) has just been given something by someone else. in this context, the word she in the sentence refers to mona meeks as john’s girlfriend and mona is given an apple by john. further, relating to palmer’s theory, the word invisible in the sentence could have a connotative meaning by relating to the context of what happened in the real world. in this case, invisible may be interpreted as an expression used in portraying someone’s feelings in a relationship. at the beginning of the story, it is explained that mona meeks is the one who wants to end her relationship with john. in this case, the word invisible is used to describe the situation which happens between john and mona meeks. it means that in this context, the word invisible in the sentence has connotative meaning and it could be interpreted that mona meeks does not want to continue the relationship that she has with john. in addition, the word invisible does not clearly describe that she is unable to see the apples. further, the word invisible in the sentence may indicate any gift that is given like an apple or other things are valueless for the subject (she). the fact that the author uses the word invisible in the sentence shows that there is the intended meaning of the subject (she) to ignore the apples. therefore, if the word invisible is related to the context of what happened in the real world, especially in love relationships, someone will express something like an invisible to show his/her attitude to others. in real life, a concrete thing will be compared as an abstract thing or something that cannot be seen to show ignorance, rejection, anger, and disappointment. due to this reason, the word invisible in the sentence has a negative connotation. this conclusion comes from relating the word invisible with what happens in real life and it corresponds to palmer’s theory. 3.2. datum 2: “he was glad the rain was bitter cold and drove in his face fiercely” denotative meaning which usually called literal meaning could be categorized as a dictionary meaning (crystal, 1987). hence, based on the oxford dictionary, the word glad denotes an expression, such as pleased, happy, and grateful for something. this word is frequently used for showing joy and pleasure feeling. further, in semantic roles, journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 64 the word glad can be classified as an associate that describes the theme of the word he in the sentence itself. it means that in denotative’s view, the word glad in the sentence means that the subject (he) feels happy that the rain comes. moreover, the connotative meaning is quite different from denotation. in connotation, the meaning isn’t based on a dictionary meaning, and it will be more focus on what feelings which appears in a word. in palmer’s theory(1976), the connotative meaning of a word can be found by focusing on the language used in the sentence and relating to what happens in real life. in this case, the word glad has an implicit meaning which portrays someone’s feeling about something that happens. subsequently, connotative meaning also can be drawn by focusing on the presupposition of a sentence. in the presupposition’s view, it can be concluded that there is no rain before, and it makes the subject (he) feels happy due to the fact that it finally rains. the presupposition is also reinforced by the context of the story itself, which in this case, the word glad in the sentence is used when rain suddenly comes after john's character is abandoned by his girlfriend. therefore, it indicates that in connotative meaning, the word glad refers to john’s feeling after his love relationship failed. in this case, the word glad in the sentence doesn’t imply a happy feeling, but a relief feeling which in this context, the relief feeling arises because john could cover up his feeling when the rain comes. regarding this matter, it can be concluded that the word glad in the sentence is quite different from the actual meaning of the word glad in the dictionary. furthermore, relating to the context of what happened in real life, the word glad mostly uses to express a joy feeling. it also can be used to show relief when someone feels a burden in their heart because of their problems and something that can hide, minimize or neutralize those feelings has an impact on his/her feeling. therefore, relating to the john’s situation in the story and the context of real life,the word glad has positive connotation because the word glad in this context is used to emphasize the relief feeling of someone which has been going through a hardship in some points of his/her life, and something, such as rain, can be the medium to somehow reduce the hardship or to cover up the sadness and disappointment feeling because of the hardship from the world. this conclusion comes from relating the word glad about what happen in real life which corresponds to palmer’s theory. 3.3. datum 3: “he seemed to be getting expert in finding nothing where there ought to be something” in analyzing the meaning of a word, denotative and connotative meanings have a relation with the language composition of a sentence and the context of what happened in the real world (palmer, 1976). in this case, the denotative meaning of a word refers to an explicit meaning, while connotative meaning mostly has an implicit meaning of the word. particularly, the word expert in the sentence has a denotative meaning based on the oxford dictionary. in a dictionary, the word expert means having a lot of knowledge or someone with a high level of skills and knowledge. it refers to someone’s ability in mastering something. in addition, in a semantic role’s aspect, the word expert in the sentence plays the role of an associate. it means that the word expert has a role to describe the theme (he) in the sentence. moreover, in connotative meaning, the analysis of a word is more focus on the feelings or thoughts that are generated by the writer and the reader. in this case, presupposition has a contribution to the process of analyzing the connotative meaning journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 65 of a word. in the presupposition’s view, it can be concluded that in the previous event, the subject (he) failed to find or do something perfectly. then, relating to the context of what happened in the story, the word expert clearly contains an implicit meaning. in this case, the word expert is a description that refers to the ability of the character in the story. in specific, the description of the word expert here contains a feeling in the context of what happened in the story. the feeling which the author portrays in the story is the angry feeling that the character has toward himself. this interpretation is based on the context of what happened to the character in the story that has been explained in the previous sentence of the story. further, relating to the theory of palmer, it can be concluded that in connotative meaning, the word expert in the sentence is like an allusion because the intended meaning contrasts with the word itself. in addition, the word expert in the story has a negative connotation. it has a negative connotation because the word expert in the story clearly refers to john and the word expert doesn’t explicitly refer to john’s ability, but it has an implicit meaning. the word expert in the sentence may also be interpreted as john’s disappointment to himself because he cannot find anything, including the reason why he faces the problem in a love relationship. in addition, to relate the word expert to the context of what happened in real-life, especially in a love relationship, the word expert in this context can be used as an expression of allusion. it means that the true meaning is highly different from the meaning in a dictionary. it means that the word expert in the sentence is used by the author as an implicit meaning that relates to the context of what happened to the character in the story and connects to the context of what happened in the real world, especially in the love life context. 3.4. datum 4: “john billings felt a coldness beyond the coldness of the night run through his blood” according to palmer (1976), denotative and connotative meanings could be found by connecting the language structure in a sentence with the context of this present reality. it means that denotative will be more focus on the literal meaning, while connotative meaning has an implicit meaning. specifically, in the sentence, the word coldness has a denotative meaning based on the oxford dictionary and the composition of the sentence itself. in a dictionary, the word coldness means the quality of lacking affection or warmth of feeling or can be described as a condition with low temperature. further, in semantic roles, the word coldness is classified as affecting. it means that in the sentence, the word coldness has a role in affecting another entity, which in the sentence, coldness affects the argument john billings, which has a role as the affected one. furthermore, the connotative meaning is defined as a meaning of a word that has a relation toward human feeling and it has a certain sense of value, whether it is a positive, neutral, or negative value. based on palmer’s view (1976), the word coldness of the sentence could have a connotative meaning by relating to the context of what happened in real life. in this case, coldness portrays an implicit meaning and not only explains about the temperature. the word coldness is used to describe someone’s feelings when facing hardship. this interpretation based on the context of the story. particularly, it is mentioned that in the story, the word coldness refers to the situation which happens to john billing. in the story, it is explained that john sees a little figure of the child who looked down and turned blue with carrying a mysterious box. the journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 57-67 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 66 appearance of the child who john thought as a ghost creates a terrifying situation in the story which makes john’s situation is colder than the temperature itself. moreover, beside as a condition of low temperature in late of midnight, the word coldness in the sentence may also refer to a feeling of nervous, unstable, worry, fearful and hesitant about something like a ghost. in addition, the word coldness in the story also refers to the empty feeling that john felt after treated badly by his girlfriend. therefore, relating the word invisible to the context of what happened in the real world, especially in love relationships, it can be concluded that this word is used in describing a vicious situation in a relationship if one side acts cold to the others. due to this explanation, the word coldness is described as the word who has explicit and implicit meaning in various cases. the word coldness may be used to illustrate the temperature, the terrifying situation, and also the empty feeling after facing hardship. 4. conclusion after analyzing the denotative and connotative meaning of some specific words based on palmer’s theory and relating to the context of what happens in real life, especially in a love relationship, the conclusion can be seen as follows. first, invisible in denotative meaning can be meant as not visible by the eye, but in connotative meaning, the word invisible shows a rejection. second, glad in denotative means delighted, or grateful for something, but in connotative meaning, it is described as an expression which shows a relief when someone feels pain in their heart because of their problems and then something can neutralize those feelings. third, the word expert in denotative meaning is defined as someone with a high level of skills and knowledge, but in the connotative meaning of the story context, it can be meant as a disappointment or allusion because the intended meaning contrasts with the word itself. next, the word coldness in denotative meaning means a condition with low temperature, but in connotative meaning, it is described as a feeling of nervous, unstable, worry, fearful and hesitant. to sum up, four words which already chosen by the researcher can be concluded as the words who have denotative and connotative meanings. these words are chosen as the main focus of the study because these words play a significant role in building the plot of the story and also reflecting the context of what happened in real life. in this case, these words have a relation with the context of love relationship in real life and these words can portray someone’s feelings in a specific situation like in love relationships. references ariyadi, h. 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(2000). focus on research methods: whatever happened to qualitative description. research in nursing & health, 2000(23): 333-340. sari, arsiska. (2016). denotative and connotative meaning in one direction’s songs lyric: a semantic perspective. elt-lectura, 3(2). sutikno. (2019). denotation and connotation on pathetic fairy tale by saptarasa. an englishindonesian journal for english, education and culture, 7(2). suwandi, s. (2008). serba linguistik mengupas berbagai praktik berbahasa.cetakan pertama. surakarta: universitas sebelas maret (uns press). todorov. (1975). the fantastic: a structural approach to a literary genre. new york: cornell university press. journal of applied studies in language, volume 4 issue 2 (dec. 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 144 web-based system for creative writing rizki zulfikar1 s a putri2 departemen manajemen, universitas komputer indonesia, indonesia1 departemen sastra inggris, universitas komputer indonesia, indonesia2 email: timkonferensi4@gmail.com abstract due to the rapid technological development, online business is at a high peak, and yet to attract people to buy things on the internet is not as easy as it sounds. the purpose of this study is to analyze the importance of the role of creative writing in online marketing. the method used for this study is secondary data, where all the sources are obtained from previous research, including collecting data from articles, books, or online websites. the results indicate that creative writing is one of the most important elements to promote a product or a service for business over the internet. most people nowadays prefer to buy things online because it is indeed an easier and simpler way. however, to promote and attract more people to look at your online products is not as easy as it sounds. it is because we cannot taste, smell, touch, and feel things while doing online shopping. that is why we need creative writing to create a strong visual in the reader’s mind. keyword: creative writing, online marketing, web-based learning journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 145 1. introduction earning money or gaining customers through the internet is something people like to pursue these days. however, to intrigue people from buying your products or services, we need to choose words to persuade them. that way, creative writing is the answer. creativity is a sine qua non for organizational triumph and development. it is stated in "managing for creativity" in the harvard business review that an organization's most important asset is its "arsenal of creative thinkers whose ideas can be turned into worth products and services". besides, current empirical research in marketing suggests that from the perspective of students, for marketing majors creativity is an important skill (saura et al, 2019). creative writing is a form of writing where creativity is at the leading edge of its purpose through using imagination, creativity, and innovation to tell a story through strong written visuals (connolly & burn, 2019). through the years, marketing was described as trading or distribution, in the early 1900s marketing was defined as a consideration of consumer needs and behaviour. however, the current developments in society and business generate a consideration that marketing is a competitive advantage (lu et al, 2019). online marketing is in contrast with direct marketing known as print or broadcast media. the activity of marketing has been supported by the development of the internet is called online marketing (salminen et al., 2019). since publishers and editors both have great importance in connecting the writers and readers, there is indeed a solid connection between creative writing and the marketplace (mareque et al, 2019). creative writing could be referred to as a tool that helps businesses in taking down their competitors and giving the opportunity in escalating their business to the next level. with the ability that is given by creative writing to interact with customers and giving them the chance to engage with the brand, opens up an empowering environment for buyers. for this reason alone, more and more businesses are hiring professionals with creative writing backgrounds (wagner & boatright, 2019). creative writing is also used in marketing to create engaging content for readers, clients, and potential customers. these widespread words that used to persuade you that ‘you can’t possibly live without those fancy pair of shoes’ or that ‘new mobile phone doesn’t just appear from thin air.’ were written by creative writers. which we would agree that they are experts with words, they know how sentences and language features work to take your business and brand to the highest level (al kailani & kumar, 2011). this study aims to inform the importance of creative writing in the world of online business. secondary data is the method used in the process of making this study. secondary data is a method by collecting the sources from previous research, whether it’s from articles, websites, or books. 2. method the secondary data was provided to complete the study. secondary data is research data that has previously been collected and can be accessed by researchers. secondary data was chosen for the efficiency and speed of this study regarding the importance of creative writing in an online business that comes with using an already existing journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 146 resource. the data was collected by applying what it is called document study, i.e. providing the data through books, articles, and internet searches. 3. results and discussion the benefit of the internet as a commercial medium and market has been overwhelmingly high in recent years. despite overwhelming statistics regarding internet development at advertising your products/services, some cases have been reported concerning both successful and unsuccessful businessmen/women. it turns out that not many of them know how to advertise their products or services with the right marketing strategy. as many hurdles as a businessman/woman get to lure customers into buying their products or services for the purpose of taking their business to the next level, the ability to promote the things they’re selling by using the right words is one the most important strategies in online marketing. therefore, many businesses are hiring professionals with creative writing backgrounds. creative writing is a style of writing that offers captivating writing which supposed to capture the customer’s attention and give them an interactive and customizable flow of narrating a piece of information that conveys in a way that’s uniquely reassuring to the individual. the benefits of the use of creative writing in online marketing are: 3.1 it captivates audiences’ attention every person is able to write, but there are only a few who are able to do it ingeniously. due to technological development, social media has now become a tool for marketers to promote their products/services. online marketing is a subject matter of the elements of marketing communication. where all the elements are known as 4p (figure 1). figure 1 elements of marketing communication online marketing is a part of a promotion. where in order to promote one’s products/services, businesses need to start off by building several information lines in the interest of persuading people to buy one’s products, along with the intention of introducing the idea of a new product which wants to be marketed (salminen et al, 2019). as a consequence of this, creative writing skills matter in order to convey information about what’s important about one’s business by using unique-catchy words to captivate the readers’ attention. creative writers are well-aware of how vital it is to captivate readers’ attention. hence, in order to make interesting, catchy, neat content for online marketing, marketers are responsible for the making of putting words together in an enthralling manner to develop one’s business over the internet. that’s why creative writing is the most efficient way for people who try to sell products or services. marketers with journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 147 creative writing skills always know what to say to make catchy titles so that the audiences would click on the page. a good marketer should always be able to captivate customers’ attention and make them convinced that the product is what they really need even if they had no idea about it before. moreover, marketers should be aware of what to highlight in the product that they’re selling if there are only a couple of seconds to catch customers’ interest. people visit websites for the content that they hope or think is there. they simply want information that answers a question they have been searching, easy to find and understand, the data is also accurate, up to date, and credible. one of the important characteristics of good web writing is letting people grab the information and go. which gives the conclusion that marketers should be able to highlight a few main points about the products/services by using short paragraphs with short sentences. in addition, marketers should be able to use the time of the audiences in a way that he or she wouldn’t feel that reading it was a waste of time. meaning that marketers should be concise but precise. on the contrary, bulleted points are generally more appealing to the audiences since they are easier to read and they are naturally drawn to them. bulleted points could convey much information without making lots of confusion to the readers of unimportant rambling words and break up paragraphs into small precise points. 3.2 it increases sales one of the benefits of the internet is that it sustains businesses to reach a worldwide customer population so that customers can investigate, choose, and buy products and services from businesses around the world (al kailani & kumar, 2011). in addition, to attain the goal of increased sharing through social media platforms, online marketing should be based on creativity (lu et al, 2019). indeed the internet has distinct characteristics and has several advantages for companies that use it in the interest of developing their business into a success. however, to be able to persuade a worldwide customer into buying and giving an interest in your products or services, marketers need to know one of the strategies to intrigue them into clicking on your business page, in order to increase the sales of your company. according to the previous research that has been done in 2013 (vinerean et al, 2013), the internet altered how consumers and marketers communicate. the internet has distinct characteristics, such as: (a) the competence to save vast amounts of information at different virtual locations. (b) the availability of powerful and inexpensive means of rummaging, arranging and spreading such information. (c) the capability and interactivity to give out information on demand. (d) the capability to serve as a transaction medium. (e) the ability to serve as a physical distribution medium for certain goods. (f) relatively low entry and establishment costs for sellers. meanwhile, internet marketing or online marketing has five advantages to the companies as shown in figure 2 (mathisen, 2019). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 148 both small and companies and large companies can easily use the internet to market their products/services there are no real limits in the advertising space compared to the print and broadcast media the access of information is quicker than fax. purchasing online can be done more simpler and in a very brief time figure 2 advantages of online marketing in point 3.1 it is stated that creative writing is a way to persuade other people. therefore, there are 3 types of persuasion that someone can use in creative writing which are known as modes of persuasion by aristotle, such as: (1) ethos, means “character” in greek. this type focuses on the credibility or trustworthiness of the author. we are most likely to believe people we have to appreciate and have authority. meaning that if the author has good prestige, then it helps the author to persuade people in his writing. (2) pathos, means “suffering” “experience” or “emotion” in greek. pathos is a way to persuade through affecting the emotions of the reader. it creates an emotional response to the audience. (3) logos, means “word” “reason” or “plan” in greek. logos is a way of persuading using facts. the picture below is elucidating about modes of persuasion by aristotle with examples to persuade people with the use of his theory of persuasion (figure 3). figure 3 modes of persuasion (source: https://examples.yourdictionary.com/examples-of-ethos-logos-and-pathos.html) furthermore, if one knows how to persuade other people with the good use of creative writing by using the modes of persuasion of aristotle on a daily basis, it will journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 149 definitely help one’s business to increase their sales. because in order to increase business sales, marketers need to know the right words that are acceptable and easy to understand in marketing certain products and services. 3.3. it keeps your audience engaged there is in fact a robust connection between creative writing and the marketplace, for the role of literary agents, marketers are vital in connecting writers and readers (gorman, 2019). online marketing is in contrast with direct marketing or offline marketing such as spreading brochures, putting up banners, having the products/services to be advertised on television or radio. the activity of online marketing has been supported by the development of the internet, so that the consumers could easily look up to all the things that they been wanting to search for within a split second on an advertisement that we could find on social media. marketing is a process to satisfy the needs of human beings. in addition, every activity which has a connection of satisfying the people’s need is able to be called as a part of the concept of marketing. in order to reach the purpose of marketing, marketers have to be equipped with knowledge of the concepts and principles of marketing (salminen et al, 2019). for that matter, creative writing has become a skill that is necessary to be qualified as a marketing specialist. not only that it is because of human action that creative writing exists, but it also in human cognition that creative writing has evolved and continues to evolve as both art and communication (gu et al, 2019) and we need a skillful use of language to interpret images into words and communicate our ideas. marketers should be able to communicate well with their customers and should capable of mastering the art of conversation by appealing words and engaging content. essentially, the use of creative writing helps us to improve the fluency in stating ideas. people love stories. creative writing is often focused on the narrative which fits perfectly with creating content for online marketing. providing information in a narrative way that points out important details and takes audiences on a trip will keep your audience engaged. moreover, this includes that marketers should know to provide readers with a clear beginning, middle, and end of presenting information through creative writing. they might as well need to add dramatic conflict in order to maximize dramatic leverage to the readers. stories with dramatic impact gravitate to resonate most with individuals. just like the 2nd modes of persuasion by aristotle, pathos, which known as a way to persuade people with emotion to create an emotional response to convince the audience. that emotional investment leaves audiences feeling a real connection to the text (figure 4). figure 4 robust connection between creative writing and marketplace 4. conclusion journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 144—150 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 150 the use of creative writing is a necessity for online marketing, not only that it helps to bring any businesses to the next level, it gives the opportunity for marketers to be able to communicate well with consumers. since the definition of creative writing in marketing is a way of writing that provides captivating writing to capture the customer’s attention, marketers with marketing skills should be able to give their audiences an interactive and customizable flow of narrating a piece of information that conveys in a way that’s uniquely reassuring to the individual. which in this case, it could help the businesses to increase their sales by intriguing audiences about their products/services by using creative writing in their marketing strategy. references al kailani, m., & kumar, r. (2011). investigating uncertainty avoidance and perceived risk for impacting internet buying: a study in three national cultures. international journal of business and management, 6(5), pp.76-92 connolly, s., & burn, a. (2019). the story engine: offering an online platform for making ‘unofficial’creative writing work. literacy, 53(1), pp.30-38. examples of ethos, logos, and pathos. (n.d.). in your dictionary. retrieved from https://examples.yourdictionary.com/examples-of-ethos-logos-and-pathos.html febriyanti, gaaa, dewi, nksl., & dewi, igairc. (2018). using self-assessment to assess rural young learners’ writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. http://ojs.pnb.ac.id/index.php/jasl/article/view/1065 gorman, a. (2019). ghosts in the machine: space junk and the future of earth orbit. architectural design, 89(1), pp.106-111. gu, x., dijksterhuis, a., & ritter, s. m. (2019). fostering children’s creative thinking skills with the 5i training program. thinking skills and creativity, 32, pp.92-101. lastari, nkh.& saraswati, prtakh. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language, 2(2), 144-150. http://ojs.pnb.ac.id/index.php/jasl/article/view/1057 lu, s., bartol, k. m., venkataramani, v., zheng, x., & liu, x. (2019). pitching novel ideas to the boss: the interactive effects of employees’ idea enactment and influence tactics on creativity assessment and implementation. academy of management journal, 62(2), pp.579-606. mareque, m., de prada creo, e., & gonzalez-sanchez, m. b. (2019). fostering creativity and communicative soft skills through leisure activities in management studies. education+ training, 61(1), pp.94-107. mathisen, b. r. (2019). ethical boundaries among freelance journalists. journalism practice, 13(6), pp.639-656. salminen, j., yoganathan, v., corporan, j., jansen, b. j., & jung, s. g. (2019). machine learning approach to auto-tagging online content for content marketing efficiency: a comparative analysis between methods and content type. journal of business research, 101, pp.203-217. saura, j. r., reyes-menendez, a., & filipe, f. (2019). comparing data-driven methods for extracting knowledge from user generated content. journal of open innovation: technology, market, and complexity, 5(4), pp.74. vinerean, s., cetina, l., dumitrescu, l., & tichindelean, m. (2013). the effects of social media marketing on online consumer behaviour. international journal of business and management, 8(14), pp.66. wagner, s., & boatright, b. (2019). generating and framing content: strategic multi-platform content marketing in academic libraries. public services quarterly, 15(1), pp. 59-67. wahyu, ge, artawa, k, & dhanawaty, nm. (2019). interlanguage in writing ability of early semester students of ibit denpasar. journal of applied studies in language, 3(2), 195-201. doi:10.31940/jasl.v3i2.143 journal of applied studies in language, volume 4 issue 2 (jun 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 306 analysing teacher’s feedback used by an english teacher of efl in senior high school dwi nur oktaviani universitas singaperbangsa karawang email: viaoktaviani222@gmail.com abstract this research reports an analysis of giving feedback from the teacher to the students after showing their speaking performance in the classroom. data were collected from a teacher and six students through interviews and documentation. these six students are chosen from the high, medium, and low level based on their score and their performance in the class. data analysis discovered that the teacher concern with giving explicit, clarification requests, elicitation, and repetition feedback. in giving feedback the teacher focused to correct how they pronounce the words and how they arrange the sentence grammatically. in addition, giving online feedback has several benefits for both the teacher and the learner. for the teacher giving feedback can tell the teacher how about students' minds. knowing the students' minds will help the teacher to choose the style in teaching. then for the students, getting feedback also give them many benefits. these are: students can communicate more with the teacher, students will be more confident, students will be more motivated to speak english, a student can realize their mistake, students can revise the mistake, a student can decrease their mistakes, then a student can develop their speaking. keywords: efl, speaking performance, teachers' feedback, teaching and learning of english journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 307 1. introduction being a foreign language, english becomes a little bit a problem for the students. the student will be easier to face english when the student often uses the english language in their daily activity. using english as their activity can be applied as their communication. hence, english as a language has a big role in communication. and communication is an essential part of our life. rahmat and munir (2018) mention that by having communication people can tell what they think, what they want, people can get or give information to other people. having good communication people will have good interaction too. making english a part of communication, students have to study english to make sure that they use english appropriately. before teaching english lessons an english teacher will prepare the thing to support the teaching such a lesson plan. the teacher has to prepare the technique that will be used in teaching. enthusiastic english language teaching (elt) teachers are always searching the innovative and effective technique which can contribute to the overall increasing of their students’ learning and their performance (klimovaa, 2015). language is a habit then students have to make speaking english their habit but many factors that make them do not make it a habit. some of these factors explained by rahmat and munir (2018) students factors that make them do not like to speak english as individuality is like insecurity or language ability to speak in the target language itself. therefore the teacher should give speaking activity in class to rather force the student to speak english. in performing speaking skill student sometimes make some errors in their speaking. verbs or adjectives; and phonological errors, grammatical errors such as the incorrect use of preposition, pronoun or tenses; lexical errors such as nouns, these are the parts in which students sometimes make an error when they are speaking english (solikhah, 2016). here the role of the teacher’s feedback is needed. in giving corrective feedback, the teacher just chooses some techniques to give feedback to the student. explained feedback on oral tasks can be given in a number of ways. the teacher can write individual notes to students, recording mistakes he/she heard from those particular students with suggestions about where they can find the true one about the language – in dictionaries, on the internet, or grammar books. in another way, the teacher can put several of the mistakes that the teacher has recorded up on the board and ask students whether they know the correct one or not. or, the teacher can write both correct and incorrect words, phrases, or sentences on the board and ask the students to decide which is the correct one. teacher feedback is important to the improvement of student performance. the student can learn from the feedback that has been given by the teacher. related to gholamreza (2013), providing feedback has been regarded in the development of language learners’ overall competence in a wide variety of contexts greatly. in addition, sims-knight (2001) explains the extensive evidence on the effectiveness of feedback on learning, feedback will be a minor role in real classroom situations when the same maximal feedback conditions are finally tested carefully for retention or transfer, at the end they are less effective than conditions with less feedback. after that feedback can draw attention away from the learning task, then teaching students to provide their own feedback and explanation is an effective alternative and the last, journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 308 informational feedback is perfectly and definitely effective in domains with clear right or wrong answers when it is tested immediately after the training. in recent years, researchers have become increasingly about feedback in english teaching and learning. a central issue in teaching english as a foreign language is the topic that finally interests some researchers who often make research on it. many recent studies have focused on teaching speaking of english as a foreign language. many researchers have examined giving feedback in speaking english class although different conclusions have been made. the importance of feedback in teaching and learning is really important (klimovaa, 2015). the research on corrective feedbacks used by the english lecturer in speaking class was done by solikhah (2016). after that schwarz (2015) made research under the title “the art of giving online feedback”, in which he explains several ways to give feedback to the student via the internet. the modern and technology-based way of proving feedback which can eventually help students in improving their learning experience. this can also help in professionalizing the teaching of lecturers in higher education (mamoon, 2016). based on the mentioned previous researches, this little research concerns and focuses on how teacher feedback used in a speaking classroom. 2. method this research used a qualitative approach because the aims of this present research are to recognize and analyze the teacher’s feedback in student efl student speaking classroom and the implication of the feedback that given by the teacher. relate to creswell (2013) qualitative research is an approach to explore and understand the meaning ascribed by individuals or groups to a social or human issue. the researcher process involves some questions and procedures. relate to earlier theory. the researcher deduced these approaches is describing the social and human phenomenon. in this research, the researcher used the basic interpretative study as the research design because the basic interpretative study is a suitable design for this research. based on ary (2010). explained that the aim of the basic interpretative study to understand descriptions of experiences, processes, phenomena, or perspective experience of participants. this research more focuses on what than how or why something happened. the researcher conducted the research site in a senior high school in karawang, west java. this school was chosen by the researcher hence the accessibility of the school. and the school location is not so far from campus and my place. thus, the school can be reached easily and the researcher can cope with administrative easily for conducting the research in that school. the research participants are resources that can explain information and help widen the theory. according to creswell (2013), the information of the research can be based on words from a small number of individuals so that the participants’ views are obtained. then it explores the common experiences of individuals to develop a theory, individual stories to describe the lives of people, and the shared culture of a group of people. then the researcher took the teacher and students in the tenth grade of senior high school to obtain the data on the interview. then the researcher intentionally selected six participants from the site to cover the high-, middle-, and journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 309 low-achiever students relate to their achievement in english subjects. in conducting this research, the researcher uses some instruments the instruments are interview and documentation. the researcher use interview for gathering the data and to avoid the information which maybe will be missed then the research also use the documentation for completing the data. the data collected will be analyzed through several steps. those are observation, interviews, documents, and records. based on braun and clarke (2006) thematic analysis describes such an iterative process as to how to go from messy data to a map of the most important themes in the data. there are six phases in thematic analysis, those are (1) familiarize with data, (2) generate initial code, (3) search for themes, (4) review themes, (5) define and themes, (6) produce the report. 3. results and discussion since speaking skill becomes one of the problems in learning the english language, then many people try to solve the problem. the teacher is the facilitator of the learning process in the class search and tries to apply the method to help the learner. the english teacher uses the feedback in learning the speaking part. in addition, analyzing the feedback given by the teacher could be an appropriate way to know what kind of feedback the teacher gives to the student in learning speaking english. giving online feedback has several benefits both the teacher and the learner. for the teacher giving feedback can tell the teacher how about students' minds. knowing the students' minds will help the teacher to choose the style in teaching. then for the students, getting feedback also give them many benefits. these are: students can communicate more with the teacher, students will be more confident, students will be more motivated to speak english, a student can realize their mistake, students can revise the mistake, a student can decrease their mistake, then a student can develop their speaking. the kind of feedback given by the teacher is, the first is explicit. explicit is asking the student to repeat the utterance correctly. the second clarification request. the teacher asking the student to repeat the utterance clearly. the third is elicitation the student to say the correct utterance by completing the teacher utterance. the fourth and the fifth is about repetition the fourth is repeating part of the student’s utterance which consists of error utterance correctly. the fifth is repeating a similar utterance with the student utterance. this fact obtained from the result of interviews with teachers and students. a study by lyster and ranta (1997; cf. lightbown & spada, 1999) tells that there are six different kinds of feedback on error provided by the students’ immediate responses and teachers to them (called uptake). those feedbacks are clarified in the following explanation. the first is an explicit correction. the explicit correction of corrective feedback points to the explicit provision of the correct form. by providing the correct form, clearly, the teacher marks that the students have said utterance incorrectly. the second is recast. it requires the teacher’s reformulation of all or part of the student’s utterances excluding the error. they are commonly implicit in the way that they are not showed by phrases. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 310 the third is a clarification request. this kind of corrective feedback is usually used when there are linguistic troubles in the learner’s turn as well as their responses and also when the learner’s utterance is not completely comprehensible. unlike explicit recast and correction, clarification requests can indicate troubles incomprehensibility and usually present in the form of a question. the fourth is metalinguistic feedback. this type of corrective feedback at least consists of three moves: information, comments, or questions according to the wellformedness of the student’s utterance, without explicitly providing the right form. it makes the students analyze his/her utterance linguistically. generally, it refers that there is an error somewhere. the fifth is elicitation. it refers to at least three techniques that teachers usually use to directly elicit the correct form from the students and the participants. first, teachers elicit completion of their own utterance the sixth is repetition. repetition points out to the teacher’s repetition, of the student’s incorrect utterance, in isolation. teachers, mostly adjust their intonation to highlight the error. the teacher repeats the student’s incorrect utterance to attract his attention to it. the teacher gives the students feedback at the second or the third performance. because the teacher will make sure about the students' mistakes. and checking their mistake correctly. then the teacher can deliver the feedback well to the student. at their second or third performance, the student will get the teacher feedback indirectly. when the researcher asked the six respondents (students) about the importance and the need of getting feedback. and all of them said that getting feedback from the teacher is important and it is one of their need. not only giving the corrective feedback but also the teacher give the reward feedback. the reward of the feedback that often given by the teacher such words from the teacher that appreciate and supports the student. the words are like an excellent, good job, great and etc. the part of speaking that commonly being corrected is about how they pronounce the words and how they arrange the sentence grammatically. a study by lyster (1998) classifies three categories of student speaking errors that lead the instructor to provide corrective feedback. these are phonological errors (e.g. mispronunciation, the inclusion of other components, silent letter pronunciation, etc.) and grammatical errors (e.g. genders, tenses, the morphology of the verb, negative for, etc.) and lexical errors (e.g. improper choice of objects, incorrect derivation, etc.). the teacher has limited time to teach the student how to pronounce words. finally, at the same time, the teacher gives feedback about pronunciation and gives a little bit of understanding about pronunciation. and about their grammatical sentences, actually, they have understood the use of grammatical in their writing. unfortunately, they have less understanding of the use of grammar in their speaking performance. 4. conclusion relate to the findings and discussion, it can be known there are two points of conclusions. the first point of conclusion is concerning what kind of feedback the teacher gives to the student in speaking performance. there are five feedbacks that journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 311 the teachers give to the student after seeing their speaking performance. those are explicit, clarification requests, elicitation, and part of the repetition. explicit is happening when the teacher asks the student to repeat the utterance correctly. the clarification request is asking the student to repeat the utterance clearly. eliciting is instructing the student to say the correct utterance by completing the teacher utterance. the last is about parts of repetition. those are repeating part of the student’s utterance which consists of error utterance correctly and repeating a similar utterance with the student utterance. giving feedback to the students is needed for the students and the teacher. because this process gives benefits both the teacher and the student. by giving feedback, the teacher will know-how about a student's minds, then it will help the teacher in choosing the style of teaching. the students also get many benefits by getting feedback from the teacher. the first is students can communicate more to the student. the second is students feel more confident to speak english. the third is getting feedback motivates the student to speak english. the fourth is students can decrease the student's mistake while speaking. the last is getting feedback can develop their speaking. it can be concluded that giving feedback to the student in learning speaking can be implemented in the processes of learning and teaching english. the second point of conclusion is about how feedback given to the students. not only giving the corrective feedback but also the teacher give the reward feedback. the reward of the feedback that often given by the teacher such words from the teacher that appreciate and supports the student. the words are like an excellent, good job, great and etc. the part of speaking that commonly being corrected is about how they pronounce the words and how they arrange the sentence grammatically. the teacher gives the students feedback at the second or the third performance. because the teacher will make sure about the students' mistakes. and checking their mistake correctly. then the teacher can deliver the feedback well to the student. at their second or third performance, the student will get the teacher feedback indirectly. references ary, d.l.c. (2001). introduction research education. canada: nelson education. braun, v. and clarke, v. (2006) using thematic analysis in psychology, qualitative research in psychology, 3:2, 77-101, doi: 10.1191/1478088706qp063oa creswell, j.w. (2013). educational research : planning, conducting, and evaluating quantitative and qualitative research . boston: pearson education. gholamreza, d. (2013). the impact of constructive feedback-based journal writing on teachers’ professional identity development. international journal on new trends in education and their implications, iv(4), 14-30. klimovaa, b. (2015). the role of feedback in efl classess. procedia social and behavioral sciences , 177. doi:10.1016/j.sbspro.2015.07.502 . lightbown, p. and spada, n. (1999) how languages are learned. new york: oxford university press. second edition. lyster, r. (1998). recasts, repetition, and ambiguity in l2 classroom discourse. studies in second language acquisition, 20, 51-81. doi:10.1017/s027226319800103x. lyster, r. and ranta, l. (1997). corrective feedback and learner uptake: negotiation of form in communicative classrooms. studies in second language acquisition, vol.19, no. 1 (march 1997), pp. 37-66. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 306—312 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 312 mamoon, r.k. (2016). the value and effectiveness of feedback in improving students’ learning and professionalizing teaching in higher education. journal of education and practice, 7(16), 2016. nassaji, h. (2005). qualitative and descriptive research: data type versus data analysis. language teaching research., 129-132. rahmat, a., and munir, u. m. (2018). teacher’s verbal feedback in the classroom interaction. journal of english language, literature, and teaching, vol. 2, 146. doi: 10.31002/metathesis.v2i1. 632 richards, j. c. (2002). longman dictionary of language teaching and applied linguistics. london: pearson education ltd. a. schwarz, n.l. (2015). the art of giving online feedback. the journal of effective teaching, 15(1), 34-46. sims-knight, j.e.r.l. (2001). what's wrong with giving students feedback? american society for engineering education annual conference & exposition. solikhah, i. (2016). oral corrective feedback in speaking class of english department. surakarta: pusat kajian bahasa dan budaya, surakarta, indonesia , 13(1), 87-102. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 195 learning pronunciation component using u-dictionary application yolanda aprilia1 yousef bani ahmad2 universitas singaperbangsa karawang1,2 email: yolandaaprilia2004@gmail.com1 email: yousef.baniahmad@fkip.unsika.ac.id2 abstract the topic of this study is about the use of u-dictionary application in learning pronunciation components for a university student in intelligibility principles to get an understandable conversation in speaking practice. the research questions are asking about the way of using the u-dictionary application in assisting a student in learning pronunciation components and how are their responses based on the tripartite model from rosenberg and havland (1960): feeling, behaviour, and cognition. the participant is a student in the fourth semester of university in karawang and the data has been collected by an interview based on the narrative inquiry method form (clandinin & connelly, 2000). the finding showed that the application can assist her in learning pronunciation components, especially for segmental features such as vowel and consonant and supra-segmental ones in intonation. in short, the u-dictionary application can assist a student in learning pronunciation components even for supra-segmental features only one aspect existed. keywords: segmental features, supra-segmental features, u-dictionary application, student’s response journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 196 1. introduction speaking is one of four skills writing, listening and reading that has to be mastered when someone is learning english. it is used to communicate orally with native and non-native speakers, such as friends and teachers. one of the many components of speaking is pronunciation (syafitri & sumardi, 2018). cambridge dictionary describes that “pronunciation is the way which a word or letter is said, or said correctly or how a language is spoken”. it is important in learning english in speaking to make the listeners understand what the speakers said. it is in line with the intelligibility feature in the pronunciation component (levis, 2005). talking about pronunciation components, there are two kinds of them, segmental and supra-segmental. the crucial one is supra-segmental such as word stress and intonation. the correct pronunciation will make good communication between the speaker and the listener. pronunciation should be taught nowadays to engage students’ motivation in speaking with the correct pronunciation. pronunciation usually is taught at a high school level in particular learning subjects as phonetic as in high school level in karawang. the students who are from the english education department learn how to pronounce the words correctly in the third semester. however, even they are learning in the class they still make mistakes in pronouncing the word stress or intonation. the reasons are because they less attention, low motivation, and low pronunciation skills of word stress and intonation (abbas, 2011 cited in ahmad, 2018). also, the limited time of the class makes students get difficulty to ask the teacher about their learning problems. this case will be a concrete one if the students cannot find a way to overcome their troubles rapidly. it can impact students’ abilities in the future and social life as a candidate of teachers because they will be a role model of their pupils soon (sánchez et al., 2019). in this industry 4.0 era, there are so many technologies that are used for helping humans in every activity. a mobile phone is one of the primary tools that almost everyone has in their life. one of its functions is helping learners in learning english including pronunciation components of speaking. based on cavus (2016), mobile learning in english pronunciation can increase students’ interest and enjoyment, and motivate them in learning english pronunciation which not easy to be learned. besides, mobile learning must not be taken in the classroom, it also can take in an informal situation and can be done every time, and everywhere the learners are (miangah & nezarat, 2012). the mobile phone itself has some features such as social media and application which help in the learning process including learning english speaking through pronunciation component. one of the appropriate applications for pronunciation learning is u-dictionary. this application contains many words that are spelled in a phonetic form (vowel, consonant) complete with word stress and intonation in sound feature which they all are parts of pronunciation. also, it can record guess’ voice to look for vocabulary that they are needed. in line with these problems, this study focuses on the intelligibility principle that concern with how communication can be understandable between speaker and listener (levis, 2005) of pronunciation learning using the u-dictionary application to know the way of the application in pronunciation learning and know the student’s response. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 197 2. method this research is using the narrative inquiry method from clandinin and connelly (2000, cited in creswell, 2006). this research method shows the story of participant experiences about something crucial or important. the study is taken one participant of university students in karawang in the fourth semester of the english education department. the data was collected by open-ended and semi-structured interviews and analyzed using clandinin and connelly elements of analysis and combine with braun and clark’s theory of coding and theming. the coding used is an inductive coding analysis and open coding analysis. 3. results and discussion this research focuses on the way of u-dictionary application in assisting students in learning pronunciation components to high-level students and her response to it. the data explain student’s experiences in learning english especially the pronunciation component. at first, she liked english because she got a task from her middle-english teacher to sing an english song as speaking practice. she told her old sister and ask her suggestion about a song that she had to sing along in filling the practice. she followed the suggestion to choose and decide “a thousand years” by christina perry and she trained her voice and english pronunciation to get the best result after the practice. that was her story of the beginning of loving english. then, after she graduated from middle school, she decided to continue her study at one university in karawang in english education department. her first story was started when she entered her first class that was speaking. when the lecturer entered the class, the first word uttering was english and all of her monologues were english. she felt surprised and speechless to hear that. she did not understand well what the lecturer talking about. in addition, when the lecturer asked all students to introduce their selves, she saw how good her friends speaking ability while did not her. she was insecure to know that. however, she realized and she clearly knew that it could be her motivation to practice her speaking ability more, she hoped so. as time went by, she began to know about phonetics when she was in the first semester that she knew it from reading the subject. when i asked her about the implementation of the right pronunciation in speaking subject in the first semester, she told me that she knew it not from speaking subject but in reading subject. at the time, she began curiously and want to know about phonetics by open her dictionary application to see the word transcript on phonetics. the application that she used is udictionary. talking about the u-dictionary application, here i asked the participant to explain her experiences in using u-dictionary to assist her english language learning process. she had used this application for about two years since she was a fresh student at a university in 2018. she got the information about this application from her friends whom almost all of them using it. before, she used google translate and kamusku in assisting her to look for the meaning of the word, but the lecturer asked her to change into others. she used u-dictionary to translate word, listening to the audio, and to know the pronunciation of a word. besides, she also used u-dictionary journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 198 to translate the words or sentences from indonesian into english and vice-versa when she will upload status on social media. it shows that she used this application not only for formal learning but also for autonomous learning. in the third semester, when phonetic and phonology are learned, she studied the pronunciation components that consisted of segmental and suprasegmental features. i asked her about the role of u-dictionary in assisting her to learn pronunciation. she said u-dictionary had a phonetic symbol that could show words transcription and the right pronunciation of the word. besides, not only the symbol of phonetic but she also knew the word pronunciation by listening to the voice which is part of u-dictionary features. both phonetic symbols and the sound itself are the features in assisting her in learning speaking especially pronunciation so she could pronounce a word correctly when spoken up both presentation or have a small stalk with her friends. in the third semester, she learned about phonetic deeply. the material was about segmental as the basic part of pronunciation and supra-segmental features to produce the right meaning when uttering words. talking about segmental, i asked her how many are parts of them? based on her learning experiences, there were vowels and consonants. however, there was a difference between the vowel that we learned in indonesian. if indonesian only has five vowels -a, i, u, e, oin phonetic it has more than five. they were divided into some categories like a long vowel, short vowel, diphthong, monophthong as linked with a book from hamann & schmitz (2005) in phonetic and phonology. another one is consonant. in indonesian, it has twenty-one consonants, phonetic has twenty-four symbols, there are. when she looks for the word meaning in u-dictionary she only focused on the segmental one. whereas, when i told about supra-segmental features that related to intonation, word stress, and syllable she knew but only intonation. she did not release that was word stress and syllable including in u-dictionary. whereas, there were some words that she had knew their phonetic symbol like thought /ɔ:t/, genre /‘ʒɑ:nrə/, finger /’fɪɳgər/, employee /ɪm’plɔɪi:/ and know the segmental features of pronunciation such as vowels and consonants without paying more attention to the supra-segmental one. besides, she also using sound features to listen to how sounds are pronounced and it means she heard the intonation too that part of supra-segmental features of pronunciation. now, error in pronouncing words had been clear after she knew the right phonetic transcription by checking in u-dictionary. 3.1 the way of u-dictionary application assist student in learning pronunciation component based on the dialogues between the participant and the researcher, udictionary has features related to pronunciation learning, there are speaker symbols and phonetic symbols. the speaker symbol is used to hear the correct pronunciation if she does not know how to pronounce the words well. as her experience when she translated short sentences from indonesian into english, there were some words that she did not know how to pronounce. then, she clicked the speaker symbol and let the system produced the right pronunciation of the short sentence translated before as her expression. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 199 “… then, if we did not know how to pronounce it we can use the sound symbol and clicked it. it will pronounce itself” it means that u-dictionary can perform the intonation of the words through the speaker symbol. intonation is a part of supra-segmental features in the pronunciation component that can make the conversation understandable and the purpose delivered well (pourhosein, 2012: 120, cited in marzá, 2014)). another one, phonetic symbol was used when ismi learning pronunciation. according to hamann and schmitz (2005) that “…phonetic is a concern about how sounds are produced, transmitted, and perceived”. by looking at the phonetic symbol, ismi knew the vowels and consonants of the words in the linguistic system and those are parts of segmental features. in the linguistic system, there are twenty-four consonants and twenty vowels which should be known by english learners. before concerning the transcription of the words she must learn each alphabet both consonants and vowels seriously to get the right comprehension in order she can analyze the transcription of the words and produce the utterance well. then, vowels it is divided into some categories as followed by hamann and schmitz (2005) in their book explained, there are monophthong and diphthong, long vowels, and short vowels. actually, there is not only a vowel and consonant in the phonetic symbol showed by u-dictionary. there is also word stress include on the system that ismi has not released yet about it. when i asked her about supra-segmental features like word stress and syllable, she was still confused and has not has fixed arguments. 3.2 student’s response in pronunciation component learning using mobile application u-dictionary according to the participant’s responses, as long as used u-dictionary in speaking learning especially pronunciation, she feels comfortable and assisted both phonetic symbols to know the segmental features and supra-segmental features and soundsymbol that produces the intonation of the words or sentence that we write by ours or to clarify the pronunciation of the words by her. she liked the application because it is simple and available not only for online users but also offline after she downloaded the words in. in addition, the transcription of the words had been proved accurate by her experiences when the lecturer asked the students to open a dictionary and look for the pronunciation of the words. when she found the words and compared them with the lecture’s correction that was equal. another way is when she rechecked in another online dictionary that the lecturer suggested, it was true. u-dictionary is one mobile application dictionary that can be accessed using a smartphone that practice to be used. it was easier for the learner in assisting her in english learning that brings the big dictionaries which heavy and wasting time to find the words out. in addition, it can be used everywhere and every time (ally, 2009; hashim et al, 2017). this agrees with syafitri et al (2018) who used mobile application in learning pronunciation, the students had been motivated by using powtoon application and its sights from their attitude. the participant’s response in using u-dictionary to assist her in learning the pronunciation component is divided into three aspects, there are effective, behaviour, and cognitive by rosenberg and hovland (1960, see breckler, 1984). the application influences her in increasing mood and joyful feelings when learning pronunciation journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 200 through u-dictionary. besides phonetic symbols and speaker symbols, there are some features such as funny video, and other video learning that studies about the pronunciation of the words orally by native or non-native speakers. the second aspect is about behavior that relates to something behavioral intentions. it showed by her intention in using u-dictionary when she would like to update status or having a presentation, she always opened the application to make sure that the words that she would her pronounce were right based on the structure. the last is cognitive that refers to human response which relates to his knowledge and thought of the stimulus given. since she used u-dictionary in looking for the right pronunciation of the words, it added her some. for instance, the word thought /ɔ:t/, genre /‘ʒɑ:nrə/, finger /’fɪɳgər/, employee /ɪm’plɔɪi:/. it finally opened her mind that in middle school there were many words that she pronounces them wrongly and there are still many words that she did not know how the right pronunciation. she is conscious that pronunciation is an important thing to learn in order to produce the right pronunciation and avoiding misunderstanding in delivering information. 4. conclusion based on ismi’s experience in learning pronunciation components using u-dictionary, it assists her through its features. there is a phonetic symbol that shows the transcription of the words such as vowel, consonant, and word stress and speaker symbol which produce intonation that pronounce by the system in. in short, the udictionary consists of segmental features (vowel and consonant) and supra-segmental features (word stress and intonation). however, she did not realize yet about word stress on the phonetic symbol in the u-dictionary application so she doubts it. besides, u-dictionary also helps the student in translating the word or sentence by typing them or it can take a picture and upload it then the system will scanning and translate the text directly. u-dictionary also has other features that make the user enjoy and comfortable such as funny videos, learning videos, games that increase student’s motivation. the last, using mobile applications ease students nor teachers in getting learning material and save time. u-dictionary can be recommended as a learning media for english teachers and learners in assisting them studying the four skill -speaking, reading, writing, listeningbecause it consists of some features which support four of them. in addition, the other researchers can upgrade the research about the usage of the udictionary in other skills or also can be analyzed the same as this study in deeper analysis. references ahmad, y. b. (2018). teaching english pronunciation of suprasegmental features on students of english education. shs web conferences. ahmad, y. b. (2019). problems and strategies in teaching pronunciation on english department students. jurnal pendidikan unsika. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 195—201 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 201 alam, m. k., & uddin, k, m, j. (2019). awareness and attitude to correct english pronunciation at higher secondary level in bangladesh. international journal on studies in english language and literature. al-ghazo, a., al-sobh, m., & momani, r. (2018). ways used by efl learners to improve their english pronunciation. international journal of humanities and social science. ally, m. (ed.). (2009). mobile learning: transforming the delivery of education and training. athabasca, canada: athabasca university press. available at: http://www.aupress.ca/books/120155/ebook/99z_mohamed_ally_2009-mobilelearning.pdf [april 2014]. almaqrn, r. k., & alshabeb, a. m. (2017). efl learners' attitude towards the proper pronunciation of english and podcasts as a facilitator of proper pronunciation. arab world english journal. breckler, s. j. (1984). empirical valiadation of affect, behaviour, and cognition as distinct components of attitude. journal of personality and social psychology. cavus, n. (2016). development of an intellegent mobile application for teaching english pronunciation. elsevier. clandinin, d. j., & connelly, f. m. (2000). narrative inquiry: experience and story in qualitative research. san fransisco: jossey-bass. hamann, c., & schmitz, c. (2005). phonetics and phonology. university of oldenburg. hashim, h., yunus, m. m., embi , m. a., & ozir, n. m. (2017). mobile-assisted language learning (mall) for esl learners: a review of affordances and constrains. sains humanika. levis, j. m. (2005). changing context and shifting paradigms in pronunciation teaching. teacher of english to speakers of other languages. inc. maguire, m., & delahunt, b. (2017). doing a thematic analysis: a practical, step-by-step guide for learning and teaching scholars. all ireland journal of teaching and learning in higher education. marza, n. e. (2014). pronunciation and comprehension of oral english in the english as a foreign language class: key aspects, students' perception and proposals. journal of language teaching and research. miangah, t. m., & nezarat, a. (2012). mobile assisted language learning. international journal of distributed and parallel systems. rosenberg, m. j., & hovland, c. i. (1960). cognitive, affective, and behavioral components of attitude. in m. j. rosenberg, c. i. hovland, w.j mcguire, r. p. abelson, & j. w. brehm (eds.), attitude organization and change: an analysis of consistency among attitude components (pp. 1-14). new haven, ct: yale university press. sáchez, g., et al. (2019). english vowel sounds: pronunciation issues and student and faculty perceptions. revista actualidades investigativas en educación. syafitri, a., asib, a., & sumardi, s. (2018). an application of powtoon as a digital medium: enhancing students' pronunciation in speaking. international journal of multicultural and multireligious understanding. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 202 students’ perception on bilingual dictionary of financial accounting terminology luh nyoman chandra handayani1 i wayan dana ardika2 ida bagus artha adnyana3 i made rai jaya widanta4 gusti nyoman ayu sukerti5 politeknik negeri bali1,2,3,4,5 email: nyomanchandrahandayani@pnb.ac.id1 abstract even though a dictionary is said to be more important to be used while students are reading and writing than speaking, but its existence among learners is undebatable. this need becomes much greater, when learners are faced with specific terms in certain sciences, such as the science of financial accounting. this study aims to determine the students’ perceptions of the existence of the bilingual dictionary of financial accounting terminology, entitled: kamus istilah dwibahasa akuntansi keuangan. a questionnaire consisting of 17 questions was distributed to 28 students of a bilingual class in the accounting department of a state higher education institution in bali. the questionnaire was distributed in the form of google form, while the dictionary that had been planned given in printed version, finally given in the form of a simple edictionary, due to the covid-19 pandemic. the results of the questionnaire obtained were then analyzed to determine students’ perceptions of this bilingual dictionary. it is found that students were very happy with the existence of this dictionary. this can be seen from the positive responses given to almost all statements raised, which involved 3 aspects, namely: dictionary design, dictionary content and mechanical aspects, i.e.: matters related to writing, structure and spelling. furthermore, the result also shows that the dictionary is able to give helps in the students’ learning processes and to motivate students to be more creative in using vocabulary, especially the financial accounting terminology. keywords: bilingual dictionary, financial accounting terminology, students’ perception journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 203 1. introduction every educational institution certainly desires that graduates be able to compete for work and business opportunities that are available not only in the country but also abroad. to deal with this, strategic steps from various parties are needed. one of the strategic efforts designed by a state higher education institution in bali is to create a bilingual education program in the accounting department. this strategy, which was designed several years ago, aims to facilitate the accounting department in developing and enhancing their students' english competency as well as their core competencies. the teaching material in this bilingual class is partially delivered in english. studying in this bilingual class requires students to meet english accounting terminologies more often, including terms in financial accounting. from a preliminary observation it is known that students are still unfamiliar when reading or hearing these terms in english. moreover, in this globalization era and in line with the development of science and technology, the human need for the ability to master foreign languages, especially english, causes the existence of a dictionary is a must, especially when we read and write (cook, 2001). one solution that can be provided to students is by developing a dictionary of english accounting terms, especially financial accounting, entitled kamus istilah dwibahasa akuntansi keuangan (bilingual dictionary of financial accounting terminology). this dictionary, which is the the outcome of a pilot project, has been recently published by a group researchers from a higher educational institution in bali. it is hoped that the existence of this dictionary will support and provide assistance to students in their learning process, either in reading, writing, or speaking. its existence is expected to be able to increase students' self-confidence, so that in the end their english competence can improve. vocabulary acquisition plays a very important role when someone wants to study a foreign language (summers, 1988) since it is the heart of language and the cornerstone of communication (carter & mccarthy, 2014). a learner will find some difficulties in understanding text and listening some utterances if he doesn’t have a lot of vocabulary and doesn’t know how to use it (luppescu & day, 1993). a dictionary is a facilitator for esl students in learning new words. it is considered to be one of the easiest lexical sources to find, either in the form of a book or an electronic version (mariah et al, 2019). the importance of dictionaries for foreign language learners cannot be denied therefore they are considered to be very useful language learning tools (zhengl & wang, x., 2016). the essential meaning of a dictionary was also revealed by şevik (2014), as he said that dictionaries are trustworthy companions to second and foreign language learners because it guides them to uncover the meanings of unknown words. pursuant to the facts, this study was aimed to determine the students’ perceptions of the existence of the bilingual dictionary of financial accounting terminology which is recently launched. to find out whether the students are happy with the existence of this dictionary and whether this dictionary can help them in their learning processes. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 204 2. method this study uses a mixed method in which there are 17 questions submitted in the form of questionnaires on a scale type (1-4) ranging from strongly disagree (1) up to strongly agree (4). it was then distributed to 28 students of a bilingual class in the accounting department of a state higher education institution in bali. the questionnaire was distributed in the form of google form, while the dictionary that had been planned given in printed version, finally given in the form of a simple edictionary, due to the covid-19 pandemic. the results of the questionnaire obtained were then analyzed to determine students’ perception of this bilingual dictionary based on three aspects, namely: dictionary design, dictionary content, and the mechanical aspects (matters related to writing, structure and spelling). beside the data was conducted with use open-ended questions an interview method were also done, only for strengthening certain answers given by the students. 3. results and discussion the aim of this research is to know the students’ perception of the existence of the bilingual dictionary of financial accounting terminology, entitled: kamus istilah dwibahasa akuntansi keuangan, which was recently made. here are the result of the questionnaire given by 28 students of accounting department in a state higher education institution in bali: table1 questionnaire and the results no statements responses strongly disagree disagree agree strongly agree 1 the design of front cover of the dictionary is attractive 3 (10.7%) 25 (89.3%) 2 the design of back cover of the dictionary is attractive 6 (21.4%) 22 (78.6%) 3 the dictionary material uses clear or appropriate letters 5 (17.9%) 23 (82.1%) 4 the typeface, font layout and fonts used support the appearance of the dictionary cover 9 (32.1%) 19 (67.9%) 5 the number of dictionary pages is sufficient 7 (25.0%) 25 (75.0%) 6 the number of terms given in the dictionary is sufficient. 11 (39.3) 17 (60.7%) 7 display terms and their equivalents are adequate 8 (28.6%) 20 (71.4%) 8 the scope of terms contained in the dictionary is able to spur students to be more confident in learning independently 4 (14.3%) 24 (85.7%) 9 the content of this dictionary makes students feel comfortable with the learning process 6 (21.4%) 22 (78.6%) 10 the contents of the dictionary are able to 1 (3.6%) 11 16 (57.1%) journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 205 spur students to think critically (39.3%) 11 the dictionary material is able to spur students to be more creative in using vocabulary 4 (14.3%) 24 (85.7%) 12 the dictionary material is in accordance with the competency standards of graduates of the accounting department 6 (21.4%) 22 (78.6%) 13 the dictionary material is in accordance with the daily learning needs of students during the lecturing process 4 (14.3%) 24 (85.7%) 14 the dictionary uses examples used in conversations and texts within the scope of financial accounting 5 (17.9%) 23 (82.1%) 15 financial accounting terms in the dictionary provide students the opportunity to use accounting terms in communicating both orally and in writing 5 (17.9%) 23 (82.1%) 16 the sentences used as examples in the dictionary are in accordance with english grammar 7 (25.0%) 25 (75.0%) 17 the sentences used as examples are in accordance with the student's level of understanding 1 (3.6%) 8 (28.6%) 19 (67.9%) the data then classified based on the three aspects mentioned above, namely: dictionary design, dictionary content, and the mechanical aspects, as follows: figure 1 dictionary design in general, the students' response to the dictionary design is very positive. this can be seen in the results of the questionnaire shown in figure 1. it can be seen that 25 students (89%) strongly agree with the statement that the front cover design is attractive, while the rest, as many as 3 people, agree with this statement. furthermore, regarding the statement that the back cover design is attractive, 22 students state that they strongly agree, while those who agree with this statement were 6 people. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 206 against the statement that the typeface, front layout and fonts use support the appearance of the dictionary cover, 28 students also give positive responses, where 19 students state that they absolutely agree with the statement and the remaining 9 students agree. figure 2 dictionary content figure 2 contains the results of the questionnaire regarding the contents of the dictionary which consists of 11 statements. students give slightly varied responses to this aspect. although most students give positive responses, in the form of strongly agreeing and agreeing, in fact there was 1 student who expresses his disagreement for 2 statements given in this section. regarding the statement whether the number of dictionary pages is sufficient, as many as 25 students state that they strongly agree and 3 students agree with it. positive responses are also given by students to the statement: the number of terms given in the dictionary is sufficient, where 17 students state that they strongly agree and 11 students agree to this statement. a very strong positive response was given for 3 statements, namely: first, the scope of terms contained in the dictionary is able to spur students to be more confident in learning independently; second, the dictionary material is able to spur students to be more creative in using vocabulary, and third, the dictionary material is in accordance with the daily learning needs of students journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 207 during the lecturing process. for each of these statements, 24 students strongly agree and the remaining 4 students agree, respectively. against 2 statements, namely: first, the dictionary uses examples used in conversations and texts within the scope of financial accounting and second, financial accounting terms in the dictionary provide students the opportunity to use accounting terms in communicating both orally and in writing, the percentage of answers given by students to these is the same, namely 82% strongly agree and the remaining 18% agree. similar positive responses, namely 22 students strongly agree and 6 students agree, are given to the following 2 statements, first: the content of this dictionary makes students feel comfortable with the learning process and second: the dictionary material is in accordance with the daily learning needs of students during the lecturing process. there is one student who expresses his disagreement to these statements: first: the contents of the dictionary are able to spur students to think critically and second, the sentences used as examples are in accordance with the student's level of understanding. however, the remaining 27 students agree to these two statements. against the negative answers given by these students, a follow-up is then carried out by contacting those students. this is possible because all data about students and their cellphone numbers can be found in the questionnaire response file. then they were asked to provide reasons for their negative responses. from the result of interview, it was found that the students did not understand the examples given, because they were in the science department when they were in high school. moreover, they are still in semester 2. so they still need time to adapt to accounting materials and terms. figure 3 mechanical aspects (matters related to writing, structure and spelling journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 208 concerning the mechanical aspects, which consists of three statements, namely first: the dictionary material uses clear or appropriate letters, second: display terms and their equivalents are adequate, and third: the sentences used as examples in the dictionary are in accordance with english grammar, all students give positive responses, with very agreeable responses totaling more than 20 responses for each statement. 4. conclusion this article reports the findings of a survey investigating the students’ perception on the existence of the bilingual dictionary of financial accounting terminology, what they think about the existence of this dictionary and whether it helps them in their learning processes. this dictionary was recently published by researchers from a state higher education institution in bali. a questioner, consisting of 17 statements, was then distributed to 28 students of a bilingual class in the accounting department. the reason for choosing this class is because this class uses english as the main language of instruction, so automatically, students in this class will encounter the most accounting terms compared to other classes. the result shows that students are very happy with the existence of this dictionary. this can be seen from the positive responses given to almost all statements raised, which involved 3 aspects, namely: dictionary design, dictionary content and mechanical aspects, i.e.: matters related to writing, structure and spelling. furthermore, it also shows that the dictionary is able to give helps in the students’ learning processes and to motivate them to be more creative in using vocabulary, especially the financial accounting terminology. references anna. a. (2016). aplikasi kamus bahasa indonesia – bugis berbasis web dengan metode sequential search. jurnal informatika, vol. 3, no. 2, https://ejournal.bsi.ac.id/ejurnal/index.php/ji/article/view/809 carter, r., & mccarthy, m. (2014). vocabulary and language teaching. usa: routledge cook, vivian. (2001). using the first language in the classroom. canada: canadian modern language. fauzi, h.n & rosliyah, y. (2020) persepsi pembelajar terhadap media kamus tematik berbasis web bagi pembelajar kosakata bahasa jepang tingkat dasar. https://journal.unnes.ac.id/sju/index.php/chie/article/view/37471 ginosyan, h., tuzlukova, v., & hendrix, t. (2019). teachers’ perspectives on extra-curricular activities to enhance foundation program language learners’ academic and social performances. journal of applied studies in language, 3(2), 168-177. doi:10.31940/jasl.v3i2.1387 kwary, deny arnos rusnaningtias, erlita. jurianto. (2007). pengembangan kamus eektronik akuntansi keuangan berbasis korpus. laporan penelitian a2 jurusan sastra inggris fakutas sastra universitas udayana. laporan penelitian tidak diterbitkan luppescu, s., & day, r. (1993). reading dictionaries and vocabulary learning. language learning, 43, 263-287. mariah, titi, yusanti, yanti., nisa el fausiah, ula. (2019) students’ perseption toward the use of “dictionary pocket” as a medium in teaching vocabulary in project, professional journal of english education. vol 2, no 3, may 2019 . issn 2614-6320 (print) issn 2614-6258 (online) pp 319-324. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 202—209 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 209 mehrabian, n, & salehi, h. (2019). the effects of using diverse vocabulary learning strategies on word mastery: a review. journal of applied studies in language, 3(1), 100-114. doi:10.31940/jasl.v3i1.1368 nation, p. (2001). learning vocabulary in another language. london: university press. penner, n., & grodek, e. (2014). integrating multimedia ict software in language curriculum students’ perception, use, and effectivenes. the eurocall review, 22(1), 20-39. doi:https://doi.org/10.4995/eurocall.2014.3637 setiawati, s. (penggunaan kamus besar bahasa indonesia (kbbi) dalam pembelajaran kosakata baku dan tidak baku pada siswa kelas iv sd. jurnal gramatika: jurnal penelitian pendidikan bahasa dan sastra indonesia. vol. 2, no.1. http://ejournal.stkip-pgrisumbar.ac.id/index.php/jurnal-gramatika/article/view/1408 şevik, m. (2014). university prep-school efl learners’ dictionary ownership and preferences. procedia-social and behavioral sciences, 158, 226–232. https://doi.org/10.1016/j.sbspro.2014.12.080 summers, d. (1988). the role of dictionaries in language learning. in r. carter, & m. mccarthy (eds.), vocabulary and language teaching (pp. 111-125). newyork: longman. wibowo, j.s & hartati, s. (2011). text document retrieval in english using keywords of indonesian dictionary based. ijccs (indonesian journal of computing and cybernetics systems) 5 (1) zhengl, huibin, & wang, xiaoli. (2016). the use of electronic dictionaries in efl clasroom. in studies in english language teaching issn 2372-9740 (print) issn 2329-311x (online) vol. 4, no. 1, 2016 www.scholink.org/ojs/index.php/selt 144, pp 144-156 journal of applied studies in language, volume 4 issue 2 (jun 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 151 ecolinguistic study of the writing works of achieving students of bali state polytechnics in 2020 paulus subiyanto1 i ketut sadia2 iga paramita dewi3 jurusan akutansi politeknik negeri bali, indonesia1 jurusan pariwisata politeknik negeri bali, indonesia2 jurusan teknik sipil politeknik negeri bali, indonesia3 email: subiyanto@pnb.ac.id1 abstract bali state polytechnic (pnb) has used the label "green", such as the "green campus" and "green tourism", as a flagship program to show its concern for ecological awareness. ecolinguistics is a combination of linguistics and ecology studying the relationship between the use of language in discourse related to the environment. this study aims to see how the ecological insights possessed by outstanding students are revealed through their written works (languages). from the primary data source in the form of 10 written works of achieving students in 2020, ecological insights will be identified in which they are revealed in the choice of words containing ecological content. the results show that the average ratio of ecological word used and the number of words in writing is 0.84%, while the average vocabulary, 9 types of ecological words for each writing contain an average of 2065 words. with the assumption based on the cognitive linguistic theory that thoughts are expressed through language, it can be concluded that students' ecological insight and awareness have not developed optimally as far as it is expressed through word choice (diction). it suggests that the pnb students need to broaden their ecological insights through language learning, especially reading texts based ecolinguistics. keywords: ecolinguistics, ecology, environment, students’ writing journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 152 1. introduction advances in science and technology-driven by the enlightenment movement in the western world since the beginning of the 19th century by focusing on the superiority of human rationality have brought great changes in human civilization. from the industrial revolution 1.0 with the invention of the steam engine, it continues until the industrial revolution 4.0 with the internet network and digitization of all lines of life with various advances and convenience of human life. however, this great achievement grabbed by science and technology must be paid dearly with environmental damage that is increasingly acute and threatens all life on this planet. so at the beginning of the 21st century, there were thoughts and movements to save the environment. ecology is becoming an increasingly strong theme in multidisciplinary studies so that the label "green" is increasingly popular and globalized as a sign of concern for environmental sustainability. the objective of this "green" movement is to develop ecological awareness in the present and future generations. starting with non-governmental organizations, then supported by the state, business institutions also joined and did not miss educational institutions, especially universities. bali state polytechnic (pnb), as one of the vocational higher education institutions in bali, intelligently reads the signs of this era by taking strategic steps to participate in flying the “green” banner through its superior programs such as “green campus” and “green tourism”. as an educational institution, pnb with “green” programs has, of course, the main goal to produce graduates who have ecological insight and competence. to achieve this goal, ecological aspects should be integrated into the learning process both intra-curricular and extra-curricular. bali state polytechnic (pnb) has set its vision "to become a vocational higher education institution producing professional graduates with international competitiveness by 2025". with the quality of graduates as "professionals with international competitiveness", it means that besides mastering certain competencies (hard skills), graduates are expected to have ecological insight and conceptions that have also become a global concern. gardner (1993) with his multiple intelligence theory identified the existence of natural intelligence in every human being, namely the ability to respect and care for the environment. natural intelligence is innate but needs to be cultivated through education, especially habituation. natural intelligence or also called ecological intelligence is an important aspect of the character. this study is grounded by two theories, namely ecolinguistics and cognitive linguistics. ecolinguistics is often classified in the branch of applied linguistics began with the publication of the work of eniar haugen, a norwegian linguist, entitled the ecology of language in 1972. furthermore, ecolinguistics has developed with multidisciplinary studies, especially with social sciences and humanities. one of the definitions of ecolinguistics relevant to this study was conveyed by alexander and stibbe (2010), ecolinguistics is the study of the impact of language use in the process of survival bridging the relationships between humans and other living things, as well as the physical environment aiming for the preservation of sustainable relationships and life. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 153 in connection with the relationship between language and the environment, fill and mushausler (2001) convey four important things that need to be considered, namely (1) language is free and rich in meaning, (2) language was created by the world, (3) the world was created. by language and (4) language interrelated with the world. however, sapir (2001) emphasizes that the relationship between language and environment is limited to the lexicon (vocabulary) level, not at the phonological and morphological levels. briefly, ecolinguistics claims that language is influenced by the environment in which it is used, especially its lexicon (muhlhauser,1995; stibbe, 2015). starting from the great interest in the study of the relationship between language and thought in the 1970s, cognitive linguistic theory began to develop by involving multi-disciplinary research, especially in the fields of psychology and neuroscience. broadly speaking, there are five principles on which cognitive linguistic theory is based, namely: (1) rejecting the idea of separate and autonomous language skills in the human mind as conveyed by generative grammar theory. (2) grammar is understood in connection with conceptualization. the linguistic data stored in the human mind is not that different from any other knowledge. (3) knowledge of language arises from the use of language (language in use). the use of language to understand reality uses the same cognitive abilities as non-linguistic tasks. (4) language skills are not innate as stated by chomsky (1967), but come from the learning process, the same as other abilities. (5) meaning is the focus and central in language, the other structures are related to semantics. cognitive linguistics seeks to understand how semantics and syntax work together, how the relationship between language and thinking, how the conceptualization process through language. based on empirical findings from other disciplines, cognitive linguists tried to create psychological models for language concerning categorization, conceptualization, memory, and imagery in cognitive processes, for example, mental space (fauonnier, 1994), image schema (johnson, 1987), gestalt (lakoff, 1987). these psychological models serve to describe how language skills are a cognitive process to understand the world and build knowledge and experience. shortly, cognitive linguistics conveys that language is a part of the cognitive process (lakkof, 1993; langacker, 1991; fillmore,1982). in other words, the content of the mind will be concretely expressed through language. mbete (2002) conducted ecolinguistic research entitled "phrases in the lio language and their functions in preserving the environment". the findings of this study are the existence of a form of lio language survival related to the environment due to the public's interest in preserving verbal expressions functioning to harmonize human relationships and the natural surroundings. this resilience is maintained because it contains values and norms conceptually and cognitively so that it functions through verbal expressions related to environmental preservation. these findings are relevant to the research that will be carried out because it is proven that the conceptual and cognitive aspects of ecology are revealed through language, in this case, spoken language, while in the research that will be carried out in the form of written language. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 154 combining those two theories, therefore, this ecolinguistic study aims to see how ecological awareness absorbed in students' minds can be revealed through language and expressed in their written works. thus, this research may be needed to find out scientifically the extent to which the ecological concept and awareness are embedded in pnb students. 2. method this research is descriptive-qualitative by involving in-depth and thorough investigations of qualitative data in the form of written works (text). the main activity is collecting qualitative data, identifying, analyzing, and describing it. sutopo (2002) said this type of research can also be categorized as an embedded case study because the object, focus, and problems to be studied have been determined before the researcher carries out his activities. two types of analysis will be carried out by calculating: (1) the ratio of ecological words used and the number of all words in the written work, (2) the ratio of ecological vocabulary, and the number of words used in the written work. data are taken from ten writing works of achieving students with criteria the work containing at least 2000 words. identification is done to discover words containing ecological aspects, then these words are calculated to determine the ratios. based on the ratios, interpretation is done to find out how extended the students' ecological awareness expressed through their writing works. 3. results and discussion from the identification of ecological words revealed in 10 papers as data sources, the following results are obtained: table 1 the ratio of ecological words to number of words no title number of words word ratio (%) 1 rekontruksi ekonomi melalui semangat kreativitas usaha mikro kecil menengah (umkm) pada era new normal (economic reconstruction with spirit of creativity for small and middle business (umkm) in new normal era) 2143 14 0,65 % 2 mengimplementasikan sikap certawas (cerdas, tanggap, dan waspada) sebagai upaya mengatasi problematik rekonstruksi ekonomi di era new normal (implementation of certawas attitude (smart, responsive, alert) as efforts to overcome the economic problem in new normal era) 2012 15 0,74 % journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 155 3 terapkan germas proavid 19 dengan psicopath untuk hidupkan kembali perekonomian dalam tatanan new normal (implementation of germas proavid19 with psychopath for economic revitalization in new normal era) 2040 24 1,17 % 4 persiapan dan kesiapan ekonomi menuju era new normal (preparation and economic readiness toward new normal era) 2015 14 0,69 % 5 new normal pulihkan ekonomi dari dampak pandemi (new normal to recover economy from the impacts of pandemic) 2060 20 0,96 % 6 meningkatkan sektor pertanian dan perkebunan dalam pemulihan ekonomi di era new normal (increasing agriculture and plantation sector to recover economy in new normal era) 2064 20 0,96 % 7 perspektif ekonomi digital terhadap kontribusi pertumbuhan ekonomi di era new normal (perspective of digital economy for contributing economic growth) 2008 13 0,64 % 8 dimensi digitalisasi umkm solusi rekonstruksi ekonomi dalam upaya harmonisasi terhadap pandemi (dimention of small and middle business digitalization as solution for economic reconstruction and harmonization against pandemic) 2118 23 1,08 % 9 upaya pemulihan perekonomian di masa kenormalan baru (effort to economic recovery in new normal era) 2212 13 0,58 % 10 paradigma pembangunan kesehatan masyarakat (paradigm for development of public health) 2124 24 1,12 % total 20648 174 based on table 1, the average use of ecological vocabulary as a whole : ecological words used total words count = 174: 20,648 x 100% = 0.84%. the highest ratio is 1.17% and the lowest is 0.58%. sarmi (2015) in a dissertation entitled "the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 156 nature of natural environment lexicon in the dynamics of using language speeches: ecolinguistic studies" found that (1) the linguistic forms of the natural environment lexicon of the using language consist of basic form lexicons, affixed derivatives, re-forms and forms. compound; (2) word categories in the form of noun lexicons and verb lexicons; (3) functions for naming flora and fauna; (4) lexicon dynamics due to linguistic factors, speaker factors, and ecological change factors. these findings indicate a link between ecological changes and changes in the language (lexicon) used by speakers. human experiences in their interactions with the natural surroundings are revealed through language, especially the diversity and dynamics of the lexicon. the research that will be carried out is to find out whether the ecological concepts possessed by students both through their interactions within the campus environment and outside the campus are revealed through their written work (language). although there are no standard criteria, with such a ratio, it means that the use of the ecological words in written works of pnb students is still not optimal. in addition to the number of ecological words used in the written works, the vocabulary is also identified, as follows. table 2 ecological vocabulary used in written works no word varian no word varian 1 aman (safe) 42 lingkungan (environment) 2 air (water) 43 matang (rape) kematangan (rapeness) 3 adaptasi (adaptation) 44 menumbuhkan (grow) pertumbuhan (growth) 4 ancaman (threat) 45 metamorfose (metamorphosis) 5 alam (nature) alami (natural) 46 mutasi (mutation) 6 bencana (plaque) 47 musim (season) 7 bibit (seed) 48 mentah (raw) 8 bersih (clean) 49 merawat (care) 9 buah-buahan (fruits) 50 menyebar (spread) penyebaran (spreading) 10 berkembang (grow) 51 mencegah (prevent) 11 berdampingan (coexistence) 52 menyelamatkan (save) 12 bakteri (bacteri) 53 melindungi (to shelter) 13 bahan mentah (raw material) 54 memangkas (prun) 14 bumi (earth) 55 mengalir (flow) 15 cuci tangan (hand washing) 56 natur (nature) natural (natural) 16 cocok tanam (cultivation) 57 pangan (food) 17 dampak (impact) terdampak (impacted) berdampak (impacting) 58 pertanian (agriculture) 18 desiminasi 59 perkebunan journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 157 (desimination) (plantation) 19 disinfektan (disinfectant) 60 pandemik (pandemic) 20 desa (village) pedesaan (rural) 61 petani (farmer) 21 epidemi (epidemy) epidemiologis (epidemiology) 62 perikanan (fishery) 22 fase (step) 63 peternakan (vetenary) 23 gunung (mountain) 64 pebukitan (hill) 24 harmoni (harmony) 65 pemukiman (settlement) 25 infeksi (infection) terinfeksi (infectious) 66 pencegahan (prevention) 26 imunitas (imunity) 67 penularan (transmission) tertular (infectious) 27 interaksi (interaction) 68 penyakit (disease) 28 jaring (net) 69 pengendalian (control) 29 keberlangsungan (sustainibiity) 70 pola sebaran (pattern of spread) 30 keindahan alam (beauty of nature) 71 pemulihan (recovery) 31 karbohidrat (carbohydrate) 72 rehabilitasi (rehabilitazion) 32 kebun (garden) 73 rimpang (ginger) 33 kuman (germ) 74 rantai penyebaran (chain of spread) 34 kehidupan (life) 75 sabun (soap) 35 kehutanan (forestry) 76 subur (vertile) 36 kehancuran (destruction) menghancurkan (to destroy), penghancuran (demolish) 77 stimulus (stimulus) 37 kekayaan alam (natural richness) 78 sakit (sick) 38 kepulauan (islands) 79 sayuran (vegetables) 40 kerusakan (destruction) 80 sumber daya alam (natural resources) 41 lumbung (food store) 81 suplemen (supplement) 82 sanitizer (sanitizer) 83 sehat (health) 84 suhu (temperature) 85 tanaman (plant) 86 tumbuhan (plant) 87 virus (virus) 88 vitamin (vitamin) 89 vaksin (vaccine) 90 wabah (pandemic) mewabah (contagious) table 2 above shows that there are 90 types of words (vocabulary) with ecological variants used in ten (10) written works. on average, each writer uses (90: 10 = 9, ninety divided by ten is nine) nine ecological words in his writing. when compared with the average number of words per writing of 20,648:10 = 2065 words (rounded), it can be said that the ecological vocabulary is less varied. this reflects the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 158 lack of developing vocabulary through ecological discourses, especially through reading ecological texts. this finding is relevant to yuniawan (2018) in his research entitled "ecolinguistic study of conservation news texts in indonesian mass media", found that “environmental-related vocabulary in news about conservation in media in indonesia is in the form of basic words, derivative words, noun phrases, verb phrases, and adjective phrases. this finding shows that there is a diversity of lexicons used to convey matters related to environmental preservation, meaning that speakers (journalists) use various forms of lexicons to express their reports through written language (news). the result of the report is the output of cognitive fact processing, which is then manifested through written language”. based on cognitive linguistic theory (lakkof, 1993), language skills and thinking are intertwined or, in other words, what is in the mind will be revealed through language. thus, the low ratio of the use of words with ecological dimension can be interpreted as a reflection of the low awareness and ecological insight built into the minds of students. 4. conclusion from the findings above, it appears that students' ecological insight already exists but is still relatively limited as far as it is reflected through the use of language, especially written language. therefore, it is necessary to make efforts to increase and develop ecological insight and awareness through language learning based on ecolinguistics. to support this goal, it is necessary to develop a language text book containing ecological discourses. references al gayoni, y.u. (2010). "getting to know ecolinguistics". http. ecolinguistics. downloaded march 3, 2020. alexander and stibbe. (2014). "from the analysis of ecological discourse to the ecological analysis of discourse. journal language sciences no.41 pp.104-110. chomsky, n. (1967). language and mind. new york: harcourt brace &world. david. (2001). applied linguistics for the 21st-century. uk: catchline. emzir. (2010). qualitative research methodology for data analysis. jakarta: rajawali press. fauconnier, g. (2010)."conceptual integration networks" journal of cognitive science vol22, issue 2, pp.133-187 fillmore, c.j. (1982)."frame semantic" in the linguistic society of korea. seoul: hanshin. fill, a. (2001). “language and ecology: ecolinguistics perspectives for 2000 and beyond” in graddon, fill, a. and mühlhäusler, p. (2001). the ecolinguistics reader language, ecology and environment. london: continuum. gardner, h. (2008). 5 mind for the future. usa: harvard business press. gardner, h. (1993). frame of mind: the theory of multiple intelligences. new york: basic books. halliday, m.a.k. and hasan, r. (1978). language, context and text: aspects of language in a social semiotic view. (translation: asruddin barori tou from original title: language, context, and text: aspects of language in a social-semiotic perspective). yogyakarta: gadjah mada university press. haugen, e. (1972). the ecology of language. london: harvard university johnson, m. (1987). the body in mind: the bodily basis of meaning, imagination and reason. ny: university of chicago press journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 151—159 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 159 lakkof, g. and johnson, m. (1980). metaphor we lived by. chicago: university of chicago press. lakoff, g. (1993). the contemporary theory of metaphor. usa: cambridge university press. lakoff, g. (1987). metaphor we live by. ny: university of chicago press langacke, r. (1990). concept, image, and symbol. journal cognitive linguistic, vol. 2, pp. 122134. lindø, a. v. and bundsgaard, j. (eds). (2001). dialectical ecolinguistics three essays for the symposium 30 years of language and ecology in graz december 2000. austria: university of odense research group for ecology, language and ecology. mbete, a. m. (2002). "phrases in language and their functions in preserving the environment" in the journal linguistics. volume 9 no. 17. denpasar: masters and doctoral programs, udayana university postgraduate program. ministry of national education. (2008). kamus besar bahasa indonesia. jakarta: gramedia pustaka utama. muhlhauser, p. (2003). language of environment, environment of language: a course in ecolinguistics. london: battlebrige. nuzwati. (2019). early introduction to ecolinguistics. medan: literature uisu press. sapir, e. (2006). language and environment. london: bloomsbury. sarmi, n. (2015). "the hidden treasures of natural environment in the dynamics of using language speeches: ecolinguistic studies (dissertation). denpasar: udayana university. sarwoyo, t. (2018). "discourse analysis". articles on academia.edu (downloaded 2 march 2020). setyowati, n., emzir, e., & lustyantie, n. (2020). nature and social attitude in folklore entitled timun mas: eco-critical study. journal of applied studies in language, 4(1), 38-47. doi:10.31940/jasl.v4i1.1649. stibbe, a. (2015). ecolinguistic: language, ecology, and the stories we lived by. london: routledge. sudaryanto. (1993). methods and various techniques of language analysis, an introduction to research on vehicle culture in linguistics. yogyakarta: duta wacana university press. sugiyono. (2004). memahami penelitian kualitatif. bandung: cv. alfabeta. sutopo, h.b. (2006). metodologi penelitian kualitatif. surakarta: universitas sebelas maret press. yuniawan, t. (2018). "ecolinguistic study of conservation news texts in indonesian mass media" in international journal of humanities studies, march 2028. sanata dharma university, yogyakarta (htpp: //ejournal,usd,ac.id/index. php / ijhs). vasseur, t. l. (2018). "defining ecolinguistics: chalenging emic issues in an involving environment discipline" in journal of environmental studies and sciences, vol. 4, edition 3. wu, yi. (2018). "ecolinguistic discourse analysis" in the journal of advances in social sciences, education and humanities research (assehr), vol. 181, march 2018. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 273 pragmatic functions of indonesian in the column “smart traveler” of bali tribun newspaper ni putu evi wahyu citrawati1 i wayan teguh2 ni putu n. widarsini3 prodi sastra indonesia, fakultas ilmu budaya, universitas udayana1,2,3 email: eviwahyu78@gmail.com1 abstract this study aims to see the politeness of indonesian in a printed daily newspaper published in bali, namely the daily tribun bali which presents a page of a column called "smart traveler" that discusses tourism objects in bali. in this study, two points were researched, namely the form of politeness and the form of indonesian politeness based on the principle of politeness (leech, 1993). data obtained naturally by reading the daily tribun bali, especially the tourism column "smart traveler". then the data is coded according to the function of the indonesian language, especially in the field of pragmatics concerning the principle of politeness, and transcribed on the data card. the data then were analyzed using two aspects, namely, first, the data were analyzed to determine linguistic elements such as phonology, morphology, syntax, semantics, and pragmatics in a predetermined time. second, the data were analyzed and presented descriptively, then the results obtained were viewed from a theoretical perspective to find out why that was all that happened. in analyzing the data, the distributional method is used, which is working within the scope of the language itself without connecting things outside it. keyword: indonesian function, language function, newspaper column, politeness principles journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 274 1. introduction in general, there are two studies in linguistics, namely micro linguistics and macro linguistics. micro linguistics consists of studies (1) phonology and (2) morphology. meanwhile, macro studies consist of (1) syntax (2) semantics, (3) pragmatics, (4) semantics, and (5) discourse (wijana & rohmadi, 2011). phonology is a branch of linguistics that studies the sounds of language and their distribution, or in other words, phonology is a branch of linguistics that studies the sound form of language and its speech tools. morphology talks about the in and out of morphemes and their combination to form lingual units in the form of words. syntax learning is a science that studies the combining of lingual units in the form of words to form larger linguistic unions such as phrases, clauses, and sentences. semantics is a scientific discipline that examines lingual units, whether lexical or grammatical. the branch of science that studies the structure of language externally, namely how the language unit is used in communication is called pragmatic studies. finally, discourse is a series of related sentences that connect one proposition with another so that it forms a unity (wijana & rohmadi, 2011). the difference between semantic and pragmatic studies lies in external studies (pragmatics), while internal studies are studied by semantics. politeness is one part of pragmatic studies. politeness is a form of language refinement to bring social distance between speakers. the concept of politeness is related to two things, namely the language itself and one's behaviour in speaking. in language politeness, there are four principles (maxims) that are discussed, including (1) the principle (maxim) of quality, (2) the principle (maxim) of quality, (3) the principle (maxim) of relevance, and (4) the principle (maxim) of implementation. tribun bali is a daily newspaper published in bali. it belongs to the tribun network group, with the head office located in denpasar. this newspaper was first published in 2014. in general, the daily content of tribun bali is in the form of news that occurs in bali such as politics, sports, crime, social problems, and tourism issues. each has a different proportion of each print. one thing that is in the daily tribun bali is a tourism news item called the “smart traveler” column. this column specifically discusses news about tourism around the world. regarding this writing, there are two previous studies connected as references. the first study was conducted by purnamentari et al (2017) entitled “analisis jenis, bentuk, dan fungsi tindak tutur berita utama pada koran bali post”. their research aims to know (1) types of speech acts in the headlines news of bali post newspaper, (2) the form of speech acts in the headlines news of bali post newspaper, (3) the function of speech acts in the headlines news of bali post newspaper. in their research, they found out, (1) in the headlines news there were types of speech acts, they are locutionary act and illocutionary acts, (2) most of the speech acts form in the headlines are declarative, and (3) meaning of speech acts occur in the headlines are assertive, directive, expressive, and comissive. the second study was conducted by nirmala (2012), entitled “pragmatics function of metaphors in the discourse of indonesian letters to editor”. nirmala research aims to describe the pragmatics function of metaphors in the discourse letters of indonesian. she did non-participant observation. nirmala's findings stated that the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 275 metaphors in the discourse letters to the editors are categorized as the assertive, directives, and expressive pragmatics function. 2. method research on the pragmatic function of indonesian in the "smart traveler" column at tribun bali daily is a descriptive qualitative because this study aims to describe the facts objectively and systematically regarding language behavior in written discourse in the daily tribun bali. sources of data were obtained from tribun bali daily in the "smart traveler" column which is published every sunday. data collection techniques are obtained by listening to or reading the daily tribun bali, especially in the "smart traveler" column which contains all information on tourism objects throughout bali. given the publication of the bali tribun newspaper everyday data collection will be limited to 1 month, namely those published from january 1, 2020 july 31, 2020. data were analyzed using the refractive identity method (reference equivalent method), introspective reflection, distributional methods, and deductive inference (sudaryanto, 1993; kripendoff, 2004). 3. results and discussion from the research that has been carried out for six months, there are several problems that are found, among others. speech act: speech act (sa) is a speech from a person that is psychological in nature and can be seen from the meaning of action in his speech. sa was introduced by austin, in 1962, then the theory was developed by searle (1999) in a book entitled speech act: an essay in the philosophy of language. example (1) monumen bajra sandi terletak di renon. “bajra sandi monument is located in renon”. (2) saya minta maaf atas kesalahan anak saya. “i do apologize for my child’s mistake”. the sentence (1) above is a sentence which states information about the location of the bajra sandi monument, which is located in the renon area in denpasar city, while in the sentence (2) the speaker does not only say something but also the speaker takes an action, namely showing an apology. in addition to saying something, the two sentences above also state action, in pragmatic studies, it is known as performative action in the two examples above, while the sentence (1) which only states something is called a sentence or constative speech (chaer, 2010). austin (1962) divided into three performatives of speech acts, namely (1) locutionary act, (2) illocutionary act, and (3) perlocutionary act. locutionary act is an act which states something as it is (the act of saying something). illocutionary act, besides stating something, it also states an action to do something. therefore, this illocutionary act is called the act of doing something (action to do something). perlocutionary acts, are speech acts that have an influence or effect on the interlocutor or the person who hears the speech. therefore, perlocutionary act is often referred to as the act of affective someone (acts that have an effect on others). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 276 example (3) berikut ini, 5 cara sederhana dan aman mendukung bisnis pariwisata agar mereka tetap bisa bertahan hingga pandemic ini berakhir: 1. membeli voucher, 2. menulis review positif, 3. belanja online, 4. memesan takeout atau delivery, dan 5. berdonasi (tb, 19 april, 2020). “here are 5 simple and safe ways to support tourism businesses so that they can survive until this pandemic ends: 1. buy vouchers, 2. write positive reviews, 3. shop online, 4. order takeout or delivery, and 5. donate“. (4) blogger tersebut juga mengatakan tidak ada yang lebih indah dari menikmati bunga yang mekar, sambil mendengarkan lagu favoritnya (tb, 12 april, 2020). “the blogger also said there is nothing more beautiful than enjoying the blooming flowers, while listening to his favorite song”. (5) dalam potret yang diambil dari udara itu kabut asap yang semula memenuhi langit kota jakarta pun tidak terlihat (tb, 12 april 2020). “in the portrait taken from the air, the smog that originally filled the city of jakarta is not visible”. sentence (3) above was said by the author just to provide information about something, without any tendency to do something, let alone influence other people to do something. the information in a sentence (3) states that there are 5 simple ways to carry out and support the tourism business in order to survive from the pandemic. namely by buying vouchers, writing positive reviews, online shopping, ordering delivery, and donating. in sentence (4), it informs that content creators have nothing more beautiful than enjoying the blooming flowers. in sentence (5) informs that the portrait taken from above the air shows smog since the corona pandemic is no longer visible. the effect of this statement is that the air cleanliness index has increased very sharply since all people work from home. gunarwan (1992 & 2010, chaer, 2010) stated that sometimes it's a little bit difficult to distinguish between illocutionary and perlocution speech acts, because in a speech act that states the meaning of the speech, there will also be an effect on the interlocutor. searle (1975) divided speech act functions into five categories. those are representative (assertive), directive, expressive, commissive, and declarative. 1) representative (assertive) is a speech acts that bind the speaker to the truth of what he said. for example reporting, saying, and mentioning. example (7) warga krembangan, jakarta untuk pertama kali bisa melihat gunung gede panggrango. serta gunung salak. padahal kedua gunung tersebut yang berada di jawa barat terlihat sangat jelas (tb, 12 april 2020). “residents of krembangan, jakarta, for the first time, can see mount gede panggrango. and mount salak. even though the two mountains are in west java, it is very clear”. 2). directive, the speech act performed by the speaker with the intention of making the interlocutor perform the actions mentioned in the speech. for example ordering, begging, demanding, suggesting, and challenging. example journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 277 (8) hal ini merupakan upaya yang dilakukan pemerintah agar masyarakat korea tetap dapat menikmati musim semi (tb, 12 april 2020). “this is an effort made by the government for the korean people still can enjoy spring”. 3). expressive, speech acts performed with the intention that the speech is interpreted as an evaluation of what is mentioned in the speech. for example, praising, saying thank you, criticizing, and interrupting. example (9) dengan membeli voucher sekarang, kamu memberikan restoran atau toko chasflow tanpa mereka harus menawarkan apapun pada saat ini (tb, 19 april 2020). “by buying a voucher now, you are giving a chasflow restaurant or shop without them having to offer anything at this point”. 4). commissive, speech acts that bind the speaker to carry out what is stated in the speech. for example promise, swear, and threaten. example (10) layanan pengiriman makanan online, telah menambahkan tulip dan freesia pada akhir februari 2020. layanan ini akan diantarkan jika dipesan sebelum pukul 23:00 (tb, 12april 2020). “an online food delivery service, has added tulips and freesia to the end of february 2020. this service will be delivered if ordered before 23:00”. 5). declarative, the speech act performed by the speaker with the intention of saying something new (status, condition, etc.). for example decide, cancel, prohibit, allow, and forgive. example (11) namun karena paket tidak diizinkan, jumlah pengunjung yang melalukan wisata jalan kaki menurun sangat drastis (tb, 12 april 2020). “however, because packages are not permitted, the number of visitors taking the walking tour has dropped dramatically”. the principles of maxim principles in communication a communication will run well if the speaker and interlocutor in a speech obey the principles of cooperation, as put forward by grace (1975, chaer, 2010). in pragmatic studies, this study is called maxims. this maxim is in the form of a concise statement containing the doctrine or truth. every speaker must obey the four maxims in communication. the four maxims include (1) maxim of quantity, (2) maxim of quality, (3) maxim of relevance and maxim of manner. that maxim is described as follows. (a) maxim of quantity, this maxim wants each speech participant to contribute only as much as what is needed by the other person. so, this maxim requires an answer that is not excessive. example (12) saya bisa menikmati keindahan bunga ini setiap harinya di rumah (tb, 12 april 2020). “i can enjoy the beauty of this flower every day at home”. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 278 for example (12), it is a part of speech in accordance with the maxim of quantity rule. because the story provides information about the beauty of the flowers that bloom every day in his yard during the spring. (b) maxim of quality is the second maxim that must be obeyed by speakers and interlocutors. this maxim requires the participants to tell the truth, according to the facts and data obtained. unless, speakers do not know for sure (chaer, 2010). example (13) layanan pengiriman makanan online, telah menambahkan tulip dan freesia pada akhir februari 2020. layanan ini akan diantarkan jika dipesan sebelum pukul 23.00. tidak mudah, karena satu kotak dihargai 12.900 won. namun ini sepadan dengan uang yang saya berikan (12 april 2020). “online food delivery service, added tulips and freesia at the end of february 2020. this service will be delivered if ordered before 23.00. it's not easy, because one box costs 12,900 won. however it is worth the money i give”. the speech (13) above is a speech that does not violate the maxim of quality, because the speaker tells about the delivery of food online which is not easy, at a price that is quite expensive, however, it is comparable to what is obtained from the service. (c) maxim of relevance is the third maxim that must be obeyed by speech participants and partners. this maxim requires each participant to make a contribution that is relevant to the problem or narrative editorial. example (14) saat pandemi virus corona (covid-19), bersepeda merupakan salah satu kegiatan yang semakin tren untuk menjelajahi perkotaan. kendati demikian, tidak semua kota ramah pesepeda (tb, 28 juni 2020). “during the corona virus pandemic (covid-19), cycling is one of the activities that is increasingly trending to explore cities. however, not all cities are cyclist-friendly”. in the speech (14) above, it can be seen that the first speech contained activities that were trending during the corona virus pandemic (covid-19), namely cycling. then in the second sentence, it is said that not all cities are friendly to cyclists. the two sentences above have a very close relationship because in the first sentence it explains the trend during the pandemic is cycling, then, in the second sentence, it explains that not all cities in europe are friendly to cyclists. (d) the maxim of manner is the fourth maxim in the principle of cooperation that must be adhered to in a narrative. maxim of manner requires speakers and interlocutors to speak directly, not obscurely, not ambiguously, not excessively — exaggeration and coherence. example (15) adapun beberapa faktor yang dipertimbangkan yakni sebagai berikut: infrastruktur bersepeda, program berbagi sepeda, keselamatan bersepeda, dan keseimbangan gender. beberapa faktor tersebut digunakan untuk mengetahui kota-kota yang paling ramah terhadap para pesepeda. lantas, apa saja kotakota tersebut? peringkat satu ditempati kopenhagen. ibu kota denmark ini berada di puncak lantaran bersepeda merupakan cara hidup di sana (tb, 28 juni 2020). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 279 “some of the factors considered are as follows: cycling infrastructure, bicycle sharing programs, cycling safety and gender balance. some of these factors are used to determine which cities are the most friendly to cyclists. so, what are these cities? rank one is occupied by copenhagen. the capital city of denmark is at the top because cycling is a way of life there”. in speech (15) above, it is clear that there is a clash between one sentence and another. in the speech it was reported that there are several factors that are considered in cycling, such as infrastructure, cycling safety and others. then in the second sentence these factors are used as a reference to find out which cities are friendly to cyclists. finally, it was explained that the city of copenhagen is the friendliest city for cyclists in europe. 4. conclusion based on the research that has been carried out, the following conclusions can be drawn, 1) there are several types of speech acts in the narrative of the balinese tribune newspaper, 2) there is a principle of cooperation in communication in the narrative conveyed by the author in the smart traveler column in the balinese tribune, and 3), for other researchers, this research is still general research on the types of speech act and the principles of the maxim of narrative discourse contained in the newspaper. it is hoped that the next researchers can carry out more in-depth research on the functions of language in the tribun bali newspaper. references austin, j.l. (1962), how to do things with word. new york: oxford university press. chaer, a. (2002). pengantar semantik bahasa indonesia. jakarta: rieneka cipta. chaer, a. (2010). kesantunan berbahasa. jakarta: rieneka cipta. citrawati, npew. (2006). “tuturan upacara ngebo di pura puseh desa pakraman les-penuktukan: sebuah kajian tindak tutur. gunarwan, a. (1992), "persepsi kesantunan direktif di dalam bahasa indonesia di antara beberapa kelompok etnik di jakarta, "dalam bambang kaswanti purwo (ed.) pellba 5: bahasa budaya. jakarta: lembaga bahasa unika atma jaya. gunarwan, a. (2000). tindak tutur melarang di kalangan dua kelompok etnik indonesia: ke arah kajian etnopragmatik, dalam yassir nasanius dan bambang kaswanti purwo (ed.). pellba 13. jakarta: pusat kajian bahasa dan budaya unika atma jaya. hadi, s. (1990). metodologi reseach 2. yogyakarta: andi offset. halliday, m.a.k, and hassan, r. (1985). language, context, and text: aspect of language in socialsemiotic perspective. victoria: deakin university press. krippendorff, k. (2004). measuring the reliability of qualitative text analysis data. kluwer: academic publishers leech, g. (1993). prinsip-prinsip pragmatik. (diterjemahkan oleh m.d.d oka). jakarta: penerbit universitas indonesia. nirmala, d. (2012). fungsi pragmatik metafora dalam wacana surat pembaca berbahasa indonesia. litera. volume 11, nomor 1, april 2012. purnamentari, dkk. (2017). analisis jenis, bentuk, dan fungsi tindak tutur berita utama pada koran bali post. e-journal bahasa dan sastra indonesia, undiksha. volume 7, no 2. 2017 rahardi, k. (2015). pragmatik. kesantunan imperatif bahasa indonesia. jakarta: erlangga. searle, j.r. (1975), "indirect speech act," in p. cole dan j. morgan (ed.), syntax and semantics, vol. 3: speech act. new york: academic press; london: cambridge university press. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 273—280 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 280 searle, j.r. (1999). speech act: an essay in the philosophy of language. usa: cambridge university press. sudaryanto. (2015). metode dan teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: duta wacana university press. wijana, idp. (1996). dasar-dasar pragmatik. yogyakarta: andi wijana, idp. and rohmadi, m. (2010). analisis wacana pragmatik: kajian teori dan analisis. yogyakarta: yuma pustaka. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 226 theme-rheme analysis of the jakarta post headlines on covid19 issue angelin tandi kalotong sanata dharma university email: enjelaxy@gmail.com abstract – covid-19 has been impacted worldwide attention since it is a serious disease. millions of people are infected and the aspects of the government have been descent. covid-19 has become a daily topic for indonesia’s newspapers. media has an important role in giving information and awareness about this issue. critical discourse analysis performs in portraying this issue by figuring out the representation of covid-19 in the headlines. the headlines on the jakarta post were analyzed by employing halliday’s systemic functional linguistic. the data were taken by observing twenty newspaper headlines from the jakarta post newspaper on the national column on the first-week edition using purposive sampling. the writer uses purposive sampling because the writer wants to determine the sampling by specifying special characteristics. the newspaper uses topical theme in all of the headlines, yet the participants of the theme are different. the participants involved in the headlines were actor, verbiage, sayer, senser, and goal as their themes. in representing the covid-19, the jakarta post newspaper headlines used the theme to figure out the participant of the headlines. the participant actor shows the action or the content of the headlines. participant verbiage shows the content of the headline. participant sayer directly says the content of the headline. participant senser shows that people are suffered due to this virus. the participant goal shows that the action gives a positive impact on something related to the topic. the jakarta post newspaper uses these theme in order to examine the representations of covid-19 in indonesia that is is a dangerous virus. the dangers of covid-19 can be seen by the use of the participant actor that is mostly done by the government. keywords: covid-19, discourse analysis, newspaper headlines, representation, theme-rheme journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 227 1. introduction the world is suffering from a novel coronavirus. this virus found after the world health organization(who) response to a statement by the wuhan municipal health commission from their website on cases of ‘viral pneumonia’ in wuhan, people’s republic of china. afterward, the who declared that the novel coronavirus is called covid-19. due to this virus, the world is facing a global pandemic. total 27, 236, 916 people are infected and 891,031 people death (who, 2020). march 2, 2020, marks the beginning of the entry of covid-19 in indonesia (susilo, ceva, & widayat, 2020). indonesia is in the 23rd sequence with total cases reaching 200,035 patients (who, 2020). covid-19 has become a daily topic for indonesia’s citizens. mass media seemed to raise this covid-19 as their topic discussion. during this pandemic, the role of mass media is needed. media has an important role in giving information and progress about covid-19. it is also stated that mass media has an important role in the socialization process of public policy (permatasari, 2013). since media is important during this pandemic, mass media has a link with society. the topic published by media is considered as important. in practice, to grab the reader's interest, a great headline is indispensable. the headline represents how a topic is important. the headline is where the content of the topic will be shown. this part will make the readers interest and curious about the news so that they will read it completely. besides, interesting main news topics are posted in front of the newspaper (wandik & mulyono, 2017). mass media through newspapers has the power to influence the readers in response to some events. newspapers can influence readers about what issues are happening. it has the power to supports or rejects issues. it can also be said that a newspaper is a source of power in society. it is known that the words used in the newspaper whether spoken or written are never neutral. everything that people say or write always carries a hidden message, moreover, shows the power that reflects our interest (fiske as cited in mardhyarini & ariyanti, 2016). the press company has a policy for determining the headline (wandik et al, 2017). metila (2013) stated that headlines are presenting what newspaper agencies regard as the most crucial information readers ought to know. press company has their ideology in determining headlines. it is stated that ideology is interpreted as an idea that becomes a basis for the behavior of an individual or a group(locke, 2004). hence, the headlines in newspapers often look different from other newspapers even though they discuss the same topic. it shows that the press company has their ideology for determining the headlines. this study focuses on the textual function to figure out how the choice of words in the newspaper headline expresses the messages. in halliday (2004), it is stated that the textual function of the clause is constructing a message and the theme-rheme structure is the basic form of the organization of the clause as a message. it also added that in the organization of discourse, participant concerns with the process or circumstance chosen as the ideational point of departure for the message (mccabe & heilman, 2007). in order to reveal the newspaper context, theme-rheme analysis is the linguistic tool in headline analysis. to reveal the representation behind media, critical discourse analysis (cda) performs as an approach to figure out the meaning in the headline. in halliday’s term, to analyze the theme is by organized the clauses as journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 228 a message by having a distinct status assigned to one part of it. then it combines with the rheme so that the two parts together constitute a message. this research focuses on analyzing newspaper headlines. the newspaper used in this research is the jakarta post (tjp) newspaper. tjp is only indonesia’s newspaper written in english. since the emergence of the first case of covid-19, tjp has always provided information related to this event. related topics often appear in the headlines. therefore, it becomes the main reason why this research uses newspaper headlines on the covid19 issue. studies applying cda in analyzing theme-rheme in news headlines have been exercised by scholars. sinaga (2019) did research by observing the jakarta post newspaper. the present research definitely aimed at analyzing theme and rheme and also investigates the use of interpolations in the theme proposed attributive and theme in a reposted clause. the analysis of the type of theme becomes the result of this study. the research found that there were three types of themes, they are ideational/topical, textual, and interpersonal. the most dominant and powerful theme was topical followed by textual and interpersonal themes. besides, the use of interpolations in theme, proposed attributive, and theme in the reposted clause also was found (sinaga, 2019). isti’anah researched media constructing in newspaper headlines about the rohingya crisis (2018). the research focused on how the media reveals the rohingya crisis. there were two newspapers involved, they are myanmar and bangladesh newspapers. the research found that myanmar’s headlines prove that the media’s ideological perspective is to show the results of the myanmar government’s deeds to rohingya. the headlines prove that the media is still under the government’s control. on the other hand, bangladesh media intentionally uses themes in order to uncover that a lot of rohingyans have to fight for freedom themselves (isti’anah, 2018). those studies observed the use of themes in order to figure out the message. this research develops the study of news headlines discourse from a different perspective. this research focuses on the textual structures of the headlines by applying theme-rheme analysis. the similarity found between the previous studies is using cda to reveal the meaning of the newspaper headlines through the theme. the present study, it is analyzing the theme and rheme used in the newspaper headline as well as reveal the representation of the covid-19 issue. however, the choice of newspaper is different in which this research has two objectives. 2. method this research employed a qualitative method. the data of this study was the jakarta post newspaper on covid-19 issue in the national news column on september edition. the total of the data was 20 headlines during the first week of september taken from the jakarta post official website. in order to conduct this study, the writer followed two procedures. the first procedure is data collection. to collect the data, the writer used purposive sampling. the writer used purposive sampling because the writer wanted to determine the sampling by specifying special characteristics. in this study, the writer wanted to determine the exact data needed which was the newspaper headlines of the jakarta post on the covid-19 issue. the writer collected the data from the jakarta post in the national news column. then, the writer selected the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 229 headline related to the covid-19 issue. the second procedure is data analysis. there are several steps for analyzing the data. the first is that the writer identified the theme and the theme of the headline by examined the subject of the headlines. then, the writer categorized the theme into a topical, interpersonal, or textual theme based on its subject. after that, based on the type of theme, the writer identified the participant of the theme. as a result, the writer examined the message through the theme of the headline and analyze how the headlines represent the covid-19 issue in indonesia. 3. results and discussion the analysis finds that the jakarta post newspaper headlines use a topical theme. the topical theme refers to participants taking a role in the process of transitivity that expresses some representational meaning. however, the participant in each headline is different. the table below shows the participant in the jakarta post newspaper headlines. table 1 participant of theme on the jakarta post headlines the table 1 shows different participants in the newspaper headlines. there are seven different participants found in the jakarta post newspaper headlines. the dominating participant is actor and verbiage, while senser and goal appear less in the headlines. the headlines employ the actor and verbiage as the dominating participants. the actor is the one doing the material deed or the constituents which perform the action. halliday also added that actor is “construed as bringing about the unfolding of the process through time” (halliday, 2004: 334). the headlines below show that actor is the participant of the headlines. h6. patients crowd hospitals as indonesia loses 183 'priceless' medical workers h7. scientists extend volunteer registration for covid-19 vaccine trial h9. indonesia reports higher covid-19 death rate among children than united states h11. indonesia hits highest daily increase in covid-19 cases, deaths h16. factory workers in bekasi required to report daily activities to stem covid-19 risk type of participants occurrence actor 7 verbiage 7 sayer 4 senser 1 goal 1 total 20 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 230 h18. doctors association pleads for accessible health care for frontline medical workers h20. covid-19 haunts industrial zones in indonesia in the first datum above, the theme is represented by the word “patients”. the word has the function as a participant in the clause. the verb representing that the theme of the headline is actor, represented in the word “crowd”. the actor as a participant means that the participant is doing something. the rest of the headline which “crowd hospitals as indonesia loses 183 'priceless' medical workers” is called a rheme. the content of the theme means that the dangers of covid-19 in indonesia represented how hospitals crowded by patients because 183 medical workers in indonesia are fallen due to covid-19. the second datum the headline that is marked as a theme is showed by the word “scientists”. the theme stands as a participant as the actor or the doer. the action in this headline is represented by the verb “extend” in the clause “extend volunteer registration for covid-19 vaccine trial” which is categorized as the rheme of the headline. the meaning of the content is that the scientists support the government in producing covid-19 vaccines by extending the registration for volunteer whom willing to help improve the effectiveness of the vaccine. the theme employs the government in showing responsibility by extending the volunteer registration for the covid-19 vaccine trial. for datum h9 and h11, “indonesia” represents the government. the representation of the actor as a doer shows by the verb “reports” and “hits”. datum h9 means that the government compares that the death rate due to covid-19 in children is higher than the death rate from covid-19 in the united states and for datum, h11 is that the development of covid-19 cases in indonesia is very fast. it can be seen from the highest total death cases in indonesia. datum h16. above shows that the theme is represented by the “indonesian doctors association”. the actor as a participant supported by the verb “pleads” which means that the indonesian doctor association asked the government to respond to the accessible health care for frontline medical workers. it also means that the government required the factory workers to report their daily activities and health condition in order to minimize the risk of covid-19 transmission. the last is datum h20., covid-19 is categorized as the theme of the headline. the actor as the participant showed by the following verb which “haunts”. the actor of the theme means that the participant is doing something, which haunts the industrial zone in indonesia. it is an alert to the government to give a response to this pandemic. another dominating participant is verbiage. according to halliday (2004: 306), verbiage is “the function that corresponds to what is said, representing it as a class of thing rather than as a report or quote”. verbiage provides the content of a saying or the name of the saying may also be construed as a participant labelled. the headlines below show that verbiage is the participant of the headlines. h2. in indonesia, coronavirus floods cisadane river with extra hazard: medical waste h4. indonesia's 'merah putih' vaccine candidate to be ready for production mid 2021: jokowi journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 231 h8. efficacy and safety first: experts urge government not to put vaccines on pedestal h10. many jakarta, east java residents assume they are immune to covid-19: task force chief h12. we have worked as hard as we can: erick apologizes for govt's covid-19 handling h15. urgent response needed as pandemic slows progress on sdgs: experts h17. covid-19: concerns mount as medical workers suffer pandemic burnout verbiage shows the content of the speech. it may be what is said or maybe the name of the saying (halliday, 2004). the theme in the first datum is used verbiage as a participant. verbiage means that the content of the message is said by someone. for the datum h2., the theme is “in indonesia, coronavirus floods cisadane river with extra hazard,” which is the content of the medical waste that was said by the government or the related institution. the content means that the medical waste flooded the cisadane river which also dangerous as the coronavirus. coronavirus not only impact human, but also the environment. cisadane river is full of medical waste. the second datum “indonesia's 'merah putih' vaccine candidate to be ready for production middle of 2021,” is the theme. the content of the theme was said by jokowi, represented the government. the government gives a response on the covid-19 by producing the vaccine in the middle of 2021. the government wants to inform the readers that the covid-19 vaccine ‘merah putih’ will be ready in the middle of next year. the participant of theme in datum h.8 is also verbiage. it showed by the theme “efficacy and safety first”. the content was said by the experts as it is followed in the rheme “experts urge government not to put vaccines on a pedestal”. the content means that the experts urge the government to stand for the efficacy and safety of people before they produce the vaccine. experts also forced the government to look for the efficacy and the safety of the vaccine. the theme of datum h.10 is “many jakarta, east java residents assume they are immune to the covid-19”. the participant of the theme is verbiage which the content is said by the task force chief. the content of the theme is that the task force deplored that there are still many people who underestimate the covid-19. it can be said that jakartans, east java is not aware of the dangers and do not heed the rules regarding the covid-19. the theme of datum h12 is ”we have worked as hard as we can”. the participant of the theme is verbiage showed by the theme is said by the government represented by erick. the content of the theme is that the government asks for apologizing in handling the covid-19. the government apologizes that their effort in handling the covid-19 is quite disappointing. the government already worked as hard as they can. datum h15. is also verbiage because the theme is said by the experts as “urgent response needed as pandemic slows progress on sdgs”. the content means that the experts urge the government to respond to the pandemic due to the slow progress on sdgs. the theme in the last datum is used verbiage as the participant. for datum h17, the theme is “covid-19” which is the content related to its rheme “concerns mount as medical workers suffer journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 232 pandemic burnout”. the content means that the condition is increasingly worrying because many medical workers have suffered due to this pandemic. people are worried about the condition of medical workers that suffer from the covid-19. the other participant found in the theme is sayer. sayer is verbal clauses represent the processes of ‘saying’. this category includes not only the different modes of saying but also semiotic processes that are not necessarily verbal. it can be a human or human-like speaker, of course; but it can also be any other symbol source (martin & painter, 2010). halliday also added that sayer might more appropriately be called ‘symbolic’ processes and more constrained than in english, essentially being confined to speakers and writers (halliday, 2004). the headlines below show that the participant of the theme is sayer. h3. health ministry says covid-19 bed capacity still ‘sufficient’ nationwide h5. jokowi mourns medical workers who have fallen to covid-19 h13. icw calls for increased transparency in covid-19-related procurement amid irregularities h14. medan district court declared covid-19 cluster, one judge dies according to martin et al. (2010), sayer represents the process of ‘saying’ (asking, commanding, offering, stating, saying, telling, informing, querying, demanding, threatening, suggesting, and so on). the process of saying can be done by a human or human-like speaker, but it can also be other symbolic sources. the theme in the first datum is used sayer as a participant. sayer means that something is said by someone. for datum h3, the theme is “health ministry”. the sayer as a participant means that the rheme “covid-19 bed capacity still ‘sufficient’ nationwide” is said by the health ministry. it is showed by the verb “says” that indicates the process of saying. the content means that the health ministry as the sayer tells the readers that indonesia still has a sufficient bed capacity for covid-19 patients. the second datum found that the process of saying is showed by the verb “mourns”. the theme of the headline is “jokowi” which the participant is sayer. due to that, the headline means that jokowi as the sayer mourns for medical workers who have fallen to covid-19. in the headline of datum h13, the sayer is represented by the word “icw”. the process of saying in the headline is “calls” and the remaining clause “for increased transparency in covid-19-related procurement amid irregularities” is classified as a rheme of the headline. the meaning of the headline is that the government through icw asks for transparency about data and costs related to covid-19. the theme for the last datum is used sayer as a participant. for datum h14, the sayer is represented by the word “medan district court”. the process “declared” is identified as the process of saying. the word “covid-19 cluster, one judge dies” is classified as the rheme of the headline. the participant senser also appears on the headline. from the data, there is only one headline that used senser as a participant of the theme. based on the previous paragraph, sayer deals with the verbal process which is the process of saying, while senser deals with the mental process which uses the feeling like the process. senser is the conscious being that is feeling, thinking, or seeing. this participant is endowed with consciousness. the nominal groups which denote non-conscious journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 233 entities have to be construed metaphorically as ‘personified’ (martin et al., 2010). the headline below shows that the participant is a senser. h19. karo regent candidate dies from covid-19, daughter steps in in the datum h19. the theme is “karo regent candidate.” the theme is marked as a senser in the headline. it is identified as sayer by the mental process of “dies.” the “dies in the headline means that the karo regent candidate becomes a victim of the dangers of covid-19. to respond to the death of the karo regent candidate, her daughter steps in to handle the event. the rheme of the headline is “from covid-19, daughter steps in.” the last participant appeared on the headline is goal. similar to the senser as a participant, the goal has also appeared only one on the headline. according to martin et al. (2010), the goal is either actually brought into existence by the doing or it exists prior to the doing impacted in some way. the goal can be probed with do to/with. also, it can often be accompanied by a representation of the result of the impact, such as a new location, a new possessor, or a new quality. it also added that the goal is “a participant impacted by a doing (the one done to/with)” (martin et al., 2010, p. 103). the headline below shows that the participant of the theme is goal. h1. smart city initiatives aid covid-19 response as mention above, the goal is the participant which is impacted by the performance of the process by the actor. the action meant in the headline is “aid.” the theme of the headline is “smart city initiatives.” the impact of the datum is due to the initiatives of the smart city, it helps in response to the covid-19. the remaining clause “aid covid-19 response” is the rheme of the headline. in this section, the writer reveals the representation of the covid-19 from the use of theme in the headline. after finding the theme and the participant of the theme of the headlines, it is concluded that the choice of words in the theme determines the representation of the covid-19 issue. the headlines show how the choice of word in the theme and rheme determine the representation of covid-19. the theme shows that covid-19 is dangerous. it is represented by the different types of participants such as actor, verbiage, sayer, senser, and goal. from 20 headlines above, it shows that covid-19 is a serious illness. the use of actor showing the dangerous covid-19 by the choice of the verbs that represent the action of the actor. for the verbiage, it can be seen by the content of the headlines. the participant sayer, directly said what content is going to say. then, for the participant senser, the dangers of covid-19 sense by the speaker of the content. the last is for the participant goal, the dangers of covid-19 is seen by the impact of the doing. the theme and rheme of the headlines represent that the government also explicitly said that this pandemic also gives some impacts. many people death suffering to this covid-19 and the economic aspect also affected by covid-19. 4. conclusion critical discourse analysis focusing on the theme-rheme analysis in the jakarta post newspaper on the covid-19 issue. the analysis is used to figure out the representation of covid-19 in indonesia. the application of the participant actor in journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 226—234 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 234 the headlines of the jakarta post proves that it shows how dangerous this virus is with the actions taken by the government. the use of verbiage shows the content of covid-19 said by the experts or the government to show that this virus is seriously dangerous. the participant sayer said by the government shows that covid-19 lowering the health facilities and the economic aspect. the use of senser also supports the previous analysis that the person impacted by this virus has died. the participant goal shows that the action of the government helps in responding to the covid-19. the jakarta post newspaper uses this theme in order to examine the representations of covid-19 in indonesia that is a dangerous virus. references al-marrani, y.m. (2019). external supportive moves in yemeni arabic as used by female speakers in the same gender and cross gender. journal of applied studies in language, 3(2), 221-237. doi:10.31940/jasl.v3i2.1400 diaz-bone, r. (2006). critical discourse analysis. the elaboration of a problem oriented discourse analytic approach after foucault. forum qualitative sozialforschung / forum: qualitative social research, 7(3). doi:http://dx.doi.org/10.17169/fqs-7.3.148 halliday, m.a.k. (2004). hallidays introduction to functional grammar by m. a. k. halliday, christian m. i. m. matthiessen (z-lib.org).pdf. united kingdom: hodder education. isti’anah, a. (2018). rohingya in media: critical discourse analysis of myanmar and bangladesh newspaper headlines. language in the online & offline world 6: the fortitude, 18–21. locke, t. (2004). critical discourse analysis. london: gromwell press. mardhyarini, m. r., & ariyanti, l. (2016). critical discourse analysis of the headline news in the guardian and the daily telegraph. 2016, 8. martin, j. r., matthiessen, c. m. i. m., & painter, c. (2010). deploying functional grammar. london: cambridge university press. mccabe, a., & heilman, k. (2007). textual and interpersonal differences between a news report and an editorial. revista alicantina de estudios ingleses, (20), 139–156. https://doi.org/10.14198/raei.2007.20.07 metila, r. a. (2013). a discourse analysis of news headlines: diverse framing for a hostagetaking event. college of education, university of the philippines, 2. permatasari, a. (2013). the role of local mass media in the publicity of public policy in yogyakarta. journal of government and politics, 4(1), 1–25. https://doi.org/10.18196/jgp.2013.0002 setyowati, n., emzir, e, & lustyantie, n. (2020). nature and social attitude in folklore entitled timun mas: eco-critical study. journal of applied studies in language, 4(1), 38-47. doi:10.31940/jasl.v4i1.1649 sinaga, i. n. (2019). theme-rheme analysis on the jakarta post newspaper: interpolations, preposed attributive, and reported clause. 5. susilo, a., c, m. r., ceva, w. p., & widayat, d. s. (2020). coronavirus disease 2019: tinjauan literatur terkinicoronavirus disease 2019: review of current literatures. wandik, m., golung, a. m., & mulyono, h. (2017). proses penentuan headline surat kabar (studi pada surat kabar harian manado post). (2), 10. who. (2020). timeline of who’s response to covid-19. retrieved from https://www.who.int/newsroom/detail/29-06-2020-covidtimeline journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 247 facebook assisted students’ peer assessment in writing descriptive text syifa salsabila universitas singaperbangsa karawang email: syifaalf.2321@gmail.com abstract the present study aims to investigate students’ responses toward peer assessment of students’ descriptive text writing assignments by using facebook. the author built two research questions: (1) in what way does facebook assist students in giving peer assessment on students’ descriptive text writing? and (2) what are the students’ responses toward these activities? the current study recruited seventeen students in tenth grade as the participants. drawing on action research through interviews and observation data, qualitative findings show positive results, those are: (1) the use of students’ peer assessment through facebook had an impact on raising the students’ revised drafts, (2) the students expressed an optimistic response towards using facebook for peer assessment, and (3) the students’ difficulties on peer assessment through facebook, and (4) the students’ involvement during peer assessment activities on facebook. furthermore, the quantitative findings of the observation checklist show that the average percentage is 88.4% (15 students of the class were actively involved in the writing activities = very good). therefore, this present study shows the provident of the importance of peer assessment through facebook as an assessment method to help enhance learners’ english writing acquisition. keywords: face-book, peer assessment, descriptive text journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 248 1. introduction teaching english writing is not only about teaching students how to write but also about developing their own skills and ability. english language teaching (elt) in indonesian contexts particularly teaching writing has been developed by the government of indonesia. genre-based approach (gba) is one type of approach to teaching english skills, including teaching writing. the genre-based approach to the teaching of writing entails both product and process approaches (ong, in widodo, 2017). hyland (2007, in widodo, 2017) identified the main elements in genre-based pedagogy: (1) building the context; (2) modeling and deconstructing the text; (3) joint construction of the text: teachers guide learners to compose in the genre; (4) independent construction of the text; and (5) linking related texts. the independent building is the one part of the gba in teaching writing, so that the students may compose their own texts by drafting, revising, and editing the texts (gebhard & harman, 2011). however, the students need some corrections and suggestions while doing the activity of revising and editing texts. in line with this, the revised and edited parts may be used as a good opportunity to conduct peer assessment for the students as a kind of writing assessment. in this era, the teacher needs to be more creative in conducting the assessment. nowadays teachers are familiar with using information and communication of technology (ict) for their teaching, including assessment activities. ict is a new way of learning that the government has created. related to this issue, mobile assisted language learning (mall) is introduced. miangah and nezarat (2012) have come up with the concept that students using mall do not often get to study a foreign language in a classroom that offers students a more comfortable atmosphere to learn english. in addition, mobile devices come with thousands of user-friendly applications that also have significant potential to be incorporated into language learning. one type of application that is now used extensively in the teaching efl setting is the social networking service (sns), which has the primary function of communicating with others (fithriani, 2019). there are a lot of snss such as instagram, line, whatsapp, facebook, twitter, etc. as an online platform that has become a very popular one, facebook is the most used social media site in this world with 2.32 billion monthly active users (influencer marketing hub, last updated in december 2019). including indonesian which is listed as one of the top ten countries with the highest number of facebook users. furthermore, this is a good chance to incorporate facebook as an online pedagogical tool to teach efl in the indonesian context. however, there are still a lot of indonesian efl teachers who do not use facebook in their teaching practices, especially in an efl writing classroom. whereas the potential of conducting facebook as a tool in the virtual classroom platform is great, especially in giving peer assessment in efl writing. this research is expected to give new experience to the students in giving peer assessment on their writing descriptive text by using facebook and to give teachers new ideas in conducting an interesting writing classroom by incorporating facebook as an online pedagogical tool or in other words as a virtual classroom platform. therefore, in conducting this research, the author formulates two research questions journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 249 as follows (1) in what way does facebook assist students in giving peer assessment on students’ descriptive text writing?; (2) what are the students’ responses toward these activities? there are some previous studies related to the use of facebook as a tool in learning writing in an efl classroom: a study investigates the perceptions and attitudes of jordanian efl students utilizing facebook groups in teaching writing (bani-hani et al., 2018); exploring whether facebook would be an effective learning tool for efl student taking a writing class (fithriani, 2019); a study showcases the brief portrait of facebook-assisted pa in an english as a foreign language (efl) classroom (ramdani & widodo, 2019); conducting facebook comments in the facebook group as the media to teach writing skill and as a result indicates the students are involved in reacting to the comments made on the facebook group by their peers (ramadhani, 2018). nevertheless, research investigating how facebook as a tool is used in efl writing classes in indonesian secondary school has not extensively been explored thus, to fill this gap, the author aims to apply facebook as a tool in the online platform that the students used to give peer assessment on their own writing descriptive text. furthermore, the author looks for the students’ responses to it. the author hoped that the findings of this study might give benefits to the teaching and learning process, especially in english-writing countries. 2. method the qualitative approach with the design of action research is applied to conduct this present study. this study was conducted at a classroom consist of tenth-grade students at one of the vocational high school in west java, indonesia, due to two considerations: (1) the participants and the teacher did not have any experience yet in conducting facebook as a virtual classroom platform to build peer assessment through facebook comment and (2) the site of this study was near from the campus of the author. this study was conducted for ten days from the 15th of april until the 24th of april 2020. seventeen accounting-students as participants voluntarily participated in this study due to the focus of this study was the students. before the study commenced, the author told the students that this study was for the author’s research. then they agreed to participate in this study. in this study, the teacher explained the descriptive text so that the students have already known about descriptive text. the explanation about descriptive text has delivered briefly. it included social function, generic structure, and language features of descriptive text. because of that reason, the teacher might give a descriptive text writing assignment directly to the students. in conducting this research, the author conducted an interview for collecting the data. the author interviewed the students by asking them about their response to incorporating facebook in giving peer assessment on their descriptive text writing. to get more accurate data, the author also did the observation by looking at the students’ involvement during peer assessment activities on facebook. to conduct this research, the author built some of the data instruments as follows: (1) interview questions. there were 7 open-ended questions adapted from katsoulas (2012); (2) the observation checklist adapted from tompkins (1995). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 250 the collected data in the interview form were analyzed by conducting a thematic content analysis. this data analysis technique is introduced firstly by braun and clarke (2006), they provided a six-phase framework to conduct the thematic content analysis. those are: (1) become familiar with the data, (2) generate initial codes, (3) search for themes, (4) review themes, (5) define themes, (6) write-up. in order to do those phases of analysis, the author followed bree and gallagher's (2016) way by using microsoft excel. furthermore, the observation data were quantitatively evaluated depend on the amount of the scale tested by the author in the observation check-list. the percentage of the students doing the practices was obtained from the average of total students doing the activities divided by the entire class student number, after that multiplied by one hundred. the findings of the analysis would be interpreted next both quantitatively and qualitatively by analysing the number of percentages obtained. in addition, the results of the study were used to decide whether or not the predefined success criteria were achieved. 3. results and discussion there are some general pattern findings that represent this study. these general pattern findings include (1) the use of students’ peer assessment through facebook had an impact on raising the students’ revised drafts, (2) the students expressed an optimistic response towards using facebook for peer assessment, and (3) the students’ difficulties on peer assessment through facebook, and (4) the students’ involvement during peer assessment activities on facebook. do such themes constitute two essential research questions namely (1) in what way does facebook assist students in giving peer assessment on students’ descriptive text writing? and (2) what are the students’ responses toward these activities? 3.1 the detailed data of the use of students’ peer assessment through facebook had an impact on raising the students’ revised drafts the observation data showed that some students got an improvement in their revised descriptive text writing (the final draft) (figure 1). by looking at their friends' comments and suggestions, the students revised their writing and built it better than the first draft. based on figure 1, masripah got two comments from her peers. they were sephia and sahrul. they gave a score and suggestions for masripah’s descriptive text writing. masripah got them as her evaluation so that she could produce better writing on the final draft of her descriptive text writing. moreover, it can be traced from the interview that the students mentioned some reasons for using peer assessment through facebook. the students thought that they can improve their writing by suggestions from peers, such as what things they need to be added. the students also learn to accept suggestions. when their peers praised their writing, it can make themselves confident comes up and they feel motivated to learn more. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 251 figure 1 the students’ work, 23 april 2020 (mi) by incorporating this peer assessment, the students may know their own more or less of their text, learn from others' peer comments and be more thorough. they also can give and get scores from peers of their writing. this also allowed students to share and learn with each other how the correct way to write, give positive things and it showed friends' solidarity. the detailed interview data is presented below. the peer-assessment through facebook made me prepare my work better because on facebook we get feedback from friends who see and can provide criticism and suggestions for our writing; it can be a motivation for learning in the future, and we can share and learn the correct way to write. (sas, fs, fr, interview, 24 april 2020). the peer-assessment through facebook allowed me to detect my own mistakes and learn from them because if we have a lack of text that we make, then friends will tell you what is missing from the text; we can correct erroneous writing and can learn from those mistakes, and we can fix the mistakes by looking at our friends' comments (nm, sr’ah, nkn, interview, 24 april 2020). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 252 the peer feedback through facebook sessions helped me so far in this descriptive text writing by the feedback from my friends who have helped me to find the error in the descriptive text, this is to help my friend with the same thing that helps them justify the errors contained in the text of them; and i thanked my friend because i can know where the layout when i wrote in the description of the text (gas, dc, interview, 24 april 2020). the elements of receiving peer assessment through facebook that i found most useful are the self-confidence, observance in seeing writing, and understanding in writing; i got advice and ratings from my friends, so i could correct the deficiencies in my writing, and facebook is beneficial for me because it is able to make me learn from other people's comments towards me and with facebook adding to my solidarity with my friends (dr, mi, dn, interview, 24 april 2020). the aspects i consider positive about this peer-assessment through facebook experience are the aspect of accepting suggestions; my friends praised my writing and they gave directions so that my writing is better than before; i can communicate via the internet precisely facebook and see good responses from peers (dr, mw, sr, interview, 24 april 2020). 3.2 the detail data of the students expressed an optimistic response towards using facebook for peer assessment it can be traced from the interview that the students showed an optimistic response to peer assessment through facebook. some students felt comfortable, happy, fun, calm, and more aware of how to use facebook properly. they also thought that is not boring. some of the students even thanked their friends for giving them corrections and suggestions. however, other students felt afraid of being wrong, nervously writing the text, and even rarely confused about how to do with the assignment. the detailed interview data is presented below: i had prior experience in school doing any type of reflection and i felt comfortable when learning; i think it is fun, and it makes us do not feel bored (dr, rw, nkn, interview, 24 april 2020). what i initially feel about the peer feedback through facebook exercise are i was afraid of being wrong, nervously writing the text; for me, it was difficult and confused at first; i am happy because i have never practiced through facebook before and can be motivated when we are incomplete in filling in the descriptive text; at the beginning, i thought it was rather difficult but it turned out that after being followed it turned out to be very easy; and i have become more aware of how to use facebook properly. (snr, rw, mp, ns, dn, interview, 24 april 2020). moreover, the students have some expectations or hope from their writing learning by conducting peer assessment through facebook. mostly, the students hope that they can improve their descriptive text writing and also getting a very good score in writing. some students said that they hope their friends can be clearer in giving comment and their friends can understand their writing. once interested is, the student wants to get sharing just like this later. the detailed interview data is presented below: journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 253 my expectations of the peer assessment through facebook exercise are that those who read my writing understand what i mean in the writing; in the future, i can write well and correctly; and my grades can be better and get improve (sn, sas, sr’ah, interview, 24 april 2020). i hope my friends can be clearer in giving criticism and use the right language (dr, interview, 24 april 2020). 3.3 the detail data of the students’ difficulties on peer assessment through facebook it can be traced from the interview that the students showed an optimistic response to peer assessment through facebook. some students felt comfortable, happy, fun, calm, and more aware of how to use facebook properly. they also thought that is not boring. some of the students even thanked their friends for giving them corrections and suggestions. however, other students felt afraid of being wrong, nervously to write the text and even rare confused how to do with the assignment. the detailed interview data is presented below: i had prior experience in school doing any type of reflection and i felt comfortable when learning; i think it is fun; and it makes us do not feel bored. (dr, rw, nkn, interview, 24 april 2020). what i initially feel about the peer feedback through facebook exercise are i was afraid of being wrong, nervously writing the text; for me it was difficult and confused at first; i am happy, because i have never practiced through facebook before and can be motivated when we are incomplete in filling in the descriptive text; at the beginning i thought it was rather difficult but it turned out that after being followed it turned out to be very easy; and i have become more aware of how to use facebook properly. (snr, rw, mp, ns, dn, interview, 24 april 2020). moreover, the students have some expectations or hope from their writing learning by conducting peer assessment through facebook. mostly, the students hope that they can improve their descriptive text writing and also getting very good score in writing. some students said that they hope their friends can be clearer in giving comment and their friends can understand their writing. once interested is, the student wants to get sharing just like this later. the detailed interview data is presented below: my expectations of the peer assessment through facebook exercise are that those who read my writing understand what i mean in the writing; in the future i can write well and correctly; and my grades can be better and get improve. (sn, sas, sr’ah, interview, 24 april 2020). i hope my friends can be clearer in giving criticism and use the right language (dr, interview, 24 april 2020). 3.3 the detail data of the students’ difficulties on peer assessment through facebook it can be traced from the interview that the students found some difficulties in conducting peer assessment through facebook. those are the students who must prepare for internet quota data and sometimes the internet connection was poor. the students thought it was difficult to understand friends' comments and friends' writing. and also, the students feel difficult to arrange words to conduct text or giving journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 254 comments since they feel difficult to found friends' mistakes. however, there are not any frustrating elements of receiving peer assessment through facebook.the difficulties or obstacles that i found with the peer-assessment through facebook process is that sometimes the language my friend uses when assessment is difficult to translate, and when it has been translated there are words that i find difficult to understand (mw, interview, 24 april 2020). i found two difficulties, those are 1. difficulty if the text that they create is already positioned in the text to complete and might be enough for the placement of the words; 2. in the comment on facebook post that i also have to think which should be fixed and there may be some words that should be defined first (gas, interview, 24 april 2020). the difficulties are it was barriers to cell-phone networks and stringing words; and i must prepare internet quota data and i must have a facebook account (sr, mi, interview, 24 april 2020). there are not any elements of receiving peer assessment through facebook that i found most frustrating. maybe it isn't difficult for me, because we just assigned to the commented flaws in the posting text that's all, so it is not that complicated (gas, interview, 24 april 2020). 3.4 the detail data of the students’ involvement during peer assessment activities on facebook based on the result of analysis on the data gained from the observation checklist as shown in table 1, the findings show that the students’ involvement in the writing class during peer assessment activities on the facebook group was categorized as very good. it was found that the average percentage of the students doing the activities was 88.4% (15 students of the class were actively involved in the writing activities). so, the result of this research met the criterion of success. it was completely stated that the criterion was well reached if the students' involvement during the implementation of the technique in the writing activities was very good (85%-100% students of the class of 15-17 students involved in the activity of teaching and learning ). there were 17 students who participated in this study, and the analysis of the observation data showed there are 15 students as the average who participated actively in this study, which means the average could be categorized as very good, and because of the evidence this study reached the success criterion. table 1 data result of students’ involvement during pa activities on facebook online activity indicators of students’ activities scale total students percentage1 2 3 4 getting started 1. pay attention to the teacher’s instruction.  17 100% 2. join in facebook group of the writing class in www.facebook.com, named writing classroom: x akuntansi.  17 100% mean 1 17 100% reviewing about descriptive text 3. pay attention to the teacher’s explanation about descriptive text.  16 94.1% 4. active and contributive in every question and answer session.  3 17.6% journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 255 5. look at and analyze the models of descriptive text posted by the teacher.  14 82.4% 6. participating in quizzes session given by the teacher.  14 82.4% mean 2 11.75 69.1% outlining 7. respond to the instruction posted by teacher.  15 88.2% 8. choose a picture suitable with the topic given by the teacher (my favorite tourism place).  17 100% 9. make outline of descriptive text on the picture related to the topic.  17 100% mean 3 16.33 96.1% drafting 10. respond to the instruction posted by teacher.  15 88.2% 11. write first draft of descriptive text based on the outline, as the caption of the picture that will be posted.  17 100% 12. write first draft of descriptive text following the generic structure of descriptive text (identification and description).  17 100% 13. post the picture with the caption (their own descriptive text) on facebook group.  17 100% 14. finish on the deadline given by the teacher. (20 april 2020)  17 100% mean 4 16.6 97.6% revising through peer feedback (comment on draft) 15. respond to the instruction posted by teacher.  16 94.1% 16. get involved in group activities and follow the rules.  17 100% 17. give comments / responses / suggestions on peer's draft by following the instructions.  17 100% 18. give score based on the statements in the rubric given by the teacher.  17 100% 19. check the generic structure of descriptive text (identification and description).  7 41.2% 20. comment on the grammar used of the text (it must be simple present tense).  10 58.8% 21. comment on the identification part that should cover topic that will be described.  14 82.4% 22. comment on the description part that should be explained in detail and match with the topic.  15 88.2% 23. finish on the deadline given by the teacher. (22 april 2020)  17 100% mean 5 14.44 84.96% editing 24. respond to the instruction posted by teacher.  16 94.1% 25. revise and edit the first draft based on the good or useful feedback / comment / response/suggestion from peer reviewers.  12 70.6% 26. make changes to reflect the comments/response/suggestion from  12 70.6% journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 256 peer reviewers. 27. write the final writing product (the result of revising activities) by publishing it on the comment column of their posting before.  15 88.2% 28. finish on the deadline given by the teacher. (24 april 2020)  15 88.2% mean 6 14 82.4% mean (1+2+3+4+5+6) 15.02 88.4% adapted from tompkins & hoskisson (1995) notes: number of students: 17 scale and qualifications: 1 (poor): 0% up to 50% of the students do the activities (0-8 students)  fail 2 (fair): 51% up to 69% of the students do the activities (9-11 students)  fail 3 (good): 70% up to 84% of the students do the activities (12-14 students)  fail 4 (very good): 85% up to 100% of the students do the activities (15-17 students)  succeed  the criterion of success is met if at least 85% -100% students do the activities or categorized as very good (15-17 students). however, there are some activities that produced a low result, such as ‘reviewing about descriptive text’ activity which only met 69.1% with almost 12 students participated. it happened since the students did not very active in every question and answer session (17.6%). even though, 14 students looked at and analyzed the model of descriptive text given by the teacher (82.4%). the low result can be caused by the students’ internet connection which was not that good. in ‘revising through peer feedback (comment on draft) activity, all students gave score based on the statements in the rubric, adapted from ferdiansyah (2020), given by the teacher and they gave comments as peer assessment to their friends according to the students’ mapping. however, every student gave different comments and suggestions. there are only 7 students who checked the generic structure of a descriptive text (41.2%) and only 10 students who commented on the grammar used of the text (58.8%). mostly, the students gave some corrections about the content of the text, 14 students commented on the identification part (82.4%) and 15 students commented on the description part (88.2%). moreover, some students did not refer their activities in writing the final product to the comments/suggestions posted by their peers (70.6%). it happened since there are some students who made the descriptive text quite appropriate so that they did not get serious comments and suggestions that made them have to revise their descriptive text. however, there are 2 students who did not post their final writing, perhaps they did not have adequate time since the time was quite limited. in addition, this research which was conducting peer assessment activities on facebook could be categorized as a success. it was according to the students’ involvement in doing the activities was 88.4% (15 students of the class were actively journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 257 involved in the writing activities). since it was stated that if the students' involvement was categorized as very good (85%-100% students of the class or 15-17 students did the activity) so that the criterion of success was reached. one interesting thing is that the student wants to get sharing just like this later. the detailed interview data is presented below. my expectations of the peer assessment through facebook exercise are that those who read my writing understand what i mean in the writing; in the future, i can write well and correctly; and my grades can be better and get improve (sn, sas, sr’ah, interview, 24 april 2020). i hope my friends can be clearer in giving criticism and use the right language (dr, interview, 24 april 2020). the detail data of the students’ difficulties in peer assessment through facebook. it can be traced from the interview that the students found some difficulties in conducting peer assessment through facebook. those are the students who must prepare for internet quota data and sometimes the internet connection was poor. the students thought it was difficult to understand friends' comments and friends' writing. and also, the students feel difficult to arrange words to conduct text or giving comments since they feel difficult to found friends' mistakes. however, there are not any frustrating elements of receiving peer assessment through facebook. the difficulties or obstacles that i found with the peer-assessment through the facebook process is that sometimes the language my friend uses when the assessment is difficult to translate, and when it has been translated there are words that i find difficult to understand (mw, interview, 24 april 2020). i found two difficulties, those are 1. difficulty if the text that they create is already positioned in the text to complete and might be enough for the placement of the words; 2. in the comment on a facebook post that i also have to think which should be fixed and there may be some words that should be defined first (gas, interview, 24 april 2020). the difficulties are it was barriers to cell-phone networks and stringing words; and i must prepare internet quota data and i must have a facebook account (sr, mi, interview, 24 april 2020). there are not any elements of receiving peer assessment through facebook that i found most frustrating. maybe it isn't difficult for me, because we just assigned to the commented flaws in the posting text that's all, so it is not that complicated (gas, interview, 24 april 2020). 4. conclusion the researcher may conclude that this present study indicates some results that answer the research questions of this study. those are (1) the use of students’ peer assessment through facebook had an impact on raising the students’ revised drafts; (2) the students expressed an optimistic response towards using facebook for peer assessment; (3) the students’ difficulties in conducting peer assessment through facebook; and (4) the students’ involvement during peer assessment activities on the facebook group, this present study found that almost all of the students of the class were actively involved in the writing activities. in addition, this present study could be categorized as a success journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 258 due to the criterion of success was reached if the students' involvement during the implementation of the technique in the writing activities was stated and categorized as very good. drawing on these findings, the present study offers three practical implications for the teaching of genre-based writing with peer assessment. firstly, the teacher might consider the online virtual classroom platform that suitable for the teachers and the students, so that they could be comfortable learning, for example, one is facebook. and also, the most important thing is the teacher makes sure everyone has a good signal for internet access. secondly, the teacher needs to prepare the learning schedule and the peer assessment instructions as clear as possible, so that the students could understand the instructions clearly and do the peer assessment based on the instructions well. finally, the english teachers are recommended to employ the appropriate instructional procedures of incorporating facebook group in giving students’ peer assessment for any genre of the texts. however, the instructional procedures need to agree with the students’ characteristics and conditions. but that is not impossible for teachers to incorporate this technique for his or her students. moreover, the students have some expectations or hope from their writing learning by conducting peer assessment through facebook. mostly, the students hope that they can improve their descriptive text writing and also getting a very good score in writing. some students said that they hope their friends can be clearer in giving comment and their friends can understand their writing. references bani-hani, n. a., al-sobh, m. a., & abu-melhim, a.-r. h. 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(2017). asian english language classrooms: where theory and practicemeet, 83-97. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 247—259 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 259 ramadhani, p. (2018). using facebook comments in teaching writing skill. proceedings of the icecrs, 1(3), 253–264. doi: 10.21070/picecrs.v1i3.1398 ramdani, j., & widodo, h. (2019). student -teachers’ engagement in facebookassisted peer assessment in an initial teacher education context: speaking 2.0. journal of education for teaching, 1–5. doi:10.1080/09589236.2019.1599503. tompkins, g. e. & hoskisson, k. (1995). language arts: content and teachingstrategies. new york: macmillan publishing company. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 294 interpersonal functions in greta thunberg’s “civil society for reunaissance” speech stefanny lauwren universitas sanata dharma email: liulieie@gmail.com abstract – greta thunberg delivered a speech entitled “you’re acting like spoiled, irresponsible children” to influential figures in europe through “civil society for reunaissance” event, in which she was personally invited by the president of the organizer, luca jahier. through her speech, she managed to convince the european union to pledge spending billions of euro to combat climate crisis. this study aims to discover how interpersonal metafunction is used in the speech and what functions are revealed through fairclough’s critical discourse analysis and hallidayan systemic functional grammar. the data, consisting of seventy-one independent clauses, were taken from thunberg’s book which consists her speech transcription, titled “no one is too small to make a difference”. the research discovers that through the use of mood, modality, and pronouns, thunberg conveys her view on her relationship with the audience as victim and perpetrator, and the one who holds responsibility and takes blame. keywords: critical discourse analysis, greta thunberg’s speech, interpersonal metafunction journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 295 1. introduction on february 21, 2019, greta thunberg, a young climate activist, delivered a speech, entitled "you're acting like spoiled, irresponsible children" in the event “civil society for reunaissance” of the european economic and social committee (eesc). she was invited by the eesc president, luca jahier, to inspire representatives of organized civil society and awaken their conscience (european economic and social committee, 2019). in her speech, thunberg criticized the political leaders, mentioning that they have wasted decades on inaction and denial of climate change. in the very same speech, she also mentioned and refuted the conspiracy theory that she and the other children that are climate activists are puppets. the speech was delivered in a room full of european union policy makers. in response to her speech, the chief executive of the european union made a pledge to spend hundreds of billions of euro to combat climate change (roth, 2019). her speech was, later on, compiled and released as a book, titled “no one is too small to make a difference” and awarded her “author of the year” title by waterstones. thunberg has a purpose in using language in the form of a speech as language serves as the place where the concepts of right and duty are created, the creator of power, and the location where power is performed (wareing, 2004). she uses speech as a tool to influence the audience at the conference as she imposed her value, belief, way of thinking, and point of view. the speech will involve the speaker's ideology as the use of language in speech tends to imply rhetoric contribution to succeed in the speaker's goal (jones & peccei, 2004). critical discourse analysis is an analytical framework to analyze the relation between power, language, and ideology, this study utilizes it to discover ideologies in thunberg’s speech. fairclough (1995) argues that his critical discourse analysis follows hallidayan sfg in assuming that language functions ideationally, interpersonally, and textually in the representation of experience, social interaction. hallidayan sfg supports critical discourse analysis through three dimensions which require three analytical processes, text analysis through the description of metafunction which thunberg employed, processing analysis through the interpretation of the functions, and social analysis through explaining the functions in relation to the event “civil society for reunaissance”. thus, this study focuses on the interpersonal metafunction of hallidayan systemic functional grammar which treats clauses as an exchange through the mood, modality, and pronouns. analysis of speech using critical discourse analysis through the interpersonal metafunction of systemic functional grammar has been done by researchers before. surjowati (2016) explored the manifestation of power and ideologies through modality choices used by sidney morning herald, an australian newspaper. to answer the research questions, the researcher used fairclough’s cda and bybee’s, et al and frawley’s concept of modality. from the ninety-eight data of modality expressions, the australian newspaper employs the same frequency of both epistemic and deontic modal. modality expressions are utilized to represent smh’s interests in exposing the quality of the legal process in indonesia and the inferiority of the jis and its staff. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 296 investigating the mood, epistemic, and deontic modality patterns in an extract taken from yellow-yellow by kaine agary, koussouhon, and dossoumou (2015) discovered that the choices of mood and modality that is used show some kind of power and hierarchy relations and conflicting ideologies between sisi, lolo, zilayefa and admiral. through employing the critical discourse analysis and womanist theory, the study found the covert ideology of the author behind kaine agary’s fictional text. the ideology is geared towards a more balanced african society through pro-women social change. the discussion on interpersonal meaning in president olusegun obasanjo’s “the new dawn” and alhaji shehu shagari was conducted by ezeifeka (2014). the study focuses on aspects of the mood structure of the clause; the subject and the speech functions of the clause as propositions or proposals and vocatives. the selected clauses from the two speeches are analyzed using halliday’s systemic functional grammar and critical discourse analysis. the findings show rhetoric by the deliberate use of subject that in turn seems to take credit for positive achievement and divest responsibility for negative representations. to assert solidarity, to ostensibly gain rapport, and help to legitimize the power and hegemonic regime, the speakers employ vocatives. the high number of propositions against proposals gives the impression of more words and less action. the study concludes that instead of making propositions that serve purely informative functions, commitment to the proposal that offers commodity and services to their subjects should be done more by nigerian politicians. nur (2019) conducted research to analyze the historic 7th march 1971 speech of bangabandhu sheikh mujibur rahman. through the three analytical frameworks of critical discourse analysis, the study identified multiple linguistics features such as personal pronouns, mood blocks, modality, and tense in ninety-four clauses from the speech. the ideological patterns, strategies, depiction of power relations of the speaker and the audience, and reference of the socio-political situation at that time are revealed through the explanation of the relation between the discursive and social processes. the findings of the study reveal sheikh mujibur rahman’s leadership ingenuity and his rhetoric skill. the high number of studies using systemic functional grammar to be utilized in critical discourse analysis proves that this method is highly suitable to analyze texts and discover the relations between language, power, and ideology. the previous studies analyze political speeches, news, or literary text. this study takes a different angle from the previous studies in the sense that this study analyzes a speech, not from politicians, news, or literary text. despite being less viral compared to her speech at the united nations climate actions summit, her speech at eesc directly addresses the conspiracies, insults, disapproval of some adults and politicians, making this speech unique since it is taken from the perspective of the “oppressed” side. to the best of the researcher’s knowledge, none of the studies before have analyzed the interpersonal meaning in thunberg’s you’re acting like spoiled, irresponsible children. in relaying her message, thunberg has been doing her research and deliver her points so that the audience can understand. through critical discourse analysis and interpersonal metafunction of systemic functional grammar, the researcher identifies the interpersonal metafunctions that are used in the speech and discover the ideologies journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 297 that are revealed by the use of interpersonal metafunctions in greta thunberg’s speech. the followings are the research questions that guide this study. (1). how are interpersonal metafunctions used in greta thunberg’s “civil society for reunaissance” speech? (2). what interpersonal functions are revealed in the speech? 2. method this section consists of two parts of the methodology; data collection and data analysis. 2.1 data collection this study used a descriptive qualitative method to examine and reveal the complexity in the text, that is, the connection between the linguistic and ideological contexts. fairclough’s critical discourse analysis was employed to find out the ideologies in the speech. fairclough’s cda (1995) conforms to hallidayan sfg in assuming that language represents experience, social interaction, and coherence in the situational context through ideational, interpersonal, and textual functions. the object of this study was greta thunberg’s “civil society for reunaissance” speech, entitled “you’re acting like spoiled, irresponsible children”. its transcription was taken from greta thunberg's book "no one is too small to make a difference". the data of this research were the independent clauses in thunberg's speech, with a length of 1083 words. seventy-one independent clauses are found in the speech. 2.2 data analysis to get the data, the researcher examined the text and treated it as a discourse. the independent clauses from the speech were scrutinized to find out the interpersonal metafunction used through the mood system, thus enabling the revelation of covert ideology in the speech. the mood system consisted of mood, modality, and personal and possessive pronouns analyses. following hallidayan sfg (2014), the mood was identified by the subject-finite order, categorized into declarative, interrogative, or imperative. concerning modality, the identification of modal auxiliaries and modal adjuncts were distinguished into two types; modalization and modulation (eggins, 2004). the analysis of mood and modality determined the speech function. the personal and possessive pronouns were evaluated through their use as the subject in the text. the interpretation from the interpersonal function was utilized to explain the ideological context. 3. results and discussion there are seventy-one independent clauses that were found in thunberg’s “civil society for reunaissance” speech. the clauses are analyzed to find the interpersonal metafunctions, namely mood, modality, and pronouns. through the analysis and interpretation of the findings, the covert ideology of the speech can be discovered. mood and speech function following hallidayan sfg, there are two types of mood, namely indicative, which is further divided into declarative and interrogative, and imperative. the indicative mood can be found in clauses in which the subject precedes the finite, journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 298 while the imperative mood is the opposite. mood carries a vital role in the exchange of either information or goods and services. table 1 summary of mood function mood statement offer command freq. percentag e freq. percentag e freq. percentag e declarative 55 77,5% 1 1,4% 11 15,5% imperative 2 2,8% 2 2,8& total 55 77,5% 3 4,2% 13 18,3% there are sixty-seven clauses that classify as declarative clauses, presented in 94,4% of the data and four imperative clauses that present 5,6% of the data. however, none of interrogative clause can be found in the speech. the mood types are further divided based on their speech functions in exchanging information or good and services. below is an example of declarative clause functioning as statement. table 2 declarative clause as statement my name is greta thunberg subject finite complement mood residue in the example, the order is subject “my name” precedes finite “is”. the structure s^f marked it as declarative clause. the complement “greta thunberg” is realized as noun phrase (np) and residue as its presented greta thunberg as the name of the speaker. the declarative clause makes an exchange by giving information on the speaker’s name, thus the clause above is categorized as declarative functioning as statement. despite the high number of declarative clause functioning as statement, it can function as command and offer, as presented in table 3 below is an example of declarative clause functioning as command. table 3 declarative clause as command we must stop competing with each other subject finite predicator complement adjunct mood residue the order of subject “we” and finite “must” in the example above is the same as the previous example, by the structure s^f. thus, the clause is also marked as declarative clause. the residue is realized in the form of predicator, complement, and adjunct. the adjunct answers the question who. the speech function in the clause is command as the clause demands services, asking the audience to stop competing with each other. below is another example of declarative clause functioning as offer. table 4 declarative clause as offer we suggest that you take our place in the streets striking from your work subject finite complement mood residue journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 299 the example above shows the order of subject precedes the finite, realized by subject “we” precedes finite “suggest”, creating a structure of s^f. the rest of the clause is the suggestion to take the speaker’s place in the streets by striking from their work, and is realized as complement and residue. the clause makes an exchange of giving services, thus marking it as an offer. the imperative clause is marked by the finite preceding the subject, making a f^s structure, although in some other cases it is marked only by the finite or predicator. as seen from table 1 above, imperative clause occupies four clauses out of seventy-one clauses, presented in only 5,6% of the data. despite the low number, imperative clauses are important in carrying the exchange in interpersonal function. in this data, the imperative clauses functions as command or offer. below is the example of imperative clause functioning as command. table 5 imperative clause as command the above example consists of predicator, with the absence of subject and finite in the clause. the predicator “listen” to represent the mood, while the rest of the clause act as the residue and realized in the form of complement and adjunct. the adjunct answers the question why and the complement answer the question who. the clause is categorized as imperative clause functioning as command since it makes an exchange through demanding service or action from the audience to listen. as mentioned before, another function of imperative clause in this data is offer. below is another example of imperative clause functioning as an offer. table 6 imperative clause as an offer or better yet, join us so it can speed up the process conjunctive a predicator complement adjunct residue mood residue the same as the example before, the finite and subject is absent in this clause, instead the mood only realized by the predicator “join”. the residue is realized by the rest of the clause in the form of complement and two adjuncts. the first adjunct serves as conjunctive, while the second adjunct answers the question of why. the complement explains the question of who the audience should join. the imperative clause functions as an offer since it exchanges commodity in terms of giving invitation to join the in the speaker’s movement. modality out of seventy-one clauses in the data, only ten clauses contain modality. modality has to do with the speaker’s commitment, attitude, and judgement, indicated by the use of modal adjuncts and modal auxiliaries, and divided into two types general type; modalizaiton and modulation. modalization argues on the frequency and the probability of prepositions, while modulation argues on the inclination and listen to them because we are just repeating what they are saying and have been saying for decades. predicator complement adjunct mood residue journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 300 obligation of proposal. other than the types, modality is also evaluated on its value, whether it is high, median, or low. table 7 summary of modality value modality low median high freq. percenta ge freq. percenta ge freq. percenta ge probability 1 10% 4 40% 1 10% obligation 3 30% usuality 1 10% total 1 10% 4 40% 5 50% based on the table above, there are six clauses classified as probability, presented in 60% of the data. the obligation modal presents in three clauses, making it 30% of the data, while usuality only presents in one clause, presented in 10% of the data. in this data, there is no inclination modality that is found. probability is the modal that show the possibility of something happening, and is indicated by either modal adjuncts or modal auxiliaries. the probability is further divided by the value of the modal. from table 2, probability of median value dominates the data by occurring four times. there are only one clause using prability of either low or high value. below is the example of clause with probability modal of median value. (1) and they will be remembered as the greatest villains of all time, because they have chosen not to listen and not to act. in the clause, the probability modal that is employed is “will”, followed by verb “be”. the subject of the clause is “they”, referring to the political leaders. modal “will” is considered of median value, showing the speaker’s judgement of the information happening is quite certain. through the clause, the speaker informs the audience of her judgement of the political leaders’ remembrance as the greatest villains for their inaction and denial of climate change. usuality is the modal that shows the frequency or repetition in the exchange of information. the same as probability, usuality is also divided based on its low, median, or high value. in this study, usuality only happens once out of the ten data, using the modal always of high value. the next example is clause with modality in the form of usuality modal. (2) people always tell us that they are so hopeful. the modal that is used in the clause above is “always”. the modal “always” means that something frequently happens or have high repetition of happening, thus the value is high. in the clause, the modal is followed by verb “tell” and have “people” as the subject. the high value of the modal shows the surety of the speaker and the high occurrence of people telling the speaker that they are so hopeful. the last modal that exist in the data is obligation. it is the modal that deals with the exchange of goods and services, enabling the speaker to rule, demand, or command. the obligation is presented by 30% of the data. all of the modal happens to be of high value, using modal auxiliaries such as must and can’t. below is an example of clause containing obligation modal. (3) that must come to an end. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 301 the modal that is used in this clause is “must”. the modal is immediately followed by verb “come” and the subject “that”, which refers to cheating to win and for power. the modal “must” shows the speaker’s certain attitude and judgement towards the clause, obliging the audience to follow what the clause demanded. in the clause example above, the use of modal of high value means that the speaker demand certainly that the cheating which has been done to come to an end. pronouns other than as substitution to avoid monotone repetition, the use of pronouns reveals the speaker’s view on the relation between them and the listener and who held responsible for the proposal or proposition in the clause. out of seventy-one clauses, thirty-seven clauses use pronouns. table 8 summary of pronouns pronoun frequency percentage we (speaker and other as subject) 12 32% they 9 24% we (speaker and audience) 8 22% you 5 14% i 2 5% my 1 3% total 37 100% table 8 above shows the summary of pronouns that are used in the speech. as can be seen, the pronoun exclusive “we” is ubiquitously expressed in the speech, presented by 32% of the data. it is followed by the use of “they” and inclusive “we”, each contributed 24% and 22% of the data. the use of “you” directly addresses the audience is presented in 14% of the data. the use of “i”, and “my” is less significant, offered in 5% and 3% of the data. the use of pronoun “we” is divided into exclusive and inclusive “we”. the exclusive “we” that dominates the data are used twelve times in the speech, while the use of inclusive “we” occurs eight times. both the use of “we” happen twenty times out of thirty-seven clauses, making them the most utilized pronoun in the text. below is the example of the pronoun exclusive “we”. (4) we know that most politicians don’t want to talk to us. (5) good, we don’t want to talk to them either. (6) we want them to talk to the scientists instead. the pronoun exclusive “we” is exercised to refer the speaker and other people, namely other children that are also climate activist as the subject, or any other audience that may feel included as a climate activist. the use of inclusive “we” refer to a whole different group of people. below is the example of the pronoun inclusive “we” in the speech. (7) we need to cooperate and work together and to share the resources of the planet in a fair way. (8) we need to protect the biosphere, the air, the oceans, the soil, the forests. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 302 (9) we need to focus every inch of our being on climate change, because if we fail to do so then all our achievements and progress have been for nothing as seen from the above example, the use of inclusive “we” refers to the speaker and the audience, particularly the participant of the event civil society for reunaissance and all listener in general. other than the use of “we”, the other most frequently exercised pronoun choice is “they”. below is the example of the use of “they” in the speech (10) they don’t want to talk about it because they know they cannot win this fight. (11) and they will be remembered as the greatest villains of all time, because they have chosen not to listen and not to act. (12) once again, they sweep their mess under the carpet for our generation to clean up and solve. the use of “they” refers to the generation older than the speaker, the politician, or the people who choose not to care about climate change. the other pronoun that is frequently used is “you”. below is the example of the use of “you” in the speech (13) you unite behind the science (14) you cheat when you can, because all that matters is to win, to get power. (15) you don’t seem to understand that hope is something you have to earn. the use of “you” as the subject mainly refers to the audience, who is the participant of the event. however, it also relates to any audience. as mentioned before, the interpersonal function carries the exchange involving the speaker and audience. from the metafunctions that were found in the speech, three functions are revealed, to present the speaker’s view on her relationship with the audience, to present responsibility, and to present blame. interpersonal function to present speaker’s view on her relation with audience from the findings, the high number of declarative clauses functioning as statement shows that thunberg intends to impart information about climate change, its danger, and prevention since she assumes that the audience hasn’t done their homework in collecting information on climate change. in the study conducted by firmansyah et al (2019), declarative clauses function is more than just info-giver since it can have a wide variety of purposes. thunberg’s vast number of declarative clauses also act as a reminder of the world-leaders part in the climate-crisis, their responsibility, and their supposed action. she gives facts on what the politicians or world leaders have been doing in the response to this global problem, which is inaction and denial. the use of interrogative and imperative creates a chance of dialogue between the speaker and audience, and the lack of them is designed to construct distance (leonard et al, 2015). the low number on both interrogative and imperative mood makes it less communicative and creates distance between thunberg and the audience. thus, the distance separates thunberg from the whole room full of european union policy makers, showing the position of thunberg as the victim and the one that suffers from their negligence. ye (2010) argues that the use of clauses that interrogative clauses make the speechless solemn, less persuasive, and less convincing. thus, the lack of interrogative clauses indicates that thunberg needs no information since she and the other children have already done the research, therefore makes thunberg’s speech more convincing. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 303 chen (2018) argues that the use of inclusive pronouns shortens the distance between the speaker and the audience. however, when thunberg speaks about the facts and information, the high number of pronouns that are found is exclusive we and the use of “you” and “they”, which do not show the inclusiveness and unity between the speaker and audience, and further distinguish their standing. this deliberate subject choice is used to show that thunberg and the children are different from the audience, in regards to power, age, and beliefs. the several clauses that function as command and offer consists of her demand and suggestion to take action fighting against climate change. these clauses are where she used the inclusive “we” the most to engage the audience, as in this part, she asks the audience to work together. the amount of modality in a text indicates the confidence of the speaker. the more modality a text has, the less sure the speaker is (sunardi, 2016). in the speech, thunberg utilizes ten modalities in the seventy-one clauses of the speech, showing her sureness of the facts and data that she presents. the modality of modulation shows the obligation or inclination of the speaker in exchanging goods and services (eggins, 2004). the lack of modality in the form of inclination shows rather than proposing to deal with the climate problems together by communicating with the audience by using more command and offer; she utilizes statement confidently that makes her point across that makes her speech convincing. interpersonal function to present responsibility one of the declarative clauses use in thunberg’s speech is to reveal the burden that the future generation has to shoulder as a result of the action not taken in this generation. she speaks strongly as the representation of future generation who has to bear the aftermath after the world leaders have selfishly shirked their responsibility. as established before, thunberg appears assured and controlled in her speech by using less modality. thus, thunberg takes full responsibility for the clauses in her speech without being uncertain or unassured. it helps convince the audience to agree with her. ezeifeka (2014) explained that the subject choice of a clause denotes the one that is deemed responsible for the proposition or proposal. the use of pronoun inclusive “we”, meaning the speaker and the audience, show solidarity in taking the duty as a person living on the earth. the lack of pronoun “i” avoids personal stances and shows that in climate action, no one is alone as she repeatedly emphasizes that this is our shared responsibility and problem. the pronoun “they” and “you” in the clauses are used to show people of the older generation of leaders shifts the burden of the climate change to the speaker’s generation, shrugging off the warning from the scientists and choose to compete and fight for more power. thus, the use of pronoun urges the audience to abide by what she’s been saying, taking the responsibility of taking care of the environment, preventing climate change. interpersonal function to present blame the use of obligation expresses thunberg’s certainty and judgment of who takes the blame for the climates' problem so far. the use of the pronoun “you” refers to a room full of eu policymakers and shows that they are the ones who should take the blame. their ignorance is the cause of the decline in the environment, and they should be held accountable for not taking action in handling the climate crisis. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 304 thunberg also points out that they are to blame as they remove the attention on climate problems and shift the responsibility to the future generation. the use of the pronoun “they” show the direct blame to the world leaders that will be written down as the worst villain for leaving this crisis for the future generation and disregarding the facts from science and scientist. by blaming the older generation in the speech, thunberg intends to invoke guilt so they might do just as what greta said to avoid being blamed for further damage. the position of thunberg as a child here appeal to the room full of adults in term of making them feel like the younger generation is against or fighting them and their decision. 4. conclusion this study aimed to discover the interpersonal functions of thunberg’s speech at “civil society for reunaissance” by employing fairclough’s three-dimensional critical discourse analysis and utilized an analysis of interpersonal metafunction through mood, modality, and pronouns. from the seventy-one independent clauses found in the speech, the declarative clause is expressed through 94,4% of the data, while the imperative clause is represented only in 5,6% of the data. the modality is presented by ten clauses which are dominated by the use of probability. the major pronoun that is used is exclusive “we”, followed by “they” and inclusive “we”. through the processing and social analysis, this study concludes that the choice of mood, modality, and pronouns reveals thunberg’s view on her relationship with the audience and presents responsibility and blame. thunberg perceives and divides her relationship with the audience as the victim and perpetrator of the climate crisis. while in presenting blame, she claims that the world leaders in this generation have been taking no action in dealing with the climate crisis and focusing on shifting the attention from the climate crisis and competing to gain more power instead. she insists that the responsibility of taking action and preventive measures on climate crisis should be shouldered by everyone, this generation and future generation alike. this study does not cover the analysis through ideational and textual metafunctions, which is a limitation of the study. as there are three metafunctions in hallidayan sfg, this research suggests for future researchers to analyze through different metafunctions, such as ideational and textual functions. this research also suggests employing different approaches to critical discourse analysis that can be provided through other analytical frameworks such as van dijk’s socio-cognitive approach or wodak and meyer’s discourse-historical method. references chen, w. (2018). a critical discourse analysis of donald trump’s inaugural speech from the perspective of systemic functional grammar. theory and practice in language studies, 8(8), 966–972. retrieved from https://doi.org/10.17507/tpls.0808.07 eggins, s. (2004). an introduction to systemic functional linguistics (2nd ed). new york: continuum. european economic and social committee. (2019). civil society for reunaissance: 21 february 2019. belliardstraat 99, brussel: ‘visits and publications’ unit eesc-2019-29-en. retrieved 7 september 2020, from http://publications.europa.eu/publication/manifestation_identifier/pub_qe0419235enn journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 294—305 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 305 ezeifeka, c. r. (2014). critical discourse analysis of interpersonal meaning and power relations in selected inaugural political speeches in nigeria. ujah: unizik journal of arts and humanities, 14(2), 46. retrieved from https://doi.org/10.4314/ujah.v14i2.3 fairclough, n. (1995). critical discourse analysis: the critical study of language. london; new york: longman. firmansyah, e., setiawan, s., & suharsono, s. (2019). emotional languages in donald trump’s campaign speeches: a systemic functional linguistics approach. prosiding seminar nasional linguistik dan sastra (semantiks), 1(0), 716–731. halliday, m. a. k., & matthiessen, c. m. i. m. (2014). halliday’s introduction to functional grammar (fourth edition). milton park, abingdon, oxon: routledge. jones, j., & peccei, j. s. (2004). language and politics. in language, society and power: an introduction (2nd ed., pp. 35–53). london; new york: routledge. koussouhon, léonard a., & dossoumou, a. m. (2015). analyzing interpersonal metafunction through mood and modality in kaine agary’s yellow-yellow from critical discourse and womanist perspective. international journal of english linguistics, 5(6), 20. retrieved from https://doi.org/10.5539/ijel.v5n6p20 koussouhon, leonard a., & dossoumou, a. m. (2015). political and ideological commitments: a systemic functional linguistic and critical discourse analysis of president buhari’s inaugural speech. international journal of linguistics and communication, 3(2). retrieved 8 september 2020 from https://doi.org/10.15640/ijlc.v3n2a3 nur, s. (2019). the struggle this time is the struggle for our independence: a critical discourse analysis of bangabandhu sheikh mujibur rahman’s historic 7th march speech. advances in language and literary studies, 10(2), 107. retrieved from https://doi.org/10.7575/aiac.alls.v.10n.2p.107 roth, c. (2019). swedish student leader wins eu pledge to spend billions on climate. retrieved 7 september 2020, from https://www.reuters.com/article/us-climatechange-teenactivist/swedish-student-leader-wins-eu-pledge-to-spend-billions-on-climateiduskcn1qa1rf sunardi. (2016). modality realizations in a cross-cultural casual conversation: a systemic functional linguistics perspective. prasasti: journal of linguistics, 2(1). retrieved 2 september 2020 from https://doi.org/10.20961/prasasti.v2i1.326 surjowati, r. (2016). revealing power and ideology through modality expressions in australian newspaper reporting jis’s pedophilia. in current research in linguistics (pp. 630–635). surakarta: program studi s3 linguistik pps uns. retrieved from https://doi.org/10.20961/pras.v0i0 wareing, s. (2004). what is language and what does it do? in language, society and power: an introduction (2nd ed., pp. 2–16). london; new york: routledge. ye, r. (2010). the interpersonal metafunction analysis of barack obama’s victory speech. english language teaching, 3(2), p146. retrieved from https://doi.org/10.5539/elt.v3n2p146 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 313 students independent learning implementation during learning from home period (a study at unika santu paulus ruteng, flores) gabriel fredi daar universitas katolik indonesia santu paulus ruteng email: freddydaar@gmail.com abstract this study explored students’ independent learning during the learning from home period within this covid-19 outbreak. this study was conducted at the faculty of health science and agriculture unika santu paulus ruteng, flores covering four study majors. in order to obtain the objective of the research, it’s used qualitative studies with a phenomenological approach. data were obtained through interviews. for the purpose of individual interviews, it’s chosen 12 respondents consisting of 8 students and 4 teachers taken purposively. the research results showed that 1) students use books, modules, portable computers, and mobile phones as the media to apply independent learning. certain teachers use online applications such as goggle classroom, email, whatsapp, and websites to engage students with internet learning instruments. dealing with learning sources, students use files in the form of ppt, pdf, a word containing the materials, learning videos, notes, google, youtube, assignments distributed by teachers, and some other materials gained by the students themselves from the internet. 2) students haven’t possessed time management skills. they don’t provide a specific time to learn the materials they obtain from teachers. they only used the learning schedule provided by the campus. 3) teachers play most of their roles as instructors and facilitators. as instructors, teachers provided some instructions through materials or subject matters to be learned by the students. moreover, students are asked or instructed to complete certain assignments within the time limit set up through the learning application used. meanwhile, as facilitators, teachers provided opportunities for the students to discuss and ask questions through an online application provided. even, certain questions asked through whatsapp answered directly by the teachers. 4) there are some advantages and obstacles that could be the policymakers and school authority concerns in order to promote optimal self-learning during this covid-19 outbreak. keywords: independent learning, learning from home, online learning journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 314 1. introduction the covid-19 outbreak led to the emergence of various new policies in various sectors including in the education sector. referring to the decision of the indonesian education and culture ministry 2020, all tertiary institutions in indonesia implement a home learning policy by utilizing various supporting instruments to achieve student learning objectives. these instruments are various features of online learning applications that both functioned as learning media and learning sources. this policy then has the implications for strengthening the student-centered learning paradigm. students as learners are encouraged to implement independence in achieving their own learning goals. meyer et al (2008, in field et al, 2015) mentioned that the terms ‘self-directed learning’ and ‘learning how to learn’ are sometimes used interchangeably with independent learning. zimmerman (1986, in field et al, 2015) stated that there are three key characteristics that should be owned by self-regulating learners: 1) learners understand their own approach of learning and how best to efficiently maximize their learning; 2) learners have the motivation to take responsibility for their own learning; 3) learners possess the ability to work with others to increase their learning depth and breadth. moreover, chan, (2010, in žydžiūnaitė et al, 2014) stated that independent learning in higher education refers to students’ ability to take charge of their own learning. it refers to the responsibility for all the decisions concerning all aspects of this learning. independent learning is part of cognitive learning theory which states that the behaviour, motivation, and aspects of the learning environment affect a student's achievement. in applying independent learning students were given the opportunity to take a control of themselves during the teaching-learning activity. the ability of students to implement independent learning will be reflected in their ability to actively participate in learning both in terms of metacognitive, motivational, and seriousness of behaviour in achieving learning goals (mayer et al, 2008 in naibaho, 2019). autonomous–learning is a modern learning theory of constructivism. in this context, students need to take charge of their own learning. it can be undertaken by carving out their own learning plans according to their own needs. it is also a studentfocused learning model that emphasizes the learning environment and cooperative learning (islam, 2011). moreover, zutchi et al (2011 in nalatambi et al, 2015) stated that learners who possess the ability to apply independent learning have the skills of 1) self-management skills. it’s, in particular, the ability to manage time; 2) critical thinking. it includes being aware of the underlying suppositions of one’s thoughts and beliefs; 3) creative thinking. it includes the ability to identify worthwhile goals and methods of achieving them. stoten (2014) researched the impact of independent learning by focusing on students’ attitudes and behaviours for a-level students. the findings revealed that there is still a lot to be done to realize fully the idea of independent learning. even though a lot of effort has been put in for setting and reviewing targets which were supposed to provide them with a benchmark for judging their own performance and also to motivate them (nalatambi, et al, 2015). moreover, naibaho (2019) through his journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 315 study stated that independent learning is a very good method to be implemented in teaching speaking and it improves the students’ english ability. the previous study indicated that it’s important for the students to promote and implement independent learning in achieving students learning objectives. however, students still have tasks to be taken into account. they should pay great attention to how they apply it, what instrument should be owned to support it, and what behaviour needed to perform. moreover, critical thinking is a significant variable for independent learning readiness. in applying independent learning, students are expected to construct information in line with their own cognitive strategies and skills. it means it is important for the students to display critical thinking attitudes and question information, evaluate ideas rationally, pass what they learn through a mental filter and assess the whole process (turan & koç, 2018). in the emergency condition of the covid-19 outbreak, university students are allowed to learn from home, consequently “forced” to apply more independent learning in the effort to achieve learning objectives. teachers’ role is minimized along with the increase in students learning sources that can be easily accessed. learning platforms and applications can become media and learning sources if they are used in the right way to improve skills and competency. in reference to the above concept, this study explored how students at faculty of health science and agriculture unika santu paulus ruteng apply independent learning during learning from home period, what are the benefits of employing independent learning and what are the obstacles found based on students and teachers perspectives. 2. method this research was conducted at the faculty of health science and agriculture unika santu paulus ruteng, flores covering four study majors. in order to obtain the objective of the research, it’s used qualitative studies with a phenomenological approach. data were obtained through interviews. for the purpose of individual interview, it’s chosen 12 respondents consisting of 8 students and 4 teachers or lecturers, taken purposively based on the following criteria: a). respondents have more knowledge and understanding of independent learning. b). respondents are actively implementing independent learning during the learning from the home period. c). respondents have a will to participate in the interview. the technique of data analysis was undertaken using a qualitative description. and to describe the systematic, factual, and accurate data, an inductive description is applied by implementing the model of analysis proposed by miles and habermas consisting of data collection, data reduction, data display, and conclusion (sugiyono, 2013). 3. results and discussion the implementation of independent learning in elaborating, how university students employ independent learning during learning from home period, the researcher uses some aspects dealing with independent journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 316 learning activity studied namely learning sources and learning media, time management, and teacher’s role. 3.1 learning media and learning sources based on the interview result, it’s found that students use books, modules, portable computers, and mobile phones as the media to apply independent learning. certain teachers use online applications such as goggle classroom, email, whatsapp, and websites to engage students with internet learning instruments. dealing with learning sources, students use files in the form of ppt, pdf, a word containing the materials, learning videos, notes, google, youtube, assignments distributed by teachers, and some other materials gained by the students themselves from the internet. the finding showed that students mostly used learning media and sources that deal with internet circumstance. islam (2014) stated that nowadays, with the use of the internet and computers around the world, it’s obvious that electronic means have shown its role to provide the learning environment. it appears in the form of instant messaging that has been quite popular. more people in developing countries have instant access and are able to get online. discussion boards, interactive blogs, and online forums are some other forms of communication on the internet that have been popular and widely used by people around the world. through learning from home, students are actually introduced to online learning applications and platforms where knowledge has been stored unlimitedly. by knowing how to use them, students learn how to obtain knowledge and competency without the teacher’s observation and participation. the role of the teacher as facilitator and the role of students as the center of learning seem to maximize. the finding is in line with what norman (2016 in malison & thammakoranonta, 2018) stated that in this era, online learning has come to be a popular way for working people. online learning has become popular among those who want to learn independently due to several problems of traditional learning. one problem with traditional learning is the cost. learners have to pay a lot of money to attend the course if online learning has not grown in our society. it becomes more problems for the learners when they have problems with tuition fees. yet, through online learning, learners can save the budget. moreover, they are able to choose their preferable time by themselves. it can be said that online learning seems to be the greatest revolution in contemporary education. 3.2 time management one of the skills that are supposed to be owned by students in implementing independent learning is the ability to manage time and activity that support the success of learning objectives. the question that is proposed to explore students' implementation of independent learning is “do the students provide a schedule for their own learning?”. it’s proposed to investigate whether the students have their own learning schedule to be used during the learning from the home period. based on the interview, it’s found that students haven’t yet provided their own learning schedule. they use the learning schedule provided by the campus. even though they admitted that they study during this period, however, the implementation of independent learning is hardly ever done. chan (2010 in žydžiūnaitė et al, 2014) stated that in applying independent learning, students take greater control over the content and methods of learning presupposing an individual’s positive attitude towards the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 317 purpose and process of learning. the students are considered as decision-makers. they have the capacity to choose the available media or instruments and resources that are oriented to fulfill the task needs. moreover, zutchi et al (2011, in nalatambi et al, 2015) stated that students who are able to apply independent learning possess self-management skills especially dealing with time management skills. if it refers to the above concept, in this study, students haven’t possessed time management skills. consequently, they don’t provide a specific time to learn the materials they obtain from teachers. the finding is in line with the study conducted by meity et al (2017) on self-directed learning implementation through problem based learning. in the learning and teaching activity, students mostly depend on the teachers. they are more passive in obtaining skills and competency. 3.3 teachers’ role learning strategy instructor is one of the main roles of the teacher in order to develop greater independence in learners (oxford, 1990; o’malley & chamot, 1990; thornton, 2010). by introducing strategy instruction, teachers can help to develop their learners’ capacity to be independent learners. reinders (2010, cf. nalatambi et al, 2015) proposed a framework of skills that could be used by educators to increase learner autonomy. reinders (2010) stated that there two approaches that can be used to foster autonomy namely specialist and general approaches. the specialist approaches were the program and support structures that were designed deliberately. it includes learner training, strategy instruction, self-access, advising or counselling, and specific tools. the general approach is the learner’s action which can be stimulated, demonstrated, and observed by the educator. this includes identifying needs, setting goals, planning to learn, selecting resources, selective learning strategies, practice, monitoring progress, and assessment and revision. the study found that during learning from home period teachers play most of their role as instructor and facilitator. as instructors, teachers provided some instructions through materials or subject matters to be learned by the students. moreover, students are asked or instructed to complete certain assignments within the time limit set up through the learning application used. in this activity, students are fostered to learn to have a responsibility and be able to accomplish certain tasks in accordance with the time given. meanwhile, as facilitators, teachers provided opportunities for the students to discuss and ask questions through an online application provided. even, certain questions asked through whatsapp answered directly by the teachers. usuki (2001 in chanphirun et al, 2012) also agree that students need to be trained and motivated to become independent learners. she emphasizes teachers’ role as facilitators. in this context, teachers help students to obtain independent learning skills and competencies. the last part of teachers’ role in learning and teaching in promoting students' independence of learning is monitoring and evaluating students learning progress. based on the interview, it’s found that teachers monitor students' activity through learning applications used based on students' and teachers’ agreements such as google classroom, email, whatsapp, moodle, and other learning applications. feedback was given directly through those applications to let the students know their own learning progress and ability. meanwhile, an evaluation was given through quizzes, assignments, mid-test, and final test. ebata (2010) stated that generating journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 318 successful learners is developed by promoting learners’ autonomy. ebata further stated that there are three elements that he considers the most important effective content and teachers, a student-centred cooperative learning environment, and meaningful skills teaching. he urged that autonomous learners automatically have a higher motivation to learn. if it refers to what ebata (2010) proposed, there are two of the three elements of promoting independent learners that are not conducted maximally in this study; a student-centred cooperative learning environment and meaningful skills teaching. students can’t be involved in cooperative learning activity since they are allowed only to complete the subject matter individually due to covid19 outbreak. meanwhile, meaningful teaching cannot be performed optimally due to internet connection, and sometimes internet data are troubled. to this extent, the implementation of teachers’ role in promoting students' independent learning during the learning from home period is mostly related to the presence of instruments that support the success of learning from home policy. 3.4 advantages and obstacles of employing independent learning during learning from home period balcikanh (2010) said that it needs for the students to have the idea of selfassessment. students need to assess their learning progress if they want to become independent learners. by doing so, students will be able to promote learning success. moreover, arndt (2017) stated that it’s important for students to check up on all their experiences during the learning process. it’s undertaken to know many aspects that work well and need to be improved further. it can be identifying academic weaknesses and strengths. in this study, students were asked to reflect on their own implementation of independent learning, the advantages of applying it in particular. and based on the interview, it’s found the following advantages from the perspectives of students and teachers. 1) students can promote their learning autonomy through looking for new information on the internet or other learning sources, 2) students perceive it more enjoyable in managing time and other activities, 3) students have wide opportunity to interact or discuss the subject matter with others or teacher though it’s conducted through online, 4) in the conventional method, the use of online learning is hardly ever done. in this learning from the home period, students are introduced even forced to use a new method of learning is that online learning. it makes them engage with learning technology which provides unlimited knowledge to be accessed. moreover, students learn more new things. other reflections deal with obstacles found in applying independent learning during the learning from the home period. based on the interview, it’s identified the following obstacles. 1) some students are left the subject matter behind since they don’t get comprehensive information given by the teacher. it’s caused by the technical problem is that internet connection not working well, running out internet data or some online application suddenly is troubled. moreover, some students who live in the countryside aren’t gaining information about certain topics or assignments given by the teacher, 2) students find difficulties dealing with the subject matter learned. based on the students' view, it can be solved when the teacher explains the material directly to them. students lose the opportunity to involve in the directive and participative discussion where they share information with one another, 3) students have no chance to do the field practice which is oriented to deepen their journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 313—320 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 319 understanding of the materials. they don’t get the opportunity to obtain directive skills that will be used in the workplace. to the advantages and obstacles found, students gave responses or comments that should be the policymaker and school authority concerns. the students considered that the conventional teaching and learning method (face-to-face lecture) is better than the online learning method that is the most method applied during learning from the home period. students encounter a lot of difficulties in dealing with materials learned. some students claimed that it’s not just learning from home, but it’s more doing the assignments from home. they get more assignments than the subject matters to be learned and comprehended. teachers provide less opportunity to explain the materials than to give assignments. other students even feel more tired and bored with the activities done. they don’t have the opportunity to involve indirect interaction with teachers and classmates, and other students become more stressed. 4. conclusion based on the findings, it can be concluded that 1) students use books, modules, portable computers, and mobile phones as the media to apply independent learning. certain teachers use online applications such as goggle classroom, email, whatsapp, and websites to engage students with internet learning instruments. dealing with learning sources, students use files in the form of ppt, pdf, a word containing the materials, learning videos, notes, google, youtube, assignments distributed by teachers, and some other materials gained by the students themselves from the internet. 2) students haven’t possessed time management skills. they don’t provide a specific time to learn the materials they obtain from teachers. they only used the learning schedule provided by the campus. 3) teachers play most of their roles as instructors and facilitators. as instructors, teachers provided some instructions through materials or subject matters to be learned by the students. moreover, students are asked or instructed to complete certain assignments within the time limit set up through the learning application used. meanwhile, as facilitators, teachers provided opportunities for the students to discuss and ask questions through an online application provided. even, certain questions asked through whatsapp answered directly by the teachers, 4) there are some advantages and obstacles that could be the policymakers and school authority concerns in order to promote optimal self-learning during this covid-19 outbreak. references arndt. jd. 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(2019).the effectiveness of independent learning method on students’ speaking achievement at christian university of indonesia jakarta. asian efl journal research articles. vol. 23 issue no. 6.3 november 2019 meity, n., prihatiningsih, ts., and suryadi, e. (2017). penerapan self-directed learning melalui sistem pbl pada mahasiswa fakultas kedokteran di asia: suatu kajian literatur. jurnal pendidikan kedokteran indonesia. vol. 6 | no. 3 | november 2017. o’malley, jm. & chamot,au. (1990). learning strategies in sla. ny: cambridge university press. chanphirun, s. et al. (2012). factors promoting independent learning among foundation year students. the cambodian reviews of language learning and teaching volume 2, 2012. reinders, h. (2010). towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills. australian journal of teacher education, 35(5). http://dx.doi.org/10.14221/ajte.2010v35n5.4 thornton, k. (2010). supporting self-directed learning: a framework for teachers. language education in asia, volume 1, 2010 turan, mb & koç, k. (2018). the impact of self-directed learning readiness on critical thinking and self-efficacy among the students of the school of physical education and sports. international journal of higher education vol. 7, no. 6; 2018. žydžiūnaitė, v., teresevičienė, m., and gedvilienė, g. (2014). the structure of independent learning in higher education: students’ attitude. proceeding of the international scientifical conference may 23th – 24th , 2014 volume i. 115 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl operation labeling algorithm within xamtanga sentences berhanu asaye agajie department of language injibara college of teacher education, ethiopia email: berhanuas@gmail.com abstract the objective of this article was to look at the operation of labeling algorithm within xamtanga sentences. a descriptive research design was used to examine research objective. the proposed sentences were gathered from xamtanga college lecturers (3 males, 1 female) who teach the intended language. by expert sampling, 11sentences were chosen, prearranged and portrayed. the method of data analysis working in this research was labeling algorithm {xp, yp}. thus, results designated that simple sentences in xamtanga have barely single verbal heads. on the other hand, compound, complex and compound complex sentence structures have more than one verbal heads. regarding sentences appearances, syntactic object representations they enclose were dissimilar. alternatively, every sentence types share syntactic object representations like noun phrase (np), verb phrase (vp), determiner phrases (dp), prepositional phrase (pp), tense phrase (tp), adverbial phrase (advp) and adjectival phrase (ap). lastly, the study suggested that additional research on how {xp, h} and {x, y} employed to explain xamtanga sentences. keywords: labeling algorithm, {xp, yp}, sentence, xamtanga 116 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 1. introduction agaw is a division of the cushitic macro-family and branch of the bigger phylum normally called afroasiatic. according to desalegn (2016) the agaw people are one of the cushitic races and the oldest ethnic groups in ethiopia and eritrea. they are earliest inhabitants of the northern and central highlands of today’s ethiopia and eritrea. agaw were either forced out of their original settlements and formed a number of scattered enclaves, or assimilated with semitic people and adopted their culture. the current agaw people can be classified into four grouping. northern agaw is blin. they live in eritrea, in and around keren in anseba zone. the southern agaw includes awgni. the ethnic group of southern agaw is awi live in central gojjam in north western ethiopia (tsegaye, 2013). most speakers of the awղi language live in the awi zone amhara region, but there are also communities speaking the language in various areas of metekele zone of the binshangul-gumuz region. awղi is not the official working language in awi administrative zone of amhara region (esubalew, 2015). western agaw includes qemant (ethnic name), who live around gonder, of the amhara regional state, north of lake tana and west of takkeze. the western agaw kemantney is the original language of the kemantney people of semen gondar zone, ethiopia. according to semalgn (2015), the kimant are the original inhabitants of the north central ethiopia. their historical land stretched from north of lake tana, the origin of abay river (blue nile), to north west rural areas around gonder town. the eastern agaw people, the focus of the current research live around the simien mountainous highlands of northern ethiopia are known as the xamir. currently, they are living around the wage xamir zone, sandwiched between the southern part of tigrinya and the amharic speaking people. the language the xamir people speak is called xamtanga although their language is also known as agawinya, khamtanga, simt’anga and xamtanga. as noted by darmon (2012) there are at least five dialects of xamtanga: sak’ʷät’ä (south east), s’agїbǧi (east), zїqʷalä (central), sämen (west) and abїrgälle (north). languages in the surrounding area are amharic, afar and tigrigna. xamtanga is used in schools and is known by most of the people, although some also speak amharic. the xamir people are agriculturalists and produce primarily wheat and sorghum (teshome, 2015). the xamtanga is one of the least researched languages found in ethiopia (desalegn, 2016). the eastern agaw speakers are bilingual; speaking both xamtanga and semitic languages (amharic and tigrinya). the official language of the region is amharic. xamtanga heritable cultural legacies have mainly existed in the memories of tradition bearers. thus, it can naturally be considered on the verge of extinction. there has been a high acculturation process between xamir, tigrai and amhara tribalism and there is the probability that the xamtanga language will soon be extinct. research (teshome, 2015) approved that xamtanga is a little documented central cushitic language spoken by over 200, 000 native speakers in the northern part of ethiopia; but there has been little research on the language. in order to preserve information on the xamtanga language, operation of labeling algorithm in xamtanga sentences will be studied. therefore, the focus of this research is to fill this 117 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl gap by conducting an in-depth analysis on operation labeling algorithm within xamtanga sentences classified by their structure. thus, the objective of the study is applying labeling algorithm to examine syntactic object representations found in xamtanga sentence structures. syntax studies sentences and their structure, through investigating the arrangement of words and the relationship among words in a sentence. particularly, miller (2008) recognizes how words are sequenced to construct phrases, how phrases are joined to assemble clauses or longer phrases, and how clauses are combined to build sentences. the negligible component of syntactic structure is a word that grammatically interrelated with other such units, structuring constructions on various levels. the study of syntactical structures attempts to provide set of rules that will correctly predict the possible combinations of words, which form grammatical sentences (cinque, 2010). researchers use visual displays of hierarchical order to describe exactly how structural relations between lexical items or words, and the way they are sequenced in a sentence contribute to the reader or listener’s interpretation. thus, the job of researchers who map syntax is to discover and formulate rules or principles that tell us how words are combined to form grammatical phrases and sentences within and across language. generative syntax is the word to identify when the findings are accounted that typify the structure of sentences which native speakers that are grammatically accurate sentences. as part of the process phrases are examined to help identify their hierarchy within a sentence, facilitating mapping of the language (ott, 2011; thráinsson, 2007). a phrase is an element of structure typically containing more than one word, but lacking the subject-predicate structure usually found in a clause. it is a syntactic unit which typically consists of more than one word and is intermediate between word and clause level in sentences. in a phrase, words go together to form a single syntactic entity which can be moved ‘around’ and also substituted by another word (carnie, 2013; marques, 2011). phrase structure is the basic unit of syntactic analysis, which is easier to see the parts of (phrases) and subparts (parts of speech) of the phrase in a tree. according to richards (2010) syntactic tree allow to observe at a momentary look the hierarchical structure of phrase. structure dependency is worried with the hierarchical structure, usually revealed in syntactic examination by means of tree diagrams (pullum, 2011). therefore, relations between any given pair of nodes contained in the same phrase marker are dominance and precedence. the relation that can be appearing between nodes in p-marker is dominance. a single node exhaustively dominates sets of nodes. therefore, exhaustive dominance holds between a set of daughter nodes and their mother node. when the mother nodes dominate the entire set, it can be said that the mother node exhaustively dominates the rest (sag, 2010a).where one node contains another, the containing node is mother and the contained node is the daughter. a mother node contains several daughters, where these are said to be sisters to each other (sag, 2010b). labeling algorithm is just minimal search, presumably appropriating a third factor principle, as in agree and other operations. the relevant information about so will be provided by a single designated element within it: a computational atom, to first approximation a lexical item li, a head. this li should provide the label found by la, when the algorithm can apply. chomsky (2013a) supposes that a label is necesary for explanation at the interfaces, and that labels are assigned by a minimal 118 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl investigation, algorithm la will be applying to [a syntactic object] an so (like other operations, at the phase level). the output of the labeling algorithm is thus needed at the ci interface for interpretation; it licenses some syntactic objects (sos) so that they can be interpreted at the interfaces. it applies at the phase level like other operations, except external merge that is needed to form the structure (narita, 2011). syntactic object so to be interpreted, some information is necessary about it. thus, labeling is the process of providing that information. it is part of the procedure of forming a syntactic object so. a fixed labeling algorithm (la) licenses sos so that they can be interpreted at the interfaces, operating at the phase level along with other operations (chomsky, 2013). chomsky (2014a) further explains that the identical labeling is required at ci and for the procedures of externalization; it must take place at the phase level, as part of the transfer operation. the operation merge in minimalism has been taken, whether implicitly or explicitly, to include two self-determining tasks: one is to merge two syntactic objects (sos) and the other to establish which one of the two combined sos to project or to become the label of the resultant structure (ishii, 2017). according to chomsky (2013) labeling is a part of the procedure of forming a syntactic object so. in order to examine syntactic objects in systematic way, chomsky (2013) developed the model so = {xp, yp}. in this model the identification of such a unique head is problematic because the structure contains two heads that are equally embedded, that the head x of xp and the head y of yp. consequently, la cannot unambiguously determine which of the two heads should become the label of the structure (blümel, 2017; mizuguchi, 2016b; rizzi, 2016; saito, 2016; shim, 2018; rizzi, 2015a, 2015b). furthermore, chomsky (2013, 2015) discusses the following two scenarios where a unique label can nonetheless be identified in seemingly unlabelable {xp, yp} structures as in: a. {xp ... {α <xp>, yp}} b. {β xp [f], yp [f]}, where [f] of xp matches with that of yp. in the position {xp... {α <xp>, yp}} α of (a) is a reproduction (of the moved xp). in this regard, chomsky (2013) claims that the head of yp is explicitly identified as the label of α on the assumption that copies such as <xp> are indistinguishable to la (i.e. copies are unspecified to be inappropriate for labeling purposes). concerning the second scenario {β xp [f], yp [f]}, where [f] of xp matches by means of yp, the apparently unlabelable structure of {xp, yp} can nevertheless be unambiguously labeled. thus, the two phrases in (b) share a feature indicated as [f]. chomsky (2013: 45) adds the following with respect to the labelability of a feature shared by x and y “searching {xp, yp}, la finds the same most prominent element [i.e. a feature] [...] can take that to be the label of α [α = {xp, yp}].” chomsky (2015) proposes to parameterize the strength of t regarding labeling: t in english-type non-natural languages, with weak agreement, is too “weak” to serve as a label, hence there must be an overt subject in spec-t to label the spec-tp as <φ, φ> by the agreeing features. it has been widely discussed in the literature that natural language syntax and action grammar are parallel in that both involve hierarchical structures of some sort (pulvermüller, 2014; stout 2010; arbib, 2012; knott, 2012; moro, 2014). when a determiner phrase and a tp are merged, they agree with each other, so that the 119 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl common agreement feature can supply its label to the merged phrase, and solve the pop (chomsky, 2013). in xamtanga, specific morphemes unambiguously characterize nouns, verbs, adjectives, and adverbs. these are for example, more prominent in xamtanga, with some exceptions. for instance, the morphemic suffixes added at nouns are determines and they form determiner phrases. the constituent marked by agreement morphology is licensed to project that agreement feature as the label of its mother node, and that agreement morphology to result from agreement with its sister. saito’s (2016) proposal about case morphology as a solution the pop, suggests that agreement and case morphology mirror each other as different solutions to the pop. if this is true, it suggests that agreement and case morphology are reflexes of each other and two different ways to resolve a pop. proposal based on chomsky's (2013) supposition so= {xp, yp}, neither a head. here minimal search is ambiguous locating the heads x, y of zp, yp respectively. this creates the problem of xamtanga sentence structure projections. to find solution in current research, la defines labeling through modifying so (by raising xp) so that there is only one visible head in the case of simple sentence structure. if, say, xp rises, then the result will be the structure with two copies of xp (chomsky, 2013, 2014; elly, 2015) as in: xp dp (=xp vp (=yp) d (=x) v (=y) in the above model, the labelling algorithm notices yp, other than xp, which is the lower division of a broken constituent, a sequence consisting of a succession of copies headed by the structurally most significant element. it is necessary that a grouping be assigned, and the alternative is predetermined to be y=v, the verbal head of the sentence, obviously the preferred ending (narita, 2015). in terms of internal merge of a wh phrase, xamtanga does not allow complementizers (c) like that, if, whatever, etc. as a result, the position of cp occupies the label of determiner phrase (dp). moreover, the subject (including interrogative case) must be visible in {dp, tp} positions (davies & dubinsky, 2009). cinque (2014), hartman (2011), leu (2014) and roberts (2010) studies showed that sentential components such as focus, complementizers, sentence-final particles, tense, characteristic, topic, and determiners, conformity morphemes and verbs found in embedded clause are not really the head of that phrase, which ought to rather taken to be quiet. moreover, xamtanga discards syntactic object movements as a syntactic process, because they by no means have semantic effects. thus, i will assume, following chomsky (2013, 2013a, 2013b, 2014, 2014a, 2014b, 2015), rizzi (2016) and shlonsky and rizzi, 2015) is that syntactic trees must be uniformly labeled at the interfaces. labels tell the interfaces what kind of syntactic objects they are. hence, consistent labeling can be a consequence of interpretive principles, which may need labels to be properly interpreting structure. the other postulation that i will make use of chomsky (2013) is that the labeller of a category created by merge is {xp, yp} case, defined by la that modifies so by raising xp so that there is only one visible head y for the entire sentence structure (adger, 2016; elly, 2015; rizzi, 2015a). y represents the main verb that is found at the end of sentence 120 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl structure. on the other hand, auxiliary verbs might occur at the end of sentence structure. in this case, they correspond to t position and just help the main verb that comes before it. t in xamtanga is too weak to serve as a label, throughout the analysis, xp, cp, dp, tp, vp etc, are used for expository convenience (adger, 2016; chomsky, 2014; mizuguchi, 2017a). xp dp tp d np yp=vp t dp v=y np d what proceeding tree notifies us is that; merge joined two syntactic objects, for instance, dp and tp to outline a set {dp, tp} from them. these generate an innovative syntactic object xp, which is dissimilar from its constituents. hence, only yp is visible to the labeling algorithm and the structure is labeled as v, that is verbal, the desired outcome. this model applies only in simple sentence structure. in the case of compound, complex and compound complex sentence structure, there exists at least two verbal heads. in order to display syntactic object representations, i developed the model as in: xp dp tp d np yp=vp t phrase v=y phrase lexical item 2. method the research design used in this study was descriptive and involved gathering data which describe the syntactic object representation of xamtanga language structural based sentences. expert sampling was used to capture knowledge rooted in a particular form of expertise in xamtanga. therefore, 4 lectures in sekota college of teachers' education (three males and one female) who teach xamtanga were involved in computer assist telephone interview. through this sampling based on layout, the length of data, meaning and structural simplicity as simple to display, 11 anticipated sentences were chosen for analysis. the method of data analysis employed was collection, systematic classification and description supported by the use of syntactical trees to aid the reader in understanding the structure of phrases in the xamtanga language. 3. results and discussion simple sentence a simple sentence consists of one independent clause. comprising a subject and a predicate, this short and independent syntactic entity intends to convey a complete 121 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl idea. xamtanga is sov language; it may have a modifier besides a subject, object, and verb. (1). almaz їq'äղä dinräy aqč almaz extremely fat became 'almaz became extremely fat’ xp dp tp np d vp t (present) almaz ø ap v aqč advp a їq'äղä dinräy what (1) portrays is that almaz їq'äղä dinräy aqč is a simple sentence. the subject of the sentence is almaz. the head of the overall sentence structure is the verb aqč. it is true that їq'äղä dinräy is the part of the vp їq'äղä dinräy aqč (compliment of the verb aqč), it is equally true that їq'äղä dinräy is itself a phrase, namely, an adjective phrase (ap). (2). mulualem wigä ղїsns dїqu mulualem information for his sister told ‘mulualem told information for his sister’ xp dp tp np d vp t (past) mulualem ø pp v dїqu np p s dp n sn np d ղї wigä in the aforementioned structure (2), the prepositional phrase wigä ղїsns goes with the following the verb phrase dїqu to form the verb phrase [wigä ղїsns dїqu].the genitive marker, [-s] was attached within the noun ղїsn. the subject of the sentence is the noun mulualem and the head is the verb dїqu. (3). t'äju kobidyänt asters yїwuč t'äju the pen for aster gave ‘t'äju gave the pen for aster’ xp dp tp np d vp t (past) t'äju ø pp v yїwuč np p s dp n aster dp d yänt np d kobi d in (3) t'äju is the subject of the sentence. the verb yїwuč is the head of the sentence. the head yїwuč conjoin with immediately with prepositional phrase 122 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl [kobidyänt asters]. it is the immediate complement for the head verb. the noun phrase kobid and the determiner yänt conjoined to form determiner phrase [kobid yänt]. the determiner phrase also conjoined with aster to form noun phrase. (4). їjїrd ղղnizgwä firu the man of the house went ‘the man went to his house’ xp dp tp np d vp t (past) їjїr d pp v firu dp p zgwä np d i dp np ղn what example (4) notifies that їjїrd is the subject of the sentence. the prepositional phrase ղղnizgwä is a secondary part of the sentence, which modifies the head verb firu. it completes its meaning indicating the phenomenon affected by the action of the predicate. compound sentence compound sentences in xamtanga contain two or more independent clauses linked by coordinating conjunctions (like їnäղi/however). coordination suggests that the balance of equal weight between the two clauses as in: (5). alämu abäzgwä fu; anäղi täryäwum alämu to the hill went up; however, didn’t come ‘alämu went up to the hill; however, he didn’t come’ xp dp tp np d vp t (past) alämu ø advp v täryäwum vp adv anäղi pp v fu np p abä zgwä under the analysis in (5) alämu їbä zgwä fu, anäղi täryäwum is a compound sentence which contains two independent clauses such as alämu їbä zgwä fu and anäղi täryäwum. semicolon joins these independent clauses. the conjunctive adverb anäղi was used to join two independent clauses together. each node under the tree has their linear and hierarchical relationship. (6). їjїr xasväku; їdärä їrwuzäku man proposes, god disposes ‘man proposes, god disposes’ 123 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl x p dp tp np d vp t (present) їjїr ø np v їrwuzäku vp n їdärä xasväku compound sentences like (6) may not require conjunction. in that case, syntactic structure of їjїr xasväku;їdärä їrwuzäku consists of s1 їjїr їrwuzäku and s2, їdärä xasväku. in terms of relation, the mother xp node immediately dominates dp and tp daughters. thus, dp precedes tp node. (7). mäkinäd mänäxaryäyil čїbїrku; anäղi їjr fiyäwum car at bus station stopped, however no one got off ‘the car stopped at the bus station; however, no one got off xp dp tp np d vp t (past) mäkinä d np v fiyäwum advp n їjr vp adv anäղi pp v čїbїrku np p yil mänäxaryä in accordance with (7), the independent sentence element (represented by the xp) consists of two constituents: sentence (s1) mäkinäd mänäxaryäyil čїbїrku and another sentence (s2) anäղi їjr fiyäwum. sentence s1 in turn contains the subject determiner phrase mäkinäd and the verb phrase mänäxaryäyil čїbїrku. this verb phrase in turn encloses prepositional phrase (pp) mänäxaryäyil and the verb phrase čїbїrku. similarly, s2 contains bare noun phrase (since it was stated in s2), and the verb phrase anäղi їjr fiyäwum. this phrase is further broken down into three bits: adverb phase їnäղi, the noun їjr, and the verb fiyäwum. a complex sentence a complex sentence in xamtanga contains at least one independent clause and at least one dependent clause. dependent clauses in the intended language can refer to the subject, the sequence or the causal elements of the independent clause. (8). laway särašräw šїrzu ŝaqud qalä laway cooked shiro wot here it is ‘the shiro wot which laway cooked is here’ xp dp tp np d vp t (past) laway ø dp v qalä np d d dp n ŝaqu np d zu dp n šїr vp d särašr äw 124 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl the resulting structure in (8) shows that a complex sentence contains one independent clause [qalä] and one dependent clause [laway srašїräw šїrzu ŝaqud]. dependent clause laway srašїräw comes first. it modifies the determiner phrase šїrzu ŝaqud. noun ŝaqud has the complement šїrzu. šїrzu ŝaqud qalä is independent clause and it carries the main meaning. the main clause comprises the subject laway, the verbal predicate qalä and the complement clause laway srašїräw. (9). ŋnil tät'ät grä dräy säračun house i came after dinner cooked ‘i cooked my dinner after i came to my house’ xp dp tp np d vp t (past) ø ø np v säračun advp n dräy vp adv grä dp v tät'ät np d il ղn in the foregoing tree, ղnil tät'ät grä dräy säračun is complex sentences. the verb phrase consists of noun phrase ղnil tät'ät grä dräy. it serves as the complement of the sentence. the adverb phrase is bounded by prepositional phrase ղnil tät'ät. the subject of the entire sentence structure is empty. moreover, the verb phrase (vp) was built from complement noun phrase (dräy) immediately followed by a verb (säračun) where dräy säračun is an independent clause. (10). akalu bїrtukan saq'ut'ätgwä firänäwud arqäku akalu bїrtukan to sekota went knew ‘akalu knew that bїrtukan went to sekota’ xp dp tp np d vp t (past) akalu ø dp v arqäku vp d d pp v firänäwu np p tgwä np n saq'ut'ä bїrtukan (10) tells us that, akalu is the subject of the entire sentence structure. bїrtukan saq'ut'ätgwä färänäwud arqäku is the verb phrase that contains the head arqäku and the prepositional phrase bїrtukan saq'ut'ätgwä. the head arqäku is transitive verb. a compound-complex sentence a compound-complex sentence has at least two independent clauses and at least one dependent clause. (11). givärċät gїrä ŝaղänäwu bänäkun; anäղi q'azewuz biräwizgwä fit'äkun ‘after graduation, i will travel; i had to go to the office soon’ 125 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl xp dp tp d np vp t (present) ø ø pp v fit'äkun np p zgwä ap n biräwi advp a q'azewuz vp adv їnäղi np v bänäkun advp n ŝaղänäwu pp adv gїrä vp p ät givärċ as stated in the above tree givärċät gїrä ŝaղänäwu bänäkun; anäղi q'azewuz biräwizgwä fit'äkun is a compound-complex sentence. it is the combination of two independent clauses givärċätgis gїrä ŝaղänäwu bänäkun and їnäղi q'azewuz biräwizgwä fit'äkun. on the subject of discussion, the current study in xamtanga allowed the hypothesis it pursued that each lately shaped so by merge have to hold label. the marker of so is compressed through the process of labeling algorithm (la). comparable to chomsky’s supposition, the consequence from current research demonstrated that syntactic object {xp, yp}, neither a head afterward negligible search is doubtful, judgment both the head x of xp and the head y of yp. so as to resolve this imprecision, la defines labeling from ending to closing stages through modifying so (by raising xp). as a result, there is only one noticeable head. contrasting to chomsky (2013, 2014, and 2015) and adger (2016), compound, complex and compound complex sentences, have at list two verbal heads. within this dissimilarity, then the labeling algorithm sees yp, which is the inferior division of a alternating component, a succession consists of a chain of copies headed by structurally most important element. similar to shlonsky and luigi (2015) research finding, the main premise in the current study was that syntactic trees were continually labeled at the interfaces. therefore, standard labeling can be a invention of interpretive standards, which might involve labels to be correctly interpreting structure. the subsequent premise that the current research used chomsky’s study (2015) was that, the labeler of a cluster shaped by merge was {xp, yp} case, defined by la that adapts so by raising xp. as opposed to chomsky (2015) in xamtanga complementizers, aspect, sentence-final particles, tense, topic, focuses and agreement morphemes and determiners are not really the head of that phrase. similar to cinque’s (2014) and hartman’s (2011) research result, xamtanga discards syntactic object movements as a syntactic process, because they never have semantic results. 126 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 114-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 4. conclusion minimalist labelling algorithms [xp, yp] is problematic, which rely on structural irregularity to make out the intended label. at this instant, minimal search is uncertain to locate the heads x, y of zp, yp in the equivalent method. to resolve the notation problem, la defines labeling through adjusting syntactic object by raising xp; as a result there were one and above noticeable verbal heads in different sentence structures. subsequently the labelling algorithm perceives yp, but not xp, which is the lower partition of an alternating component, a sequence consisting of a succession of copies headed by the structurally most significant constituent. it is necessary that a grouping be allocated, and the alternative is predetermined to be y=v, the verbal head of the sentence, obviously the preferred result in xamtanga syntactic object demonstration. syntactic object representations originated in sentence structures include: noun phrase (np), determiner phrase (dp), prepositional phrase (pp), verb phrase (vp), tense phrase (tp), adjectival phrase (ap) and adverbial phrase (advp). references adger, d. (2016). "roll-up, roll-up, there is nothing to see." ‖ video presentation presented at the baggett lecture 2, university of maryland. https:// www. youtube. com/ watch? v= ucj1w0qafnc. arbib, a. (2012). how the brain got language: the mirror system hypothesis. oxford: oxford university press. blümel a. (2017). symmetry, shared labels and movement in syntax. berlin: de gruyter. carnie, a. (2013). syntax: a generative introduction. oxford: wily blackwell. chomsky, n. (2013). problems of projection, lingua, 130, 33–49. chomsky, n. (2013a). notes on denotation and denoting. in caponigro, i, and cecchetto, c (eds.) from grammar to meaning: the spontaneous logicality of language. cambridge: cambridge university press, 38–46. doi: http :// dx.doi. org/10.1017/ cbo9781 139519328.004 chomsky, n. (2013b). problems of projection. lingua, 130, 33–49. doi: http://dx.doi. org/10.1016/j. lingua.2012.12.003 chomsky, n. (2014). minimal recursion: exploring the prospects. in t. roeper & m. speas (eds.). recursion: complexity in cognition, 1-15. berlin: springer. chomsky,n.(2014a).problemsofprojection:extensions. ms.,mit. chomsky, n. (2014b). lectures on syntax at mit. http://whamit.mit.edu/2014/06/03/recentlinguisticstalksby-chomsky/ chomsky, n. (2015). problems of projection: extensions. structures, strategies and beyond: studies in honour of adriana belletti, ed. by elisa di domenico, cornelia hamann, and simona matteini, 3-16. amsterdam/philadelphia: john benjamins. cinque, g. (2010). the syntax of adjectives. a comparative study. cambridge ma: the mit press. cinque, g. (2014) .the semantic classification of adjectives: a view from syntax. studies in chinese linguistics, 35(1), 1–30. darmon, c. (2012). light verb constructions in xamtanga and in the ethiopian linguistic area. in selected proceedings of the 42nd annual conference on african linguistics, ed. michael r. marlo et al., 183-194. somerville, ma: cascadilla proceedings project. www.lingref.com, document no. 2768. davies, w. & stanley d. (2009). on the existence (and distribution) of sentential subjects. gerdts, donna b., john c. moore & maria polinsky (eds.), hypothesis a/hypothesis b. linguistic explorations in honor of david m. perlmutter, 111–128. cambridge, ma: mit press, desalegn, a, (2016). an ethnographic introduction to the kumpal agaw. journal of ethiopian studies, 49, 35-56. 127 journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 115-127 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl elly, g. (2015). where are the parameters in problems of projection? ichl 22. esubalew, a. (2015). developing awgni-amharic cross-language information retrieval (clir): a dictionary based query translation approach. msc thesis, gondar university. hartman, j . (2011). the semantic uniformity of traces: evidence from ellipsis parallelism. linguistic inquiry, 42(3), 367–388. ishii, t. (2017). transfer and self pair-merge. in nicholas lacara, keir moulton, and anne-michelle tessier (eds.), a shrift to fest kyle johnson, 159–167. amherst, ma: university of massachusetts – amherst, linguistics open access publications. knott, a. (2012). sensor motor cognition and natural language syntax. cambridge, ma: mit press. leu, t. (2014). the architecture of determiners, oxford university press, new york. marquez, m. (2011).working with words: an introduction to english linguistics. valencia : universities de valencia. miller, j. (2008).an introduction to english syntax. edinburgh university. mizuguchi, m. (2016b). simplest merge, labeling, and a’-movement of the subject. in miyoko yasui and manabu mizuguchi (eds.), phase theory and its consequences: the initial and recursive symbol s, 41–83. tokyo: kaitakusha. mizuguchi, m. (2017a). labelability and interpretability. studies in generative grammar, 27(2), 327– 365. moro, andrea. (2014). on the similarity between syntax and actions. trends in cognitive sciences, 18, 109–110. narita, h. (2011). phasing in full interpretation. doctoral dissertation. mit. narita, h. (2015). proceedings of the 32nd west coast conference on formal linguistics, ed. ulrike steindl et al. somerville, ma: cascadilla proceedings project, 286-295. ott, d. (2011). local instability: the syntax of split topics. doctoral dissertation, harvard university. pullum, g. (2011). on the mathematics of syntactic structures. journal of logic, language and information, 20, 277-296. pulvermüller, f. (2014). the syntax of action. trends in cognitive sciences, 18, 219–220. richards, n. (2010). uttering trees. cambridge, ma: mit press. rizzi, l. (2015a). cartography, criteria, and labeling. in ur shlonsky (ed.), beyond the functional sequence, 314–338. new york: oxford university press. rizzi, l. (2015b). notes on labeling and subject positions. in elisa di domenico, cornelia hamann & simona matteini (eds.), structures, strategies and beyond: studies in honour of adriana belletti. amsterdam: john benjamins. rizzi, l. (2016). labeling, maximality and the head-phrase distinction. the linguistic review, 33(1), 103-127. roberts, i. (2010). agreement and head movement: clitics, incorporation, and defective goals. cambridge, ma: mit press. sag, i. (2010a). english filler gap constructions. language, 86, 486-545. sag, i. (2010b). feature geometry and predictions of locality. in features: perspectives on a key notion in linguistics (ed. a. kibort and g. g. corbett), oxford university press, 236-271. saito, m. (2016). (a) case for labeling: labeling in languages without φ-feature agreement. the linguistic review, 33(1), 129-175. semalgn, e. (2015). developing stemmer for kemantney text. msc, gondar university. shim j. (2018). <φ, φ>-less labeling. language research 54-1 (march 23, 2018) 23-39, https: //doi.org/ 10.30961/ lr.2018.54. 1.23 shlonsky, u & luigi r. (2015). criterial freezing in small clauses and copular constructions in italian and hebrew. ms., university of geneva, university of siena. stout, d. (2010). possible relations between language and technology in human evolution. in april nowell & iain davidson (ed.), stone tools and the evolution of human cognition, 159–184. boulder, co: university press of colorado. teshome, b. (2015). grammar of himmt‘0anga (unpublished doctoral dissertation). addis ababa university, addis ababa, ethiopia. thráinsson, höskuldur. (2007). the syntax of icelandic. cambridge: cambridge university press. tsegaye, m. (2013). developing a stemming algorithm for awngi text: a longest match approach., msc. addis ababa university. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 68-78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl cohesion in journal articles on applied linguistics: the case of conjunction “thus” arina isti’anah1 stephanie permata putri2 anggita getza permata3 english letters department, universitas sanata dharma yogyakarta1,2,3 email: arina@usd.ac.id1 abstract cohesion plays an important role in building the readability and comprehension of a text. instead of lexical, reference, substitution and reference, a conjunction is also important in a text. one of which is “thus” which shows how the message is packaged in the text. journal articles become the major source for scholars to share and connect their ideas. the ‘standard’ writing including content and format is one of the concerns in the article publication. the employment of conjunction in the article is important to show the author’s logical connection of her or his ideas. by employing discourse analysis by halliday and hassan, this paper aims at finding out the cohesion of journal articles of applied linguistics seen from the employment of conjunction “thus” adopting martin and rose’s theory on logical connection. purposive sampling method was conducted by taking forty journal articles on applied linguistics. antconc, a corpus web, was employed to help the researches figure out how conjunction “thus” is used in the text in building the cohesion of the data. keywords: conjunction, cohesion, corpus, journals journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 68-78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 102 1. introduction writing a research paper involves the significance of not only the presentation of new ideas but also writing skill. a research paper, categorized as academic writing, requires particular sections whose purposes are distinctive. in general, a research paper contains introduction, methods, result, and discussion. the introduction shows the main purpose of the paper containing the hypothesis or research questions to investigate. it is also a place in which the author attracts the readers. the methods should describe in details on how the materials, procedures and data are observed. the result part shows the findings of the research, while the discussion part offers an increasingly generalized account of what has been observed in the research (swales & feak, 2001, pp. 156-157). in writing, the role of sentence and discourse effectiveness is an important matter. it is also a process of expressing ideas or thoughts by wordings (agustina, 2015). one of the ways of expressing ideas is the presence of conjunction. conjunction is described as “a word whose function is to connect words, phrases, or sentences syntactically while characterizing semantic relations between those elements” (bussmann, 2006, p. 231). conjunction functions not only to relate words, phrases or clauses, but also display the writer’s way of thinking. the clarity of ideas in a writer’s mind is helped by the presence of conjunction. furthermore, conjunction also helps readers comprehend the ideas presented by a writer. packaging ideas in concise and clear manners is one of the concerns of linguistic study. in the systemic functional linguistics (sfl) point of view, how the message is put in wordings is one of the functions of language, textual functions. here, the language user has the freedom to choose particular patterns to show the message. the use of conjunction is able to show the author’s or language user’s logical connection. “these are logical meanings that link activities and messages in sequences” (martin & rose, 2007, p. 115). in sum, conjunction is a marker of the writer’s logical relation. martin and rose propose two kinds of conjunction: internal and external. the internal conjunction deals with experience as logically organized sequences of activities, whereas the external conjunction is about how conjunction presents discourse as logically organized waves of information (martin & rose, 2007, p. 116). though it is separated into two different categories, conjunction basically consists of four types of logical relation: addition, comparison, time and consequence (martin & rose, 2007, pp. 116-117). internal conjunction is the system for logically organizing discourse, while external conjunction is the system for linking events in an activity sequence (martin & rose, 2007, p. 117). writing requires cohesion, a term in sfl referring to the property of “connectedness that characterizes a text” (mahlberg, 2006). the problem appears when a conjunction can be used to substitute another which carries different logical relation. for example, conjunction “thus” can be used to show consequence or time. this paper attempts at finding out how conjunction “thus” is used in both indonesian and foreign journals on applied linguistics. this research is provoked by the necessity for scholars to publish articles in reliable journals. the way a research is written, particularly on the employment of conjunction, is the main concern of this paper. by observing how conjunction “thus” is employed in the articles published by indonesian and foreign journals, the logical connections in the two types of journals can be revealed. to figure out the logical relation brought by conjunction, analyzing separate text is not enough. the analysis should start by considering text as a discourse which is related to cohesion and coherence of a text. cohesion deals with the study of texture concerning the interaction of cohesion with other aspects of text organization. on the other hand, coherence takes the social context of texture into consideration (umami, 2013). halliday & hasan mention that discourse analysis (da) pays attention to texture in a text which is connected or attached jointly to shape a cohesive unity and setting of the text (michael, muthusamy, suppiah, joseph, & che razali , 2013). studies on similar topic have been conducted by some scholars. the comparison of argumentative english assignments by iraqi and australian postgraduate students was observed by al bakaa (2014). the paper investigated the textual structures of the writings by taking four academic assignments in terms of theme and rheme employment. the paper found that non-native speakers of english failed to use theme appropriately to construct academic writing, which is different from australian writings. this disadvantage is caused by the writing curriculum in iraq (bakaa, 2014). research article on rhetorical organization was paid attention to by öztürk (2018) in the way whether research article with and without subsections have different organization and how research article introductions with subsections are rhetorically organized. the research took 50 research article introductions and utilized theory by swales. the research found that ra with subsections and without subsections have different organization. ra with subsections are shorter and simpler in structures. it also indicates that subsections are not independent, yet reviews of literature are integral parts of the ra introduction (öztürk, 2018). coherence and cohesion in the iranian efl students were observed to figure out the implication of textual metafunction teaching to the experimental group by paziarie (2013). the research focuses on how the iranian efl students’ writings improve after the experimental group learnt how to structures essays by considering coherence and cohesion as textual metafunction concerns. the research involved two groups to compare: control and experimental groups. the results of students’ pre-test and post-test were compared by means of t-test analysis. it is figured out that students’ learning textual metafunction develops their coherence and cohesion in essay writing. the study also suggests that textual metafunction should be put in the writing curriculum (paziraie1, 2013). provoked by some studies above, this present study offers a more specific area by observing a conjunction, “thus”. the researchers assume that the role of “thus” in an essay is important as it becomes a key word to figure out the important part of a paper, whether it reveals time, manner/means, or consequence. another reason attracting the research is to compare indonesian and foreign journal articles. conjunction is important to support text cohesion. cohesion is mentioned to be located beyond the sentence or clause, yet it is located in the meaning (emilia, habibi, & bangga, 2018). this paper then, will suggest some ideas to researchers on how important a conjunction is to be put in a paper. by considering the findings between two data, researchers are suggested to pay more attention to language use as it shows logical relation which eases the readers to digest the ideas presented. 2. method this paper was analyzed by means of discourse analysis. the focus of analysis is on the textual function of language as proposed by halliday. in the textual function, the use of conjunction ‘thus’ as proposed by martin and rose is the concern here. conjunction is an important part of cohesive text which has tendency to link its sentences as one semantically (michael, muthusamy, suppiah, joseph, & che razali, 2013). to limit the analysis, four journals become the sample, two indonesian and two foreign journals, in which ten articles were randomly chosen from each journal. the indonesian journals chosen are those indexed in sinta 2, an accreditation website arranged by ministry of research and higher education. the two indonesian journals are celt, published by soegija pranata catholic university and lingua cultura, published by bina nusantara university. the foreign journals employed here are scopus indexed, gema online published by universiti kebangsaan malaysia and international journal of applied linguistics & english literature, published by australian international academic centre. in total, there were 40 articles to observe. with the help of a corpus tool, antconc, the number of ‘thus’ in the articles, concordance and context of the word can be figured out. antconc is a corpus tool developed by laurence anthony aiming at offering a free corpus analysis toolkit for concordancing and text analysis. the journal articles as the data were saved as .txt format and input in antconc. the data were grouped into two: indonesian and foreign journals. the twenty articles from each journal category were opened at the same time. the same method was applied for foreign journals. in this step, the word list of the articles was focused on conjunction “thus” so that the frequency of conjunction in two groups of journal can be found. the next step was paying attention to the context of thus to reveal the type of conjunction, internal or external, and its logical relation. the last step was finding out the concordance of conjunction “thus” in the data and concluding how “thus” is involved in journal articles. 3. results and discussion there are four logical relations in textual metafunction: addition, comparison, time and consequence. based on the analysis, the table below presents the types of logical relation which conjunction “thus” brings. the table also shows the comparison between indonesian and foreign journals’ presence of the conjunction. table 1 the logical relation of ‘thus’ in indonesian and foreign journals indonesian journals foreign journals frequency percentage frequency percentage internal consequence (concluding) 17 43.59 68 58.11 external consequence (means) 22 56.41 49 41.88 total 39 100% 117 100% referring to table 1, both groups of data have the same types of conjunction: internal consequence and external consequence. from the total frequency of conjunction “thus”, indonesian journals only employ 39 numbers, while foreign journals involve 117 numbers. the different frequency is significant considering that both groups have similar number of pages and words in each article. though the types of conjunction are similar, the percentage of both types are distinctive in the two groups. it is obviously seen that indonesian journal articles employ external consequence more than foreign journal articles, which are dominated by internal consequence. instead of having different use of conjunction in the articles, indonesian and foreign journals also differ in the way conjunction “thus” is employed. below is the summary. table 2 summary of concordance plot in the journals no concordance plot indonesian journals (percentage) foreign journals (percentage) 1. abstract 5.1 5.1 2. introduction 33.3 12.8 3. literature review 10.3 6.9 4. methodology 5.1 1.7 5. findings and discussion 35.9 69.2 6. conclusion 10.3 4.3 according to the concordance plot of the conjunction “thus” seen in indonesian journal, it is seen that the conjunction is used mostly in findings and discussion. however, the percentage is close to the use of the conjunction in introduction. compared to the concordance plot in foreign journal, the conjunction is also used mostly in findings and discussion. the percentage number of using conjunction “thus” in findings and discussion is, however, far from the percentage number of conjunction “thus” used in other parts of the journals. in the other words, conjunction “thus” becomes dominant in findings and discussion in foreign journal than in indonesian journal. in addition, in both indonesian and foreign journals, methodology becomes a part where the conjunction “thus” appears least of all. logical relation of conjunction “thus” in indonesian journals in indonesian journal, conjunction “thus” is categorized as internal conjunction, particularly showing conclusion. below is the example. i.j.1 meaning does not only contain a sign, but it only could be interpreted by someone who has a series of concepts (hall, 1997). thus the representation can never be separated from the socio-cultural realities. the context of the datum above, which is seen from the first sentence of the datum, is about meaning which only could be interpreted by concepts. the second sentence in the datum is about the relation between the representation and the socio-cultural realities. the second sentence seems to conclude the first sentence by connecting the idea of representation and the socio-cultural realities. it is seen that the second sentence of the datum is concluding the first sentence. therefore, the conjunction “thus” in the datum above is categorized as internal consequence conjunction. another example of internal conjunction showing consequence is found below. i.j.10 meanwhile, class b gets the lowest percentage both for students’ positive language knowledge and in use. thus, it can be said that the sufficient knowledge of the positive language that the students have, the better a positive language in use in their classrooms can be established. similar to the first datum, this datum also consists of conjunction “thus” which is categorized as internal consequence conjunction. it is seen from the relation between the two sentences in the datum above. the first sentence discusses class b’s lowest percentage in students’ positive language knowledge and in use. the second sentence discusses the relation of sufficient knowledge of positive language and the positive language in use in classes. the second sentence is concluding the first one. therefore, the conjunction “thus” in the datum is internal consequence conjunction. the following excerpt is found in indonesian journal whose conjunction is also categorized into internal one. i.j.37 writing is an activity that arranges the words into a sentence, sentences into a paragraph, and paragraph into a good text. thus writing is combination of process and product. the context of the datum shown above is about writing. it is said in the first sentence of the datum that writing is a form of activity consists of several processes and ends up with a good text. the second sentence of the datum above discusses writing as a combination of both process and product. it is seen that the second sentence is showing the act of concluding the first sentence. therefore, the conjunction “thus” in the datum shown above is categorized as internal consequence conjunction. instead of using internal conjunction in their articles, indonesian journals also contain conjunction “thus” categorized as external conjunction. the following extract also shows the example. i.j.4 it means that the candidates exploit the language, whether by word or grammar to achieve their goal in this event. the candidates use it in different ways based on their goal and their background. thus, the researcher wants to know how the candidate achieves their goal by language. the context seen from the datum stated above is achieving goals by the language used. the first sentence of the datum discusses how the candidates use words or grammar in order to achieve their goals. the second sentence states that the use of language of one candidate is different from another based on their own purposes. the third sentence of the datum says what the researcher wants to study from the data mentioned previously, which are the use of language and the differences in using language seen in one candidate compared to another. the conjunction “thus” in the third sentence is considered as external consequence conjunction because it shows the next event, which is in this context is what the researcher wants to do after getting the data. the extract below displays another example of conjunction “thus” performing externally. i.j.30 is there positive relationship between the students’ perception on the teacher-student relationship and their learning outcome? thus, the null hypothesis of this study can be defined as “there is no relationship between the students’ perception on the teacher-student relationship and their learning outcome”. the first sentence in datum i.j.30 is in the form of question, whether there is positive relationship on teacher-student relationship and the learning outcome. to answer this question, there should be a null hypothesis, therefore the next step is to decide the null hypothesis, that is there is no relationship between the students’ perception on the teacher-student relationship and their learning outcome. those two sentences show sequence of events. it explains that conjunction “thus” in datum i.j.30 is considered as external conjunction. the last example from the data displaying “thus” as external conjunction is shown below. i.j.34 there are 6 students, who did not submit their final draft of the pretest. thus, they should be dropped. from the datum above, it is seen that the first sentence says about six students not submitting pre-test final draft. the second sentence of the datum states that those six students should be dropped. it seen that the second sentence shows the next event happens after the act in first sentence occurs, which states that the students should be dropped because they do not submit their pre-test final draft. therefore, conjunction “thus” in the second sentence of the datum above is categorized as external consequence conjunction. looking closer at the presence of conjunction in indonesian journals in terms of its concordance plot, the table below shows the summary. table 3 summary of concordance plot in indonesian journals no conjunction category concordance plot (%) abstract introduction lit. review method f&d conclusion 1. internal 0 38.5 50 100 42.9 50 2. external 100 61.5 50 0 57.1 50 based on the chart shown above, in indonesian journal, all conjunction “thus” appear as external consequence conjunction in the abstracts. however, all of them used as internal concluding conjunction in the methodology parts. besides, in the conclusions, both categories share similar percentages, which means that the conjunction “thus” in the conclusions are used as both internal concluding and external consequence conjunction. the data above, apparently, show that the conjunction “thus” is used in different parts from where it is supposed to be. as an internal conjunction, it is supposed to show the act of concluding. then, it is noted that this internal conjunction is used mostly in the conclusion part as it is a part where the writers conclude their results of studies. however, in conclusion part, the conjunction is not used as internal conjunction dominantly. in addition, as an external conjunction, “thus” is supposed to show the sequence of events. it reveals that this external conjunction dominates in methodology part as it is a part where the writers tell the steps of their studies. however, in indonesian journal, surprisingly, there is not any conjunction “thus” used as external conjunction in methodology part. all of the conjunction “thus” in methodology part of indonesian journal is used as internal conjunction. logical relation of conjunction “thus” in foreign journals similar to indonesian journal, foreign journal articles also involve internal conjunction. the difference lies on the frequency which internal conjunction appears. as seen in table 1, foreign journal articles employ internal conjunction more than indonesian journal articles. below is the example. f.j.43 this study enlightens the usage of colour-coded system as a form of indirect corrective feedback for language instructors specifically in efl context. thus, the pedagogical implication of this study is that colours could be used as a form of indirect corrective feedback due to its ability to immediately direct students’ focus towards specific grammatical errors. the first sentence discusses how the use of colour-coded system can be an indirect form to correct in efl context. the writer then uses the conjunction “thus” to connect it to the second sentence, which is about colours to give corrective feedback due to its ability to change the students’ focus to the grammatical errors. the second sentence emphasizes more to the conclusion that the pedagogical implication of the study. the following datum also involves conjunction “thus” internally in the text. f.j.46 providing corrective feedback in abundance could somehow trigger anxiety and confusion to students due to having an entire paper marked with symbols or codes in red (ryan, 2012). thus, it is significant to enhance students’ positive attitudes in learning which could further sustain cognitive retention because it may contribute to better academic achievement. in datum f.j.46, the conjunction “thus” is used to conclude that it is important for students to have positive attitude so that they can accept feedback positively and later contribute to a better academic achievement. the presence of “thus” above concludes the necessity of corrective feedback. the last example of internal conjunction “thus” in foreign journal article is shown below. f.j.117 in addition, subtitles bring convenience to students in that they can easily under¬stand the movie content and vocabularies. thus, they can learn better if they feel comfortable. in the first sentence of datum f.j. 117, subtitle is described as a tool to make students feel convenient in understanding the movie content and the vocabularies. this tool, subtitle, then makes the student learn better since it is more convenient. here, “thus” is put after the argument of the role of subtitles in the movie. therefore, “thus” is categorized into internal conjunction showing conclusion. in foreign journals, conjunction “thus” is also used externally. the sample below displays conjunction “thus” categorized as external conjunction. f.j.2 sakum is also a close friend of srintil in (15). thus, srintil can tell him honestly what she feels. as what is seen in the short datum above, the first sentence discusses the relationship between sakum and srintil which as close friends. the second sentence states that srintil is able to be honest about her feelings to sakum because sakum is her close friend. it can be concluded that the second sentence is the act which happens due to the relationship stated in the first sentence. therefore, the conjunction “thus” in the datum above is categorized as external consequence conjunction. another datum employing external conjunction is found below. f.j.40 this consciousness seems to have largely influenced the bulk of nigerian authors’ acceptance of the nigerian english idiom as a linguistic identity, and this has thus constrained most of the linguistic features used in their works. the use of “thus” here is also to show the sequence of event, specifically the sequence of causes-effects. the linguistic features used by nigerian author are constrained because the consciousness seems to have largely influenced the bulk of the authors’ acceptance of the nigerian english idiom. the last example of external conjunction “thus” in foreign journal article is found below. f.j.107 because of her insecurities, she wants to create human bondage with other people to keep her solace. thus, she tries to maintain bonds with her new neighbors. from the datum above, it is seen that these sentences discuss someone’s insecurities, called as “she”. the first sentence talks about the effect of the insecurities which makes her think that she needed to be closer to other people. due to this effect, as what is stated in the second sentence, she tries to maintain relationships with people around her. it can be concluded from this datum that the second sentence is the act happens due to the effect stated in the first sentence. therefore, the conjunction “thus” used in this datum is categorized as external consequence conjunction. observed from the category of internal and external conjunction, the table below shows the concordance plot in which conjunction “thus” is involved in foreign journals. table 4 summary of concordance plot in foreign journals no conjunction category concordance plot (%) abstract introduction lit. review method f&d conclusion 1. internal 83.3 40 62.5 50 59.3 80 2. external 16.7 60 37.5 50 40.7 20 based on the table shown above, it is seen that internal concluding conjunction dominates foreign journals, compared to external consequence conjunction. the biggest range of percentages between these two categories is seen from the abstract part. it is then followed by the conclusion part. both parts have internal concluding conjunction leading the percentages. different from what is discussed in the previous chart description, in foreign journals, conjunction “thus” seems to be in parts where it is supposed to be. as an internal concluding conjunction, which shows the act of concluding, it shows its significance in conclusion part. it is assumed to be true because conclusion is, once again, a part where the writers conclude their results of the studies. as an external consequence conjunction, “thus” shares the same percentage with internal concluding conjunction in methodology part. it is argued that the conjunction “thus” is supposed to be used mostly in the methodology part as an external consequence conjunction rather than as an internal concluding conjunction. the major difference found between indonesian and foreign journals on the use of “thus” lies on the way the writers present the ideas. the employment of internal conjunction in foreign journals signify that the foreign journals require their writers to integrate the ideas and arguments in the discourse. the conjunction is positioned as an important tool to organize the discourse. seen from the concordance plot, the employment of “thus” in foreign journals is found a lot in the findings part. it signifies that the journals emphasize on the clarity of thought integrated in the discourse and regards findings and discussion part as the important part of a journal article. the writers of the journals present the ideas as textual meanings, referring to a means of staging or organizing text as a text (raharjo & nirmala, 2016). the indonesian journals analyzed in this paper involve external conjunction more than internal conjunction. it reveals that their writers present the ideas in a sequence. moreover, the employment of “thus” is found in the introduction and findings and discussion part. the introduction actually is about the arguments of the writers why particular topic is chosen. introduction part is a place to communicate the author’s stance and the readers about particular topic. in other words introduction part is important to position the writers and persuade readers to accept claims (miasari, arsyad, & arono, 2018). the sequence employed in that part signifies that the indonesian journals require explicit conjunction and logical order to express the necessity of the paper. 4. conclusion conjunction “thus” is used differently in indonesian and foreign journal articles. though both journals employ “thus” internally and externally in the texts, the frequency and plot of the use of conjunction differs significantly. indonesian journal articles employ external conjunction more than internal conjunction. external conjunction “thus” is used externally to show consequence. seen from the concordance plot, conjunction “thus” is used dominantly in the introduction part. on the other hand, foreign journals are dominated by internal conjunction which shows conclusion. the employment of the conjunction is found in the findings and discussion parts. the different use of conjunction in both journals reveal that the cohesion of foreign journals is found more structured as the conjunction is used in findings and discussion part to show the researchers’ conclusion after narrating the data. on the other hand, indonesian journals only employ “thus” to show consequences in the introductory part to strengthens the arguments. this research suggests future researchers to compare other conjunctions in the two journals to complement the present findings. references agustina, w. (2015, june). the types of cohesion used in the 'issues of the day' strip in the jakarta post. register, 18(1), 113-140. bakaa, a. j. (2014, november). investigating the manifestation of textual themes in argumentative english assignments written by iraqi and australian postgraduate students. international journal of applied linguistics & english literature, 3(6), 205-211. bussmann, h. (2006). routledge dictionary of language and linguistics. new york: routledge. emilia, e., habibi, n., & bangga, l. a. (2018, january). an analysis of cohesion of exposition texts: an indonesian context. indonesian journal of applied linguistics, 7(3), 515-523. martin, j., & rose, d. (2007). working with discourse: meaning beyond the clause. london: continuum. miasari, s., arsyad, s., & arono. (2018, august). indonesian authors’ stances in citing english research article introductions literature in sciences. edulite, 3(2), 173-187. doi:10.30659/e.3.2.173-187 michael, a. s., muthusamy, c., suppiah, p., joseph, c., & che razali , s. b. (2013, may). cohesion in news articles: a discourse analysis approach. international journal of applied linguistics & english literature, 2(3), 129-133. öztürk, i̇. (2018). rhetorical organisation of the subsections of research article introductions in applied linguistics. novitas-royal (research on youth and language), 12(1), 52-65. paziraie1, m. e. (2013). the effect of textual metafunction on the iranian efl learners’ writing performance. english language teaching, 6(2), 71-83. raharjo, s., & nirmala, d. (2016). generic structure and cohesive devices: a study on the final project report presentation of the accounting students of polines semarang. parole, 6(2), 27-40. swales, j. m., & feak, c. (2001). academic writing for graduate students. michigan: the university of michigan press. umami, m. (2013, june). the discourse system recognized in the jakarta post’s opinion coloumn entitled “polycarpus out on parole: resolve munir’s case” on december 05th, 2014. register, 6(1), 77-118. 102 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 260 compound words on the jakarta post newspaper and việt nam news newspaper leonilla yolanda kintan adikayon sanata dharma university email: kintanadikayon@gmail.com abstract – a newspaper has become the major news source around the world, either the printed or online newspaper. a newspaper provides many kinds of news and from different perspectives. words in the newspaper play a significant role to deliver the information to the readers. the morpho-semantic study is needed to find out the uncommon words and their meaning in the newspaper. news in the jakarta post newspaper and việt nam news newspaper were analyzed, applying hamawand’s (2001) compound categorization. endocentric compound and exocentric compound by o’grady et al (2016) are also being used in this study. the data were taken in a purposive sampling technique by observing eight news in the business column by the jakarta post and nine news in the economy column by việt nam news, taken from august 28, 2020, until september 4, 2020. both newspapers contain distinctive compound words related to the economy that is still rarely known by people. from the total seventeen news, only a noun compound and adjective compound are found in the news, while the verb compound does not appear at all. the total of compound words found in the news is 25; there are 18 noun compounds and 7 adjective compounds found in the news. there are 16 endocentric compounds and 9 exocentric compounds found. the result shows that noun compounds and endocentric compounds appear more often than adjective compounds and exocentric compounds. keywords: compound, morphology, semantic journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 261 1. introduction in our life, language is the most essential part. language is a vehicle for communicating ideas and feelings (hamawand, 2011). because of language, people are able to communicate and understand each other. however, language does not function without a word. a word is a symbolic unit which is a combination of meaning and sound (hamawand, 2011). to be able to communicate, it is impossible to know one word, that is why “it has been estimated that average speakers of a language know from 45,000 to 60,000 words,” (plag, 2003). apart from being the fundamental thing of a language, words also can be used to share information, either spoken or written. in this modern era, people are able to get any kind of information easily and quickly. orally, people obtained information from tv or radio. in writing, people obtained information from reading magazines or newspapers. a newspaper has become the primary source of information since it contains different kinds of information, from local news, sport, lifestyle, economy, and many more. moreover, there is no restriction on reading newspapers; people of all groups of age are allowed to read a newspaper. by reading the newspaper, readers are able to get benefits. the most apparent benefit readers can get by reading newspapers is getting to know events happen in the surroundings or world. nowadays, newspaper companies not only published the printed version of the newspaper, but they published the online version of the newspaper. technologies are developing from time to time, so as a newspaper that also utilizes internet connection. as said in an online article of northeastern university, “most organizations today use a wide range of online channels” (doyle, 2019). this research chooses two particular english newspapers that have the online version of the newspaper, the jakarta post and việt nam news. both the jakarta post and việt nam news are the leading english newspaper in indonesia and vietnam. both newspapers also share almost the same column, such as local news, sport, politics, and the economy. the researcher chooses one particular column from each newspaper that is talking about the economy. in the jakarta post, the column about the economy is called the “business” column, while in việt nam news, the column about the economy is called the “economy” column. in these columns, the news is informing the readers of the financial condition of each country. the news also informing the readers of how the government and the citizens handling their finances during this covid-19 pandemic. according to an online website, focuseconomics, indonesia and vietnam have a different financial condition. indonesia is said to experience downfall in some economic sectors (focuseconomics, 2020a), while vietnam is said to have a strong financial among asean countries (focuseconomics, 2020b). in this research, the researcher focuses on the compound word found in the business column by the jakarta post and in the economy column by việt nam news. the researcher also has the intention to figure out the meaning of the compound word found in the news. to conduct this research, there are two related studies reviewed in this research. the first related study is a journal article entitled morpho-semantic analysis in electronic product brands (viramdani & himmawati, 2017). the study journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 262 by viramdani and himmawati (2017) is using morpho-semantics, the same with this research, which also using morpho-semantics. in the journal by viramdani and himmawati, the study focusing on electronic product brands from america, british, and japan. the electronic brands found by viramdani and himmawati undergoing several types of word-formation processes, such as coinage, clipping, and blending. unlike this research only focusing on the compound words found in the jakarta post newspaper’s business column and việt nam news newspaper’s economy column. the last journal article is the semantics study of english slang used in the column cosmo magazine (hidayati, et al, 2013). in the journal article, semantics is used to find out the meaning behind the words, the same as in this research. however, the journal and this research have some differences in the object and the focus. the journal article by hidayati et al (2013) used cosmo magazine as the object and focusing on the slang words found in the magazine. while in this research, the object is the jakarta post newspaper’s business column and việt nam news newspaper’s economy column and the focus is the compound words. 2. method this research focuses on the compound words related to the economy found in the jakarta post newspaper’s business column and việt nam news newspaper’s economy column. from the jakarta post, the researcher chose eight news, while from việt nam news the researcher chose nine news that is reporting about the financial condition and economic activity from both indonesia and vietnam. the researcher chose the news from the online version of both newspapers from august 28, 2020, until september 4, 2020. the researcher decided to take the news on that particular date since covid-19 transmission cases on both indonesia and vietnam are increasing, however, the financial condition of both countries is different, as said in the introduction above. this research used morphology and semantics as the approach of the study. morphology is “the study of the internal structure of words, and of the rules by which words are formed” (fromkin & hyams, 2011). the researcher used morphology to find out the compound categories in compound words found in the news provided by the jakarta post newspaper and việt nam news newspaper. the compound category is divided into three categories; noun compound, adjective compounds, and verb compound (hamawand, 2011). since this research identified the type of meaning of the compound words found in the jakarta post and việt nam news, this research applies a semantic approach. semantic is defined as 'the deep and careful study of a word as well as sentence meaning, abstracted away from contexts of use, is a descriptive subject' (griffiths, 2006). semantically, compound words are also divided into two types; endocentric compound and exocentric compound. the endocentric compound is a compound in which the meaning follows its head, while exocentric is a compound word in which the meaning does not follow the head (o’grady & archibald, 2016). to clarify the understanding of the endocentric compound and exocentric compound, the researcher also uses other definitions. the endocentric compound is a compound type where 'the semantic head (or centre) of the compound is ‘inside’ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 263 (endo-) the compound', while exocentric is a type of compound where the 'semantic head is ‘outside’ (exo-) the compound' (haspelmath & sims, 2010). in collecting the data, this research applies to purposive sampling. purposive sampling is sampling in which the researcher relies on the researcher’s judgment in choosing the population member as the data of the research (foley, 2018). the researcher uses purposive sampling since the researcher wants to determine which compound words fit with the researcher’s need. the researcher used several steps to collect the data of the research. first, the researcher chose two newspapers from a different country. since the focus is compound words related to economic, the researcher chose the news in business and economy column for the second step. third, the researcher reading the news while collecting the compound words. fourth, the researcher classifies the compound word based on the compound category; noun compound, adjective compounds, and verb compound. 3. results and discussion the first finding that will be discussed by the researcher is compound words. compound, compounding, or composition is “the morphological process of forming a complex structure by combining two, or more, free morphemes, of same or different word classes” (hamawand, 2011), so it becomes a word. in the jakarta post newspaper and việt nam news newspaper, the researcher found compound words from three different types of compound words. those types are compound nouns, compound adjectives, and compound verbs. in this study, the researcher will discuss each type of compound words in the discussion below. types of compound according to the book, morphology in english: word formation in cognitive grammar, the compound word is classified into three different categories; compound noun, compound adjective, and compound verb (hamawand, 2011). from the jakarta post newspaper and việt nam news newspaper, the researcher found twenty-six different compound words. the table below shows compound words found in both newspapers; the jakarta post newspaper and việt nam news newspaper. table 1 distribution of compound words type of compound frequency percentage noun 18 72,0% adjective 7 28,0% total 25 100% the table shows the total frequency and percentage of the compound words found in the data source. from the total 25 compound words, compound nouns appear most often in the news followed by compound adjectives. in the news, compound nouns appear eighteen times, with a percentage of 72,0%. compound adjectives appear seven times, with a percentage of 28,0%. however, a compound verb related to economics does not found in the news. the table above shows that compound noun is the dominant types of a compound word found in the business column of the jakarta post newspaper and the economy column of việt nam news newspaper. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 264 1). compound noun a compound noun or noun compound is formed from two free morphemes or lexical substructures used to express new ideas. compound noun consists of a modifier, which can belong to any word class, and head, a noun. when a modifier is combined with the head, “the resulting structure is a noun compound” (hamawand, 2011). the modifier from any world-class can be attached to a noun as the head. there are four formations of compound noun found in the jakarta post newspaper and việt nam news newspaper. those formations are noun + noun, adjective + noun, verb +noun, noun + verb. the table below shows the distribution of the lexical categories of compound nouns found by the researcher. table 2 distribution of compound noun formation lexical categories frequency percentage noun + noun 11 61,1% adjective + noun 5 27,8% verb + noun 1 5,6% noun + verb 1 5,6% total 18 100% the table above shows the total frequency and percentage of the distribution of compound noun formations. there are 11 (61,1%) compound words formed by combining a noun and a noun, meaning both the modifier and head are nouns. there are 5 (27,8%) compound words formed by combining adjective and noun, which mean that the modifier is an adjective and the head is a noun. there are two compound nouns with a different formation that occurred only once for each formation; verb + noun and noun+ verb. those formations have the same percentage also, which is 5,6%. since those two noun formations only occurred once, verb + noun and noun+ verb being the least combination used to form a noun compound the jakarta post newspaper and việt nam news newspaper. a. noun + noun (1) businesspeople business (noun) + people (noun) = businesspeople (noun) the morphological process of businesspeople is combining the word business (noun) and the word people (noun). businesspeople is a compound noun since the word business and people are both free morphemes. the word business is a free morpheme because it can stand alone as a word. the same goes for the word people that can stand alone as a word since it is a free morpheme. the word business functioned as the modifier, while the word people functioned as the head of the compound noun. (2) wage-subsidy programs wage-subsidy (noun) + program (noun) = wage-subsidy programs the morphological process of wage-subsidy programs combines the word wage-subsidy (noun) and the word programs (noun). wage-subsidy programs is a compound noun since the word wage-subsidy and programs are both free morphemes. the word wage-subsidy is a free morpheme because it can stand alone as a word. the same goes for the word programs that can stand alone as a word since it is a free journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 265 morpheme in a plural form. the word programs are the modifier, while the word wage-subsidy is the head of the compound noun. (3) start-up start (noun) + up (noun) = start-up (noun) the morphological process of start-up combines the word start (noun) and the word up (noun). start-up is categorized as a compound noun since it is the result of combining two words from the same word class and is resulting in a word in the same word class too. both of the words that form start-ups are free morpheme. the word start is a free morpheme since it can stand alone as a word. the same goes for the word up, which is also a free morpheme that can stand alone as a word. (4) chairman chair (noun) + man (noun) = chairman (noun) the chairman's morphological process combines the word chair (noun) and the word man (noun). chairman is categorized as a compound noun since the combined words are both free morphemes and are in the same word class, which is a noun. the word chair is a free morpheme since it can stand alone as a word. the word man also a free morpheme since it can stand alone as a word too. the combined words have their function in the compound noun—the word chair functions as the head's modifier, which is the man. (5) benchmark bench (noun) + mark (noun) = benchmark (noun) the benchmark's morphological process is combining the word bench (noun) and the word mark (noun). benchmark is a compound noun since the word bench and mark are both free morphemes and in the same word class. the word bench is a free morpheme because it can stand alone as a word. the same goes for the word mark that can stand alone as a word since it is a free morpheme. (6) wage subsidy wage (noun) + subsidy (noun) = wage subsidy (noun) the wage subsidy is categorized as a compound word since it consists of two words combined to form a new word. the compound word wage subsidy is obtained by combining two words, which are wage and subsidy. the compound word wage subsidy is a compound noun since the wage is a noun and the word subsidy is also a noun. as explained in the above discussion, that compound noun consists of two free morphemes, so as in the wage subsidy consists of two free morphemes. it means that both wage and subsidy can stand alone as a word. in this compound word, the word wage is a modifier and the word subsidy is the head of the compound word. (7) start-up founders start-up (noun) + founders (noun) = start-up founders (noun) the compound word start-up founders obtained from the morphological process by combining start-ups and founders. start-up founders are categorized as a compound noun since the word start-up is a noun and the word founders are also a noun in a plural form. start-up can stand alone as a word since it is a free morpheme. the same goes for the word founders that can stand alone as a word since it is a free morpheme in a plural form. as a compound word, start-up founders consists of modifier and head. in this compound word, the modifier is a start-up, while the head is founders. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 266 (8) parent company parent (noun) + company (noun) = parent company (noun) the morphological process for the parent company is combining the word parent (noun) and the word company (noun). parent company categorized as a compound noun since the combined words are both free morphemes and are nouns. the word parent is a free morpheme since it can stand alone as a word. the word company also a free morpheme since it can stand alone as a word too. the words combined have their function in the compound noun, modifier, and head. the word parent has a function as the modifier for the head, which is the word company. (9) fallout fall (noun) + out (noun) = fallout (noun) fallout is the result of the morphological process named compounding. in compounding, the word fall and out are combined and become one word called a compound noun. as seen in the formation of the word fallout, fall, and out share the same word class, which is a noun. both fall and out are free morpheme. it means that fall can stand alone as a word, so as the word out. (10) chairwoman chair (noun) + woman (noun) = chairwoman (noun) chairwoman has the same construction as the word chairman—the compound word chairwoman obtained from the morphological process named compounding. in compounding, the word chair (noun) and the word woman (noun) being combined. chairwoman is categorized as a compound noun since the combined words are both free morphemes and are in the same word class, which is a noun. the word chair is a free morpheme since it can stand alone as a word. the word woman also a free morpheme since it can stand alone as a word too. the combined words have their function in the compound noun—the word chair functions as the modifier for the head, which is a woman. (11) stock market stock (noun) + market (noun) = stock market (noun) the stock market is categorized as a compound word since a compound word consists of two words combined to form a new word. the compound word stock market is obtained by combining two words; stock and market. the stock market categorized as a compound noun since the stock is a noun and the word market is also a noun. as explained in the above discussion, that compound noun consists of two free morphemes, so as in the stock market that consists of two free morphemes. it means that both the stock and market can stand alone as a word. stock is the left-hand substructure or a modifier for the right-hand substructure or the head market. b. adjective + noun (12) biggest shake-up biggest (adjective) + shake-up (noun) = biggest shake-up (noun) the biggest shake-up is a new word resulting from combining two different words from two different word classes. the word biggest is an adjective, while the word shake-up is a noun. since the biggest shake-up is a compound noun, the head is a noun which is the word shake¬-up, while the modifier is an adjective, which is biggest. those two words are also free morpheme which means each word can stand alone as a word journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 267 (13) pre-employment card pre-employment (adjective) + card (noun) = pre-employment card (noun) the morphological process of the pre-employment card is combining the word pre-employment and the word card. according to merriam-webster online dictionary, pre-employment is an adjective, such in the sentence “the pre-employment training lasted three weeks, and men and women with the previous experience received fifty cents per hour” written by mary martha thomas (“definition of pre employment,” 2020). in contrast, the word card is a noun. the pre-employment card is categorized as a compound noun since the head of the compound is a noun, which is a card. at the same time, the modifier of the compound is an adjective, which is pre-employment or pre-employment. this combination of pre-employment and card has a function as a noun. the word pre-employment and card are both free morphemes, which allows them to stand alone as a word. (14) supermarket super (adjective) + market (noun) = supermarket (noun) the morphological process of a supermarket is combining the word super and the word market. a supermarket becomes a compound noun since it is a combination of two free morphemes which have different word class. the word super is an adjective and the word market is a noun. in this compound noun, super is the modifier and the head of the compound is market. (15) central bank central (adjective) + bank (noun) = central bank (noun) the morphological process for the central bank is combining the word central (adjective) and the word bank (noun). central banks categorized as a compound noun since the combined words are both free morphemes even though they share different word classes. the word central is a free morpheme since it can stand alone as a word. the word bank also a free morpheme since it can stand alone as a word too. the words combined have their function in the compound noun, modifier, and head. the word central has functioned as the modifier for the head, which is the word company. (16) red-tape red (adjective) + tape (noun) = ted-tape (noun) the morphological process for red-tape combines the word red (noun) and the word tape (noun). red-tape is categorized as a compound word since it is the result of combining two words and become one word. the word red is a free morpheme since it can stand alone as a word. the same goes for the word tape, which is also a free morpheme that can stand alone as a word. c. verb + noun (17) shareholders share (verb) + holders (noun) = shareholders (noun) the morphological process of shareholders is combining the word super and the word market. shareholders become a compound noun since it is a combination of two free morphemes which have different word class. as a free morpheme, the word share is categorized as a verb. the same goes for the word holders, a noun in a plural form that can stand alone as a word since it is a free morpheme. in this compound noun, a share is a modifier for the head, which is holders. d. noun + verb journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 268 (18) cost-reducing cost (noun) + reducing (verb) = cost-reducing (noun) the morphological process of start-up combines the word cost (noun) and the word reducing (verb). the head is cost and the modifier is reducing. cost-reducing is categorized as a compound word since it is the result of combining two words and become one word. the word cost is a free morpheme since it can stand alone as a word. the same goes for the word reducing, which is also a free morpheme that can stand alone as a word. 2). compound adjective a compound adjective or adjective compound is a structure that is composed of two or more free morpheme or lexical and used to describe a new situation or change the modification of an entity (hamawand, 2011). the compound adjective has the same modifier as a compound noun that comes from any word class, while the head of the compound is an adjective. from the jakarta post newspaper and việt nam news newspaper, the researcher found seven compound words. the percentage of the occurrence is 28,0% of the total occurrence of the compound words. the discussion below is discussing the compound adjective found by the newspaper. (19) low-income families low-income (adjective) + families (noun) = low-income families (adjective) the morphological process of the word low-income families is combining two different words from two different word classes. the morphological process combines low-income as an adjective and families as a noun to form a compound. the head of this compound word is an adjective; it means that low-income is the head of this compound. a compound needs a modifier to make it complete, so the modifier for this compound is the word families, a noun in plural form. low-income families have a relationship with the entity-measurement relationship. the head of the compound shows as the measurement, while the modifier shows as the entity. (20) middle-income citizens middle-income (adjective) + citizens (noun) = middle-income citizens (adjective) the morphological process of the word middle-income citizens is combining two different words from two different word classes. the morphological process combines middle-income as an adjective and citizens as a noun to form a compound. the head of this compound word is an adjective; it means that middle-income is the head of this compound. a compound needs a modifier to make it complete, so the modifier for this compound is the word citizens, a noun in plural form. middleincome citizens have a relationship with the entity-measurement relationship. the head of the compound shows as the measurement, while the modifier shows as the entity. (21) state-owned banks state-owned (adjective) + banks (noun) = state-owned banks (adjective) the morphological process of the word state-owned banks is combining two different words from two different word classes. the morphological process combines state-owned as an adjective and banks as a noun to form a compound. the head of this compound word is an adjective; it means that state-owned is the head of this compound. a compound needs a modifier to make it complete, so the modifier for journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 269 this compound is the word banks. state-owned banks have an object-feature relation since the head is an adjective naming its feature and the modifier, which is a noun, naming the object. (22) slow-disbursed stimulus slow-disbursed (adjective) + stimulus (noun) = slow-disbursed stimulus (adjective) the morphological process of the word slow-disbursed stimulus is combining two different words from two different word classes. the words slow-disbursed is an adjective word, and stimulus is a noun word. the head of this compound word is an adjective; it means that slow-disbursed is the head of this compound. a compound needs a modifier, so the modifier for this compound is the word stimulus. the slowdisbursed stimulus has an object-feature relation since the head is an adjective naming its feature and the modifier, which is a noun, naming the object. (23) value-added tax value-added (adjective) + tax (noun) = value-added tax (adjective) the morphological process of the word value-added tax is a combination of two different words from two different word classes. the word value-added is an adjective and is the head, while the word tax is a noun and is the modifier. valueadded tax has an object-feature relationship. it means that the head is an adjective naming the feature, while the modifier is a noun naming the object. (24) after-tax profit after-tax (adjective) + profit (noun) = after-tax profit (adjective) the morphological process of the word after-tax profit is a combination of two different words from two different word classes. the word after-tax is an adjective and is the head, while the word profit is a noun and is the modifier. after-tax profit has an object-feature relationship. it means that the head is an adjective naming the feature, while the modifier is a noun naming the object. (25) pre-tax profit pre-tax (adjective) + profit (noun) = pre-tax profit (adjective) the morphological process of pre-tax profit is combining the head and the modifier. the head of this compound is pre-tax¬, which is an adjective. this compound has a noun as the modifier. pre-tax profit has an object-feature relationship. it means that the head is an adjective naming the feature, while the modifier is a noun naming the object. type of meaning of compound word semantically, compound words are divided into two types; endocentric compound and exocentric compound. the endocentric compound is a compound in which the meaning follows its head, while exocentric is a compound word in which the meaning does not follow the head (o’grady & archibald, 2016). to clarify the idea of endocentric and exocentric, the researcher also uses another book by aronoff and fudeman. according to the book, what is morphology? an endocentric compound is one that has a head since the head expresses the core meaning. in contrast, an exocentric compound is a compound that the head does not determine the meaning (aronoff & fudeman, 2011). the table below shows the distribution of the type of meaning of the compound words. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 270 table 3 the type of meaning distribution type of meaning frequency percentage endocentric 16 64,0% exocentric 9 36,0% total 25 100% according to the table above, there are twenty-five compound words found by the researcher. there are 16 (64,0%) endocentric compounds and 9 (36,0%) exocentric compounds. the result shows that the endocentric compounds are more dominant than the exocentric compounds. 1). endocentric compound the endocentric compound is a compound that denotes its meaning from the head of the compound word. in the endocentric compound, “the meaning of the entire word is a subset of the meaning of the lexeme that serves as the head” (haspelmath & sims, 2010). it means that the meaning of the compound word is obtained from the “inside” of the word (haspelmath & sims, 2010). the following parts are discussing the example of the endocentric compounds. (26) businesspeople the word businesspeople consist of two lexical categories. the word business is a noun word, so as the word people. according to the oxford dictionary, business is the activity of making, buying, selling, or supplying goods or services for money. the meaning of people is persons. the word businesspeople have the meaning of persons active in business activity. the word businesspeople is an endocentric compound since the meaning can be identified from its head, which is people. (27) supermarket the word supermarket consists of two lexical categories. the word super is an adjective, while the word market is a noun. according to the oxford dictionary, the word super means extremely good. the meaning of market is “the public place where products or services are bought and sold, directly or through intermediaries” (friedman, 2012). thus, the meaning of the supermarket is a large shop/store that sells food, drinks, and goods used in the home. the word supermarket is an endocentric compound since the meaning can be identified from its head, which is a supermarket. 2). exocentric compound the exocentric compound is a compound that does not denote its meaning from the head of the compound word. in the exocentric compound, the meaning cannot be found inside the compound word. it happens since “their semantic head is ‘outside’ (exo-) the compound” (haspelmath & sims, 2010). the following parts are discussing the example of the exocentric compounds. (28) benchmark the word benchmark has a function as a noun. benchmark has two morphemes, both bench and mark are nouns. according to the oxford dictionary, as a noun, bench means a long seat for two or more people, usually made of wood. as a noun, mark means a small area of dirt, a spot, or a cut on a surface that spoils its appearance. however, there is no relation between the meaning of bench and mark with the meaning of the benchmark. the meaning of the benchmark is a study to compare actual performance to a standard of typical competence (friedman, 2012). this word is an exocentric compound because the meaning is ‘outside’ the compound. (29) start-up the word start-up has a function as a noun. the word start has a function as a noun, and the word up also has the function as a noun. according to the oxford dictionary, start means the point at which something begins. as a noun, up means increasing or improving. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 271 however, the meaning of start-up in the economic world is a new business venture (friedman, 2012). the word start-up is an exocentric compound because the meaning does not denote from the head of the compound. 4. conclusion morphology is focusing on the internal structure of word can be utilized to analyze the structure of compound words related to economic found in the news. according to hamawand (2011), the compound word is divided into three categories: noun compound, adjective compound, and verb compound. from the jakarta post newspaper and việt nam news newspaper, the researcher found 25 compound words that are divided into two categories: noun compound and adjective compound. there are 18 noun compounds and seven adjective compounds in the news. however, there is no verb compound found in the news. compound noun formation also divided into four formation; noun+noun, adjective+ noun, verb+noun, noun+verb. eleven compounds have noun+noun formation, five compounds have adjective+noun formation, one compound has verb+noun formation, and one compound has noun+verb formation. in contrast with the noun compound, adjective compounds do not have any distinctive formation that forms the compound. this study applies a semantic approach to find out the meaning of the compounds. semantically, there are two types of meaning of the compound word; endocentric compound and exocentric compound. the endocentric compound is a compound in which the head determines the meaning of the compound. in contrast, an exocentric compound is a compound in which the head does not determine the meaning or the meaning is “outside” of the compound. there are 16 endocentric compounds from the total 25 data, or it takes the proportion of 64,0%. the exocentric compound takes the proportion of 36,0% from the total data or occurs nine times. from the findings and analysis, the researcher discovers that endocentric compounds are more dominant since endocentric compounds often occur in the data rather than exocentric compounds. references aronoff, m., & fudeman, k. (2011). what is morphology? (2nd ed). chichester, west sussex, u.k. ; malden, ma: wiley-blackwell. definition of preemployment. (2020). retrieved september 27, 2020, from https://www.merriam-webster.com/dictionary/preemployment doyle, l. (2019, january 25). what is digital communication and why is it important? retrieved september 9, 2020, from bachelor’s degree completion website: https://www.northeastern.edu/bachelors-completion/news/what-is-digital-communication/ economy. 2020. retrieved october 14, 2020, from https://vietnamnews.vn/economy focuseconomics. (2020a). indonesia. retrieved september 12, 2020, from focuseconomics | economic forecasts from the world’s leading economists website: https://www.focuseconomics.com/countries/indonesia focuseconomics. (2020b). vietnam. retrieved september 12, 2020, from focuseconomics | economic forecasts from the world’s leading economists website: https://www.focuseconomics.com/countries/vietnam foley, b. (2018, march 22). purposive sampling 101. retrieved september 16, 2020, from surveygizmo website: https://www.surveygizmo.com/resources/blog/purposive-sampling101/ friedman, j. p. (2012). dictionary of business and economics terms. new york: barrons educational series. fromkin, v., rodman, r., & hyams, n. (2011). an introduction to language (9. ed., international student ed). south melbourne, victoria: wadsworth, cengage learning. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 260—272 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 272 griffiths, p. (2006). an introduction to english semantics and pragmatics. edinburgh: edinburgh university press. hamawand, z. (2011). morphology in english: word formation in cognitive grammar. london ; new york: continuum. haspelmath, m., & sims, a. d. (2010). understanding morphology. london: hodder education. 2nd ed. hidayati, h., and asbah, a. (2013). the semantic study of english slang used in the column cosmo magazine. https://doi.org/10.31764/paedagoria.v4i2.45 o’grady, w., & archibald, j. (2016). contemporary linguistic analysis: an introduction. toronto: pearson canada. plag, i. (2003). word-formation in english. new york: cambridge university press. the jakarta post. (2020). news-business. retrieved october 14, 2020, from https://www.thejakartapost.com/news/business viramdani, i. r., & himmawati, d.r. (2017). morpho-semantic analysis in electronic product brands. language horizon. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 160 phonological replacement of loan words used in indonesian abdurrahim1 syahrir jalil2 politeknik negeri samarinda1,2 email: abdurrahim@polnes.ac.id1 email: chrest2001@gmail.com2 abstract the study aimed to identify the phonological replacement of foreign words (primarily english words) adopted to indonesian. the method used was descriptive that was to describe how the foreign words change after being adopted into indonesian and how the phonemes in them change. by adopting a linguistic approach with simple descriptive analysis, the study was successful to analyze many adopted words. the findings of the study indicated that in the process of words adoption some phonemes underwent phonological replacement and some are constant. there are about twenty-six replacements that are successful to reveal, and these replacements are established as formulas (formulas of phonological replacement). keywords: adoption, loan word, phoneme, replacement journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 161 1. introduction some formal decisions have been established by the government to support the socialization of indonesian and the disciplinary of foreign words use. the decisions are 1) instruction number 20, october 28th, 1991 by the minister of domestic affairs, about the socialization of indonesian, 2) instruction number i/u/1992, by the minister of education and culture, about the improvement of effort in socializing indonesian, 3) instruction number 344 1021 sj. march 16th, 1995, by the minister of domestic affairs to the governors, mayors, and regents all over indonesia, about the discipline of the use of foreign words (pppbi, 1995). all of these decisions are intended to maintain and to support the position of indonesian as the national, states, and unifying language, and to enable its ongoing development today and in the future. the disciplinary of foreign words use as mentioned in the last instruction above is a sign of serious attention paid by the government to the use of foreign words in indonesian discourse. this means that the people of indonesia may not use or insert foreign words as they like when they speak indonesian. concerning the importance of foreign word adoption, it is necessary to take into consideration the following quotations. moeliono (1985) gave the following comment “vocabulary development is needed to enable the expression of concepts and ideas of modern life. the sociocultural horizon that transcends the closed boundaries of life gives rise to new words, terms and expressions in indonesian.... two aspects deserve attention, respectively, a new lexical source for language development efforts and the formation procedure for the lexical elements”. another statement says “as experienced by other languages on earth, indonesian must use foreign words for ideas that have not been known in the culture so far, and there is no exact equivalent for that word in the language of the language. in such a situation, the foreign words are subject to indonesian rules so that absorption is a form that has undergone adjustment” (pppbi, 1995). from the two quotations above we can make conclusions 1) foreign words adoption is absolutely needed in the modernization era, 2) adopted words are absolutely needed in order to express life concepts that are unavailable in indonesian, 3) the adopted words should be suited to or be adapted with the system in indonesian (spelling and pronunciation systems), 4) one important thing to consider is the procedure of reconstructing the foreign words to be adopted. the procedure of reconstructing the adopted foreign words as mentioned above is not less important than the adopted words themselves, since indonesian as the adopting language has its system and the words adopted from any foreign languages should follow this system. in other words, any words adopted from any foreign language should be adapted with the system in indonesian. this research is intended to study the words adopted from foreign languages primarily from english from a linguistic point of view. the main emphasis will be on the phonological replacement of foreign words primarily english words after being adopted into indonesian. the idea of choosing this topic “phonological replacement in words adoption” was firstly inspired by the fact of interference made by native speakers of indonesian in speaking english. they usually replace the english phonemes that are unavailable journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 162 in indonesian with indonesian phonemes that nearly have the same sounds like them, e.g: phoneme / is replaced by phoneme /t/; phoneme // is replaced by phoneme /e/, and so on. from the observation, it is proved that this phenomenon formally occurs in words adoption; the word theory /iri/ becomes “teori”; the word system /sistm/ becomes “sistem”. from the background above, the writer is interested to analyze much more how far the phonological replacement occurs in word adoption. 2. method 2.1. method of research this chapter contains a method of research, source of data, population and sample, the procedure of collecting data, and techniques of data analysis. this research uses a descriptive method. it presents a description of the phonological changes (replacement) of foreign words {primary english words} adopted into indonesian. 2.2. source of data the required data were obtained from dictionaries (echols & shadily, 2002; pahlevi, 2017; amijoyo, 2016; badan pengembangan dan pembinaan bahasa kemendikbud, 2017), daily newspapers (kompas, july 22nd september 12th, 2018), magazine of gatra (october 25th november 28th, 2018), and textbooks (kurniawan, 2018; kasman, 2018). this research covers the foreign words which have formally been adopted into indonesian and have been used in indonesian discourse. while the samples cover one up to four adopted words for one phonological replacement. 2.3. techniques of data analysis the data collected was analyzed in the following ways. the adopted words collected from the data resources were juxtaposed with the original words in the foreign languages primarily english words. then these words were classified according to the phonological replacement. one to four words were taken as examples for one phonological replacement. the researcher provided a list of phonemes in english and in indonesian to compare the english phonemes with indonesian phonemes. the researcher used dictionaries to check the changes of phonetic symbols of phonemes in english words before and after being adopted into indonesian. the english dictionaries chosen are those using the international phonetic alphabets {ipa}, while the indonesian dictionary is kamus besar bahasa indonesia (2017). 3. results and discussion 3.1. vowel replacement phoneme /a/ as a replacing phoneme juxtaposition ind eng /a/ /i/ asuransi insurance /in∫uǝrǝns/ fasilitas facility/fǝʻsilǝti/ etalase etalage/itǝʻlidĵ/ /a/ /æ/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 163 abakus abacus/æbǝkǝs/ → (from latin) /a/ /ǝ/ aborsi abortion/∂bɔ:∫n/ serbat sherbet/se:b∂t/ → (from french) /a/ /a:/ pal paal/pa:l./ → (from dutch) garasi garage/gǝra:dĵ/ → (from french) /a/ /e/ aerobik aerobic/eǝr bik/ /a/ /ei/ inspirasi inspiration/inspirei∫n/ /a/ /o/ watt watt/wot/ /a/ /a/ launs lounge/laundĵ/ in the presentation above there are eight english phonemes that are used in the english words to be adopted : /i/, /æ/, /ǝ/, /a:/, /e/, /ei/, /o/ and /a/. in the process of words adoption one of these eight phonemes is constant that is phonemes /a/ and the others are replaced by phoneme /a/ (the same phoneme as the constant one) as used in the adopted words (indonesian words). the orthographic forms: phoneme /i/ → i, e, a, and y, phoneme /æ/ → a phoneme /ə/ → e and a, phoneme /a:/ → a and aa, phoneme /e/ → e, phoneme /ei/ → a, phoneme /o/ → a, and phoneme /a/ → o phoneme /i/ as a replacing phoneme juxtaposition: ind eng /i/ /i/ imajinasi imagination/imǝdĵinei∫n/ sinonim synonym / sinǝnim/ bisnis business/bisnis/ /i/ /i:/ rutin routine /ru:ti:n/ (from old french) tim team /ti:m/ /i/ /juǝ/ biro bereau /bjuǝrǝu/ (french) /i/ /ai/ ideal ideal /aidiǝl/ /i/ /ə/ akademisi academician / ǝk��恀dǝ ʻmi∫ǝn/ (greek) in the presentation above there are five english phonemes that are used in the english words to be adopted : /i/, /i:/, /juǝ/, /ai/, and /ǝ/. in the process of words adoption one of these five phonemes is constant that is phoneme /i/ and the others are replaced by phoneme /i/ (the same phoneme as the constant one) as used in the adopted words (indonesian words). the orthographic forms : phoneme /i/ → i, y, and u; phoneme /i:/ → i and ea; phoneme /juə/ → u, phoneme /ai/ →i and phoneme /ə/ →ia or io. phoneme /u/ as a replacing phoneme. juxtaposition: ind eng journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 164 /u/ /u/ buletin bulletin/bulətin/ /u/ /u:/ institut institute/instit∫u:t/ kartun cartoon /ka:tu:n/ coupon /ku:pon/ /u/ /ᴧ / bujet budget/bᴧdĵit/ /u/ /juǝ/ vakum vacuum /vækjuǝm/ → (from latin) sekuriti security / si’kjuǝriti/ /u/ /϶ (:)/, turbin turbin/'t϶:bain/ jurnal journal /dĵ϶:nl/ /u/ /ju:/ unit unit/ju:nit/ /u/ /ə/ memorandum memorandum/memǝ'rændəm/ direktur direktor /dairektə/ (latin via dutch) /u/ /au/ akuntansi accountancy / ∂ʻkaunt ə nsi/ /u/ /uə/ turis tourist /tuərist/ /u/ /ju/ manuskrip manuscript/mənjuskript/ /→ (from latin) in the presentation above there are ten english phonemes that are used in the english words to be adopted :/u/, /u:/, /恀/, /ju∂/, /϶:/, /ju:/, /∂/, /au/, /u∂/ and /ju/. in the process of words adoption one of these ten phonemes is constant that is phoneme /u/ and the others are replaced by phoneme /u/ the same phoneme as the constant one as used in the adopted words (indonesian words). the orthographic forms: phoneme /u/ → u; phoneme /u:/ → u, oo andou; phoneme /恀/ → u; phoneme /ju∂/ → u and uu; phoneme /϶:/ → u and ou; phoneme /ju:/ → u; phoneme /∂/ → u and ophoneme /au/ → ou; phoneme /u/ → ou; and phoneme /ju/ → u. phoneme /e/ as a replacing phoneme. juxtaposition: ind eng /e/ /e/ etnik ethnic/’eθnik/ etiket etiquette/ ʻetiket/ → ǝ (from french) /e/ /i/ erotik erotic/irotik/ /e/ /iə/ ide idea / ai'diə/ /e/ /϶(:)/ eksper expert/'eksp϶:t/ /e/ /ə/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 165 sistem system/sistəm/ /e/ /i:/ enologi oenology/i: nælədĵi/ → (from latin) estetik aesthetic/i:stetik/ → (from greek) ekuivalen equivalent/i:kwivələnt/ in the presentation above there are six english phonemes that are used in the english words to be adopted : /e/, /i/, /iə/, /϶:/, /ə/ and /i:/. in the process of words adoption one of these six phonemes is constant that is phoneme /e/, and the others are replaced by phoneme /e/ (the same phoneme as the constant one) as used in the adopted words words (indonesian words). the orthographic forms: phoneme /e/ → e and ue; phoneme /i/ → e; phoneme /i / → ea; phoneme / :/ → e/r; phoneme / / → e; phoneme /i:/ → oe, ae, and e. phoneme /o/ as a replacing phoneme juxtaposition: ind eng /o/ /ɔ:/ otentik authentic/ ɔ:tentik/ order order/ɔ:dər/ /o/ /o/ obyek object/obdĵikt/ /o/ /ə/ obsesi obsession/əb’se∫n/ /o/ /əu/, /əu’ɔ:/, /əu’ə/ oto outo /ɔ:təu/ → (from greek) koordinasi coordination/kəu’ɔ:dinei∫ən/ koalisi coalition/kəuə’li∫ən/ in the presentation above there are four english phonemes that are used in the english words to be adopted : /ɔ:/, /o/, /ə/, and /əu, əu’ɔ:, əu’ə/. in the process of words adoption, all of these four phonemes are replaced by phoneme /o/ as used in the adopted words (indonesian words). the orthographic forms: phoneme /ɔ:/ → au, and o; phoneme /o/ → o; phoneme /ə / → o; phoneme /ə u/ → ou, oo, and au. from the presentation of phonological replacement for vowel phonemes, we can make some notes as follows: each of the five vowel phonemes in indonesian as used in the adopted words replaces four to ten english phonemes. phonemes /a/ and /u/ among them replace great number of english phonemes. phonemes /a/ replaces eight english phonemes and phoneme /u/ replaces ten phonemes. on the other hand, there is an overlapping since some of the english vowel phonemes here could be replaced by more than one indonesian vowel phoneme as used in the adopted words (indonesian words). those phonemes are /i/, /ə/, /o/, /i:/, /juə/, and /϶:/. phoneme /i/ could be replaced by three indonesian phonemes : /a/, /i/, and /e/. /a/ /i/ → /i/ /e/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 166 phonemes /ə/ could be replaced by five indonesian phonemes : /a/, /i/, /u/, /e/, and /o/ . /a/ /i/ / ə / /u/ /e/ /o/ note: phoneme /ə/ is the most general one since it could be replaced by the five vowel phonemes in indonesian. phoneme /o/ could be replaced by two indonesian phonemes : /a/, and /o/. /a/ /o/ /o/ phoneme /i:/ could be replaced by two indonesian phonemes : /i/ and /e/ . /i/ /i:/ /e/ phoneme /juə/ could be replaced by two indonesian phoneme : /i/ and /u/ . /i/ /juə/ /u/ phoneme /϶:/could be replaced by two indonesian phoneme : /u/ and /e/ . /u/ /϶:/ /e/ among the twenty two english phonemes (vowels and combinations of vowels) presented above; eighteen phonemes of them undergo phonological replacement. these phonemes are not available in indonesian and they are replaced by the five vowel phonemes in indonesian. the other fours vowel phonemes here are constant. one english vowel phoneme may be represented by one to four orthographic forms and these orthographic forms are different from the phonetic symbols of most of the vowel phonemes here. this phonemenon does not happen in indonesian since one phoneme may only be represented by one orthographic form and the phonetic symbols are the same as the orthographic forms in indonesian. some of the words used as examples above are derivative words. example: the word insurance /in∫uərəns/ becomes “asuransi”. suffix /ə ns/ (represented) by ance) is available in this word and phoneme /ə/ in this suffix is replaced by phoneme /a/ as used in the adopted word “asuransi”. the combination of vowels primarily the diphthongs covered here are replaced by single vowels in the adopted words (indonesian words). however, some combinations of vowels could be replaced by combinations of vowels too. there is an english diphthong that is replaced by indonesian diphthong. this phenomenon could be seen below. in the case of combinations of vowels, lets look at some examples as follows: trotoar /oa/ ←/wa:/ trottoir /trotwa:/ serius /iu/ ← /iə/ serious /siəriəs/ aerobik /ae/ ← /eə/ aerobic /eərəbik/ kaison /ai/ ← /ei/ caisson /kei∫n/ realisme /ea/ ← /iə/ realism /riə’lizəm/ geologi /eo/ ←/io/ geology /dĵioʻlədĵi/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 167 geometrik /eo/ ← /iə/ geometric /dĵioʻmetrik/ euporia /eu/ ← /ju:/ euphoria /ju:fɔ:riə/ varietas /ie/ ← /aiə/ variety /vəra’iəti/ akuarium /ua/ ←/weə/ aquarium /əkweəriəm/ kualitas /ua/ ← /wo/ quality /kwoliti/ duet /ue/ ← /ju:ə/ duet /dĵu:ət/ in the presentation above, all combinations of vowels undergo phonological replacement, but it seems that the replacing sounds used in the adopted words (indonesian words) just follow the orthographic forms of the english sounds replaced three combinations of vowels presented above are english diphthongs; one of them is replaced by indonesian diphthong of them are replaced by usual combination of vowels. so some english diphthongs are replaced by single vowels and some are replaced by usual combinations of vowels. the only english diphthongs that are replaced by indonesian diphthongs here are ie and au that are replaced by ia and au. 3.2. consonant replacement phoneme /b/ as a replacing phoneme juxtaposition: ind eng /b/ /b/ tablet tablet/tæblit/ there is no phonological replacement here, phoneme /b/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic form of phoneme /b/ here is b phoneme /c/ as a replacing phoneme : juxtaposition: ind eng /c/ /t∫/ cek check /t∫e k/ actually there is no phonological replacement here but the phonetic symbol changes english uses phonetic symbol /t∫/ fore the some sound as /c/ in indonesian. so there is only a replacement of phonetic symbol here. the orthographic from of phoneme /t∫/ here is ch. phoneme /d/ as a replacing phoneme: juxtaposition: ind eng /d/ /d/ data date /deita/ dobi dhobi /dəubi/ (from sanskrit) again, there is no phonological replacement here, phoneme /d/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /d/ here are d and dh. phoneme /f/ as a replacing phoneme: juxtaposition: ind eng /f/ /f/ faktor factor /fæktə/ fase phase /feis/ → (from french) staf staff /sta:f/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 168 /f/ /v/ intensif intensive /intensive/ in the presentation above there are two english phonemes that are used in the english words to be adopted : /f/ and /v/. phoneme /f/ is constant while phoneme /v/ is replaced by phoneme /f/ (the same phoneme as the constant one), in the process of words adoption. the orthographic forms of phoneme /f/ are f, ff, and ph, the orthographic form of phoneme /v/ is v. phoneme /g/ as a replacing phoneme: juxtaposition: ind eng /g/ /g/ sorgum sorghum /sɔ:gəm/ (from french) bagasi baggage /bægidĵ/ garasi garage /gəra:dĵ/ /g/ /dĵ/ gen gen /dĵen/ solfegio solfeggio /solfedĵiəu/ in the presentation above there are two english phonemes that are used in the english words to be adopted : /g/ and /dĵ/. phoneme /g/ is constant while phoneme /dĵ/ is replaced by phoneme /g/ (the same phoneme as the constant one) in the process of words adoption. the orthographic forms of phoneme /g/ here are g, gg,gh and the orthographic forms of phoneme /dĵ/ are g and gg. phoneme /h/ as a replacing phoneme: juxtaposition: ind eng /h/ /h/ higiene hygiene /haidĵ:n/ (from french) there is no phonological replacement here phoneme /h/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic form of phoneme /h/ is h. phoneme /j/ is a replacing phoneme: juxtaposition: ind eng /j/ /dĵ/ jargon jargon / dĵa:gon/ jendral genral /dĵenərəl/ bujet budget /bᴧdĵit/ there is no phonological replacement here but the phonetic symbol changes. english uses phonetic symbol /dĵ/ for the same sound as /j/ in indonesian. so there is only a replacement of phonetic symbol here. the orthographic forms of phoneme /dĵ/ here are j, g, dg. phoneme /k/ as a replacing phoneme: juxtaposition: ind eng /k/ /k/ sketsa sketch /sket∫/ kubik cubic /kju:bik/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 169 kuota quota /kwəutə/ akurat accurate /ækjərət/ karisma charism /kəʻrizmə/ stok stock /stok/ there is no phonological replacement here. phoneme /k/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /k/ here are k, c, q, cc, ch, ck. phoneme /l/ as a replacing phoneme: juxtaposition: ind eng /l/ /l/ label label /leibl/ polusi pollution /pəʻlu:∫ən/ there is no phonological replacement here. phoneme /l/ is constant since it is used both in the english words and in the adopted words (indonesian words). the orthographic forms of phoneme /l/ here are l, and ll. phoneme /m/ as a replacing phoneme: juxtaposition: ind eng /m/ /m/ tim team /ti:m/ komunisme communism /komju:nizəm/ there is no phonological replacement here. phoneme /m/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /m/ here are m and mm. phoneme /n/ as a replacing: juxtaposition: ind eng /n/ /n/ nasional national/næ∫ənl/ koneksi connection /kəʻnek∫ə n/ there is no phonological replacement here. phoneme /n/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /n/ here are n and nn. phoneme /p/ as a replacing phoneme: juxtaposition: ind eng /p/ /p/ pilot pilot /phailət/ apel apple /æpəl/ /p/ /v/ adpis advice /∂dvais/ /p/ /f/ telefon/telepon telephone /telifəun/ in the presentation above there are three english phonemes that are used in the english words to be adopted : /p/, /v/, and /f/. phoneme /p/ is constant, phoneme /v/ and /f/ are replaced by phoneme /p/ (the same phoneme as the constant one) in the process of words adoption. it is necessary to note here that phoneme /p/ is frequently pronounced with aspiration in english words such as /p/ in pilot /phail t/. aspiration itself can be journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 170 divided into two kinds: strong aspiration and weak aspiration. strong aspiration usually occurs when /p/ is between two vowels. (jackson, 1982:29). phoneme /p/ with aspiration in english words is replaced by phoneme /p/ without aspiration in the adopted words (indonesian words). the orthographic forms of phoneme /p/ are p and pp. the orthographic forms of phonemes /v/ and /f/ are /v/ and /ph/. phoneme /r/ as a replacing phoneme: juxtaposition: ind eng /r/ /r/ radikal radical /rædikl/ korupsi corruption /kərᴧp∫ən/ ritma/ritme rhythm /riđəm/ there is no phonological replacement here. phoneme /r/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /r/ are r, rr, and rh. phoneme /s/ as a replacing phoneme: juxtaposition: ind eng /s/ /s/ sabotase sabotage /səbətaĵ/ sentral central /sentrəl/ sains science /saiəns/ /s/ /∫/ mesin machine /məʻ∫i:n/ aksi action /æk∫ən/ artifisial artificial /a:tifi∫əl/ komisi commission /kɔ:mi∫ən/ /s/ /z/ sadisme sadism /seidizəm/ /s/ /ĵ/ visi vision /vi∫ən/ /s/ /dĵ/ etalase etalage /ita’lidĵ/ praktis practicle /præktikl/ in the presentation above there are six english phonemes that are used in the english words to be adopted: /s/, /∫/, /z/, /ĵ/, /dĵ/, and /k/. phoneme /s/ is constant, phoneme /∫/, /z/, /ĵ/, /dĵ/, and /k/ are replaced by phoneme /s/ (the same phoneme as the constant one) in the process of words adoption. the orthographic forms of phoneme /s/ are s, c, sc; phoneme /∫/ → c, ch, t, ss, phoneme /z/ → s; phoneme /ĵ/ →s; phoneme /dĵ/ / →g; phoneme /k/ / →c. phoneme /t/ as a replacing phoneme: juxtaposition: ind eng /t/ /t/ stabil stable /steibl/ botol bottle/botl/ /t/ /θ/ teori theory /’θiəri/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 171 /t/ /δ/ ritma rhythm /riδəm/ in the presentation above there are three english phonemes that are used in the english words to be adopted : /t/, /θ/, and /đ/. phoneme /t/ is constant, phoneme /θ/ and /đ/ are replaced by phoneme /t/ (the same phoneme as the constant one) in the process of words adoption. it is necessary to note here that phoneme /t/ is frequently pronounced with aspiration phoneme /t/ with aspiration in english words is replaced by phoneme /t/ without aspiration in the adopted words (indonesian words). the orthographic forms of phoneme /t/ are t and tt. the orthographic forms of phonemes /θ/ and /đ/ here is th. phoneme /v/ as a replacing phoneme: juxtaposition: ind eng /v/ /v/ televisi television /telivi∫ən/ there is no phonological replacement here. phoneme /v/ is constant since it is used both in english words and in the adopted words (indonesian words).. the orthographic forms of phoneme /v/ isv. phoneme /w/ as a replacing phoneme: juxtaposition: ind eng /w/ /w/ wagon wagon /wægən/ wiski whisky /wiski/ there is no phonological replacement here. phoneme /w/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /w/ are w and wh. phoneme /x/ as a replacing phoneme: juxtaposition: ind eng /x/ /x/ or /eks/ x-ray x-ray /eks-ræi/ /x/ /z/ xilofon xylophone /zailəfəun/ in the presentation above there are two english phonemes that are used in the english words to be adopted : /x/, or /eks/ and /z/. phoneme /x/ is constant, while phoneme /z/ is replaced by phoneme /x/ (the same phoneme as the constant one) in the process of words adoption. the orthographic forms of phoneme /x/ is x and the orthographic form of phoneme /z/ here is x. it is necessary to note here that there is no special sound replaced by /x/ in english (lowe, 1987: 256). phoneme /y/ as a replacing phoneme: juxtaposition: ind eng /y/ /j/ yard yard /ja;d/ fyord fjord /fjo:d/ /y/ /i/ bayonet bayonet /beinit/ /y/ /dĵ/ journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 172 mayor mayor /meidĵə/ obyek object /obĵjikt/ in the presentation above there are three english phonemes that are used in the english words to be adopted : /j/, /i/ and /dĵ/. these three english phoneme are replaced by phoneme /y/ in the adoption words (indonesian words). the orthographic forms: phoneme /j/ →j, y;phoneme /i/ → y; and phoneme /dĵ/ →y, j. phoneme /z/ as a replacing phoneme: juxtaposition: ind eng /z/ /z/ plaza plaza /pləzə/ (from spanish ‘platha’) mezanin mezzanine /mezəʻni:n/ there is no phonological replacement here. phoneme /z/ is constant since it is used both in english words and in the adopted words (indonesian words). the orthographic forms of phoneme /z/ are z and zz. from the presentation of phonological replacement for consonant phonemes, we can make some notes as follows. it is found that in the process of words adoption some english consonant phonemes are constant and some undergo phonological replacement. the consonant ones are /b/, /tĵ/ (the symbol is replaced), /d/, /f/, /g/, /h/, /k/, /l/, /m/, /n/, /o/, /p/, /r/, /s/, /t/, /v/, /w/, /x/, /z/. on the other hand the phonemes that undergo phonological replacement are : /f/, /dĵ/, /k/, /∫/, /ĵ/, /θ/, /đ/, /v/, and /z/. there is some overlapping on some phonemes here, they may be constant and may be replaced by other phonemes, those phonemes are :/f/, /k/, and /z/. now, we can check the detail of the overlapping and how some of the english consonant phonemes could be replaced by more than one phonemes in the adopted words. phoneme /f/ could be replaced by phonemes /f/ and /p/. /p/ /f/ /f/ phoneme /dj/ could be replaced by phonemes /g/, /j/, /s/ and /y/. /g/ /dj/ /j/ /s/ /y/ phoneme /k/ could be replaced by phonemes /k/ and /s/. /k/ (constant) /k/ /s/ phoneme /v/ could be replaced by phonemes /f/ and /v/. /f/ /v/ /p/ /v/ (constant) phoneme /z/ could be replaced by phonemes /s/, /x/ and /z/. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 173 /s/ /z/ /x/ /z/ (constant) some indonesia phonemes as used in the adopted words could replace more than one english phonemes. they are /f/, /g/, /p/, /s/, /t/, /x/, and /y/. this can be checked in the presentation of phonological replacement of consonant phonemes above. one english consonant phoneme may be represented by one to six orthographic forms and these orthographic forms are different from the phonetic symbols of most of the vowels phonemes here. this phenomenon does not happen in indonesian since one phoneme may only be represented by one orthographic from and the phonetic symbols are the same as the orthographic forms in indonesian. some of the words used as examples above are derivative words. example: the word “sadism” /sei’dizəm/ becomes “sadism”, suffix /izəm/ represented by ism is available in this word and phoneme /z/ in this adopted word “sadisme”. phonemes /q/, /x/, and /c/ are not found to be used in english words (based on the collins dictionary, 1986), but two of them are used in the adopted words (indonesian words) : phonemes /x/ and /c/. these two phonemes replace some english phonemes as follows: /z/ /z/ → /zailəfəun/ → (xilofon) /x/ /eks/ /eksræi/ (x-ray) /c/ /t∫/ /t∫ek/ → /cek/ the reality that phonemes /q/, /x/, and /c/ are not found to be used in english words is strengthened by a comment given by lowe (1987: 256) “...there are fifty main sounds according to webster’s international dictionary. there are only twenty three effective letters in english alphabets (c, q, x do not symbolize a phoneme)...”. this statement is supported by ellison (1985: 585) as he says “…. bearing in mind q, c, and x, are superfluous since their sounds can be represented by other letters”. this section contains the summary of phonological replacement: /a/← /i/ (i, e, a, y), /æ/ (a), /ə/ (e, a), /a:/ (a, aa), /e/ (e), /ei/ (a), //o/ (a), /a/ (o) /i/ ← /i/ (i, y, u), /i:/ (i, ea), /juə/ (u), /ai/(i) /ə/ (ia, oi, io) /u/ ← /u/(u),,/u:/(o, oo, ou), /ᴧ/(u), /juə/ (u,uu), /϶:/ (u, ou), /ju:/ (u), /ə/ (u, o), /au/ (ou), /uə/ (ou), /ju/ (u) /e/ ← /e/ (e, ue), /i/ (e), /ia/ (ea), /϶:/ (e/r), /∂/ (e), /i:/ (oe, ae, e), /ɔ:/ (au, a), /o/ ← //o/ (o), /∂/ (o), /∂u/ (ou, oo, oa) /f/ ← /f/ (f, ff, ph), /v/ (v) replacing replaced phonemes (english phonemes) journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 174 /g/ ← /g/ (g, gg, gh), /dj/ (g, gg) /p/ ← /p/ (p, pp), /v/ (v), /f/ (ph) /s/ ← /s/ (c, s, sc), /∫/ (c, ch, ss, t), /z/ (s), /j/ (s), /dj/ (g), /k/ (c) /t/ ← /t/ (t, tt), /θ/ (yh), /đ/ (th) /x/ ← /x/ (x), /z/ (x) /y/ ← /j/ (j, y), /i/ (y), /dĵ/ (j, y) next, we can see some overlapping occurs in the presentation of phonological replacement above. some of the english phonemes could be replaced by more than one indonesian phonemes, as follows: /a/, /i/, /e/ ←/i/ (i, e, a, u, y) /a/, /i/,/u/,/e/, /o/ ←/ə/ (a, e, u) /a/, /o/ ←/ɒ/ (a, o) /i/, /e/ ←/i:/ (e, i, ea, ae, oe) /i/, /u/ ←/juə/ (u, uu) /u/, /e/ ←/϶:/ (e/r, u, ou) /f/, /p/ ←/f/ (f, ff, ph) /g/,/j/,/s/,/y/ ←/dĵ/ (g, gg, j, dg,y) /k/, /s/ ← /k/ (c, cc, ch, k, q) /f/, /p/, /v/ ←/v/ (v) /s/,/x/,/z/ ←/z/ (x, s) before coming into conclusions it is necessary to stress some important points that have been revealed from the data analysis performed in the previous section. besides the english phonemes that undergo phonological replacement, there are also some phonemes that are constant in the process of words adoption. the five vowel phonemes in indonesian could replace twenty two phonemes in æ æ english (single vowels, some diphthongs). among the twenty-two phonemes, eighteen phonemes of them undergo phonological replacement and four phonemes are constant. among the twenty three english consonants phonemes, nine phonemes of them undergo phonological replacement and the others are constant. phoneme /q/ is excluded from this consideration since it does not replace any sound in the adopted words. phonological replacement covers great number of phonemes. it covers twenty seven phonemes. 3.3. formula of phonological replacements the findings of this research show that some phonological replacements tend to be permanent, and this is a good reason to establish them as formulas of phonological replacement, as follows: phoneme /i/ is replaced by phonemes /a/, /i/, and /e/ phoneme /i:/ is replaced by phonemes /i/ and /e/ phoneme /æ/ is replaced by phoneme /a/ phoneme /ə/ is replaced by phonemes /a/, /i/, /u/, /e/, and /o/ phoneme /϶:/ is replaced by phonemes /e/, and /u/ phoneme /e/ is replaced by phonemes /a/ and /e/ phoneme //o/ is replaced by phonemes /a/ and /o/ phoneme /ᴧ/ is replaced by phoneme /u / journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 175 phoneme /ɔ:/ is replaced by phoneme /o/ phoneme /a:/ is replaced by phoneme /a/ phoneme /u:/ is replaced by phoneme /u/ diphthong /ei/ is replaced by phoneme /a/ diphthong /u / is replaced by phonemes /i/ and /u/ diphthong /ai / is replaced by phonemes /i/ diphthong /au / is replaced by phonemes /u/ diphthong /iə/ is replaced by phonemes /e/ diphthong / u / is replaced by phonemes /o/ phoneme /f / is replaced by phonemes /f/ and /p/ phoneme /dj /is replaced by phonemes /g/, /y/, and /s/ phoneme /j/ is replaced by phoneme /s / phoneme /k/ is replaced by phonemes /s/ and /k/ phoneme /∫/ is replaced by phoneme /s/ phoneme /z/ is replaced by phonemes /s/ and /x/ phoneme /v/ is replaced by phoneme /p/ phoneme / θ / is replaced by phoneme /t/ phoneme / / is replaced by phoneme /t/ 4. conclusion based on the data analysis presented in the previous section, some conclusions could be drawn in this section. in the process of words adoption from foreign languages (primarily from english) to indonesian, some phonemes in the adopted words undergo phonological replacement and some are constant. eighteen vowel phonemes and nine consonant phonemes of english undergo phonological replacement. phonological replacement occurs only on the english phonemes that are not available in indonesian. constant phonemes automatically do not undergo phonological replacement. the replacing phonemes from indonesian generally have almost the same sound as the replaced phonemes from english. references amijoyo, p.s. (2016). kamus inggris indonesia. jakarta: widya karya. ary, d. (1988). pengantar penelitian dalam pendidikan. jakarta: usaha nasional. badan pengembangan dan pembinaan bahasa kemendikbud. (2017). kamus besar bahasa indonesia. jakarta: balai pustaka. bloomfield, l. (1993). language. london: george allen and uwin. crystal, d. (1987). the cambridge encyclopedia of language. london: cambridge university press. collins dictionary (2020). https://www.collinsdictionary.com/dictionary/english echols, j.m., and shadily, h. (2002). kamus inggris-indonesia. jakarta: pt. gramedia pustaka utama. cetakan 26. gani, a. (1987). bahasa indonesia untuk kelas persiapan. ujung pandang: lephas unhas gimson, a.c. (198). an introduction to the pronunciation of english. london: edward arnold. hanks, p. (1986). the collins english dictionary. london: william collins sons. hornby, a.s. (1984). oxford students dictionary of current english. usa: oxford university press. kasman, e. (2018). ekonomi kelas 11 sma. jakarta: penerbit yudistira. kridalaksana, h. (1983). pembentukan kata dalam bahasa indonesia. jakrata: gramedia. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 160—176 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 176 kurniawan. (2018). matematika kelas 9 smp. jakarta: penerbit erlangga. lowe, b. (1987). language art in childhood education. chicago: rand mc. nelly moeliono, a.m. (1985). pengembangan dan pembinaan bahasa indonesia. jakarta: penerbit jambatan. pahlevi, r. (2017). kamus idiom bahasa inggris indonesia. jakarta: pt. laksana. pppbi. (1994). kamus besar bahasa indonesia. jakarta: balai pustaka. purwadarminta, w.j.s. (1976). kamus umum bahasa indonesia. jakarta: balai pustaka. sidik, a.a. (1978). masalah penyerapan kata kata asing dalam bahasa indonesia. ujung pandang: unhas. magazine: gatra, october 25th november 28th, 2018, gatra media group, jakarta. newspaper: koran kompas, july 22nd september 12th, 2018, gramedia, jakarta. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 321 grammatical accuracy of indonesian-english translation abdur rofik universitas sains alqur’an wonosobo email: abdur.rofik32@yahoo.com abstract this study aimed at investigating the accuracy of grammatical structures made by efl students and their perception of factors affecting them to translate indonesian texts into english grammatically. the subjects of the study were 21 students in an indonesian-english translation class at language and literature faculty, universitas sains alqur’an wonosobo, indonesia. the data were collected through students’ translation result texts, questionnaires, and interviews. since the data involve social phenomena the qualitative approach is used to interpret the data. the findings indicate that the major inaccurate grammatical structures made by students are noun phrase structure, passive voice, and usage of tenses. efl students consider that factors that contribute to helping them translate texts grammatically are lecturers’ grammar class, watching english movies, and frequent translating exercises. with regard to indonesian-english translation, this study is believed to ensure the teachers to design an appropriate course to serve the students to develop their grammatical performance in translation. keywords: grammatical translation, translation accuracy, grammatical accuracy, grammatical problems, translation problems journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 322 1. introduction this research was raised based on my reflection in indonesian-english translation class at english literature study program, language and literature faculty, universitas sains alqur’an (unsiq) wonosobo. in addition, the students of this class needed to perform their ability to translate various topics from indonesian texts into english. translation needs particular skills to grasp not only meaning but also structures of the source language in order to translate texts well into the target language. nord (2005) stated that it all can too often happen that the sender’s intention has not been realized successfully in the text (especially if the sender is not the text producer). related to this statement, it is better to reduce such kind of mistake translation through some procedures. newmark (1988) proposed that (interpreters, translators, or senders) have to consider the quality of the writing and the authority of the text, two critical factors in the choice of translation method. furthermore, liz and lemanka (in piatkowska & okonska, 2013) stated “... students to become familiar with translation process ... focus on proper styles of writing and grammatical structure”. the importance of lexical level in translation is also stated in previous articles of translation method which is written by putranti (2018) who revealed that when an sl text is literally translated into another language, in which there is a wide lexical gap, there would be a lot of missing information in the target language. therefore, to keep the study, in this research, the researcher focuses on the quality of translation writing, particularly in grammatical accuracy. grammar was considered important in translation because of some reason. larson (1998; aryaningsoh & santika, 2008; utami & hikmaharyanti, 2019; khairani, 2019) stated that each language has its own division of lexicon into classes, such as nouns, verbs, adjectives, etc. furthermore, he explained that different languages will have different classes and subclasses. related to grammar construction, szymanska (in pawlak, 2011) argued that incoherence or at least awkwardness seems likely to have resulted if the translators overlook the case of syntactic patterns. in fact, many students have problems to translate indonesian-english texts. initially, they often lack awareness in analyzing subjects, verbs, and adverbs of sentences in source texts so that the translation products are not accurate (choliludin, 2005). to avoid misunderstanding, the term grammar in this article is in line with baker (1997) who refers to grammar to morphology and syntax dimensions. frank (1972) stated that the main grammar divisions are the subject and the predicate. furthermore, he explained that subject is who or what is being talked about, and a predicate is what is being said about the subject. therefore, roberts (2011) illustrated that you cannot write “stream old sam sunbathed beside a” instead “old sam sunbathed beside a stream”. morphology in this paper refers to grammar areas concerned with word structures and relationships between words (carstair-mccarthy, 2002) while syntax concerns with the study of structuring phrases and sentences out of words (radford, 2004). in submitted assignments, some students indicated that they did not include grammatical rules in their translation products. it reflected that they had problems journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 323 with grammar in writing. i found this fact after some sentences were translated as displayed in table 1. table 1 ungrammatical translation products conducted by students source language target language studi akademis terhadap alqur’an telah dilakukan oleh banyak sarjana di jerman sejak abad ke-19. the academic study of alqur’an have conducted by many bachelor in german since 19th century. the academic study of alqur’an is studied by a lot of bachelors in germany since 19 century. pendekatan dan metode tersebut tidak dapat disebutkan secara rinci the approachments and methods cannot be mentioned the approaches and methods cannot be in detail from the translation above, it was identified that subject-verb agreement, passive voice, quantifier-noun agreement, noun forming, tense aspects, and missing finite verb were various grammatical errors made. and those were only a few samples that demonstrated constraints faced by students in writing their translation products into english. based on some pre-findings, the researcher questioned himself, and then contemplated what he could do to help the students to enrich their awareness toward grammar roles in translation. the researcher expected that this research can help the students to reduce their grammatical problems in transferring indonesian texts into english so that they are able to construct a good translation product. furthermore, the research was also expected to give benefits to the translation teacher to raise students’ skills in translating texts from indonesia into the english language. 2. method this study involves texts to be interpreted. furthermore, the data in this research are gained from social phenomena. therefore, the qualitative approach whose purpose is to investigate the factors helping the students to translate indonesian-english texts grammatically is considered to be used. it is in accordance with neuman (2000) who stated that qualitative researchers often rely on interpretation. 2.1 population the study engaged 21 students, the fourth semester, in an indonesian-english translation class (class b) academic year 2017/2018. furthermore, they were students in the english literature study program, language and literature faculty of universitas sains alqur’an (unsiq) wonosobo, who had taken basic, intermediate, and advanced courses (grammar) lectures in their previous semester. with regard to translation, they had gotten the theory of translation in the third semester. for those reasons, they were considered to be able to write translation products grammatically. therefore, they were hoped that they were able to take into consideration the factors contributing to help them translate grammatically. 2.2 materials first of all, the students were given an indonesian text which would be translated into english. to get natural research sources, i.e. constraints faced by the students to translate translation materials grammatically. in this step, the researcher did not give them any explanation that their translation products were going to be analyzed. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 324 secondly, a questionnaire was provided to ask students’ responses toward factors which contributed to helping them write translation product grammatically. the questionnaire was in the indonesian language. it was done to ensure that the students understood the questionnaire materials clearly. in the last section, some questions were proposed to interview the students. the interview section was conducted to support and deepen information revealed from the questionnaire section. this type of interview was believed to reflect students’ perceptions particularly related to factors affecting students in translating texts grammatically. in this chance, the interview was conducted in the indonesian language to get deep and rich information. 2.3 data collection to grasp the problems faced by students, initially, the researcher collected students’ translation result texts. unfortunately, the translation texts which were gathered are 19 from 21 students. then, he preceded the questionnaires step to ask students’ responses. and the last, he did the interview section. in the interview, he used interview instruction to deepen information. there were three students who made fewer mistakes and those students were questioned in the interview section to reflect class problems in sense of grammatical accuracy. 2.4 data analysis students’ translation products and interviews which were in written forms were analyzed using content analysis. eventually, in this study, he analyzed student’s translation texts to convey the problems of grammatical accuracy and interpret the texts of students’ written responses. this is in line with krippendorff (2004) who stated that content analysis, however, has to address prior questions concerning why available texts... what they mean ...”. moreover, this study uses texts to analyze their themes (weber, 1990). 3. results and discussion this section discusses the topic based on the major research questions, namely grammatical constraints faced by students in indonesian-english translation, and factors contributing to writing indonesian-english translation grammatically. then, each theme will be divided into sub-theme as the research findings. 3.1. grammatical problems faced by efl students in indonesian-english translation in conducting grammatical accuracy, the data revealed that the students faced some problems. the grammar problems faced by the students involved in some aspects. those are figured out in table 2. table 2 grammar problems faced by students in indonesian-english translation no problems f % 1 quantifier-noun agreement 16 5,46 2 passive voice 39 13,3 3 noun phrase 149 50,8 4 subject-verb agreement 14 4,77 5 missing verb 5 1,70 6 tense aspects 22 7,50 7 adjective clause (ac) and reducing ac 8 2,73 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 325 n ote: f: number, %: percentage based on the data above, the students got many problems to maintain the accuracy of grammar in translating indonesian texts into english. there were 293 grammar problems faced by 19 students. grammatical problems distributed in fifteen kinds. then, the most problematic grammar accuracy made by the students was a noun phrase (50.8%), and the last occurrence was the pronoun subject (0.3%), missing subject (0.3%), and adjective (0.3%). in this study, the selected types of grammatically accurate problems were restricted only to the highest three of the most frequent occurrences. those were noun phrases (50.8%), passive voice (13.3%), and tense aspects (7.5%). all of the three findings were presented and then discussed. to make clear, initially, the source language is presented on the left side of columns, then the extracted data are put in the middle of the columns, and the possible corrections are placed on the right side. 3.1.1 noun phrase the grammatical accuracy problem which was mostly occurred in indonesian-english translation products made by students was a noun phrase. most students reflected that they replaced adjective forms with noun forms in a noun phrases, missed the article as modifiers of a noun, and misunderstood another and the other usage. table 3 grammatical accuracy of indonesian-english translation in noun phrase no source language target language correction of target language 1 studi kritik historis alqur’an alqur’an historical criticism study the historical critical study of the qur’an 2 studi akademik terhadap alqur’an academic study on al qur’an the academic study of the qur’an 3 banyak sarjana yang lain the anothers scholars many other scholars as depicted in table 3, efl students wrote inaccurate grammatical structures concerning noun phrases. in data extract 1, instead, the students translated “kritik” in indonesia as source language which functions as an adjective, modifying noun, to be “critical”, they translated the word to be “criticism” in english as the target language. in fact, criticism is a noun form. swan (1995) explained that many adjectives end in ic and -ical, some of the words ended in -ical such as critical. even though a noun in some cases is able to modify a noun (as a classifier), in this case, “kritik” prefers to function as an adjective, so in this particular case the structure of this noun phrase will be “determiner + epihtet1 + epithet2 + noun + preposition + determiner + noun”. 8 possessive pronoun 9 3,07 9 preposition 16 5,46 10 gerund 2 0,68 11 adverb 6 2,04 12 infinitive 4 1,36 13 pronoun subject 1 0,3 14 missing subject 1 0,3 15 adjective 1 0,3 total 293 100% journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 326 then the students translated the indonesian word “akademik” to be “academic” as found in data 2. the students wrote inaccurate a noun phrase since the noun phrase did not involve determiner (precisely article) while determiner is a clue that the following word will be a noun. the structure of this noun phrase should be “determiner + epithet + noun + preposition + determiner + noun. finally, the students wrote inappropriate structures in their translation as seen in the case of the another which was translated from “banyak sarjana yang lain”. it reflects that the use of another and other needs certain considerations. the students looked improper to add “s” at the end of another and to put them in front of another. the students made double errors which impacted the result of translation products. for readers of this translation product, of course, they tend to misunderstand the point as the meaning of the source language was not transferred well in the target language. the translation of “banyak sarjana yang lain” prefers to be translated “as many other scholars”. 3.1.2 passive voice related to passive voice, students were less careful to write the appropriate grammar in translating indonesian texts into english. most of them paid less attention in sense of writing “be” and “past participle” forms as the prominent elements of structuring passive voice. table 4 grammatical accuracy of indonesian-english translation in passive voice as reflected in table 4, the students wrote inaccurate grammar to translate passive voice in the target language. the verb phrases which should make passive meaning cannot be understood well because of unstructured forming (cannot mention, has been, have conducted) in data extract 4, 5, and 6. the construction of passive verb phrases in the source language is “tidak dapat disebutkan”, “telah dilakukan” and, “telah dilakukan”. in a “passive” sentence, the subject receives the action (pyle & munoz, 1991). verb phrase (data 4), cannot mention, indicates that this phrase needs an object as mention intransitive verbs in line with finegan (2014) stating that the verb that takes a noun is called transitive. while the subject of the sentence of this verb is the agent and cannot receive the action, the use of passive voice in this sentence is considered appropriate as the agent does not exist. in data 5, the test measures the information to the readers that such kind of research is pointed out. this is in accordance with side and wellman (2000) stating that one of the reasons for using passive voice is factual writing whose focus is usually on events... rather than no source language target language correction of target language 4 pendekatan dan metode tersebut tidak dapat disebutkan secara rinci those approachments and methods can not detail mention the approaches and methods cannot be mentioned in detail 5 penelitian semacam ini telah dilakukan oleh para sarjana barat sejak abad ke-19 this type of reseach has been by western scholars by western scholars since 19th century such kind of research has been carried out by western scholars since the 19th century 6 studi akademis terhadap alqur’an telah dilakukan oleh banyak sarjana the academic study of qur’an have conducted by many bachelors the academic study of the qur’an has been done by many scholars journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 327 agents. data 6 demonstrates that the students had a problem to construct a passive voice, precisely fewer forms of be. structuring has conducted in passive forms is inappropriate, so that the possible correction suggests have been conducted to replace that incorrect form. 3.1.3 tenses inappropriate grammar accuracy also appears in aspects of tenses. even though the time signals (in past times) indicate that the tenses should belong to particular tenses, some students were still difficult to write the correct tense forms. the data are presented in table 5. table 5 grammatical accuracy of indonesia-english translation in tenses as shown in table 5, data 7 illustrates that the students did not consider the time signal in 1883 consequently they are not able to order correct grammatical forms in sense of tenses. the finite verb in the translation product actually should be written down in a past form therefore it should be published and not publishes. since the verb, publishes, demonstrates that the sentence is present tense. data (8 and 9) report that the students made translation errors related to tenses. both show that the tenses should be present perfect tenses. the indication is reflected well from time signals i.e. since the 19th century. therefore, the translation of was research and was did would be possible better corrected with has been done and has been carried out. 3.2 factors contributing students to write indonesian-english translation grammatically in this discussion, the study presents 21 questionnaire responses related to efl students’ perceptions toward factors that help them write translation products accurately in grammatical rules. furthermore, the responses concern ten classifications, namely lecturers’ grammar class, studying grammar with friends, speaking english with friends, translation result discussion, peer correction, peer feedback, lecturers’ feedback, studying routinely, frequent translating exercises, watching english movies. the numbers and percentage of related factors are depicted in table 6. table 6 students’ perception toward factors helping them write translation products grammatically no the factors f % 1 lecturer’s grammar class 13 9,36 no source language target language correction of target language 7 pada tahun 1883 ia menerbitkan sebuah buku in 1883 he publishes a book in 1883 he published a book 8 studi akademis terhadap alqur’an telah dilakukan oleh banyak sarjana sejak abad ke-19 the academic study of the al qur’an was research by many scholars in germany since 19th century the academic study of the qur’an has been done by many scholars in germany since 19th century 9 penelitian semacam ini telah dilakukan oleh para sarjana barat sejak abad ke19 reseach like this was did by academician of west since 19th century such kind of research has been carried out by western scholars since the 19th century journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 328 2 studying grammar with friends 4 2,88 3 speaking english with friends 5 3,6 4 translation result discussion 9 6,48 5 peer correction 2 1,44 6 peer feedback 2 1,44 7 lecturers’ feedback 9 6,48 8 studying routinely 5 3,6 9 frequent translating exercises 11 7,92 10 watching english movies 12 8,64 total 72 100% note: f: number, %: percentage based on the extract data above, research findings reveal some prominent factors that are able to develop students’ translation products in a sense of grammatical accuracy. the discussion presents those three major factors based on students’ perception, namely lecturers’ grammar class (9.36%), watching english movies (8.64%), and frequent translating exercises (7.92%). the data then is revealed from the interview section. 3.2.1 lecturers’ grammar classes as depicted in table 6, lecturers’ grammar class is the highest frequent element which is cited by the students. all most of the students confess that lecturers’ grammar class is able to develop their grammatical understanding that influences their grammatical accuracy in translation products. this category is also revealed based on students’ responses from interviews (i). the student (s) admits that “we can take some benefit from grammar classes held by lecturers. among the many benefits, we can get is how to compose phrases, sentences, and clauses because the structure of the indonesian language is different from english” (s.1/i.1). this is also strengthened by other student’s responses stating that “because when we learn grammar, we know how to translate texts from the source language into the target language. if our grammar is good the results of the translation will also be good” (s.2/i.1). based on students’ responses, it is concluded that they are able to take some advantages from grammar classes. they seem to understand how to construct phrases, sentences, and clauses. structuring the phrase, sentences, and clauses correctly will impact translation products as well. 3.2.2 watching english movies another prominent element based on the students’ response is watching english movies. it seems that most of the students admit that they are able to take some advantages through watching english movies which influences their translation in sense of knowing the contextual meaning since it is strongly influenced by its time or particular contexts. it is relevant to students’ interview response who argues that “we become aware of how language is used in certain contexts” (s.1/i.6). it strengthens another student who states that watching english films improves my ability to write english translations (s.3/i.4). 3.2.3 frequent translating exercises from the interview section, the students indicate that frequent translating exercises take an important role in developing their ability to write translation products in an accurately grammatical form. it is in accordance with students’ response (s.1/i.4) who states that “by getting used to practising translating, we will be able to translate well”. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 321—330 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 329 another student believes that a translation exercise positively influenced her translation ability. specifically, she argues “every week the lecturer gives translation exercises, in the translation process, in my opinion, the process helps my capability to translate” (s.3/i.4). 4. conclusion write your conclusions and suggestion here based on the findings, twenty-one (21) efl students in the indonesian-english translation class of language and literature faculty of unsiq wonosobo, wrote 293 inaccurate grammatical items in their translation products. those inappropriate constructions are categorized to be fifth teens and the three mostly occurrences are noun phrases, passive voice, and tenses. regarding inaccurate noun phrase constructions, the students tend to fail to translate indonesian into english texts in adjective forms, missing of articles, and using another. with regard to translating passive voice, the students write finite verb forms not in past participle forms, miss finite verbs, and miss be forms. with regard to translating tense aspects, the students fail to transfer the appropriate texts in accordance with their time which influences finite forms. such as, the students translate the source language which is in past time into simple present tense in target language even though the time signals in past time are presented. the study strengthens rofik’s and sahid’s (2019) research findings that stated that students of unsiq had tense problems in english. furthermore, the three primary factors affecting writing indonesian-english translation based on efl student’s perception are lectures’ grammar classes, watching english movies, and frequent translating exercises. then, precise percentages of efl students’ perception successively are lecturing grammar class (9.36%), watching english movies (8.64%), and frequent translating exercises (7.92%). following up on the results, this study proposes some possible translation teaching related to grammatical problems. firstly, the lectures would likely notice that grammar is important in translation. this research seems likely to strengthen liz and lemanka (in piatkowska & okonska, 2013), and szymanska (in pawlak, 2011). it means that the lecturers need to have a grammatical correction time to enhance the quality of translation products conducted by the students. on this occasion, the lecturers can identify the errors, evaluate them, and correct them with students in the class. secondly, it is essential that the lecturers provide enough exercises in 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(2019). translation shifts of pronoun in bilingual novel twilight. journal of applied studies in language, 3(2), 187-194. doi:10.31940/jasl.v3i2.1527 swan, m. (1995). practical english usage. 2nd edition. oxford: oxford university press. weber, p. r. (1990). basic content analysis. 2nd edition. london: sage publication inc. microsoft word 3. jasl-jun 2020-tanzania (19-37).docx journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 19 curriculum materials as a barrier to the use of communicative approach to english language teaching in efl context: examples from tanzania john misana biseko1 majuto manyilizu2 joshua mwaipape3 daud nyinge4 adriano utenga5 college of humanities and social sciences university of dodoma, united republic of tanzania1,4,5 college of informatics and virtual education university of dodoma, united republic of tanzania2 college of education university of dodoma, united republic of tanzania3 email: john.biseko@udom.ac.tz1 email: majuto.manyilizu@gmail.com2 email: andililejoshua@gmail.com3 email: nyinged@gmail.com4 email: adrianoutenga@gmail.com5 abstract this paper examines how curriculum materials act as a barrier to implementation of communicative language teaching (clt) in english as a foreign language (efl) context. it has been noted that several studies report some challenges of clt in english language teaching. consequently, some authors conclude that clt is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. in light of this debate, this study was conducted. two questions were the focus of the study: how do curriculum materials respond to clt? how does the actual use of the developed curriculum materials respond to principles of clt? drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of clt. consequently, features of the traditional methods are dominating the practices. authors advocate that it is unfair to argue that clt is useless in efl context but we have failed to design for it. following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well. keywords: communicative language teaching, english as a foreign language, english language teaching, curriculum materials, primary school, tanzania journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 20 1. introduction in today’s globalised world, english language has emerged and takes its position as a lingua franca, which facilitates communication among the people from diverse geographical and linguistic backgrounds. nevertheless, the historical journey of the language for centuries has determined the current status of the language in the world. graddol (1997) links the dominance of english in the global communication to the lingering of british colonial activities in 17th – 19th centuries and the emergence of the us as a superpower nation in the 20th century. in fact, in the 17th – 19th centuries, britain facilitated the wide spread of the language through implanting it in its colonies. coming into the 20th century, the economic, technological and cultural influence of the us over other nations facilitated the wide spread of english. further, in the 21st century english kept on being promoted by the power of the modern globalization in which modern technology has ensured the link among people of all corners of the world. the ubiquitous spread of english both geographically and functionally is well described by kachru (1990) and crystal (1997). on the one side, kachru provides a geographical picture on the spread of english. using his three-circle model of world englishes, he shows that, english is not only used in native speakers’ countries neither in former colonies; but, the language is also serving as a foreign language in countries like russia, china and japan which do not hold historical attachment to english. on the other side, crystal illustrates that the language dominates several functional domains including international political domain, business, safety, communication, entertainment, the media and education. it is important however, to note that this ubiquitous spread of english language is always accompanied with power and this power is always unequal among different groups in the community that uses the language. therefore, english as a lingua franca is not a neutral medium of international communication. for example, it provides unequal power to commodity owners (say native speakers or the centre in gultung’s language) and commodity users (non-native speakers or peripheral countries in gultung’s language). within the peripheral countries, the power that accompanies the language provides sweet and bitter rewards to different groups. therefore, tollefson (2000) cited in pennycook (2016) views that english favours those who know it in terms of social, economic and political development while creates barriers of development to people who do not know it. this is to say, while english opens doors to some, it simultaneously closes the same to others. in that sense, the language is used as a miraculous key that is necessary for opening the doors of success. as it is in most of the peripheral countries, in tanzania english language is the key to education for it determines the fate of students’ achievement in examinations; particularly, in post primary education where the language is used as the medium of instruction (cripper and dodd, 1984). it is in this context, i get the meaning of the words made by neke (2015) who tries to equate english and blood which distributes oxygen in the bodies of human beings; thus, if some people have less blood they automatically die and only those with enough blood do survive. definitely, the language in tanzania hinders some students from getting their right to education despite the fact that each citizen is guaranteed that right as per the tanzania’s constitution (1977) art.11as it reads: journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 21 (2) every person has the right to access education, and every citizen shall be free to pursue education in a field of his choice up to the highest level according to his merits and ability. besides the above, in his study english in tanzania an anatomy of hegemony, neke (2015) found that english in tanzanian symbolises an educated person. therefore, the ability to speak the language depicts how educated one is and this goes together with social respect of an individual in the community. further, the language is considered as a highway to success, english is considered as synonymous to knowledge, it is considered as advancement, gateway to social – economic rewards and empowerment language. so far, ismail (2007) asserts that english is considered as the most important language and therefore is perceived to be the passport to most peoples’ future. she goes on saying that english has been used to make important decisions about peoples’ lives and their future careers. the fact that english is enormously rewarding has made it an important commodity and thus; it is widely taught as both a second and foreign language in different places of the world. crystal (1997) observes that english is the chief foreign language taught in schools, normally displacing other languages previously considered important. for example, in 1996, english replaced french as the chief foreign language in schools in algeria (a former french colony) while in 2008, english replaced french in rwanda as a medium of instruction. in this situation, english is becoming like a weapon that every citizen of the global village would like to arm with. consequently, crystal (1997) views english language teaching (elt) as one of the fast-growing business industries around the world. since elt continues to gain popularity among non-native speakers’ countries, a number of questions surrounding the teaching and learning of the language have dominated debates in the field. these questions include: why do people learn the language? what should be taught to meet the purpose for which a language is taught? who is the ideal teacher of the language? what is the ideal method/approach in teaching the language? what is the ideal age for learning the language? does the first language have the role to play in learning english as second language (esl)/english as a foreign language (efl)? indeed, all these questions are important for effective elt in second/foreign language contexts. nevertheless, this paper limits itself on one of these questions; the approach for elt in a foreign context, in this case tanzania as a case study. the paper focuses at identifying the challenges facing english language curriculum materials in relationship to communicative language teaching (clt) approach and identifies how such challenges can be tackled. in particular, this paper answers two research questions (1) how do curriculum materials respond to principles of clt?; (2) how does the actual use of the developed curriculum materials respond to principles of clt? communicative language teaching: historical review communicative language teaching is an approach that focuses on enabling learners to develop communicative competence (richards and rodgers, 2001). several scholars may define the term in different words. nevertheless, the essence of clt as an approach to language teaching is to facilitate language learners to use the target language for actual communication in different situations. advocates of this approach do consider language in view of firth (1957), austin (1962), searle (1965) and halliday journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 22 (1967) who viewed language as a social tool whose main function is to facilitate communication among members of a particular speech community. in this view, language learning is incomplete if learners can not use the target language for carrying out communicative transactions (roberts, 2004). the origin of this bandwagon approach to language teaching is traced back to 1970s and it has kept on changing at least in practices though the aim has remained the same (roberts, 2004). according to celce-murcia (2007), the evolution of the approach has its roots in the works of dell hymes (1967 and 1972) that was reacting against noam chomsky’s work i.e. chomsky (1957). according to chomsky, language acquisition is an innate process and he considers that any consideration of social factors was outside the domain of linguistics. as a reaction therefore, hymes (1972) considers that in addition to linguistic competence, an individual should be competent in sociolinguistics for him/her to be able to communicate appropriately in social contexts. further, canale and swain (1980) and canale (1983) respectively added that communicative competence requires strategic competence and discourse competence. in the view of canale (1983) therefore, communicative competence should be regarded as a four dimension competence that includes linguistic/grammatical competence (including the ability to use grammar rules and vocabulary), sociolinguistic competence (including the ability to use language differently basing on the prevailing social context/variables), strategic competence (i.e. the ability to compensate for problems or deficits in communication) and discourse competence (including the ability to connect a number of ideas together). in that way, clt should enable learners to develop these competences; and that is why clt is different from previous methods, like grammar translation and the like which focused on enabling learners to develop linguistic competence alone. since clt’s goal for language learning is different from the previous methods, it calls upon practitioners to change some practices on teaching of any target language. according to different literature, these changes are hereunder categorized into five groups. they include: a goal of language teaching/learning, nature of the curriculum materials, roles of the teacher, roles of the learner, and classroom activities. table 1 a summary of changes suggested by clt changes elaborations a goal of language teaching/learning • teaching/learning in clt focuses at promoting learners’ communicative ability in all important aspects required in communication including grammatical, sociolinguistic, strategic and discourse competences (canale, 1983). • fluency is encouraged over accuracy basing on the truth that, errors are signs which show that a learner is learning (selinker, 1972). nature of the curriculum materials • authentic materials are encouraged. these are resources useful for teaching /learning which were not specifically prepared for pedagogical purposes. the materials include but not limited to written texts, photographs, video, announcements, conversations and discussions taken as extracts or as a whole from radio and television broadcasting, real-life telephone conversations, and messages left on answering machines (richards, 2006). journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 23 • the use of situation, function and notions as a basis for organising topics instead of grammatical items (richards, 2006). • coverage of both meaning and forms (richards & rodgers, 2001). roles of the learner • learners are supposed to be active participants in learning. they are doers whose role is to practice language use in negotiation of meaning (richards & rodgers, 2001). • language learning is a social activity that lies in interaction with others (richards, 2006). in this view, learners are required to work together in small groups while negotiating meaning. roles of the teacher • the role of the teachers is to guide learners and not to teach them. a teacher just prepares environment for learners to interact and thereafter, s/he constantly observes them and assists them where possible (richards, 2006). classroom/textbook activities • should be communicative activities, which require learners to use the language by speaking, listening, reading and writing. what matters is learners’ maximum involvement in a learning process (moss & ross-feldman, 2003). paulston (1972) shows a continuum of language activities, which clearly differentiates communicative activities and noncommunicative activities. at the one end of the continuum, there are mechanical drills for manipulation of grammatical forms, followed by meaningful drills and at the other end, there are communicative activities. according to littlewood (1981), communicative activities range from functional communication activities and social interaction activities. in this dichotomy, the former comprises activities like comparing sets of pictures and noting similarities and differences, following directions, and discovering missing features in a map or picture. in contrast, the later includes conversation and discussion sessions, dialogues and role plays, simulations, and debates. further, moss and rossfeldman (2003) identifies activities like class survey, conversation grid, line dialogue, information gap, language experience approach, and the use of games. despite the fact that communicative approach to language teaching is praised for compensating the weaknesses noted in previously used language teaching methods, it has several challenges in realizing the language learning goals. several researchers from different parts of the world have communicated these challenges in different studies. authors of this study reviewed twelve research papers which had examined the challenges of clt in different countries. these works include: the research by hiep (2007) clt challenges in vietnam, chang and goswami (2011) clt challenges in taiwan, adnan et al. (2012) clt challenges in malaysia, daisy (2012) clt challenges in india, kalanzadeh et al. (2013) clt challenges in iran, ju (2013) clt challenges in china, ridge (2013) clt challenges in south africa, sane and rafiki (2013) clt challenges in tanzania, maryslessor et al. (2014) clt challenges in kenya, borti (2015) clt challenges in ghana, lyimo and mapunda (2016) clt challenges in tanzania and nyinondi (2017) clt challenges in tanzania. a lesson learned from all these studies is that challenges facing implementation of clt can be categorized into journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 24 six groups, ranging from challenges on the part of teachers like misconception and incompetence of using the approach, challenges on the part of learners including willingness to participate and inadequate level of language proficiency, challenges related to culture, challenges on the part of the curriculum materials, challenges on mismatch between the curriculum philosophy and nature of examinations, and lastly challenges on the part of school situation including availability of materials and number of students in classes. from the challenges above, previous researchers’ conclusions are divided into two views. on the one hand, some argue that clt is irrelevant and thus it should be abandoned (see sane and rafiki, 2013) while others are of the opinion that clt is still needed given its focus and the goal of english language teaching/learning (see hiep, 2007; borti, 2015; nyinondi et al., 2017). in trying to understand this dispute, adnan et al. (2012) conducted a study to examine whether the challenges associated to clt are due to its internally inherited or externally associated weaknesses. in their conclusion, authors of that study conclude that, “in some respects, clt has suffered due to misconceptions about its implementation in classrooms and this should not be used as a reason to simply reject the approach”. the present study supports the second conclusion that clt as an approach is needed in efl context. to this end, the debate should not be whether clt is needed or not but the focus should be on answering two questions: (1) where do we fail to take advantage of clt? (2) how do we get out of the trap? this is the concern of this paper. english language learning in tanzania’s primary schools the teaching of english as a foreign language in tanzanian primary schools dates as far back as the colonial days (wohlgemuth, 1987). although kachru (1985) lists tanzania among the countries which make the outer cycle, the domains of use of english language in this country is too limited compared to other countries in this kachru’s group. biseko (2016) shows that the language is used in very limited domains of use but important ones. according to him, the language plays some social roles such as in education, where it is the medium of instruction in post primary school levels. it is also the language of the high court, and the language used by some few media. politically, the knowledge in english is important for international politics and negotiations; and economically, the knowledge of english language is essential for international trading, particularly in this era of globalization. since its introduction, english has been one of the subjects taught in primary schools though several changes have happened from then on. in particular, these changes includes the changes of textbooks, syllabus, approach of teaching and the changes of when to begin teaching/learning the language. according to wohlgemuth (1987), the first english language textbooks during the british colonial era were from england and they were published by oxford. it is argued that the textbooks were prepared to save all schools in british colonies and thus; they did not take into consideration the cultural milieu of tanzania (wohlgemuth, 1987). from that time, several changes in textbooks have taking place and today we have textbooks made by the tanzania institute of education. these books are focusing on teaching learners through the communicative approach framework. another change in primary school english language teaching is on when english is introduced to pupils. during the british colonial rule, english was first introduced at class five as a subject and a medium of instruction at class six to eight and later to seven. later, in 1970s, english was journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 25 introduced at class i and in 1980s at class iii, in all cases as a subject. currently, english is introduced in standard three as a subject to public primary schools but from class i as a medium of instruction among the private schools. despite its significance in social, political and economic aspects, studies show that there is a problem of learning and acquisition of english language among tanzania’s students. a study by uwezo (2010) for instance shows that only 8% of class iii learners, 15% of class iv learners, 25% of class v learners, 35% of class vi learners and 51% of class vii learners passed the class ii level english language test. this statistics shows among other things that there is a problem in the learning of this language among tanzania’s learners. however, the government has been making several efforts to promote the education standard and english as a subject is not excluded. the more recent effort is the change of the curriculum materials for english language learning and these new materials are the subject of this paper. there are many studies which have been conducted to examine the challenges facing clt approach in teaching english in both second and foreign language contexts. nevertheless, most of these studies have been examining such challenges as a whole. this approach of studying challenges does not allow researchers to dig deep and provide detailed information on a single challenge; thus, more information related to the identified challenges has yet to be discovered. this study is therefore dedicated to examining one of the identified challenges; namely, the challenges facing english language curriculum materials in relationship to clt approach. focusing on a single challenge in this way enabled researchers to have in-depth examination and unveiled more important challenges of the curriculum materials. the focus of this study was to examine how clt principles are reflected in the curriculum materials and later implemented in actual classroom practices. to accomplish this task, the theoretical framework was built on clt principles in view of richards (2006, p. 2). richards observes clt as a set of principles consisting of five key elements, namely: the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, the role of teachers and the role of learners in the classroom”. in consideration of richards’ view on clt, it was possible to examine how these elements of clt principles are integrated in the developed curriculum materials and how they are implemented in the classroom level. in particular, the figure below shows how the variables in the study interact to one another. the diagram shows explicitly that clt philosophy and principles should influence curriculum material development which in turn affects the five key elements identified by richards (2006) and these elements must influence day to day classroom practices. therefore, to find answers for the research questions in section 1 above, this framework guided researchers to examine and analyse the presence/absence of features of the five clt principles in both curriculum materials and teachers’ interview responses. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 26 figure 1 the relationship of variables in the present study (source: researchers, 2019) 2. method the study employed descriptive design and adopted qualitative research approach. descriptive design was selected for it systematically describes a situation or phenomenon in a targeted population. the study used two methods of data collection. the methods were documentation and interview. documentation checklists, tape recording and interview guides were used as data collection tools. to obtain the data for research question number 1, researchers documented english language syllabus, standard three textbook and teacher’s guide; all three documents were published by tanzania institute of education (tie). furthermore, interview and documentation of teachers’ lesson plans were used to collect data for question number 2. the targeted population was standard three teachers. therefore, standard three related curriculum materials were used for documentation and only standard three teachers were interviewed. the sample of this study was a composition of four schools from two different districts and eight standard three teachers, two from each school. the selection of the two districts was purposive and based on the criteria that these districts were representing urban/rural locations. it was important to consider these two districts to see how geographical locations would have influenced practices in language teaching. further, the selection of teachers in the sample was also purposive because only standard three teachers were sampled for the study. the fact that standard three was chosen as a case in this study based on the reason that it is a class where english language is taught for the first time. thus, it was thought to be a stage where students should be involved to a number of activities for a better understanding of this new subject. in general, the collected data were thematically analysed. 3. results and discussion results for this study are presented in a series which reflects the two research questions presented in section 1 above. in particular, these questions aimed at examining how curriculum materials respond to principles of clt; and how does the actual use of the developed curriculum materials respond to principles of clt. clt as a philosophy and approach for language teaching curriculum material planning and development at a national level goals of language teaching how learners learn a targeted language classroom activities teachers’ roles learners’ roles actual implementation of clt at a local context/school level journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 27 3.1 curriculum materials and clt principles as it has been explained in the methodological part, the data for question number 1 were collected through documentation of syllabus, standard three textbook and teacher’s guide. further, the main activity during the analysis of data was to identify the presence/absence of the key elements of clt as identified in the conceptual framework in section 5 above. in that way, each curriculum material in the sample was analysed using the identified five key elements as lenses that helped to reveal the reality. following this analysis, below is a presentation of the findings. as far as the language-teaching goal is concerned, the data show that the syllabus explicitly declares that the teaching and learning of the language is communicatively based. extract 1 below justifies the claim. extract 1 the teaching of english language subject aims at developing the four language skills namely listening, speaking, reading and writing. it bases on the communicative approach in language teaching and learning (tie, 2016). the claim above is supported by the data on the nature of the syllabus which shows that it is built on the competency–based language teaching (hereafter cblt) which is one of the clt paradigms (richards, 2006). the data documented from the syllabus show that the teaching of the language focuses at achieving three main competences as the data below depict. table 2 competences for standard iii main competences specific competences 1.0 comprehend oral and written information 1.1 listen and comprehend information presented orally 1.2 listen and comprehend phonemic symbols 1.3 listen, pronounce and read phonemic symbols 2.0 communicate orally and through writing 2.1 communicate simple ideas through speaking 2.2 communicate simple ideas through writing 3.0 acquire and use vocabulary through the four language skills (listening, speaking, reading and writing) 3.1 develop and use appropriate vocabulary through listening and when speaking 3.2 develop vocabulary through reading 3.3 use appropriate vocabulary when writing source: tie (2016) furthermore, analysis of the topics contained in the textbook also depict that the teaching of the language is clt-focused because they are written in terms of the functional and notional expressions. this textbook consists of eighteen units whose titles are: greetings, introductions, the alphabet, things around us, insects, comparing things and people, family members, colours, locating things, numbers, everyday activities, months of the year, polite requests, simple orders, shopping, best wishes, personal information and stories in picture. therefore, with regard to language teaching goals, both the syllabus and topics of the textbook justify that english language teaching for primary schools, in this case standard three in tanzania follows the clt. on the side of how learners learn a targeted language, clt principles suggest that for successful language learning to happen, learners must be engaged in meaningful and purposeful interaction while negotiating meaning among themselves or with an journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 28 interlocutor. the assumption therefore is that the curriculum materials would have a number of tasks, like role-play, information gaps and games which call for learners’ interaction and use the language communicatively. nevertheless, the data from both the syllabus and textbook do neither show explicitly how nor provide exercises and activities that would subject learners to interactive use of the language. on top, some data from the teacher’s guide show that learners are exposed to imitate what teachers say in classrooms and therefore required to learn through mechanical drills. extract 2 is the data taken from teacher’s guide to exemplify the matter. extract 2 activity 3 and 4: greetings in the afternoon (a) use warm up activities for greeting in the afternoon. good afternoon class. (b) present to pupils orally greeting and response to greeting in the afternoon several times. say: good afternoon, asha. good afternoon ashura. (c) ask pupils in pairs to imitate greeting each other in the afternoon several times (d) guide pupils in pairs to practice greeting in the afternoon. source: (tie, 2018a: 2) from the data above, it is obvious that such kind of a teacher’s guide has not been prepared to support interaction among the learners and their interlocutors. with regard to classroom activities, clt principles assume that communicative activities should consist of tasks which require learners to negotiate meaning, use communication strategies, correct misunderstandings, and work to avoid communication breakdowns (richards, 2006). in this study, the analysis of this aspect made use of the three types of language learning activities as suggested by paulston (1972) and richards (2006). according to them, language learning activities exist on a continuum of three types. these include: mechanical activities, which refers to controlled learners’ tasks that can be carried without necessarily understanding the language they are using; meaningful activities, which are controlled but a learner is required to comprehend the stimulus in order to carry out an exercise; and communicative activities, which are tasks that provide a learner with a room to practice/use the language communicatively. thus, the above continuum moves from activities which are non-communicative by nature to activities which are communicative ones at the other hand. therefore, to understand the nature of activities contained in the standard three textbooks, all units of the textbook were documented and all tasks within were categorised into one of the three types of activities above. the data from documentation show that the syllabus took note of the importance of learners’ participation in carrying communicative activities as it presents: extract 3 teaching and learning emphasises on pupils’ ability to perform tasks by applying all four aspects of any language. the outcome of the process foresees a learner who is able to communicate simple ideas through speaking and writing, while comprehending oral and written information (tie, 2016: 4). journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 29 in spite of the above note by the syllabus, the data from the textbook do not show enough communicative tasks which would enable learners to use the four language skills. the data show that the content of the textbook is divided into two sub sections: activities and exercises. activities in this book are texts which describe the notion in focus while exercises are tasks, questions or challenges for learners’ use of language. the whole textbook has a total of fifty-nine (59) tasks which are titled ‘exercise’. the data show that most of the exercises in this textbook are meaningful and mechanical based. this means, communicative activities are very scarce and this imply that the textbook do not give learners opportunities to practice language communicatively. table 3, extract 4 and 5 below depict the nature of learners’ language activities. table 3 types of learners’ activities contained in a textbook unit no no of exercises mechanical meaningful communicative 1 0 0 0 0 2 0 0 0 0 3 4 2 2 0 4 3 1 2 0 5 2 1 1 0 6 3 1 2 0 7 2 1 1 0 8 5 3 2 0 9 4 1 3 0 10 7 4 3 0 11 6 1 5 0 12 6 2 4 0 13 2 2 0 0 14 1 0 1 0 15 2 2 0 0 16 4 1 0 3 17 5 0 5 0 18 3 0 3 0 total 59 22 34 3 source: documented data from tie (2018b) extract 4: one of the mechanical activities source: tie (2018a) extract 5: one of the meaningful exercises exercise 1 fill in the blanks with the words in the box 1. mariam is wearing a ……………dress and a …………….shoes. 2. she is looking at a…………………………………….......... 3. she has ………………………………………………………..hair. 4. the shopkeeper is wearing ………………………………….dress. red, green, black, grey, skirt exercise 3 look at your school surroundings and fill in the blanks. example: a car is fast but a bicycle is slow …………….is long but …………………is short …………… is big but ………………......is small …………… is clean but ……………….. is dirty journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 30 source: tie (2018a) as for the roles of teachers and learners are concerned, the data show that neither the syllabus nor textbook have explicit information on the role of these two participants in the learning process. however, the data from the teacher’s guide show that traditional practices of language teaching still exist where learning is teacher-centred and learners are mere listeners, and imitators who learn through practicing mechanical drills. extract 2 above justifies. 3.2 the actual use of the developed curriculum materials and clt principles as presented in the methodology section in 6 above, the data for the second research question were collected through interviewing standard three teachers and documenting their lesson plans. the data from these sources in relation to the 5 clt principles in our conceptual framework revealed some important issues as far as the present study is concerned. the first clt principle that was examined was the goals of language teaching/learning. the data from teachers’ interview revealed that teachers are aware of the goal of the curriculum in use as it is justified in the words of the following two teachers below. lengo la kuwafundisha wanafunzi wetu kwa mujibu wa mtaala ni kuwawezesha wanafunzi waweze kuandika, kusoma, kuongea hata kama siyo sentensi ndefu mfano, anaishi wapi…..lakini pia umahiri katika kuheseabu…mwanafunzi aweze kuandika vitu vinavyomzunguka (mwalimu dodoma jiji) the goal of teaching our learners as per the curriculum is to enable pupils to be able to write, read, and speak regardless the length of the sentences; for instance, s/he should be able to say where is s/he living….further competency in counting …..a learner should be able to write things that surround him/her (a teacher in dodoma city) mtaala wa sasa unamtaka mwalimu ajielekeze kuwafundisha watoto stadi za kusikiliza, kuandika, kusoma. japo speaking, hata speaking wanajifunza. unapowaambia neno wanafatisha, ndio speaking (mwalimu wilaya ya chemba) the current curriculum requires the teacher to focus on teaching listening, writing and reading skills. even speaking, they are learning speaking as well. when you pronounce a word and they imitate that is speaking (a teacher at chemba district). besides good explanation of teachers on the goals of english language subject as per the current syllabus, the data collected from teachers’ lesson plans do not reflect journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 31 what they said in interview. it is important first to note that, a lesson plan is a teacher’s written plan on how he/she implements the goals of the curriculum in his/her own classroom. this is to say, the success of the national curriculum goals depends largely on how a teacher plans to implement the same in the class. the documented specific objectives from teachers’ lesson plans showed that teachers’ always focus on enabling learners to achieve answering given exercises in a textbook and these exercises are not communicative in nature as per table 3 above. in this way, it is hardly to believe that clt is targeted neither it will be achieved. below are some of the specific objectives which were taken from teachers’ lesson plans. at the end of forty minutes, each pupil should be able to pronounce 8 words given (a teacher at chemba district) within 80 minutes, each pupil should be able to answer eight questions of activity five on page 14-15 (a teacher at dodoma city) within forty minutes, a pupil should be able to attempt exercise 2 effectively (a teacher at chemba district) at the end of 40 minutes, each pupil should be able to change the vocabulary in opposite and plural form (a teacher from chemba district) with regard to how learners learn, the data inform that the expected interactive learning is hardly practiced. the data from interview show that interactive learning is not done and one of the reasons why it is impractical is the number of students in classrooms as it was observed by this teacher hereunder: tunaambiwa tuwape watoto nafasi ya kuzungumza lakini darasa langu lina watoto 130. hata nikiwapa kila mmoja nafasi ya kuzungumza hata kwa wiki nzima bado kuna wengine watakosa nafasi (mwalimu dodoma jiji) we are told to provide opportunities for learners to speak, but my class has a total of 130 students. even if i provide an opportunity for each to speak for the whole week, still some will not get that opportunity (a teacher at dodoma city) further, the data from teachers’ lesson plans show that classrooms are still dominated by teachers’ presentations as opposed to interactive conversations; grammatical patterns are still presented deductively as opposed to inductive presentation required by clt; accuracy is still a focus as opposed to fluency; drills and imitations are still dominating as opposed to information gaps activities; and the ppp (presentation, practice and production) model is the common feature of english language teaching as opposed to fluency-first” pedagogy (brumfit, 1984). table 4 below justifies these claims. table 4 lesson development stages stages time teaching activities learning activities indicators of learning journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 32 introduction 5 to introduce simple present with its rules to listen to listen competency development 15 to show examples on how to use simple present tense to listen and repeat after the teacher to listen effectively competency use 15 to guide pupils to make correct sentences as many as they can to make correct sentences to make correct sentences conclusion 5 guide pupils to do exercise 2 at page 84 to write exercise 2 at page 84 to do it effectively source (documented data from a teacher’s lesson plan in dodoma city) as far as classroom activities are concerned, the data show that students are still learning through drills and imitation (refer table 4 above). on top, it was learnt that a textbook was the only book that was mentioned by teachers as their reference book (see interview data below). since the analysis of a textbook in table 3 above has shown that it lacks communicative activities, it is obvious that these learners lack activities that could help them to promote their communicative ability. the following teachers’ responses to interview questions reveal the situation. ninavyoona mimi kuna mismatch kati ya syllabus na kitabu cha mwanafunzi. kwahiyo, mimi ambacho huwa nakifanya huwa naamua kufundisha yale yaliyo kwenye kitabu yote, nahakikisha ana-cover yote naachana na syllabus (mwalimu dodoma jiji) what i see, there is a mismatch between a syllabus and a textbook. so what i always do, i decide to teach the content in a textbook, i normally cover everything and put aside the syllabus (a teacher at dodoma city) wakati mwingine naweza kusoma muhtasari lakini nashindwa kuelewa ni nini hasa wanataka nifundishe. nikiangalia kitabu sijui nini kwenye kitabu kinamatch na nini kwenye syllabus. hivyo ninachokifanya naamua kwenda na kitabu naachana na azimio langu ambalo nimetengeneza kutokana na syllabus. unakuta unatazama kitu unachokifahamu kwenye kitabu unafundisha hichohicho (mwalimu wilaya ya chemba) sometimes, i read the syllabus and i fail to understand what it needs me to teach. sometimes, i fail to understand which component of the textbook reflects which one in the syllabus. so, what i normally do is to follow what is in a book and put aside my scheme of work which i wrote to reflect a syllabus. therefore, you just see what you know in a book and teach the same (a teacher at chemba district) mimi huwa sifati muhtasari badala yake nafata kitabu.unajua, muhtasari wa sasa unakuambia wakati mwingine watoto wazungumze tu wasiandike. lakini wakaguzi wakija wanakagua madaftari ya watoto wakiona kuna tarehe hawakuandika unasemwa. kwahiyo, huwa naangalia mazoezi ya kitabuni nawapa. wakati mwingine unatazama mazoezi kwenye vitabu vya zamani pia unawapa (mwalimu dodoma jiji) i don’t consider the syllabus; instead, i consider the textbook. you know, in some cases, the current syllabus requires learners to engage themselves in speaking and not writing. nevertheless, when quality assurance officers visit our schools, they peruse learners’ exercise books and if they find that there are days that journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 33 learners did not write, a teacher is blamed. therefore, i always give them exercises from the textbook to write and sometimes you find some exercises from previous textbooks (textbooks used before communicative syllabus was adoptedauthors’ emphasis) and you give them (a teacher from dodoma city) on top of that, teacher’s responses to interview questions justify that mechanical activities as opposed to communicative activities are common in the textbook; and they influence their classroom practices. the following teachers’ words can depict the matter. tunawasaidia kujenga stadi mbalimbali. mfano, unataka mwanafunzi ajenge ujuzi katika ku-spell maneno. kwahiyo, kwenye kitabu kuna mazoezi kama vile unampa picha ya kitu mfano nyumba na kuliandika neno la kitu hicho na katika hilo neno unaondoa herufi moja ili yeye ang’amue na kuijaza herufi inayokosekana (mwalimu dodoma jiji) we help them to develop different skills. for instance, you may need a learner to develop word-spelling competency. therefore, in a textbook there are exercises like giving a picture of an object to learner and a word for that picture with a missing letter for a learner to identify a missing letter and therefore fill it (a teacher at dodoma city) lastly, on the role of teachers and learners, the data from documentation of teachers’ lesson plans show that a traditional way of teaching/learning that gives power to teachers to dominate a class, a power to be a model of correct speech and responsible to make learners produce error-free sentences is still a common feature as justified in table 4 above. the data in table 4 also show that students are listeners and imitators of what teachers say. in that way, learners are not active participants in communicating meaning. the documentation data is supported by the data collected from teachers’ interviews as presented here under. speaking ni moja ya stadi tunazofundisha. mwalimu unakuta unatamka wao wana-imitate. ndio speaking yenyewe. (mwalimu wilaya ya chemba) speaking is one of the skills that we teach. in this, a teacher speaks and learners imitate. that is speaking (a teacher at chemba district) ujuzi wa kuzungumza tunasisitiza sana japo ni ngumu kwa watoto wetu wa kitanzania. tunachokifanya, mwalimu unakuwa unazungumza wao wanaimitate (mwalimu wilaya ya chemba) speaking competency is emphasised although it is difficult for our tanzanian learners. what we normally do is that a teacher speaks and requires them to imitate (a teacher at chemba district) it is obvious that teachers’ roles depicted in this study are not different from the roles of teachers in traditional methods. correspondingly, the roles that learners play as per the data in this study clearly show that language learning is still considered as a mechanical process that focus to achieve production of correct forms not communication of meaning. the data shows that teachers are still controlling the process of learning and thus, instruction is still teacher-centred. journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 34 the findings in section 7 above have revealed a number of issues which thwart the use of clt in tanzania. the revealed issues can be used as a springboard towards improving the use of communicative approach in english language teaching as it is desired by the syllabus. in particular, there are two points to note as far as the findings of this study are concerned. the first point to note is that there is a will to use clt in teaching english language in tanzania. the data for research question number one have shown that the syllabus explicitly declares clt as the approach selected for elt. further, the data show that the syllabus is built on the competence-based syllabus which is one of the clt paradigms. on top of that, the data from interview depict that teachers are aware that the syllabus requires them to enable learners to achieve the language skills. therefore, in respect of richards’ five principles which constitute the conceptual framework of this study, it is fair to argue that principle number one (the goals of language teaching) is achieved. as far as the second point is concerned, the findings have revealed that there is a very big challenge in the designing of the curriculum materials which reflect the clt principles. the data show that curriculum materials are lacking unique features of clt; features like allowing interaction among the learners, collaborative creation of meaning, creating meaningful and purposeful interaction through language, and negotiation of meaning that would help a learner and his/her interlocutor to arrive at a common understanding (richards, 2006). instead, the curriculum materials documented are characterised by a number of features which are shown by richards and rodgers (2001) and richards (2006) as features of traditional methods. such features include non-interactive learning process, the use of mechanical drills, learners’ imitation of what teachers say, the use of ppp model in teaching, learners being considered as listeners, teachers’ domination of classrooms and dominance of noncommunicative activities in both the textbook and classrooms. this is to say, curriculum materials in particular the syllabus, textbook and teacher’s guide do not provide enough information to allow teachers to teach communicatively. the findings of the present study are almost the same to the findings reported by rubio et al. (2004) and ko (2014). in their studies, rubio et al. (2004) found that drills still have a strong presence in the beginner’s textbooks. likewise, ko (2014) reports that despite the efforts done to adopt clt approach to english language teaching in primary schools in hong kong and malaysia, most of the learning and teaching activities in textbooks do not yet reflect clt principles. among others, these findings imply that there is still a big challenge in designing clt-based materials not only in tanzania but also in other countries. following this challenge, several practitioners have been facing big challenges in applying clt approach in their day to day teaching. consequently, clt is regarded as an approach that does not work (see hiep, 2007; chang and goswami, 2011; adnan et al., 2012; daisy, 2012; kalanzadeh et al., 2013; ju, 2013; ridge, 2013; and sane & rafiki, 2013) researchers of this study are aware of the proposal by yalden (1987) that a language learner should concentrate on language structures in early stages and shift to communicative functions as time increases. however, yalden’s proposal should not be misinterpreted for the suggestion that beginners should concentrate on forms does not mean the use of traditional methods. rather, the suggestion should be interpreted as it requires the syllabus to expose beginners to aspects of language forms like vocabulary knowledge and basic grammar using strategies which would make the learners to be main participants for their own learning. to make this possible, the textbook should journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 35 have rich activities which engage learners and the teacher’s guide should be elaborative enough to inform teachers how learners should be engaged in a lesson. by so doing, learners are prepared to be confident and free to participate in any lesson from the early stage of learning the language. consequently, they can never feel shy to speak whenever engaged in communicative activities. the findings of the present study are partially in conflict with the findings presented by lyimo and mapunda (2016). in that study, authors found that clt approach was minimally practiced in classrooms though clt was adequately included in textbooks. these two studies agree that clt is hardly practised in classrooms; but they differ on the content of the textbooks. this difference is due to some reasons, including the fact that lyimo and mapunda worked on english language syllabus for secondary schools while the present study was working on primary schools. secondly, lyimo and mapunda used the input, interaction, and output theories of second language learning as their theoretical framework while the present study used the conceptual framework built on the principles of clt as per richards (2006). therefore, the findings of this study uncover the fact that even though the main goal of the syllabus is to teach the language communicatively, learners can never achieve communicative competence due to two hindering factors: curriculum materials which lack features of clt and teachers who do not observe clt principles in teaching. to meet the goal of the curriculum, the curriculum development body should improve the identified challenges. this can be tackled if the principles of clt are considered whenever preparing curriculum materials; and through providing special inservice training to english language teachers on the strategies that will assist them to implement the clt as required. one of the useful strategies that seem to be lacking in curriculum materials and classrooms is the use of games. this strategy could be beneficial to learners within and outside the classrooms such that; learners are allowed to engage in well-designed games and by so doing; they are indirectly engaging in communicative activities. 4. conclusion the aim of the present paper was to examine the challenges facing curriculum materials for english language teaching in relationship to clt approach in tanzania as a case study. deliberately, the paper focused on examining how curriculum materials respond to principles of clt and how such materials are implemented in classrooms. the findings show that the syllabus explicitly declares that english language is taught through communicative approach. on top, teachers declared that the goal of teaching english is to enable their learners to develop the four language skills. nonetheless, the analysis on how learners learn a targeted language, textbook/classroom activities, teachers’ roles and learners’ roles in classrooms has shown that clt features are rarely reflected in curriculum materials and neither applied in classrooms. the findings of this study therefore support the argument by adnan et al. (2012) that some challenges associated to clt are due to externally associated weaknesses. such weaknesses include misconceptions, inability to design for clt and failure to implement as per clt requirements. following the weaknesses noted and in consideration to the fact that the quality of curriculum materials determines teachers’ and learners’ performance, this paper recommends that curriculum material designers should adopt the use of different journal of applied studies in language, volume 4 issue 1 (jun 2020), p. 19-37 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 36 versions of task-based approach in preparing materials like textbooks and teacher’s guide. task-based approach provides various activities which can engage learners and help them in practising different language skills. therefore, adoption of task-based approach will not only enable learners to be active participants in learning but also it will help teachers to avoid the use of traditional methods in teaching. on top of that, english language teachers require refresher courses which will keep on informing them on new development in the field of language learning and teaching. on behalf of all authors, the corresponding author states that there is no conflict of interest. references adnan, a. h., ilias, n., & ramli, m. s. 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(1987). principles of course design for language teaching. cambridge: cambridge university press. microsoft word 1.jasl-jun'21. gunawan 1-9 docx.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 1 figurative language used in blackpink featuring selena gomez's song lyric "ice cream": a discourse analysis septia tri gunawan1 didin nuruddin hidayat2 alek3 nida husna4 uin syarif hidayatullah jakarta1,2,3,4 email: didin.nuruddin@uinjkt.ac.id2 abstract a pop song is one of the popular genres widespread in society. the label 'popular' is used as it covers a diverse range of masses, started from pre-dominantly youth to adult, that target them as the market. to the extent of the popular meaning, a song is supported with alluring music video clips, entertaining musical instruments, and lyrics that make an addiction by turning the repeat mode on a music player. regardless, no all of the songs carried by singers incorporate lyric meanings of what they indeed seem. they thus frequently embed figurative features of the language to fit the context of a song. the figurative language feature is a variety of language that authors operate to convey out of the comprehension of literal meaning. it then involves no surface context instead of a deep one. therefore, this descriptive qualitative analysis study was conducted to investigate how figurative language features carry and influence the meaning behind blackpink-selena gomez's song ice cream. the findings showed that metaphor (48%) was the most frequent figure spotted in the musical discourse, followed respectively by simile (28%), hyperbole (12%), and repetition (12%). it indicated the song was intended to convey the lyrics contained no real-context meanings that can cause misleading or even be puzzlement if the listeners cannot comprehend the song as a whole. therefore, further research may comprehensively consider this issue with different perspectives to broaden the language field. keywords: discourse analysis, figurative language, song lyric journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 2 1. introduction a pop song is now excessively popular among people. the term 'popular' prevails due to constituents associated with the recognition, consumption, broadcasting, and/or societal array (shuker, 2010). people become aware and familiar with certain new release songs as the record company collaborates with other parties to promote their products massively online. the songs appear in commercial breaks, events, and music platforms. this prompts songs to be noticeable and remembered, resulting in great attraction in communities to consume the songs. the majority of songs are generally personified with a non-actual condition. they are symbolized by cultural choices that are believed to affect the flow of tempo. it induces a sense of pleasure deduced from listening to ordering tones or sounds in succession, combination, and temporal relationships. accordingly, a popular song incorporates the genuinely existing music for inquiry and any supply that distributes context and carries the song elements (may et al., 2020). many metaphoric wordings decorate popular songs. as a result, this brings figurative features to get a spotlight on the stage. figurative language feature has been displayed to play a simultaneous role in musical composition and communication, academic extension, and scientific erudition. the figurative language feature is not unusual or solely rhapsodical; it is an omnipresent piece of oral and written discourse (roberts & kreuz, 1994). unfortunately, figurative language feature is not always obvious or exact. figuration is addressed as employment that is driven by a metaphoric or metonymy kinship to some other employment that might be somehow marked as literal. literal thus is not kind of par for the course meaning as routine usage, whereas it is independent on a figurative aspect from one denotation to another (dancygier & sweetser, 2014). blackpink is a south korea-based girl band membered of jisoo, jennie, rose, and lisa. the group debuted in august 2016 and has achieved many milestones in the music industry since then. in august 2020, the korean group released a song entitled ice cream, which collaborated with an american singer selena gomez. the release resulted in being pinnacle at the 13th position on the us billboard hot 100, making blackpink's first single to soar inside the chart as the top twenty. this triumph put ice cream became the lengthiestregistering song on the hot 100 by a girl-membered korean-pop group. to some extent, a few researchers have coped with the distinct discourse intentions that bear the application of figuration in song lyrics. setiawati and maryani (2018) scrutinized taylor swift's songs of 22 and red. the figurative language combined in both musical compositions contained simile, metaphor, hyperbole, paradox, irony, and personification. nursolihat and kareviati (2020) discovered that metaphor was prominent occurred in zayn malik and zhavia ward's a whole new world. on the other hand, simile and repetition were the most intermittent categories of figuration in katy perry's roar (zama et al., 2019). in other studies, the most dominant figurative languages found are hyperbole (dewi et al., 2020) and repetition (alek et al., 2020). however, most of the previous studies have failed to consider the social-cultural dimension in popular songs. little was known about the cultural aspects of particular subjects, and it was unclear what the real meaning behind if we look at it from the cultural perspective. therefore, the present study aimed to investigate the figurative language utilized behind blackpink-selena's ice cream since the popular song lyrically integrated the ice-creamrelated nuance with double entendres. the song may bring implications in terms of the culturebased meaning of figurative features that need to take the issue into account. this concern positively relates to critical discourse analysis (cda) that mainly focuses on the digressive portrayal of power abuse, such as sexism, racism, and other social disproportion models (van dijk, 2015). the context thus can be founded in a text or talk. cda somehow is not a distinct method of discourse studies but delivers all related methods of the humanities and social sciences to research crucial social queries (meyer & wodak, 2001). this is also why cda can be viewed as a social motion that connects on conceptual interpretations journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 3 of conversational and other social circumstances and activities with the cognitive constructs underpinning discourse. based on the prior explanation above, two research questions were proposed: 1) what are figurative language categories spotted in ice cream? 2) what is the figurative language implicit meaning in ice cream? as the issue had been discussed, this empirical study was expected to grant language enrichment in a lyric discourse that comprised a wide variety of figurative communication means for scholars and language educators. 2. method a descriptive qualitative research method was conducted in this research. the data was gathered from the song lyric of the duo blackpink-selena gomez's ice cream, which included figurative languages. this is because the descriptive method demands a researcher to compile the text-reference-based data by encompassing the step-by-step process worked to assemble information (delaney & bates, 2017). in this case, the process began by studying the lyrics. the researcher endeavoured to seek the linguistic aspects, such as words, phrases, and sentences within the figurative language, and apprehend each figuration's meaning. some jotting was considered, at which the ones were applying figurative language. accordingly, some data were asserted and anatomized by a pure structuralism technique. it thus purposed to adjust on both types and meanings inserted in the figurative language to distinguish figurative language representations, for instance, hyperbole, repetition, simile, metaphor, and other metaphoric expressions. by knowing the types attached to the song, the assorted data were classified based on each label, and they were calculated by the data computation adopted from ibrahim et al. (2019) as follows. fk rel = frequency of relative cumulative fk = frequency of cumulative σf = frequency of total 3. results and discussion after analyzing the data from the song lyric of ice cream, there were four figurative language types, such as metaphor, simile, hyperbole, and repetition. the complete figures and explanations of each sample were stated below. table 1 types of figurative language in ice cream figures amount of figures total (%) metaphor 12 48% simile 7 28% hyperbole 3 12% repetition 3 12% stanza i line 1: "come a little closer 'cause you lookin' thirsty" line 2: "i'ma make it better, sip it like a slurpee" in stanza i, the song attached two figurative languages: metaphor and simile. the metaphor was infused in line 1, in which, the singer (a woman singer) tried to attract "you," supposed to be a man, to approach her. a man presented by "you" looked tempting about the woman, which clearly meant the intended object was not in a drought that needed some water. notwithstanding, "you" was sexually attracted to the woman in terms of appearance or something else. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 4 in line 2, it can be seen that simile was inserted since the figuration addresses a comparison with other stuff (roncero et al., 2006). the woman seemed to serve the man to be more pleased by assisting him. in this context, the song author drew a situation when the woman intended to swallow one of his private body parts. therefore, slurpee referred to a frozen drink brand exclusively sold at 7-eleven in many different flavours. stanza ii line 1: "snow cone chilly" line 2: "get it free like willy" line 3: "in the jeans like billie" line 4: "you be poppin' like a wheelie" in stanza ii, blackpink started to narrow the points of the song relating to ice cream. the topic was asserted with simile, founded in lines 2, 3, and 4. in lines 2 and 3, the song composer interjected a name of persons, respectively willy and billie. simile was determined as all lyrics nearly used a word signal "like." moreover, willy referred to the man's genital that the woman called with such a nickname to bring a sense of spoiling to the man sensually. she also attempted to come closer to the man's pants to unveil his reproductive organ. billie was used only to synchronize the lyric as it was believed to be inspired by michael jackson's song billie jean which was released in 1982. stanza iii line 1: "even in the sun you know i keep it icy" line 2: "you could take a lick but it's too cold to bite me" in stanza iii, the korean group applied hyperbole for both lines. the feature demands the speaker to deliver exaggeration or extravagant toward something (wilson, 2017). the musical group members expressed their mind intending to keep tabs with the man. the woman intended to stay closer with her spouse, whatever the condition was. she also added a clue that there was no struggling situation that can separate her from him. stanza iv line 1: “brrr brrr frozen” line 2: "you're the one been chosen" line 3: "play the part like moses" line 4: "keep it fresh like roses" in stanza iv, simile was injected in lines 3 and 4. the member showed gratitudes to the man that he was selected as her favourite person in life. the lyric in line 3 was explicitly driven to sexual meaning. in addition to that, she wanted him to move her legs in different directions from a central point; the same way moses did the red sea. the following line related to maintaining the exhilaration flourishing in their relationship, or more concretely, in the bedroom. stanza v line 1: "look so good yeah look so sweet" line 2: "looking good enough to eat" line 3: "coldest with this kiss so he call me ice cream" line 4: "catch me in the fridge right where the ice be" in stanza v, the metaphor was inserted in line 4. she was attracted to the thing, as mentioned earlier, owned by the man. as she had got fascinated with it, she planned to ingest journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 5 it. she thus gave the man a signal to find her where it was placed, indicating that she was ready to do it. the word fridge, in this fashion, pertained to the man's underpants. stanza vi line 1: "look so good yeah look so sweet" line 2: "baby you deserve a treat" line 3: "diamonds on my wrist so he call me ice cream" line 4: "you can double dip cause i know you like me" in stanza vi, the metaphor was instilled in both lines 3 and 4. in this part, the woman eulogized her man to be worthy. as he was attractive or seducing, she rewarded him by letting him lovingly touch her. stanza vii line 1: "i know that my heart could be so cold" line 2: "but i'm sweet for you come put me in a cone" metaphor was applied in line 2. the songwriter exhibited a hint that the woman possibly pretended to be an arrogant, cruel person. although so, she could not be happier and could be a nice person if she was permitted to get closer to his sexual organ. stanza viii line 1: "you're the only touch yeah they get me melting" line 2: "he's my favorite flavor always gonna pick him" line 3: "you're the cherry piece just stay on top of me so" line 4: "i can't see nobody else for me no" the metaphor was injected in line 3. the stanza viii covered a situation that the ambiance between the couple was getting intense. the woman had got blushed after receiving affection from her spouse. accordingly, he was the only one to whom she got attracted, so she did not wish other women to replace her. stanza ix line 1: "chillin' like a villain, yeah, ra, ra, ra" line 2: "crazy insane speed in my la fera (미친 미친듯한 속도 in my la fera)" line 3: "so fast, you don't want a detour (너무 빨러 너는 삐끗 원한 다면 그냥 지름)" line 4: "making millis billis everyday, night and summer ice on your wrist (millis billis 매일 벌음 한여름 손목에 얼음)" the stanza ix culminated a repetition in line 4. some parts in the manuscript (lines 2, 3, and 4) were translated from korean. the whole lyrics intended to tell the listeners that the couple's high tension of intercourse continued. this was indicated in lines 2 and 3. the words millis and billis were the short form of millions-billions. therefore, the woman tried to manage to get as much money as she can regularly. stanza x line 1: "keep it movin' like my lease up" line 2: "think you fly boy where ya visa" line 3: "mona lisa kinda lisa" line 4: "needs an ice cream man that treats her" journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 6 there were two figurations implanted in this part: simile (line 1) and metaphor (lines 2 and 4). the stanza started the narrative about the couple wanted to keep the pace of intercourse being stable. during the "special moment," the man was the main actor and was positioned above the woman, indicating the man was overlapping her. the lyric in line 3 suggested that lisa was equally artistic and famous as van gogh's painting mona lisa. stanza xi line 1: "na na na na na" line 2: "ice on my wrist yeah i like it like this" line 3: "get the bag with the cream" line 4: "if you know what i mean" two figurations were spotted in this stanza: repetition (line 1) and metaphor (line 2 and 3). the stanza explained that the woman was adored with the men's genital organ. as such, she planned to play with it again in the future. the next stanza was no significantly different from the previous verse. it only was substituted with a lyric "and i'm nice with the cream" in line 3. the word cream referred to his private organ. correspondingly, the line indicated the woman had no issue with the physical appearance of the man's phallus. based on the data and explanation above, it can be seen that metaphor has notably shown up for twelve times, while simile has seven samples, and both hyperbole and repetition have three items. most of them have thoroughly different forms, which are a single word, phrase, or sentence. therefore, it is reasonable to assume that metaphor is the most frequent figure in ice cream. the result of this study suggested that the figurative language was contained in the song to carry obscene tones. as figuration may vary, it also discovered that the lyrics involve metaphor, simile, hyperbole, and repetition. each figure portrays the implicit meaning that leads to different functions and representations. figurative language is used, in the song, for producing literal meaning. this evidence is supported by a study (fitria, 2018) that figuration causes effects on interpreting some linguistic aspects. she found that the figuration has roles in delivering lyrics that contain literal denotation. it is quite similar findings to the song-related study conducted by setiawati and maryani (2018) and arditami (2017). the researchers identify figurative language could be a factor in deciding whether some words are comparative, and some are contradictory. the decision is based on individuals' perceptions. following that, glucksberg (2003) argues that literal languages' processing is deemed automatic that any language input activates it. on the other hand, figurative language failed perception is frequently found as it is caused by the inability to make sense of a literal interpretation. this means that figurative interpretations tend to take longer than concrete since these interpretations are only found after the creation, and the identification of a literal interpretation is possible. a moment of thought should reassure that this cannot always be accurate, and in reality, this intuition is backed by psychological studies. having said that, the idiom "kick the bucket" can be considered as an example. in the literal meaning, this word is rarely meant. consequently, the first meaning that comes to mind is idiomatic mean, indicating something to die (mcglone et al., 1994). a metaphor and simile are the way of interlocutors to convey their expression with a symbol. in this case, the song ice cream attempts to show the audience that its lyrical context embraces a single object to others in a sensual manner. the argumentation is proved by (siallagan et al., 2017). they discover that metaphor and simile play a role by representing something with other things. this leads to perception to individuals when they consider two different objects seemed alike. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 7 moreover, both conceptual thoughts are closely analogous. the difference is that simile adds the signals, such as "like" and "as" in the utterance or expression. glucksberg and keysar (1990) argue that metaphors reflect better similarities than equivalent comparisons and argued that the transfer or the contrast of a metaphor is similar. for instance, the simile "my surgeon is like a butcher" is considered as a softer accusation than the metaphor "my surgeon is a butcher." if an analogy is carried out with a simile comparison with a metaphor, a simile will allow the listener to see that the contrast is not as extreme as implied. this implies some of the words are equal to metaphor and simile as both associate other objects with a symbol (yastanti et al., 2018; harya, 2016; deignan, 2012; ritchie, 2008). the usage depends on the intended purposes of the interlocutor. hyperbole also takes involvement in the song by exaggerating a situation as if it is possible to happen or exist, whether it is not. it is in line with the study (nursolihat & kareviati, 2020), highlighting hyperbole as language means to create an object more extensive than the actual one. burgers et al. (2016) also draw a situation that hyperbole requires gross distortion when defining something better than it is. for instance, this declaration includes an exaggeration of the waiting period if you are late to reach a friend, and the friend comments, " i am waiting for ages." mccarthy and carter (2004) attribute hyperbole as "extreme circumstances," which means that hyperbole is typically located at the very end of the denotative stage. similar to a metaphor, hyperbole is a pragmatic system. an assertion such as "the biggest disaster of the 21st century," when it relates to the covid-19 pandemic, it may have no hyperbolic intention, but it is when your favourite team is defeated in a game. the repetition occurs in the song intending to emphasize the rhythm. the figure is indicated when words, phrases, and sentences are replicated in the same line (fitria, 2018). as repeating the same word is necessary, repetition can also be utilized to affirm the conveyed expression (harya, 2016). atamuratova (2020) thus notices in the study that repetition is beneficial for the readers to bear in mind their importance memo after viewing or listening to it the stated key words, clauses, or sentences perpetually. based on the discussion above, it can be concluded that the whole lyrics of ice cream contain metaphor, simile, hyperbole, repetition. the lyrics do not seem to be the real meaning; instead, they include impish messages behind the song. some of the lyrical aspects need to comprehend deeply to prevent misinterpretation. as the figuration injects no actual meaning, the listeners have to be cautious that not all songs do not always carry positive substances. 4. conclusion the study has scrutinized ice cream lyrics by blackpink featuring selena gomez. based on the findings and discussion above, it can be concluded that numerous kinds of figurative language were found in the song lyrics. four types of figurative language were metaphor, simile, hyperbole, and repetition. the metaphor was the dominant (48%) of figurative languages found in the song lyrics. the words stated in the songs were to call objects that refer to someone or something else. blackpink and selena gomez intended to describe and emphasize the condition where there was a couple in love. the song showed how the woman was desired to have intercourse with her boyfriend. in addition to that, the lyrics had vulgar meaning, addressing the sensual nuance of the song. as a result, the teachers need to be careful in selecting songs as their primary material in a class since some popular songs are not safe for students' environment. this requires teachers to research the intended songs first whether they may seem harmful lyrics to comprehend by the students. the current study was limited to figuration used in a song ice cream popularized by blackpink featuring selena gomez. future research may investigate figuration meaning behind the element of music movie clips and focus another perspective of discourse analysis in the scope of lyrical song. this research was also expected to contribute to the academic field, journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 8 particularly to examine the figurative language discourse in lyrical texts, as songs are learned, starting from a junior to a high school level. references alek, a., marzuki, a.g., hidayat, d.h., & sari, e.n.a. 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(2019). investigating figurative language used in katy perry’s song lyrics. research in english and education (read), 4(1), 16–31. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 235 an empirical study on grammatical error uttered by nonnative english students i wayan eka dian rahmanu1 ida bagus gde nova winarta2 ni putu wiwiek ary susyarini3 politeknik ngeri bali1,3 universitas mahasaraswati2 email: rahmanueka@gmail.com1 abstract this research was conducted to analyze students’ grammatical error uttered by 20 el. tourism trainee students. to data collection done through observation, aided by audio recording and it was completed by the note-taking technique during the research. the data were analyzed descriptively and qualitatively using classroom research. the data collected by recording the students’ conversation was done teaching and learning activity in the classroom. the results of the analysis were found that students ignore the rule of an interrogative in asking a question. most of the students tended to obtain dubious in expressing the statement and question during the conversation. the conclusion the students’ ignorances because of their knowledge of the grammatical structure they are learning and practising during their activity of doing their tasks. keywords: error, grammatical error, non-native english students journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 236 1. introduction several skills should be studied by the students in learning and using english during class activities. those skills including speaking, listening, reading, and writing. speaking and writing are productive skills domain, while reading and listening are receptive skills. productive skill, which is speaking, is considered a significant skill as it is one of the main keys to communication. in terms of speaking, this productive skill is the first way to interact with others in the social community. the study on grammar errors uttered by the students conducted by previous researches in the past. vinhas et al (2018) analyzed learners’ grammar errors the highest error occurred in the category of substitution of simple non-past and the factors that contribute to the error production were interlingual error, intralingual error, the context of learning, and communication strategy. this means grammar errors are often discovered through conversation activities. another barrier is the lack of students’ understanding of grammar errors. most students didn’t understand a grammatical error, because they were unable to change grammatical error to be good sentences (suhono, 2017). misinformation, misordering, omission, and addition of word orders contribute to the students’ ungrammatical utterances or errors in spoken english. three common errors made by the students in this study were subject-verb agreement, noun changes, and the use of to be (yildiz, 2016). this indicates that basic english grammar ought to be taught by the teachers in the classroom which assists learners to decrease the grammar error. the study conducted in nigeria found that the misused of morphemes -ed and -s. (aliyu, 2017). the students’ miss concept on the english structure in nigeria indicated the lack of understanding of past tense and verb-agreement english structure. the tendency of misused found by kamlasi (2019). the researchers found that students tend to use verb-ing instead of using verb infinitive in spoken english. they dispose to add and omit any linguistic category unconsciously when they speak. the difficulties in which the correct structure is made are still discovered from the learners' utterances. the study provided by kirmizi and karci in higher education in turkey also found a high percentage of overgeneralization errors. the errors involved the confusion of prepositions, confusion of articles, lack of agreement between subject and the main verb, irregular verb, wrong word choice, omission of the verb to be, using progressive, the sequence of the sentence, and the least were wrong use of word group (kirmizi & karci, 2017). similarly, in the study conducted in pakistan the researchers found that the majority of the students has committed top six errors which are (1) missing comma after introductory element error, (2) wrong tense or verb error, (3) capitalization error, (4) wrong word/ phrase, (5) fused sentence, (6) missing comma in a compound sentence (asif et al, 2019). in writing skills, grammar mistakes are also can be found by the researches. in other words, english structure mistake is not only discovered on speaking skill but also the learners' written text. the influence of the first language towards the decrease of grammatical understanding was discovered by eng et al (2020). the interference of l1 which becomes fossilized, besides the limited knowledge of english grammar and vocabulary. the other study identified the interference of l1 in speaking english obtained by suzanne. the use of the wrong preposition, and also the use of preposition that must not appear in a well-formed utterance are the major errors found in the students’ utterances. the errors are caused by some factors but are dominantly influenced by the interference of the first language. this study strengthens the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 237 argument that errors cannot be ignored and should be decreased as the students learn the english language more and more. the very limited data of this study cannot give enough description of various types and categories of preposition errors (suzanne, 2017). this statement was supported by wayar and saleh's (2016) analysis who found that the students‟ errors were due to interference of mother tongue. this is because certain verbs in the hausa language do not inflect for number and gender. this means the mother tongue has a significant role to decrease the students' grammar comprehension. the conversation is the most fundamental form of oral communication as well as the significant method of rising speaking english skills. practically, a conversation could be done by students by preparing the text or directly doing the interactive speaking with others in front of the classroom. in addition, interactive speaking could be one way to help the learners to improve their comprehension in learning and using english. there are some aspects suppose to be concerned while doing oral interaction with other people for instance grammar, pronunciation, and intonation. formally, the sentence is a group of words that expresses a complete thought or a group of words that contains a subject and a predicate. the learners are obliged to understand in applying the grammar in written and spoken as the significance of structure in expressing the idea through text or oral is to make the correct usage. the subjects of the research are students of elizabeth tourism trainees who are studying and practising english related to the tourism department. english is the main language used in the tourism field which must be taught from the basics. furthermore, learners are prioritized to use the english language to increase the language skill level. one of the components to support language skill is learning grammar or structure. however, there was a deficient of tourism trainee students grammar analysis in the previous research, this study attempts to analyze the grammar error spoken through the english conversation and the cause of the structure error in elizabeth tourism trainee. 2. method there were 20 students in the el. tourism trainee program conducted in this study. the data were taken by voice recording while the subjects were doing some conversations in a classroom with their friends and questioners were also given in order to find out the problem faced by the students when expressing the conversation. this questioner helped to determine the causes of miss grammar uttered by the students in front of the classroom practices and the questions for them are: (1) the kinds of grammatical error done by the students, (2) the cause of grammatical error expressed by the learners and these questions would be clearly explained in the result and discussion. a descriptive qualitative method was used to analyze which then elaborate on the data. the wh question structure from schrampfer (2003) applied to evaluate the learners' grammar errors while doing conversation. 3. results and discussion a question in english could be used in getting information during the conversation and there are two kinds of question words in english grammar such as the whquestions. the wh-questions usually start with a word beginning with wh-, but "how" journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 238 is also included. the wh-words are what, when, where, who, whom, which, whose, why, and how. data of conversation conducted by el. tourism trainee 1st conversation a: good afternoon, dwi b: good afternoon a: how are you? b: i am fine, and you? a: i am fine too thank you, what is your favorite food, dwi? b: my favorite food is fried noodle a: when last time you buy fried noodle? b: yesterday. a: where is you buy it? b: japanese restaurant, how about you, what is your favorite food? a: my favorite food is fried rice. b: when is you time? a: yesterday. b: where is you buy it? a: i am buy fried rice in traditional restaurant. why you like fried noodle? b: because fried noodle is delicious. how about you? a: i like fried rice because this is traditional food of indonesia 2nd conversation a: good afternoon wis, how are you today? b: i am fine thanks. how about you? a: i am very well, thank you for ask me and where will you go now? why you look so happy? b: i am so happy because my friends have weeding party a: really, are you happy because your friend is married? b: no, because i have so a lot free food. a: whoa, you go there to take a free food. and when you will go there, you will go now or latter? b: i am go now because i am so hungry a: how you feel that you always eat the free food? b: i feel so happy. a: what’s your favorite food? b: my favorite food is many a: what is that? b: like a fried rice, fried chicken, fried noodle and ayam betutu. a: you like local food with whom you to go there, by yourselfe or you go there with your friend? b: i go there with me a: oh just by yourself . okay i hope you enjoy in your friends’ weeding party, so see you next time wis, thank you 3rd conversation a: may i know your full name? b: my full name is i wayan gede antara a: may i know where are you come from? b: i am from gianyar a: where you school know? b: i school at elizabeth international management a: may i know why you choose elizabeth international school? b: because interesting for me a: how about your hobby? b: my hobby is playing traditional music because when i listen balinese traditional music i am very calm and i am without problem. a: may i know what is your favorite food? b: my favorite food is fried rice 4th conversation a: where are you going now? b: i am going to prepare my friend party a: when will start the party? b: start from 7 o”clock, how about you? a: now i want go to market b: what is you buy in the market? a: i want buy a apple 5th conversation a: good morning vina, how are you? b: good morning too, i am fine, how about you? i am fine a: where are you going today ? b: i am going to the campus, how 6th conversation a: hello, good morning guna. b: good morning jul. a: what your looking in here? b: i am holiday a: oh you holiday, and where you going in here? journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 239 about you, where are you going today? a: i am going to supermarket, what time you going to home? b: i am going to home at 9 pm. what do you in the supermarket? a: i buy some cake for my sister. b: why you buy a cake? a: because i buy cake for my sister for birthday party b: when your sister birthday party? a: birthday party is on 6th september b: can i join? a: yes of course. b: see you tomorrow a: see you. b: yesterday a: where you go next time, wiguna? b: maybe i am going to gwk in last year a: how many person you holiday in here? b: i am 1 person, i am alone. a: why you alone in your holiday? b: because i am not have a girlfriend. a: what? oh no, okay next time you going with me. b: thank you 7th conversation a: good evening rahadi b: good evening van, how are you? a: not bad man b: long time no see, last we meet on the christmas years ago a: yes, i miss that moment b: where did you live now? a: i live in an apartment in los angles, by the way, what are you doing? b: i just waiting for my friend, we will playing football. a: when you like playing football? b: it is on 6 pm on the field a: why do you playing football? b: because this sport can make my body healthy. a: by the way, would you like to join with us? b: of course, come on man 8th conversation a: what is your favorite food in the beach? b: my favorite food is fried chicken and rice fried. where will you go now? a: i am go last week in beach b: how about you beach there? a: because i am like it and so beautiful. b: where you favorite field? a: i am favorite view beach, mall and then rice field in bali. b: nice to meet you a: nice to meet you 9th conversation a: hi good morning b: good morning a: what is your name? b: my name is agustian and you? a: my name is hyunika, where are you from? b: i am from america a: where are you going holiday to bali? b: yesterday a: why you like holiday in bali? b: i like bali because bali view beautiful view a: for how long you holiday in bali? b: last three weeks a: so, very nice. see you next tomorrow. b: see you. 10th conversation a: hello, what is your name? b: my name is indra a: where do you live now? b: i live in sukawati a: why do like you live there? b: because there are friendly and good peoples a: that is so cool, what your hobby? b: my hobby is playing volleyball a: when do you have playing volleyball? b: i am play volleyball every last week a: so cool, nice to meet you b: nice to meet you too journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 240 schrampfer (2003) stated that an information question is a question that asks for information by using one of question words (where, when, why, who, how), in additionally, an information question form should use question word, auxiliary verb, subject, main verb and rest of sentence respectively. similarly, according to thomson (1986), what is general interrogative used for asking things. on the other hand what and how in a question is used to get information about measurement. we can use what+age /depth/height/length/width, but in a conversation, it would be more usual to say how old are you? the form of wh-questions are wh-words followed by auxiliary verb and subject. the data below shows and describes pupils’ conversations which were expressed and uttered incorrectly by the learners in front of the classroom. there are ten conversations done by 20 students which were recorded by the lecturer in the classroom. in addition, all groups were applying the wh-questions in the interaction although some of the forms of questions were lack of correct structure. often refer to these words as wh-words because they include the letters whsuch as where, who, what, which, why, and how. furthermore, limitation time was given during the conversation performed by the students, as restrict the duration of the activities. the kinds of grammatical errors done by the students could be seen from the table and the elaboration below. figure 1 the kind of grammatical error done by the elizabeth tourism trainee data (when) (1) when last time you buy fried noodle? (2) when you will go there, you will go now or latter? (3) when you like playing football? (4) when do you have playing volleyball? (5) when is you time? (6) when your sister birthday party? (7) when will start the party? those data present the use of the question word “when”. the use of “when” in the sentence must be followed by an auxiliary verb and then subject. however, the students utterances always forget to insert the auxiliary verb on their utterances. it was found in data 1, “when last time you buy fried noodle?” the question word “when” supposed to be followed by auxiliary verb “was” indicates past event since there is a nominal sentence. the utterance supposes to be “when was you buy fried noodle?” data 2, “when you will go there”, indicates the question word in the future tense. in future tense, the wh-question must be followed by “will” as an auxiliary verb. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 241 however, the question word followed by subject and “will” stated after the subject. it was a crucial mistake since the subject stated before the auxiliary verb in the question sentence. it supposed to be “when will you go there?” in data 3 and 4 belong to question words in the present tense. they need “do” as an auxiliary verb after the question word “when”. the utterance supposed to be “when do you like to play football?” and “when do you play volleyball?” the last data which was “when is your time?” should be “when did you buy?” as the answer or the response is “yesterday”. the sixth example is “when your sister birthday party?” according to the answer, the question should be mentioning the future tense “will” before “your sister birthday party” this would make a clear question. the seventh question was “when will start the party?” this question should be rearranged the party must be placed after “when” and the use of passive voice is needed this could be expressed “when the party will be started?” data (where) (1) where is you buy it? (2) where you school know? (3) where are you going holiday to bali? (4) where you go next time, wiguna? (5) where did you live now? (6) where you favorite field? (7) where you going in here? in using a “where” question, the form “where” should be followed by an auxiliary verb before the subject. the data were that found by the researchers shows that there was some misunderstanding of grammars in asking a question to another partner. the data 1, the question for instance, “where is you buy it?”, auxiliary verb “is” should not be uttered by the utterance during expressing this type of question, auxiliary “do” is the correct grammar instead using to be as a verb “buy” said by the speaker. the second data of where question form shows that, the lack of using auxiliary verb done by the utterance. the verb “do” should be applied after saying where in the interrogative sentence, the form should be “where do you school know?”. data 3 illustrates that the miss comprehension of question structure uttered by the learner, the answer to the question was “yesterday”, from the response of the speaker which is yesterday, the interrogative form should be said “when did you arrive in bali?”. the fourth data shows that the deficiency of understanding question form could be seen from the incorrect interrogative. the question form “where you go next time, wiguna?” was definitely incorrect in terms of english structure. adding “do” would be the perfect auxiliary verb to make grammatically correct on this type of question. the last mistake done by the learner was “where did you live now?”. this type of question used past tense and the speaker add adverb time in the statement. the inconsistent of the grammar used could be seen from this example and the question should be where do you live now? to get the correct question based on english grammar. the sixth question was “where you favorite field?”, this question asked the favourite places in bali while the speaker asked by using the wrong grammar, the question should “where is your favourite place in bali?”. the last question was where you going here, based on the answer the question must be asking when the listener arrived in bali. this means that the interrogative form should be “when did you arrive here?” data (what) (1) what do you in the supermarket? journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 242 (2) what your looking in here? (3) what is so cool, what your hobby? (4) what time you going home? (5) what is you buy in the market? in terms of using what form question, there are three incorrect structure data that could be found during the whole conversations in the classroom. the first data shows that students miss the completion of using future tense and verb “do” as the speaker wanted to ask the following activities in the supermarket. the second question form illustrates that the miss understanding of using subject pronoun and to be “are”, the learner tended to use the possessive adjective “your” instead “you” and the speaker should utter “are” after what question form. the last what form data shows that the lack of using to be “is” after what interrogative form. the speaker ignored this structure whereas this is a significant part of making question form based on correct grammar. the fourth question shows that the lack of using “do” before pronoun “you” and followed by verb infinitive “go”, the question should be “what time do you go home?” expressed during the conversation. the fifth question is using the auxiliary verb “is” which should not be applied in this interrogative form. the auxiliary verb “do” must be replaced “is” to make the sentence grammatically is correct. data (why) (1) why do you playing football? (2) why do like you live there? (3) why you like holiday in bali? (4) why you like fried noodle? (5) why you look so happy? (6) why you buy a cake? (7) why you alone in your holiday? why interrogative form would ask the reason to the situation during the conversation and according to the data, similarly, the question form of what and why had the same number of incorrect grammar. these could be analyzed from the first data, the speaker said “why do you playing football?” the utterance correct in using the helping verb “do” while totally wrong in using the main verb which should be “play”. data 2 was considered wrong in choosing “you” to this question form furthermore there is no correlation of pronoun “you” used in this form, this should be ignored and the word “to” must be used before the main verb on this question form. the third question had a misunderstanding of question purposes, based on the answer, the responder explains why he or she likes living in bali. the correct interrogative question should be “why do you like to spend your time in bali?” the forth interrogative form was “why you like fried noodle?” which incorrect grammar question form as the speaker should use and utter such as ”why do you like fried noodle?” the sixth why question form, the utterance stated “why you look so happy?” this example could be said better to use correct grammar “why are you so happy?” the verb helping “do” must not be used. the last form was not correct as the speaker ignored to be “are” before the pronoun “you” and the question must be “why are you alone in your holiday?” data (how) (1) how many person you holiday in here? (2) how about you beach there? (3) for how long you holiday in bali? journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 243 (4) how you feel that you always eat the free food? question form shows that there are 3 data were found by the researchers which was the same number of what and why data question form: first “how many person you holiday in here?” and second “how about you beach there?” and the last “for how long you holiday in bali?”. the first example was lack of helping verb “do” which should be applied by the speaker in the classroom and the other side, “people” should be used instead “person” as this is a countable example of a question. the second question shows that the incorrect of using question structure, when the response of the speaker explains the reason for the question, the interrogative form should use “why” and the question should be “why do you like to go to the beach?”. the last “how” question form illustrates that the duration of the responder activities during spending holiday in bali. the speaker uttered “for how long you holiday in bali?” is totally incorrect in grammar “for” should not be used and the speaker neglected to apply auxiliary verb “do”, using the main verb “spend”, expressing possessive adjective “your” and the interrogative form of this question should be “how long do you spend your holiday in bali?”. another error grammatically example is “how you feel that you always eat the free food?” this example should be put helping verb before feel and the appropriate example should be “how do you feel if you always eat free food?” overall, there were two factors that could affect the learner in comprehending grammar while making an interrogative or question form; lack of grammar understanding and students subconsciously. these could be seen from the students’ error grammatically example. the third group used the least wh-question while the first group conversation applied the most asking questions about activities. there are nine groups of conversations that have slightly under nine expressions of whquestions during the time given by the lecturer. as a result, shown on the table, the red text colour means miss grammar on wh-questions expressed while the black text colour purposes the responses of the students uttered by the pupils. as mentioned in the method of research, questioners were also given in order to find out the problems faced by the students when pronouncing the selected words in english. the cause of grammatical error expressed by the learners and the result could be seen on the pie chart. figure 2 the cause of grammatical error expressed by the elizabeth tourism trainee in terms of the group conversations, there are four questions which were more than half of the wh-expressions with grammatical error uttered by the first groups' learners (when last time you buy fried noodle? where is you buy it? when is you time? where is you buy it? why you like fried noodle?) furthermore, the first group tended journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 244 to make mistake questions while uttering when, where, and why questions form. similarly, the seventh group of learners makes more than half of the error of grammatical questions made (where did you live now? when you like playing football? why do you playing football?) from the examples, it could be seen that the questions form used by the students were where, when and why. the ninth group of students (where are you going holiday to bali?, why you like holiday in bali?) and the tenth group of speakers (for how long you holiday in bali? why do like you live there? that is so cool, what your hobby?, when do you have playing volleyball?) had slightly more than half grammar error spoken by the students. furthermore, the second and fifth group had eight questions while half of the questions were wrong grammar used (why you look so happy?, you go there to take a free food. and when you will go there, you will go now or latter?, how you feel that you always eat the free food? and what time you going to home?, what do you in the supermarket?, why you buy a cake?, when your sister birthday party? respectively) and the second group tends to use when, why, and how while the fifth group regularly expressed what and why during the activities. moreover, there were only four wh-questions expressed by the fourth and eighth group conversations for example: when will start the party?, what is you buy in the market? and where you favorite field?, how about you beach there? respectively. these errors should be avoided if the student had better comprehension in grammar, especially in making interrogative forms in which auxiliary verb for instance “do and does” must be learned by the pupils during the teaching and learning activities in the classroom. in addition, students should study verb infinitive to improve learner's skills in grammar. however, the third group spoke only two expressions during the conversations. surprisingly, there were not correct grammars expressed by the sixth group students during the role play, for examples: what your looking in here?, and where you going in here?, where you go next time, wiguna?, how many person you holiday in here?, why you alone in your holiday? these examples prove that the learners were subconsciously expressing the english sentence commonly and interrogative form especially. although the students were asked to prepare the script before doing the performance in front of the classroom, the learners were still confused and oblivious in uttering the error grammar during the performance. lack of grammar comprehension and having subconsciously expressed the error grammar during the conversations were two combinations in making the students get a low scores in speaking skills. 4. conclusion most students of the food and beverage department in elizabeth tourism trainee made error grammatical as the learners had a lack of knowledge in using sentence structure. learners should be given part of speech material because pupils must be a good use of language especially english. in addition, the students should improve the usage of grammar, especially on speaking because the receiver could understand the meaning of utterances’ purposes. furthermore, the lecturer must give more practice and exercise of sentence structure so that, students would not hesitate to use correct grammar in written or oral activities, and to improve the students’ comprehension in grammar, the lecturer should give drilling of english structure, especially in making wh-questions. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 245 references aliyu, m.m. 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(2017). an investigation of turkish higher education efl learners’ linguistic and lexical errors. educational process: international journal, 6(4), 35–54. https://doi.org/10.22521/edupij.2017.64.3 koopman, hi. (1984). the syntax of verbs: from verb movement rules in the kru languages to universal grammar. dordrecht: foris. may, r. (1985). logical form: its structure and derivation. usa: mit press. phettongkam, h. (2017). grammatical errors in spoken english of undergraduate thai learners in a communicative business english course. 10(1), 95–118. putra, s., and salikin, h. (2020). how indonesian efl learners perceive error corrections. enjourme (english journal of merdeka): culture, language, and teaching of english, north america, 5, jul. 2020. available at: <http://jurnal.unmer.ac.id/index.php/enjourme/article/view/4274>. radford, a. (2009). analysing english sentences. london: cambridge university press. schrampfer, b. (1992). understanding and using english grammar. usa: prentice-hall schrampfer, b. (2003). fundamental english grammar. new york: prentice-hall singh, c.k.s., jageer singh, a.k., abd razak, n. q., & ravinthar, t. (2017). grammar errors made by esl tertiary students in writing. english language teaching, 10(5), 16. https://doi.org/10.5539/elt.v10n5p16 suhono. (2017). an analysis of written error among efl students of english proficiency level of international program. 4,no 1(1), 72–81. suzanne, n. (2017). an analysis of preposition errors: the case of in, on, and at. lingua didaktika: jurnal bahasa dan pembelajaran bahasa, 11(1), 13. https://doi.org/10.24036/ld.v11i1.7408 thomson, a. j. & a. v. martinet. (1986). a practical english grammar. london: oxford university press. ultan, r. (1978b). some general characteristics of interrogative systems. universals of human language, vol. 4: syntax. ed. greenberg, joseph h., charles a. ferguson, and edith a. moravcsik. stanford: stanford university press. 211–248. vinhas, a.r., syamsiyah, n., & maumere, i.m. (2018). grammatical error analysis in speaking committed by the eighth semester students of english department at ikip muhammadiyah maumere in the academic year of 2017/2018. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 235—246 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 246 wayar, b., & saleh, a. (2016). an analysis of the causes of english grammatical errors in communicative genre: a case study of mathematics students at gombe state university. 4(october), 45–53. yildiz, m. (2016). contrastive analysis of turkish and english in turkish efl learners’ spoken discourse. international journal of english studies, 16(1), 57–74. https://doi.org/10.6018/ijes/2016/1/212631 yolanda, d.n., & chandra, n. e. (2020). the grammatical errors made by efl students. 2(1), 50–66. microsoft word 9.jasl-jun'21. ambalegin 87-102.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 87 87 phonological analysis of english consonants pronunciation ambalegin universitas putera batam, batam, indonesia email: ambalegin@puterabatam.ac.id abstract this is descriptive qualitative research phonologically investigating the english consonant sounds as the central phenomena represented by letters. the theories of bauer, hayes, katamba, kreidler, mcmahon, and yule were applied in this research. the method of data collection was observational. the articulatory phonetic identity method was a method in analyzing the data with competence in differentiating technique. the oxford advanced learner’s dictionary as a standard form of british pronunciation was a tool to compare the sound produced and differentiate the english alphabet letter. there are some patterns of english consonant pronunciation. letters p, s, t, c, ɡ (ghclose syllable) meet h will produce fricative. letter r is equivowel at the r-close syllable. letter n meets /k/ will produce /ŋ/. letter t is pronounced as /ʃ/ in morpheme noun form -tion. letter s is pronounced as /ʃ/ in morpheme noun form –(s)sion. letter t is pronounced as /tʃ/ in the final syllable -ture. letter s is pronounced as /ʒ/ in the final syllable -sure. letter s is pronounced as /ʒ/ in morpheme noun form –(s)ion. in -ue close syllable, -ue is not pronounced. keywords: consonants, phonology, received pronunciation journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 88 1. introduction english, as a global language, is a language that has difficult pronunciation. english pronunciation is one of the most difficult skills (gilakjani, 2016). so, many chinese english learners preferred learning “dumb english” to paying attention to studying english pronunciation (zhang & yin, 2009), and for over past thirty years, particularly, the pronunciation of english has taken the lion’s share of research arab speakers (kalaldeh, 2016). english has phonologically ambiguous rules. english isn’t a strictly phonetic language because the way it is written in english might not give any indication as to how to pronounce it in english. each sound of the english language is represented by more than one written letter or by sequences of letters; and any letter of english represents more than one sound, or it may not represent any sound at all (ambalegin & arianto, 2019). in english, many letters can represent more than one sound. letter c can be pronounced as /k/ as in can or as /s/ as in the cinema. and many sounds can be represented by more than one letter or combination of letters, for example, /ʊ/ appears input, book, and could. ambalegin and arianto (2019), in their article, found some english mispronunciation such invite, examine, paste, entrepreneur, mild, paradise, online, mouse, finger, support, and orchid were pronounced as /pʌrʌdɪs/, /ɒnlen/, /mɒs/, /fɪnʝer/, /sʊpɒrt/, and /ɒrçɪt/. it indicates that english pronunciation is inconsistent. ambalegin and arianto (2019) discussed the english pronunciation inconsistency at the 2nd annual international conference on language and literature (aicll) 2019. this study formulated that (1) one letter can be produced by more than one sound, and one sound can be represented by more than one letter; (2) the same letter of the english alphabet does not always produce the same sound; (3) the same sound is not always produced by the same letter of the english alphabet; (4) some letters of english alphabet indicated in words are not produced as sounds; <r, e, gh, c, h, g, t, b, l, s, h, d, k, w, b, lo, g, m, p, u, o, i, z, a>; and (5) the sound is produced where there is no letter of the english alphabet; /j, w/. people just learn new words, but they do not want to learn how to say them correctly. teaching pronunciation is the most fundamentally important for the efl learners (ambalegin & hulu, 2019). the ability to speak english embodies the correctness of pronunciation and intonation and directly affects intelligible communication in conversation (zhang & yin, 2009). but many english teachers do not count on it, then many teaching materials still do not make clear, finally pronunciation is just one tiny piece of the whole course credits (ambalegin & hulu, 2019). english pronunciation should be taught to engage students’ motivation in speaking with the correct pronunciation (aprilia & ahmad, 2020). there are 5 vowels and 21 consonant letters when writing, but contrarily, there are 12 vowel sounds, 8 diphthong sounds, 5 triphthong sounds, and 24 consonant sounds when speaking english (kelly, 2004; kreidler, 1993; roach, 2012). ladefoged, (2006) stated that most of the sound symbols are the same letter used in spelling in the english words, but there are a few different. english shows the inconsistency of pronunciation (ambalegin & arianto, 2019). the pronunciation book for efl learners showed only the phonetic symbols but does not show the appearance of a sound in different letters. it is very important to know how one sound exists in different letters. thus, this study investigated the appearance of consonant sounds in different letters by grouping some letters into one single consonant sound. completing this study, it is needed to know what english consonant is. katamba (1989) stated that the production of consonants involves four major parameters to create different kinds of consonants. (1) the airstream mechanism: this refers to the way in which the moving body of air that provides the power for speech production is generated and the direction in which it moves. (2) the state of the glottis: voiceless sounds are produced when there is a wide open glottis, with a big space between the vocal cords; [p], [f], [θ], [t], [s], [ʃ], [ʧ], [k], [h]. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 89 voiced sounds are produced when the vocal cords are close together so that the air has to force its way through them, making them vibrate in the process; [b] [m], [w], [v], [ð], [d], [z], [n], [l], [r], [ʒ], [ʤ], [j], [ɡ], [ŋ]. (3) the place of articulation: this refers to the place in the vocal tract where the airstream is obstructed in the production of a consonant. there are seven kinds of place of articulation; bilabials, labiodentals, dental, alveolar, palatal, velar, and glottal (bauer, 2012; hayes, 2009; mcmahon, 2002; yule, 2014). a. bilabial sounds are made by touching the upper and lower lips together in [p] [b] [m], [w] b. labiodental sounds are made by touching the lower lip to the upper teeth in [f], [v]. c. dental sounds are made by touching the tongue to the upper teeth in [θ], [ð] d. alveolar sounds are made by touching the tip or blade of the tongue to a location just forward of the alveolar ridge in [t], [d], [s], [z], [n], [l], [r] e. palatal sounds are made by touching the tongue blade and the forward part of the tongue body to the hard palate in [ʃ], [ʧ], [ʒ], [ʤ], [j] f. velar sounds are made by touching the body of the tongue to the hard or soft palate in [k], [ɡ], [ŋ] g. glottal sounds are made by moving the vocal cords close to one another [h] (4) the manner of articulation: this refers to the way in which the airstream is interfered with in producing a consonant. manner of articulation in consonants are consists of stops, fricative, affricative, nasal, liquid, and glides (hayes, 2009; kreidler, 2004; yule, 2014). a. in a stop [p], [b], [t], [d], [k], [ɡ], the airflow through the mouth is momentarily closed off. b. in a fricative [f], [v], [θ], [ð], [s], [z], [ʃ], [ʒ], a tight constriction is made, so that air passing through the constriction flows turbulently, making a hissing noise. c. an affricate is a stop followed by a fricative, made at the same location in the mouth in rapid succession so that the result has the typical duration of a single speech sound in [ʧ],[ʤ]. d. in a nasal consonant [m], [n[, [ŋ], the velum is lowered, allowing air to escape through the nose. e. the liquids are the sounds that have the characteristic acoustic quality of [l]-like and [r]-like sounds. f. the glides (also called semivowels) are the central approximants; [j], [w]. 2. method the english consonant sounds are the central phenomena being the data (creswell, 2012). the method of collecting the data was an observational method by heard-identifying the english articulation (sudaryanto, 2015). the method of analyzing the data was the articulatory phonetic identity method with competence in differentiating technique (sudaryanto, 2015). in this descriptive qualitative research (creswell, 2003), the oxford advanced learner’s dictionary (received pronunciation) was used to compare the sound produced and differentiate the english alphabet letters which have the same pronunciation of english sounds by presenting the phonetic symbols. the presence of a single phonetic symbol in one fixed patterned letter was concluded as one pattern of english pronunciation. 3. results and discussion the pronunciation of english alphabets is not sometimes pronounced in english words or speech sounds. the english consonants sounds change due to the influence of the letters after or before the sounds or letters. each english alphabet cannot represent one fixed consonant sound due to the english pronunciation inconsistency the english alphabets f, l, m, n, and s represent speech sounds /f, l, m, n, s/. there some patterns found in english consonant pronunciation. a) letters p, s, t, c, ɡ (ghclose syllable) meet h will produce fricative. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 90 b) letter r is equivowel at the r-close syllable. c) letter n meets /k/ will produce /ŋ/. d) letter t is pronounced as /ʃ/ in morpheme noun form -tion. e) letter s is pronounced as /ʃ/ in morpheme noun form –(s)sion. f) letter t is pronounced as /tʃ/ in final syllable -ture. g) letter s is pronounced as /ʒ/ in final syllable -sure. h) letter s is pronounced as /ʒ/ in morpheme noun form –(s)ion. i) in -c<ue> close syllable, -ue is not pronounced. english consonant pronunciation mostly has no fixed pattern. /p/ is pronounced by the letter p <p> is pronounced as /p/ seen in words such as paper /peɪpə(r)/, happy /hӕpɪ/, hope /həʊp/ /b/ is pronounced by the letters b <b> is pronounced as /b/ seen in words such as before /bɪfɔ:(r)/, table /teɪbl/, verb /vərb/ /t/ is pronounced by the letters t, z(z), (e)d, <t> is pronounced as /t/ seen in words such as time /taɪm/, wait /weɪt/, vote /voʊt/ <z(z)> is pronounced as /t/ seen in words such as pizza /piːtsə/, mozzarella /mɒtsərelə/ <(e)d> is pronounced as /t/ seen in words such as talked /tɔ:kt/, stopped /stɔ:pt/, washed /wɔ:ʃt/ /d / is pronounced by the letters d <d> is pronounced as /d/ seen in words such as damp /dӕmp/, pedal /pedl/, cloud /klaʊd/ /k/ is pronounced by the letters k, q, c, -q(ue), c(h), x <k> is pronounced as /k/ seen in words such as kid /kɪd/, sky /skaɪ/, sketch /skeʧ/, sick /sɪk/ <q> is pronounced as /k/ seen in words such as queen /kwi:n/, quantity /kwɒntətɪ/, queue /kju:/ <c> is pronounced as /k/ seen in words such as can /kӕn/, cut /kʌt/, doctor /dɒktə(r)/, music /mju:zɪk/ <q(ue)> is pronounced as /k/ seen in words such as technique /tekni:k/, oblique /əbli:k/, calque /kӕlk/ <c(h)> is pronounced as /k/ seen in words such as character /kӕrəktə(r)/, stomach /stʌmək/, technology /teknɒlədʒɪ/ <x> is pronounced as /k/ seen in words such as six /sɪks/, taxi /tӕksɪ/, excuse /ɪkskju:s/ /ɡ/ is pronounced by the letters g, g(ue), x, -ng <g> is pronounced as /ɡ/ seen in words such as gadget /ɡӕʤɪt/, geese /ɡɪs/, garage /ɡӕrɪdʒ/ <x> is pronounced as /ɡ/ seen in words such as exotic /ɪɡzɒtɪk/, exhaust /ɪɡzɔst/, example /ɪɡzɑ:mpl/ <-g(ue)> is pronounced as /ɡ/ seen in words such as colleague /kɔlɪɡ/, dialogue /daɪələɡ/, fatigue /fətɪɡ/ <-ng-> is pronounced as /ɡ/ seen in words such as hungry /hʌŋɡri/, longest /lɔŋɡəst/, jungle /ʤʌŋɡəl/ /m/ is pronounced by the letters m <m> is pronounced as /m/ seen in words such as man /mӕn/, someone /sʌmwʌn/, museum /mjuzi:əm/ /n/ is pronounced by the letters n, (g)n, (p)n, (k)n, <n> is pronounced as /n/ seen in words such as noun /naʊn/, honesty /ɒnəstɪ/, man /mӕn/ <(k)n-> is pronounced as /n/ seen in words such as knife /naɪf/, knight /naɪt/, knead /ni:d/, knee /ni:/ journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 91 <(p)n> is pronounced as /n/ seen in words such as pneumatic /nju:mӕtɪk/, pneumonia /nju:məʊniə/, pneumococcal /nju:məʊkɒksəl/, pneumothorax /nju:məʊθɔ:rӕks/ <(g)n> is pronounced as /n/ seen in words such as gnome /nəʊm/, gnaw /nɔ:/, gnash /nӕʃ/, gnat /nӕt/, gnarly /nɑ:lɪ/ /ŋ/ is pronounced by the letters ng, n(k), n(c), n(x), n(q), <ng> is pronounced as /ŋ/ seen in words such as sing /sɪŋ/, slang /slӕŋ/, long /lɒŋ/ england /ɪŋglənd/ <nk> is pronounced as /ŋ/ seen in words such as tanker /tӕŋkər/, blanket /blӕŋkɪt, thank /θӕŋk/ <nc> is pronounced as /ŋ/ seen in words such as concrete /kɑŋkrɪt/, conjunction /kənʤʌŋkʧən/, zinc /zɪŋk/ <nx> is pronounced as /ŋ/ seen in words such as anxious /ӕŋʃəs/, lynx /lɪŋks/, sphinx /sfɪŋks/ <nq> is pronounced as /ŋ/ seen in words such as conquest /kɒŋkwest/, relinquish /rɪlɪŋkwɪʃ/, tranquillize /trӕŋkwəlaɪz/ /θ/ is pronounced by the letters th <th> is pronounced as /θ/ seen in words such as thank /θӕŋk/, method /meθəd/, health /helθ/ /ð/ is pronounced by the letters th, <th> is pronounced as /ð/ seen in words such as them /ðəm/, those /ðəʊz/, other /ʌðə(r)/, mother /mʌðə(r)/, smooth /smu:ð/ /f/ is pronounced by the letters f, ph, -gh, <f> is pronounced as /f/ seen in words such as friend /frend/, freedom /fri:dəm/ often /ɒfn/, after /ɑ:ftə(r)/, beef /bi:f/ <-gh> is pronounced as /f/ seen in words such as cough /kɒf/, enough /ɪnʌf/, laugh /lɑ:f/ <ph> is pronounced as /f/ seen in words such as phone /fəʊn/, alphabet /ӕlfəbet/, apostrophe /əpɒstrəfɪ/, triumph /traɪʌmf/ /v/ is pronounced by the letters v, f, ph <v> is pronounced as /v/ seen in words such as village /vɪlɪʤ/, seven /sevn/, love /lʌv/ <f> is pronounced as /v/ seen in word such as of /əv/ <ph> is pronounced as /v/ seen in word such as stephen /sti:vn/ /s/ is pronounced by the letters s, c, p(s), s(c), x, <s> is pronounced as /s/ seen in words such as sad /sӕd/, passive /pӕsɪv/, serious /sɪəriəs/ <c> is pronounced as /s/ seen in words such as centre /sentər/, rice /raɪs/, city /sɪtɪ/, cycle /saikl/, recent /ri:snt/, decent /di:snt/, twice /twaɪs/, since /sɪns/ <x> is pronounced as /s/ seen in words such as next /nekst/, sexy /seksɪ/, six /sɪks/ <sc> is pronounced as /s/ seen in words such as science /saɪəns/, scene /si:n/, scent /sent/, miscellaneous /mɪsəleɪnɪəs/, fascinate /fӕsɪneɪt/ <(p)s> is pronounced as /s/ seen in words such as pseudonym /su:dənɪm/, psephology /sɪfɒlədʒɪ/, pseud /su:d/, psalm /sɑ:m/ /z/ is pronounced by the letters z, s, x, <z> is pronounced as /z/ seen in words such as zoo /zu:/, zebra /zebrə/, puzzle /pʌzl/ <s> is pronounced as /z/ seen in words such as music /mju:zɪk/, design /dɪzaɪn/, easy /i:zɪ/ <x> is pronounced as /z/ seen in words such as exhibit /ɪɡzɪbɪt/, exit /eɡzɪt/, xylophone /zaɪləfəʊn/ /ʃ/ is pronounced by the letters sh, s, t(ion), ch, s(sion), c journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 92 <sh> is pronounced as /ʃ/ seen in words such as shop /ʃɒp/, shy /ʃaɪ/, she /ʃɪ/, fashion /fӕʃn/, wish /wɪʃ/ <t(ion)> is pronounced as /ʃ/ seen in words such as action /ӕkʃn/, variation /veərɪeʃn/, accommodation /əkɒmədeɪʃn/ <ch> is pronounced as /ʃ/ seen in words such as chef /ʃef/, champagne /ʃӕmpeɪn/, moustache /məstɑ:ʃ/ <c> is pronounced as /ʃ/ seen in words such as special /speʃl/, musician /myʊzɪʃn/, delicious /dɪlɪʃəs/ <s> is pronounced as /ʃ/ seen in words such as sure /ʃʊə(r)/, sugar /ʃʊɡə(r)/, asia /eɪʃə/, controversial /kɒntrəvз:ʃl/ <s(sion)> is pronounced as /ʃ/ seen in words such as possession /pəzeʃn/ depression /dɪpreʃn/, discussion /dɪskʌʃn/ /ʒ/ is pronounced by the letters s(ion), s(ure), -g(e), <s(ion)> is pronounced as /ʒ/ seen in words such as decision /dɪsɪʒn/, fusion /fju:ʒn/, delusion /dɪlu:ʒn/, illusion /ɪlu:ʒn/ <-g(e)> is pronounced as /ʒ/ seen in words such as genre /ʒɒnrə/, garage /gӕrɑ:ʒ/ prestige /presti:ʒ/ <s(ure)> is pronounced as /ʒ/ seen in words such as measure /meʒə(r)/, pleasure /pleʒə(r)/, treasure /treʒə(r)/ /tʃ/ is pronounced by the letters (t)ch, ch-, -tu(re), tu-, <ch> is pronounced as /tʃ/ seen in words such as check /ʧek/, chair /ʧeə(r)/, chicken /ʧɪkɪn/, rich /rɪʧ/ <tch> is pronounced as /tʃ/ seen in words such as snatch /snӕʧ/, watch /wɒʧ/ kitchen kɪʧən <t(ure)> is pronounced as /tʃ/ seen in words such as future /fju:tʃə(r)/, culture /kʌltʃə(r)/, structure /strʌktʃə(r)/ <tu> is pronounced as /tʃ/ seen in words such as maturity /mətʃʊərətɪ/, statue /stӕtʃu:/, saturation /sӕtʃəreɪʃn/ /dʒ/ is pronounced by the letters g, j, d, ch <g> is pronounced as /dʒ/ seen in words such as gentle /ʤentl/ vegetable /veʤtəbl/, large /lɑ:ʤ/ <j> is pronounced as /dʒ/ seen in words such as jealous /ʤeləs/, eject /ɪʤəkt/, jump /ʤʌmp/, conjunction /kənʤʌŋkʃən/ <d> is pronounced as /dʒ/ seen in words such as education /eʤʊkeɪʃn/, graduate /grӕʤuət/ <ch> is pronounced as /dʒ/ seen in words such as sandwich /sænwɪdʒ/ /w/ is pronounced by the letters w, u, o-, <w> is pronounced as /w/ seen in words such as ward /wɔːd/, why /waɪ/, awake /əweɪk/ <o> is pronounced as /w/ seen in words such as once /wʌns/, one /wʌn/, ouija /wiːdʒə/, quinoa /kiːnwɑː/, choir /kwaɪə(r)/ <u> is pronounced as /w/ seen in words such as persuade /pəsweɪd/, suite /swiːt/, san juan /sæn wɑːn/, ecuador /ekwədɔː(r)/, quite /kwaɪt/, quesy /kwi:zɪ/, quebec /kwi:bek/, queen /kwi:n/ /j/ is pronounced by the letters y, u, ie(w), (e)u <y> is pronounced as /j/ seen in words such as you /ju/, yellow /jeləʊ/, yes /jes/ <u> is pronounced as /j/ seen in words such as confusion /kənfju:ʒn/, genuine /ʤenjuɪn/, dispute /dɪspju:t/ uvula /ju:vjələ/, university /ju:nɪvз:sətɪ/, unite /jʊnaɪt/, unique /jʊni:k/, usual /ju:ʒuəl/ <(i)ew> is pronounced as /j/ seen in words such as view /vju:/, review /rɪ vju:/, preview /pri: vju:/, overview /ʊəvəvju:/, few /fju:/ <eu> is pronounced as /j/ seen in words such as europe /jʊərəp/, eugenics /ju:ʤenɪks/, neuron /njʊərɑn/ journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 93 /r/ is pronounced by the letters r <r> is pronounced as /r/ seen in words such as run /rʌn/, ready /redɪ/, friend /frend/, variation /veərieɪʃn/ <-r> is pronounced as equivocalled r /(r)/ seen in words such as fear /fɪə(r)/, for /fə(r)/, before /bɪfɔ:(r) /l/ is pronounced by the letters l <l> is pronounced as /l/ seen in words such as league /li:ɡ/ laundry /lɔ:ndrɪ/, like /laɪk/, also /ɔ:lsəʊ/, class /klɑːs/, well /wel/ /h/ is pronounced by the letters h, wh-. <h> is pronounced as /h/ seen in words such as happiness /hæpɪnəs/, history /hɪstrɪ/, inhale /ɪnheɪl/, ahead /əhed/ <wh-> is pronounced as /h/ seen in words such as whole /həʊl/, whom /hu:m/, whose /hu:z. 4. conclusion producing correct pronunciation is important while speaking to catch the correct meaning and avoid misunderstanding. by knowing the sounds represented by letters and the patterns of how to pronounce them and makes it easier to pronounce the english words. the word mosque is mostly pronounced as /mɒskɪ/ or /mɒsku:/ or / mɒskju:/ due to the unknown of pronunciation. one of the patterns found in this research is “in -c<ue> close syllable, -ue is not pronounced”. the pattern says that omits -ue while pronouncing it, so the mosque is pronounced as /mɒsk/. english sounds are lettered by single, double, and cluster. consonantally, /p/ is sounded by p, /b/ by b, /t/ by t, z(z), (e)d, /d / by d, /k / by k, q, c, -q(ue), c(h), x, /ɡ/ by g, g(ue), x, -ng-/m/ by m, /n/ by n, (g)n, (p)n, (k)n, /ŋ/ by ng, n(k), n(c), n(x), n(q), /θ/ by th, /ð/ by th, /f/ by f, ph, -gh, /v/ by v, f, ph, /s/ by s, c, p(s), s(c), x, /z/ by z, s, x, /ʃ/ by sh, s, t(ion), ch, s(sion), c /ʒ/ by s(ion), s(ure), -g(e), /tʃ/ by (t)ch, ch-, -tu(re), tu-, /dʒ/ by g, j, d, ch/w/ by w, u, o-, /j/ by y, u, (i)ew,(e)u/r/ by r, /l/ by l, and /h/ is sounded by h, wh-. letters p, s, t, c, ɡ (ghclose syllable) meet h will produce fricative. letter r is equivowel at the r-close syllable. letter n meets /k/ will produce /ŋ/. letter t is pronounced as /ʃ/ in morpheme noun form -tion. letter s is pronounced as /ʃ/ in morpheme noun form –(s)sion. letter t is pronounced as /tʃ/ in the final syllable -ture. letter s is pronounced as /ʒ/ in the final syllable -sure. letter s is pronounced as /ʒ/ in morpheme noun form –(s)ion. in -c<ue> close syllable, -ue is not pronounced. references ambalegin, a., & arianto, t. (2019). a phonology-based study: english pronunciation inconsistency. the 2nd annual international conference on language and literature (aicll 2019), 106–124. https://doi.org/https://doi.org/10.18502/kss.v3i19.4834 ambalegin, a., & hulu, f. (2019). efl learners’ phonological interference of english articulation. jurnal basis upb, 6(2), 145–154. https://doi.org/https://doi.org/10.33884/basisupb.v6i2.1415. aprilia, y. & ahmad, yb. (2020). learning pronunciation component using u-dictionary application. journal of applied studies in language pnb, 4(2), 195–201. https://doi.org/http://dx.doi.org/10.31940/jasl.v4i2.2004 bauer, l. (2012). beginning linguistics. palgrave mcmillan. creswell, j. w. (2003). research design: qualitative, quantitative, mixed method approach (3rd editio). londom: sage publication inc. creswell, j. w. (2012). educational research; planning, conducting, and evaluating quantitative qualitative research (4th ed.). london: pearson education inc. gilakjani, a. p. (2016). english pronunciation instruction: a literature review. international journal of journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 87—94 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 94 research in english education, 1(1), 2. hayes, b. (2009). introductory phonology (1st ed.). london: blackwell publishiing. kalaldeh, r. (2016). english pronunciation errors by jordanian university students. arab world english journal, 7(2), 391–416. https://doi.org///dx.doi.org/10.24093/awej/vol7no2.27 katamba, f. (1989). an introduction to phonology. ny: addison wesley longman publishing. kelly, g. (2004). how to teach pronunciation. london: pearson education inc. kreidler, c. w. (1993). the pronunciation of english; a course book in phonology (5th ed.). ny: blackwell publishers. kreidler, c. w. (2004). the pronunciation of english (second ed.). ny: blackwell publishiing. ladefoged, p. (2006). a course of phonetics (5th ed.). ny: thomson wadsworth. mcmahon, a. (2002). an introduction to english phonology. london: edinburgh university press. rahman, m.& hasan, mk. (2019). a study of voiceless inter-dental fricative [θ], [ð] sounds and alveolar liquid [r] sound among chinese learners of english at a higher educational institution in malaysia. journal of applied studies in language, 3(2), 148-157. doi:10.31940/jasl.v3i2.1470 roach, p. (2012). english phonetics and phonology; a practical course (4th ed.). london: cambridge university press. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: duta wacana university press. yule, g. (2014). the study of language (5th ed., issue 1). london: cambridge university press. zhang, f., & yin, p. (2009). a study of pronunciation problems of english learners in china. asian social science, 5(6), 141–146. https://doi.org/doi:10.5539/ass.v5n6p141 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 128 practising english through out-of-class language learning activities (oclla): efl preparatory year students perspectives khaled elkotb mahmoud elshahawy applied linguistics-elt, al-baha university, saudi arabia email: elshahawy.smsm@yahoo.com abstract the current study investigated the insights and perceptions of the efl preparatory year students at al-baha university in saudi arabia concerning improving their english language proficiency, namely, vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills through out-of-class language learning activities. the instruments of the study were pre/post-english language proficiency skills test (elpt) and the student's weekly reflective journals (swrj). the study participants were 100 male students aged 18 to 20 years old. the application of the study program, five phases out-of-class language learning program (fpocllp) lasted for three months. paired samples t-test and the effect size were employed to collect data for the quantitative analysis. moreover, the student's weekly reflective journals were employed to get qualitative interpretations. the findings of the study indicated that the participants' english language proficiency skills were enhanced as a result of the study program application. finally, the study identified some recommendations and suggestions based on its results for further future research. keywords: macro skills, oclla, proficiency skills journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 129 1. introduction research in second language acquisition (sla) clarified that practising english outside classroom lectures is an essential part of the language learning process. as evidence sustaining this claim, hyland (2004) argues that learning and acquiring l2 (efl/esl) can take place anywhere and anytime and not just within l2 classes. in an attempt to prove this claim as well, the current research paper tries to investigate the insights and perceptions of the preparatory year students at al-baha university in saudi arabia concerning the importance of a suggested program of using out-ofclassroom language learning actives to improve their english language macro skills (listening, speaking, reading, writing), grammar, and vocabulary learning. to identify the concept of out-of-class english language learning activities (ocella), it could be defined as students’ activities in listening, speaking, reading, writing, vocabulary, and grammar learning to improve their english outside the classroom. as stated by benson (2001) that “any kind of learning that takes place outside the classroom and involves self-instruction, naturalistic learning or selfdirected naturalistic learning” goes under the term out-of-class learning activities. this is especially in this technology era, in which everything is within our reach, learners have many chances to support their learning process outside the class. in the same vein, orhon (2018) clarified that the process of language teaching and learning is continuously changing because of the emerging educational, technological and social trends or innovations all around the world, therefore there is no commonly truthful approach to learn a language for everybody and thus, the l2 learners must carry on their learning beyond the classroom context. additionally, as indicated by several researchers (e.g. benson, 2001; hyland, 2004; lai & gu, 2011) out-of-class language learning activities (oclla) provide l2 (efl/esl) with language authenticity which could be achieved through signs, watching tv programs, videos, and dvds, listening to music, surfing the internet, reading books, newspapers, and magazines, chatting with natives or non-natives on the internet, etc. the advantages of the oclla have been elaborated on in the literature and the previous studies that have been conducted in this area (e.g. alwossabi, 2016; chan, 2016; coskun, 2016; espinosa, 2015; ferdous, 2013; guo, 2011; hyland, 2004; manfred, 2012; maros & saad, 2016; moncrief, 2011; orhon, 2018; pearson, 2004; pérez & tenorio, 2013; piirainen-marsh & tainio, 2009; shvidko, 2012; tonoian, 2014). these studies demonstrated the importance of oclla in teaching and acquiring english as a foreign or second language by concentrating on different and similar themes related to the significance of oclla in the field of l2 (efl/esl) instruction. for example, the studies of hyland (2004) and manfred (2012) investigated the l2 (esl) learners’ beliefs about language learning and out-of-class language-learning activities in hong kong. the results of the two studies were similar as well, as they indicated that most of the participants spent substantial time studying and practising english outside the classroom lectures, however much of this time was dedicated to the receptive skills of listening and reading. among the instruments that were used to collect the studies, data were questionnaires, interviews, and learner diaries. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 130 furthermore, some studies (e.g. chan, 2016; coskun, 2016; espinosa, 2015; maros & saad, 2016; orhon, 2018; shvidko, 2012) concentrated on a very essential and closely-related theme to the strategies of out-of-class language learning activities (oclla) which is proficiency in the english language. to highlight some of these studies, shvidko's study (2012) results demonstrated that the study participants acknowledged the helpfulness of creating an english-only environment at the english language center in improving their english speaking. in the meantime, chan (2016) conducted a study to investigate how students can use popular culture and out-of-class learning to contribute to their language learning. the findings proved that oclla and english language proficiency were interrelated. additionally, maros and saad (2016) conducted a study with 250 international students in malaysia to explore their strategies outside the classroom lectures to keep their continuous language learning process. they concluded that the participants spent most of their time watching english tv programs or movies and made use of technology-related tools as well to enhance their proficiency in english. in addition, in her study, orhon (2018) sought to indicate the language activities practised by the efl learners outside the classroom context so as to boost their language learning process and enhance their attitude towards out-of-class language learning activities. the study participants included 109 students who had different english proficiency levels and who were studying at the school of foreign languages, pamukkale university. a questionnaire was employed to collect the necessary data. the findings proved that the participants were mostly involved in listening and watching activities to enhance their english language proficiency. after this review of the studies and the literature related to the concept of outof-class language learning actives (oclla) strategy in teaching english as a foreign or second language, certain facts became obvious. first, the majority of the research on oclla was conducted in esl contexts and there is a dearth of the research of oclla in efl contexts in which a research gap needs to be investigated. second, according to this review and to the knowledge of the researcher, there is no research conduction using the strategy of oclla in the efl saudi contexts to enhance the learners’ english language proficiency or competency. third, the results of the previous studies declared that in l2 (efl/esl) contexts where english is not spoken out of the classroom, it is advisable for the instructors to provide the learners with diverse opportunities to practice their english language skills out of the classroom lectures. forth, the methodology and the instruments used in the previous studies are helpful in designing the current research methodology and instruments. all this was a rationale and motive that urged the researcher to conduct the present study. study problem the efl preparatory year students at the university of al-baha in saudi arabia always complain that they lack access to authentic english environments outside the classrooms as they are immersed in a first-language environment (arabic language) with very inadequate exposure to english which results in problems in their english language proficiency. the current study is an attempt to sort out this problem through its proposed program. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 131 the current study examines the perceptions and insights of the efl preparatory year students at al-baha university in saudi arabia concerning the impact of applying for the proposed out-of-class language learning activities program on enhancing their english language proficiency (i.e. grammar and vocabulary learning, speaking skills, listening skills, reading skills, and writing skills). questions of the study according to the problem and purpose of the present study and the related literature, the following main research question was formulated: what is the impact of applying for the proposed out-of-class language learning activities program on enhancing the participants' english language proficiency? the following sub-questions emanated from the main question: (1) what is the impact of applying for the proposed out-of-class language learning activities program on growing the participants' english vocabulary and grammatical learning? (2) what is the impact of applying for the proposed out-of-class language learning activities program on enhancing the participants' english speaking skills? (3) what is the impact of applying for the proposed out-of-class language learning activities program on improving the participants' english listening skills? (4) what is the impact of applying for the proposed out-of-class language learning activities program on developing the participants' english reading skills? (5) what is the impact of applying for the proposed out-of-class language learning activities program on developing the participants' english writing skills? hypotheses of the study to deal with these research questions, the study tested six research hypotheses concerning the impact of the proposed out-of-class language learning activities program on enhancing the participants' english language proficiency: h1: there is a statistically significant difference between the mean scores of the preand post-application of the english language proficiency test of the experimental group in favour of the post-test. h2: there is a statistically significant difference between the mean scores of the preand post-application of the english language proficiency test of the experimental group concerning the vocabulary and grammar section in favour of the post-test. h3: there is a statistically significant difference between the mean scores of the preand post-application of the english language proficiency test of the experimental group regarding the speaking section in favour of the post-test. h4: there is a statistically significant difference between the mean scores of the preand post-application of the english language proficiency test of the experimental group concerning the listening section in favour of the post-test. h5: there is a statistically significant difference between the mean scores of the preand post-application of the english language proficiency test of the experimental group regarding the reading section in favour of the post-test. h6: there is a statistically significant difference between the mean scores of the preand post-application of the english language proficiency test of the experimental group concerning the writing section in favour of the post-test. significance of the study journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 132 out-of-classroom language learning activities (oclla) provide several opportunities for the l2 (efl/esl) learners. oclla creates a more engaging and relevant context by taking language learning beyond the classroom. oclla is essential for english language learners in non-english speaking countries like saudi arabia because it creates an authentic english environment for them as used in the native speakers' daily lives. thus, it is very essential to enhance l2 (efl/esl) english language proficiency. furthermore, this process makes the language learners motivated and autonomous which in turn makes the process of learning the english language easier for them. finally, this process of learning the english language meets the needs of all kinds of english language learners. delimitations of the study the following delimitations were included in the present study: (1) the participants of this study were the efl preparatory year students of the college of engineering at al-baha university in saudi arabia, aged 21 to 23 years old; (2) the study was conducted in the first semester of the academic year 2019/2020; (3) the study was restricted to the instruments used to collect its data; and (4) the proposed out-of-class language learning activities program (ocllap) impact on the participants' english language proficiency skills. 2. method 2.1 participants of the study the study participants included 100 efl undergraduate male students from the preparatory year students of the college of engineering in al-baha university in saudi arabia. the participants were selected based on the strategy of convenience or opportunity sampling to be the participants of the study. this gives an interpretation for the small number of study participants. 3.2 study design one experimental group of 100 male students was formed. the study adopted a mixed approach to quantitative and qualitative data collection methods. the quantitative data was gathered through the application of the pre-post english language proficiency test using the paired samples t-test and the effect size to statistically analyze the collected data. the qualitative data was collected by interpreting the data from the students' weekly reflective journals. the proposed out-of-class language learning activities program (ocllap) was applied on the participants for three months in the first semester of the academic year 2019/2020. figure (1) demonstrates the study design. 2.3 instruments of the study the current study included two instruments and the-the proposed out-of-class language learning activities program (ocllap). these instruments and the study proposed program were designed by the researcher and validated by the related field jurors to be applied in the current research: journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 133 pre-application one grouptreatment post-application figure 1 the study experimental design 2.3.1 pre-post english language proficiency test (elpt) the purpose of the current study pre-post english language proficiency test (elpt) is to obtain information regarding the students' proficiency in the four macro skills of listening, speaking, reading, and writing in addition to vocabulary and grammar learning. this test was applied to the participants before and after the application of the study program. it consisted of five sections: vocabulary and grammar, speaking, listening, reading, and writing. each section was designed to measure one of the english language macro skills in addition to vocabulary and grammar skills. many resources were used in designing this elpt (e.g. al-wossabi, 2016; miley & farmer, 2017; stevens, et al., 2001; wille, 2006). for marking the writing and speaking sections, two scoring rubrics were employed: one for the speaking correction and another one for the writing correction. 2.3.2 student's weekly reflective journals (swrj) during the application of the study program, the participants were asked to write weekly reflective journals (see appendix 1) to reflect their experience in practising their english language outside their classroom lectures and how much benefit they got from those language practices to improve their english language proficiency. the participants shared their experiences with others as a kind of giving them autonomy in their english language learning. as those practices allowed them to reflect on what they did or did not do well for a given activity, for instance, this helped them to realize their own strengths and weaknesses, which can motivate them to take on challenges without directives and instructions from the lecturer. during the program application, the participants got used to meet once a week, every thursday at one of the university computer labs because they have no scheduled lectures on that day. they were asked to write blog postings to share their experiences with each other about practising their english out of the classroom according to the five phases out-of-class language learning program. they were also asked to read and comment on their partners' blog postings. the researcher's turn was to assist them with technical issues, grammar mistakes, spelling, and word choices. 2.3.3 five phases out-of-class language learning program (fpocllp) the main objective of this program was to raise the participants' confidence and motivation to use english outside the classroom to enhance their five efl skills of listening, speaking, reading, writing, and growing their english language vocabulary and grammar learning (see appendix 2). the program was elective and the participants volunteered to be applied to them. the application of the program lasted pre-english language proficiency test -the proposed out-of – class language learning activities program -students' weekly reflective journals post-english language proficiency test experimental group journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 134 for three months in the first semester of the academic year 2019/2020 as the participants met at one of the university computer labs once a week to reflect on the program phases and to get instructions from the researcher to move on from one phase to another. the program included five phases (i.e. improving your english listening skills; enhancing speaking or conversational english skills; improving and growing your english vocabulary; improving writing skills; developing reading skills) with a scheduled time plan and learning tips to allow students master the subskills of each phase. the program was designed by the researcher and validated by the jurors in the field whereas their suggestions and recommendations were considered. several resources were employed to design this program (e.g. al-wossabi, 2016; ferdous, 2013; gaines, 2014; guo, 2011; shvidko, 2012; tonoian, 2014). 2.4 validity and reliability the current study instruments were validated by 4 efl tutors at the university of albaha in saudi arabia whereas the researcher works and 4 efl tutors at the university of monsura in egypt. among them were two associate professors, three assistant professors and three full professors. their recommendations and suggestions concerning the english language proficiency test (elpt) and the five phases outof class language learning program(fpocllp) were considered. as for the reliability of the instruments, the internal consistency of the coefficient reliability of the elpt was found to be (.757) which is very high. before conducting the study program on the study participants, a pilot study was conducted on 10 students rather than the study participants in order to: (1) check the appropriate time allocated for each instrument; (2) make sure the words and phrases of the elpt and the fpocllp were clear for the participants; (3) check the students' ability to write their reflections on their out-of-class learning activities through swrj; (4) make sure of the internal consistency of the coefficient reliability of the elpt which was found to be (.757). (3) be aware of the procedures that would be followed when using each instrument. 2.5 the procedures of the study the procedures of the current research paper went through certain steps. first, the literature related to learning english through out-of-class learning activities was reviewed. second, the study instruments were developed and designed by the researcher based on the literature review and the work experience of the researcher (assistant professor of applied linguistics-elt at the university of al-baha in saudi arabia).third, the instruments of the study and its program were validated and their reliability was calculated. fourth, a pilot study was conducted on 10 participants rather than the study participants to make sure of the appropriateness of the study instruments and its program. fifth, there were three training sessions for the participants on the study program application and how to write their swrj to reflect on their language learning experience at one of the university computer labs. the participants met at this computer lab once a week according to their availability based on their study schedule to discuss and reflect what they have worked on it in this week. sixth, the pre-post english language proficiency test (elpt) was applied on the participants at the beginning of the intervention and at the end to measure the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 135 participants' english language proficiency. the study was conducted in the first semester of the academic year 2019/2020. the data from the english language proficiency test and the student weekly reflective journals were collected and analyzed quantitatively and qualitatively. 3. results and discussion in order to answer the study questions and verify its hypotheses, the paired samples t-test and the effect size were employed in analyzing the data collected from the prepost english language proficiency test (elpt) to measure the impact of the study program, five phases out-of-class language learning program (fpocllp), on the participants' english language proficiency (i.e. grammar and vocabulary learning, speaking skills, listening skills, reading skills, and writing skills). in order to give more validity and reliability in the results of this study, the student's weekly reflective journals (swrj) were interpreted qualitatively. 3.1 to answer the main study question and test the first hypothesis the paired-samples t-test and the effect size were calculated for the total score of the english language proficiency test five sections for each participant. table 1 displays the results of the paired samples t-test. table 1 english language proficiency paired samples t-test paired differences t df sig. (2tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 english language proficiency pretest score english language proficiency post-test score 25.110 6.485 .649 -26.397 -23.823 38.719 99 .000 findings from table 1 illustrates that t (99) = (-38.719), p (.000) ≤.05. this is an indication that there are statistically significant differences between the pre-test and the post-test of the english language proficiency test (elpt) in favour of the post-test. in other terms, the study program application improved the participants' english language proficiency skills (i.e. grammar and vocabulary learning; speaking skills; listening skills; reading skills; writing skills). for more evidence, the effect size was measured for the two tests as indicated in table 2. table 2 effect size of the study program for the english language proficiency pre-post test dependent variable: english language proficiency post-test score source type iii sum of squares df mean square f sig. partial eta squared corrected model 9019.265a 39 231.263 6.133 .000.799 intercept 382520.842 1 382520.842 10144.760.000.994 pretest 9019.265 39 231.263 6.133 .000.799 error 2262.375 60 37.706 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 136 results from table 2 declare that f=(39,60) =6.133=, p=.000, and the partial eta squared "η2” is (.799) which is a very large effect size for the study program on improving the participants' english language proficiency skills. thus, the main study question was answered and the first hypothesis was accepted. moreover, the paired samples t-test and the effect size were conducted for the five sections of the english language proficiency test separately to answer the sub-questions of the study and the hypotheses related to them. 3.2 to answer the first study question and test the second hypothesis to indicate if applying for the proposed out-of-class language learning activities program, fpocllp, improved the participants' english language grammar and vocabulary learning, the paired samples t-test was used to determine any significant differences between the pretest and the post-test scores of grammar and vocabulary section. the findings are illustrated in table 3. table 3 vocabulary & grammar paired samples t-test paired differences t df sig. (2tailed)mean std. deviation std. error mean 95% confidence interval of the difference lowerupper pair 1 grammar & vocabulary pretest score grammar & vocabulary post-test score 4.320 1.669 .167 -4.6513.989 25.884 99.000 the results from the above table indicated that t (99) =(-25.884),p (.000) ≤.05. this means that the statistically significant difference between the pre-test and the post-test is in favour of the post-test. in other terms, the fpocllp improved the participants' vocabulary and grammar learning. for more confirmation, the researcher calculated the effect size of the study program on enhancing the participants' vocabulary and grammar learning through calculating the values of eta square "η2” as indicated in table 4. table 4 effect size of the study program for the vocabulary& grammar section dependent variable: grammar & vocabulary post-test score source type iii sum of squares df mean square f sig.partial eta squared corrected model 327.541a 11 29.776 13.775 .000 .633 intercept 13698.832 1 13698.832 6337.414.000 .986 pretest 327.541 11 29.776 13.775 .000 .633 error 190.219 88 2.162 total 22068.000 100 corrected total 517.760 99 a. r squared = .633 (adjusted r squared = .587) total 543306.000 100 corrected total 11281.640 99 a. r squared = .799 (adjusted r squared = .669) journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 137 as it is obvious in the table 5 that f=(11,88) =13.775=, p=.000 and the partial eta squared "η2” is (.633) which is a large effect for the effectiveness of the study program on improving the participants' vocabulary and grammar learning. all this data answered the first question of the study and verified the second study hypothesis. 3.3 to answer the second study question and test the third hypothesis to determine if the study program (fpocllp) enhanced the participants' english language speaking skills or not, the paired samples t-test and the effect size was calculated for the participants' pre-test and post-test concerning the speaking section. table 5 displays the results of the paired samples t-test. table 5 speaking skills paired samples t-test paired differences t df sig. (2tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 speaking skills pretest score speaking skills post-test score 5.530 1.630 .163 -5.853 -5.207 33.934 99.000 results from the table 5 demonstrates that t (99) =(-33.934),p (.000) ≤.05. this proves that there is a statistical significant difference between the speaking skills pretest and the speaking skills post-test. this statistical significant difference goes in the favour of the post-test. this means that the application of the study program improved the participants' speaking skills. for more affirmation on this finding, the effect size was calculated for the two tests as indicated in the table 6. table 6 effect size of the study program for the speaking skills section dependent variable: speaking skills post-test score source type iii sum of squares df mean square f sig. partial eta squared corrected model 569.379a 13 43.798 20.337 .000.755 intercept 12721.680 1 12721.680 5907.115.000.986 pretest 569.379 13 43.798 20.337 .000.755 error 185.211 86 2.154 total 24133.000 100 corrected total 754.590 99 a. r squared = .755 (adjusted r squared = .717) from table (6) the effect size results indicate that f (13,86) = 20.337, p.=.000 ,whereas the partial eta squared"η2” is (.755) which is a very large effect size. thus, the second study question was answered and the third hypothesis was accepted. 3.4 to answer the third study question and test the fourth hypothesis the paired samples t-test and the effect size results of the pre-test and post-test related to the listening skills section of the participants answered this question and verified this hypothesis. table 7 demonstrated the findings of the paired samples t-test. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 138 table 7 listening skills paired samples t-test paired differences t df sig. (2tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 listening skills pretest score listening skills post-test score 5.530 1.527 .153 -5.833 -5.227 36.209 99.000 the findings from the table 7 displays that t (99) =(-36.209), p (.000) ≤.05. this is a clear evidence that there is a statistical significant difference between the pre-test and the post-test of the listening skills section in favour of the post-test. this proved that the study program improved the participants' listening skills. for more evidence, the effect size was conducted for the two tests as indicated in the table 8. table 8 effect size of the study program for the listening skills section dependent variable: listening skills post-test score source type iii sum of squares df mean square f sig.partial eta squared corrected model 1032.563a 13 79.428 37.859 .000.851 intercept 17050.479 1 17050.479 8127.079.000.990 pretest 1032.563 13 79.428 37.859 .000.851 error 180.427 86 2.098 total 23683.000 100 corrected total 1212.990 99 a. r squared = .851 (adjusted r squared = .829) table 8 demonstrates that f (13,86)=37.859,p.=.000 ,whereas the partial eta squared "η2” is (.851) which is a very large effect size of the program of the study on enhancing the participants' listening skills. consequently, the third question was answered and the fourth hypothesis was tested and accepted. 3.5 to answer the fourth study question and test the fifth hypothesis conducting the paired samples t-test and calculating the effect size of the reading skills section of the pre-test and the post-test of the study english language proficiency test were employed to answer the fourth question and test the fifth hypothesis. table 9 indicates the results of the paired samples t-test. table 9 reading skills paired samples t-test paired differences t df sig. (2tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 reading skills pretest score reading skills post-test score 5.010 1.514 .151 -5.310 -4.710 33.087 99 .000 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 139 table 9 shows that t (99) =(-33.087), p (.000) ≤.05. this indicates that there is a statistical significant difference between the pre-test and the post-test of the english language proficiency test of the section related to the reading skills in favor of the post-test. moreover, the effect size of the two tests was calculated to prove this as indicated in the table 10. table 10 effect size of the study program for the reading skills section dependent variable: reading skills post-test score source type iii sum of squares df mean squaref sig. partial eta squared corrected model943.005a 13 72.539 35.288 .000.842 intercept 14124.790 1 14124.790 6871.250.000.988 pretest 943.005 13 72.539 35.288 .000.842 error 176.785 86 2.056 total 22465.000 100 corrected total 1119.790 99 a. r squared = .842 (adjusted r squared = .818) it is clear from the table 10 that f(13,86)=35.288, p.=.000 ,whereas the partial eta squared is"η2” (.842) which is a very large effect for the study program on enhancing the participants' reading skills. hence, the fourth question was answered and the fifth hypothesis was verified. 3.6 to answer the fifth study question and test the sixth hypothesis the paired samples t-test and the effect size of the pre-test and the post-test of the english language proficiency test related to the writing section were calculated to answer the fifth question and test the sixth hypothesis. table 11 demonstrates the results of the paired samples t-test. table 11 reading skills paired samples t-test paired differences t df sig. (2tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 writing skills pretest score writing skills post-test score 4.850 1.313 .131 -5.111 -4.589 36.930 99 .000 it is obvious from the table 11 that t (99) =(-36.930), p (.000) ≤.05. this means that there is a statistical significance between the pre-test and the post-test of the english language proficiency test in favour of the post-test concerning the writing section in the test. for more confirmation on this result, the effect size between the two tests was estimated as indicated in the table 12. table 12 effect size of the study program for the reading skills section dependent variable: writing skills post-test score source type iii sum of squaresdf mean squaref sig. partial eta squared corrected model987.032a 13 75.926 41.962 .000.864 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 140 intercept 11961.923 1 11961.923 6610.995.000.987 pretest 987.032 13 75.926 41.962 .000.864 error 155.608 86 1.809 total 19530.000 100 corrected total 1142.640 99 a. r squared = .864 (adjusted r squared = .843) findings from table 12 f (13,86) = 41.962, p.=.000, and the partial eta squared "η2” are (.864) which is a very large effect size for the study program on improving the participants' writing skills. thus, the fifth question was answered and the sixth hypothesis was accepted. for more evidence on the enhancement in the participants’ english language proficiency skills (i.e. grammar and vocabulary learning, speaking skills, listening skills, reading skills, and writing skills) as a result of the application of the study program (fpocllp), the qualitative interpretations based on the participants' student's weekly reflective journals (swrj) sustained and supported the statistical results. the participants were asked to write swrj to reflect on the relation between the out-of-class language learning activities they carried out per week and the various language areas i.e. the five proficiency skills of the english language (vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills). the participants were also asked to write each swrj in about 150 words – although they could write more if they wished so. moreover, they were asked to submit it in hand as a hard copy or by email. there were common themes among the reflections of the participants' swrj. firstly, most of the participants agreed that their participation in the study program (fpocllp) helped them to acquire new english vocabulary and get familiar with new grammatical structures. this happened through reading a series of short stories e.g. the small finger, the ugly duckling, and hansel and gretel). furthermore, they stated that they try to use the newly acquired words and grammatical rules during their communication in english with their partners at the college and in writing comments in english on social media posts. moreover, to absorb the new words completely, they focused on the meaning, pronunciation, and example sentences for those words that make sense for them. for example, one of the participants stated that "i always use a talking dictionary app on my digital smartphone to help me find the meaning, pronunciation and example sentences for the new vocabulary". secondly, most of the participants stated that speaking english and being fluent in it was a stumbling block in front of them as the majority of them were shy in speaking english. however, after the study program allowed them to practice english outside the classrooms in a nonthreatening atmosphere through watching subtitled movies, listening to songs and watching tv programs in english, they got confidence in their english speaking abilities. furthermore, they reported that listening is a prerequisite for the english language. therefore, the english language learners should surround themselves with an english environment outside their classroom lectures to get used to the native speakers' accents varieties, intonations, pronunciation, and shortening of words during their speech. for example, one participant stated " for my journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 141 knowledge, i know that the only way to develop fluency in speaking is by huge amounts of listening, and then practising. therefore, i started to surround myself with the english language to immerse myself in english as much as possible". thirdly, most of the participants reported that the study program stimulated them to read daily as much as possible like reading newspapers in english, street signs written in english, menus of restaurants written in english, the university prospectus, leaflets, and brochures written in english……etc. all this assisted the participants to improve their reading skills, read efficiently, and acquire new vocabulary in different fields like sports, food, politics education, health, entertainment….etc. for example, one of the participants stated" this way helped me to acquire several words in different fields like the names of foods, drinks, directions, sports, business…..etc''. finally, the participants indicated that they got many benefits from the study program in improving their writing skills particularly the technique of reading the writing they enjoy, then making their own reflections on this piece of writing in the form of a paragraph or an essay and after that getting feedback on their writing from their peers or their english tutors. this writing technique is useful for the participants as it helped them to pick up many writing tips such as the writing tone, different styles, and new phrases and expressions. for instance, one of the participants mentioned that "this week i read an article from the saudi gazette about women and driving cars in saudi arabia. after making my reflections and writing them in the form of an essay, i asked one of my classmates and one of my english language lecturers to give me feedback. their feedback was valuable as it showed the points of weaknesses and strengths in my writing". 4. conclusion the findings of the quantitative and qualitative data of the current study proved that the application of the study program, five phases out-of-class language learning program (fpocllp), had fruitful and productive results in improving the participants' english language proficiency skills: grammar and vocabulary learning, speaking skills, listening skills, reading skills, and writing skills. these findings went in line with the results of the previous literature related to the impact of using out-ofclass language learning activities in enhancing the english language learners' proficiency skills (e.g. chan, 2016; maros & saad, 2016; orhan, 2018). however, there is a bulk of the research that has been conducted in this area, in the saudi educational context, there is still a dearth in the research related to out-of-classroom language learning actives and proficiency in the english language. thus, this study is very important for efl saudi learners in saudi educational contexts. it also gains its significance from the recommendations and suggestions that are based on its results. to elaborate on these recommendations, first, more studies should be conducted in the saudi efl context in the pre-university education concerning the impact of the out-of-class language learning activities (oclla) in improving the saudi high schools and middle schools students' literacy or oral skills. second, software programs based on oclla could be organized by efl researchers to enhance the efl learners' english language proficiency skills. third, the efl curriculum journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 142 planners could merge the oclla in the syllabus and measure their efficiency in improving the students' english language proficiency skills. finally, the research could be conducted to investigate the oclla in the efl syllabus to create a positive attitude and reduce anxiety towards the english language and the culture of its native speakers. references al-wossabi, s. (2016). sla classroom research and efl teaching practices of oral skills. theory and practice in language studies, vol. 6, no. 11, pp. 2061-2067, november 2016. benson, p. (2001). teaching and researching autonomy in language learning. harlow: longman/ pearson education. chan, h.w. (2016). popular culture, english out-of-class activities, and learner autonomy among highly proficient secondary students in hong kong. universal journal of educational research 4(8): 1918-1923. coşkun, a. (2016). benefits of out-of-class speaking activities for efl students. uluslararası türkçeedebiyat kültür eğitim dergisi, 5(3), 1448-1464. espinosa, l.f. (2015). the use of facebook for educational purposes in efl classrooms. theory and practice in language studies, vol. 5, no. 11, pp. 2206-2211, november 2015. ferdous, t. (2013). use of english beyond the classroom wall: a study of undergraduate students’ out-of-class english learning activities. unpublished ma thesis, brac university, dakka, bangladesh. gaines, i. (2014). using in-class tutor practice to facilitate language use outside the esl classroom. the ortesol journal, 31, 47-48. guo, s. (2011). impact of an out-of-class activity on students' english awareness, vocabulary, and autonomy. language education in asia, 2(2), 246-256. hyland, f. (2004). “learning autonomously: contextualizing out-of-class english language learning”, language awareness, 13 (3), 180-202.accessed on 1/8/2019 from: http://dx.doi.org/10.1080/09658410408667094. lai, c., and gu, m. (2011). self-regulated out-of-class language learning with technology, computer assisted language learning, 24 (4), 317-335. manfred, w. m. (2012). beliefs and out-of-class language learning of chinese-speaking esl learners in hong kong. new horizons in education, 60(1), 35-52. maros, m. and saad, n.s.m. (2016). the out of class language learning strategies of international students in malaysia. international journal of asian social science,6(8), 478-486. miley, s.k. and farmer, a. (2017). english language proficiency and content assessment performance: a comparison of english learners and native english speakers achievement. english language teaching; vol. 10, no. 9. moncrief, r. (2011). out-of-classroom language learning: a case study of students of advanced english language courses at helsinki university language centre. university of helsinki language centre, 107-118. orhon, y. (2018). an investigation of out-of-class language activities of tertiary level efl learners. education reform journal, 2018, 3(1), 1-14. available on http://www.erjournal.org/ pearson, n. (2004). the idiosyncrasies of out-of-class language learning: a study of mainland chinese students studying english at tertiary level in new zealand. proceedings of the independent learning conference, 2003. pérez, b.c. and tenorio, l.m.s. (2013). the effect of using out-of-class contexts on efl learners: an action research. calidoscópio 11:167-177, january 2013. piirainen-marsh, a. and tainio, l. (2009). other-repetition as a resource for participation in the activity of playing a video game. the modern language journal, 93(2), 153-169. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 128—143 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 143 shvidko, e.v. (2012). students' perspectives on language use outside the classroom in an intensive english program. all theses and dissertations. 3115. available on https://scholarsarchive.byu.edu/etd/3115. stevens, r. a., et al. (2001). academic language and content assessment: measuring the progress of english language learners (cse technical report 552). los angeles, ca: national center for research on evaluation, standards, and student testing. wille, j. r. (2006). measuring the academic achievement and english language proficiency of students at the secondary level. unpublished research paper submitted for the degree of education specialist with a major in school psychology. university of wisconsin, madison. microsoft word 12.jasl-jun'21.rahmasari 109-115.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 101—107 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 101 101 students’ perception on utilizing podcast in learning speaking wulan rahmasari1 yousef bani ahmad2 acep bahrum kamil2 university of singaperbangsa karawang1,2,3 email: wulanrahmasari98@gmail.com1 abstract this research aimed to find out students’ perception of utilizing podcasts in learning speaking skills. the researchers used a qualitative approach and basic interpretative design to explore students’ perceptions. three students were involved in this study. they are first-grade students of the vocational high school in the academic year 2019/2020. the data was gathered from the reflective journal and semi-structured interview. to obtain the data, the researchers analyzed it by thematic analysis. results of this research, researchers classified three aspects that are the instruction in the podcast, the benefits of the podcast, and the use of podcast. the findings illustrated that students had a positive perception of the utilization of podcasts in learning speaking. students perceive that podcast is interesting media because it has many contents or topics that they can listen and practice their speaking whenever they want. they also agree that podcast is beneficial for speaking achievement, for example, students can increase their vocabularies and word pronunciation. keywords: podcast, students’ perception, speaking skills journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 101—107 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 102 1. introduction speaking is an important thing that must be mastered by the students in this global era to provide them how to communicate in the global society. richards (2008) as cited in yoestara (2018) tells that people who are speaking english well are people who can use english to communicate in their daily life. therefore, the students must be in preparation to face the wider community. meanwhile, for students, speaking is one of the difficult skills. the problems of speaking usually come in several factors, which are lack of exposure to language, lack of motivation, students’ anxiety and lack of confidence, limited knowledge of english, and inefficient teaching methodology (al-sobhi & preece, 2018). additionally, indonesian is one of the countries that used english as a foreign language. efl students much more used their mother tongue compared to using english inside or outside the classroom. so, the opportunities for students to practice or produce speaking english are limited. in this case, most students feel that they are not confident enough to speak english. it proved when the researchers were doing observation at one of the lower secondary schools in krw, west java. the researchers found that students had any difficulties in learning speaking such as they are not confident in speaking english because they have limited vocabularies and the pronunciation still to be improved. consequently, students need a harder effort to improve their speaking achievement. in such a condition, teachers have a responsibility to prepare the students to be able to speak english. and utilization technology nowadays is increasingly important to motivate the students to be more interesting and they can’t bore in learning speaking. actually, in this technological era also many online or offline applications can become media to supporting learning speaking skills, for instance, podcasts. a podcast is seen as modern technology to constructing students’ listening and speaking skills (sze, 2006). the podcast is known as audio or video format that available on the internet. moreover, podcasts can be downloaded on the internet through the application using a computer or smartphone (silmawati et al, 2018). it is innovative media that can use by the teacher to facilitate student learning speaking inside or the outside classroom. the podcast has many contents or materials from the native speaker that can be selected and downloaded based on students' interests or the instructions of the teacher. furthermore, students have an opportunity to listen or to record in their podcasts. podcasts allowed the students and teachers to share some information with others at any moment (bahadorvar & omidvar, 2014). thus, using podcast not only give additional practice in listening skill but also can to increase students' speaking ability. before they produce or speaking in the podcast, they can listen first how to the native speaker spoken english. when listening to the podcast, students can follow or repeat the native speakers’ pronunciation, intonation, accurateness, etc. so students could know how to speaking well. moreover, the podcast has been investigated by several studies. mashhadi et al (2016) mentioned that the podcast-mediated blended l2 learning scenario appeared as the most successful scenario in l2 vocabulary learning. phillips (2017) found that the students had a positive learning outcome such as increase confidence of students who are reticent to speak english in the class, increased language confidence, fluency, and vocabulary acquisition. nwachokor et al (2019) obtained that most students perceive that podcasts can increase productivity, promote creativity, and facilitate academic learning. from three previous studies above, the researchers increasingly believed that podcast is an appropriated media and effective way to supporting students’ acquisition in learning a language. however, those previous studies had a limited podcast in learning the speaking context. to fill this gap the present study conducted and focused on utilizing the podcasts to support students to enhance their speaking achievement based on students’ perception. also, the present study was administered with different participants, whereas the researchers journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 101—107 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 103 conducted at a vocational high school student x grade. therefore, the researchers determined the research with the title of “students’ perception in utilizing podcast in learning speaking”. 2. method this research used a qualitative approach. qualitative usually describes and explains the situation of a phenomenon that occurs. fraenkel and wallen (2009) stated that in the qualitative study, the researchers focus on comprehending the situations and events from the viewpoint of the participants. 2.1 research design in this case, the researchers focused on the real situation or phenomenon of the students’ perception on utilizing podcasts in learning speaking. interpretative was chosen for this study as a research design. in the interpretative qualitative study, the researchers viewed how people interpret their experiences of a phenomenon or situation (merriam, 2002). therefore, the researchers considered to used interpretative design in qualitative research to explored students’ perception of utilizing podcasts in learning speaking activity. 2.2 participants the participants of this research were the x grade students of vocational high school in the 2nd semester, the academic year 2019/2020. the researchers involved one class that has been recommended by the teacher of the vocational high school. twenty-eight students take online learning speaking using podcast. to fill the data, the researchers decided to choose 6 students randomly. the researchers examined students following the interview online and filled the reflective journal. the site of this research was conducted at one of the vocational high schools. the researchers administered this research in online learning because pandemic of covid-19 that should the students learning at home. the school was chosen as the site of the research because this site allowed researchers to taught by online learning used podcasts as new media to learning speaking at home. in a pandemic situation, the researchers conducted this study and instructed students by online learning. thus, the researchers facilitated students’ learning speaking using podcast applications. the application is podomatic podcast. it is recommended for students to producing own podcasts at home. they can download those applications on the web and then they can create their accounts individually and students make their own podcast recordings to practice speaking. also, students can upload their podcast production after their recording that has been revised. then, the data was collected by doing a semi-structured interview and reflective journal. 2.3 data collection to collect the data, researchers used two instruments. first, the researchers asked the students to fill the reflective journal. it included several questions that asked students to share their thought or perception toward podcasts. and to clarify the data, the researchers have interviewed the students in a semi-structured interview. the interview was also made the data in the reflective journal more detailed. it is hoped that those two instruments can help researchers to conduct the students’ perception on utilizing podcasts in learning speaking. 2.4 data analysis data analysis techniques are carried out after the data is collected and the researchers tried to analyze based on the several instruments above. the researchers used a data analysis technique based on braun and clark (2006) proposed the sixth stages, they are familiarizing yourself with your data, generating initial codes, finding the themes, defining and naming the themes, reviewing the potential themes, and producing the report. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 101—107 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 104 3. results and discussion the findings of this research were found from the interview and reflective journal. it gathered information to answer the research question: how do students perceive podcast in learning speaking? there were sixth students who participated. they were from x class at vocational high school in krw, west java. however, this chapter presents students’ perception of utilizing podcast in learning speaking. thus, the researchers asked students to perceive podcast after students learning to speak using podcast. from the experienced of students after learning to speak by using podcast, the researchers was classified the data into third aspects of students perceive podcast: students’ perception of the instruction in podcast, students’ perception of the benefits of podcast, students’ perception of the use of podcast. students’ perception of the instruction in podcast the process of the instruction in podcast was conducted in online learning. the researchers use a group online to teach students. in this aspect, most of the students argued the instruction in podcast was interesting because in the podcast it has several contents or topics that can be listening such as stories, jokes, songs, motivation, lesson, etc. they can learn speaking enjoyable and podcast was safe time because the topics can be downloaded in the smartphone so it can be used anywhere they want. it was confirmed by participant 1. “learning speaking with podcast is very fun, easy to carry anywhere, interesting and can fluent speaking from there”. it indicated that student was enthusiasm to learned speaking by using podcast. in addition, podcast was suitable to use in pandemic situation. because, the teacher can instruct speaking by online learning and the student can learn in their home. students’ perception of the benefits of podcast this aspect was explained the benefits of podcast, the researchers can point out the beneficial of podcast based on students’ perception. a. podcast motivated the students to learning speaking the data showed that students were motivated to learn speaking when they used podcast. podcast had a various audio can be listened by students such as the histories, song and motivation. for this reason, students are motivated to make the audio podcast and practiced speaking. additionally, the students wanted to become a podcaster after they learn speaking with podcast. “i very motivated because there are so many podcaster who are ‘waw’, their work are very good and i also very motivated to become impressive podcaster” (participant 3) it indicated that podcast successfully motivated students to practiced speaking. b. podcast makes students more confident in speak english podcast could make individually in the smartphone. it means that student can recorded or produced podcast whatever they want included in their home without anyone else watching or disturbing. so, they can be more focused and confident in speaking english using podcast. therefore, the students believe that by using podcasts they can increase their confidence in speak english. it was confirmed by the students in interview section. “my opinion about learning in podcast are certainly very useful for speaking skills and become more confident to speaking english” (participant 6). c. podcast help students’ pronunciation and vocabulary besides increasing confidence, the result indicates that students felt the podcast assignment improved their speaking skill such as vocabulary and pronunciation. it is because, in using the podcast, the researchers suggested the students to listen the audio podcast and read the scripted before they produced or recorded their voice in the own podcast. with the result, journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 101—107 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 105 students can listen and repeat the audio podcast until they understand and the students can imitate the correct pronunciation of the audio podcast. “i become to know how to pronounce the english word. because, before recording on the podcast we listen first on the podcast so we know the correct pronunciation” (participant 5). podcast was valuable to help students in learning speaking achievement and students agreed that the used of podcast in the learning speaking process had a good impact on improving their speaking skill. students’ perception of the use of podcast in the use of podcasts, researchers used podomatic podcast application to facilitate students in learning speaking at home. the students can download it application that had been recommendation by researchers and they can create their account to login. after the student login to podomatic podcast application, the student can record their voice to practice speaking skill. however, the use of podcast had been explained in the online group. the students perceive that podcast was easy to use. the majority of students had understood so that there are no difficulties when using podcasts. “there is no problem in using podcast, because it has been explained in detail and the application is easy to understand” (participant 3). in this research discussed students' perceptions on utilizing podcast in learning speaking. the students’ perceptions were gotten individually with natural setting. dhingra and dhingra (2011) stated that perception is a process to organize and interpreted the sensory impressions individually in order to give meaning to their environment. furthermore, the researchers become know that there were third aspect to identify students’ perception on utilizing podcast in learning speaking at vocational high school. students’ perception on the instruction in podcast the research finding was explained students perceived positively toward the instruction in podcast. the students were interested when the researchers are teaching speaking skill by using podcast because they could learn speaking anywhere they want. miranty and rachmawati (2016) stated that podcast is a different thing to accommodate ‘radio’ type content that can be accept by everyone and can be listen at anytime and anywhere they needs. students’ perception on the benefits of podcast in this aspect, the researchers acquired third benefits from students’ perception they are: the first, podcast motivated the students to learning speaking. podcast was affects students’ attitude and motivation because it favourably views good point to take students closer to the target language (samad et. al, 2017). the second, podcast make students more confident in speak english. make students confident depend the teacher strategy in organized the class. beside, the teacher must preparation in teaching activity remain that the speaking was difficult for students. and by using podcast, the teacher can support the students and created the enjoyable learning. thus, it can build students more confidence. the last, podcast help student pronunciation and vocabulary. it is in line with sze (2006) where he argued that there are some advantages in using podcast such as podcast can motivated students and less confidence student. students’ perception on the use of podcast in teaching speaking activity, the teacher gave opportunity to students in making their own podcast. it was some types of student-created podcast in teaching process using podcast (namaziandost, 2017). it could be challenged for students because students must produce and recorded their voice in the podcast. but, students not afraid to speaking english when their english is not good. because, they can repeat and replaced podcast recording until their podcast journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 101—107 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 106 recording are better. so, podcast can be reflection place and correction for students’ speaking proficiency. in the other hand, before student record their voice on the podcast, the student can imitate how the native speaker speak english especially on the speaking aspect such as the pronunciation, intonation, fluency etc (duong, 2014). thus, the students can develop speaking english performance. the students very enjoyable in using this media and they prefer to use this media because podcast can be used anywhere they want. in addition, podcast is easy to use by the students. 4. conclusion the findings of this research were found from the interview and reflective journal. it gathered information to answer the research question: how do students perceive podcasts in learning speaking? sixth students participated in the study. they were from x class at vocational high school in krw, west java. however, this chapter presents students’ perception of utilizing podcasts in learning speaking. thus, the researchers asked students to perceive podcasts after students learning to speak using podcasts. from the experienced of students after learning to speak by using a podcast, the researchers classified the data into third aspects of students perceive podcast: students’ perception of the instruction in the podcast, students’ perception of the benefits of the podcast, students’ perception of the use of podcast. students’ perception of the instruction in podcast in this research, the researchers researched to know the students' perception toward podcasts in learning speaking. to explore students' perceptions, researchers involved sixth students of x class of a vocational school in krw. after committing some procedures from the beginning to the end such as determining the research design, collecting the data, analyzing the data, and the others, finally, the researchers had finished the research. based on the discussion of this research, the researchers found a positive perception of the utilization of podcasts in learning speaking. the researchers divided it into third aspects. first, the instruction in the podcast, second was the benefits of the podcast, the last was the use of podcast. from the third aspect, the majority of students agreed that the podcast was valuable in learning speaking activity. the students were very interested to use a podcast in learning to speak because the podcast contained several topics that can choose the students’ interest such as stories, jokes, songs, motivation, lesson, etc. they also become know the english pronunciation correctly, they more motivated to practice speaking and they more confident in speak english. besides, the podcast makes learning speaking was very safe time because podcast can be used whenever students want and it was suitable to use in the current situation that requires students to study at home. also, the podcast was easy to use and easy to understand. it can be concluded that the majority of all students agreed that the use of podcasts in the learning speaking process had a good impact and very beneficial to improving their speaking skills. references abdulrahman, t.r., basalama, n. & widodo, r.m. 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(2020). using modified guided writing and role-play to motivate students to practice speaking. journal of english language teaching and material (jeltim), vol. 2, no. 1, https://jurnal.untan.ac.id/index.php/jeltim/article/view/37833. dhingra, m. (2011). perception: scriptures’ perspective. journal of human values. dudeneny, g. (2007). how to teach english with technology. malaysia: pearson education limited. duong, t.m. (2014). an investigation into effects of role-play in an efl speaking course. global journal of foreign language teaching, 4(2), 81-91. fraenkel, j. (2009). how to design and evaluate research in education. americas, new york: mcgraw-hill. fulcher, g. (2003). testing second language speaking. malaysia: pearson education limited. hamzaogl, h. and kocoglu, z. (2016). the application of podcasting as an instructional tool to improve turkish efl learners’ speaking anxiety. educational media international, 1-14. joni, daaw., & wirastuti, igap. 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(2016). designing podcast for students: a prototype for teaching english in listening class. the journal of english language studies, 1 (2), 105-120. namaziandost, i., bohloulzadeh, g. & rahmatollahi, r. (2017). the effect of using podcast on listening comprehension among iranian pre-intermediate efl learners. international journal of applied linguistics & english literature, 6(6), 57-70. nunan, d. (2003). practical english laguage teaching. american, new york: mcgraw-hill. nwachokor, s., onah, i., and uddin, p. (2019). students’ perception of vodcast and podcast as instructional material. path of science, 5 (6), 5001-5008. phillips, b. (2017). student-produced podcasts in language learning – exploring student perceptions of podcast activities. iafor journal of education, 5 (3), 157-171. samad, i.b. (2017). the use of podcast in improving students' speaking skill. journal of english language and education, 3 (2) . silmawati., muslem, a. and samad, i. (2018). podcast with peer assisted learning: does it really affect students’ listening comprehension skills? english education journal, 9(3), 490-500. sze, p. (2006). developing students’ listening and speaking skills through elt podcasts. educational journal, 34 (2), 115-134. timmis, i. (2019). getting learners to speak in the (indonesian) elt classroom. journal of english language teaching and material (jeltim), vol. 1, no. 1, https://jurnal.untan.ac.id/index.php/jeltim/article/view/31223 tridinanti, g. (2018). the correlation between speaking anxiety, self-confidence, and speaking achievement of undergraduate efl students of private university in palembang. international journal of education & literacy studies, 6(4), 35-39. yoestara, m. and putri, z. (2018). podcast: an alternative way to improve efl students'llistening and speaking performance. englisia, 6(1), 15-26. zulfikar, r. and putri, sa. (2020). web-based system for creative writing. journal of applied studies in language 4 (2), 144-150. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 79 79 critical discourse analysis on joe biden’s elected president speech try mahendra siregar applied linguistics-program, yogyakarta state university email: trymahendrasiregar@gmail.com abstract – this research discusses critically about joe biden’s elected president speech on 8 november 2020. the research objectives are the discourse structure and the ideologies contains in biden’s speech. the research designed is qualitative descriptive which the data source is in form of documentation that is online transcription of joe biden’s speech. the technique to analyze the data, researcher adopted six cda steps; problem identification, literature specification, development of code analysis, content analysis and coding, reading and interpretation and explaining findings. the theory to analyze the speech is van djik’s critical discourse analysis elements; namely macro-structure, micro-structure, and superstructure. by applying the cda elements, the researcher found discourse structures those are macro-structure (thematic) intertextually, micro-structure in two main focused semantics (background, detail and presupposition), syntaxes analysis (cohesion; who, and, so etc. and pronoun; i, you, they, we, etc.), stylistic (pronoun; related to certain contexts and lexicon selection to show speaker’s emphasizes) and rhetoric in term of persuasive function. then superstructures of the speech are opening, content, and closing remark. the other important of this research finding is the ideologies stated implicitly and explicitly by biden, those are unity, equality and freedom for the us citizens. keywords: critical analysis, cda, joe biden, speech act mailto:trymahendrasiregar@gmail.com journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 80 1. introduction in one case, language needs to be viewed not just as ‘systems’ but as ‘discourse’. a discourse, as it is widely known, is a whole package, in which a way of using not just words, but words, deeds, objects, tools, and so forth to enact a certain sort of socially situated identity (rogers, 2004). in our society language or discourse is used for certain contexts to construct certain sorts of situated meaning; that may relate to cultures, ideologies, economic, social, and so on. gee in hamad & maghlouth, 2017) argues by giving some comments and statements that once someone studies language because it uses during a particular context, it enables us to reveal or analyze more about how things are stated or done or how they can exist differently in the worlds. the analysis of discourse is, necessarily, the analysis of language in use (rogers, 2004). in language philosophy concepts, a language in use, specifically regarded as a language in relation to human activities (basyaruddin, 2015). it is more than just a product (spoken and written), but as a constitutive dialectical, productive, distributive, and reproductive process that is in relation to social worlds. a further way to analyze discourse is by applying a critical point of view or more noticed as critical discourse analysis (cda). cda is categorized as critical thinking. critical thinking is typically defined as a lively, persistent, and careful consideration of a belief or supposed sort of knowledge in light of grounds that support it and therefore the further conclusion to with it tends (dewey, 1933). beyer (1995) also defines that ‘critical thinking means making reasoned judgments’. the cda may be a –criticalperspective/interpretation which is concentrated on social problems, and particularly on the role of discourse within the production and reproduction of power abuse or domination (wodak & meyer, 2009). in addition, the 'sapir-whorf hypothesis' states the aim of critical interpretation of discourse for 'recovering the social meanings expressed in discourse by analyzing the linguistic structures in the light of their interactional and wider social contexts' (fairclough, 1992; cf. lauwren, 2020; kriyantono, 2019). nowadays, many discourses either in the form of written or spoken, are essential to reveal its meaning and purposes, also the language structures on its interactional-wider context. in spoken form, the discourse to analyze can be from a speech that related to many fields; such as politics, presidential, economic, etc. one case that has been highlighted by the world is an american election on november 3rd, 2020. joe biden was announced as the elected president. regarded in the common situation after the election, there must be pros and cons over the results. a speech is a medium of communication to deliver power, information, and some other contexts to the public. joe biden’s speech is the newest hot topic to be discussed. thus to see critically what lies in joe biden’s speech is essential especially on how the discourse is used in social practice. this research will try to figure out the discourse structures on joe biden’s speech and how the ideologies represent in his speech. 2. method this research is conducted in qualitative description to analyze the issue by cda in joe biden’s speech. qualitative research typically studies many variables intensively over an extended period of time to capture the richness of context and personal perspectives of the subject based on the collection and analysis of non-numerical data such as observations, interviews, documentation, and other more discursive sources of information (gay & peter, 2000). in qualitative research, the data can be collected from documentations. arikunto (2006) states that documentation method to seek data from books, notes, transcribe newspaper, magazine, agenda, etc. for this research, the documentation used is a kind of transcription in online news about joe biden’s elected president speech on november, 11th 2020. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 81 the researcher adopts six steps in conducting a cda (wall et al., 2015), namely (1) identify the problem, (2) specify the literature, (3) developing of code for analysis, (4) analyzing content and coding, (5) reading and interpreting, and (6) explaining the findings. 3. results and discussion van djik (1988) emphasizes three kinds of cda, those are macro-structure, micro-structure, and superstructure. for the following analysis and discussion about the cda elements; those will be presented below. van dijk (2014) explains situations, as well as the events, actions, people, or objects contained in them, maybe described at various levels of the macro-structure. first, in the macrostructure basic concept, a structure cannot be determined by each sentence but need further exploration to understand the whole text to get a speaker’s intentions. thematic, as a lead sentence in speech or text, must be considered beforehand. thematic of biden’s speech has been considered as national presidential speech which is mainly about grateful feelings to be the elected president in 2020. “and i am humbled", biden makes a statement in front of american and world people, "by the trust and confidence you placed in me". biden continues his statement, "i pledge to be a president who seeks not to divide but unify, who doesn’t see red states and blue states, only sees the united states" (biden’s speech, 2020). in the speech above, biden intends to say his grateful thank to all electors for winning the election. by this victory, he pledges to unify america in general without any diversity. to see people equally; no matter what races, cultures, sex-orientation, religions, and origins of the people. there is no separation of red state and blue state but the united states. further investigation of the macrostructure level is intertextually by recalling ‘old’ information to assign the general theme appearance. the word ‘to unify’ resembles big gratitude to win the election. the current administration or precedential were made people, especially biden disappointed. racism, discrimination, sexism, and some other negatives issue come up for a whole time. the thematic ‘feeling grateful to win the elections’ has implicit meaning to fulfil people's needs to be seen equally and explicitly to create joy, happiness, and renew faith for a better day. the microstructure is about analysis within discourse elements. the elements to be analyzed are semantics, syntaxes, stylistics (lexicon), and rhetoric. there are three extensions while analyzing the semantics elements in text or discourse. those are including background, detail, and presupposition. backgrounds exclusively affect the text tendencies of its social and ideological practices while detail lies for the control of information being delivered. biden in his speech used background and detail as can be seen below. “i’ll have the respect", biden states before the public, "of serving with an incredible vice-chairman. biden continues his statement "you just heard from kamala harris", he mentions his vice president "who makes history because the first woman, first black woman, the primary woman of south asian descent, the primary daughter of immigrants ever elected to this country. don’t tell me it’s impossible within us. it’s long overdue" (biden’s speech, 2020). the social situation of the current president was quite painful due to discrimination or racism. some cases arise negatively about how black people are treated. one case issued was that the current president issued referring to abuse black people by saying ‘black lives matter a symbol of hate’ but now after biden is elected to be the next president; those black people can now be living equally. biden illustrates that by mentioning kamala harris, his vice president, as the first black and immigrant woman ever elected. some phrases also initially used to support his statement; “don’t tell me, it’s not possible” and “it’s long overdue”. these journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 82 phrases used to convince audiences or the addressee that the united states is not totally filled with racist, but more loves exist. presupposition the other extension in microstructure aside from background and detail is a presupposition. in biden's speech, he said as follows. “the battle to restore decency, defend democracy, and give everybody in this country a fair shot. that’s all they’re asking for. a fair shot" (biden’s speech, 2020). the presupposition occurs as a statement that is considered reliable and does not need to be debated over its occurrence. the words “to restore, defend, and gives a fair shot” are considered as what people need while they live in a country, even more, those who initially as an immigrant. the presuppositions are facts that yet been proven, but still can be used to support certain ideas and statements. the syntaxes analysis focus to analyze the sentence structures wit and without considering other non-linguistics aspects such as cultures, socials, or ideologies. the syntax will more specifically see about the cohesion and pronoun. cohesion is a grammatical and lexical linking within a text or sentence that holds a text together and gives it meaning. in order to convey his speech, biden uses some kinds of conjunctions, those are who, and, well, or and so. “my fellow americans and the people who brought me to the dance: delawareans. i see my buddy tom, senator tom carper, down there” (biden’s speech, 2020). the conjunction for the utterance above is who. the who is a relative pronoun to connect two clauses in a sentence or an utterance. this conjunction stands as the subject of a dependent clause or refers to biden’s american fellow. “let us be the nation that we know we can. a nation united, a nation strengthened. a nation healed. the united states of america, ladies, and gentlemen, there’s never, never been anything we’ve tried we’ve not been able to do. so i remember as my grandpa said when i walked out of his home when i was a kid up in scranton, he said: “joey, keep the faith.” and our grandmother, when she was alive, she yelled: “no, joey, spread it.” spread the faith" (biden’s speech, 2020). the other conjunction is so to show cause and effect. the so stands as an effect for his previous statement that is a nation united, a nation strengthened which remind him of his grandfather's memory to spread the faith. table 1 pronoun used in biden’s speech no. pronoun reference 1 i/me/my/ myself joe biden, himself 2 you addressee or audience; us citizens 3 we/our/us joe biden and addressee (us citizens) 4 they/them/ themselves us citizens (those who’s being discriminated) 5 he/his obama and biden’s grandfather 6 she/her jill’s mother and biden’s grandmother 7 it the election result, the fight against inequality, covid-19 issue, leading science and experts group, people power, faith, us administration, based on the table above, biden, in order to point to certain people is using various pronouns. the dominant pronouns; “i/me/my/myself” used to show his power over another addressee; mainly the intention of pronouns applied in his speech is to show the position of speaker and addressee; those areas elected president and us citizens. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 83 the context models are so important because they are the interface between mental and information (knowledge and so on) about an event and actual meanings being constructed in discourse (wodak & meyer, 2001). the specifics event, things or person, or more generally, need not all be expressed in discourse because of irrelevant selections or redundant. thus the stylistic here is used to see the meaning of words or sentences based on the contexts. the first stylistic device is the selection of pronouns. the pronoun usage refers to people in a certain context for an implicit meaning in it. the pronoun notices show social power and hegemony among the speaker and addressees. “on monday, i will name a group of leading scientists and experts as transition advisers to help take the biden-harris covid-19 plan and convert it into an action blueprint that will start on january the 20th, 2021” (bidens speech, 2020). the pronoun i in the utterance above represents the speaker’s power to manage scientists and expert groups to overcome the covid-19 issue in the united states. the power as being indicated by the pronoun i here strengthen by the date of the presidential inauguration which has been scheduled on january the 20th, 2021. an officially announced president means having a lot of power to take over the administration in the country. the other usage of pronouns is to indicate equality among the speaker and addressees. biden uses the pronoun we to indicate equality to move forward together for the united states, as follows. “folks, america has always, is shaped, by inflection points, by moments in time. we’ve made hard decisions about who we are and what we want to be” (biden’s speech, 2020). equality means having the same status or treating someone in the same way. biden intends to show that everyone has faced the same problems to make decisions for personal and communities matter as in today is about citizen’s life in the united states. the other stylistic device is the selection of lexicons. the selected lexicons represent attitudes towards the ideology and social affairs of the state, as such: “i pledge to be a president who seeks not to divide but unify, who doesn’t see red states and blue states, only sees the united states” (biden’s speech, 2020). a pledge is being selected to use instead of a promise. these pledges and promises have the same explicit meaning (denotative meaning), however, both lexicons can be interpreted differently by their associative meanings (connotative meaning). as a verb, the word pledge is to make a solemn promise (to do something), while the promise is to commit to something or action. the state issues must be taken seriously because it covers the nation's life; that why the pledge is being selected. biden, in his speech, tries to convince people to reach out for some changes in the united states. this case is basically considered as a rhetorical art of speaking or as a persuasive strategy. well, folks, we stand at an inflection point. we have an opportunity to defeat despair, to build a nation of prosperity and purpose. we can do it. i know we can. i’ve long talked about the battle for the soul of america. we must restore the soul of america (biden’s speech, 2020). the rhetorical art of speaking above used to advocate americans to work together against inequality and to defeat despair for a new american or united states prosperity. this rhetoric, persuasive strategy, is mainly used to make people accept what is being conveyed. superstructure research examines the speech sequences; how the speech is begun and closed. joe biden’s speech consists of critical parts, those are opening, content, and closing part. in this part, biden mentioned few names to begin his speech, especially his american fellows who fully support him during the election. he conveys that the victory is not just belonging to him but to all people in the us who have spoken for a better life in the us. by the victorious he also implies that he will take his position seriously to unify the us; minimalizing discrimination, separated us territory to be unity to rebuilt new faith among americans. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 84 my fellow americans, and the people who brought me to the dance: delawareans. i see my buddy tom, senator tom carper, down there. and i think, i think senator coons is there. and i think the governor’s around and … is that ruth ann? and that’s former governor ruth ann minner. most importantly, my sisters-in-law, my and my sister, valerie. anyway. …. folks, the people of this nation have spoken. they’ve delivered us a clear victory, a convincing victory, a victory for we, the people. we’ve won with the most votes ever cast for a presidential ticket in the history of the nation. seventy-four million. ….well, i must admit, it surprised me tonight. we’re seeing all over this nation, all cities and all parts of the country, indeed across the world, an outpouring of joy, of hope, renewed faith in tomorrow to bring a better day. and i’m humbled by the trust and confidence you placed in me. i pledge to be a president who seeks not to divide but unify, who doesn’t see red states and blue states, only sees the united states (biden’s speech, 2020). in this part, he delivers some ideas those are about kamala harris, the first black and immigrant woman, being elected as the vice president. by this, he tries to show the us is not a racist country; everything is possible in the us. then, he also shows his thanks for the support he receives from some communities in the us; by implying equality by mentioning what being taboo among people earlier; sex-orientation communities: gay, straight, and transgender and those who come from the different cultural background; white, latino, asian and native american. moreover, restating his ideas during the campaign; to control the covid-19 diseases, to build up nation prosperity, removing racism, to rebuild a new justice, etc. ….i’ll have the honor of serving with a fantastic vice president. you just heard from kamala harris, who makes history as the first woman, first black woman, the first woman from south asian descent, the first daughter of immigrants ever elected to this country. don’t tell me it’s not possible in the united states. it’s long overdue. …..and we’re reminded tonight of those who fought so hard for so many years to make this happen. once again, america’s bent the arc of the moral universe more toward justice. kamala, doug, like it or not, you’re family. you become an honorary biden, there’s no way out. …..and all those who supported us. i’m proud of the campaign we built. i’m proud of the coalition we put together, the broadest and most diverse coalition in history. democrats, republicans, independents, progressives, moderates, conservatives, young, old, urban, suburban, rural, gay, straight, transgender, white, latino, asian, native american. ….now, this campaign is over. what is the will of the people? what is our mandate? i believe it’s this: america has called upon us to marshal the forces of decency, the forces of fairness. to marshal the forces of science and the forces of hope in the great battles of our time. the battle to control the virus, the battle to build prosperity, the battle to secure your family’s health care. the battle to achieve racial justice and root out systemic racism in this country. and the battle to save our planet by getting climate under control. ….the battle to restore decency, defend democracy and give everybody in this country a fair shot. that’s all they’re asking for. a fair shot (joe biden’s speech, 2020). in this part, he tries to persuade people to work together for a sake of the nation; it would be hard for him to work alone but faith in his people would help a lot to heal up the new america and the new administration. in his, final statement he hopes the entire country be blessed by god. …..let us be the nation that we know we can. a nation united, a nation strengthened. a nation healed. the united states of america, ladies and gentlemen, there’s never, never been anything we’ve tried we’ve not been able to do. …..so i remember as my grandpa said when i walked out of his home when i was a kid up in scranton, he said: “joey, keep the faith.” and our grandmother, when she was alive, she yelled: “no, joey, spread it.” spread the faith. ….god love you all. may god bless america, and may god protect our troops. thank you. thank you (biden’s speech, 2020). stating up an ideology, biden, in his speech, brings up ideologies to sustain his power toward the nations. the meaning and intention of his statement in the speech contain various ideologies such as unity, freedom, and equality. most important to know that ideologies cognitively define the identity, values, and goals of a group and provide a basis for its interest journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 85 (van dijk, 2014). thus, the ideological in biden speech will describe representatively, as follows. national unity means that all of the parties in a nation are working together to accomplish national sets of goals. this is done together in times of difficulties for the prosperity of the nation. biden in his speech uses unity as ideology, such as: and it goes like this: and he will raise you up on eagle’s wings, bear you on the breath of dawn, and make you sign just like the sun and hold you in the palm of his hand. and now together, on eagles wings, we embark on the work that god and history have called upon us to do, with full hearts and steady hands, with faith in america and each other, with love of country, a thirst for justice (joe biden’s speech, 2020). it can be purely seen that biden invites citizens to a unit, build and heal up america once again with full faith in each other without any cultural or racial diversity but the united states which has full of justice. the other ideology is equality. equality is about the same treatment for people without any diversity (culture, ideology, sex-orientation, tribe, origin, faith, and so on) remaining. biden in his speech says: the battle to achieve racial justice and root out systemic racism in this country. and the battle to save our planet by getting climate under control. the battle to restore decency, defend democracy and give everybody in this country a fair shot. that’s all they’re asking for. a fair shot (biden’s speech, 2020). the phrase “a fair shot” resembles the purpose of giving equal treatment to people in the united states. e.g.: to treat black, immigrants, muslims (other religions), and other nonnative americans equally without yearning for some bad issues. a fair shot means giving an opportunity to people. freedom is the power or right to act, speak, or think as one wants without hindrance or restrain. biden says: we will lead not only by the example of our power, but by the power of our example. i know i’ve always — believe many of you heard me say it — i’ve always believed we can define america in one word: possibilities. that in america, everyone should be given an opportunity to go as far as their dreams and god-given ability will take them. the clause gave an opportunity to go as far as their dreams reflected freedom as an ideology for people. to let people freely decide for whatever they want to for their own goodness; what to do without any imperialism system, what to believe without any racism (e.g. “islam is a core of terrorism”) and so on. biden sees freedom as a factor to a nation healed thus the grim era of demonization in the united states begin to end. 4. conclusion in analyzing the discourse, it is better to see how the discourse constructed on its interactional and wider social context. a wider social context here used to clarify what is implicitly intended to convey by the speakers. van dijk, on his cda theory, did not see the discourse by only its appearance but also made us do further investigation correlatively to social practices, people background in detail, to relate a discourse with other discourse (intertextual) and some other contexts. from the cda elements being analyzed; we could highlight that a macro-structure is a global meaning of discourse (thematic) to lead off a topic to be spoken, a micro-structure is the local structures of the discourse;how and what the purpose of deciding the structures may lead to certain purposes; on biden’s speech, he intends to show his feeling of winning the election, to show his goals (reviewing us administration, to heal the us from demonization era and etc.) and his power to take over the us presidential. then, the superstructure constitutes the basic frameworks of a discourse composition, namely opening, content, and closing remark. in addition, biden’s speech contained some ideologies; those are ‘unity’ to work together for the nation's prosperity, ‘equality’ to treat the us or american equally, and ‘freedom’ to give people chance to decide whatever they want to do. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 79—86 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 86 the following research can be done by using discursive psychology (dp) on a similar discourse; political conversation, medial issue, economics areas, etc. discursive psychology usually begins with psychology as it faces people living their lives. the dp does not certainly focus on ‘discourse’ but more critically see on language psychology as a topic amongst others (prejudice, social influence, etc.) but the dp can be used for discourse because it is the primary arena for action, understanding, and inter-subjectivity by viewing people as social and relational with psychology as a domain of the practice. the basic concept to be applied; such as 1) the discursive action (questioning, explaining, etc.), 2) linguistics practices (how the action is being done), and 3) variation (words used vary by the context). references arikunto, s. (2006). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. basyaruddin. (2015). filsafat bahasa sebagai fundamental kajian bahasa. universitas negeri medan, fakultas bahasa dan seni, vol. 26, n. beyer, b.k. (1995). critical thinking. bloomington, in: phi delta kappa educational foundation. dewey, j. (1933). experience and education. new york: macmillan. fairclough, n. (1992). discourse and social change. cambridge: polity press. hamad, s., & maghlouth, a. (2017). a critical discourse analysis of social change in womenrelated posts on saudi english-language blogs posted between 2009 and 2012. june. gay, l.r., and airasian, p. (2000). educational research: competencies for analysis and application (6th edition). new jersey: prentice-hall. joe biden’s speech, (2020). https://www.washingtonpost.com/politics/2020/11/07/annotated-biden victory-speech/ kriyantono, r. (2019). syntactic analysis on the consistency of jokowi's rhetorical strategy as president and presidential candidate. journal of applied studies in language, 3(2), 127-139. doi:10.31940/jasl.v3i2.1419 lauwren, s. (2020). interpersonal functions in greta thunberg’s “civil society for reunaissance” speech. journal of applied studies in language, 4(2), 294-305. doi:10.31940/jasl.v4i2.2084 rogers, r. (2004). an introduction to critical discourse analysis in education. an introduction to critical discourse analysis in education. london: lawrence erlbaum associates, publishers. van dijk, t. a. (1988). news as discourse. london: lawrence erlbaum associates. van dijk, t.a. (2014). discourse and knowledge: a sociocognitive approach. usa: cambridge university press. wajdi, m., subiyanto, p., & sumartana, im. (2019). observing social deference in two societies. proceedings of the international conference on social science 2018 (icss 2018). available at:https://www.atlantis-press.com/proceedings/icss-18/25903870 wall, j.d., stahl, b.c., and salam, a.f. (2015). critical discourse analysis as a review methodology: an empirical example. communications of the association for information systems, 37(1991), 257–285. wodak, r., and meyer, m. (2001). method of critical discourse analysis (first edition). london: sage publications ltd. wodak, r., and meyer, m. (2009). methods of critical discourse analysis (second edition). london: sage publications ltd. https://www.washingtonpost.com/politics/2020/11/07/annotated-bidenhttps://www.washingtonpost.com/politics/2020/11/07/annotated-bidenmicrosoft word 14.jasl-jun'21. zuwita125-134.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 117 117 exploring edmodo-assisted writing formative assessment in english language classroom mita meryani zuwitasari1 muhamad reza pahlevi2 mobit3 universitas singaperbangsa karawang1,2,3 email: metameryani@gmail.com1 abstract this study aims to explore the use of edmodo in formative assessment and students' perceptions on the use of edmodo writing. this study uses a basic interpretive design. an english teacher and seven students participated in this research. it used observations, interviews, and documentation to collect data to answer these two research questions. the findings showed that the edmodo-assisted writing formative assessment builds teacher technological pedagogy and content knowledge. the students’ responses are viewed cognitive aspect. furthermore, students can improve and the ability to write skills. from the emotional perspective, the students feel more enjoyable and enthusiastic when doing a formative test. whereas in the affective perspective, the students seemed more interested in assessment manually by the teacher through individual correction analysis. keywords: edmodo, formative assessment, writing journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 118 1. introduction in the modern era, the use of technology is an important aspect of change education to innovation. according to charoenwet & christensen (2016), the rapid development of technology makes students have a very high interest in learning online as media for learning. etfita (2019) claimed that edmodo can be used as an effective assessment tool and as a learning platform. additionally, using edmodo of technology advancement that is used as a virtual learning platform to help students discover learning skills in learning english. moreover, wibowo (2019) stated that where students are supposed to learn social cognitive advances such as excellent skills, supporting and truthfulness, enjoying the growth of the world and others. according to fatimah et al (2018) during the learning process, it can be observed that among all functions of edmodo some feature support teachers to provide feedback as an assessment for learning. other than that, alsahwi and alhomoud (2016) stated that it provides a sense of flexibility in time and place of learning and gives feedback on students’ performance. formative assessments in indonesia are needed to review material that has been taught and done when it needs to be tested in a formative test. traditionally, the teacher in administering formative tests typically uses student worksheets to provide objective proof of student performance in exams. the connection of formative assessment with edmodo as a learning media, by assisting the prompt assessment by using the assessment features in edmodo automatically brings up the score of the test results. according to black and wiliam (2018), an approach to the improvement of classroom practice that is focused on assessment must deal with all aspects of assessment in an integrated way. besides, the researcher found out the differences from previous research by using edmodo by doing the paperless test to reduce scattered student worksheets, the ability of students to exploring their idea while learning to write english using edmodo, and students' perceptions of using edmodo in a virtual learning environment. there is a previous study which is similar to this study of huan and bao (2019) edmodo used in esp writing: students’ perceptions they discuss the use of edmodo in esp writing by finding out students' perceptions in students' interest of learning. the increasing students' motivation to learn writing english with practice and extend the influence of edmodo as a learning medium improves student writing performance. according to huan and bao (2019), the purpose of these interviews was to gain insights into their perceptions about the use of edmodo that motivated them to learn writing, thereby addressing what needed to improve or change to their online writing practice for the study. according to ekmekci (2016), the research discussed edmodo as an alternative assessment and students' perceptions of the use of edmodo as an assessment tool in foreign language classes. the student perception of edmodo can function as an effective assessment tool in language classrooms. as a user-friendly application, edmodo will serve as an alternative evaluation tool to analyze. based on previous research, it is clear that there is a functional gap from previous research this study aims at exploring students’ edmodo-assisted writing formative english language assessment. this research focuses on the teacher approach of employing the edmodo employ and students' perceptions toward the edmodo as a virtual learning environment tool. to develop the problem to be discussed, this study makes two research questions that direct the scope of research. research questions consist of: how does the teacher employ edmodo in the students’ formative assessment? and how do students perceive edmodo in writing formative assessments? 2. method this research uses qualitative research since the researchers apply directly the knowledge of the natural situation and state. according to creswell (2007), qualitative research investigates journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 119 a problem and offers a detailed explanation of a significant phenomenon. this study aims at exploring how teachers used edmodo in formative assessment, student perceptions based on experience while learning. as well as collecting data based on words, analyzing data for descriptions interpreting the greater meaning of findings, writing reports using flexible structures based on-field findings. 2.1 research design the researchers used basic interpretative studies to design an appropriate with this research related to the research phenomenon that must be interpreted based on the results of the data that has been collected. ary et al (2010) in this research to describe the real phenomenon, how the process of collecting data, or how the procedures of learning virtual environment using edmodo in-class writing the english language. furthermore, the researcher interprets the things in the research process and the researchers do not provide manipulation of the data. such as observations, interviews, and document review (ary et al, 2010). as well as the findings to be achieved in the teaching and learning process. 2.2 participants research subjects are one teacher and seven students in english language classes. the students as the main focus of the study as participants in this study and one english teacher as supporting data that will be generated. the researchers choose participants from one of the oldest high schools in krw because the school had used edmodo as a learning media for formative assessment. the students and the teacher have used edmodo in a virtual learning environment for almost the last two years. next, the researchers randomly selected seven students from tenth grade, and different classes to be participants and one english teacher at school. 2.3 data collection in this study, the researchers collect the data through observation conducting this research, the researchers used several instruments to collect data as evidence from research by observation with descriptive field notes for a personal record to write ideas or theme of during observation, the researchers use non-participants as data collection, interview the researchers interview the participants about the research questions by using a video call, asking with an open-ended question, and open-ended responses answered by participants. the interviews concentrated on the research question on how does the teacher employs the edmodo in the students’ formative assessment and how do students perceive edmodo in writing formative assessments. in this research, the researchers selected seven students as participants to conduct interviews, through one-on-one interviews (in-depth interviews) to produce valid data and use natural settings. creswell (2007) mentioned that the one-on-one interview is a data collection process in which the researchers asked questions to and records answers from only one participant in the study at a time. the last is documentation, the researchers collected documents that are a source of good and guaranteed accuracy, in the form of document files that can be obtained from schools. this study requires a photo of the state of students learning, syllabus of learning, school profiles, and screen shots of utilizing edmodo. the document collection is intended to add data as a support for data analysis, from this study which was collected by researchers from the phenomenon that has been done. 3. results and discussion the teacher employs the edmodo in the students’ formative assessment. based on the results of data collection, the researchers found the linkages of technological pedagogical content knowledge (tpack) in writing formative assessments using edmodo. the technology used is the edmodo application using several features in the application as a learning media, as well as pedagogical content knowledge results from the teacher and students engaged in the process of learning to write formative assessments utilizing edmodo. it can be illustrated from the teacher's data verbally. there are several stages of gathering the results of tests to make an journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 120 assessment stage. besides, the teacher conducts formative test activities or daily test with the activities teacher give daily test questions about the theme biographical text of the patriots. data observation illustrates, the teacher requests that students immediately send the results of their daily test work to the teacher's account through the "message" feature on edmodo after students work on writing questions that are done in edmodo. intended to eliminate cheating students steal other students ' responses when sending them in groups. picture 1 features message picture 1 features message additionally, the screen shot data illustrates the teacher gives formative test questions in the assignment feature, in the form of biographical text into the type of recount text in learning to write. picture 2 features message in edmodo picture 2 screenshot data in addition, the screen shot data above illustrates after the teacher inputs the formative test questions, students click on the picture marked of the box in figure 2 to make sure it automatically enters the massage feature for students to work on biographical text answers to questions with a theme of the patriots. participant 1 : in my opinion ms, edmodo serves well from the way of writing. (e18) participant 4 : edmodo is quite easy because the edmodo application can copy files while other learning applications cannot copy the assignments given by the teacher. (e19) the students send daily test answer by message the students work on the daily test writing answers journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 121 participant 5 : in my opinion, the edmodo application needs to add learning features, and the service assignment is very good. (e20) participant 6 : the service is very well, it's easier than having to send assignments via email. (e21) participant 7 : edmodo was in terms of service it is still lacking. (i5) based on the results of the interview data, seven students as participants answered correctly from the interview questions given. three participants gave the same answer and the others had different answers. edmodo can serve students well when doing daily writing tests in english learning, edmodo is easily applied as a learning media by making it easier to copy files from the edmodo application. there is an assignment feature that is very easy for the service to do the problem and send it unnecessarily to bother. other than, one participant gave an answer (i5) which explained that edmodo application services were still lacking. students perception towards edmodo in writing formative assessments this research in the application of edmodo-assisted writing formative assessment to get more data, it is important to increase students' perception of the application of edmodo in learning. students' perceptions are obtained from the repetition activities that have been carried out in the past few years making observations and interviewing. besides, the researchers took seven student samples and were given four questions about their perception of the exploration phase, the communication phase, the learning phase. the students' perceptions of the application of edmodo assisted writing formative assessment are presented below. the collecting data generated from interview data regarding the perception of students' online learning experiences using edmodo, there were seven positive participant perceptions of edmodo using in writing formative tests. among other things the participants found it easy to do the test does not need to write on student worksheets and directly sent to the teacher's account, typing in edmodo application shortens the time because the application can copy text or files from outside the edmodo application, as well as when the teacher sends assignments to edmodo throughout members in edmodo group have notifications. edmodo can add new vocabulary for students to learn more new knowledge about english, and edmodo can help students learn distance by learning online without having to face-to-face with teachers who are capable of subjects and students find online learning very enjoyable. researcher : how your experience using the edmodo application to study online? participant 1 : [my experience edmodo makes it easy because if there is a direct assignment sent it is not complicated (e42)] participant 2 : [do type more quickly in the process and just send the results (e43)] participant 3 : [to study online edmodo is quite helpful if there is any exam one class knows (e44)] participant 4 : [my experience edmodo can help study, work on assignments, and exams. and also easy for copying text and there are no difficulties at all (e45)] participant 5 : [the experience for this year using edmodo adds vocabulary and it's easy to share with other friends too (e46)] participant 6 : [overall for me, edmodo helps to study online especially with distance learning like now (e47)] participant 7 : [for me working the test of using edmodo makes me understand online learning is fun (e48)] researcher(s) : how do you develop writing ideas through the edmodo application? journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 122 meanwhile, the participant’s perception of interview questions about how to develop writing ideas in the edmodo respondent application gives a variety of different responses such as before working on formative test questions students look for reference readings for questions with the patriots’ theme as writing ideas. students can put their main ideas and creative thinking into notes, and students develop their own words from findings that have been analysed and translated from indonesian into english in addition to the data above that has been explained, there are also other data obtained from observations, namely the evaluation of the test. teacher's daily test evaluation does not automatically correct through the setting of the edmodo application, because the essay writing goes into the assignment feature in edmodo there is no set value automatically. after the teacher has finished analysing the assessment of the results of student tests then the teacher input student grades one by one in the edmodo application. the teacher can get score analysis from the four points of assessment such as grammar, vocabulary, mechanics or use of punctuation, and forms or ideas that exist in the contents of the text. furthermore, from the screen shot image illustrates that the teacher inputted the results of the correction of students' daily tests in writing english with the patriots’ theme, inputted by entering the values one by one in the column sent by students from the massage feature. previously the teacher first analyzed the text of the results of student work in conducting formative tests in writing english. picture 3 input of assessment participant 1 : [first, looking for references to ideas that will be written. second, looking for summaries of important information from ideas that will be developed. thirdly, revealing to english as well as learning to write good and right (e37)] participant 2 : [from the experience that i got, it increased my creativity in thinking of writing in english (e38)] participant 4 : [edmodo could develop my idea, before working on it i looked for references and added a few words. and also translate from indonesian to english (e39)] participant 5 : [i read first and look for hero figures who motivate, and if it is suitable i take a few words to develop my ideas in my language (e40)] participant 6 : [yesterday, i wrote the words and then i deliver to english (e41)] researcher(s) : what kind of assessment do you like during the daily test in edmodo? participant 1 : the assessment itself, i prefer the value shared at the next meeting (e34) the teacher input student assessment one by one journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 123 the data illustrates that the questions are given by researchers to students regarding the kind of assessment, assessment is related to the learning phase of writing a foreign language where the active ability of students to remember new words and knowledge of english material are tested in the formative test. from the questions, the respondent answered preferred or chose the assessment that was corrected and analyzed in advance by the teacher and given individually through the edmodo application and inputted individually, because the level of error that would occur when inputting was smaller. therefore, students become more confident and enthusiastic about learning english by getting the grades corrected first by the teacher, and not feeling embarrassed even though they get bad grades because the inputting values through the user's private message feature are not visible to anyone other than the sender of the message and the recipient message. the implementation of learning writing formative assessment by using the edmodo application. edmodo serves students and the teacher to be familiar with technology and pedagogy. it equips them in integrating among teaching in the classroom using technology. according to mishra and koehler (2006) cited by (kriek & coetzee, 2016), they created the tpack model, which defines the knowledge base for teachers to teach effectively with technology. this model demonstrates the dynamic interplay between three basic components that are necessary for the integration of teaching technology, namely content knowledge (ck), pedagogical knowledge (pk), and knowledge technology (kt). it illustrates that tpack helps the teacher in teaching writing formative assessments in the formative test by using application edmodo. the teacher gives formative test questions in the feature “group” with the format test using the feature “assignment”. other than the teacher asks students to do formative tests and send test results through the “message” feature in edmodo. the states, the description includes the profound understanding of subject matter by teachers and the essence of knowledge among the subject areas mishra an koehler, (2006). the teacher before doing the formative test gives a little review to students about the material that will be given in the formative test. in addition, kriek an coetzee (2016), they claim technological content knowledge (tck) is knowledge of how technology can generate new representations for specific information. technological pedagogical knowledge (tpk) emphasizes the existence, components, and capacities of different technologies as they are used in the teaching and learning settings. based on the data illustrate, the student can be operating some features in application edmodo and edmodo can serve students for doing the formative test. the students are easier to understand how to use the application and open their minds about learning online. according to baran, chuang, & thompson (2011), tpack serves as a useful framework for thinking about what knowledge teachers need to incorporate technology into teaching, and how this information could be created. before conducting a formative test the teacher considers based on the ability of students, to do an online-based writing test using edmodo as a medium for formative tests. in addition, the teacher can explain the knowledge of the steps to do the test using edmodo until students understand the procedures that must be done when the online learning process takes place. the student’s perception to learning writing formative by using the edmodo application the researchers interviews seven students based on the observed of the researcher found three essential points related to three aspects, namely: students perception in the participant 3 : i prefer the assessment analyzed or correction by the teacher because it was there will be no mistakes unlike the assessment in the automatic quiz (e35) participant 4 : in my opinion, the assessment is more on the assignment feature so the teacher corrects and shares the grades through edmodo application (e36) journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 124 cognitive aspects, students perception in the emotional aspects, and students perception in the affective aspects. students perception in the cognitive aspects point out that writing is an extremely complex cognitive activity where the writer is required to simultaneously demonstrate control of a variable fauzi, (2017). the students’ positive perception to the learning process of writing formative tests by using the edmodo application make students interested in easier doing formative tests in writing control. related to features in the application supporting students exploring the ability to writing skills, edmodo can help improve english language skills al-kathiri, (2015). it encourages thought, forces learners to focus and coordinate their thoughts, and fosters its ability to summarize, and critique them alsmari,(2019). moreover, it makes it easier for students to communicate. according to (tavukcu, 2018) it can be said that the interactions between the students and the student-teacher interaction are at a high level during the lesson by using the edmodo site's attachments. the responses given by students to using edmodo are better used for learning foreign languages, “the first one add vocabulary, the second is more practical and shortens the time and doesn't need to be tired of writing in a book”(e28). so the student assumes the learning process by using the edmodo application as a media for learning writing skills a formative test is easier and is helping students aware for learn new knowledge. students perception in the emotional aspects according to alsmari, (2019) the writing process to efficiently express their emotions and ideas effectively and communicate a meaningful message to the readers. the students' response using the edmodo application can make students more enjoyable, fun, enthusiastic when writing formative tests because students do not write use books. "in my opinion, edmodo is very simple, it does not require carrying a stationary while working on tests or work on assignments" (e33). in addition, "for me working the test of using edmodo makes me understand online learning is fun" (e48). based on harackiewicz & hulleman, (2010), students with more interest in writing are likely to improve their skills and do better than other peers from the motivational theory of achievement and expectation perspectives, then gaining a positive effect. it is one potential way to achieve such goals that develop students' interests in learning writing by using the edmodo application. the students are more likely to make their efforts and challenges with orders to attain their goals in learning by using the edmodo application. students perception in the affective aspect the results show that using authentic evaluation to evaluate writing skills is useful and effective in helping students write better in writing formative assessment. the presence of online media that benefit process writing which needs little time and place to accommodate the sequence of writing exercises, the edmodo can be applied in learning activity as one kind of online application. in addition, items for assessing the success of students at the post-writing stage included certain activities that could lead students towards their potential development, such as focusing on future progress, teacher-oriented input, and portfolio assessment tavakoli, amirian, buner, davoudi, & ghaniabadi, (2019). the students perception in writing formative assessment by using edmodo application. the students more interested in choosing assessment manually by the teacher through individual correction analysis, and input assessment via the edmodo application one by one through the message feature. additionally, implementation and difficulties in carrying out the learning assessment before the implementation of edmodo to provide feedback to students fatimah, wulan, & solihat, (2018). the edmodo features that helping is the message feature, it can be seen during the learning process that some of edmodo's functions support teachers in providing feedback as a learning assessment. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 125 4. conclusion based on the findings of the research, the research questions can be answered clearly. it can be concluded that edmodo-assisted peer-assessment builds teacher to use technological, pedagogical, and content knowledge (tpack). it promotes the teacher to utilize technology properly, apply suitable pedagogy in teaching, and provide meaningful content knowledge. the students respond edmodo-assisted peer-assessment well. into cognitive, emotional, and affective aspects. the benefits for students in edmodo-assisted assessment consist of adding vocabulary, more having enthusiasm for doing assignments or tests. besides, edmodo features to assist students easily in giving and accept writing’ suggestions. references alsahwi, s. t., & alhomoud, f. a. (2016). the impact of using edmodo on saudi university efl students' motivation and teacher-student communication. international journal of education, 105-121. ary, d., jacobs, l. c., & sorensen, c. k. (2010). introduction to research in education. canada: nelson education. black, p., & wiliam, d. (2018). classrom assessment and pedagogy. assessment in education: principles, policy & practice, 552-575. bugueno, w. m. (2013). uaing tpack to promote effective language teaching in an esl/eflclassroom . northern lowa: division of intructional technology. charoenwet, s., & christensen, a. (2016). the effect of edmodo learning network on students' preception, self-regulated learing behaviors and learning performence. proceedings of the 10th international multi-comperence on society, cybernetics and informatics, 297-300. creswell, j. w. (2007). research design qualitative, quantitative, and mixed methods approaches. california: sage publication. ekmekci, e. (2016). integrating edmodo into foreign language classes as an assessment tool . participatory educational research (per) , 2-11. fatimah, i., wulan, a. r., & solihat, r. (2018). using edmodo as assessment for learning to facilitate improvement of 21st century lealth literacy. international comference on matematic and science education, 1-5. fauzi, a. (2017). the effect of edmodo on student' writing skill in recount text. international journal of pedagogy and teacher education (ijpte), 73-39. febriyanti, gaari., dewi, nkcl., & dewi, igairc. (2018). using self-assessment to assess rural young learners’writing skills in english foreign language classroom. journal of applied studies in language, 2(2), 109-115. kriek, j., & coetzee, a. (2016). development of a tehhnology integrated intervention in tertiary education. journal of baltic science education, 712-724. lastari, nkh. and saraswati, prtakh. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language 2 (2), 144-150 miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis. america: sage. mishra, p., & koehler, m. j. (2006). technological pedagogical content knowladge: a framework for teacher knowladge. teacher collage record, 1018-1054. oshima, a., & hogue, a. (1997). introduction to academic writing second edition. new york: longman group. salsabila, sy. (2020). facebook assisted students' peer assessment in writing descriptive text. journal of applied studies in language, 4(2), 247-259. doi:10.31940/jasl.v4i2.2054 sumarno, w. k. (2019). effect of edmodo-asessted process writing with the problematized scapolding on the quality of students' writing. lingua cultura, 31-37. tavukcu, t. (2018). the impact of edmodo assisted education on project evaluation achievement scores and determination of opinions for use in education . tem journal-volume 7, 651-657. tsiakyroudi, m. (2018). exploring the effectiveness of edmodo on greek efl b1 learners’ motivation to write. research papers in language teaching and learning, 97-112. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 117—126 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 126 tuzlukova, t. and heckadon, p. (2020). gaining in-demand skills in the esp classroom: a case study in oman. journal of applied studies in language 4 (2), 210-225 wibowo, s. e. (2019). edmodo: improving student' writing skill. journal of english teaching and applied linguistic, 1-6. zulfikar, r. and putri, sa. (2020). web-based system for creative writing. journal of applied studies in language 4 (2), 144-150. microsoft word 10.jasl-jun'21. wahyuni 95-108.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 95—100 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 95 writing skills deficiency in english for specific purposes (esp): english for computer science dewi sari wahyuni1 darmansyah2 fetri yeni j3 universitas negeri padang1,2,3 email: dewisariwahyuni@gmail.com1 email: estigadarman2012@gmail.com2 email: fetri@yahoo.co.id3 abstract – english for specific purposes (esp) taught at higher education institution (hei) is a kind of course for students majoring other than english. the descriptive research conducted in one of hei in pekanbaru, riau, involved 65 students majoring in computer science of that institution. the data gathered by observation and interviews. this research aimed to find out what were the causes of students' weaknesses in english writing skills, for those were the primary problem that they have compared to other english skills. it was revealed those students had; 1) low competence in general english (ge) based on cefr, 2) had a problem with writing, even in their first language, 3) tendency in taking advantage of google translate without further checking, 4) lack of knowledge on lexical choice, sentence construction and the structure of writing, 5) limited practising time and opportunity keywords: esp, hei, writing skills journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 95—100 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 96 1. introduction english for specific purposes (esp) is learned by students of both english as second language (esl) or english as foreign language (efl) which is considered an important part of the english language teaching (elt) field. this esp is intended to fulfill students' specific needs that make it different from general english (ge). in higher education curriculum, english taught in other than the english department is supposed to be esp adjusted to its major in each department. the materials are provided to comply with specific language items needed for academic and professional purposes. esp means having learning goals in a specific domain which the contents are intended to its learners' specific needs. in higher education institution (hei) where the research was carried out (pekanbaru, riau), esp was taught concerning computer science to 65 efl students. the course was designed based on the indonesian national qualification framework launched by the minister of education and culture (moec, 2011). the terms were designed specifically for things related to computers and technology which involve skills; listening, speaking, reading, and writing. among all of those skills, writing is the most difficult one acquired by students. while the three other skills are also important, the demands for written communication are escalated as students are expected to write their own abstract or even their whole thesis later on. this skill is also needed for their future career. however, 90% of these students faced difficulties in this kind of skill. in general, based on cefr standardized ge given to these students, shows that was at the elementary level; 91% at a1 and 9% at a2. english is part of general and basic subject and is offered for three semesters and categorized as esp for computer science. this esp was delivered by balancing four english skills; listening, speaking, reading, and writing. among all those skills, writing skills was the most difficult one to be acquired by the students. even in ge, writing is also considered perplexing and its structure, lexical choice, and sentence construction frustrates many low competence students. conveying a message in written language requires accuracy and it communicates the thinking process which showing the memory, intellectuality, and verbal capability of its writer (mahboob & elyas, 2014; fareed et al, 2016). english for computer science is one of the crucial media for communication for students in its field and also essential for their career after completing their study. writing skill is highly needed for documents; contract, report or proposal as well as email and other media used for communication especially nowadays when work can be done from anywhere. more and more people work at home and written as well as oral communication is the keys to being successful at work. moreover, the language in computer mostly used english that whether the students like it or not, they have to deal with this wrote english at least at its terminology that connected with computer science. the written tasks should be adjusted with things related to the computer and its context. it is necessary to choose the appropriate lexical, sentence construction, and writing structure to have a well-written task. if the message conveyed by broken english can still be understood by its receiver in oral communication, it does not work in a written one. when students struggle with the basic structure, they will not able to organize meaning or to put them on a larger scale such as texts with specific themes (zobel, 2004; arancón, 2013; andriani, 2014; luka, 2014; sari, 2018). 2. method the method used is descriptive research. the data were collected by observing and interviewing the students and the lecturers. the goal of this research is to describe the causing factors that hamper students in their writing tasks. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 95—100 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 97 3. results and discussion the observation and interviews reveal five factors that hamper students in acquiring writing skills. they are (1) students low competency at ge based on cefr, (2) students had problems with writing even in their first language, (3) students' tendency to use google translate without further checking, (4) students' lack of knowledge on lexical choice, sentence construction and the structure of writing, (5) limited practising time and opportunity. those factors above are elaborated as follows. 3.1 students of competency at ge based on cefr is low while materials required for the course should be in specific content which beyond students' competence level. the cefr standardized test conducted on these students showed that 91% of students were at a1 level and only 9% at a2 which means all of them at the elementary level. meanwhile, to be able to digest esp materials students at least should acquire ge in general for intermediate and advanced students or at least they have adequate competence in ge to go further with esp (dudley-evans, 1997; anthony, 1997; andriani, 2014; athanasiou et al, 2016; sari, 2018). having learned english for computer science challenging for these students for their knowledge in ge was limited and they had to acquire specific language used regarding computer science. the materials used were hardly meeting the students' level. there are many course books for esp, however, the ones with specific needs of these students' major were limited and even though they were there, they tended to be outdated for the field of computer science have rapidly developed (luka, 2014; athanasiou et al, 2016) therefore, lecturers compiled their materials form authentic materials which, in fact, beyond what could be attained by students' considering their competency and worked hard to simplify them to meet the level of the students. among all of those four english skills that students struggled with, writing was always be the lowest skill they could attain. their low competence level at ge did not help much in writing, let alone to write in specific content as esp for their major. 3.2 some students were having a problem with writing, even in their first language it has been said previously that among the four skills, writing skill is the most difficult one for these computer science students. not all students have a talent in writing; even they had difficulty in writing in their first language. this happened to 46% of students and it was reflected from the tasks assigned to other subjects in the form of paper written in the indonesian language. this lack of capability in expressing their thoughts in their first language led them to be more frustrated in thinking about what should be written in english. having problems with the idea of things to be written and their lack of competence in ge, they tended to write in short and very simple broken english sentences. the following are some excerpts taken from students' translated comments: speaking is better than writing. writing for this class is very hard. i don't know what to write in indonesia. how can i write in english? i can speak and i can read, but i cannot write. reading is the easiest for me. listening is also difficult, but writing is the most difficult one. i don't like english. i don't understand it. it's not easy to write tasks in indonesian and it's even harder to write them in english. i know the vocabulary, but it's hard for me to make it into sentences and paragraphs in english. those comments above describe that writing is not favourite activity in this esp class. in the first comment and the second comments, students claimed that writing is the most difficult one to do compare with listening, reading, and speaking. the first admitted that this student did not have an idea of what to write in english, especially for the determined specific journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 95—100 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 98 content. it was challenging to organize things to write in indonesia and automatically, it was certainly not thought-provoking to do it in english with such limitation. the next comment is also showing complain that writing in english was much tougher than it was in indonesia, mainly because the student had a problem with writing itself and was not motivated by acquiring english skills as a whole. the last one showed that the said student had acquired vocabulary, however, organizing and connecting them into a writing task was troublesome. 3.3 students' tendency in using google translate without further correction there is nothing wrong with utilizing digital tools like google translate. it eases students to find vocabulary that they need all at once acknowledging their meaning so that they may understand what they write. using this google translate application helped them in comprehending the discourse in reading. however, the convenience served by this application had made them looking for a shortcut and ignoring the effort required to earn good results for a writing task. to make it worse, these students as digital natives, are inclined to use google translate without willing to recheck the lexical choice or pay attention to grammatical rules. the common practices were; 1) they wrote in indonesian language and copied it to google translate and got the translation to finally offhand copied the translation to their task paper, 2) they wrote in indonesian, copied it to google translate, got the translation in english afterward and then re-translated it into indonesian to finally translated again in english. sometimes, they did the re-translation 3-5 times. 3) they directly wrote the google translate application and copied the whole part of their task paper. for students who were facing problems in pouring their thoughts even in their first language, their writing turned out to be messy. such practice ignores efforts that should have been done by students in terms of writing, for writing are a never-ending process and they counted on the tool to process it wholly. students did not consider that this skill would benefit them as they just fulfilled their obligation to do the writing tasks which are inappropriately considered as a burden. 3.4. students' lack of knowledge on lexical choice, sentence construction, and the structure of writing even gifted students with writing skills in their first language had to think harder about what they should write in english by considering the lexical choice, sentence construction, and writing structure for the indonesian language have different ones. therefore, these students often did not reach what they want to write. although they were able to compose an idea on an assigned topic in their first language, they just did not know how to convey it in english. this leads to demotivating them in acquiring writing skills. i have many ideas on a topic assigned. i can write it in indonesian. when i translate it into english, i just feel that it's not right. and i can't write it directly in english. transferring my thoughts directly in english had me stumble upon completing my tasks. the pattern in english is not the same with indonesian. i am interested in the topic given most of the time as they are connected with my area of speciality. the problem is i am hopeless because i have to write it in english. english grammar confuses me. my sentences turned upside down and i did not understand what i have written. choosing the inappropriate lexical will impact on meaning and the message that a writer wants to convey. as students were at the elementary level and demanded to write as hei students who were not supposed at their existing level, they stumbled upon the tasks, although they knew and were familiar with the assigned topic and able to do so in their first language. 3.5 limited practising time and opportunity english was just a basic general subject with a limited 100 minutes of classroom time of 16 meetings in three semesters. the second and twelve meetings were for quizzes and the journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 95—100 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 99 ninth and the sixteenth meetings were saved for mid semester test and final semester test respectively. practically there were only 11th effective meetings left and those are intended to facilitate four english skills instead of focusing only on writing skills. to facilitate students to enhance their writing skills, they are assigned to do writing practices via asynchronous learning and the lecturers offered students to take their time for question and answer sessions and consultation outside meeting time. the problem was these students were too reluctant to take the session for being afraid to be judged and some also complained that they had too many tasks to do for other subjects that they hardly had time to practice the english writing as many times as possible before submitting their writing assignment. practising writing intensively and keeping on writing are suggested to improve writing skills. feedback from peers or lecturers is needed, however, students can improve their writing accuracy without feedback by revising what they have written (nagata et al, 2006; sheen, 2007; nagata & nakatani, 2010) for one of the keys to success in writing is by writing more. unfortunately, students objected to having peer feedback since they doubted their friends' competence, and having lecturers' feedback took time and courage for facing lecturers one by one. as english is only a general basic course, other subjects such as expertise courses were considered more important and taken seriously. 4. conclusion the problem that got in the way of students in this research to acquire writing skills adequately is rooted in the unmatched level of students' competence and material given. having used in marketed course books will not be a solution, since most of them are for esl students and even though it was intended for elementary, the material provided is still much higher than for these students' level. mostly using authentic materials did not work either and incline to tempt students to take a shortcut to complete their writing assignment as soon as possible by using an application such as google translate. students need to practice a lot in writing, both for communicating their thought in written form in their first language and english. since time and the opportunity for getting feedback from the reliance ones such as lecturers are limited, there should be a solution to provide the opportunity to practice writing in a fun way and to get immediate feedback on their writing without the feeling of being judged. references alharbi, a. and alsolami, t. (2020). the effectiveness of corpora on saudi efl academic writing performance. journal of applied studies in language 4 (2), 331-345 andriani, g. (2014) ‘problems in teaching english for specific purposes (esp) in higher education’, nobel: a journal on literary studies, linguistics and language teaching, 5(01), pp. 30–40. anthony, l. (1997) ‘english for specific purposes: what does it mean? why is it different’, on-cue journal, 5(3), pp. 9–10. arancón, p. r. (2013) ‘the use of sfl genre theory for the analysis of students’ writing skills in esp’, revista española de lingüística aplicada, (1), pp. 245–262. athanasiou, a. et al. (2016) ‘aligning esp courses with the common european framework of reference for languages’, language learning in higher education, 6(2), pp. 297–316. dudley-evans, t. (1997) ‘five questions for lsp teacher training’, teacher education for lsp, pp. 58– 67. fareed, m., ashraf, a. and bilal, m. (2016) ‘esl learners’ writing skills: problems, factors and suggestions’, journal of education and social sciences, 4(2), pp. 81–92. lastari, nkh. and saraswati, prtakh. (2018). the use of mind mapping to improve writing skill of the eighth grade students of junior high school. journal of applied studies in language 2 (2), 144-150 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 95—100 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 100 luka, i. (2014) ‘esp competence assessment in tertiary education’, language for international communication: linking interdisciplinary perspectives, p. 101. mahboob, a. and elyas, t. (2014) ‘english in the kingdom of saudi arabia’, world englishes, 33(1), pp. 128–142. nagata, r. et al. (2006) ‘a feedback-augmented method for detecting errors in the writing of learners of english’, in proceedings of the 21st international conference on computational linguistics and 44th annual meeting of the association for computational linguistics, pp. 241–248. nagata, r. and nakatani, k. (2010) ‘evaluating performance of grammatical error detection to maximize learning effect’, in coling 2010: posters, pp. 894–900. sari, f. (2018) ‘the issues of esp instruction for university level in indonesia’, global expert: jurnal bahasa dan sastra, 7(1). sheen, y. (2007) ‘the effect of focused written corrective feedback and language aptitude on esl learners’ acquisition of articles’, tesol quarterly, 41(2), pp. 255–283. tuzlukova, t. and heckadon, p. (2020). gaining in-demand skills in the esp classroom: a case study in oman. journal of applied studies in language 4 (2), 210-225 zobel, j. (2004) writing for computer science. ny: springer. zulfikar, r., & putri, a.s. (2020). web-based system for creative writing. journal of applied studies in language, 4(2), 144-150. doi:10.31940/jasl.v4i2.1899 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 210 gaining in-demand skills in the esp classroom: a case study in oman victoria tuzlukova1 peter heckadon1 sultan qaboos university1,2 abstract – the most recent trends in education emphasize the importance of its strong focus on the learner’s job-readiness, a convergence of education with the world of work, and its adaptation to the needs of the learner and the employer. ascribable to its farreaching partnership with 21st-century educational thinking, demand-driven education and planning for the future, the english for specific purposes (esp) classroom is no exception to this, seeing modifications and adaptations in its search for a deeper understanding of the reliable skill set introduction and development. while debating current global and local issues, changes, and challenges in the broad area of esp, this paper focuses on omani tertiary education students’ understanding of in-demand 21st-century skills and their development in the dimensions of these skills. the discussion is anchored in the personal feedback of students enrolled in english for business course offered by the centre for preparatory studies at sultan qaboos university in oman. in terms of future employability, students were asked to rate twenty-three skill areas and how these skill areas were covered in the course in bilingual english and arabic questionnaire administered online. the results demonstrate students’ understanding of the importance of 21stcentury skills for future employability. they also show that effective in-demand skill instruction requires teacher initiative in the enhanced incorporation of learner-centred teaching approaches and more language learning activities and tasks with a focus on interactive and experiential instruction. this involves a synthesis of best practices in integrated language skills with special focus on speaking, the application of different innovative tools and techniques of teaching, and enhancement of positive attitudes toward aligning skill areas, with an emphasis on idea development, content knowledge, critical and creative thinking. keywords: english for specific purposes (esp), 21st century skills, employability skills, learner centred teaching journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 211 1. introduction in recent years, globalization as a “central driving force behind the rapid social, political, and economic changes” (held et al 1999: 7) has had profound effects on societies and economies worldwide. while globalization’s net benefits on standards of living are numerous, there have also been cautionary developments. for example, the education sector’s policy and programs have been enriched with a powerful discourse involving the concepts of innovation, information age, knowledge-based economy, life-long learning, learning for workplace flexibility, 21st-century teaching, and learning, and demand-driven education among others whereas the development of an “educated and skilled population to create, share and use knowledge” (robertson, et al, 2007: 117) has been identified as one of the pillars of modern knowledge-based economies facing a knowledge and skills gap. such an imbalance between the abilities possessed by young people entering the workforce versus the abilities that companies are seeking (moore & morton, 2017) is occurring all over the world, and the middle east is included in this human resources and workforce trend. in fact, a report by the international labor organization noted that global youth unemployment has risen from 9.3 percent in 1991 to 12.8 percent in 2018 (world employment and social outlook: trends 2019, 2019). however, the rate for the middle east is approximately 26 percent, which is double the global average (khamis, 2020). the increasing pace of automation will only add more pressure to these numbers. to illustrate, in a 2018 report entitled the future of jobs in the middle east prepared in collaboration with mckinsey group, moore, chandran, and schubert predict that 45 percent of jobs in the workforce today in the six middle eastern countries of oman, bahrain, egypt, kuwait, saudi arabia, and the united arab emirates, can be replaced with automation. furthermore, an executive opinion survey (khamis, 2020) revealed a stark contrast between skills sought by companies and skills possessed by graduates. when asked “in your country, to what extent do university graduates possess the skills needed by businesses?”, the answers ranged from 1 to 7, with 7 indicating “to a great extent.” worryingly, oman scored 4.8, which was among the lowest in the countries surveyed (khamis, 2020), and “this skills gap poses a genuine threat to economic growth” (benayoune, 2018: 153) of the country. however, moore et al (2018) contend that a knowledge and skills gap does not imply that the absolute number of jobs available will permanently decline, but rather that the knowledge and skills needed are shifting from tasks requiring lowerlevel repetitious information processing to tasks that involve social and emotional skills as well as logical reasoning. indeed, companies are giving greater value to recent graduates who can demonstrate command of soft skills, such as reasoning, problem-solving and idea generation (khamis, 2020). in other words, firms are giving increasing prominence to the idea of hiring people based on their intellectual flexibility and ability to learn new things, especially when it is self-directed. accordingly, institutions of higher learning must transition from a teaching philosophy of “knowledge transmission” to one of the fostering of cognitive skill development, such as adaptation, improvisation, problem-solving, and self-directed learning. some theorists have characterized these skills as “employability skills”. the hallmark of employability skills is their transferability, journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 212 and include the ability to “solve complex, multidisciplinary problems, work successfully in teams, exhibit effective oral and written communication skills, and practice good interpersonal skills” (schmidt, 1999, cited in gomez & peter, 2017: 94). in addition to interpersonal capabilities, specific knowledge, and skills that are required in the world of work include complex thinking (deegan & martin, 2018). lifelong learning, adaptability, and flexibility are also components of employability skills since rapid technological changes have the potential to render an employee redundant in the long term if he or she cannot successfully embrace change. in recent years and going forward, employers see a degree or diploma as signifying that the individual graduate only possesses the bare minimum in terms of content knowledge; they are seeking individuals who possess critical thinking, problem-solving and soft skills necessary to effectively maximize the firm’s resources in an ever-changing competitive business environment (bhagra & sharma, 2018). according to deegan and martin (2018: 7), “as the future of work unfolds, what makes us human is what will make us employable”. in their view, education that is driven by demand “takes account of the emerging global economy technologyinfused, gig-oriented, industry-driven – while also striving to ensure that new graduates and lifelong learners alike have the skills required to flourish” (p. 7), and emphasize the development and measurement of the most in-demand skills as a requirement for bringing these practices to scale. recent research seems to corroborate this view while supporting it with evidence from different fields of education including the teaching of english for specific purposes that adapts to new practices and perspectives. it has been suggested that the theorizing and teaching of english for specific purposes (esp) evolved due to three broad trends in recent decades: (1) increased globalization, resulting in changing demands in the working world; (2) advances in the field of linguistics; and (3) a renewed focus on the learner, differing from the “one-size-fits-all” teaching of general english (hutchinson & waters, 1987, cited in laborda & litzler, 2015). this was especially true for language learners in the fields of science, technology, and business. precise definitions of esp have been difficult to pin down. laborda and litzler (2015: 40) state that esp differs from the teaching of general english in that the former applies in cases characterized by “immediate professional or academic demands and applicable situations”. the conceptualization of specificity is even more pronounced in belcher’s (2006) characterization of esp as he states that esp must involve tailor-made instruction for specific students in specific situations (cited in poedjiastutie, 2017). furthermore, esp theorists have opined that the needs of the learners take prominence. richards and schmidt (2010, cited in laborda & litzler, 2015: 40) suggest that both the contents and aims of any esp course are determined by the “specific needs of a particular group of learners”. dudley-evans (1998) aims for a more comprehensive definition of esp by detailing both absolute and variable characteristics of any esp course. the absolute characteristics that apply to esp are that “esp is designed to meet the specific needs of the learner. esp makes use of the underlying methodology and activities of the disciplines that it serves. esp is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre” (p. 6). in terms of learner characteristics, dudleyjournal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 213 evans (1998) proposes that most esp learners are probably at least at an intermediate proficiency level, having a working knowledge of english, and are likely adult or near-adult students. finally, there are five essential roles that esp instructors take on (dudley-evans, 1998, cited in otilia, 2015): teacher, course designer, collaborator, researcher, and evaluator. in terms of teaching, the esp practitioner endeavors to foster opportunities for learning by generating authentic communicative tasks. as a course designer, tailored materials should be created that mimic, as far as possible, similar materials that are encountered in the workplace. collaboration refers to the practice of working with subject specialists, as the esp practitioner typically is not an expert in the field in terms of content. as a researcher, ideally, the esp practitioner furthers his or her own study of the discipline, while also considering the needs and goals of the learners. evaluation refers to the process of first evaluating students’ needs, followed by an assessment of the effectiveness of student responses to the teaching methods on the course, ending in an appraisal of student learning outcomes. the expectations and demands made on the role of tertiary educational institutions have changed dramatically in recent years. pointing out rapid changes in the world of work, robertson et al (2007) assert that “the future of work will require a more flexible, dynamic, and equitable system of preparation. a map of this system may look less like a highway and more like the iconic web of circles and intersections of the london underground”. consequently, moving beyond the traditional model of transmitting information and knowledge to learners, educators everywhere are now grappling with the daunting challenge of how to make their courses relevant and useful to prospective graduates and employers alike. moving beyond disciplinespecific course material is increasingly seen as necessary. according to a joint survey of fortune 500 ceos by the stanford research institute and the carnegie melon foundation, there was broad agreement that 75% of the factors that account for getting and maintaining a job successfully, depends on a person’s “soft skills” and only 25% on a person’s technical or discipline-specific knowledge (malhi, 2009, cited in singh et al 2014). this was echoed in a study by the german chamber of commerce that indicated 8 out of the 10 most sought-after skills by employers were soft skills: team-player skills, self-management, dedication, communication, sense of responsibility, decision making, resilience and success-orientation (pennington, 2013). furthermore, a 2017 study by google that analyzed 20 years’ worth of data regarding hiring, firing, performance appraisals, and promotions revealed that stem expertise was actually the least important of the parameters looked at. indeed, the highestperforming employees mastered the following attributes: communicating and listening well, being an effective coach, demonstrating empathy toward coworkers, and the ability to engage in problem-solving and critical thinking (maclachlan, 2019). in recent years, theorists and practitioners have been engaged in the formulation of various frameworks that endeavour to define those skills that are most valued by today’s dynamic workforce. among the frameworks that have appeared in the literature, and have applicability to esp courses at tertiary institutions are the following: 21st-century skills, soft skills, and employability skills. being relevant to most aspects of contemporary life in a complex world, most 21st century skills “focus on similar types of complex thinking, learning, and communication skills, and all are more demanding to teach and learn than rote skills. these abilities are also commonly journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 214 referred to as higher-order thinking skills, deeper learning outcomes, and complex thinking and communication skills” (rosefsky & opfer, 2012: 8). with regard to these skills, the partnership for 21st century learning along with the oecd have identified the “4cs” deemed critical for success in the 21st-century world of work: critical thinking, collaboration, communication, and creativity (bedir, 2019). turning now into soft skills, the literature currently shows a multiplicity of definitions of the concept of “soft skills”; however, there is a wide degree of overlap among them. for example, hurrel et al. (2012, cited in tikhonova et al, 2018) state that soft skills are non-technical skills that involve interpersonal and intrapersonal abilities to facilitate competent performance in particular social contexts. another framework posits that soft skills encompass communication skills (including oral, written, and presentation), social skills (teamwork, leadership, responsibility), cognitive skills (critical thinking, problem-solving), and emotional intelligence (tikhonova et al, 2018). the ministry of higher education malaysia has specified seven soft skills that are to be embedded in the curriculum: communication skills, critical thinking and problem-solving skills, teamwork, lifelong learning, and information management skills, entrepreneurship skills, ethic, and professional moral skills, and leadership skills (ngang et ak, 2015). finally, the concept of employability skills has existed for decades. they describe the competencies that have always been necessary for one’s full and successful participation in the world of employment. what is a more current development, however, is their renewed emphasis in the educational sphere (gomez & peter, 2017). jackson and chapman (2012, cited in jackson, 2015) have developed a thorough framework that elucidates all of the requisite components of employability skills. they include: (1) working effectively with others; (2) communicating effectively; (3) self-awareness; (4) thinking critically; (5) analyzing data and using technology; (6) problem solving; (7) developing initiative and enterprise; (8) self-management; (9) social responsibility and accountability; and (10) developing professionalism. in their study gap analysis of business students’ skills in the 21st century: a case study of qatar (2018), alshare and sewailem focus attention on the importance of embedding 21st-century skills into educational systems and student learning of these skills in response to the demands affected by the trends and challenges of the business environment and current highly competitive workplace. as they have elucidated, 21st-century skills encompass knowledge, skills, work habits, and character traits that are critically important to success in today’s world, and business graduates need these skills as members of the 21st-century workforce and global economy of the world. alshare and sewailem (2018) identify two main groups of skills, namely soft skills and hard skills. according to them, soft skills can be further classified as people-related skills that include interpersonal skills, communication, and collaboration/teamwork, and personal skills that contain adaptability and flexibility, leadership, professionalism, work ethics, voluntarism, and social responsibility. as for hard skills, they are subdivided into three sub-groups: basic/fundamental skills, which include technical skills and knowledge in specialized areas; conceptual/thinking skills, which include critical thinking/problem solving, analytical thinking, planning and organizing, decision making and it related skills, and business skills, which comprise dealing with real-world problems, creative journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 215 thinking (innovation), global business and multicultural awareness. the distinctions between these two groups of skills incorporate, as explained by alshare and sewailem (2018), such features as (1) the degree to which the skills can be generalized or transferred to other contexts, job types, employment levels or settings; (2) difficulty level of learning; and (3) opportunities in the workplace. they believe, for example, that soft skills involve employee characteristics and qualifications that are not jobspecific and can cover all job types. therefore, if graduates have well-developed soft skills, they have more chances to find better jobs. similarly, rao (2014) believes that well-developed soft skills, or, as the researcher describes them “people skills” (p. 42), are the reason for the major portion of an employees’ job success. however, soft skills are both difficult to teach and acquire: these are two serious problems that the teachers and students faced (alshare & sewailem, 2018). for example, alshare and sewailem (2018) argue that soft skills “mainly grow through experience in a collaborative business environment” (n.p.). however, since enhancing employability is a major challenge, a focus on the development of in-demand skills is evolving as one of the common educational goals across a variety of educational contexts and subject areas. this educational goal, of course, gives special importance and value to the process of learning and the critical role of teaching (bondarevskaya, 2001). it also gives prominence to ‘student voice’. as shown in the study by mitra (2004), increasing ‘student voice’ leads to gains in their development. students, for example, gain a stronger sense of their skills, articulate how they learn best, and help educators to tailor the curriculum to meet their academic and professional needs (mitra, 2004). hence, the discussion of gaining indemand skills in the esp classroom that follows is anchored in the personal feedback of the students. in particular, it focuses on omani tertiary education students’ understanding of in-demand 21st-century skills and their development in the dimensions of these skills and involves students enrolled in english for business course offered by the centre for preparatory studies at sultan qaboos university in oman. 2. method the study was concerned with students’ views and perceptions about 21st-century skills and whether they develop them with greater exposure in the english for business classroom. it aimed at identifying english for business students’ perspectives on the most important skills that they need to tackle 21st-century economic realities and their level of satisfaction with how these skills are taught in the classroom. the hypothesis was that these perceptions are likely to influence students’ motivation and add an advantage in getting a job after graduation. it was also fruitful to identify classroom activities that are supportive in skill development and hear students’ comments on course improvement in relation to in-demand 21st-century skills’ teaching and learning, and students’ development in the dimensions of these skills. 2.1 research design the study involved students enrolled in english for business iii course at sultan qaboos university in oman. evidence suggests that self-reports of learning, or journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 216 perceived learning, can be a valid measure of learning (pace, 1990). similarly, according to rovai and barnum (2003), students’ perceptions may be more important than reality, as decisions about learning are often based on perceptions. a mixedmethod was adopted in the research design. in terms of future employability, students were asked to rate twenty-three skill areas and how these skill areas are covered in the course in bilingual english and arabic questionnaire administered online via google forms. the survey was taken by the students based on their agreement to be part of the study sample on a voluntary basis. in total, 67 responses were collected; the overall data obtained from study participants were saved on one computer for examination, and further quantitative and qualitative analysis. 2.2 participants in order to ensure the representativeness of the sample and certain generalizability in the statistical analysis of the data, the sample size (n) was 67 students. the participants of the study were students who took the english for business iii course offered by the centre for preparatory studies as a compulsory degree plan component for all students registered in the college of economics and political science at sultan qaboos university. according to celp curriculum document (2013), the course “focuses on logical thinking and applying the topmost cognitive skills to prepare the students not only for their college courses but for lifelong learning for their future professional paths” (p. 48), while emphasizing the productive english skills of writing and speaking, as well as business vocabulary acquisition through case study readings. course-related learning and teaching strategies involve classwork, individual essays, and presentations, small group problem-based activities, and tasks, interactions with moodle online learning management platform as well as independent work of the students who explore a variety of business-related topics and themes. the cross-sectional sample represented both male (n = 25) and female (n = 42) students aged between 19 and 23 from the following specialties: accounting (4.5%); information systems (3%); economics (7.5%); finance (7.5%); management (1.5%); marketing (1.5%); and “not yet decided” (74.5%). the age of the majority of the students who participated in the study was 19 years old (53.7%). female study participants outnumbered male participants by 62.7% to 37.3%. 2.3 data collection a survey instrument was designed in the english language to comprise questions about student demographic information, including age, gender, specialization; indemand skills for future employability drawn from literature and contemporary research (alshare & sewailem, 2018) and student level of satisfaction in relation to how these skills are covered in the english for business course. as for the skill list, it included such in-demand skills explored in a study by alshare and sewailem (2018) of existing gaps between business students’ skills/competencies provided by colleges of business and the needs of the current job market in qatar; the skill list included: critical thinking and problem solving, the knowledge required in specialization, work ethics, interpersonal skills, skills of analytical thinking, creative thinking, innovation, collaboration and teamwork, information technology, decision making, leadership, planning and organizing, global business awareness, technical skills, adaptability and flexibility, english oral and written communication skills, volunteerism, professionalism, multicultural awareness, social responsibility, information locating journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 217 and information gathering. in addition, the survey comprised a section that asked students to identify english for business course components that were most useful for learning 21st-century skills, for example, in-class discussions, reading assignments with international settings in the textbook, writing assignments with international settings in the textbook, multiple-choice questions in the textbook, reflections on moodle, videos on moodle, vocabulary quizzes on moodle, discussion forum assignments on moodle, problem-based learning research, teamwork, presentations and reports, and lectures from instructors. the final section of the instrument was allocated for students’ free texts comprising their comments, additional information, and suggestions for course improvements in relation to course teaching and learning. the instrument was then translated into arabic which is the students’ mother tongue to allow for tailoring to students’ accustomed and relevant linguistic experiences and needs, including using the arabic language to comfortably express their views, opinions, and thoughts, and thus obtaining a more complete picture for further analysis.an online version of the survey instrument on the google forms platform was used for data collection. this survey was created and deployed in both the english and arabic languages. the survey tool was administered in two languages from the first to last question, including an optional window for student comments and suggestions for course improvement. students were given the link to the bilingual version of the instrument. the link was posted on the english for business course page on the moodle platform. students’ responses were seen and reviewed on the google platform. 2.4 data analysis both quantitative and qualitative analyses were used. at first, data was stored in an online table on google drive and then auto-analyzed by google forms. the summary included a number of responses, percentages, and visuals. the visuals were represented by graphs and charts created in the summary of the responses section of google forms for all the data collected. then the collected data on student free-text responses was reviewed to identify key passages, ideas, common themes, and categories, analyze and explain them. each free text was manually coded with a letter s and a corresponding number, e.g. s1, s2, etc. as well, categories or themes that emerged from data were also coded using hierarchical frames that “capture a taxonomy of how the codes relate to one another” (open-ended questions, 2018, n.p.) while making it possible to use a “different level of granularity during the coding and the analysis of the results” (ibid.). in addition, the free texts were analyzed using text analyzer [https://www.online-utility.org/text/analyzer.jsp], a free software utility which allows finding the most frequent phrases and frequencies of words, while supporting both english and non-english language texts, counting the number of words, characters, sentences and syllables and calculating lexical density, namely the number of lexical words in the texts that give them their meaning and provide information regarding what they are about. 3. results and discussion student attitude to in-demand skills for future employability journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 218 in terms of future employability, students were asked to rate 23 skill areas on a five-point likert scale from “very important” (score of 5) to “not important” (score of 1). mean scores were used to rank skills’ perceived importance relative to each other. the results of this survey question can be seen in table 1. table 1 scale mean score for perceived importance of employability skills no skills mean score(importance) 1 work ethics 4.75 2 critical thinking; problem solving 4.56 3 adaptability; flexibility 4.55 4 decision making 4.45 5 interpersonal skills 4.45 6 knowledge required in specialization 4.43 7 planning and organizing 4.42 8 collaboration; teamwork 4.24 9 written communication skills in english 4.22 10 technical skills 4.19 11 oral communication skills in english 4.19 12 creative thinking; innovation 4.16 13 social responsibility 4.13 14 leadership skills 4.08 15 global business awareness 4.06 16 analytical thinking 4.04 17 information gathering skills 4.01 18 observational skills 4.00 19 professionalism 3.88 20 information technology 3.87 21 information locating skills 3.79 22 multicultural awareness 3.59 23 volunteerism 3.38 interestingly, survey results seemed to indicate that students demonstrate awareness of the importance of soft skills. the 5 skills that received the highest ratings of importance for future employability as perceived by students (work ethics, critical thinking/problem solving, adaptability/flexibility, decision making, and interpersonal skills) fit into the category of transferable generic skills that go beyond academic subject knowledge or more specific technical skills taught in tertiary educational institutions. for decades, employers have stressed the importance of soft skills, and the literature in this area is well-documented (jackson, 2013). studies that explore student perceptions regarding the importance of soft skills are less numerous; however, a cursory review of research in this area has revealed several interesting findings. according to a study of 1046 business undergraduates in australia, “employability skill development” received greater prominence in the eyes of the students as compared to “hard skills”. to illustrate, the skills of working effectively with others, communicating effectively, problem solving, self-management, and thinking critically received higher ratings of perceived importance by business students than the skill of analyzing data and using technology (jackson, 2013). similarly, a study of business majors in the uk indicated that students perceived journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 219 group work and group presentations as effective tools in the development of “personal transferable skills” (shah, 2013). in this study, students freely admitted that they did not always enjoy working in groups but did acknowledge its usefulness in providing real-world skill development, a further indication of the perceived importance of soft skills in the 21st-century workplace (shah, 2013). finally, haddad and marx (2018) reported survey results of american students majoring in agricultural studies who completed internships as part of their undergraduate degree program. when asked what skills received the greatest opportunities for development, students responded with several soft skills receiving the most attention, such as communication, problemsolving, lifelong learning, professional ethics, and leadership. even though students did not rate themselves highly competent in the area of problem-solving, they did state that their metacognitive ability to perform realistic self-appraisal on their skill sets was greatly enhanced (haddad & marx, 2018). student level of satisfaction with how in-demand skills are taught in the english for business classroom next, students were asked to rate their level of satisfaction on these same 23 skill areas to the degree that students are provided opportunities to hone these skills through the various course assignments. again, a 5-point likert scale ranging from “very satisfied” (score of 5) to “not satisfied” (score of 1) was used to gather responses. mean scores were utilized to rank relative levels of perceived satisfaction and these results can be seen in table 2. table 2 scale mean score for satisfaction of opportunities to develop employability skills no skills mean score(satisfaction) 1 collaboration; teamwork 4.27 2 planning and organizing 4.01 3 oral communication skills in english 4.00 4 written communication skills in english 3.99 5 information gathering skills 3.93 6 work ethics 3.87 7 interpersonal skills 3.85 8 leadership skills 3.83 9 critical thinking; problem solving 3.82 10 decision making 3.67 11 knowledge required in specialization 3.65 12 social responsibility 3.64 13 adaptability; flexibility 3.58 14 creative thinking; innovation 3.58 15 analytical thinking 3.57 16 information locating skills 3.55 17 global business awareness 3.47 18 observational skills 3.46 19 volunteerism 3.43 20 multicultural awareness 3.33 21 information technology 3.30 22 technical skills 3.27 23 professionalism 3.26 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 220 several observations can be made regarding the results in table 2 pertaining to students’ perceived levels of satisfaction with opportunities for skill development in the english for business course. students felt that they were provided with plentiful opportunities for skills development of collaboration/teamwork and planning and organizing. in the course, prominence is given to a problem based learning (pbl) component that involves the development of a proposal for a nonprofit organization. students work in groups of 3 or 4 members over the course of the semester researching shortcomings in the provision of basic humanitarian needs, and through the information that is gathered and analyzed, engaging in pest and swot analyses to determine an opportunity to fulfill these needs through a sustainable nonprofit organization. development of the rationale, vision and mission statements, organizational structure, expected sources of funding and expenditures, and formulation of the nonprofit’s significance and recommendations, round out the project. opportunities to develop oral and written communication skills in english also showed higher levels of satisfaction, which is not surprising given the in-class attention provided to class discussions, presentations, and the further development of individual writing skills, namely expository and persuasive writing with regard to business case studies. the remaining skills that make up the top 10, namely, information gathering skills, work ethics, interpersonal skills, leadership skills, critical thinking/problem solving and decision making, are again all present in the group work pbl project which receives fully one-third of the time devoted to in-class instruction. research in this area offers a cautionary tale for instructors and curriculum planners alike. according to cooke and moyle (2002, cited in carvalho, 2016), students fully perceive pbl to enhance critical thinking, problem-solving, and teamwork skills. this is echoed in sherwood (2004, cited in carvalho, 2016), who finds that students do agree with the idea that pbl can provide improved problem solving and self-directed learning skills. however, the crucial issue for practitioners is implementation. while students do agree in theory that pbl hones a multiplicity of soft skills, to what degree these skills are enhanced is a matter for debate. as stated by carvalho (2016) soft skill development is not an automatic result of an experiential learning opportunity. having said that, it cannot be denied that the literature is rich in the advantages of pbl as a tool to augment one’s transferable or employability skills (salam, 2018). the english for business iii course at sultan qaboos university is divided into three components: academic reading skills, academic writing skills, and problem based learning. the reading and writing skills component utilizes business case studies to supply content that is meaningful and relevant both in the context of oman and overseas. both global and local business and economic issues are discussed. through the course of class discussions, reading and writing tasks, and visual media clips, students have the opportunity to identify, analyze and evaluate a range of issues that for-profit and nonprofit organizations face in the world today while enhancing their competency in business language skills. case studies make use of such business themes as strategy formulation and implementation, vision and mission statements, marketing in the context of different industries and locales, as well as cross-cultural advertising, human resources, corporate culture, and social media branding and communication. as mentioned earlier, the problem based learning component of the course focuses on social entrepreneurship in the form of developing a proposal for a journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 221 nonprofit organization. three sub-components of the pbl project are utilized here: a group report, a group presentation, and three reflective writing assignments. the reflective writing assignments are meant to gauge students’ perceptions of their own growing metacognition through the stages of the pbl research component and focus on themes such as problems with teamwork and how these problems are addressed. finally, student interaction with digital platforms is a key component of teaching and learning in english for business course. course materials are available for students to access on a moodle course page. the course moodle website includes such components as course learning outcomes, a course outline, suggested timelines for the completion of the stages of the project, a discussion forum, academic vocabulary quizzes, links to web-based resources to assist in the design of their nonprofit organization proposal, videos that illustrate course content, assessment rubrics, and reflection assignments related to the process and outcomes of group work. the moodle discussion forum provides an opportunity every week to interact with the instructor and other students on issues related to common business themes, such as the elements of corporate strategy, how to formulate and write vision and mission statements, business terminology, and academic vocabulary, and other issues of importance. now, moving to how students felt about these course components, students were asked to evaluate 13-course components in terms of perceived usefulness for acquiring the 21st-century skills of critical thinking, collaboration, communication, and creativity. a 5-point likert scale ranging from “very useful” (score of 5) to “not useful” (score of 1) was employed, and mean scores can be seen in table 3. table 3 scale mean score for usefulness of course components no skills mean score(usefulness) 1 pbl teamwork 4.12 2 in class discussion 4.06 3 vocabulary quizzes on moodle 4.01 4 reading comprehension questions for case studies 3.76 5 presentations 3.61 6 pbl research 3.55 7 lectures 3.44 8 pbl report 3.43 9 writing assignments with international focus 3.42 10 pbl videos 3.34 11 reading assignments with international focus 3.24 12 pbl reflection writing 3.21 13 moodle discussion forum 2.95 a couple of observations can be made here. again, we can see that students place much value on the usefulness of teamwork skills. this tends to argue in favor of the proposition that students understand the importance of soft or transferable skills. however, it is perhaps a little surprising that students attributed a low level of usefulness to pbl reflective writing since this type of writing is designed to foster the development of one’s metacognitive skills – indeed a transferable skill. one possible journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 222 reason for this might be that the purpose and benefits of reflective writing are not sufficiently communicated to students, resulting in students’ lackluster enthusiasm for these tasks. paterson (2017) makes a similar point in a study of university students in uzbekistan. when the cognitive benefits of certain types of class assignments, especially those not associated with traditional educational classroom tasks, are not clearly communicated to students, it is not altogether surprising that students might be somewhat dismissive of these tasks. teacher enthusiasm for the task is not enough (paterson, 2017). students’ free-text responses that involved their comments and suggestions with regard to the course and its possible improvement were mostly brief. the responses were both in the english and arabic languages. the whole corpus of free-text responses as identified using test analyst software was comprised of 3120 characters (including spaces), 2484 characters (without spaces), 568 words with the lexical density of 47.1831, and 21 sentences. the content of students’ free-text responses reveals that they appreciate the course design and delivery. yet, they “frame on purpose” since similar to students in other educational contexts they want “to improve their career prospects” (kandiko & mawer, 2013, p. 9). some of the study participants mention concerns about whether their skill set will match the employment requirements. as one of the study participants verbalized it, they “are afraid to face the future and work in economic jobs” (s3). this finding echoes with the results of the studies on students’ employability anxiety in other contexts, for example, in a study by lairio and penttinen (2006) who examined how much thinking finnish university students had done about their future career and future transition from academic life to the world of work. as for the english for business course learning environment, student selfperceived expectations were probably the main reasons for their suggested possible changes in teaching and learning in relation to in-demand 21st-century skills. in spite of acknowledging the existing opportunities to develop oral and written communication skills in english and showing overall higher levels of satisfaction with these skills teaching in english for business classroom, one common theme that emerged in students’ free-text responses was related to english oral communication skills with the word “speaking” and the phrase “speaking skills” to be among the top most frequently used phrases. to illustrate, one student noted the importance of “focus on speaking” (s10) and “giving students more opportunities to speak with each other” (s8) in english for business classroom. this comment echoed in other students’ responses. the second common theme, as the analysis of student free-text responses demonstrated, appeared to be about the localization of teaching resources, e.g. case studies, articles in the textbook, additional reading materials. for example, in the opinion of one of the study participants, “the course can be improved by changing the articles in the textbook and making it more about the companies that are related to omani market” (s7). according to this participant, this will be helpful for students to better understand “how the companies in the local market are working” (s7). students also believe that the english for business classroom should be more learner-centered and “more practical” (s13) while featuring “cooperation between teacher and student based on technological devices” (s9). as explained by one study participant, they prefer to be treated as “future journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 210—225 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 223 businessmen and women and not as students” (s12). this finding reiterates earlier studies emphasizing that the “learning process today still uses a teacher-oriented approach” (satriani & emiliap, 2012, p. 11). according to satriani and emiliap (2012), “teachers transfer their knowledge to their students actively, meanwhile, their students, like an empty bottle continually get filled with various kinds of knowledge, which sometimes they do not understand” (p. 11). this necessitates enhanced teacher sensitivity and searches for more effective ways of improving students’ involvement in the english for business course which, in addition to the emphasis on skill areas’ alignment, will lead to the development of ideas and content knowledge, critical thinking, and creativity. 4. conclusion this study was conducted to examine omani tertiary education students’ understanding of the in-demand 21st-century skills and their development in the dimensions of these skills. the data was obtained using a bilingual english and arabic questionnaire administered online and involved omani university students taking an english for business course. the study was limited in scope since survey participation was voluntary; respondents self-selected. the findings revealed that students understand the importance of 21st-century skills for future employability. according to students, they are provided with plentiful opportunities for skills development of collaboration/teamwork and planning and organizing. opportunities to develop oral and written communication skills in english also showed higher levels of satisfaction, as well as information gathering skills, work ethics, interpersonal skills, leadership skills, critical thinking/problem solving, and decision making. in addition, pbl teamwork, in-class discussions, and vocabulary quizzes on moodle were responded to by students in a positive way. according to students’ framing of the english for business course teaching and learning practices, more modifications and adaptations are needed for in-demand skill set development and nurturing. these involve more learner-centered teaching approaches, interactive and experiential instruction with a special focus on speaking and the use of technology. references alshare, k., & sewailem, m. f. 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(2019). international labour office. retrieved march 30, 2020 from https://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/--publ/documents/publication/wcms_670542.pdf microsoft word 2. jasl-jun'21. yuliarta 10-21.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 10 noun phrase and its translation in the novel “budha, a story of enlightenment” i made juliarta universitas bali dwipa email: madejuliarta@balidwipa.ac.id abstract the paper analyzes the form of the noun phrase and its translation shift found an used in the novel “budha, a story of enlightenment”. the shift in translation is stated as a major concept in a sentence analysis found in translation. the concept of shifting can be used in order to learn how a unit on a different level used to make interesting structures. this study has used the theory that is proposed by catford (1978) and quirk et all (1985). the qualitative method is applied to the research method by the researcher. in the data of noun phrases, it consists of the derived noun as head in the source language. in the translation process in this study, a shift occurred in the translation process from the source language into the target language. it can be seen that this study focuses on the translation strategies of the noun phrase. those can be dictated by the structural discrepancies that occurred between the two language systems involved in this process. the optional ones (those that are dictated by the personal and stylistic preferences) and communicative rendition in source language text into another language. there are some shifts in translation occurred in the english noun phrases that are also translated into noun phrases in indonesian as the target language. this study intends to: (i) identify the types of the noun phrase and its constituent structure found in the data source, (ii) analyze the types of translation shifts of the noun phrase in the translation process from the source language into the target language. keywords: category shifts, level shifts, noun phrase, translation journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 11 1. introduction translation can be stated as the process of changing speech or writing translated from one language (source language) into another language (target language). in the process of transferring meaning, the form is changed but the meaning needs to be preserved. when the form of language is spoken, it refers to the actual words, phrases, clauses, sentences, and paragraphs that are spoken or written. the translation is the process of transferring an idea, knowledge, or purpose translated from source language (sl) into target language (tl). in the translation process, the form of the source language can be replaced by the form of the receptor target language. it can be seen in translation, that the form of the source language can be replaced by the form of the receptor target language. translation can take into account constraints that include context, the rules of grammar of the two languages, and their idioms. it can be seen that there is a simple word-for-word correspondence between any two languages. shifting is stated as a major concept in sentence analysis in translation. the concept of shifting can help us a lot to learn how a unit of different level which can be brought down to create interesting structures. there is a concept of rank shifting in all modern grammars of english in their own particular way. there is a translation shift when the source language text has been translated into a different grammatical or phonological form in the target language text (rofik, 2020, ariyaningsih & santika, 2018; khaerani, 2019; cf. wajdi et al, 2020; utami & hikmaharyanti, 2019; santika et al, 2018). moreover, catford (1965) stated that there are two major types of shift, those are level shifts and category shifts. the level shift in the translation process can be indicated by grammar in the source language that can be translated into lexis in the target language. however, the category of shift consists of structure shift, class shift, unit shift, and intra-system shift. this research study focuses on the translation shift analysis of the english noun phrase into the indonesian language. the concept of a shift can help us a lot to learn how a unit of different levels can be brought in order to create interesting structures. it can be seen that the concept of rank in shifting does not exist in the traditional grammar of english. it is stated that the concept of rank shifting exists in all modern grammars of english in their own particular way. the translator shifts the forms in order to keep the meaning constant. therefore, messages can be communicative. this research study finds out the shifts in the form and meaning in translating english noun phrases into the indonesian language. in equivalence and shifts, it is stated that the meaning is more important than the form. the equivalence can focus on cases where the language describes the same situation by different structures. moreover, there are people who are confused in differentiating the word order in headwords of the english and indonesian language noun phrases. as we can see that it is because the english and indonesian language headword are not the same at all. in indonesian language noun phrases, the headword is a head-initial position. meanwhile, it can be seen that in english the headword is a head-final position. the core of the phrase is called a headword used to determine the meaning and the word class. based on explanations, this research study is done to analyze shifts in the translation of noun phrases found in the novel “budha, a story of enlightenment”. it can be seen from the explanation above, that based on the changes of grammatical category and cultures two of view, there are two research questions (1) what are the forms and types of noun phrase implemented in the novel “budha, a story of enlightenment?”, (2) what types of translation shifts of noun phrase applied in the novel “budha, a story of enlightenment?”. 2. method this research study applied the qualitative approach to the data found in the novel “budha, a story of enlightenment” and its translation. the study started to analyze the types of noun phrases found in the novel. the theory of the types of translation shifts by catford (1965) is journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 12 used in analyzing data found in the data sources. this research study applied library research in the research method. the library research has been used in the research study in order to find the data of noun phrases that can be analyzed. the research is needed as the place to support the main facility needed such as books, computers, and pens. the data source of the study is taken from the novel entitled “budha, a story of enlightenment”. it is the note-taking that is used in the method of gathering data for this study. the process of collecting the data is started by reading the entire data source to understand and observe the possibility of the data that are taken from this book. firstly, the data sources are read to find out the types of the noun phrases. after that, it is continued to select the data based on the problems that are discussed in this research study. finally, the types of noun phrases and translation shifts are classified, and find their translations into indonesian. it can be seen that the qualitative descriptive method is stated as the method used to analyze translation shifts and types of noun phrases found in the data source. then, the data in this study is analyzed qualitatively by the researcher. the data are analyzed by using some stages. then the data taken from the novel are listed in the table between the source language and target language. then, the noun phrase found in the source language has been compared with the indonesian translations. it can be seen that the next step is identifying and analyzing the data by using the theory that is proposed by catford (1978). a. noun phrase the noun phrase is stated as the phrase that has an important role of a noun. a noun phrase can be called a phrase consisting of a noun as its headword. it can perform the same grammatical function such as a phrase. noun phrases are, as it is widely known, very common cross-linguistically, and they may be the most frequently occurring phrase type in the translation. in some modern theories of grammar, it's stated that noun phrases with determiners are often analyzed to possess the determiner instead of the noun as their head. they can be stated as the determiner phrases. the phrase comprises two or more words. it can be seen that a single word (such as a noun or pronoun) is not referred to as a phrase. there are some single words that are judged to be phrases based on a desire for theory-internal consistency. b. translation shift shifts represent changes that occur in the translation process. the translation shifts occur both at the lower level of language. it can be seen for example in the lexicogrammar and at the higher thematic level of text. catford (1978), an outstanding translation theory, stated that a shift may be a departure of a proper correspondence within the process of going from the language into the target language. catford (1965) firstly made a statement on translation theory that a shift is stated as the departure from formal correspondence found in the process from the source language into a target language. the translation shift can be used in order to get the natural equivalent of the source text message into the target text. there are two major types of shifts found in the translation process, those are level/rank shift and category shift. level/rank shift is called a source language item at one linguistic level that has a target language translation equivalent at a different level. it can be called a shift from grammar to lexis. category shift is stated as the departure from formal correspondence in translation. catford (1965) stated that there are two types of shifts that are found, those are (1) shift of level and (2) shift of category. it can be seen as follows. 1. level shifts a source language at one linguistic level has a target language translation equivalent at a different level. catford (1965) clearly argued that cases of shifts from grammar to lexis are quite frequent in translation between languages. level/rank shift can ask a language item at one linguistic level that features a target language translation equivalent. 2.category shifts category shift is called the departures from formal correspondence in translation. the grammatical category in the target language is said to occupy the same position in the system journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 13 of the target language as the given source language category in the source language system. the category shift is categorized into several parts, those are structure shifts, class shifts, unit shifts, and intra-system shifts. structure shift is stated as the process of changing word sequence in a sentence. a. structure shifts structure shifts can be found at several ranks. structure shifts can be seen at other ranks. for example, it can be found at the group rank. catford (1965) stated that, in translation between english and french, for example, there is a shift from mh (modifier + head) to (m) hq ((modifier+) head + qualifier). b. class shifts class-shift can occur when the interpretation equivalent of a language item is stated as a member of a special class from the first item. c. intra-system shifts intra-system shift can refer to the shifts occurring internally in the system. that is for those cases where the language and therefore the target language have systems that correspond on their constitution, but when translation involves a variety of a non-corresponding term in the target language system. it can be stated as intra-system shifts when a term is singular in the source language, meanwhile, its textual equivalent is stated to be plural. d. unit shifts a unit shift is called the process of the changes of rank. on the other statement, it can be said as departures from formal correspondence in which the equivalent of translation of a unit at one rank found in the source language is a unit at a different rank in the target language of translation. the unit shifts can include shifts from a morpheme to a word, a word to a phrase, a clause to a sentence, and vice versa. for example, it can be seen from the process of translating a phrase into a word. 3. results and discussion text i suddhodana was a warior king, and the first thing to know about him is this, he mistook himself for a god (12). suddhodana adalah raja perang, satu hal yang perlu diketahui tentangnya adalah ia mengira dirinya dewa (10). we can see from the english noun phrase that is available in a text i stating that the english noun phrase “a warrior king” is formed by using determiner (a) +noun (warrior) + noun (king). “a warrior king” is stated and categorized as a full phrase (n) because it is categorized as a determiner (a) that it stands as a pre-modifier of np followed by a noun (warrior) + noun (king). the constituent structure of a noun king stands as the head of np. it can be seen that the noun phrase “a warrior king” has the tree diagram as follows. np det. noun noun a warrior king it can be seen from the explanation above that the english noun phrase “a warrior king” is translated into the noun phrase “raja” operating in the target language. the noun phrase “a warrior king” has the constituent structure of determiner (a) + noun (warrior) + noun (king). the noun phrase in the source language is translated into a noun phrase in the target language that has the constituent structure of determiner (a) + noun (warrior) + noun (king). the journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 14 translation indicates that there is the occurrence of translation shift in the data because of the structural shift. it is stated as a structural shift because the word or phrasal structure of the source language is different from that of the target language. text ii ravi santhanam, a northern warlord along the nepalese border, had taken one of suddhodana’s trade caravans in a surprise attack (13). ravi snthanam, panglima perang daerah utara dekat perbatasan nepal tanpa disangka sangka menyerang salah satu kravan dagang suddhodana (10). np det. adjective noun a surprise attack we can see from the explanation above that the english noun phrase a surprise attack is translated into tanpa disangka-sangka menyerang in the target language. the noun phrase a surprise attack has the constitution of determiner (a) + adjective (surprise) + noun (attack). the noun phrase in the source language is translated into phrases in the target language. it is stated that the translation shift occurs in this data because the noun phrase in the source language text is translated into a phrase in the target language text. based on the theory of catford, it can be identified that these types of a shift are stated as a unit shift. it can be seen that there are differences in the structure between the source language and the target language. the unit shift occurred in the process of translation from the source language into a target language. it can be seen from the text above that the word surprise is translated into tanpa disangka-sangka. based on the theory of catford, it is stated as a unit shift in higher rank as a word translated into the phrase tanpa disangka-sangka. a higher rank occurs as a word that is translated into phrases in the text above. text iii their metalbound wheels clattered across the hard ground (13). roda-roda logam mereka berdenting di tanah keras (11) np det adj noun the hard ground np n adj tanah keras we can see from the data source in-text iii that the english noun phrase "the hard ground" is translated into the noun phrase tanah keras in the target language. the noun phrase "the hard ground" has the constituent structure of determiner (a) + adjective (hard) + noun (ground). the noun phrase in the source language is translated into a noun phrase in the target language that has the constituent structure of noun (tanah) + adjective (keras). the translation indicates that there is the occurrence of a translation shift in the data because of the structural journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 15 shift. it is because the word or phrasal structure of the source language is different from that of the target language. the translation process above can be said as the structural shift because there are differences between the structure of noun phrases found in the source language and noun phrases in the target language. structure shift is proposed by catford (1980) who stated to be the most common form of shifts and to involve mostly a shift in grammatical structure. it can be seen from the translation process above that the phrase the hard translated into keras. as we know that in this translation process, the noun phrase the hard is translated into the word keras. the unit shift has occurred in the translation process above because the noun phrase the hard is translated into the word keras. it can be seen that a unit shift in lower rank has occurred in this translation process. text iv it was the custom for new mothers to go home to deliver, but he and maya were inseparable (14). lazimnya memang ibu muda pulang kampung untuk melahirkan, tapi raja dan maya tak terpisahkan (12) np adj n new mothers np n adj ibu muda it can be seen from the source language above that an english noun phrase is translated into a noun phrase in the target language. the noun phrase found in the english source language new mothers has the constituent structure of adjective (new) + noun (mothers). the noun phrase found in the target language has the constituent structure of adjective (new) + noun (mother). as we know that there is the occurrence of a translation shift in this data because the structural shift occurred in the translation process above. this occurs because the word or phrasal structure of the source language is different from that of the target language. the source language in the data source is made up of adjective (new) followed by a noun (mother). it can be seen from the source language above that the structure of the english noun phrase consisting of adjective + noun. catford stated that there are structure shifts, unit shifts, and class shifts. the translation process above can be stated as the structural shift because there are differences between the structure of noun phrases found in the source language and in the target language. it can be seen that a new mother is translated into ibu muda in the target language. text v he raised his hand in grudging assent (14). dengan enggan raja melambaikan tangan tanda setuju (12). np art n his hand we can see from the source language in text v that the english noun phrase his hand is translated into a word tangan in the target language. the english noun phrase his hand found in the english source language has the constituent structure of the article (his) + noun (hand). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 16 the noun phrase found in the source language has the constituent structure of the article (his) + noun (hand). it is known that the translation shift occurs in this data because the english noun phrase his hand in the source language text is translated into a word tangan in the target language text. based on the theory of catford, these types of shift is stated as a unit shift in a lower rank. however, it can be seen that the unit shift occurred in the process of translation from a source language into a target language. here, there is a shift namely unit shift which means that there is a change of rank of a unit at one rank in the source language, which is seen as a unit at a different rank in the target language in the translation process. it can be seen from translating a phrase into a word. it can be concluded that a translation shift occurs from a noun phrase in a source language into a word in the target language that is a change in a lower rank. these are stated as shifts where the translation equivalent in the target language is at a different rank to the source language. based on the theory that is proposed by catford, this type of shift is called a unit shift. text vi she expressly wanted to visit the sacred grove because a huge tree stood there like a pillar to the mother goddess (16). ia ingin cepat-cepat berada di hutan keramat karena di sana ada pohon besar yang menjulang bagaikan pilar bagi ibu bumi (15). np det adj noun the sacred grove np n adj hutan keramat we can see from the data source in text vi that the english noun phrase the sacred grove is translated into the noun phrase hutan keramat in the target language. the noun phrase the sacred grove has the constituent structure of determiner (the) + adjective (sacred) + noun (grove). it can be seen that the noun phrase in the source language is translated into a noun phrase in the target language that has the constituent structure of noun (hutan) + adjective (keramat). the translation indicates that there is the occurrence of a translation shift in the data source because of the structural shift. it is because the word or phrasal structure of the source language is different from that of the target language. the translation process above can be said as the structural shift because there are differences between the structure of noun phrases found in the source language and noun phrases in the target language. structure shift is proposed by catford (1980) stated to be the most common form of shifts and to involve mostly a shift in grammatical structure. it can be seen from the translation process above that the phrase the sacred grove translated into hutan keramat. as we know that in this translation process, the phrase the sacred grove translated into a noun phrase hutan keramat. unit shift occurred in the translation process above as noun phrase the sacred translated into a word keramat. a unit shift in lower rank occurred in this translation process. text vii in reality she was a frightened, fragile young woman who barely escaped being lost in the wilderness (16). pada kenyataannya ia ketakutan, wanita muda rapuh yang nyaris tersesat di rimba belantara (15). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 17 np adj adj noun fragile young woman np n adj adj wanita muda rapuh it can be seen from the data source in text vii that the english noun phrase fragile young woman has been translated into the indonesian noun phrase wanita muda rapuh in the target language. the english noun phrase fragile young woman has the constituent structure of adjective (fragile) + adjective (young) + noun (woman). it can be seen that the english noun phrase in the source language is translated into a noun phrase in the target language that has the constitution of a noun (wanita) + adjective (muda) + adjective (rapuh). the translation shows that there is the occurrence of translation shift in the data source because of the structural shift. it occurs because the word or phrasal structure of the source language is different from that of the target language. the translation process above is stated as the structural shift because there are differences between the structure of noun phrases found in the source language and noun phrases in the target language. structure shift is proposed by catford (1980) stated to be the most common form of shifts and to involve mostly a shift in grammatical structure. it can be seen from the translation process above that the english noun phrase fragile young woman translated into wanita muda rapuh. as we know that in this translation process, the phrase fragile young woman translated into an indonesian noun phrase wanita muda rapuh. unit shift occurred in the translation process above as the phrase fragile young woman translated into wanita muda rapuh. a unit shift in lower rank occurred in this translation process. text viii the sentry shouted from his post, and the great wooden gates of the capital opened (18). penjaga pintu gerbang berteriak dari posnya dan pintu gerbang kayu besar kota itupun dibuka (18). np det adj adj n the great wooden gates journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 18 np n n n adj pintu gerbang kayu besar we can see from the data source in text viii that the english noun phrase the great wooden gates is translated into the indonesian noun phrase pintu gerbang kayu besar in the target language. the english noun phrase the great wooden gates has the constituent structure of determiner (the) + adjective (great) + adjective (wooden) + noun (gates). it can be seen that the noun phrase in the source language is translated into a noun phrase in the target language that has the constituent structure of noun (pintu) + noun (gerbang) + noun (kayu) + adjective (besar). the translation indicates that there is the occurrence of a structural shift in the data source because of the structural shift. it is because the word or phrasal structure of the source language is different from that of the target language. the translation process above can be stated as the structural shift because there are differences between the structure of noun phrases found in the source language and noun phrases in the target language. structure shift is proposed by catford (1980) stating that to be the most common form of shift and to involves mostly a shift in grammatical structure. it can be seen from the translation process above that the phrase the great wooden gates translated into pintu gerbang kayu besar. as we know that in this translation process, the phrase the great wooden gates translated into a noun phrase pintu gerbang kayu besar. text ix their happiness increased when the full moon, an auspicious omen, rose over the treetops (17). kebahagiaan mereka bertambah saat purnama, pertanda baik, muncul di puncak pepohonan (16). np art adj n an auspicious omen np n adj pertanda baik it can be seen from the data source in text ix that the english noun phrase an auspicious omen has been translated into the indonesian noun phrase pertanda baik in the target language. the english noun phrase an auspicious omen has the constitutional structure of the article (an) + adjective (auspicious) + noun (omen). it can be seen that the english noun phrase in the source language is translated into a noun phrase in the target language that has the constituent structure of noun (pertanda) + adjective (baik). the translation indicates that there is the occurrence of a translation shift in the data source because of the structural shift. it occurs because the word or phrasal structure of the source language is different from that of the target journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 19 language. the translation process above can be stated as the structural shift because there are differences between the structure of noun phrases found in the source language and noun phrases found in the target language. according to catford (1980) stating that the most common form of shifts and to involve mostly a shift in grammatical structure. it can be seen from the translation process above that the english noun phrase an auspicious omen is translated into pertanda baik. as we know that in this translation process, the english noun phrase an auspicious omen translated into an indonesian noun phrase pertanda baik. text x it was still a lovely dream, she thought, and an escape from her great weariness (20) tetap saja itu mimpi yang indah, pikirnya, mimpi itu pelariannya dari rasa lelah yang teramat sangat (22). np art adj n a lovely dream we can see from the data source in text x that the english noun phrase a lovely dream is translated into the indonesian phrase mimpi yang indah in the target language. the english noun phrase a lovely dream has the constituent structure of the article (a) + adjective (lovely) + noun (dream). it can be seen in the text x that there is the occurrence of a translation shift in the data source because of the structural shift. it occurs because the word or phrasal structure of the source language is stated to be different from that of the target language. the translation process above can be called the structure shift because there are differences between the structure of the noun phrases found in the source language and noun phrases found in the target language. catford (1980) stated that the most common form of shifts and involves mostly a shift in grammatical structure. it can be seen from the translation process above that the english noun phrase a lovely dream is translated into mimpi yang indah. as we know that in this translation process, the english noun phrase a lovely dream is translated into an indonesian phrase mimpi yang indah. 4. conclusion this study analyzes the form of a noun phrase and its translation shift found in the novel “budha, a story of enlightenment”. a shift in translation is stated as a major concept in a sentence analysis found in translation. the concept of shifting is used in order to learn how a unit in a different level used to make interesting structures. this study applied the theory that is proposed by catford (1978) and quirk et all (1985). the qualitative method is used in the research method by the researcher. in the data of noun phrases, it is found that it consists of a derived noun as head in the source language. this theory categorized the translation shift theory into two types, those are level/rank shift and category shift. in the level/rank shift, it is stated to refer to a source language at one linguistic level. it has a target language equivalent found at a different level. it can be stated as a shift from grammar to lexis. in the translation process in this study, it is found that a shift occurred in the translation process from a source language into a target language. it can be seen that this study focuses on the translation strategies of a noun phrase and analyzes about the form of a noun phrase and its constituent structure of it. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 20 this research study used the qualitative approach to the data found in the novel “budha, a story of enlightenment” and their translations. the analyze is started with the types of noun phrases found in the novel. the theory of the types of translation shifts by catford (1965) has been used in analyzing data found in the data sources. this research study used library research in the research method. the library research is used in the research study in order to find the data of noun phrases that can be analyzed. the research is needed as the place supports the main facility needed such as books, computers, and pens. the data source of the study is taken from the novel entitled “budha, a story of enlightenment”. it is the note-taking used in the method of gathering data for this research. the process of collecting the data is started by reading the collected data source to understand and observe the possibility of the data that is taken from this book. firstly, the data sources were read to find out the types of noun phrases. for further research, it is suggested to find the intended meaning when translating english noun phrases into indonesian translation. in analyzing the translation process of the english noun phrase, it is better to use the theory related to the noun phrase and its translation. further research is invited to analyze more translation processes in translating english noun phrase, then it can describe the translation process occurred. in analyzing the translation of the english noun phrases for further research, it is also better to use mapping theory in analyzing the translation process. references ariyaningsih, nnd., & santika, idadm. (2018). the translation of english tourism news text into indonesian. journal of applied studies in language, 2(2), 151-157. bassnett, m. (1980) translation studies. shanghai: shanghai foreign language education press. bell, r.t. (1991). translation and translating: theory and practice. london: longman. broccias c. (2011). motivating the flexibility of oriented –ly adverbs. dis. (serial online), jan-mar, (cited 2011 jun. 56. available from url http:/www.benjamins.com/gov/ncidod/eid/eid.htm catford, j.c. (1965). a linguistics theory of translation. london: oxford university press. catford, j.c. (1978). a linguistics theory of translation: an essay of applied linguistics. london: oxford university press. catford. j.c. (1980). a linguistic theory of translation. ny: oxford university press. quirk, et al. (1985). a comprehensive grammar of the english language. london: pearson longman. chaer, a. (2011). tata bahasa praktis bahasa indonesia. jakarta: rineka cipta. diaz, j.c. & anderman, g. (2009). audiovisual translation: language transfer on screen. great britain: palgrave macmilan. fabb, n. (2005). sentence structure. new york: routledge. gelderen, e. (2010). an introduction to english grammar. amsterdam: john benjamin publication. ghaemi, f. and benyamin, j. (2010). strategies used in the translation of interlingual subtitling. journal of english studies islamic azad university, science & research branch, 1(1), 39-49 gottlieb, h. (2001). subtitling, in baker (ed), rouledge encyclopedia of translation studies (pp, 245 248). london/new york: rouledge kuhiwczak, p & littau, k. (2007). the companion to translation studies. frankfurt: cromwell press ltd. house, j. (2015). translation quality assessment: past and present. new york: routledge. julmand, l. and schwarz, h. (2012). a concise contrastive grammar of english for danish student. denmark: narayana press. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 10—21 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 21 kartawinata, h. (2010). contrastive analysis of verb phrases in english and tetun language basic sentences. in issues in english a foreign language and sociolinguistics vo i: 10-20. malang: ma chung press. khairani, ai. (2019). translation techniques of bilingual abstract 'sentrinov' program book. journal of applied studies in language, 3(2), 214-220. doi:10.31940/jasl.v3i2.1559 massoum, smh. and shahbaiki, a. (2014). translation shifts in the persian translation of a tale of two cities by charles dickens, mcser-cemas-sapienza university of rome, (march, 2014), doi:10.5901/ajis/2013.2n1p391. mukti, h.f. (2002). complete english grammar. yogyakarta: ansolut. munday, j. (2008). introducing translation studies: theories and application. london and new york: routledge. munday, j. & hatim, b. (2005). translation an advanced: resource book. london and new york: routledge. nababan, m. (2016). pengembangan model penilaian kualitas terjemahan. https:publikasiilmiah.ums.ac.id. accessed on january 24, 2016. newmark, p. 1988. a textbook of translation. london: prentice hall international ltd. nida, e. a., & taber, c.r. (1982). the theory and practice of translation. leiden: e.j. brill. nuryanti. (2007). adverbs and its syntactic function with special reference to danielle steel’s daddy. denpasar: udayana university. petrus. (2005). the morphosyntactic analysis of –ize, -ify, and –en in english. denpasar: udayana university. rofik, a. (2020). grammatical accuracy of indonesian-english translation. journal of applied studies in language, 4(2), 321-330. doi:10.31940/jasl.v4i2.2173 santika, idadm., putri, igvw., & suastini, nw. (2018). translation of phrasal verbs into indonesian. journal of applied studies in language, 2(1), 44-50. utami, nmv., & hikmaharyanti, pda. (2019). translation shifts of pronoun in bilingual novel twilight. journal of applied studies in language, 3(2), 187-194. doi:10.31940/jasl.v3i2.1527 venuti, l. (ed.). (2000). the translation studies reader. london: routledge. verspoor, m. and sauter, k. (2000). english sentence analysis: an introductory course. amsterdam: john benjamins publishing company. wajdi, m., ikhsanudin, i., hasan, mk., & sharmin, f. (2020). the study of indonesian verbs berkata, bersabda, and berfirman. journal of applied studies in language, 4(2), 281-293. doi:10.31940/jasl.v4i2.2149. yarahmadzehi, n. (2013). a study persian translation of english phrasal verbs in harry potter and the order of the phoenix. canadian center of science and education. accessed on december 24, 2015, http: //www.ccsenet.org/journal/index.php/ijel/article/viewfile24241/15355, 201. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 281 the study of indonesian verbs berkata, bersabda, and berfirman majid wajdi1 ikhsanudin2 md kamrul hasan3 fatema sharmin4 politeknik negeri bali1 universitas tanjungpura pontianak2 united international university united city, madani avenue, badda, dhaka12123 shanto-mariam university of creative technology, dhaka, bangladesh4 email: mawa2id@gmail.com1 email: mkhasan77@gmail.com3 email: fatemashamin@gmail.com4 abstract this research aims at to analyse the existence of the indonesian verbs “berkata”, “bersabda”, and “berfirman” (to say, to state). the method of document study was executed to provide the data, namely the translation of the holy quran (2004). although it is unfair to compare the language of indonesia and the language of java from a speech levels point of view, this paper is simply meant to trace how the words of the language of indonesia show its speech levels in its own way. the indonesian verbs “berfirman”, “bersabda”, and “berkata” are used to describe the activity of ‘saying’ or ‘speaking’ of god (berfirman), the prophet muhammad (bersabda), and people in common (berkata). it is concluded here that there are speech levels in the language of indonesia, but they are not to compare with the speech levels like in the language of java, bali, madura, sunda, and or sasak of lombok. keyword: high speech level, honorific word, indonesian verb, low speech level journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 282 1. introduction indonesian has become a second language for most native speakers of local languages in most parts of indonesia, such as sundanese, javanese, balinese, sasak, madurese, and many speakers of other local languages apart from speakers of the five major languages mentioned earlier. with regard to indonesian, moeliono (in samuel, 2008) proposes the idea of "language modernization" which includes equations with other developed languages with the aim of enabling "reciprocal translation", as well as "language updating". what is meant by "language modernization" includes three aspects, namely "intellectualization" or "language rationalization", namely the development of the ability to form precise, thorough, and abstract statements, according to the needs of scientific discourse (moeliono, 1985), "expansion of vocabulary", which includes the source of the term and its formation and development of the "barrel of language". what is meant by "language barrel" is a variation of language or a variation of speech which has high and low meanings, such as the language barrel or the level of speech in javanese and javanese manners. the majority of indonesian speakers in indonesia are native speakers of local languages, especially javanese, sundanese, balinese, sasak, madurese, and others. these five languages are related languages which are characterized by the existence of high and low speech levels. javanese, for example, is widely recognized as one of the local languages of indonesia with a low level of speech (called ngoko) and a high level of speech (called krama or basa) which coexist as a medium of daily communication for its speakers. these low and high speech levels have different forms, functions, and meanings when they are used by the speakers. of course, there are fundamental differences to be taken into account between indonesian and javanese. as a language that recognizes the principle of equality (egalitarian), indonesian does not have a speech level like the speech level of javanese and the four related languages. this paper does not intend to compare indonesian and javanese and the four other languages from a speech level perspective, but it tries to explore indonesian vocabulary and how indonesian places low and high vocabulary in its own way. for example, the indonesian verbs “berfirman”, “bersabda”, and “berkata” are used to describe the activity of saying by allah/god (berfirman), the prophet muhammad (bersabda), and the common or ordinary people (berkata). this initial research hypothesis reveals that there is a kind of speech level in indonesian, but not to be equated with the level of speech in javanese, sundanese, balinese, sasak, and madurese as it is known so far. as mentioned earlier that indonesian has also become a second language for native speakers of local languages, one that should be mentioned here is javanese. the influence of the javanese or the language of java on indonesian extends beyond purely lexical areas, with the adoption of certain cultural attitudes and the speech levels of javanese and other languages belonging to the same historical and cultural subgroup, namely sundanese, madurese, balinese, and banjarese, which amounts to two-thirds of indonesia's population (samuel, 2008). the efforts to measure the contribution of regional or local languages to indonesian vocabulary and it is proven that regional or local languages are the largest source of enriching indonesian vocabulary. labarousse (1975, in samuel, 2008) explains that between 1960 and 1970 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 283 there were 40.1% of indonesian loanwords originating from regional or local languages. loan or adopted words from the language of java are 69.1% of the total loan words from regional or local languages and 28.2% of the total loan words and are in second place after dutch. this then leads to thoughts and opinions to say that there is a kind of ‘javanization’ process in the indonesian language (samuel, 2008). for several decades, it is suspected that in the indonesian language pairs of words "rude-rude" appeared, with the form of "respect" which was absorbed from old javanese or from the level of speech in modern javanese krama. this kind of process is called “kramanisasi” in indonesian (samuel, 2008), i.e. the process of being or becoming speech levels like the language of java. however, "kramanisasi" is different from the process of being java (‘javanization’). the ‘javanization’ is mainly by absorbing the vocabulary of the low (ngoko) speech level, which comes from speakers who do not realize the absorption of mother tongue words into a second language, in this case, indonesian. based on the background above, the problem or research question is (a) are there high and low speech levels in indonesian?, (b) how much do indonesian vocabularies reflects high and low forms? the term speech level refers more to the co-variations of speech in regional or local languages in indonesia such as javanese, sundanese, balinese, sasak, and madurese speech levels. speech levels in javanese are called "undha-usuk", 'levels of language' (harjawiyana & supriya, 2009), and in english, they are called “speech levels” (shinoda, 1973; poedjosoedarmo, 1968; wolff & poedjosoedarmo, 2002), "levels of speech" (fasold, 1990) or "speech styles" (errington, 1998; robson, 1992). the term speech levels are widely used to describe the co-existence of high and low variations in a language, such as japanese and korean (shinoda, 1973; martin, 1964; ng & obana, 1990), sundanese (anderson, 1997), javanese (geertz, 1960; poedjosoedarmo, 1968; wolff & poedjosoedarmo, 2002; robson, 1992); madurese (davies, 2010), balinese (suastra, 2001a/b; arka, 2005), and sasak (austin & northofer, 2000; mahyuni, 2005). however, not all of the researchers explicitly provided a detailed explanation of the terms of speech level and the definition of speech level. shinoda (1973) provides an overview of the speech level called "keigo" in japanese. in a narrow sense, speech levels are words that express respect for the person and actions of the person being spoken to or the person being referred to. in a broader sense, speech level refers to, both high and low forms, in which a person describes another person's actions with positive humility. the definition above emphasizes more on "respect" for others, which is often interpreted as "respect" for others. ng & obana (1990) define speech levels as variations in spoken language, the choice of which is closely related to the type of speech in discourse due to social factors. the original citation is listed below for clarity. by the term ‘speech levels’ we mean language variations in spoken language, the selection of which is closely related to the types of speech discourse as well as certain social factors. the types of speech discourse are varied, e.g. a chat with a friend, a discussion on politics with colleagues, an exchange of greetings with an acquaintance, an interview on television, a public lecture, etc. (ng & obana, 1990). the limitation on the variety of spoken language at the definition of speech level above felt too narrow. what about written language? ng & obana's (1990) definition of speech level seems to follow the definition of diglossia (early definition journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 284 by ferguson, 1959; see also, for example, holmes, 2001) which refers to low variation (l) which is used only in a spoken language. anderson (1997) provides an overview of the speech levels in sundanese by quoting weessing's (1974) opinion as follows. although sundanese speech levels have been discussed by any number of scholars, these studies have not been based on the analysis of actual usage, but of reported usage. this has yielded a standard model which, in the words of wessing (1974), appeals to “features of the social environment in which the speech event is taking place”, most notably, “a) social status of the speaker, b) social status of the addressee or referent, c) the difference (if any) between a) and b) [and], d) the degree of friendship (intimate) between the speaker and the addressee (anderson, 1997). principally, the description of the speech level above is a system of speech that is interrelated with the social environment in which the speech event takes place, which in essence considers the social status and level of intimacy of the participants. in other terms, the speech level is a speech stratification system that is used to express the status and familiarity relationships of the participants in a speech event. poedjosoedarmo (1968) defines speech levels associated with javanese as follows. speech levels in javanese constitute a system for showing 1) the degree of formality, and 2) the degree of respect felt by the speaker toward the addressee. the greater the degree of respect and formality in an utterance, the greater the politeness is shown (poedjosoedarmo, 1968). the definition of speech level above illustrates that what is meant by speech level is a system of language politeness by using language variations, namely high and/or low variations, to show the level of formality and the degree of respect for a speaker to the speech partner. the definition of speech level put forward by poedjosoedarmo (1968) above is narrowed by the statement "the degree of formality and the degree of respect" which often only refers to the high variation (krama) of the language of java. within the scope of this definition, the speech level of the language of java "ngoko" does not seem to be taken into account, because according to poedjosoedarmo (1968; cf. purwoko, 2008a), the level of speech in "ngoko" is not reflected at all. therefore, this definition can be expanded as seen in the definition of speech level in this research. wedhawati et al (2006) stated that what is meant by speech level is as follows. speech level is a variation of language, the difference is determined by the speaker's attitude to the interlocutor or the third person spoke to. the difference in age, social level, and distance of familiarity between the speaker and the partner will determine the variation of the selected language. mistakes in the choice of language variations when speaking will create awkwardness and are considered impolite. to complete the five speech level definitions above and to examine the phenomenon of high and low variation in languages that recognize t/v or speech level, speech level is a variation of speech or language variation that can and is usually used to indicate the level of familiarity, level of respect, and level of hierarchy with fellow participants, both in official and informal communication, both written and oral communication based on the rights and obligations of each participant. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 285 speech level can be said to be a communication theory in hierarchical speech societies such as javanese, sundanese, balinese, sasak, and madurese. the pattern of communication in such a hierarchical society shows three communication patterns, namely first, an equally close communication pattern in which the participants use each other's low speech levels. the participants put themselves in an equal and familiar position which is shown by using each other's low speech levels to be used to greet each other and express their thoughts aimed at their speech partners. apart from the similarly intimate communication patterns mentioned earlier, secondly, the equivalent communication patterns are not familiar, in which the participants use each other a high level of speech. equality without intimacy encourages the participants to use each other a high level of speech to greet and express all their thoughts for each participant. the third communication pattern is hierarchical communication, in which unequal participants use each other of different levels of speech. in unequal communication, participants have different status, there is a superior participant (superordinate) and the opponent is a subordinate participant (inferior or sub-ordinate). superior participants use a low level of speech to address the person to whom they speak, while subordinate participants use a high level of speech to respond to a superior's speaker. 2. method the data of this paper were collected using a document review method in the form of the translation the al quran into indonesian, in the form of the digital quran (2004) version 2.1. first, the researchers make a list of word pairs to be searched to decide whether these word pairs are used in the indonesian translation of the digital quran. for example, the verbs "mati” (die) and "wafat” (die, passed away). by utilizing the search facility (search), a column will appear to type the word we want to search. second, the researchers type the words the researcher wants to search according to the list that has been prepared. for example, typing the indonesian verb “mati” in the available column in the search facility. third, the researchers click the list topics button and it will be displayed the title, location, and rank columns. in the title column, a list of surahs from the quran will appear that contains the word you want to search (for example, an indonesia verb “mati”). on the list of topics, one of which appears the suarh al baqarah 243; that is, the indonesian verb “mati” the researchers are looking for is in the surah al baqarah verse 243. fourth, the researchers click on the list of existing letters (for example, surah al baqarah 243), verse 243 of the al baqarah will appear with its meaning (the translation) in indonesian and researchers can see the indonesian verb “mati” that is being sought. by typing the word the researchers want to find in the search facility, the searched word will appear, if the word the researchers are looking for exists and is used in the indonesian translation of the digital quran. using whatsapp is another way to find the use of indonesian is by typing and sending it to whatsapp number (089999------). although the result is little bit different but it is really helpful. the result of finding in whatsapp for the indonesian verb journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 286 “berkata” is 739 times, “berfirman” is 126 times, but “bersabda” is not found in the whatsapp. 3. results and discussion the following discussion tries to analyse how the speech levels in indonesian is used especially in written form, namely the translation of holy quran (2004). since there is a term especially used when a researcher analyses the speech level in the language of java, sunda, bali, sasak, and madura. table 1 shows us how speech level of indonesian appear in limited verbs, noun, and pronoun or terms of address. table 2 shows us to whom the indonesian verbs refer to. it is usual and it becomes a norm of social life especially in communication field. table 1 indonesian speech level category low high noun kata ‘word’, ‘statement’ firman, sabda ‘word’, ‘statement’ mayat ‘dead body’ janazah ‘dead body’ kuburan ‘graves’ makam ‘graves’ anak ‘child’ putra/i ‘son/daughter’ verb berkata ‘to say’, ‘to state’ berfirman, bersabda ‘to say’, ‘to state’ mati ‘die’, ‘passed away’ meninggal, wafat, gugur, mangkat, tutup usia, ‘die, passed away’ minta, meminta ‘to ask’, ‘to beg’ mohon, memohon ‘to ask’, ‘to beg’ datang ‘to come’ hadir ‘to come’ menguburkan ‘to bury’ memakamkan ‘to bury’ membolehkan ‘to allow’ mengizinkan, mengabulkan ‘to allow’ memberikan ‘to give’ mengabulkan ‘to give’, ‘to grant’ hamil ‘to have pregnancy’ mengandung ‘to have pregnancy’ pronouns kamu ‘you’ saudara, anda, bapak/ibu ‘you’ ia/dia ‘he’ beliau ‘he’ table 2 the indonesian verbs “berkata”, “bersabda”, and “berfirman” table 3 indonesian verb & occurrence based on the study in the translation of holy al quran, the indonesian word and verb “berfirman” (to say, to state) was 117 (one hundred seventeen) times used in the translation of the holy al quran (2004). on the one hand, the noun “firman” (word, ordinary people king, prophet god english berkata bersabda berfirman to say, to state indonesian verbs “berkata” and “meninggal” english occurrences berkata to say, to state 510 times bersabda to say, to state 25 times berfirman to say, to state 117 times mati, meninggal die, passed away 27 times gugur die, passed away 19 times wafat die, passed away 12 times journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 287 statement) is 28 times used by the translator in the translation of the al quran. the verb and the noun of “berfirman” and “firman” all refer to allah, the god of moslem believers. it is unusual for indonesian speakers and writers to use the verb “berfirman” and the noun “firman” for creatures and human beings. the verb “berfirman” and the noun “firman” is the only term used to describe god's activity of saying something or making statements. the following data are the example how the indonesian verbs “berkata”, “bersabda”, and “berfirman” (to say, to state) are used in the translation of the holy quran (2004). berkata, bersabda, berfirman “to say”, “to state” [1] qs 2: 71. musa berkata: “sesungguhnya allah berfirman bahwa sapi betina itu adalah sapi betina yang belum pernah dipakai untuk membajak tanah dan tidak pula untuk mengairi tanaman, tidak bercacat, tidak ada belangnya.” mereka berkata: “sekarang barulah kamu menerangkan hakikat sapi betina yang sebenarnya”. kemudian mereka menyembelihnya dan hampir saja mereka tidak melaksanakan perintah itu” (q.s. al-baqaah 2: 71). musa said: "verily allah says that the female cow is a female cow that has never been used to plough the land nor to irrigate crops, is blameless, has no stripes". they say: "now then you explain the true essence of the cow". then they slaughtered it and they almost did not carry out the order [63]. [2] qs 6: 259. …. dia berkata: "bagaimana allah menghidupkan kembali negeri ini setelah hancur?" maka allah mematikan orang itu seratus tahun, kemudian menghidupkannya kembali. allah bertanya: "berapakah lamanya kamu tinggal di sini?" ia menjawab: "saya tinggal di sini sehari atau setengah hari." allah berfirman: "sebenarnya kamu telah tinggal di sini seratus tahun lamanya; …. he said: "how can allah bring this country back to life after it was destroyed?" so allah killed him for a hundred years, then brought him back to life. allah asked: "how long have you been here?" he replied: "i stay here a day or half a day." allah said: "in fact you have lived here a hundred years;…. [3] qs 3: 41. berkata zakariya: "berilah aku suatu tanda (bahwa isteriku telah mengandung)". allah berfirman: "tandanya bagimu, kamu tidak dapat berkatakata dengan manusia selama tiga hari, kecuali dengan isyarat. dan sebutlah (nama) tuhanmu sebanyak-banyaknya serta bertasbihlah di waktu petang dan pagi hari". zakariya said: "give me a sign (that my wife is pregnant)". allah said: "sign for you, you will not be able to speak with humans for three days, except with a signal. and call (the name) of your lord as much as possible and pray in the evening and morning". [4] qs 3: 47. maryam berkata: "ya tuhanku, betapa mungkin aku mempunyai anak, padahal aku belum pernah disentuh oleh seorang laki-lakipun."allah journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 288 berfirman (dengan perantaraan jibril): "demikianlah allah menciptakan apa yang dikehendaki-nya. apabila allah berkehendak menetapkan sesuatu, maka allah hanya cukup berkata kepadanya: "jadilah", lalu jadilah dia. maryam said: "o my lord, how could i have a child, even though i have never been touched by a man." allah said (by means of jibril): "thus allah creates what he wills. if allah wants to determine something, then allah simply says to him: "be", then he becomes. [5] rasulullah bersabda: “mana orang yang tadi bertanya tentang umrah itu?” (penjelasan qs 2: 196). rasulullah said: "where was the person who asked about the umrah?" (explanation of qs 2: 196). [6] nabi saw bersabda: “baiklah, akan tetati apabila kamu kufur, gunung ini akan berakibat seperti hidangan yang diminta bani israil (penjelasan qs 2: 108). the prophet muhammad s.a.w. said: "all right, but if you are kufr, this mountain will result like the dish that the israelites asked for (explanation of qs 2: 108). based on the example presented above, in data number [1] to [6], it is clear how the indonesian verbs "berkata", "bersabda" and "berfirman" (to say, to state) are used in a written utterance in the form of a document translated from the quran (2004). the indonesian verb “berkata” is used to describe the activity of saying certain utterances for humans in general. the indonesian verb “berkata” refers to or is used by human being in general or ordinary people. in general, humans carry out the activity of saying something by using the indonesian verb “berkata”. the activity of uttering utterances for every human being is generally described using an indonesian verb or verb “berkata” (to say). is it only the verb “berkata” that can be used to describe speaking activities, both in spoken forms and in written ones? in the language java (and in other regional languages in indonesia that recognize speech levels such as the language of java), the indonesian verb ‘berkata” can be expressed in low speech level “ngomong”, while in javanese, the high speech level of “to say” is “ngendika”. it seems that the indonesian language also recognizes a kind of speech level, namely stratified speech, from low to high speech level. the level of indonesian speech is related to whom (the participant) is depicted in the utterance in question or who is speaking. if we refer to the sample of the data [1] to [6] above, it is clear that the indonesian verb “berkata” has a high variation, namely the indonesian verbs “bersabda” and “berfirman”. if they are ranked, the indonesian verb “berkata” is a low (neutral, general) verb, while “bersabda” and “berfirman” are high verbs that have a value meaning of respect and power. figures without power in the sense of the figure, in general, will be described using the verb “berkata” that means “to say”, on the other hand, the figures that have power will be described using the verb “bersabda” and/or “berfirman” to describe the activity of “saying” of the superordinate figures and god (berfirman). a king, in past time, was always described as a superordinate that is why he will use the indonesian verb “bersabda”. the indonesian verb “berfirman” is exclusively used for or refers to god (allah). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 289 the data [1] to [6] above clearly demonstrate that the indonesian verb "berkata" is used to describe the activity of saying or stating something carried out by people or humans in general. the indonesian verb "berkata" is used neutrally to describe the activity of speaking of people or humans in general. on the other hand, the verb "berkata" will be increased into "bersabda" to describe the activity of saying or making statement of the prophet muhammad (data number [5] and [6]). prophet muhammad is also often referred to by the nickname 'messenger of allah', so that he is also described by the indonesian verb "bersabda" in a special (exclusive) manner for the activity of uttering and making statements. prophet muhammad in the teachings (religion) of islam is a highly respected figure. therefore the activity of uttering and making statements is described using the indonesian verb "bersabda" not “berkata” that is used by ordinary people.. the indonesian verbs "mati", "gugur", and "wafat" (die, passed away) can also be categorized into indonesian verbs of the level of speech. the indonesian verb "mati" has a low or neutral degree. the indonesian verb "mati” is used to describe the inanimate state of living things, whether humans, animals, plants, machines, television, or others. the state of being “die” of humans are generally described using the indonesian verb "mati", animals are "mati", trees are "mati" and so on. on the other hand, the indonesian verb "gugur" (die, passed away) is used to describe a hero who passed away in a war. the indonesia verb “wafat” (passed away) is used to describe the death of honourable persons in the society. although the indonesia verb “berkata”, “bersabda”, and “berfirman” are only expressed in one arabic verb i.e. “qul” and its derivation “qaala”, “yaquulu”, “qul” but the arabic verb can be expressed in indonesian verbs into “berkata”, “bersabda”, and “berfirman”. if the indonesian verb “berkata” is used to describe the activity of speaking in general, so the indonesian verb “bersabda” and “berfirman” are exclusively used to describe the activity of saying of a king and or the prophet muhammad and “berfirman” is only for god (allah). the activity of saying and making statements done by the prophet muhammad is exclusively expressed by the indonesian verb “bersabda”. so as the indonesian verb “berfirman” is exclusively used to describe the activity of saying and making a statement of god (allah). in the past, when the kingdoms in the territory of indonesia existed, the verb "bersabda" was used in a special way to describe the activity of speaking and making statements of kings. the common people "berkata", while the kings "bersabda". even though there are other prophets besides the prophet muhammad, but the other prophets except for the prophet muhammad are described as using the verb "berkata", not the verb "bersabda", as the speaking activities carried out by the prophet muhammad. it is not clear why the translator's consideration places the other prophets except the prophet muhammad as the ordinary people in general so that they are described using the indonesian verb "berkata", not "bersabda". the following data are the indonesian verbs ‘die’ which is expressed in three indonesian verbs “mati”, “gugur”, “wafat” as they are found in the translation of al quran (2004). one meaning is expressed in three different forms of indonesian verbs. why it becomes so? this is the way the indonesian speakers and writers express their solidarity, respect, and hierarchy using their language of indonesia. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 290 mati ‘die’, ‘passed away’ [7] qs 56: 47. dan mereka selalu mengatakan: "apakah bila kami mati dan menjadi tanah dan tulang belulang, apakah sesungguhnya kami akan benar-benar dibangkitkan kembali?” and they always say: "if we die and become dirt and bones, will we really be resurrected?" [8] qs 13: 31. …. dan siapakah yang mengeluarkan yang hidup dari yang mati dan mengeluarkan yang mati dari yang hidup[689] dan siapakah yang mengatur segala urusan?" …. and who has raised the living from the dead and brought out the dead from the living [689] and who is in charge of all affairs?" [9] qs 2: 56. setelah itu kami bangkitkan kamu sesudah kamu mati [52], supaya kamu bersyukur. [52] yang dimaksud dengan mati di sini menurut sebagian mufassirin ialah: mati yang sebenarnya, …. after that we raised you after you died [52], so that you may give thanks. [52] what is meant by dying here according to some mufassirin is: real death,…. gugur ‘die’, ‘passed away’ [10] qs 2: 154. dan janganlah kamu mengatakan terhadap orang-orang yang gugur di jalan allah, (bahwa mereka itu) mati; bahkan (sebenarnya) mereka itu hidup[100], tetapi kamu tidak menyadarinya. and say not to those who have fallen in the way of allah, (that they are) dead; even (in fact) they are alive [100], but you do not realize it. [11] qs 3: 140. …. dan masa (kejayaan dan kehancuran) itu kami pergilirkan diantara manusia (agar mereka mendapat pelajaran); dan supaya allah membedakan orang-orang yang beriman (dengan orang-orang kafir) supaya sebagian kamu dijadikan-nya (gugur sebagai) syuhada' [231]. dan allah tidak menyukai orangorang yang zalim, [231] syuhada' di sini ialah orang-orang islam yang gugur di dalam peperangan untuk menegakkan agama allah. …. and the time (glory and destruction) that we rotate among humans (so that they can learn a lesson); and so that allah will distinguish between those who believe (with unbelievers) so that some of you will be made him (fall as) martyrs' [231]. and allah does not like those who do wrong, [231] shuhada 'here are muslims who died in war to establish the religion of allah. wafat ‘die’, ‘passed away’ [12] qs 3: 144 144. … apakah jika dia wafat atau dibunuh kamu berbalik ke belakang (murtad)? if he dies or is killed, will you turn back (apostasy)? [13] qs 4: 159. tidak ada seorangpun dari ahli kitab, kecuali akan beriman kepadanya (isa) sebelum kematiannya[380]. dan di hari kiamat nanti isa itu akan menjadi saksi terhadap mereka. [380] tiap-tiap orang yahudi dan nasrani akan beriman kepada isa sebelum wafatnya, bahwa dia adalah rasulullah, bukan anak journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 291 allah. sebagian mufassirin berpendapat bahwa mereka mengimani hal itu sebelum wafat. there is no one from the people of the book, except will believe in him (isa) before his death [380]. and on the day of resurrection jesus will be a witness against them. [380] every jew and christian will believe in isa before his death, that he is the messenger of allah, not the son of allah. some mufassirin think that they believed in this before they died. [14] qs 16: 32. (yaitu) orang-orang yang diwafatkan dalam keadaan baik [822] oleh para malaikat dengan mengatakan (kepada mereka): "salaamun'alaikum [823], masuklah kamu ke dalam syurga itu disebabkan apa yang telah kamu kerjakan". [822] maksudnya: wafat dalam keadaan suci dari kekafiran dan kemaksiatan atau dapat juga berarti mereka mati dalam …. (that is) those who are kept in good condition [822] by the angels by saying (to them): "salaamun'alaikum [823], you will enter into heaven because of what you have done". [822] it means: died in a holy state from disbelief and disobedience or it could also mean they died in…. the indonesian verbs "mati", "gugur", and "wafat" (die, passed away) can also be categorized into indonesian verbs of the level of speech. the indonesian verb "mati" has a low or neutral degree. the indonesian verb "mati” is used to describe the inanimate state of living things, whether humans, animals, plants, machines, television, or others. the state of being “die” of humans are generally described using the indonesian verb "mati", animals are "mati", trees are "mati" and so on. on the other hand, the indonesian verb "gugur" (die, literally "fall") is used to describe the lifeless of a hero, one who deserves respect for defending the truth and the public services. because of his patriotism, because of their dedication to the interests of the people, a hero should be respected. the respectful expression is stated by the indonesian verb "gugur" instead of the word or verb "mati" which is suitable only for general usage. especially for heroes and heroines, they will receive honourable respect by describing their death as an event of "gugur". especially for heroes and heroines who have given their blood and lives, the state respects them, and one way of calling the events of their death is an event which is expressed by the indonesian verb "gugur", which has the meaning of respect (and more respectful and more polite than the verb "mati" in indonesian). the verb "wafat" is also an indonesian verb that has a meaning of respect to describing the lifelessness of a person. prophet muhammad, kings, presidents, and people who are considered honourable will be described as their lifeless as "wafat". likewise, the figure of a lifeless person will receive a description using the noun "mayat” (corpse, dead body) for the general person. an honourable person will be described as being a "janazah” (corpse). the dead or the lifeless bodies are called "mayat," and the lifeless bodies called the "mayat" will eventually be placed in the final resting place which is called the "kuburan” (grave). ordinary people will "mati” (die), their bodies will be buried in "kuburan” (graves). on the other hand, the person who is honoured when his soul has left him is called "wafat", the state of his/her body that is no longer alive is called "janazah", and his lifeless body which is called using the honorific noun "janazah" will be placed in the final resting place which is called "makam” (tomb). honourable people and heroes will "wafat" or "gugur", their dead journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 292 bodies will be buried in the "makam”, not in the “kuburan” or a very honourable place for the heroes and heroines of indonesia called "taman makam pahlawan" (cemetery) or literally "hero grave garden". that is the way the indonesian people respect and thank their heroes and heroin using the expressions and or words of indonesian that reflect the power and the social status of the referents. 4. conclusion the initial study on the level of indonesian speech is an initial study that needs to be followed up by further studies to obtain deeper and sharper results. the initial conclusions of this study are the level of speech in indonesian is only limited to a few categories such as limited verbs, meaning that not all verbs have low and high verb pairs. for example the verbs "mati" (low), "gugur", "wafat" (high). not all indonesian nouns have low and high pairs, for example, "mayat" (low form), "janazah" (high form). the low pronouns or the terms of address in indonesian, for example, "kamu” (you) in low form, "anda", "saudara", "bapak /ibu" in high forms are used to show the power and social status of the referents). references anderson, e.a. 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(1960). “linguistic etiquette”, in j.b. pride dan janet holmes. eds. 1972. sociolinguistics: selected readings. new york: penguin education. p. 167—179. harjawiyana, h. & supriya, t. (2009). kamus unggah-ungguh basa jawa (the dictionary of javanese speech levels). yogyakarta: kanisius. holmes, j. (2001). an introduction to sociolinguistics. england: pearson education limited. mahyuni. (2006). speech styles and cultural consciousness in sasak community. lombok: cerdas. martin, s. (1964). ”speech levels in japanese and korean”, in hymes (ed.). 1964. language in culture and society. new york: harper & row. moeliono, a. (1985). pengembangan dan pembinaan bahasa: ancangan alternatif didalam perencanaan bahasa. jakarta: jambatan. ng, b.c. & obana, y. (1990). “the significance of speech levels in english-japanese interpretation”, paper presented at the 8th asian studies association of australian conference at griffith university, brisbane, july 1990. poedjosoedarmo, s. (1968). “javanese speech levels”. indonesia, 6: 54–81. http://cip.cornell.edu/dpub?service=ui&version=1.0&verb=display&pag e=toc&handle=seap.indo/1107139648 poedjosoedarmo, s. (1969). “wordlist of javanese non-ngoko vocabularies”. indonesia, 7: 165–190. purwoko, h. (2008a). jawa ngoko: ekspresi komunikasi arus bawah. jakarta: indeks. purwoko, h. (2008b). wacana komunikasi: etiket dan norma wong-cilik abangan di jawa. jakarta: indeks. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 281—293 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 293 robson, s. (1992). javanese grammar for students. melbourne: centre of southeast asian studies, monash university. samuel, j. (2008). kasus ajaib bahasa indonesia? pemordernan kosakata dan politik peristilahan. jakarta: kepustakaan populer gramedia (kpg). shinoda, a. (1973). “classifications of japanese speech levels and styles”, papers in japanese linguistics, vol. 2: 1. los angeles: dept. of linguistics university of southern california. suastra, im. (2001a). “categorization in balinese speech levels”, makalah seminar bahasa dan budaya austronesia ii di denpasar 7—8 februari 2001. suastra, im. (2001b). “language change: a sociolinguistic study of balinese in urban setting”, dalam linguistika tahun vi edisi keempatbelas. denpasar: program magister (s2) linguistik universitas udayana. wedhawati et al. (2006). tata bahasa jawa mutakhir. yogyakarta: kanisius. wessing, r. (1974). language levels in sundanese. man 9: 5—22. wolff, j.u. & poedjosoedarmo, s. (2002). communicative codes in central java. new york: southeast asia program publication. microsoft word 20. jasl-jun'21. mandia 187-196 .docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 187 187 analysis of spelling, effective sentences, and paragraphs in the students’ scientific papers i nyoman mandia1 i nyoman sukra2 putu dyah hudiananingsih3 politeknik negeri bali1,2,3 email: nyomanmandia@pnb.ac.id1 email: nyomansukra62@gmail.com2 email: dyahhudiananingsih@pnb.ac.id3 abstract this study aims to determine the level of use of spelling, effective sentences, and indonesian language paragraphs in scientific papers applied by undergraduate students of spb in the form of theses. this research is important because there is a tendency to use spelling, effective sentences, and paragraphs in student scientific papers that are not following applicable rules such as prepositions and punctuation. the method used in this study is qualitative, while the data collection is in the form of documentation with qualitative descriptive analysis. studies on spelling order, each of them scored: managerial accounting study program is 98.73, international business study program is 98.96, tourism business management study program is 99.02, construction management study program is 98.51 with an average rating of 98.80. at the sentence level, each gets a value: managerial accounting study program is 83.72, international business study program is 85.22, tourism business management study program is 77.25, and construction management study program is 74.75, while at the paragraph level each value: accounting study program managerial is 70.74, international business study program is 61.20, tourism business management study program is 60.31, and construction management study program is 66.87, with an average rating of 64.78. thus, it can be concluded that spelling ability, effective sentences, and students’ paragraphs are very good. keywords: spelling, sentences, paragraphs journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 188 1. introduction when writing activities, bsp students in scientific papers do not reflect the expected curriculum format regarding the use of indonesian. in the case of writing (spelling) the use of prepositions in, for, of, writing is still obscure, sometimes written as prefixes and on different sides written as prepositions. the wider mistake is that the sentence is not yet effective requested as a capital in a paper. in less structured sentences it will lead to misinterpretation. likewise, the formation of paragraphs has not shown unity of ideas and has not shown correct paragraph harmony. sudaryanto (2015) argues that indonesian language rules include spelling rules, word formation rules, sentence arrangement rules, paragraph regulation rules, and reasoning structuring rules. if spelling is used with care, word formation rules are given careful attention, and reasoning is adhered to consistently, the use of indonesian is said to be correct. conversely, if the language rules are not obeyed, the use of language is considered wrong. from the results of daily tests that work on sentences, the average undergraduate student at bsp only reaches 6.8, still classified as c and b, so it needs to be improved to get a more satisfying score. however, it cannot be denied that there are some students who score 8.5 and there are also scores of 3.5. in addition, in terms of doing writing / discourse exercises, many students' works have not applied punctuation marks, proper word selection (diction), sentence structures that do not meet standard criteria, and the use of absorption elements do not meet the correct way of absorbing words and terms. terms according to the guidelines for writing absorption elements of both foreign and regional languages. the tendency to use nonstandardized rules for some students can threaten the survival of good and correct indonesian in society, even though language is one of the national identities. tarigan (2015) is of the opinion that writing is used to report or to inform, influence, and such purposes and objectives can only be achieved properly by people who can compose and express their thoughts clearly. in another part, nurgiyantoro (in purnamasari, 2015) argued that if compared to the other three language skills, writing skills are more difficult to master even by native speakers of the language concerned. this is because the ability to write requires mastery of various linguistic elements and elements outside the language itself which will become an essay. the problem is, in writing activities, many students are unable to determine topics, compile essay frameworks, build coherence and paragraph development, determine the main sentences in paragraphs, and adjust the alignment of content with topics. the value of student writing skills currently needs to be improved, even though there is enough of a passing grade. in addition, many students have difficulty making paragraphs or essays in conducting lessons on campus. these things are the background for conducting research with these subjects and objects. based on this background, the problem formulations in this research are (1) how to spell or write scientific papers of bali state polytechnic applied undergraduate students, (2) how to write effective sentences in scientific papers of bali state polytechnic applied undergraduate students, (3) ) how is the unity and coherence of paragraphs of scientific writing by bali state polytechnic applied undergraduate students? in general, the types of errors in spelling, effective sentences, and paragraphs are as follows: a. grammatical errors hasyim (2012) refers to the error analysis shown by students and teachers as an important grammar analysis. he said that with error analysis, students could find out the difficulties they had with grammar, and teachers could tell if they had successfully taught the material. the focus of the researchers in this study was on word order, verb, subject-verb agreement, and reference-reference agreement. b. punctuation errors arama (2010) states that punctuation has the same task for facial expressions and body language; they help readers understand what the author really means. for this reason, journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 189 punctuation errors can lead to misunderstandings, so students are trained to use them properly. researchers from this study focused on basic punctuation because sentences ended in full stop signs, question marks and exclamation points in addition to the use of commas, and commas. c. spelling errors according to kusuran (2017), amir's spelling mistakes were divided into two main categories, typographical errors and cognitive errors. typographic errors include adding, removing, replacing, or transferring letters while cognitive errors including those letters have phonetic similarities, such as "academic" and "academic". however, because spelling errors often change the meaning of sentences, and cause misunderstandings, the researchers of this study considered all spelling errors to be cognitive, and they divided the wrong words into words that were frequently and rarely used. d. coherence error ruegg and sugiyama (2013) call coherence a content organization. researchers of this study confirmed the importance of their effect in attracting readers' attention and interest. they train students to pay attention to arranging their writing with introductory sentences supported by explanatory sentences and ending with a closing. e. sentence errors this error focuses on the correct use of capital letters, and the spatial arrangement as individuals of the target population are prepared to become english teachers. mcfarland draws on the importance of handwriting for the brain, memory, motor skills, and reading skills, and emphasizes the importance of this paper in the early stages of teaching children. sabrina baghzou (2014), stated that their students repeated the same mistakes; they adopted corder's understanding, about the similarities between acquiring a mother tongue and learning a foreign language, and about the benefits of user feedback with children only to improve their native language. here, the researchers of this work highly recommend using error analysis as feedback for each foreign language learner. mungu (2010) conducted a quantitative study to identify the errors that were made in writing by three namibian groups: oshiwambo, afrikaans, and silozi. he, then, compared the types and frequencies of their errors. the sample consisted of 360 essays written by 180 participants from various secondary schools in various regions; each group consisted of 60 people. the focus of the study was on the mistakes made by participants in the form of words, prepositions, articles, and spelling. further research showed that the highest number of errors was committed by the oshiwambo group, and then the silozi group; the lowest number of errors committed by africans. sarfraz (2011) checked the errors of fifty english essays written by fifty pakistani undergraduate students. the focus of the study was to identify, describe, and evaluate the mistakes made by fifty participants. sarfraz (2011) thinks that 61 out of 76 errors resulted from the inter-language process, implying bad habits of learning strategies. in addition, 15 other mistakes were due to mother tongue disorders. sarfraz (2011) also considers mistakes due to a lack of practice, feedback, motivation, and carelessness on the part of the students. kanyakorn sermsook (2017) in an analysis of errors in written english sentences: a case study of thai efl students. this study focuses mainly on sentences because researchers found that errors in sentence construction of thai efl students can cause miscommunication. the 104 posts written by 26 second-year english major students enrolled in the writing ii course were collected and analyzed. the results showed that the most frequent mistakes made were punctuation, article, subject-verb agreement, spelling, capitalization, and fragments, respectively. interlingual impairment, intralingual impairment, limited knowledge of english grammar and vocabulary, and student carelessness were found to be major sources of error. error analysis has become increasingly important, especially in the field of linguistics; thus, the proliferation of studies using al-khasawneh identifies the type of mistake of writing english paragraphs by 26 jordanian students from various majors at the ajloun national university. after grouping errors into an error using the article. prepositions, subject-verb journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 190 agreements, word sequences, tense, plurality, spelling, capitalization, sentence structure, demonstrative, and irregular verbs, the highest error frequency is in the use of articles. alkhasawneh thinks that such mistakes are done due to inadequate exposure to target languages, lack of practice, and interference. as demonstrated, most studies consider the reasons for making mistakes in writing with interference between native and non-indigenous languages, lack of practice and feedback from the early years of learning in addition to the lack of students ' motivation and prudence in following their teacher's instruction and internet use. undoubtedly, the role of teachers, curriculum, and exposure to foreign languages is also important to improve students ' writing skills. 2. method the descriptive method is done with the intent of the data collected is not processed with words but rather the depth of the passion for the problem discussed (moleong, 2017). the data is collected using content analysis to analyze the spelling, effective sentences, and paragraphs of student scientific work. in addition, this research is following some features of qualitative design namely: (1) natural setting, (2) human beings as instruments, (3) qualitative methods, (4) inductive data analysis, (5) theory of basic, and (6) descriptive (moleong, 2017). this section, clearly outlined the type of data collected, the data source, and the techniques used to collect the data. this research data is a result of scientific writing of students in the form of thesis diploma iv state polytechnic school year 2019. the data needed to have amounted to 40 student scientific papers. the research will be obtained in the form of paper print reports and is focused on spelling, effective sentences, and paragraphs. the population is the overall subject of research (arikunto, 2010). population research is done when researchers want to see all the twists in the population. the research population is also expressed as a group of interesting researchers to generalize the research results, or research subjects as a set consisting of people, animals, plants, or objects that have common traits. (sugiyono, 2015). based on this the population in this study is the entire student thesis of diploma iv year 2019 amounting to 413 papers. 3. results and discussion the thesis data of the managerial accounting study program was ten copies. here are some results and discussions of spelling, effective sentences, and paragraph. menurut arens (2012), yang menyatakan, “audit operasional adalah suatu studi terhadap setiap bagian dari prosedur dan metode operasi suatu organisasi untuk menilai efisiensi dan efektivitasnya. umumnya, selama penyelesaian audit operasional, auditor akan memberikan beberapa nasihat kepada manajemen untuk meningkatkan operasi perusahaan. menurut tunggal (2008), yang menyatakan, “tujuan dari audit operasional adalah untuk mengungkapkan kekurangan dan ketidakkonsistenan dalam setiap elemen yang diuji oleh auditor operasional dan untuk menunjukkan perbaikan apa yang mungkin dilakukan. .. " (bagus, 2019). (according to arens (2012), stating, "operational audits are a study of any part of the procedures and methods of operating an organization to assess its efficiency and effectiveness. generally, during the completion of the operational audit, the auditor will provide some advice to the management to improve the operation of the company. according to tunggal (2008), stating, "the purpose of the operational audit is to disclose the lack and inconsistency in any element tested by the operational auditor and to demonstrate what repairs are possible..."). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 191 the two-sentence fragments of the text are impartial in writing. the word menurut ‘according’ is the same as the word menyatakan ‘declare’. thus, the word menyatakan ‘states’ no need to be rewritten. for more details, see the following description. writing words while at the beginning of sentences or at the beginning of paragraphs is not justified, because the word is a conjunction. the writing is said to be true when it is written with: menurut sukrisno (2017), according to sukrisno (2017)’, "auditing is an examination made to be critical and systematic by an independent party to the financial statements that have been compiled by the management and bookkeeping records and the evidence of its supporters, with the intention of providing opinion on the fairness of the financial statements". the spelling, sentence, and paragraph capabilities of the managerial accounting study program can be outlined: the average spelling value is 98.73, the average sentence of 83.73, while the average value of a paragraph is 70.74. thus, the merging of the average spelling, sentence and paragraph values of 84.40 is very good. dari banyaknya karyawan tersebut diharapkan dapat lebih membantu his dalam operasional perusahaan, sehingga kegiatan manajemen dapat berjalan dengan baik. selain itu, perusahaan juga harus dapat mengoptimalkan berbagai potensi yang dimiliki oleh seluruh karyawan, baik itu pengetahuan maupun keterampilan kerja. karena dengan kinerja yang seimbang maka karyawan yang optimal akan dapat membantu perusahaan mencapai targetnya (wulan, 2019). (of the number of employees is expected to be more helpful to his in the operation of the company, so that management activities can run well. in addition, the company must also be able to optimize the various potential owned by all employees, whether it is knowledge and skills work. because by balanced the performance of the optimal employees will be able to help the company to reach its target). the word from in the text above shows the subject of the sentence is unclear, because the word of posttension as a description. similarly, the word for sentence (2) is less precisely placed at the beginning of the sentence. the paragraph above will be correct when written: "the number of employees expected to be more helpful to his in the company's operations, so that management activities can run well. in addition, the company must also be able to optimize the various potential owned by all employees, whether it is the knowledge or skill of work. therefore, by offset the performance of the optimal employees will be able to help the company to reach its target". melihat grafik di atas, dijelaskan bahwa peningkatan terjadi pada awal tahun 2018 dengan penjualan produk dari perusahaan pt harum indah sari tours & travel berjalan dengan baik, terbukti dari peningkatan pada bulan januari hingga maret sebanyak 570. namun demikian, penurunan pada bulan april hingga juni sebesar 579. bulan berikutnya mengalami peningkatan dengan nilai penjualan sebesar 2.312. pada akhir tahun 2018 penjualan produk dari pt harum indah sari tours & travel kembali mengalami penurunan. dilihat dari data penjualan produk pt harum indah sari tours & travel pesanggaran merupakan masalah yang harus diperhatikan oleh perusahaan untuk meningkatkan profitabilitas perusahaan dimasa yang akan datang. selain itu, kedisiplinan pegawai masih sering terjadi akibat lemahnya sistem yang mengatur kedisiplinan pegawai. sistem ini mencakup pengawasan dari pimpinan serta sanksi yang akan diterima karyawan bila tidak disiplin. gaya kepemimpinan yang diterapkan di perusahaan juga berpengaruh terhadap kinerja karyawan. dengan menerapkan gaya kepemimpinan yang sesuai dengan kondisi perusahaan tentunya akan membuat kinerja karyawan menjadi lebih baik dan meningkatkan penjualan perusahaan. (looking at the chart above, explained that the increase occurred in the beginning of the year 2018 with the sale of products from the company pt harum indah sari tours & travel went well, proved from an increase in january to march of 570. however, the decline in april to june amounted to 579. the following month increased with a sales journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 192 value of 2312. at the end of the year 2018 product sales from pt harum indah sari tours & travel again decreased. judging from the product sales data of pt harum indah sari tours & travel pesanggaran is a problem that must be considered by the company to increase the profitability of the company in the future. in addition, employee discipline still often occurs due to weak systems governing the discipline of employees. these systems include supervision from the leader as well as sanctions that employees will receive when they are not disciplined. the leadership styles applied in the company also bring influence on employee performance. by applying a leadership style that is appropriate to the condition of the company will certainly make employees' performance better and increase the company's sales). the group of words see the above chart, preferably replaced with the chart above shows. similarly, the initial sentences (3) and (6) should be the second paragraph, because it varies the main idea. more details will be presented with improved spelling, sentences, and pronunciation. the chart above, explaining the improvement occurred at the beginning of the year 2018 with the sale of products from the company pt harum indah sari tours & travel went well, proved from an increase in january to march by 570. however, the decline in april to june amounted to 579. the following month increased with a sales value of 2312. at the end of the year 2018 product sales from pt harum indah sari tours & travel again decreased. judging from the product sales data of pt harum indah sari tours & travel pesanggaran, is a problem that must be considered by the company to increase the profitability of the company in the future. in addition, employee indiscipline still often occurs due to weak systems governing the discipline of employees. these systems include supervision from the leader as well as sanctions that employees will receive when they are not disciplined. the leadership styles applied in the company also bring influence on employee performance. by applying a leadership style that is appropriate to the condition of the company will certainly make employees ' performance better and increase the company's sales. the spelling, sentence, and paragraph capabilities of the international business studies program are not much different than in managerial accounting, each one can be spelled out: the average spelling value is 98.96, the average sentence of 85.22, while the average paragraph value is 61.20. the merging of the average spelling, sentence and paragraph values of the program is 81.79 very good. pariwisata merupakan industri yang memiliki perputaran uang yang sangat besar dan cepat. hal ini disebabkan semakin meningkatnya minat masyarakat dunia untuk berlibur ke berbagai tempat wisata yang indah untuk dikunjungi. melakukan perjalanan, bagi dunia kebutuhan masyarakat karena semakin hari semakin tinggi beban kerja membuat tingkat stres bagi karyawan semakin meningkat, sehingga dibutuhkan cuti rutin bagi karyawan untuk menghilangkan kejenuhan dan kembali bekerja dengan keadaan yang lebih hidup. dengan fenomena tersebut, banyak negara mulai membangun industri pariwisata yang lebih profesional dan mengembangkan potensi di masing-masing negara dengan tujuan untuk meningkatkan pendapatan negara yang bersumber dari wisatawan (editya, 2019). (tourism is an industry that has a very large and fast turnover of money. this is due to the increasing interest of the world community to make vacations to many beautiful tourist attractions to visit. doing a trip, for the world community needs as more and more days of high workloads make the level of stress for employees increasingly, so it takes a routine vacation for employees to remove saturation and back to work with more vibrant circumstances. with such phenomena, many countries start to build a more professional tourism industry and develop the potential in each country-each with the goal of increasing the revenue of the country sourced from the tourists). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 193 sentence (2) in paragraph above is less grammatical, on the world phrase needs. from the angle of the grammar, the word is still in foreign form which is the word stress, which should be quite written with stress. it will be more grammatical if the sentence is written “doing a trip for people of the world is a necessity, because more and more days of high workload make the level of stress for employees are increasing, so it takes a routine vacation for employees to eliminate saturation and return to work with a more vibrant state similarly, the third sentence, written in many countries, shows the waste in the word, it should be quite written many countries. salah satu obyek wisata yang berhasil dikembangkan dan menjadi tujuan wisata favorit para wisatawan dunia adalah obyek wisata yang ada di pulau bali. pulau bali menjadi sangat terkenal di dunia karena konsep bekal yang diemban pemerintah bali adalah budaya, hal ini merupakan objek wisata yang sangat unik dan mampu menarik wisatawan untuk datang ke bali. selain itu keindahan alam juga mendorong pesatnya pertumbuhan pariwisata di pulau bali. masyarakat lokal pun memiliki andil yang besar dalam perkembangan pariwisata di pulau bali, dengan sumber daya manusia inilah pulau bali mampu beradaptasi dengan perubahan dengan sangat cepat (editya, 2019). (one of the tourism objects that have been successfully developed and become a favorite tourist destination for the world tourists is a tourist attraction in the island of bali. bali island became very famous in the world because the concept that is carried by the government provision bali is a culture, this is a very unique tourist attraction and able to attract tourists to come to bali. besides the natural beauty also encourages the rapid growth of tourism on the island of bali. local people also have a large in the development of tourism in the island of bali, with human resources this is the island of bali is able to adapt to changes very quickly). there is a mistake in writing the paragraph above, the first spelling problem, namely the word beside and the island of bal which should be on the side and the island of bali. secondly, in terms of the less grammatical, “beside the natural beauty also encourages the rapid growth of tourism on the island of bali”. this sentence is not completed, it should be written "beside the natural beauty also that encourages the rapid growth of tourism on the island of bali, local people also have a big part in the development of tourism. this human resource is able to adapt to a very rapid change. thirdly, in terms of paragraph should the paragraph in the bag be sorted into two, because the idea of the main paragraph above is different. here is a different writing of the grammar, sentences, and paragraphs. one of the tourism objects that have been successfully developed and become a favourite tourist destination for the world tourists is a tourist attraction in the island of bali. bali island became very famous in the world because of the concept that was carried by the government of bali province is a culture. this is what is a very unique tourist attraction and able to attract tourists to come to bali. in addition to the natural beauty, which also encourages the rapid growth of tourism on the island of bali, the local people also have a large part in the development of tourism. this human resource is able to adapt to a very rapid change ". the study of tourism business management study program can each be described as follows: spelling of 99.02, sentence of 77.25, and paragraph of 60.63, while merging values of spelling, sentence, and paragraph obtained value 78.86. limbah cair yang dihasilkan dari produksi tahu memiliki debit yang cukup besar. jika limbah cair tahu dengan banyak pembuangan hal ini ditangani dengan tepat maka hasilnya tidak mencemari lingkungan sekitarnya. karena minimnya pengetahuan para pengusaha tahu mengolah limbah cair maka pengusaha tahu membuang limbahnya dengan sembarangan. bahkan para pengusaha membuang limbah cairnya ke sungai journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 194 terdekat dari lokasi pabriknya. kemudian efek dari pembuangan limbah cair tersebut adalah sungai menjadi kotor dan penuh dengan limbah. efek lain jika pembuangan limbah cair adalah jika ditemukan pegangan sungai dapat dikenakan sanksi dan denda yang cukup berat (cahyo, 2019). (the liquid waste produced from tofu production has a considerable discharge. if liquid waste knows with a lot of discharge this is handled appropriately then the result is not to pollute the surrounding environment. because of the lack of knowledge of the entrepreneurs know to cultivate the liquid waste water then the entrepreneurs dispose of waste know in vain. even entrepreneurs dispose of their liquid waste to the nearest river from its factory site. then the effect of the discharge of liquid waste is the river becomes dirty and filled with waste. another effect if the discharge of liquid waste is if it is discovered by the river handle can be penalized and fines are quite heavy). the conjunctions because and then less precisely placed at the beginning of the sentence, would be more appropriate to be used as a stitch in the intra sentences. for more details, you are presented with the correct writing. the liquid waste produced from tofu production has a considerable discharge. if liquid waste knows with a lot of discharge this is handled appropriately then the result is not to pollute the surrounding environment. lack of knowledge of the entrepreneurs know to cultivate the liquid waste water, so that they dispose of waste in vain. even entrepreneurs throw the waste of the liquid to the nearest river from its factory site. therefore, the effect of the discharge of the liquid waste into the river is the river becomes dirty and filled with waste. another effect is that if it is known by a river handle, it may be subject to penalties and fines that are quite heavy. di daerah denpasar tepatnya di sekitar tukad badung, merupakan tempat berdirinya sebagian besar pabrik tahu. sekitar tukad badung. kawasan tersebut belum memiliki pengelolaan lingkungan yang baik di setiap pabrik, sehingga semua limbah cair yang dihasilkan semuanya dibuang di tukad badung. pabrik tahu yang penulis teliti merupakan salah satu pabrik yang tidak memiliki pengelolaan lingkungan yang baik. padahal jika pabrik mengetahuinya menerapkan sistem manajemen yang baik pada setiap pabrikan, maka lingkungan dan sungai di sekitar tidak terpengaruh. dengan sistem manajemen yang baik dari setiap pabrik tahu maka lingkungan dan sungai sekitarnya tidak terpengaruh. oleh karena itu, penulis tertarik untuk menjadikan permasalahan yang ada sebagai bahan penulisan skripsi yaitu judul manajemen pengelolaan lingkungan pada industri tahu “john key” denpasar bali” (cahyo, 2019). (in denpasar area precisely around tukad badung, is the place of most tofu factories established. around tukad badung. the area has not been a good environmental management in every factory, so all liquid waste produced, all disposed of in the tukad badung. factory location know that the author is thorough is one of the factories that do not have good environmental management. in fact if the factory knows it implements a good management system on each manufacturer, then the environment and rivers around are not affected. with the good management system of each factory know then the environment and surrounding rivers are not affected. therefore, the author is interested to make the problems that exist as a material for the thesis namely the title of management of environmental management in the industry know "john key" denpasar bali”). as with any error in paragraph data (1), the data in paragraph (2) is needed to be straightened, resulting in good sentences and paragraphs. there is a waste of words or groups of words, namely tukad badung written repeatedly, the completeness of the subject and predicate, and the wording of the word that has not been ordered. the following is the alignment of its writing. in the denpasar area, precisely around tukad badung, is the place of the most established tofu factories. in the area there is no good environmental management in every journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 195 factory. so, all liquid waste produced, disposed in the tukad badung. factory location know that the author is thorough is one of the factories that do not have good environmental management. whereas if the factory knows it implements a good management system in each plant, then the environment and rivers around are not affected. "john key" denpasar bali. umumnya dibuat oleh pengrajin atau industri rumah tangga dengan peralatan dan teknologi sederhana. urutan proses atau cara pembuatan tahu di semua industri kecil tahu secara umum hampir sama dan jika terdapat perbedaan hanya pada urutan kerja atau jenis zat bekuan protein yang digunakan. pemilihan bahan baku kedelai merupakan pekerjaan paling awal dalam pembuatan tahu. kedelai yang baik adalah gudang kedelai yang baru atau belum disimpan. kedelai baru bisa menghasilkan tahu yang enak (aroma dan bentuk). untuk mendapatkan tahu yang berkualitas, dibutuhkan bahan baku bibit kedelai yang sudah tua, kulit batang tidak keriput, kedelai tidak retak dan bebas dari sisa-sisa tanaman, kerikil, tanah, atau biji-bijian lainnya. kedelai yang digunakan biasanya berwarna kuning, putih, atau hijau dan jarang yang menggunakan kedelai jenis hitam. pemilahan ini bertujuan untuk menjaga agar kualitas tahu tetap terjaga (cahyo, 2019). (generally, it is made by craftsmen or household industry with simple equipment and technology. the order of process or the way of making tofu in all small industries know in general is almost the same and if there is a difference only in the working order or the type of protein clot substances used. soybean raw material selection is the earliest work in the manufacture of tofu. good soy is a new or unsaved soy-long warehouse. the new soy can produce good tofu (aroma and shape). to get the know that has good quality, required raw materials of soy seeds are old, the bark is not wrinkled, soybeans do not crack and free from the remnants of plants, gravel, soil, or other grains. the soy used is usually yellow, white, or green and rarely uses a black type of soy. the purpose of this sorting is to keep the know quality well maintained). the writing of the line above is less solid, because the same word is written at the beginning of sentences, such as the soy word. the value of the spelling, sentence, and paragraph elements of the construction management study program, respectively, can be described: the average spelling value of 98.51, the average sentence of 74.75, while the average value of paragraphs is 66.87. the merging of the average values of the spelling, sentence, and paragraph of the technology program is 80.04 good. 4. conclusion there are three main studies in this research, namely spelling writing, effective sentence writing, and paragraph writing. the results of student work studies, especially in scientific papers in the form of theses for applied undergraduate students of bali state polytechnic are classified as good and very good. for spelling and paragraph writing it is classified as very good, while for writing sentences it is classified as good. this is shown from the results of the assessment of the scores of each study program, namely, managerial accounting, international business, tourism business management, and construction management. references arama, a. (2010). “the comma and the period: from rote learning to efficient classroom practice . the case of second year students, university of constantine.,” mentouri arikunto, s. (2010). prosedur penelitian, suatu pendekatan praktik (edisi revisi). jakarta: renika cipta. bagus, a.a.g.p.a (2019) “audit operasional untuk meningkatkan penjualan pada pt aps”. bukit jimbaran: jurusan akuntansi politeknik negeri bali. skripsi tidak diterbitkan. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 187—196 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 196 cahyo, w.f. (2019) “analisa kondisi lingkungan pada industri tahu “john key” denpasar bali”. bukit jimbaran: jurusan teknik sipil politeknik negeri bali. skripsi tidak diterbitkan. editya, i.g.s.p. (2019). “analisis potensi novotel bali ngurah rai airport dalam meningkatkan segmen pasar mice”. bukit jimbaran: jurusan pariwisata politeknik negeri bali. skripsi tidak diterbitkan. hasyim, s. (2017). “english spelling error analysis an investigation of english spelling errors made by swedish senior high school students,” k@ta a biannu. publ. study lang. lit., 200ad. kusuran, a. (2017). “english spelling error analysis an investigation of english spelling errors made.” mcfarland, e. (2015). “the importance of handwriting: how montessori didactic materials support handwriting,” the university of wisconsin river falls. moleong, l. j. (2017). metodologi penelitian kualitatif. bandung: pt remaja rosdakarya. mungungu, s.s. (2010). “error analysis: investigating the writing of esl namibian learners”. south africa: university of south africa. nurgiyantoro, b. (2015). penilaian dalam pengajaran bahasa dan sastra. yogyakarta: bpfe. ruegg, r. and y. sugiyama, (2013). “organization of ideas in writing: what are raters sensitive to?,” lang. test. asia, vol. 3, no. 1, pp. 1–13. sabrina, b. (2014). a model of feedback made on students’ writing case study:“second year students at the university centre of khenchela” publication date institution universite mohamed khider sarfraz, summaira. (2011). “error analysis of the written english essays of pakistaniundergraduate students: a case study assistant professor, email sumaira.sarfraz@nu.edu.pkdepartment of sciences and humanitiesfast-national university of computer and emerging sciences lahore campus, pakistan. sermsook, k., j. liamnimitr, and r. pochakorn, (2017). “an analysis of errors in written english sentences: a case study of thai efl students,” english lang. teach., vol. 10, no. 3, p. 101, sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: duta. sugiyono. (2015). metode penelitian administrasi. bandung: alfabeta. tarigan, h.g. (2015). menulis sebagai suatu keterampilan berbahasa. bandar lampung: angkasa. wulan, a.a.i.r.d (2019). “pengaruh gaya kepemimpinan dan disiplin kerja terhadap kinerja karyawan pada pt harum indah sari tours & travel pesanggaran.” bukit jimbaran: jurusan administrasi niaga politeknik negeri bali. skripsi tidak diterbitkan. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 177 life stories of caregivers looking after a child with autism in vietnam nguyen thị dung binh thuan province vocational college, vietnam ton that bach street, phu tai ward, phan thiet city, binh thuan province, vietnam email: ntdung@dnbt.edu.vn abstract this study aimed to explore how autistic children form lives of people who were raising them through life stories shared by caregivers. the research participants included 11 vietnamese caregivers who were taking care of children diagnosed with autism. a preliminary interview prior to the study was conducted to determine caregivers who would participate in the research and in-depth interviews were carried out with volunteer caregivers. to determine aspects of life stories that shape caregivers’ lives, the study implemented "life story interview" list. grounded theory and constant comparative method, effective research strategies were used to collect and analyze the data. interviews were conducted in vietnamese language. as a result, 6 broad categories of themes were identified related to caregivers’ life stories: (1) psychological consultation, (2) emotions, (3) worries, (4) duties, (5) essential virtues, and (6) hopes. analyses exposed that although caregivers whose children were autistic underwent a wide range of challenges in their daily lives and had concerns for future of children, they did big shot to reorganize their family lives, required themselves highly and never stopped hoping for better life. keywords: grounded theory, constant comparative method, life story, caregivers, autism journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 178 1. introduction american psychiatric association, 2013 identified autism as “autism spectrum disorders” (asd), a severe neurodevelopmental disorder that starts very early in life. the delay and deviance in social interaction and relationships, in communication and language, as well as in restricted interests and repetitive behaviors are the main impairments (faja & dawson, 2006). research has revealed that it is harder for families to cope with the asd diagnosis result than that of other disabilities (neelybarnes et al., 2011). to some extent, the autistic child shapes his family’s viewpoint of life and beliefs for the future (nealy et al., 2012). families with autistic children usually have a variety of challenges such as unexpected stress, constant health problems, necessary consultation about intervention and education from many psychological experts, difficult disclosure about disorder status of children, and anxieties about their kids’ future. because of so much energy, finance, and time required during helping children, many families experience crisis (neely-barnes et al., 2011). during the time of intervention, parents tend to rearrange their lives by accepting their kids’ problems, sharing responsibilities between family members, and adapting the social relationship in the new circumstance. (kogan et al., 2008; smith et al., 2010). however, the ways families cope with their difficulties might be affected by their cultural background. thus, when scheduling the coping plans, it is fundamental to consider the culture of the families (skinner & weisner, 2007). in vietnam, understanding of asd is limited. official statistics on this condition has not been obtained, and the prevalence of asd has not been largely explored in this nation (clan, 2010). referral for asd screening in vietnam was prevented from the lack of knowledge about both developmental disorders and asd by health professionals. some children were often brought to specific pediatricians; but, these pediatricians did not recognize the level of the child’s problem, or although being aware of the concerns, they could not make any assessment (vu, 2014). furthermore, a very small number of studies of this condition in vietnam have been conducted and published. especially, there is no study offering a ‘thick description’ of the lives of children with asd and their families (vu, 2014). besides, only some private schools and centers supplying asd care for two-to-sixteen-yearold children in vietnam, and these facilities are also expensive (pham, 2010). this is one of the reasons leading to the paramount importance of caregivers in the role of helpers for children with autism throughout their lives. to obtain the study purpose in examining how autistic children create their caregivers’ lives thanks to life stories, many themes were identified. consequently, these themes play an important role, as a reference source, in assisting other caregivers with autistic children to reorganize their lives to adapt to their living context. this study applied in-depth interviews to explore many life’s aspects of caregivers with autistic children such as their emotions, challenges, and changes in their lives to accompany their children. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 179 2. method 2.1 research design this study applied the grounded theory developed by glaser & strauss (1967), one of the qualitative designs frequently used in the human and social sciences (denzin & lincoln, 2005). when applying this theory, researchers collect, refine, and categorize the data (strauss & corbin, 2008). they also use the strategies of making constant comparisons and applying theoretical sampling (creswell, 2007; locke, 1996; taylor &bogdan, 1998). besides, the constant comparative method is used to develop concepts obtained from the data through coding and analyzing at the same time (taylor & bogdan, 1998). using this method gives the researcher the benefit of beginning with raw data, and through constant comparisons, a substantive theory will emerge (glaser & strauss, 1967). 2.2 participants participants in this study were a group consisting of 5 fathers, 4 mothers, 1 aunt, and 1 grandmother whose children had been diagnosed with autism. their background information was shown in table 1. purposive sampling was used to recruit equal numbers of male and female caregivers. to select caregivers, i conducted a preinterview in which information about the study was shared with caregivers who usually told me many matters concerned about asd when i would like to know as much as possible about this topic because my boy was autistic. interviews in-depth came after that with 11 caregivers who were willing to be at the pre-interview. all the interviews would be kept confidential and the names of participants were coded. participants were each given 50 thousand vietnam dongs as a token of appreciation. table 1 descriptive statistics for personal information information items n % age of caregivers 20-30 1 9.09 31-40 6 54.54 41-50 3 27.27 51-60 1 9.09 education level master 2 18.18 bachelor 7 63.63 intermediate 1 9.09 secondary school 1 9.09 occupation bank teller 3 27.27 housewife 1 9.09 lecturer 2 18.18 teacher 4 36.36 worker 1 9.09 age of children 5 4 36.36 8 3 27.27 14 4 36.36 gender of children boy 5 45.45girl 6 54.54 2.3 data collection journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 180 before entering the study, the participants were supplied with a participant information sheet and an informed consent form. they were informed that their participation was voluntary and that they might stop participating whenever they wanted without penalty. each recorded interview was given a particular number, participants were each assigned a code number, all data obtained were only identified by that code number, and pseudonyms have been applied for participants and proper names to ensure the confidentiality of participants. to explore deeply life stories with numerous sides concerned about helping asd children of caregivers, the “life story interview” list developed by mcadams (1995) was applied. nine sections mentioned in the life story interview list are 1. life chapters, 2. critical events, 3. life challenge, 4. influences on the life story, 5. stories and the life story, 6. alternative future, 7. personal ideology, 8. life theme, and 9. other. however, only four sections were utilized in this study including critical events, life challenges, alternative future, and personal ideology. while the critical events section asked for incidents leading to changes in caregivers’ lives as well as memorable moments making them cheerful and distressed, the life challenge section brought a clear look at their most difficult obstacle and their solution to manage. besides, in the alternative future section, caregivers were asked about their thinking on their own and their children’s future, and their key trust to guide their lives were expressed in the section of personal ideology. only when receiving participants’ permission and volunteering, did i start to use a voice recorder to record the interview which lasted approximately 60 minutes for each? the techniques commonly identified in grounded theory for collecting data are document collecting, participant observing and interviewing (glesne & peshkin, 1992). however, in this study, i only invested time in collecting caregivers’ stories and their thoughts from interviews, which were conducted at places selected by participants (usually at their houses). questions were created to elicit their stories concerned about their ads children. although each interview was a little bit different, they all followed the same basic structure whose sample questions are shown below. the interview questions were pilot-tested and refined before implementation. interviews were digitally recorded, transcribed, and translated into english for coding. in addition, there were so many answers given after open-ended questions were asked that they were grouped into themes to be analyzed easily. interview questions (vietnamese) part 1: thông tin cá nhân (1). anh/chị bao nhiêu tuổi? (2). trình độ học vấn cao nhất của anh/chị là gì? (3). anh/chị làm nghề gì? (4). bé mang hội chứng tự kỷ của anh/chị bao nhiêu tuổi? (5). bé là con trai hay con gái? part 2: thông tin về câu chuyện cuộc sống (6). con anh/chị được chẩn đoán tự kỷ bao lâu rồi? (7). con anh/chị có những phản ứng gì khi được đưa đến phòng khám? (8). anh/chị có gặp trở ngại nào khi đưa con đến phòng khám không? nếu có, những trở ngại đó là gì và anh/chị đã làm gì để vượt qua những trở ngại này? journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 181 (9). anh/chị cảm thấy như thế nào về kết quả khám? xin vui lòng giải thích rõ. (10). anh/chị suy nghĩ gì và làm gì sau khi nhận được kết quả từ chuyên gia? xin vui lòng mô tả chi tiết. (11). những thách thức anh/chị từng gặp phải trong quá trình can thiệp cho bé là gì? (12). anh/chị đã làm gì để tự mình giải quyết những vấn đề này? (13). khoảnh khắc nào anh/chị xem là khó quên trong thời gian giúp con mình? (14). anh/chị đã cho bé những gì để đáp ứng các yêu cầu của việc can thiệp? (15). anh/chị đã làm những gì để bé được hưởng lợi? tại sao anh/chị nghĩ rằng bản thân cần hoàn thành những nhiệm vụ đó? anh/chị thực hiện các nhiệm vụ đó bằng cách nào? (16). hãy chia sẻ cho tôi cách thức anh/chị đã thực hiện để cân bằng giữa công việc và can thiệp. (17). anh/chị nghĩ gì về các mối quan hệ xã hội? (18). theo anh/chị, trong quá trình can thiệp, bản thân cần có những đức tính nào? những đức tính này đã được thể hiện trong những tình huống cụ thể nào của anh/chị? (19). xin vui lòng chia sẻ cụ thể những lo lắng của anh/chị về tương lai của bé. (20). anh/chị có những ước mơ gì liên quan đến cuộc sống của bé? interview questions (english) part 1: demographics (1). how old are you? (2). what is your highest education level? (3). what is your occupation? (4). how old is your autistic child? (5). is your child boy or girl? part 2: life stories (6). how long has your child been diagnosed with asd? (7). what were your child’s reactions when being brought to the clinic? (8). did you encounter any obstacles when bringing your child to the consultation room? if yes, what were they and what did you do to overcome these obstacles? (9).how did you feel about the consultation result? please give me clear explanation. (10). what did you think and do after receiving the diagnosis from the clinician? tell me as detailed as possible. (11). what challenges have you ever faced during the intervention for your child? (12). what did you do to solve these problems on your own? (13). what was your memorable moment during the time of helping your child? (14). what did you give to your child to meet the requirements of the asd intervention? (15). what things have you been doing to benefit your child? why do you think that you should fulfill those duties? how have you done to carry out them? journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 182 (16). i wonder if you can share me your own way to balance between your work and asd interaction. (17). what do you think about social relationships? (18). what virtues do you need to meet during the intervention process? in which your specific situations were these virtues shown? (19). would you mind telling me in detail your worries about the child’s future? (20).what are your dreams related to your autistic child? 2.4 data analysis the text was examined, using grounded theory, and the textual data was managed through qsr n6 qualitative analysis software (richards, 2002). i reviewed all transcripts and allowed themes which were key ideas to emerge from the data. codes were applied to lines of text related to these themes so that similar ideas could be compared across cases (boeije, 20020). the process continued until a set of themes was identified and no new ideas emerged. applying constant comparative methodology, i compared incidents applicable to each category, integrated categories, and their properties, delimited, and wrote the theory (glaser & strauss, 1967). to ensure validity, an expert review was carried out with the assistance of 2 expert reviewers, and to support reliability, the obtained explanations and suggestions were also put into comparison with raw data (corbin & strauss, 1990). 3. results and discussion as an analysis result, six themes were dictated namely psychological consultation, emotions, worries, duties, essential virtues, and hopes which are illustrated in figure 1. following are these themes and sub-themes with a direct quotation of what caregivers said so that transmissibility could be fully supplied (baker et al., 1992). theme 1: psychological consultation stories concerned about psychological consultation which were shared specifically during the in-depth interviews were really remarkable and thought-provoking. in fact, the interaction with psychologists in asd diagnosis may leave an important influence on how the families face with the child’s disability. the family may suffer disheartening difficulty when getting the initial asd diagnosis. parents experience the utmost strain during the diagnostic process (howlin & moore, 1997). what caregivers shared in this theme were making a medical appointment (n=7), taking the child to the consultation room (n=9), and waiting for the examination turn (n=5) which were cited below. “it took us a lot of time to be able to book an appointment with clinicians” “actually i still remember and feel scared of the first day i took my child to the clinic” “waiting for being examined, he did not obey me and my wife. we took turns following the baby, sweat-soaked with all three of us.” theme 2: emotions journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 183 under the theme of emotions, there appeared three sub-themes, namely feelings at the consultation room including shock, uncertainty, and distress, a sense of disadvantage for the child, and calm feelings consisting of sentiments of true love and high responsibility. the caregivers stated that whether they were the parents of the child or just the aunt or grandmother, with their true love to the child, they felt their child was truly disadvantaged and pitiful. their two emotion streams dividing into immediate feelings in the clinic and emotions after being really calm to accept the baby's disorder were clearly different. by analyzing the statements, “shock” (n=7), “uncertainty” (n=4), and “distress” (n=11) were reached out under the sub-theme of “feelings at the consultation room”, which was expressed in the following sentences. "we were really shocked when the clinician said that we had to pay attention to my child with autism” “maybe, there was something wrong with this examination result” "the clinician said that the syndrome would follow my child for her lifetime and she could not go to school. this made me so hurt" a sense of disadvantage for the child (n=10) was conveyed as follows: “it was so sad to admit that my child was not able to do many common things that other normal kids could do easily like running around and laughing consciously” in another sub-theme, “calm feelings”, the caregivers expressed their sentiment of true love (n=10) and high responsibility (n=9) as following: “no matter how bad my child's disorder was, he was my lovely angel” “she needed help little by little from the time she woke up until her bedtime and this was a difficult, not an easy task. if it was true, we thought, nobody, after all, could help her except for us with our blood love” theme 3: worries by considering the storylines obtained through interviews with caregivers, the “worries” theme was also reached. they confided that even though trying to be optimistic to fight with the child, they could not avoid certain worries. in their own opinion, they might face a difficult situation when their child was seriously ill (n= 5). they were worried that their child would not cooperate with them and doctors during the disease treatment. besides, what they couldn’t help but thinking was unavoidable old age as well as the death that would come to them (n=10). a question that bothered them was what the child would be like without their caring hand. two of their confidences were quoted below: the child’s other diseases “it is hard for him and me when he was seriously ill” the old age and passing of caregivers “who will take care of her when i am old or not well enough to take care of her while naturally, she becomes stronger day by day” theme 4: duties journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 184 by analyzing the narratives, the theme of “duties” was reached. under this theme, the sub-themes of “reorganizing family life”, “balancing between job and asd intervention”, “maintaining necessary social relationships”, “widening knowledge on asd”, and “earning” were emphasized. with reorganizing family life, the caregivers stated that rearranging family life was one of the first tasks needed to be put into consideration before actually starting to intervene for the children. this sub-theme was highlighted by fathers (n=5). with balancing between job and asd intervention, they emphasized that it was necessary to make an appropriate distribution of time and effort so that they could both keep their job and help their children (n=4). with maintaining the necessary social relationships theme, the caregivers thought that to some extent, some social relationships still made them stronger and more confident in supporting their children while others needed to be restricted (n=4). with widening knowledge on asd, they were willing to learn and discuss all aspects of autism (n=11). what underlined by “earning” was that they did not place great emphasis on making money like they used to do in the previous years (n=9). when being investigated respectively, these subthemes were mentioned in the following quotes. reorganizing family life “we need to rearrange the family life in the best interests of the child.” balancing between job and asd intervention “without a job, we would have no money but we had to make equal between work and intervention.” maintaining necessary social relationships “we still need essential social relationships for the benefits of both us and our child”. widening knowledge on asd “many of my child’s behaviors need my effort and time to be understood.” earning “making money is no longer our top priority.” theme 5: essential virtues by considering the narrative lines of caregivers during in-depth interviews, “sacrifice” (n=4), “courage” (n=6), and “patience” (n=7) were sub-themes being found out under the main theme of “essential virtues”. the caregivers’ sacrifice was clarified when they said that they pushed their personal activities, habits, preferences, and ambitions to the past if these things did not benefit their children. they also highlighted in “courage” and “patience” sub-themes that they called on all their bravery and persistence to be the bravest and patient warriors in the fight against autism. the following are some statements presented for these sub-themes. sacrifice “spend time interacting with my child instead of on my own pastime.” courage “we do not have any choice but to have to be brave to face difficulties.” patience “to achieve a very small goal, we need much patience.” journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 185 theme 6: hopes the “hopes” theme consisted of 3 sub-themes, namely “good health” (n=10), “child’s decrease in abnormal behaviors” (n=11), and “community understanding” (n=7). all caregivers wished everything would be good for their children, for them, and for their lives when they shared their positive ideas about the next chain of days. not only did they expect to be healthy enough to accompany their children, but they also hoped their children’s behaviors would become more and more conscious and they would be able to attend the school like the other children. furthermore, they desired to receive acceptance and sharing with their child’s status from society. these sub-themes were presented in some following caregivers’ statements. good health “i wish not to be in serious illness so that i can help my child” child’s decrease in abnormal behaviors “my desire is lam will become an agreeable son, like the other normal boys” community understanding “my neighbors will be sympathized with the loud cry and shout at the midnight of my child” to gain more insight into the life of caregivers whose children are autistic, it is truly significant to scrutinize their life stories. in an effort to achieve that goal, the study has been successful in accumulating and analyzing such heartfelt and touching stories filled with love. as a result of interviews, one of the most repeatedly shared themes was “psychological consultation” in which caregivers mentioned complications they encountered on the journey for their child to be examined, from booking medical visit, taking the child to another city to see the clinician, to the time being outside the consultation room for the examination turn. it was clear that parents of autistic children were extremely sad, confused, disappointed, tired, and anxious when looking for a diagnosis for their children (gray, 2001; marcus et al., 2005; altiere and von kluge, 2009). when making reservations for an appointment, caregivers were informed that the clinicians’ working schedule was full of because too many children need to be psychologically examined and their parents had already booked. they had to wait from days to days whilst they could not understand what was happening to their children whose behaviors were so different from those of other children living around them. besides, they did not know what to do to help their kids in this period of time and most of them fell into stress. in fact, in vietnam, until 2000, did the diagnostic label of asd receive recognition and there was a dramatic increase in the number of children who have been diagnosed. (vu, 2017; clan 2010). ). in 2003, one of the two largest pediatric hospitals in ho chi minh city, the children’s hospital 1, reported the first two cases of asd, but only six years later, in 2009 the number increased up to more than 800 cases (clan 2010; pham, 2010). the national hospital of paediatrics located in hanoi also admitted diagnosing and treating around 6,000 children yearly (vu, 2009). nevertheless, this figure is supposed to be representative of only a small proportion of cases (brown, 2009; vu, 2009). besides, in this country, facilities in public children’s hospitals and universities supplying diagnosis services for children with asd are not only very journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 186 limited but also are mostly in big cities such as hanoi and ho chi minh city. consequently, these facilities are often in the condition of being crowded and lacking staff, and it usually takes children with asd some months to have a place (brown, 2009; clan 2010) although it was very difficult to get a place, taking the child from a small province to a large city for the consultation was a harder process. traveling by coach, while for normally developing children, was probably just a trip, for these caregivers’ children, was a real challenge. their children could not suffer from the noise, crowded and narrow places like in the coach. the child beat the passengers sitting next to him, screamed out of control, cried loudly, and only wanted to jump off the couch. “we did not anticipate such miserable situations. we had to ask the driver to stop the coach on the road and then took a taxi to get the rest of the way”. some caregivers rented a private car even though the cost of rent was very expensive compared to their family’s financial condition and they must prepare lots of suitable food and beverage for their child because of his difficulty in eating and drinking. supporting the findings of this research, gray (1994) described how poor eating of autistic children left parents strained. besides, while waiting outside to be called for the turn, caregivers had to help their child to walk around because he protested violently with being seated by running and jumping, banging his head at any place. gray (1994) also reported a high level of parents’ exhaustion because of the destructive behaviors of children with asd. after experiencing unexpected obstacles for their children to be examined, caregivers continued to go through a lot of different emotions when receiving the clinician's conclusion. they were emotions in the clinic when caregivers were not calm enough and those after that when they were able to balance their feelings. when the clinician said that their baby was at risk of autism, they were upset in extreme pain. at that time they did not know what autism was. they simply had ever thought that their child must be too naughty and disobedient. they did not even think of a syndrome whose name they did not know while that syndrome was manifested in their child's body. van et al (2011) display in the study that knowledge and awareness about mental illness in vietnam are generally limited. not only the community but also experts in this field have little understanding of autism (brown, 2009). they also recalled that after the first examination at the first hospital, they did not believe in the clinician’s conclusion because his diagnosis way did not satisfy them. many studies exposed that the lack of sensitivity on part of the professionals is one of the reasons for most families to be dissatisfied with the disclosure of the autism diagnosis. (brogan & nussen, 2003; gasper de alba & bodfish, 2011; smith, chung, & vostanis, 1994). to make sure, they brought their child to 2 other clinics with 2 different psychological experts whose various conclusions made caregivers even more confused. “i asked 3 clinicians with the same question: “what is my child’s disease?”. the first clinician said that it was “autism”, the second concluded “autistic features”, and the third provided diagnoses such as “follow up autism”. how i can differentiate such complicated concepts. we also seemed to be down when they said that my journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 187 child’s behaviors resulted from our poor parenting and they could only be well changed with our suitable parental management.” clearly, these points of view did not fit current knowledge of asd which was considered as a life-long neurodevelopment disorder in international mainstream medicine (vu, 2014). it was unavoidable to face the uncertainties during the diagnosis. what experts said in this process and their inadequate guidance led the family to an ambiguity (haldane & craword, 2010). moreover, in vietnam, educational institutes that supply formal training with degrees in occupational therapy cannot be found, developmental assessments are mainly conducted by psychologists and education specialists, and the number of physiotherapists in the field of asd is limited. although very few key health providers have been trained about asd, some of them still provide an affirmative diagnosis (vu, 2014). the reaction that caregivers experienced in the second stage were that they partly understood their children's misfortunes. asd is described as a developmental disability with impairments through three areas, namely social interaction, communication, and stereotypic behaviors (volkmar & pauls, 2003; lennox et al., 2005; frith, 2008). of course, their children would have trouble in these domains. hence, they themselves determined, with special love, to find any way in order to help their children who developed differently to overcome difficulties in life. this drove them to unconditional love and the ultimate responsibility to make up for the disadvantages of their children. even though reducing stress and identifying the direction in giving the best assistance to their children, caregivers could not help but having a certain amount of anxiety. they highlighted that sometimes they were very pessimistic about the upcoming expectations. the other theme obtained by considering the life stories of caregivers was "worries" in which caregivers expressed their concerns about the time when their children must suffer from other illnesses and when they were older and drew their last breath. on the one hand, caregivers were afraid that when confronting severe sickness, their children would not know how to show where the pain was and how painful they were. in addition, they were anxious about their children’s cooperation ability with the doctor in some situations like when he had swollen gums, had to take blood for tests, or add supplement water. they also worried about their children’s aptitude in tolerating illnesses, for example in case he was asked not to scratch even though he was very itchy, or he was required to lie still for 3 hours. on the other hand, caregivers mentioned their age of elderliness and death which might mean their children’s loneliness. gray (2002) argued that when raising children diagnosed with asd, families often undergo physical burdens. when children are little kids, parents are still strong enough to cope with aggressive behaviors; but, over time this becomes more and more challenging (gray, 1994). additionally, individuals with asd are faced with social isolation, comprising rejection, bullying, and teasing (carpenter, 1992; bauminger & kasari, 2000; humphrey & lewis, 2008). few people with asd are able to live independently, most of them depend upon their parents or others to be supervised and supported (vu, journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 188 2014). moreover, from the service viewpoint, in vietnam, occupational therapy is not yet recognized and adults with asd cannot live on or receive services from any community-based institution (clan 2010). so, no matter how calm caregivers were, they could not avoid definite worries. admitting not to know what would happen unexpectedly with them, they wished to have someone else who could give his hands to the childlike the ways they were doing for him and could help him if there were problems with them. in spite of some above worries, caregivers were always consistent with the duties they had set by themselves. they thought that their top priority was reorganizing family life rather than designing exercises for their children because when their lives are stable and they were able to manage their lives appropriately, intervention would be definitely much more effective. it was very impressed that even in such vietnamese culture, where child caring has been regarded as the task of mothers, fathers in this research showed an important role in taking care of his family and seemed to take up the main duty in helping their children. when life was under their control, positive thoughts gradually dominated in their life and they easily began the fight with autism. moreover, it was emphasized that there was an effective assignment of tasks among caregivers in families to balance work and asd interaction. caregivers in this study stated these two choices, either one spouse quitted the job to follow the child full time while the other still worked, or they both kept working but their shifts did not overlap so they could take turns playing with their children. however, who would keep going to work must be taken into consideration and carefully discussed between caregivers. in addition, caregivers underlined not to think about the promotion at the workplace, they tried to work as common employees. they must be flexible at work, for instance, they talked to their managers to minimize business trips away from home or they volunteered to take up work they could do late at night. as a result, they gradually found great fun from the little progress of their children. with regard to social relationships, the caregivers disclosed that there were people who have given them the motivation and belief in helping their children. they were the ones who gently gave them a book about autism, shared with them information about a seminar or some other knowledge related to autism. these were the people who always created good conditions for the caregivers to help their children play with their kids and they supported the two children wholeheartedly. these were also people whose children were also autistic and they were willing to tell their experiences and knowledge. besides, the caregivers tended to refuse some invitations to big parties with drinking friends, to go shopping, or to go to the café just for gossiping. furthermore, expanding knowledge of asd was considered one of the most central tasks by most caregivers when helping children. caregivers said that it was their happiness to get any knowledge about the state of a child. house (1981) mentioned the importance of giving information about support services and disability to parents whose children were disabled. skirton & barr (2007), bilgin & gözüm (2009) also highlighted the lack of knowledge as a chief stress factor. the caregivers in this study assumed that they have tried to assess social media sites even if they were old because they recognized the significance of mass journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 189 media in supplying essential information related to autism. they connected with parents whose children are autistic, learned anything useful from their intervention experiences. furthermore, they watched video clips shared to see if it could be applied to their children, listened to talks of psychological experts to expand their asd knowledge. with clips made by foreigners, they did not need to understand those foreign languages, they just looked at the activities and then made some reasonable changes before applying to their children. “i am old so i used to think i did not need to use a phone with an internet connection. i just need a phone to make and receive calls. but since taking care of the child, i have realized that smartphones are helpful to me to understand more about autism. there is no charge for making calls to other parents with autistic children to ask for their advice.” the caregivers in some cases claimed that they could not have any clear explanation of their children’s behaviors. as an illustration, their children cried then laughed unconsciously regardless of day or night, or they woke up and could not sleep anymore at midnight. the caregivers really did not know what happened to their children and how to handle this problem. from time to time, when the child was walking on the street with their parents, he suddenly ran into other people's houses. what they needed and what they were looking for when doing like that. to understand deeply such situations, caregivers must learn more and more about autism. as a result of devoting all energies to their children, caregivers did not concentrate too much upon earning money but had their own solution to financial problems. they specifically stated that along with making little money in their own ability, they planned to practice money-saving and organize family activities in a simple and economical way. they determined the items that were unnecessary to spend money on or those that only needed a small amount. for instance, when going out, they could walk or catch the bus instead of renting a private car or in daily meals, it was advised to prepare nutritious dishes instead of too many complicated ones. neely-barnes and dia (2008) indicated that families whose children are disabled have a need of determining the significance they give on disability. they regarded disability as the centre of the problem so they accept to design typical family characteristics. by examining the life stories obtained, the next theme reached was “essential virtues” with three sub-themes such as “sacrifice”, “courage”, and “patience”. with sacrifice, changing habits to create all suitable conditions for the development of the child were assumed by the caregivers. they gave up or redesigned some recreational activities to benefit the children. “i still keep going fishing at the weekend but now i bring my child with me. i guide him in very small tasks, from sitting still at one place, placing the bait to the fishhook, pulling the fish up and observing when i take out the fish” bayat (2007) supposed that the majority of parents admitted that they become different persons who are more caring and less selfish. with the sub-theme courage, the struggle for life was underlined. on the one hand, they bravely faced their children’s psychological booms and when their children lost their temper, they would find solutions instead of being in sorrow and helplessness. on the other hand, when they ran into inadequate eye stare at them and journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 190 their children or insufficient acts to autistic individuals from the community, they would make an explanation, by anyway, if possible, instead of suffering silent cry or pity. it took them a lot of time to overcome this prejudice to become such really courageous people. when their children display socially unsuitable behavior, parents often encounter disapproving gazes and comments. because of the normal appearance of the children, they are regarded as not good parents for not using suitable discipline for their children. (gray, 1993a; altiere & von kluge, 2009; ryan, 2010). furthermore, they were courageous enough to do something that they did not dare to do before. "what would you do if your child started sleeping at 1 a.m. every night if many ways you had tried to apply did not work, why do not you bravely cut gradually his naps, combined with helping your child with activities that attract his focus ability and gentle physical activities in the daytime?" they were also confident to tell others that their children were autistic. no longer did they hide or ignore to talk about their children’s mental state. thanks to their bravery, certain success steadily appeared during helping their children overcome some difficulties in life. one of the most key virtues when accompanying the child that all caregivers mentioned was patience. they master that instructing a task to a child developing normally may take a short time, either was counted by days or hours, however, with the same task, to autistic children, it may take months even years. similar to this study, altiere and von kluge (2009) found that families confessed to being more patient when having an autistic child. it was said that patience is an indispensable quality of caregivers because without being patient, they could not hone their children with any skill. “it took me almost 2 years to help my child to ride a bicycle, starting from assisting him to put his feet on the pedals of the 4-wheel bike, coordinating between hands on the handlebar and feet on the pedals at the same time.” in the process of solving behaviors for children, if they were impatient, they would give up halfway with negative thoughts or would beat children out of control. they identified that in order to support children eliminate a behavior, they must persist in handling it for a long time. in fact, some fathers took 11 months to aid their children not to chew without food in their mouths, more than 8 months to get rid of their habit of picking leaves and crumpled them into their hands, around 10 months to stop them holding things to beat unconsciously. being with their children moderately leads families to adapt and acceptance of this new situation. thus, they look to the future with rays of hope. in this research, caregivers expect to have a better life which was shown in the “hopes” theme consisting of 3 sub-themes, namely “good health”, “child’s decrease in abnormal behaviors” and “community understanding”. when raising and educating their children, families may experience physical and psychological exhaustion (green, 2003b; altiere & von kluge, 2009). besides, more than anyone else, they understood the paramount importance of their physical strength in supporting their children. hence, found many ways to protect their health and desired to be strong. nevertheless, their biggest dream was still their children moved towards normal development as much as possible, being able to more journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 191 concentrate, be more alert, and behave more consciously. moreover, they were in the expectation that society would have a deeper understanding of autism and would not look at autistic individuals differently in social environments or label them their despair. according to baltaş (2007), this understanding reduces the individuals’ anxiety about the problem, makes them more optimistic about the problem, and enhance encouragement for coping with strain. in short, even though the caregivers had anxieties because they did not know what would come unexpectedly into their lives, they were energetic and calm to seek solutions to the problems of autistic children and their lives in the most scientific ways. 4. conclusion in vietnam, the lives of children with asd and their families have not broadly been examined. little is known about asd and how vietnamese families with autistic children live within the economic, social, and cultural settings of vietnam (vu, 2014). meanwhile, this study exploring the life stories of vietnamese caregivers with autistic children gives the opportunity to learn their problems related to this situation, and their personal experiences in dealing with it. giving clues to understanding better about these families, the researcher hopes to partake in enhancing the society's understanding of these caregivers’ lives when their children were diagnosed with autism so that sharing and sympathy from society would be put in these caregivers’ hands. moreover, health care systems need to be prepared and should be expanded to small cities and provinces to address the needs of children with disorder status. furthermore, asd control efforts would be maximized and the lives of asd children and their caregivers would be improved. references altiere, m. j., & von kluge, s. 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(1981). social support and the quality and quantity of life. in f. m. andrews (eds.), research on the quality of life (pp. 254-269). inst. soc. res. monogr. ser., annarbor: univ. mich. journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 177—194 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 193 howlin, p., & moore, a. (1997). diagnosis in autism: a survey of over 1200 patients in the uk. autism: international journal of research and practice, 1, 135-162. accessible at http://dx.doi.org/10.1177/1362361397012003. humphrey, n., & lewis, s. (2008). 'make me normal': the views and experiences of pupils on the autistic spectrum in mainstream secondary schools. autism, 12(1), 23-46. doi: 12/1/23 [pii]10.1177/1362361307085267 [doi] kogan, m. d., strickland, b. b., blumberg, s. j., et al. 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(1995). the life story interview. northwestern university, foley center for the study of lives. http://www.sesp.northwestern.edu/foley/instruments/interview/. nealy, c., o „hare, l., powers, j., & swġck, d. (2012). the impact of autism spectrum disorders on the family: a qualitative study of mothers perspectives. journal of family social work, 15(3), 187–201. accessible at https://doi.org/10.1080/10522158.2012.675624 neely-barnes, s. l., & dia, d. a. (2008). families of children with disabilities: a review of literature and recommendations for interventions. the journal of early and intensive behavioral intervention, 5(3), 93-107. accessible at https://doi.org/10.1037/h0100425 neely-barnes, s. l., hall, h. r., roberts, r. j., & graff, j. c. 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(2009). d u hi u tr b t k (signs of autism). retrieved 20/02/2011, from ministry of health. accessible at http://suckhoedoisong.vn/2009062409001738p0c10/dau-hieutre-bi-tu-ky.htm microsoft word 3.jasl-jun'21. suryana 22-32.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 22 22 discovering students’ responses using flipped classroom model trough reading comprehension teaching praba lucya suryana1 totoh tauhidin abas2 nina puspitaloka3 universitas singaperbangsa karawang1,2,3 email: prabalucya16@gmail.com1 abstract this research focused on flipped classroom model in teaching reading comprehension: students' responses. the purpose of this research to find out the flipped classroom learning model is incorporated technologyassisted and then to find out the flipped classroom learning model responded to balance by students. in the search site and participants, the researchers involved 36 students, 6 students as participants from the second grade of senior high school 1 karawang west java, with study objective sampling by using qualitative narrative inquiry method. to collect the data the researcher used three instruments that is a reflective journal, interview, and documentation. for the data analysis technique, the researchers used thematic analysis (braun & clark, 2006) which is read the data deeply, transcribe, code, categorize, and interpret the data to analyze data. the result of the research shown that students have positive responses. five students have the same positive responses that are students’ more comfortable with listening, get a better understanding of the material, make them active in the discussion in the classroom. but one of the students has a negative response that is the condition of the classroom was not conducive that make her did not understand the material. it can be concluded that the flipped classroom learning model responded to balance by students. the most of students more comfortable to learning the material first at home before teaching and learning in the classroom and make them understand better, students more active to express their ideas in discussion session and also the process of learning was more interesting and helpful. keywords: flipped classroom model, reading comprehension, students responses journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 23 1. introduction the activity of getting information that is the meaning of reading. it is one of the important skills for students to learn english especially english reading comprehension. comprehension, as it is widely known, is the ability to understand completely and be familiar with the situation, facts, etc. while on the other hand, reading comprehension is not just reading with a loud voice but also to establish and understand the meaning of words, sentences, and paragraphs sense the relationship among the ideas. according to moreillon (2007), reading comprehension is an active process in extracting knowledge and information from the text. thus, reading comprehension is reading whom the students can understand the content of the passages, it means he/she fails in comprehending the passage. the main focus of reading is to get comprehension. when the students read the passage, they decode written information and it is combined with the students' background of knowledge in their brains to produce comprehension. anderson in mckey (2006) stated reading is both process and product. the product of reading is called comprehension or an internal construction of meaning; there has been an understanding of what has been read. thus, reading comprehension is built from their background knowledge. nowadays, using gadgets is very popular by most people include the students also. now the activities of reading and learning just not by using a book, but also can use the internet on the gadget mentioned by observing in students of sman 1 karawang. data taken by the informal interview was conducted with an english teacher in sman 1 karawang. he explained that the students’ had some difficulties in reading comprehension ability. an active process of reading comprehension where students need to be tough strategies to read more efficiently. according to the statement of davoudi and yousefi (2015) in reading comprehension efl learners’ difficulties and problems such as deficits in vocabulary knowledge and background knowledge. problem with grammatical knowledge and also poor reading strategies which is in fact very important to reduce the difficulties (sammad et al, 2017). furthermore, in teaching reading comprehension the researchers try to give the best way process of teaching reading comprehension through flipped classroom model approach can be an effective solution that can help teachers observe the students. the flipped classroom is known by various names including the inverted classroom, blended learning, and more simply, the flip (bergmann & sams, 2012). in foreign language learning classes, a flipped language learning class can be defined as a teaching method that utilizes asynchronous language learning materials, such as videos, audios, powerpoint presentations, hypertexts, and images to study the language outside the classroom, practice the language, and perform various activities and tasks in face-to-face classrooms (hung, 2017) and (wu et al, 2017). focus on learning at home and practice or discussing in the classroom that is the flipped classroom model. based on the explanation above, the researcher chose the title “flipped classroom model on teaching reading comprehension: students’ responses” the researcher wanted the students to focus on the reading comprehension learning process through flipped classroom model. this research aimed to find out the flipped classroom is incorporated technology-assisted and then to find out the flipped classroom learning model responded to balance by students. reading comprehension strategies are conscious and flexible plans readers apply and adapt to a variety of texts and tasks (michael f. graves, 2001). the main focus of reading is to get comprehension. there are several types of reading: intensive reading and extensive reading. long and richards (1987) stated that intensive reading is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage." we can conclude intensive reading can use to teach or practice specific reading strategies or skills. based on long and richards (1971) identified that extensive reading as "occurring when students read large amounts of high-interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words". extensive reading aims to build reader journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 24 confidence and enjoyment. thus, extensive reading is always for the comprehension of main ideas. teaching is one of the jobs that not everyone can teach well including teaching reading. teaching is not an easy job, but it is a necessary one and can be very rewarding when the teacher sees our students' progress and know that we have helped to make it happen (harmer 2008). in teaching reading usually has two aspects. the first aspect is can be referred to as teaching learners who are learning to read for the first time. a second aspect is teaching refers to teaching learners who already have reading skills in their first language. for that, great teaching also teaching reading comprehension can bring two-aspect for the students. flipped classroom model as we know in this era, innovation or technology in education can be a methodology that is focused on student-centered education. the flipped classroom is an innovative teaching strategy that reverses traditional teaching rather than lecturing, teachers assign videos as homework to introduce the topic. at home, students watch the video instruction as many as they wanted to understand the topic and complete the assignment in class where is the teacher is available to assist with questions to check the students' comprehension (kim et al, 2017; zarrinabadi, & ebrahimi, 2018). the students search the information and knowledge through many sources, the most are internet (search engine), in certain contexts, language instructors prefer to conduct full online language learning classes without any face-to-face interaction (alhamami, 2018a; satar & akcan, 2018) also according to berret (2012) the flipped classroom has been expanding to improve the teaching approach that requires students’ preparation outside the classroom to make them active in class. the other words flipped classroom when teachers give the material as homework to introduce the topic. at home, students learn the material to understand the topic. in the class, the teacher gives discussion, questions, and answer sessions to check the students reading comprehension. the flipped classroom learning model can change the traditional classroom learning model strategy by delivering lessons online outside the class and moving homework into the classroom where teachers have more beneficial time to help students with their questions and one-on-one support (bishop & verleger, 2013). that is inversely proportional to the traditional classroom learning model. that is a picture of the differences between the traditional classroom learning model and flipped classroom learning model. picture 1 anderson/krathwohl and flipped classroom in flipped classroom learning model, there are creating, evaluating, and analyzing does in the classroom where classroom students and the teachers work together on this level of learning. the next process is applying, understanding, and remembering what does at home and the teacher gives them discussion, questions, and answer sessions to check the students reading journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 25 comprehension in the classroom. to know success or not a learning model it can be seen how the students respond to this learning model. students' responses are verbal or non-verbal acts designed to fulfill the expectations implicit in the question, commands, or the request of others (dunkin, 1987). thus, students’ responses are something that is done as a verbal or non-verbal reaction to the teacher’s instruction during the teaching and learning process for effective class, in this research is for the reading classroom. according to rosenberg and hovland (1960) as cited in azwar (2012), there are three components of attitudes that are called a tripartite model that is cognitive (understanding) is a general rationale for assessing and modifying cognition as a means of changing how people think, feel, and behave, affective (emotion) which is defined as an emotional feeling toward something, and the last conative (behaviour) it refers to someone's tendency to act in a particular manner that is congruous to his or her attitude. the measurable dependent variables from the conative component are overt action and verbal statements concerning behaviour. thus, that are the aspects of students' responses. in this case, students' responses are essential to recognize how students' responses about the new teaching model that is flipped classroom learning model use. 2. method this research is a qualitative approach and narrative inquiry as a method of the research. the method was chosen because it is based on the researcher's experience of the preliminary service teacher program. qualitative research usually is a primary concern with what is called "the human as instrument" approach (lincoln & guba, 1985). in other words, the focus turns to understand human beings' to describe something. narrative inquiry is a way to understand the experience and a way to study experience (clandinin, 2006, 2007, 2013; clandinin & connelly, 1990, 2000). in narrative inquiry the researchers do not observe the participants objectively; instead, they take a subjective position in connecting relationally with the participants’ social and private world (clandinin, 2006; pinnegar & daynes, 2007). focus on the students and teaching experience or story of life to get the data. the object of the research is 6 students as participant purpose sampling from the eleventh-grade students of xi mipa 1 an english class in senior high school karawang west java in the academic 2019/2020. purpose sampling is the researcher hire the participants based on the researcher study objective. the six students have a different level that is: two students for a low-interest level, two students for a middleinterest level, and two students for a high-interest level. data collection allows us to collect information that the researchers want to collect the research objects. sugiono (2009) explained to collect the data, the researchers use some techniques in order to make it easier in analyzing the data such as observation and interview. to obtain the data the researchers used three instruments is the reflective journal, interview, and documentation. the process of taking the data in this research by researchers experience of the preliminary service teacher program and with an application such as whatsapp. the technique collecting data of the research used reflective journal, interview, and documentation. in all qualitative research, the data analysis technique is the way the researcher analyzes the data. after getting all of the data from the teacher-students reflective journal, interview, and documentation to analyze the data the researcher applies the interactive model thematic analysis by braun & clark (2006) is presented below. a. read the data deeply the first step is to read data deeply. read the data deeply which means re-reading all of the data. the researchers need to understand and go deep into the qualitative data obtained by reading and re-reading the data in this research. the researcher got all of the data by some research instruments that as the teacher and students’ reflective journal, interview guidance, and documentation that were made during the data collection process. b. transcribe journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 26 the next step is to transcribe the data, transcribe the data is re-write the data based on your own without change the meaning. the researchers need to transcribe the data by taking personal notes while reading reflective journals or listen to a record of the interview. c. code after transcribing the data, the next process is to code the data. coding is the next step of analysis while you are organizing your data into meaningful groups as a key of data. the researchers need to arrange a code that is to signal data that is considered important so that the researcher made a signal for the important data and not important data. d. categorize the next step is to categorize which means to select the data from the teacher-students reflective journal, interview, and documentation. the researcher will be review all the data will evaluate which data is relevant or irrelevant to this research. e. interpret data the last step is to describe the conclusion or verification that means the process through which data from students' reflective journals, interviews, and documentation is reviewed to arrive purpose of arriving at an informed conclusion. 3. results and discussion the descriptions are related to the implementation of the flipped classroom model in teaching reading comprehension of learning report text process at senior high school 1 karawang. in case, related pandemic covid-19 and government instruction which is all activities must be stopped, that the researcher uses pre-service teacher experience as the data of the research. when the researcher has taken the preliminary service teacher program from campus. the descriptions are related to the implementation of the flipped classroom learning model in teaching reading comprehension of learning report text process at senior high school 1 karawang, the data were obtained that consist of teacher and students reflective journal and documentation to support this research. the data of reflective journal and documentation were gained when the researcher as pre-service teacher held a preliminary service teacher program in december 2019 and students’ interviews is done in may 2020. a. flipped classroom model is incorporated technology-assisted the researcher use teacher reflective journal for tells the researchers' experience about implemented flipped classroom learning model on teaching reading comprehension in the learning report text process at senior high school 1 karawang. priest and sturgess (2005) suggested that journal reflection provides an invaluable experience as it helps individuals to subject their personal beliefs to critical analysis in a safe environment. the researchers conclude reflective journals to retell the experience of observation. the explanation below is the result of the pre-service teacher retelling or implemented the flipped classroom in teaching reading comprehension of learning report text process. in the pre-service programme, the researchers were teaching report text for two weeks. there are the first meetings in the first week and the second meetings in the second week. the steps teaching and learning process are as follows: in the first meetings is pre-service teacher explained general material of report text such as the definition of report text, generic structure of report text, and the language features of report text. after that, the researcher showed a picture to students and then the teacher made inducement questions about what they know of the picture, the researcher gave the example of report text about the animal on the picture with good and correct generic structure and language features. after the students understand the example of simple report text, the researcher showed two pictures and also the researcher gave a time for students to make the simple of the report text based on the picture individually. after the students made simple report text the researchers asked some students’ come forward to read the report text that they have been made and the researcher gave some feedback for their report journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 27 text. finally, the teacher gave a conclusion of the material at the first meetings, for the last activities the researcher asked students to learn more home about the material. picture 2 the result study of students at home in the picture above is one of thirty-six result studies of students at home before teaching and learning process in the classroom. we can see that all of the students did the task and try to understand more the report text material at home. in the result of the study, at the first meeting, the pre-service teacher gave some questions for students there are (1) find the differences of factual report text and report text (2) what the generic structure of factual report (3) what the language feature of the factual report (the researcher asked all of the students to paraphrase the sentence based on your own) (4) and the last find the example of factual report text. in the second meetings, there is the discussion session for students, they discussed the result of what they have been lean at home and then they can ask the pre-service teacher if there is do not understand and then the pre-service teacher was asking students to come forward to told what they have discussed and told the example of factual report text hat has been they find before, for the last activities in teaching and learning process researcher ask other students to listen and recount what the student told before. at the end of the teaching and learning process and based on students' reflection, the researcher found that students’ enthusiastic and comfortable in the learning process. it ca students'n from students positive responses in the teaching and learning process. even though re are some of students do not study first at home but not an obstacle in teaching and learning process because with a discussion session with the teacher and students’ can help students understand the material. learning at home before teaching and learning process and find the solution together in the classroom it makes the learning process faster and easier. thus, the flipped classroom model can be implemented in teaching reading comprehension. b. flipped classroom responded balance by students’ related to students' responses about the flipped classroom learning model as incorporated technology assisted in learning report text material process, based on an interview with six students. the result showed in the following presentation. 1) student 1 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 28 "in my opinion, i was quite comfortable with learning using flipped classroom model. i can discuss with my friends something from material that i don't yet understand, and also yesterday there were games that could hone my skills. in my opinion, the pre service teacher delivers enough material." student 1 explained that he was enjoying the teaching and learning process used flipped classroom learning model because in flipped classroom learning model the student can discuss what they have learned at home and the difficult material with his friend. thus, through the discussion session, they can improve their reading comprehension of the report text material. 2) student 2 "i feel during the teaching and learning process is that it feels comfortable because we are free to discuss for express each of our opinion". student 2 explained that he was enjoyable in the teaching and learning process used flipped classroom learning model, because in this learning model-free discussion to express students’ opinions about what they have learned and understood from the report text material. 3) students 3 “it feels that there is a sense of pride in myself because i can better understand the text report material with the help of this flipped classroom 30 learning model and also at classroom i can be more enthusiastic in learning this report text material." student 3 explained that he was proud and interested because used flipped classroom learning model that is learning and understanding at home before learning and teaching process in the classroom. thus, he understood more the material. 4) student 4 “for me, this flipped classroom learning model is very good because when at home i can learn about the basics and of course, when studying at home there is a lot of material that we don't understand and can be asked in class. for me learning is not monotonous, a lot of discussions with the teachers and discuss interesting things, we did not understand and can not be answered by just search in google. we also learned to think critically about learning especially about this text report, in my opinion like that.” student 4 explained that flipped classroom learning model is good for the teaching and learning process especially learning report text material, because made teaching and learning not monotonous and made students learned critical thinking. 5) student 5 “when i learned the report text at that time was comfortable, enjoy and better understand used the flipped classroom learning model. student 5 explained that she was more enjoyable learning the report text material used the flipped classroom learning model because she has learned at home and discuss in the classroom made her got understanding more. 6) student 6 “during the learning process using the flipped classroom learning model was relaxed, not tense and fun, but the material that i delivered could not be understood because the classroom was not conducive.” journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 29 student 6 explained that she was really comfortable and happy when learning report text used flipped classroom learning model because students have learned the material first, at home and discuss what are students do not understand in the classroom. but, in learning and teaching process in the classroom not conducive make her not understand. based on students’ responses to the interview above, flipped classroom learning model in teaching reading comprehension has good responses because 5 students have the same responses that it felt comfortable to learning, understand more the material, and made them active discussion in the classroom. but 1 of the students felt the condition of the classroom not conducive make her not understand of the material. thus, the flipped classroom model responded to balance by students. flipped classroom model in teaching reading comprehension has good responses because most students felt understand more the material, comfortable to learning, and make them active discussion in the classroom. according to the component of responses suggested by rosenberg and hovland (1960) as cited in azwar (2012) in term of students’ cognitive responses is students’ more understand the material, students affective responses are students’ more comfortable to learning, and students conative responses is make the students’ active discussion in the classroom also when they learning use flipped classroom model was more interesting and helpful for them while learning process. in this chapter the researcher discussed two points of research findings focus on the flipped classroom learning model is incorporated technology-assisted and then the flipped classroom learning model responded to balance by students’. in the discussion of the result discuss and present about data analyzed based on the data finding of the research. the researchers explain and describe the data relevant to the research findings above, there is an explanation of discussion: a. flipped classroom model is incorporated technology-assisted in this era, gadgets very popular by most people include the students also. the activities of reading and learning just not using a book, but also can use the internet on the gadget. the students can search for the material that they will earn in the classroom and then learning the material before being discussed by the teacher in the classroom. in the classroom, the students can asks and discuss what they do not understand when students learn independently at home. therefore, the students can understand more the material and make them active discussing in the classroom that is the flipped classroom learning model. the flipped classroom is adapted by school instructors for making students active learners (basal, 2015; correa, 2015; lee, & wallace, 2018). based on the description of findings above, the flipped classroom learning model is incorporated technology-assisted because the students learn more of the report text by searching the material use internet on the gadget, while in class used for discussing with they friends and asks several things that they did not understand. to know students reading comprehension some of the students ask to tells report text that has been searched before, the researcher asks another student to listen and recount what the student tells before. even though, some of the students do not learning the material first at home but, not an obstacle in the learning process because a discussion session can help students understand the material. thus, students’ autonomy learning is crucial in flipped classroom model. learning at home before teaching and learning process and find the solution together in the classroom it makes the learning process faster and easier. b. flipped classroom responded balance by students’ to understand the students' responses on how teacher implement the flipped classroom learning model is incorporated technology assisted in teaching reading comprehension, the researcher administered from the interview with six students as a participant during communication in whatapps. based on the description of the interview that has been described above, the researcher can analyze the students’ responses. according to rosenberg and hovland (1960), as cited in azwar (2012), there are three components of attitudes that are called journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 30 a tripartite model that is cognitive, affective, and conative. students' responses consist of verbal or non-verbal action cognitive, affective, and conative aspects. the results of the interview showed that the students’ responses towards the implementation of the flipped classroom learning model is incorporated technology assisted in teaching reading comprehension has good responses because 5 students’ have the same positive responses that are the students’ feel more comfortable and relax to learning, get a better understanding the material, and made them active discuss to share their opinion in the classroom. but 1 of the students felt the condition of the classroom not conducive make her not really understand the material. thus, the flipped classroom model responded to balance by students. 4. conclusion the conclusion of the research that based on the findings and discussion above, it can be seen there are two conclusions. the first conclusion is concerned with how flipped classroom model has incorporated technology-assisted. the researcher conducted involve six students from the second grade of senior high school 1 karawang, with study objective sampling by using the qualitative method. to collect the data the researcher used three instruments there are reflective journal, interview, and documentation. based on the data finding, analysis, and interpreting the data. in flipped classroom learning model the students could learn and understand the material first at home, discuss together to solve a problem in the difficulty of learning report text material and the teacher ask students with some questions to check the students’ comprehension make the students felt more comfortable to express their opinion. learning at home before and find the solution together in the classroom makes the learning process faster and easier. it can be concluded that the flipped classroom model can be implemented in teaching reading comprehension. the second conclusion is concerned about flipped classroom model responded by students’. the researcher found that students’ have positive responses. there are 5 students’ have the same positive responses that are students’ more comfortable to learning, understand more the material, and made them active discuss in the classroom. but one of the students’ felt the condition of the classroom not conducive make her not understood the material. thus, can be concluded that the flipped classroom model responded to balance by students. the most of students more comfortable to learning the material first at home before teaching and learning in the classroom make them understand better, students more active to express their though in discussion session and also the process of learning was more interesting and helpful of them. the researcher can be concluded that students’ responses on how teachers implement the flipped classroom model in teaching reading comprehension the most of students felt comfortable, understand more, and make them active discussion in the classroom. the process of learning was more interesting and helpful for them. furthermore, based on research findings and discussion, there are suggestions for students, teachers, the school, and the next researcher. for students flipped classroom learning model for the students makes them comfortable to learn, understand more the material, and make the students active in discussion season in the classroom because students learning at home before the learning process and discuss it in the classroom. then, the teachers especially english teachers can be approach flipped classroom learning model as a new contribution, solution, and good strategy for teaching and learning the reading comprehension process. also, do not forget to make sure students journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 31 learn at home well before the teaching and learning process and teachers make the classroom conducive it influences the success of this learning model. next, for the school, this presents research hopefully can give the school some benefits that are to increase quality, suggestion, process teaching and learning in the school also to help teacher for resolve difficulties teaching reading comprehension. and the last, for the other researcher this present research hopefully will also be able to give some contribution as references the study in a similar field who interest on the topic. references alhamami, m. (2018). beliefs about and intention to learn a foreign language in face-to-face and online settings. computer assisted language learning, 31:1-2, 90 113, doi: 10.1080/09588221.2017.1387154 anderson, l.w & krathwohl, d.r. (2001). a taxonomy for learning teaching and assessing, a revision of bloom’s taxonomy of educational objective, new york: addison wesley longman. azwar, s. (2012). sikap manusia teori dan pengukurannya (2nd ed.). yogyakarta: pustaka pelajar. basal, a. (2015). the implementation of a flipped classroom in foreign language teaching. turkish online journal of distance education-tojde october 2015 issn 1302-6488 volume: 16 number: 4 article 3 berrett, d. (2012). how ‘flipping’ the classroom can improve the face to face lecture. the chronicle of higher education. bergmann, j., & sams, a. (2012). flip your classroom: reach every student in every class every day. alexandria, va: international society for technology in education; ascd. bishop, j.l. & veleger, m. a. (2013). the flipped classroom: a survey of the research. american society for engineering education (asee) national conference proceedings. braun, v. and clarke, v. (2006) using thematic analysis in psychology.qualitative research in psychology. clandinin, d. j. and connelly, f. m. (2000). narrative inquiry, experience and story in qualitative research. san francisco: jossey-bass. clandinin, d.j. (2006). narrative inquiry: a methodology for studying lived experience. research studies in music education. correa, m. (2015). flipping the foreign language classroom and critical pedagogies: a (new) old trend. higher education for the future. davoudi, m. and yousefi, d. (2015). comprehension breakdown: a review of research of efl learners’ reading difficulty and problem. international of language and applied linguistics. dunkin, m.j. (ed). (1987). the international encyclopedia of teaching and teacher education. oxford: pergamon book ltd. harmer, j. (2008) how to teach english (2nded). london: pearson education. hung, h.t. (2017). design‐based research: redesign of an english language course using a flipped classroom approach. tesol quarterly. kim, j., park, h., jang, m., and nam, h. (2017). exploring flipped classroom effects on second language learners’ cognitive processing. foreign language annals. kurnia, y.r. and erawati, n.l.e. (2018). teaching reading in junior high school. journal of applied studies in language, 2(2), 102-108. lincoln, y.s. and guba, e.g. (1985). naturalistic inquiry. beverly hills, ca: sage long, michael and richards, j. (1987). methodology in tesol. boston: heinle & heinle publishers. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-6. michael, f. graves. (2001). teaching reading in the 21st century. new york: a pearson education company. moreillon, judy. (2007). collaborative strategies for teaching reading comprehension. chicago: american library association. priest, a.m. and sturgess, p. (2005). “but is it scholarship? group reflection as a scholarly activity. studies in learning. evaluation. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 22—32 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 32 samad, i.a., jannah, m., and fitriani, s.s. (2017). efl students’ strategies dealing with common difficulties in toefl reading comprehension section. international journal of language education sugiono. (2009). metode penelitian kuantitatif kualitatif dan r & d. bandung: alfabet. microsoft word 5.jasl-jun'21. nurdinasah 46-55.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 46 46 a study of student’s english speaking skill through schoology erik nurdiansah1 fauzi miftakh2 nina puspitaloka3 universitas singaperbangsa karawang1,2,3 email: erik.nurdiansah0410@gmail.com1 abstract this study is aimed to find out the strength and weaknesses of schoology in teaching and learning speaking and the student’s perception of implementing schoology in teaching and learning to speak. for this research, the researcher took six students in 10th grade. qualitative was chosen as a research approach to answer the research questions, while the research methodology used in this paper was a narrative inquiry. the research instruments that were used in this research are interview guidelines, students’ and teachers’ reflective journal questions. the data were collected by doing the three techniques; interview, reflective journal, and documentation. the data analysis used thematic analysis. the finding of this research divided into two themes; understanding schoology as instructional media in learning speaking and student's experience of schoology in learning speaking. in this research, the researchers find out some of the strengths and the weaknesses of the schoology and the student’s perception of the implementing schoology in teaching and learning speaking. (1) the advantages of using schoology in teaching-learning speaking are: easy to access, easy to send the assignment, students can get direct feedback from the teacher personally, the features are appealing. there are no significant weaknesses of the schoology in speaking, the only weaknesses that teachers and students face are those related to internet signals. (2) the student’s perception towards the implementation of schoology has a positive perception and impression because they can express their ideas in the process of learning speaking. in the conclusion, schoology is very helpful in the teaching-learning speaking process, however, the teachers need to pay more attention to the weaknesses. from this research, we can anticipate the troubles that will happen and hope that this research becomes an alternative for teachers in teaching speaking. keywords: schoology, speaking, students’ perception journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 47 1. introduction many students are not interested or motivated in learning speaking because they just learn speaking by listening to explanations from the teacher using whiteboards and markers. the students in this 21st century are comfortable with technology. so as english teachers in this era must be creative and must have a good technique to teach and face students. the techniques have to be interesting and can engage students to learn. learning to speak in the 21st century can involve or use technology. because as we know learners in this century cannot escape technology especially smartphones. in this digital era, young people spend their time in front of their gadgets. so as the teacher in the 21st century, we can use it as any advantages. the teacher can teach speaking by involving technology such as a smartphone or computer. various tools can be utilized in learning to speak. one of them is schoology. astuti (2019), states that schoology is a learning management system (lms) or course management system (cms), the cloud-based platform provides tools needed to manage an online classroom. this tool also allows the teacher to give interactive and reflective feedback to students. schoology is a learning platform intended to persuade students in an easy-to-use collaborative environment that reinforces the connection between them and their teachers (abdellah, 2016). previously, not a few researchers studied media schoology. muhtia et al (2018) had conducted a study about blended learning using schoology as online learning. they state that blended learning includes it's possible to make learning more accessible and personalized and provide students with a richer educational experience. meanwhile, the potentials of schoology alone include the easiness of use, the security for student safety, and the efficient tools and resources for teachers. umbit (2018) conducted a study of schoology as e-learning media in the digital innovation course: students’ perception. the results of that study are moderately highly significant, and the study concludes that schoology is an effective application as an elearning medium in the implementation of digital innovation courses. furthermore, karyawati (2016) conducted a study entitled “learning, beliefs, and challenges: students' perspectives on schoology in english learning.” he mentioned that schoology increases 76.3% for speaking skills. but he does not explain clearly what makes schoology can improve students' speaking skills, what advantages do schoology have so that it can improve students' speaking skills. in addition to examining the strength of schoology, here the researcher will also examine the weaknesses of schoology that can affect students' desire to use schoology on learning speaking. therefore the researcher tries to fill the gap from the previous research with the current research about "a study of student's english speaking skill through schoology." 2. method this qualitative research is focusing on narrative research. narrative research is a strategy of inquiry research that the researchers scrutinize and ask one or more individuals about their lives in order to provide stories about their lives (creswell, 2008). the result of the narrative then combines both views from the participants' life and the researchers' life in a collaborative narrative. the research process will certainly involve questions and procedures, data collected in the participants' setting, analysis of the data inductively building from particulars to general themes, and the researchers' interpretations made of the meaning of the data of the research. the data search was carried out with an interview, documentation, and reflective journal techniques which were distributed to students after they had attended four meetings of lectures. the data obtained from the interview, documentation, and reflective journal were analyzed, categorized, and interpreted based on the research questions. data interview was analyzed and interpreted to find out all of the research questions. 2.1 research design journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 48 this research is a qualitative one. creswell (2008) explained and defined that qualitative research is a means of exploring and understanding the meaning individuals or groups attribute to a social or human problem. this qualitative research by focussing on narrative research. narrative research is a strategy of inquiry research that the researcher scrutinizes and asks one or more individuals about their lives in order to provide stories about their lives (creswell, 2008). the purpose of this research is to find out the student's perception of using schoology as an online platform in learning to speak and analyzed the strength and weaknesses of implementing schoology in learning speaking. the result of this study will be the description and interpretation of the overall analysis. this study aims at exploring the schoology tool in learning speaking. the sort of data in this study is carried out through interviews. the researcher interviewed six students about their perceptions of the implementation schoology tool for learning speaking. 2.2 participants the participants in this study are students in ten grade at one of the vocational schools in karawang. the researcher conducted six students of 10th grade who were selected by the teacher. each student has different levels, including two high-level students, two middle-level students, and two low-level students. these six students were asked a question and they were interviewed about the use of schoology in learning english speaking. 2.3 data collection in this research, empirical data are collected through interviews, documentation, and reflective journal. 1. interview the interview is in a structured interview, in which the researcher prepared the questions and sends them to the students through the schoology web. the questions are about their perceptions toward their speaking activity in schoology, and the strength and weaknesses of using schoology in learning speaking. the interview was conducted in an online interview. the interview focused on the one-on-one interview. creswell (2012) states that a one-on-one interview is a process of collecting information in which the researcher asks questions to and records answers from the participant in the study at a time one by one. the researcher sends the interview questions through the schoology web, and then the participants answer the question by recording their answers. after that, participants send it through the schoology web. finally, the researcher transcribes the information into words for analysis. 2. documentation the document of the research in this study is filmed records of the students when they are learning speaking. moreover, to complete the research, the researcher also gets the document from the personal journal of the students. creswell (2012) states that the document is a collection of records and personal or public data obtained by researchers from participants, whether in the form of newspapers, personal journals, or other letters. 3. reflective journal reflective journals are activities that focus on students which provides an opportunity for them to understand themselves better (lindroth, 2014). a reflective journal can inspire and motivate students to reflect on their past experiences of what they have achieved and what they have not yet achieved. it is aimed at improving their desire to continue learning and improving themselves. in this study, the researcher asks the students to write reflective journals from their experience after learning and applying the schoology media in the learning process of speaking to research data. researchers will give commands and examples of reflective journals that will be sent via schoology web in group discussion. the researcher will ask the students to send back the results of their reflective journal writing through the schoology group discussion. 2.4 data analysis the data analysis is conducted to answer all questions of the present research data obtained from the interview. documentation and reflective journal were analyzed, categorized, and interpreted into three themes based on the research questions. data interview was analyzed journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 49 and interpreted to find out all of the research questions. six students were interviewed. to analyze the data the researcher applies the thematic analysis model by braun and clarke (2006). there were several steps to analyze the data from the interview: first, researchers conducted interviews with six students as participants and recorded interviews by using a smartphone recorder. second, the researcher transferred audio recordings to a computer to make listening and transcript data easier. third, the researcher listens to the audio carefully, then transcribes the audio file. fourth, researchers analyzed and interpreted the data taken from the interview. fifth, researchers concluded the date of the interview to find out the findings of this research. moreover, to complete the data, researchers take the data from the documents and student’s reflective journals. 3. results and discussion 3.1 the strength and weaknesses of the implementation schoology in learning to speak. these descriptions are related to the implementation of schoology in teaching speaking of the narrative text of bhinneka vocational school in karawang. the datum was obtained from an interview with six students, documentation, and reflective journal students. students' understanding of speaking through schoology. this theme explains the participants' understanding of using schoology and the extent to which schoology benefits them. furthermore, this theme leads to how participants understand schoology in learning speaking. r1: respondent (student) according to r1's experience, she explained that her friend has a problem when using the schoology application in speaking learning. she explained that her friend had trouble on sending the video because it needed a good and stable signal. this problem occurs when the internet speed in her area is not sufficient. if the internet speed in her area is good, then she will not experience this problem. r2, r3, r4, r5, r6: respondent (student) they explained although this is the first time they used the schoology application for learning to speak, they can easily understand the features in schoology that are used for learning speaking. according to them, the features in the schoology application are very interesting and quite easy to figure out, even for people who are first time using the application. based on the results of interviews in the vignette above showed that students already know schoology applications beforehand, especially for accounting subjects. but they have never used schoology for learning speaking. student sketches show that students feel that the schoology's application is an application that is easy to understand. more importantly, schoology applications have interesting features, so they become enthusiastic in the learning process. this evidence shows that the selection of learning media is important in order to support the learning process. therefore, collaboration between schoology applications and student participation can also influence the learning process. this happens because the learning process is not done face-to-face so the mentor needs a sense of responsibility to create communicative and active learning between teachers and students. therefore, they argue that schoology is not only easy to understand but also motivates them in the learning process, features in the application that makes them feel enthusiastic in the learning process. students’ experience about the implementation schoology on learning to speak. the second theme explains participants' understanding after using schoology on learning to speak. through this theme, it can understand the participants' information related to the obstacles and also the strength and weaknesses of the schoology in learning to speak. this journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 50 information is obtained from students' responses after they have done the assignments given by the teacher as learning activities, especially related to their learning speaking activities carried out independently. then, they also conveyed their experiences and opinions in performing tasks or when they were having difficulties and uploading their assignments into the schoology application. r1 and r2: respondent (student) according to r1 and r2, the schoology application is quite helpful for her in learning to speak, because the application is easy to use and has interesting features. they said some of the advantages that schoology has are that it was quite easy to send files, then students can get direct input from the teacher through schoology, and students can also see the score given by the teacher, and also schoology has various types of material used. they added, schoology also has weaknesses, such as problems when uploading large videos and sometimes the assignments file was not sent due to signal problems. r3, r4, r5, r6: respondent (student) they explained that the schoology application is quite helpful in learning speaking. some of the advantages that schoology has are that it can be accessed easily on google, and students and teachers can download material that has been uploaded into schoology, and through schoology students can get feedback from the teacher related to their assignments. while the weaknesses that they found were the problem related to the internet signal that sometimes interferes with them in sending assignments, and the schoology application also consumes a lot of internet data. based on the results of interviews in the vignette above shows that the application of schoology is quite helpful in learning speaking. but most students say that there are some strengths and weaknesses in schoology in learning speaking. for its advantages, most of them said that the schoology application was easily accessible and they could get feedback from the teacher through the schoology application directly, so they could correct their mistakes. besides, the schoology application also has various types of material used, can use audio and audiovisual (video), and we can download and print material that has been uploaded to schoology, so we have offline data. furthermore, students can also find out the assignments they have collected on time or not, and each assignment and material are collected separately, making it easier for students and teachers. additionally, students can see the grades given by their teacher. although between teacher and student there is no face-to-face, students can still know their score and correct their mistakes. while for the weaknesses, most of them mentioned the problem most often found was the problem of internet signal and failure or error in sending assignments. especially when the task file size is large. 3.2 the students’ perceptions on the implementation schoology in learning to speak. researchers had an interview with six students. researchers conducted an interview to find out the students' perception of the implementation of schoology in teaching speaking of narrative text. based on the interview, the information obtained as follows. students’ experience of speaking through schoology. this theme is based on the analysis of the students' interviews and reflective journal data. this theme explains the participants' feelings and what changes they feel after learning to speak using the schoology application. presented in the following vignettes. r1, r2, r3: respondent (student) they said it was a pleasant experience to learn speaking through schoology. they motioned that the schoology application is very easy to use. they also said that they were become quite confident after using schoology in learning to speak because the feedback given the teacher through schoology, helped them a little. but they thought they still have to practice more. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 51 r4, r5, r6: respondent (student) they said that they were happy to be able to use schoology media in learning speaking. and also they were very happy when the teacher told her to make a video using english and send it to schoology as an exercise. although at first they felt overwhelmed using the schoology application to learn speaking, it was related to the internet quota and the signal that she had. but they felt happy to learn speaking using schoology, because they can find out their mistakes and weaknesses from the feedback given by the teacher through schoology, then they can correct his mistakes. they also said that they became quite confident after using schoology to learn speaking. the sketch above shows that all participants were happy to learn to speak using the schoology application. and most of them said that their confidence in speaking increased after learning to speak using schoology. that was because through the schoology apps students get direct feedback from their teacher to correct their mistakes, and no one laughs at them when they make a mistake in speaking. because they practice speaking in front of the camera. students’ perception about the implementation of schoology in speaking. this theme explains student’s opinions or perceptions of whether the schoology application is suitable and needs to be used or not in learning to speak. r1: respondent (student) according to the respondents, the schoology application needs to be applied in speaking learning. because the schoology application is very practical and also its features are very interesting. they said that the schoology application has a feature to send audio and video files. this feature can be used to practice speaking skills. through schoology they are required to speak in front of the camera, then the video results are sent into the schoology application, then teacher gives some feedback and comment on the students' speaking ability in the schoology application. so they can find out and correct their mistakes even though they learn virtually. it can be concluded from the students' vignette above which has shown that every student has a good experience or impression. this is shown by their opinion. most students say that schoology has helped them in the learning process of speaking activities and in the learning process. they claim to be able to easily access the assignments given by the teacher because they can still do the learning even though they are in long-distance conditions and have more free time to complete the task. they also claimed to have had a different experience than before because the new learning atmosphere had attracted them to do speaking activities. 4.1 the strengths and the weaknesses of the implementation schoology in learning speaking. based on the interview and documentation that has been described above. related to the schoology media used by the writer in teaching and researching can be explained as follows. in general media schoology has a plus in the teaching and learning process, especially speaking subjects, and does not rule out other subjects. there are five strengths of implementation in schoology in learning speaking. the major advantage is easily accessible, students can access it easily through services that are already available such as google. just type schoology and the program will come. then the second, interesting features. students become interested in the learning process because the features possessed by schoology are quite interesting, such as features that can be used by teachers in providing feedback to students in the form of video or audio, and also the teacher can communicate and make a class announcement online. krisyandi (2016) states that when the teacher wants to tell students about everything related to the lesson, they can post any announcements in schoology, such as announcements about schedule changes in or assignments, etc. this makes students interested. while for teachers one of the advantages of features possessed by schoology is the due date feature of the assignment for students in journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 52 collecting the assignment. therefore teacher can find out which students submit on time and which ones submit an assignment late. the third advantage is that students can get scores and feedback directly from the teacher. schoology allows students to see their results immediately after the teacher has completed the assessment instead of waiting until the next class meeting to receive a physically corrected task (johnson, 2018). in addition to feedback in the form of writing, in the schoology application students can also get feedback from the teacher in the form of audio or video. so students can clearly find out their mistakes from the feedback that the teacher gives. as mentioned by krisyandi (2016), one of the strategies that teachers can do to improve students' abilities is by helping them learn from their mistakes and giving them feedback that builds their abilities. it is usually difficult to give feedback for each student in a class, that’s why schoology provides a comment column below the assignment’s scope, so the teacher can leave their comment about the work there. then the fourth advantage is the fact that it's easy to send files. students simply enter the assignment folder given by the teacher, then click submit an assignment, then click the file icon, then find the assignment file that will be sent, then click submit. astuti (2019) mentions that by using schoology, students can easily submit their assignments, they do not need to go to school to meet the teacher. all they have to do is upload their files online in the assignment folder created by the teacher at home. the next advantage of the media schoology is that students or teachers can download and print assignments directly so that students have offline files. this can be utilized to anticipate problems that might arise in the future. besides having advantages, of course, school media also has shortcomings. the weaknesses found in the study can be explained as follows. at the beginning of learning, the weaknesses were not seen yet. the teaching and learning process can run smoothly. teachers can carry out their learning plans itemized. constraints begin to emerge when the instructor instructs students to send the assignment through schoology. some students fail to send an assignment or are late. these problems are caused by different types of cards or types of internet services. the problem of the slow internet is causing students to be disrupted and students are not maximized in learning, it cannot be separated from the quality of the internet in their area (nugroho, 2019). moreover, apriliani at al (2019) states that to access and use schoology students and teachers must have a computer or mobile device and internet access. if they do not have it, then they cannot use schoology for the teaching and learning process. the next drawback is wasteful of internet data. this happens when the teacher gives the material in the form of audiovisual (video) which requires big bytes. when they rotate the material sent by the teacher to schoology, they complain about the loss of internet data or packages that they buy. and also there are students who late in sending assignments because the internet data is up. 4.2 the students' perceptions of the implementation schoology in learning speaking. based on the interview and documentation that have been described above. in this research, the researcher took the interview with six students to get deeper information about this research. the result of the research showed that the students' perception towards the implementation of schoology has a good perception because where students felt free to share and express their thought in the process of learning speaking. through the schoology, every student has their own time to speak and they're treated equally. and also the learning process was more interesting and helpful for them because the schoology has interesting features that make them happy while learning process. the feature that interested them and makes them happy to learn speaking through schology was the feature that implementation in schoology in learning speaking. the major advantage is easily accessible, students can access it easily through services that are already available such as google. just type schoology and the program will come. then the second, interesting features. students become interested in the learning process because the features possessed by schoology are quite interesting, such as features that can be used by teachers in providing feedback to students in the form of video or audio, and also the teacher journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 53 can communicate and make a class announcement online. krisyandi (2016) states that when the teacher wants to tell students about everything related to the lesson, they can post any announcements in schoology, such as announcements about schedule changes in or assignments, etc. this makes students interested. while for teachers one of the advantages of features possessed by schoology is the due date feature of the assignment for students in collecting the assignment. therefore teachers can know what students submit on time and which ones submit an assignment late. the third advantage is that students can get scores and feedback directly from the teacher. schoology allows students to see their results immediately after teachers have completed the assessment instead of waiting until the next class meeting to receive a physically corrected task (johnson, 2018). in addition to feedback in the form of writing, in the schoology application students can also get feedback from the teacher in the form of audio or video. so students can clearly find out their mistakes from the feedback that the teacher gives. as mentioned by krisyandi (2016), one of the strategies that teachers can do to improve students' abilities is by helping them learn from their mistakes and giving them feedback that builds their abilities. it is usually difficult to give feedback for each student in a class, that’s why schoology provides comment column below the assignment’s scope, so the teacher can leave their comment about the work there can allow teachers to provide feedback and comment through schology, so students and teachers can interact each other. learning media must be qualified to help out the student’s need with interesting features because these features will encourage students to accept and have the eagerness to continue using the application (umbit, 2018). moreover, manning, et al (2011) as cited from atmoko (2018) mentions that features of schoology are not much different from facebook, some of the same features are the comments or conversation column, features for sending messages, and features for updating status and information. the two main functions that schoology has are interactive communication and academic information exchange. interactive learning means that students not only rely on listening to the teacher's explanation but are also actively engaged in the learning process. moreover, academic information exchange means students and teachers or students with students can exchange information and discuss issues related to education and learning. with these two functions, the teacher can create questions that are at the same time as a discussion forum for students, the teacher can update information and events, and the teacher can give assignments to students. with this function, teachers and students or even students and other students have the opportunity to interact with each other in the schoology media. students will get learning and guidance simultaneously from the teacher and their friends (audrey, 2016). in schoology teachers can provide feedback and guide students about their performance. students can control their learning and also get a guide from the instructor or their friends when they have problems understanding the materials. the results of interviews and student's reflective journals show that students are interested and enthusiastic when they learn to talk about using schoology, it because schoology is a learning media that is easy to understand, besides that schoology also has very interesting features. the students strongly agreed and said that their interactions with the teacher used schoology tools and features are understandable and clear, they feel comfortable creating assignments, tests, and exams in schoology, and the fact that the schoology platform is easy to understand and the tools and features are easy to use (ziraba, 2020). 4. conclusion in general, schoology media have some strengthens in the process of learning speaking. the strengthens such as the application is easily accessible, the features are interesting, students can get input directly from the teacher, easy to send task files, students or teachers can download and print assignments directly so students have offline files. in addition to strength, media schoology also has weaknesses, namely: depending on the internet connection, if there is no journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 54 internet, learning cannot work. second, when using a mobile phone as an operational tool, sometimes signal constraints hamper learning activities. third, internet data is too wasteful. the researcher concluded that students have a positive perception. the students felt more confident and interest to learn speaking independently. it can be concluded that students' perception of schoology in learning to speak have positive perception because most of the students felt more interest and confidence to learn speaking independently, they get motivated to do their tasks and the process of learning was more interesting and helpful for them while learning process. references abdallah ziraba, k. n. (2020). factors influencing students’ use of schoology learning factors influencing students’ use of schoology learning ict university, cameroon. the international journal of science & technoledge. abdellah, a. (2016). the effect of a blended learning program using schoology lms on developing efl preservice teachers' teaching knowledge and reducing their writing anxiety. jrciet, 2. agustin apriliani, a. a. (2019). sschoology as a learning media platform for writing skill. 3rd english language and literature international conference (ellic). alif, . k. (2016). learning, beliefs, and challenges: students' perspectives on schoology in english learning. anggri, m.s. (2018). blended learning using schoology as an online learning platform. english language and literature international conference (ellic), 2, 171-175. asri, n.r.a.r. (2018). the use of schoology to enhance students’ reading comprehension. journal of language education and educational technology, 3. astuti, e. p. (2019). schoology and its contribution in english learning. english language and literature international conference (ellic), 3. atmoko, s. h. (2018). designing integrated english material using schoology to boost students' engagement. yogyakarta. cahyaningrum, h. z. (2017). using online peer review through discussion via schoology to enhance college students’ proficiency in argumentative writing: a case study. international conference on teacher training and education, 158. clarke, v. b. (2006, january). using thematic analysis in psychology. qualitative research in psychology. creswell, j. w. (2008). research design qualitative, quantitative and mixed method approach. ca: sage publication creswell, j. w. (2012). planning, conducting, and evaluating quantitative and qualitative research. ca: sage publication dewi, g. p. (2018, may). students’ perception on the design of asynchronous online discussion using schoology in english language education ganesha university of education. hussain, s. (2017). teaching speaking skills in communication classroom. international journal of media, journalism and mass communications (ijmjmc), 2(3), 14-21. j. brett lemley, g. s. (2014). what learning environments best address 21st-century students’ perceived needs at the secondary level of instruction? 98(2), 101-125. johnson, a. (2018). implementing the schoology learning management system in japanese higher education: a preliminary report. 61-69. joni, daaw., & wirastuti, igap. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9 karsudianto, f. (2020). improving students' motivation and self-confidence in speaking using mingling games. journal of applied studies in language, 4(1), 1-8. doi:10.31940/jasl.v4i1.1591 krisyandi, y. b. (2016). teachers’ perception towards the use of schoology in the pronunciation class at satya wacana. yogyakarta: universitas satyawacana. l.f. sanchez garcia, s. s. (2018, july). schoology as an alternative to traditional teaching. lindroth, j. t. (2014). reflective journals: a review of the literature. maryam bahadorfar, r. o. (2014, april). technology in teaching speaking skill. acme international journal of multidisciplinary research, 2(4). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 46—55 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 55 mina yazdanparast, b. g. (2018). using whispering game in teaching speaking. journal of applied linguistics and language learning, 40-48. muklas, m. (2017). talking chips technique to teach speaking. journal of english language education and literature,, 2. nanik , h. h. (2019, january). blended learning approach in improving students' speaking skill. ningsih, y. and syaief, an. (2019). improving speaking fluency using video vision. journal of applied studies in language 3 (1), 29-36 nugroho. (2019). collage students’ perception of schoology in computer assisted language learning course. journal of english language teaching. persis, d. m. e. (2015). the impact of online learning in the development of speaking skills. journal of interdisciplinary research in education (jire), 5(1), 43-67. rosy, b. (2018, juni). schoology, changing a negative thinking pattern about use of social media. indonesian journal of informatics education, 2(1), 1-6. tati, s. a. (2019, december). the effect of e-learning based on schoology and student interest to metacognitive thinking skill of vocational high school students in archival subject. international journal of research and review. thongma souriyavongsa, s. r. (2013). factors causes students low english language learning: a case study in the national university of laos. international journal of english language education, 1. umbit, a. f. (2018). sschoology as e-learning media in the digital innovation course: students’ perception. jurnal penyelidikan ipgk bl. microsoft word 16. jasl-jun'21. silviana 147-164.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 147 147 activating students’ cognitive perspective using problembased learning in efl speaking nurvia silviana1 fauzi miftakh2 department of english education, faculty of teacher training and education, universitas singaperbangsa karawang2, email: nurviasilviana8@gmail.com1 email: fauzi.miftakh@unsika.ac.id2 abstract speaking as one of the skills in mastering english must be taught and learned in junior and senior high school of indonesia. problem-based learning (pbl) is an appropriate strategy to assist the students in their speaking skills learning. the cognitive perspective also takes accountability on this research due to students’ perspective toward the pbl that moreover influences their speaking skills. the purpose of the research is to explore students’ perception of problem-based learning also to discover the phase in pbl that delivers students’ cognitive aspect in the speaking classroom at the secondyear students of sman 1 krw. qualitative research was used as the research approach with descriptive research as the method of this research. this research took place at sman 1 krw by taking the xi ipa 5 class as the sample with six research participants. they were chosen by purposive sampling. all of the data was gathered through observation, students' reflection journals, and documentation. it was found that the use of the pbl technique was able to assist the constraints of students in solving a problem along the way with their cognitive perspective while speaking it out. moreover, the researchers also discover that pbl and cognitive perspective hold strong intercourse between each other, the phase-in pbl goes along with human mental processes, particularly in cognitive views. furthermore, it shows how pbl assists students in their problem-solving skills with their cognitive views and how it triggered them so they can elaborate on it in front of the class. pbl and speaking activity were two items that always go right together. keywords: cognitive perspective, problem-based learning, speaking journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 148 1. introduction as of late, there has been a spate of enthusiasm for problem-based learning (pbl), which has picked up consideration across various orders at a more elevated level of training. teachers have progressively worried about understudying troubles in building up a solid and strong information base (koschmann et al, 1996). as per guide to problem based learning characterizing pbl, "an instructing and learning techniques which put a difficult first, and in which further learning is led with regards to that issue." barrows (2006) stated that pbl helps their understudies build up the capacity to deliver linguistically right, sensibly associated sentences that are suitable to a particular setting, and utilize satisfactory elocution. problem based learning is active learning on the use of ill-structured problems as a stimulus for learning. in pbl, the start point of learning is the discussion and analysis of a problem rather than acting as the endpoint. so, based on the opinion above, problem based learning is the method that solves the problem based on the current issues. problem based learning would effective in activating prompt speaking of students as they are focusing on solving the problem and on helping them to interact with peers as well. in addition, researchers are also interested in cognitive psychology, which refers to the process of people processing information the symbol by the brain, and its primary theoretical purpose is to explain the method of information processing during human activity, it leads students to encouraged to discuss and overcome the project problem. in teaching english, cognitive psychology pays more attention to encourage the role of concepts and situational parts of the textbook, which is a further development of student intelligence to increase student competence for language use. the reason is that the teacher can stimulate students' curiosity about problems that occur around and around students. the first research focused on the effects of pbl on speaking, and other studies focused on writing skills. in this study, researchers wanted to analyze the implementation of pbl in a speaking activity. based on the discussion about pbl in terms of cognitive perception, a few previous kinds of research concern how pbl is perceived by the cognitive domain in a speaking activity. therefore, it is essential and needed to conduct a study on how pbl in teaching speaking perceives cognitive perspective. this research explores students’ perception of problem-based learning in the speaking classroom, also discovers the phase of pbl that delivers students’ cognitive aspects in speaking class. the researchers compose the following research questions for that purpose: 1) how do the students perceive problem-based learning in learning to speak? 2) in what phase of the problem-based learning do the students deliver cognitive aspects in speaking class? speaking is a process in which somebody expresses their idea, opinion, and also suggestion through an ordinary voice and at least two people need to speak. in teaching and learning languages, speaking is a skill to master and practice as well. it means speaking is productive oral skills. it includes producing systematic verbal sayings to confess meaning. also consider speaking as a skill, gate (liao, 2009) investigating the difference between knowledge and expertise in speaking lessons, which he viewed as necessary in speaking teaching. indeed, to be a learner who is good at speaking, learning knowledge about grammar, vocabulary, pronunciation, intonation, etc. is not completely sufficient but the skill to use this knowledge to communicate successfully is indispensable. in this study, the term "speaking" will be used to refer to skills related to the language of teaching and learning through a door (liao, 2009) there are several elements of speaking skills. a. accuracy is recognized; accuracy is one of the most important criteria for measuring linguistic abilities and user language storage from destruction communication. speaking is an interactive process for generating and receiving information from others through conversation. bailey (2003) argued that "speaking is an interactive process for building meaning that involves the production, reception, and processing of information" in the teaching and learning process. this means that speaking allows students to receive information from people through their conversations; they must understand the information and respond to that information. moreover, speaking is using oral products to journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 149 develop communication competencies to learn young students before they learn to read and write. according to levin (2001), problem-based learning is a teaching method that includes students applying critical thinking, problem-solving skills, and subject awareness to specific problems. what is provided by problem-based learning is free of charge (let students decide for themselves what they want to do. therefore, be able to be involved or inspire students to explore their key subjects in english. as a result, it will help them develop their speaking skills. problem-learning is a way for students to connect, discuss and solve their learning issues, which will eventually enhance their speaking skills day after day. various problem-based learning developers have described the learning model as having the following features (krajcik, 1999). a. driving questions or problems b. interdisciplinary focus c. an authentic investigation based on problem-instruction d. production of artifact shows exhibits e. collaboration cognitive perspective cognitivism includes researching mental processes such as feeling, perception, attention, encoding, and memory that action is unwilling to understand because cognition exists in the "black box" of the brain (jordan et al, 2008). the first principle is the sensation. this shows how stimuli originating from external stimuli is listed in sensory before being sent to the following process. the second principle is a perception that shows as a process for interpreting and making sense of something that can be seen through our understanding. it consists of a recognition pattern, a recognition object, a bottom up or top-down processing, and conscious perception. the third principle is attention that emphasizes concentrating on one thing, which is more important than the other. it is important to determine awareness. the fourth principle is coding as a cognitive theory principle focusing on the importance of coding information after something is felt and attended to stimuli. the way to encode information can be done through organizing and then forming in the form of a scheme. in this case, to encode information in the form of experience can be done in two ways. they are bottom up and top down (jordan et al, 2008). bottom-up is a means to encode experiences by dispatched information obtained through the outside world. this is mediated through attention and perception. while the top down is another way to encode experience, this is in the form of action before knowledge to assist in interpreting the bottom up. the fifth principle is a memory. memory is the ability to keep and remember information in our minds. the theoretical support for a metacognitive view of the pbl in the development of selfdirected learning skills is drawn up based on the information processing theories of transfer as well as sociocultural theories such as cognitive apprenticeship (hmelo & lin, 2000). such a theoretical support is appealing, for the information transfer and cognitive apprenticeship imply that learning is active and progressive, that the processes involved in active learning are integrated and directly evidential of individual talent development. this attractive logic is further extended by claiming that, in the pbl, students can continually apply their knowledge and accordingly are gaining incremental practice of their learning strategies of self-directed. such a common ground between problem solving and incremental self-directed learning suggests a naturally occurring osmosis that can predict not only talent growth but also talent growth that is transferable across novel problems (hmelo & lin, 2000). in the other words, the pbl offers a form of learning that is transferable. with the assumptions of cognitive apprenticeship and transferable learning, the active learners’ needs will appear to change on what was a need becomes “background experience” and, in turn, the journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 150 background experience appears to serve as a prompt or a guide to empower the learners to independently access “the necessary information.” another previous about pbl and cognitive area is also explained by horton, (2014) in the article entitled “the effects of problem-based learning scaffolds on cognitive load, problemsolving, and student performance within a multimedia enhanced learning environment.” the research led to better understanding the role of scaffolds in promoting optimal levels of cognitive load and enabling productive problem-solving within open-ended learning environments. findings from the study suggest that additional research is required to further refine our understanding of cognitive load, the relationship between cognitive load and constructivist learning environments, such as pbl environments, and the specific needs of middle school students and teachers with respect to problems and problem-solving, science instruction, and pedagogy. 2. method the qualitative approach used in this analysis is to learn how pbl is interpreted in the cognitive context of speech expression, the researchers studied teaching action and student actions. the site of this research is located in sman 1 krw specifically in science class 5 grade xi. the class consists of 36 students. the participants of this research are 9 students in 3 different levels of speaking proficiency. this class was chosen by the researchers based on the plp experiences. there are many students who are interested in speaking but still are not able to find the right methods for learning in speaking classroom. the main reason why choose sman 1 krw is because the easy access that the researchers already got, and one of the researchers is an alumna in this school, also, was doing a plp teaching there, the school has already given permission to do the research, and fully support the researchers. in collecting data, researchers were using three methods, namely, observation, self-reflection journal, and documentation, data collection is allowing us to collect information that the researchers needed in this research. starting from observation, the observation was held in sman 1 krw on november, 28th, 2019. researchers use observation guidelines to make field notes to obtain more detailed information in the teaching and learning process. it was done to get actual and credible information about students’ cognitive aspect towards the problem-based learning process. the researchers collected text and image of the classroom observation such as photos, and field notes. next is, in this study the researchers decided to use reflective journals to explore situations from students’ perspectives, but generally in the context of learning from students' own experiences. here’s the question that used by the researchers as a form of students’ reflection journals are (a) what do you think of this technique of learning to speak? and (b) how do you feel about this activity? the researchers got documentation when did the observation process. in this research the researchers took the picture when learning and teaching using the pbl model in speaking classroom process in the classroom and outside of the classroom, syllabus, lesson plan and the other documents to complete the data. the methodology used in this study to analyze the data is the model of analysis that detects the phenomenon in the data and classifies it into similar present themes (patterns). there are three steps in using this methodology based on miles & huberman (1994), namely data reduction, data showing, data conclusion-drawing / verification. 3. results and discussion 3.1 student’s perception in problem based learning activity towards the speaking classroom. in the process of problem-based learning activity, one of the main focuses is speaking skills. students are required to be able to generate their problem-solving skills through the issues that are already given and they have to elaborate their ideas. this problem-based learning technique journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 151 gave students freedom in solving the problem based on their own opinion. thus, they will elaborate their opinions after they discuss the problem with their peers as well. the 9 respondents provide proof about how students felt, thought, and what is the issue towards the problem-based learning in speaking classroom. a. student 1 explained that they thought this way is effective for speaking classroom, it triggers them to be active, they thought the only lack of this technique is the time management of the teaching learning process. b. student 2 explained that this technique really helps them in the learning process, also they are interested in this activity that helps them to be brave to give their opinion, dare to argue, and solve the problems especially when they speak it out in front of class. c. student 3 explained how the pbl helps them, but they thought the applications of this technique depends on the people that were involved in the discussion. d. student 4 explained that in these materials there is no difficulty and they thought it’s useful for them in real life, they also thought the presentations quite trained their confidence to practice speaking in front of class. e. student 5 explained that this system of pbl activity is good because it can teach them how to give opinions, gain knowledge and solve problems. f. student 6 explained that this way of learning is good to train their ability of speaking in front of the class while expressing their own opinions. the students’ responses above show that this problem-based learning activity is so beneficial for them and makes it easy for them to elaborate on their own opinions. this is considered to improve their ability to overcome real-life problems using this method. moreover, it is effective for them to learn to speak with this technique because it is their ideas. however, the issues that they faced during this activity is likely about their peers not being cooperative in the discussion, also the time management should be made as effective as it should be. 3. 2 the phase in problem based learning that students’ deliver cognitive perspective. in this process of finding the second theme is using the observation technique, the researchers observed the classroom before, during, and after the pbl class, the researchers have already made an observation guideline that made it easier to observe the class related with pbl and the student’s cognitive perspective. a. pre-observation class the researchers have already set the goals for the class that the student will realize how pbl will beneficial in their real-life problem in the future days and how they overcome that, the goals also is that the researchers hopes students will gain to get motivated to learning to speak using this kind of technique, especially in the problem-solving skills. according to bailey (2003), "speaking is an interactive process for building meaning that involves the production, reception, and processing of information." b. post-observation class in post-observation, the researchers reflect how the class went after the learning process. in general, the class went great and students seem so interested in pbl activity, it showed also in students reflective journals that they claim that they are enjoying this class. the teaching process itself also went good and students seem focused on what the researchers explain. first thing first, the researchers give students the materials about ‘giving opinions’ according to their handbook that they used for the entire semester, the researchers also give them the template about how to start to deliver their own opinions, using the ppt as the media. later on, on this session of ‘giving opinions,’ the researchers asked the student to write down their opinions by giving them the topic that written on the whiteboard, the issue is related with their environment such as “beauty vlogger on youtube” “pubg game” “math in school” after giving them some time, the researchers ask who wants voluntary deliver their opinions in the front of the class, this is one of the ways to set the class so they used to this kind of activity before they do the real pbl activity. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 152 before the class was over, the researchers divided the students into 4 groups and gave them the pbl materials and they got one week before the presentation day. moreover, during the group discussion, students have to discuss the issue with their peers in a group, as captured in all pictures that show group discussion during the pbl class. students seem to discuss the problems with their peers using english as well, and it went well during the presentation and it worked almost perfectly well. also, in krajcik, 1999, another phase that passed by this activity is collaboration that is pbl is characterized by students working with or others, most often in pairs or small groups, working together to motivate ongoing involvement in complex tasks and increasing opportunities for joint inquiry and dialogue and development and social skills. furthermore, another phase that students use their cognitive perspective is when they are generating their opinions toward the issue and how they solve the problem. krajcik (1999), mentioned that another phase in pbl is an authentic investigation based on problem-based learning, it explains how pbl requires students to pursue authentic investigations that seek real solutions to real problems. they must analyze, define problems, develop hypotheses, and make predictions, collect, and analyze information, make conclusions, and draw conclusions. this certain phase in pbl went along with the principle of cognitivism as a study of mental processes that includes sensation, perception, attention, encoding, memory (jordan et al, 2008). the researchers’ goals that are stated in the early pre-observation session come to its realization and most of them reach its goals. the researchers have already given one week for them to learn about the problem and it is in line with one of the phases in pbl according to krajcik (1999), that is interdisciplinary focus, it is explaining about how the actual problem investigated is chosen because the solution requires students to learn a lot of subjects, and one week is the ideal time for them to learn about the issue. 3.3 student’s perception in problem based learning activity towards the speaking classroom. through this theme, the researchers saw that this empirical evidence shows that the use of problem-based learning activity can have a positive impact on students in thinking, developing, and elaborating their own opinions to overcome the problems, along with their speaking skills. kreitner (1989) says that perception will lead to changes in attitude, motivation, and behavior, student perceptions will influence when activities speak english in the classroom, which relates to student attitudes, motivation, and even experiences while speaking english in front of the class. the students showed a positive response through what they wrote about the pbl activity, they thought that this activity helps them for their speaking ability because they discuss it with their peers in group, the less pressure to learn led them to the good improvement of teaching learning activity. the opportunities for students to master a speaking skill through this problembased learning activity are more likely to be effective in the learning process. it is in line with levin (2001), problem based learning is a teaching method that involves students to apply critical thinking, problem-solving skills, and content knowledge to real problems. the students showed how their problem-solving skills quite indicate the good positive in the learning activity, they felt this activity let them dare to argue, generating their own ideas and proceed all that in the form of presentation in front of the class. the only issue that they faced is how their peers were cooperative or not in this pbl activity. moreover, they thought the struggle it’s from their peers that involved in the group discussions not able to cooperate well while discussing the issue, some of the students indicate that they are not interested with this learning so they can be one of the obstacles in some group, the students that were not interested in this activity seems not giving the same energy as the interested one. 3.3 the phase in problem based learning that students’ deliver cognitive perspective. as the findings above, the researchers find that pbl activity has a strong relation with how students' cognitive perspective works. the table below showed how the pbl phase and cognitivism are likely to be related to one with another. according to jordan et al (2008), journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 153 cognition appears in the “black box” of the brain, because cognitivism involves the study of mental processes that includes sensation, perception, attention, encoding, and memory. moreover, it is in line with krajcik (1999) that explains various phases in pbl that includes analyzing, defining problems, developing hypotheses, and making predictions, collecting and analyzing information, making conclusions, and drawing conclusions. table 1 cognitivism and pbl problem based learning is one of the techniques that let students explore their own opinions through the problem-solving case, it is related to their cognitive views as a human being. suharno (2010) says that cognitive views take students to become active information processors. this means that cognitive theory tries to create people who will be active to think. the implications of cognitive theory in the field of education are trying to produce students to find problems solving learning findings, cognitive strategies, and project-based learning. in previous research by hmelo and lin (2000), explains that theoretical support for a metacognitive view of pbl in the development of self-directed learning skills is drawn from information-processing theories of transfer as well as sociocultural theories such as a cognitive apprenticeship. the table above shows how pbl relates to human cognitive views. starting from the first principle is the sensation; this shows how stimuli originating from external stimuli are listed in sensory before being sent to the following process. this one is related to analyzing in the phase of pbl because the student had to analyze the problem right before they hop on their own opinions. the second principle is a perception that shows as a process for interpreting and making sense of something that can be seen through our understanding. it is the same with the pbl phase that defines problems, students have to interpret the problems themselves so they can be understanding the exact problem before jumping into the next phase. moreover, the third principle is the attention that emphasizes concentrating on one thing, which is more important than the other. it’s related to developing hypotheses or making predictions, the students should’ve focused on this phase of pbl so they can finally make their perception before drawing their conclusion. the fourth principle is coding as a cognitive theory principle focusing on the importance of coding information after something is felt and attended to stimuli. when the prediction is already made, and the students finally draw their conclusion or their final opinions on the issue. finally, the last principle is a memory, memory is the ability to keep and remember information in our minds. it is in line with collecting information in the pbl phase, students indeed had to collect the information as much as they can to support their opinions. 4. conclusion this research aims to document the use of problem-based learning techniques as a means to find a student's cognitive perspective through speaking classroom. it was found that the use of pbl technique was able to assist the constraints of students in solving a problem along the way with their cognitive perspective while speaking it out because this technique could provide students the breadth of generating their ideas for solving a problem with the help of discussion with their peers and also with their cognitive views and bringing up together in a speaking activity. moreover, students indicate the positive progress on the pbl activity towards their speaking ability by their interest in the pbl activity. no cognitivism pbl 1 sensation � make analyze 2 perception � define problems 3 attention � develop hypotheses / make prediction 4 encoding � make conclusion / draw conclusion 5 memory � collect and analyze information journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 147—155 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 154 the researchers also discover that pbl and cognitive perspective hold strong intercourse between each other, it was the phase in pbl that go along with human being mental processes particularly in cognitive views, it is within the human brains that with pbl activity, that means human brains also works specifically in cognitivism mental processes that include sensation, perception, attention, encoding, and memory. it shows how pbl assists students in their problem-solving skills with their cognitive views and how it triggered them so they can elaborate on it in front of the class. pbl and speaking activity were two items that always go right together. references alghazali, a. 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(1990). improving college teaching: strategies for developing instructional effectiveness. the jossey-bass higher education series. jossey-bass inc., 350 sansome st., san francisco, ca 94104. microsoft word 13.jasl-jun'21. suardana 116-124.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 106—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 108 108 social semiotics of mẻn brayut text: systemic functional linguistic perspective i ketut suardana english department, universitas bali dwipa email: suardanate920@gmail.com abstract mẻn brayut text is one of the balinese texts developed in balinese communities. the text is represented in spoken and written text held by balinese communities. even more, the text is supported by the statue of mẻn brayut found in a number of temples in bali. however, the message conveyed through the text has not been understood yet by most balinese people. this phenomenon makes the text be interpreted differently. this is because the text has a social semiotic conveyed through nonverbal language. therefore, this research focused on the social context embedded in the text of mẻn brayut to solve the differences in interpretation. the theory used to explore used to analyze the problems is systemic functional linguistics proposed by halliday. the data were taken from written text (suwija, 2019). the research used the qualitative method since the theory is used as guidance for data collection. the data were collected based on field, tenor, and mode. the result of the result showed that the text described seriousness and sincerity of the mother develops the children without having profit orientation, but she emphasizes profound love. more abstractly, the text of mẻn brayut represented in a statue accompanied by many children placed in a number of temples in bali is interpreted as the propounding of god’s love for all humans. keywords: balinese text, mẻn brayut, love and care journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 109 1. introduction mẻn brayut text is one of the balinese texts developing in balinese communities. the existence of the text in the communities is supported by the statues found in a number of temples in bali. the statues present that a mother is accompanied by many children of different ages and sex. even, the mother is pregnant. the statues are placed in different places based on the communities’ culture and social beliefs. certain communities place the statue in the shrine which is used as media to link to god. in other places, the statues are placed on the side of the gate of the temple. the placement of those statues has a certain purpose. however, the purpose is not understood by most balinese people who hold hinduism yet. the existence of those statues considered as a text is supported by the verbal text. verbal text can be written or spoken text. because of that reason, the text is associated with a religious text. however, other interpretations related to the text emerge in the communities such as narrative, synecdoche, folktale, and others. the interpretations emerge because the communities use different approaches toward the text. that phenomenon indicates that the main message of the text cannot be comprehended well. whatever the kinds of text, the meaning of the text is brought through the social context where the text is intended. in other words, the meaning of the text cannot be comprehended well by people who do not live in the community. the meaning of the text can be obtained from social interaction involving verbal or nonverbal language. however, the nonverbal and the verbal texts are viewed not have a relation. some communities believe that the text represented through the statues of mẻn brayu placed in temples in bali have a correlation with the soul of the dead who is not given religious ceremony like ngabẻn ‘the ceremony is given for the dead body in accordance to balinese hinduism’. the children who are round of the mother are believed as the soul of the dead body. the mother is believed to protect the soul. the mother is associated with god. the text represented with the statues is viewed as a symbol (chandler, 2000). other interpretations also occur in other places in which every place may have a different interpretation. verbal texts like spoken and written texts are also viewed in a different genre (martin and david, 2009) in communities. these phenomena are caused by linguistic or non-linguistic aspects. the linguistic aspect is associated with how the language is used to describe text, including nominalization, lexical metaphor, grammatical metaphor, and others. the ability to comprehend linguistics aspects is able to identify the genre of the text. non-linguistics aspects are associated with social and cultural aspects. the form of linguistics is not so important in determining the meaning. however, non-linguistics is the most important aspect which is used to identify the meaning of the text. in other words, the meaning is based on the social context instead of the structure of the clause. social context embeds in the text cannot be comprehended by most balinese in which it enables to interpret in a different way. therefore, social context is related to ideology, every community has a certain ideology that may be different from one community to others. the text of mẻn brayut lives in bali has a certain function based on the social context. in other words, the text embeds ideology. text cannot be separated from ideology. similar to the text of mẻn brayut, the text embeds balinese social and cultural aspects as ideology. again, the text was established by our ancestors because they had a certain purpose for balinese communities. as mentioned above, the text was established in nonverbal communication in the statue's form. the existence of the text is supported by the verbal text. one of the verbal texts is written by suwija et al (2019). the text uses the balinese language with metaphorical language in which many balinese communities do not comprehend the usage language in the text. the metaphorical language used in the text is viewed as a very important thing that must be explored to find the message or the meaning of the text. the meaning of the text is obtained from the metaphorical language (steen, 2007). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 110 based on the explanation above, the research analyzes the social semiotic of mẻn brayut text written by suwija et al (2019). the analysis involves social context and ideology. the theory used to analyze the problems is the theory of systemic functional linguistics (sfl) proposed by halliday (2014, 1999, 1978, and 1973) and supported by martine and david (2009). the method used for this research is the qualitative method, namely, the analysis was done based on the theory. 2. method to find the meaning of the text, there are three theories used for this research, namely, the context of the situation, the context of culture, and ideology. those theories are beyond lexicogrammar strata (martin and david, 2009) and (martin, 1992). however, the theories have a close relationship with lexicogrammar because lexicogrammar analysis can give guidance for social context and ideology analysis. the context of the situation is also called register since this stratum is related to the variance of language. the meaning of the text will be different in which it is defined by who speaks to whom, where, when to speak, what media is used to communicate, and other aspects. context of the situation has a very close relationship with lexicogrammar analysis especially in clause analysis called metafunction (halliday, 1999). the clause can be seen from three angles, namely: ideational, interpersonal, and textual (halliday, 2014). ideational meaning is related to the clause as experimental meaning. it focuses on the activities done or happening in the text, involves place, time, how, reason. interpersonal meaning is a clause used by the participants in the text. the forms of the clause and the modalities in the clauses indicate the character of the participants in the text. the forms of the clause such as minor, the mayor (imperative, declarative, interrogative, and exclamative) serve as guidelines that can be used the status of the participants in the text. textual meaning is related to how the clause is formed as the message is called a theme. clause messages can be used as identification of the text such as (i) topical, (ii) interpersonal, and (iii) textual. those themes serve to identify kinds of text such as (i) genre (ii) purpose, (iii) the target text, and others. context of culture is related to culture developing in the place where the text develops. the community has its own rules or regulations used to organize the members to achieve the goal of the community. the members are recognized about the language both verbal and nonverbal applied in the community. therefore, the language becomes cognitive for every member of the community involving what should do, what to speak, how to speak, what media should be used to speak. the ancestors used to make narrative text in which used an analogy to invite the community members to achieve the goal in the community. high cognitive is needed to comprehend the message of text because the form of a text cannot be used based on the form of a clause. however, paradigmatic or usage plays an important role to determine the meaning of the text. paradigmatic concerns to the cultural life. the cultural aspects can be formed in messages, suggestions, imagination, or others that use metaphorical language. therefore, only communities who understand the culture of the text will comprehend the meaning of the text. the ideology of text has a close relationship with the culture where they live. ideology is viewed as a thought, action, idea that is believed by communities in a certain place. those are believed to be able to achieve what they need (dijk, 2000). that concept can be applied in language so the ideology of language is associated with what language can be used properly, who should speak, where to speak, and other aspects. that perception has a close relationship with system functional linguistic. ideology in sfl is associated with field, tenor, and mode (suardana, 2029). the field is related to what the communities can do, where something can be done, why something is done, and how far the participant engages in the text. the tenor is related to whom speaks to, what modalities or language forms can be used in the text. a mode is related to the proper media, intonation, language form, or other aspects that should be used. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 111 the source data was taken from the written text of mẻn brayut written by suwija, et.al (2019). the source data was chosen since the text presents lexicogrammatical data presented in clauses. therefore, identifying data is easier since structurally, the clauses used in the text are organized well. the text contains metaphorical language that becomes a specific concern to explore the meaning of the text. there were some ways used to collect data since every theory has a certain way to collect the data. context of a situation involving field, tenor, and mode used bedah unsur langsung (bdu) ‘direct constituent separation’ of the clauses. the clauses were separated based on class or category. the verbs function as a process in the clauses then they were collected based on the functions. the theories used to analyze the data were theories of sfl proposed by halliday (2014, 1999, 1978, and 1973). the process used in the clauses was analyzed in accordance with the theory of ideational clause, namely transitivity. the modalities used in the clauses were identified then collected based on the function in the clauses. the modalities were analyzed based on interpersonal theory. the theme used in the clauses were identified then collected based on the functions such as nominalization and conjunction. in the context of culture, the clauses containing metaphor were identified and then collected based on semantics approach, namely by using the cultural approach. to identify the culture, the lexis related to culture were collected. the metaphor clause in the text always uses analogical clauses. they were suited to the social and culture applied in bali. the context of culture is associated with the moral value of the text. the ideology of the text is suited to social and cultural aspects. it is related to what should we do or what should not be done in the community. 3. results and discussion based on those phenomena, the texts were established by our ancestors to appreciate women. women have a hard job developing children, manage a household, family, and others. women have a very deep sense of developing children. most of their time is used to develop the children so their time is finish for their children. these phenomena also represent that women are ready to accompany the husbands at any time for their family harmony. because of those reasons, women must be appreciated in many life aspects. men should give profound love to women since women never complain to develop children. from that context, the word mẻn is interpreted as ‘mother’, brayut is associated with braya ‘family’. therefore, mẻn brayut is interpreted as a mother who has a profound love for her children, develops children. more abstract, text of mẻn brayut is represented with statue placed in some temples located in bali. mẻn is associated with the god, brayut is associated with human. therefore, the name of mẻn brayut is interpreted that the god has profound love, care, to develop for all human. the statue of mẻn brayut is the representation of the god’s profound love for all human who are not differed from the age and sex. in this section, this paper discuss about the result of the research involving the context of situation, the context of culture, and the ideology of the text. each of which is described below. 3.1 context of situation context of situation is described from three aspects, namely; field, tenor, and mode. each of which is described based on lexocigrammar strata. field mẻn brayut spends most her time by caring 18 children and the fetus in the pregnancy. she does not have time to do anything else so her performance does not look like pretty, neat, beautiful women. even, her house gets leak when it rains, she gets wet. she prefers saving the children to escape from being wet. her love for the children cannot be illustrated with word, but it can be proved with the actions. she spends her time on the bad because several journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 112 of the children are under 7 years of age. she spends her time to give breaks milk for the child, lull the children, control the children, and other in the room. however, what she does never gets appreciation by the husband since the husband finds her eating some food with several of her children and some of them are crying out side of the kitchen. that phenomenon makes the husband angry with what he finds. the husband asks her to leave the house since he does not want to see her behavior. the crying children are used as indicator by the husband that mẻn brayut never cares the children. in another side, mẻn brayut refuses the command since the husband never know what the wife does in each day. developing children such as giving breast milk, lulling, controlling the children needs much energy. the lost energy must be changed with some food. this is not understood by the husband. the seriousness and sincerity of giving care and love for the children results to wise men and women and get appropriate couples in the life. each establishes own family. pan brayut and mẻn brayut spend the life happily. they are given some money by all of the children from their work. mẻn brayut never feels worried about her life in spite of being old since she believes what she did in previous time with good manner will give her life good result. tenor the text is figured by the two participants, the main figure is mẻn brayut and the supporting figure is pan brayu serving as mẻn brayut. mẻn brayut does her activities in caring 18 children. she loves the children with profound care. the behavior of mẻn brayut indicates profound love for the family. what the husband need has been filled. the husband needs the wife accompany in the sleep and the wife never refuses the requirements. those behaviors show that mẻn brayut emphasizes harmony life in the family by loving the husband and the children. mode the textvolve topical, interpersonal, and textual themes. those themes have certain functions in the text. topical theme is dominated by marked theme such as adverbial clauses. the clauses indicate that the text emphasizes the chronology of the text which focuses on time, place, condition, and others. the adverbial clause usage as topical theme indicate the text is categorized as a narrative text. unmarked themes serving as topical theme are simple theme. it indicates that the theme is poor in nominalization so the text is categorized as spoken text. spoken text is viewed the original text and it is written in a written text. in addition, the text often uses the verb kacarita ‘it is said’. the verb is verbal process which it indicates narrative text. interpersonal themes are found in the dialog in which involve pan brayut and mẻn brayut. the usage of dialog indicates that the text belongs to narrative text since the dialog functions to support the chronology of the even brought by the author. the textual themes are also found in the text, the conjunctions used as the textual themes are connective adjunct (halliday, 2014), for example, lantas ‘then’, laut ‘after that’ tur ‘and then’. those conjunctions are used to connect one clause to others so the clauses become clause complex function to describe episodic (halliday, 2014). 3.2 context of culture based on the research, the written text belongs to be narrative text. it can be seen from linguistic aspect, for example, material process usage, text structure, lexical, and metaphor usage. the text is occupied by most material process and behavioral process. those processes indicate that mẻn brayut as the main figure of the text does her work which develop their children. the material process can be also seen in the activities done the mẻn brayut’s husband to manage ritual activities since the husband know that mẻn brayut is busy to care the children. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 113 behavioral process can be found in the activities done by mẻn brayut and the children, such as: bangun ‘get up’, pules ‘sleep’, ngeling ‘cry’, and others. one of narrative text characteristics is mostly occupied by material process (wiratno, 2018). structure of the text structurally, the text has certain genre or stage (eggins, 2004) and (hallidy, 1981), namely; orientation-complicationresolution-coda. that structure is the characteristic of narrative text. the orientation is occupied by the clause indicating narrative text as follow. ada rekẻ katuturan satua, “mẻn brayut’. kacarita ada anak makurenan, ngelah pianakan pelukutus liunẻ…… ‘there is story “mẻn brayut”. it is said that there was a couple husband and wife who had 18 children’….. that orientation mentioned above shows that the clauses belongs to existential process in which the clauses describes a couple husband and wife life. in describing the main figures of the text, the text uses balinese setting, namely paon ‘kitchen’ (place), galungan ‘the holly day for hinduism’ (time). the setting found in the text indicates that the text is categorized as a narrative text. the peak of complication occurred in the text involves mẻn brayut and pan brayut serving as her husband. the complication occurs is due to misunderstanding of pan brayut. pan brayut finds mẻn brayut with some of the children eating some food in the kitchen, while some of whom he finds crying outside of the kitchen. the phenomenon of crying children makes pan brayut disappointed to see what mẻn brayut does in the kitchen. mẻn brayut is viewed as a mother who does not care the children, she focuses on herself on food, does not give any food for the children. because of those views, mẻn brayut is damps and asked to leave the house. pan brayut does not like to see her behavior. in other side, mẻn brayut wards off the accusation addressed to her. she shows proof that she does not do as she was accused but she eats some food because after giving brisk milk for the children. she does not eat for herself, but with other children. she does not allow the others outside because she see a lot of entities which endanger for the children. those are the reason why the other children are ignored to cry. the resolution of the text occurs in the success of the children, the children are very wise and polite to everyone so many people like them. the success happens to them because they are developed with full of love and care. within the love and the care, guidance of proper life embeds. good behavior becomes the character of the children so the children know how to run the life very well. the coda of the text happens in the clauses sedek pan brayut majalan ka pakubuan tututina tekẻn panak mantu makejang. liu anakẻ mebalih di sisin jalanẻ….. ‘when pan brayut was walking, he was accompanied by all the children and sons and daughters in law. many communities saw in the street….’. the clauses indicate that pan brayut’s family live with harmony. the harmony comes to persons who develop the children with full of love and sincerity. metaphor the text uses number of clauses containing metaphorical meaning in which the semantics discourse need profound cognition. as mentioned above, these clauses cannot br analyzed based on the semantic point of view, but they are associated with culture which involve symbols, iconic, and index (chandler, 2000). there are a numbers of clauses containing metaphor meaning as follow. the first metaphor, the clauses ngawai ia rẻpot ngencanang pianak, makejang gegaẻnẻ suba taẻn jemaka, nanging tusing mapikoli ‘she is very busy to manage the children, many kinds of job were taken, but they did not get any profit’ can be interpreted as symbol that mẻn brayut has very profound love and care of the children. she does many things for the children. however, she is disturbed by the children so she cannot focus on the work which causes many journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 114 disadvantages. in other word, the clauses are symbolized as a good mother, full of reasonable to develop children. the second metaphor, the clause mẻn brayut ngẻnggong ka pisaga, tapihẻ uẻk, dekil tur metatẻmbelan ‘mẻn brayut goes to the neighbours with dirty, torn, and melted sarong’. the clause can be interpreted as index or the resulted of managing the children (chandler, 2007). the activity ngẻong ka pisaga ‘going to the neighbours’ represents that mẻn brayut accompanies the children to play outside. the children need to be accompanied to make friends in the neighbours who have children. torn sarong represents that the children pull the sarong used by the mother. the result of being pull by the children is torn. the actions are done many times instead of once so the whole the sarong gets torn. the third one, the clauses makejang telahanga ajaka panaknẻ di paon, anẻ lẻnan makuyang-kuyingan di wangan tusing baanga ka paon ‘all kinds of food are eaten by mẻn brayut and some of the children, but the other children are not allowed to enter to the kitchen so they cry’ can be interpreted from the background. mẻn brayut together with the children eat some food until finish. it represents mẻn brayut shares the food for the children who have already known the entities provided in the kitchen which one is dangerous or which one is not. because of that reason, the children who cannot control themselves from the dangerous entities available in the kitchen are not allowed to enter the kitchen. in addition, the crying children cannot eat any food provided in the kitchen. the forth one, the clause panak-panak mẻn brayut suba kelih, bagu-baguss lan jegẻgjegẻg liu truna-truni edot tekẻn panak-panaknẻ mẻn brayut ‘all of the children get mature, handsome and beautiful is interpreted as semiotics as well. handsome and beautiful are interpreted as goof behaviour in community and many people are felt admire because of being wise in speaking, thinking, and acting. having good behaviour in community raises many friends who can bring many advantages not only for the actors, but it also gives positive impacts for others. moral value there are numbers of moral values that can be used as guidance in the daily life in communities. the moral values must be done to achieve harmony. the moral values can be seen as below. the verbal text and the non-verbal text have close relationship. in bali, women do not have the gender equivalence. in reality, many women are viewed not to have the same right in expressing the idea, many women are viewed to have low bargaining position in certain aspects. there is view that states the women cannot do anything but manage house and the children. even, in the previous era, there were many prohibitions that had to be followed by women, for example, not to go out from home, not to get the same right in expressing idea in family meeting, not to get the same education, not to get worth, and many others. developing, caring, controlling, giving breast milk for children is hard word which can be done by only women. the women must be given appreciation in the life. doing family works needs special care or management since the work is not only need physical actions, but it also needs propound love or emotion. seriousness or sincerity in developing children will result wise men or women. the children learn language either verbal or non-verbal from the environment (halliday, 2003). profound love and care involves good manner in language, for example, how to speak properly, why to speak, when to speak, what should be done or others. those behaviours will be kept in the mind then they become permanent. in other word, using good language in communities will make mature in solving problems a wise woman never has profit orientation in developing children such as giving breast milk, lulling the children and others, but she emphasizes love and never hopes ransom in profit form from the children. the emphasis is how to care in deep love for children future. from that phenomenon, we must appreciate what mother does for us. she does everything for journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 108—116 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 115 children. therefore, a mother is viewed as a creator for future. good future for the children is defined by a mother. 3.3 ideology the ideology of the text can be taken from sfl, namely: field, tenor, and mode. there are some messages embeds in the text which can be used as the ideology of the text. here are the messages which are considered as ideology of the text. a mother must be appreciated at any time because she develops the children without hoping ransom. she develops the children with full of love and care. she spends her time to develop the children. we must not ignore what a mother does at home such as managing the children, managing household, and others, those works don not only need physical activities but they also need profound positive emotion. a mother spends most her time for children, her time for the children is whole day, never differ night or day time. more abstractly, the statue representing a mother accompanied by many children symbolized as the good. the god gives profound love, blessing, and care for all human. the mother is symbolized as the god, the children are symbolized as human. the children who follow the mother guidance will get success in the life since the mother will give the guidance to run the proper life. similar to human life, if human follows what the god instruction, they will get successful in the world. for that reason, the existence of mẻn brayut statue serves as symbol of seriousness, sincerity, and blessing of the god. 4. conclusion the text of mẻn brayut is narrative, it is established in verbal and non-verbal texts. the text develops in balinese communities. however, the message of the ideology has not been understood yet by most balinese communities. the research finds social semiotics embeds in the text. the text describes a mother with her seriousness and sincerity to develop the children. most of her time is used to develop children without expecting rewards from others. however, she does it because of profound love and care. the children who are developed with full of love will get success in life since the children are trained how to speak politely, how to behave proper actions, how to respects others, and many others. those behaviours create wise men who are preferred by many people in the community. briefly, the text contains two messages for all of us (i) we must appreciate mother since she develops us with full of love and care and (ii) we must run the suggestion, command, instruction, and others in the community since the mother train us how to behave properly. explicitly, the text is symbolized that the god give profound love and care for all human, any age and any sex. god is ready to give food and company to all humans at any time. the text suggests all human follow what the god instruction to have success in the world. references adenan, f. 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(2010). using systemic-functional linguistics in content and language integrated learning. naldic quarterly, 8(10), 31–36. microsoft word 4.jasl-jun'21. rafiu 33-45.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 33 33 a speech act analysis of politeness strategies in yoruba abiku names kamar adewale rafiu1 habeebat motunrayo osho2 department of linguistics and nigerian languages university of ilorin, nigeria1,2 email: rafenadewale@gmail.com1 abstract politeness is a phenomenon which seeks to mitigate the potential destructiveness of face threatening acts (ftas) in human interaction. ‘abiku’ refers to children who die repeatedly at infancy. àbíkú refers to a child who dies shortly after birth. such a child among the yoruba people of western nigeria is believed to be in covenant with the spirits’ world. names given to abiku could be politely or impolitely crafted by the parents. the aim of this study is to do a speech act analysis of the force of perlocution in abiku names. the specific objectives were to: identify the ftas in abiku names; determine the weight of seriousness of ftas in the names; examine the names and present the directness and indirectness of the utterances; and explain how the meaning of these names are used to solve the mysteries therein. the random sampling technique was used in collecting relevant data from traditional healers and elderly members of the community reputed to have special knowledge of abiku. brown and levinson’s model of politeness and searle’s taxonomy of illocutionary acts were used as tools of analysis. the study revealed that politeness strategies are not only used for ftas, they are used to maintain social relationship between interlocutors. we concluded that there are social factors influencing the weight of the seriousness of ftas in abiku names for a better understanding. keywords: abiku, ftas, speech act, politeness, yoruba journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 34 1. introduction naming is an integral part of yoruba culture. yoruba names are more than identification tags; they constitute an integral part of human experience and reflect the world view and etymology of the people. àbíkú name is an aspect of yoruba names that explains the circumstances that surround the birth of a child. idowu and onadipe (2011) present a pragmatic overhaul of the phenomenal àbíkú in the yoruba worldview. this work seeks to expand the frontier of the studies on àbíkú by incorporating social factors to the understanding of àbíkú. in other words, àbíkú names can be studied from different linguistic perspectives using different theories; however, this study examined how sociopragmatic tools are used to add force and voice to the understanding of the mysteries around àbíkú names. it is our belief that social factors provide more elucidatory insights into understanding the phenomenal world of àbíkú. that is, social factors infuse the triangulable circle of participants in the life of the àbíkú child. according to yule (1998), politeness accommodates another person’s public selfimage. cruse (2006) corroborates yule’s view when he admits politeness to be a face-saving act. in the opinion of watt (2003), politeness as an act is not inborn, people have to learn and socialize into it. in pragmatics, politeness is concerned with “…ways in which the relational function in linguistic action is expressed” (kasper, 1990 in barron, 2003). in the other words or statements, it concerns how language is well employed in a strategic way to achieve such aims as supporting or maintaining interpersonal relationships. nevertheless, politeness does not only indicate a pragmatic concept but also signifies a lay concept and a sociolinguistic concept. the lay concept of politeness relates to an appropriate social behaviour and good respect for others. politeness as a sociolinguistic concept is concerned with obligatory signals of respect or familiarity, which derives from such characteristics as age, family, position and social status. adegbija (1989) views and states that politeness is associated with situations in which one speaks or behaves in a way that is socially acceptable and pleasant to the hearer. thus, there is a common theme of politeness as a socially appropriate behaviour which runs through these definitions. abiku literally means “predestined to death” in yoruba (a major ethnic group in nigeria). it is a concept similar to ogbanje among the igbo people of nigeria. a typical characterization is that they are cycles of wicked spirits who out of their own volition enter the wombs of pregnant women and are predestined to death shortly after birth (awolalu & dopamu 1979). cultural mechanisms presented to account for the phenomenon is the presupposition that some children come into the world after a pact with their heavenly playmates to return after a specified period (adegbola 1983). there are other categories of wandering spirits (known in the local parlance as elére, e̩le̩gbe, emèrè who play pranks on pregnant women for the sheer relish of mischief. such ‘children’ upon birth, based on the covenanted pact with the spirits’ world die shortly after birth (idowu, 1965). idowu and onadipe (2011) state that an abiku is believed to belong to a band of demons, who live near or inside a big iroko tree. as a result, pregnant women are warned against night crawling around such a tree. other notable abodes of abiku spirits are baobab tree and plantain shields. an abiku is said to possess power to penetrate a pregnant woman when it is sunny. depending on the covenant, some abiku may choose to die immediately after birth, while some others may wait until an appointed time. a child of abiku has something that attracts other people’s attention to him or her. abiku is either, as it is widely claimed and agreed, so good looking that he or she is lavishly spent upon or sickly, that his or her state of health consumes the whole household expenses. over the last few decades, both oral and written narratives of abiku have changed and individual storytellers have adopted and adapted abiku in order to suit their specific goals. today, abiku is still very much believed to exist among many yoruba. however, what has changed is the fact that rates of infant mortality have greatly reduced and overcome. the journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 35 concept of abiku does not hold anymore the same meaning due to societal awareness. nowadays, it is used as a metaphor for culture-captive and socio-political catch-phrase but not really attached to the infant mortality. abiku phenomenon is completely out of scientific realm. it does not mean that it is intended to discredit science since science has made some irrevocable contribution to improve child mortality rate to the extent that the concept of abiku has almost gone extinct. however, the fact is, there are still cases of children mortality without any form of infirmity. whenever such incident happens, the yoruba belief is that such child is an abiku and the solution would be to investigate the spiritual dimension. the truth of course is that there are many things and phenomena in the world that science or philosophy cannot explain them. most issues that border on faith are beyond scientific explanation or philosophical rationalization. in the yoruba worldview, àbíkú exists. according to them, some children over time are re-birthed to the same mother with the previous look, sex, complexion and structure. owing to ephemeral nature of abiku life, it is widely claimed that abiku completes several consecutive life-cycles with one mother. to ascertain this claim, suspected àbíkú are defaced after death. when such children are reborn, they still show previous marks on their bodies. a good dimension to the understanding of abiku is the social correlation aspect. this refers to the incorporation of social variables to the triangulable life of abiku, namely, the parents of abiku with respect to naming, the society in which abiku lives and the abiku himself. some of these social factors are: religious orientation, relative power, family history, social custom, rank of imposition, social distance and social taboo. the researchers found rank of imposition, social distance and relative power needful for the analysis of yoruba abiku names because of their impactful insight into this study. it is then hoped that, this study discovers the strategies fondly used to calculate the weightiness (w×) of a particular speech act between the speaker (s) and hearer (h) in abiku names using these three social factors. naming in yoruba the analysis names of abiku have become an aspect of name-practice among the yoruba calls for a deep understanding of the whole concept of names of the yoruba. a name is what somebody or something is called, it is a term or phrase by which somebody or something is known and distinguished from others. yoruba names have been classified by various scholars. adeoye (1982) classified yoruba names into different classes: orúko̩ àmúto̩runwá ‘a name which a child is born with’, orúko̩ àbíso̩ ‘a name that refers to circumstances’ orúko̩ àbíkú ‘a name that depicts born to die again child’, orúko̩ oríkì ‘attributive names’, àlàje̩ ‘nicknames’, and àdàpè ‘avoidance name’. àbíkú names the names of àbíkú, the object of this study, are the names that are presented and given to the children that are believed to be members of a group of spirit-nymphs in yoruba anthropology. these names are infused and injected with hopes, grief, prayers, fears, and the resignation of parents who have repeatedly lost their offspring to an early death. abiku names are intended to serve the following purposes namely (1) hide the child's identity and therefore make it impossible for their spiritual parents to recognize him/her and snatch him/her from the real world; (2) shame the children and thus reprimand them by letting them know that the parents and name-givers are aware of and displeased with their successive coming in and going out of the world; (3) command or plead with the children and with the forces or powers that be, to let the children live. this is done through death-prevention names; (4) reveal to the children the parents' emotional or psychological state, especially their frustration; (5) reveal to the children the joy and goodness in life and consequently, give them a reason to live; (6) reveal both good and bad faces of the death. death-prevention names thus reveal death's ability to spare one's life, its ability (7) demonstrate that even though death is powerful, it is journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 36 not all-knowing because, through naming, it can be tricked by humans; and (8) demonstrate that death has the power to take vengeance for an individual’s action (obeng, 1998). ogunwale (2015) classifies yoruba abiku names into seven groups: abiku names which encode appeal expressions, abiku names having nauseating sorts of meanings, mollifying category of abiku names, the abiku petting names, parental declarative names, discourse names, assertive hopesustaining names, and entreative names. we can conclude, then, that abiku names and related names epitomize cultural ideas and values as well as the wishes of the society. societies create such names to help deal with their overall psychological and socio-cultural experiences. the names help them to deal with the emotions associated with the loss of a loved one and the grief associated with such a loss. the theoretical framework adopted for this study is searle’s (1969) speech act theory, and brown and levinson’s (1987) politeness theory. searle’s theory is an improvement on austin’s speech act theory. it says austin's theory has no clear principle of classification. it also postulates that there is confusion between the illocutionary acts and the verbs and that the categories are too interwoven. searle is of the view that speaking a language is engaging in a rule-governed form of behavior. he also affirms that speech act is the basic unit of communication and that speaking a language is performing an act according to certain rules and that speech acts are intentional behaviors (searle 1972). this study tends to examine abiku names within the scope of the context of utterance. this is as a result of the researcher’s interest in contextualizing abiku names, and account for their linguistic realization. in handling this, we found locutionary acts, illocutionary acts, and perlocutionary acts) most suitable. searle came up with five classes of illocutionary acts: assertive, commissive, directive, declarative and expressive. these five components or variables offer a system that helps to illustrate the names. this theory checks for the speech acts inherent in abiku names and how they indicate the context of the speaker’s utterance. in any society, the rules and principles are practised that regulate how people speak and behave. brown and levinson (1987) offered a descriptive analysis of strategies used by the participants to maintain their respective faces in social interaction. brown and levinson (1987) sum up human politeness behaviour in five strategies: bald on record, positive politeness, negative politeness, off-record, and no fta strategy. according to the research focus, one of the objectives of this research is concerned with the face-threatening act (ftas) identifiable in abiku names. in analyzing this, we chose brown and levinson's politeness strategies. also, three universal sociological variables have been introduced by brown and levinson that play a role in calculating ‘wx’ or the weightiness of ftas in abiku names. brown and levinson (1987) developed and stated that politeness as socially determined by the rank of imposition, social distance, and relative power. brown and levinson’s model predicts that increasing rank of imposition will lead to increased politeness; decreased social distance will lead to decreased politeness; greater power of speaker will lead to decreased politeness. generally, as a degree of imposition increased politeness increased. they argued that certain factors will influence strategy choice, specifically the variables of social distance (d), relative power (p), and absolute rank of imposition (r×). brown and levinson create the following formula to calculate the weightiness (w×) of a particular speech act between the speaker (s) and hearer (h), helping the speaker to decide upon a strategy. the choice of politeness strategies is for the most part determined by the weight of seriousness of ftas, assessed with one cultural factor and two social factors. the weightiness of an fta is calculated as: w×= d (s, h) + p (s, h) + r× (brown and levinson, 1987) where w× represents the seriousness of the ftas, d (s, h) is the social distance between s (speaker) and the h (hearer), p (h, s) is the relative power of h over s, and r× is the absolute ranking of imposition in the given culture. all three factors p, d, and r contribute to the seriousness of the ftas and determine the level of politeness with which journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 37 ftas will be communicated in abiku names. following the brief descriptions of the theories discussed above, we, therefore, adopt them because they are found suitable and appropriate for the analyses of data in this study. in addition to this, it is opined that a multi methodological approach to the study of language use in abiku names will bring out details of how meaning evolves better than a single-language based approach. 2. method this study was carried out through a close study of personal names assigned to children thought to be abiku. the names were sourced and inquired about from some traditional native healers. elderly members of the community who had special knowledge of abiku children were interviewed, and the data obtained were recorded, transcribed. this set of data served as the primary resources for the study. the secondary source of information included printed texts and previous studies on abiku names. the researcher used qualitative analysis to find out and describe the various politeness strategies used in abiku names. for the purpose of this research, out of fifty abiku names gathered, ten were randomly selected for analysis. the data collected were analyzed, interpreted, and described based on the focus of the study. 3. results and discussion this section focuses on the purpose of the study, which centers on an analysis of abiku names with the aim of checking for how politeness strategies are observed in the names. the selected names were firstly translated from yoruba to english before being analyzed. the names were qualitatively analyzed per datum. the tools mentioned earlier were applied to each of the data. the paragraphed method of analysis used in the work makes it possible to specify each of the tools used on each data for clarity. afterward, the findings were adequately discussed. three social variables were taken into consideration in this analysis namely “social distance between interlocutors (d)”, “rank of imposition (r)’’ and “relative power (p).” each variable is treated as binary-valued so that the interlocutors are either family members or closed friends (−d) or even acquaintances/strangers (+d), they are of either equal status (−p) or unequal status (+p) and there is either imposition on the hearer (+r) or not (-r). the combinations of these three variables form four politeness systems, i.e. solidarity politeness system (−p, −d), deference politeness system (−p, +d), power-up system (↑p, +d) (↑p indicates that the addressee has more social power than the speaker), and power-down system (↓p, +d) (↓p means and indicates that the addressee has less social power than the speaker). this classification is modified from scollon and scollon’s (1983; 1995) model. datum 1: ikúògbàyígbé ikúkògbàèyígbé death neg take this completely ‘death did not take this completely’ (a) speech act analysis (i) locutionary act: the name ikúogbàyígbé means ‘death did not take this (one) completely’. (ii) illocutionary act of expressive (indicating): the speech act of this name is “indicating” that death did not take abiku. the speech act here is a direct speech act because it is an instance of ‘declarative used to affirm’. (iii) perlocutionary act: the effect of the utterance (name) is indicating that death did not take abiku away completely but the hearer could have understood the utterance (his name) but still decides to leave. (b) politeness strategy (i) positive politeness: the speaker’s positive face has been saved due to abiku’s survival. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 38 (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) w×= (↑p, +d, +p, +r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker (s) is high, while abiku’s social status is low because the speaker has found favour before death by leaving abiku alone. this shows that there is no solidarity between the speaker and abiku. the speaker has relative power (p) over the hearer because death has damaged the hearer's face by not letting him go. the weight of fta is minimized. the weight of this action may soften abiku’s face and he may decide to stay. datum 2: máàkó (mi lé̩rù lo̩) máàkóminíe̩rù lo̩ neg carry pro (obj) prep load away ‘don’t steal my belongings’ (a) speech act analysis (i) locutionary act: the name máàkó means please, desist from looting my properties. it is believed that abiku plummet the fortune of their parents due to his or her state of health that consumes the whole household expenses. (ii) illocutionary act of directive & expressive (commanding & pleading): the illocution of the name máàkó is partly "commanding and partly pleading". we may come up with the assumption that the bearer’s parents are both pleading and commanding abiku to stay and stop looting their properties. it is an indirect speech act because; it can be used as an instance of “declarative used to command”. the child is politely commanded to stay alive. (iii) perlocutionary act: the name implies that abiku is commanded to stop dying, as against his will, and should stop looting the parents’ properties but abiku may understand the speaker’s plea but refuses to comply. (b) politeness strategy (i) off the record: this name causes partial damage to abiku’s face because he is commanded to stop looting his parents’ properties and also being pleaded with to stay against his will. (ii) weight of the seriousness of fta: w×= d (s>h) + p (h>s) + r× w×= (↓p, -d, -p, +r) the social distance (d) between the speaker (s) and the hearer (h) is constant because the speaker (s) and the addressee (ad or h) are of equal social status and this shows that there is familiarity between the speaker and the interlocutor. this indicates that the speaker has limited relative power (p) over the hearer. thus, the degree of imposition (r) on abiku is minimized because abiku may decide to leave. the weight of this action may soften abiku’s face and he may decide to stay. datum 3: ikúònó̩mo̩re. ikú kò ní o̩mo̩ rere death neg asp child good ‘death does not have a good child’ (a) speech act analysis (i) locutionary act: the name means ‘death does not have any good child’. (ii) illocutionary act of assertive (declaring): the illocution of the name is “declaring”. the speech act is direct because it is an instance of declarative used to assert that nothing good comes out of death. (iii) perlocutionary act: this name implies that death does not bring anything fruitful. yoruba believes that death brings nothing but sorrow. death is being termed a bad person and through this name, he may decide to spare abiku in order to change the speaker’s perspective about him. (b) politeness strategy journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 39 (i) negative politeness: the negative face of abiku is threatened that if he decides to leave, he should leave because he is of no use. the name is meant to be provocative to the spirits of the abiku. (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) w×= (↓p, +d, +p, -r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker (s) in relation to the addressee (ad or h) is high and abiku’s status is low and this shows that there is no solidarity between the speaker and abiku. the speaker has relative power (p) over the hearer because the speaker is frustrated and does not care if abiku dies or not. the weight of fta is maximized because abiku is being threatened. datum 4: dúrós̩o̩mo dúró s̩e o̩mo stay become child ‘stay and live like other children’ (a) speech act analysis (i) locutionary act: dúrós̩o̩mo̩ means ‘stay long enough to become somebody’. abiku, in this case, is being compelled by the parents to stay. if abiku had his way, he would have died immediately after birth. abiku is commanded to stay alive. (ii) illocutionary act of expressive (pleading): the speech act of this name is pleading. if we transcribe the full potential of the name to mean ‘please, stay long enough to become somebody’, we may come up with the assumption that the bearer’s parents are pleading, which is a direct speech act because it is an imperative used to command. (iii) perlocutionary act: the name is articulated to make the nymphs/the divinity feel less angry so that they could allow the child to live on with their parents and stop shuttling between heaven and the earth. (b) politeness strategy (i) negative politeness: by this name, damage to the negative face of abiku has been done because he is commanded to live with the speaker till old age. (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) + r× w×= (↓p, +d, +p, +r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker is high and due to the name, abiku’s status is low and this shows that there are differences in familiarity between the speaker and the interlocutor. the degree of (d) indicates that the speaker has relative power (p) over the hearer because (s) is commanding abiku to stay alive. thus, the fta is ranked(r) as an imposition because abiku is being commanded to stay alive. the weight of this action threatens the abiku’s freedom of action to leave. datum 5: ajá ‘dog’ (a) speech act analysis (i) locutionary act: ajá simply means a dog. a dog is an animal that is always shut out in yoruba land. (ii) illocutionary act of expressive (condemning): the illocution of the name ajá is ‘condemning’. it is an indirect speech act because metaphor has been employed; the child, though not a dog, has been named so. it is therefore a special case of ‘declarative used to challenge’. (iii) perlocutionary act: the name ajá is a deprecatory name given by abiku’s parent as a way of saying that the child’s worth is nothing more than that of a dog. the perlocutionary effect of this utterance is to make abiku to be shut out by his companions. (b) politeness strategy journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 40 (i) bald on record: abiku’s face is threatened by the name, it is believed that if the child is addressed that way, his feelings would be hurt. and he may decide against going back to the spirit world. also, it is assumed that this kind of name will make the child to become irritating to his or her spirit companions; they will not want to associate with him and this will make him stay alive. (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) + r× w×= (↓p, +d, +p, +r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker (s) in relation to the addressee (ad or h) is high and due to the name, abiku’s (h) status is low and this shows that there are differences in familiarity between the speaker and the interlocutor. the degree of (d) indicates that the speaker has relative power (p) over the hearer because (s) did not minimize any fta to the face of (h) abiku. thus, the fta is ranked(r) as an imposition in yoruba culture (calling a person a dog). the weight of this action threatens the abiku’s freedom of action to leave. datum 6: ọmọ-rótìm omọ ró tì m child stay prep pro (obj) ‘a child has stayed with me/ the child should not die’ (a) speech act analysis (i) locutionary act: ọmọ-rótìmí means ‘the child has stayed with me’. (ii) illocutionary act of assertive (announcing): the illocutionary act is thus announcing. the speech act is a direct speech act because it is used as an instance of ‘declarative used to affirm’. it is also classified as assertive in nature because the speaker is stating a fact. (iii) perlocutionary act: the birth of the child is believed to be a way of compensating abiku’s parents for the loss suffered. this name implies that abiku has complied with the speaker's request to stay. (b) politeness strategy (i) positive politeness: the speaker’s positive face has been saved because the child has agreed to stay. (ii) weight of the seriousness of fta: w×= d (s>h) + p (h>s) w×= (p, -d, -p, -r) the social distance (d) between the speaker (s) and the hearer (h) is constant because the speaker (s) and the addressee (ad or h) are of equal social status and this indicates that there is a mutual relationship between the speaker and abiku. the hearer has relative power (p) over the speaker. the weight of fta is minimized because abiku has agreed to stay. datum 7: ewétán ewé ti tán leaves perf finish ‘herbal leaves have finished’ (a) speech act analysis (i) locutionary act: ewétán literally means ‘herbal leaves have finished’ that is, there are no more herbal leaves in the forest to cure whatever ailment that terminates abikus’ life in infancy. the name is given after series of repeated infant mortality has been experienced by a mother that made the parents feel disgusted since there is a limit to human perseverance and endurance. (ii) illocutionary act of assertive (declaring): the illocution of the name is “declaring”. the speech act is direct because it is a case of “declarative used to affirm”. the abiku parents are declaring that there are no more herbs to take care of abiku. (iii) perlocutionary act: the name implies that the parents are putting the child on red alert that if he or she decides to fall ill again preparatory to his or her recurring return to heaven, there are no leaves left to prepare whatever herbal concoction needed to ward off his or her journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 41 predicament. the utterance is meant to be provocative to the spirits of the abiku and he may decide to stay. (b) politeness strategy (i) negative politeness: the negative face of abiku is threatened that if he decides to leave, he can leave with the hope that abiku would feel disgraced and debased, and so stop shuttling the heavens and the earth. (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) w×= (↓p, +d, +p, -r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker (s) in relation to the addressee (ad or h) is high and abiku’s status is low and this shows that there is no familiarity between the speaker and abiku because he is not ready to stay alive. the speaker has relative power (p) over the hearer because the speaker is frustrated and does not care if abiku dies or not. the weight of fta is maximized because abiku is being threatened. datum 8: olètúbo olè tú bo thief perf return ‘the thief has returned’ (a) speech act analysis (i) locutionary act: the name olètúbò̩ means ‘thief has returned’. abiku is believed to cycle rapidly and repeatedly through birth and death. abiku movement from one to the other provides him a sense of agency. it is believed that abiku steals their parents’ joy and their motive is to see their mother cry when they die, severally because the tears running on their mothers’ face is valuable in the spirit of abiku. in abiku’s case, he is the one seeking the downfall of the people of this world (especially his parents). (ii) illocutionary act of declarative (announcing): the illocution of the name is ‘announcing’. it is a direct speech act because; it is an instance of ‘declarative used to announce’, abiku’s parents are announcing that abiku has returned again to steal their joy. (iii) perlocutionary act: the utterance is used to make abiku stay because he could have understood the speaker’s view. (b) politeness strategy (i) negative politeness: the negative face of abiku has been damaged because he/she is announced as a thief. (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) w×= (↓p, +d, +p, -r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker (s) in relation to the addressee (ad or h) is high and due to the name, abiku’s status is low because he is named a thief and this shows that there is no mutual relationship between the speaker and the hearer. the degree of (d) indicates that the speaker has relative power (p) over the hearer because (s) did not minimize any fta to the face of (h) abiku. thus, the fta is ranked(r) as an imposition in yoruba culture (calling ones’ child a thief). the weight of this action threatens the abiku’s freedom of action to leave. datum 9: kílàńkó kíni à ń kó qm 1stpl asp celebrate ‘what are we celebrating/naming’ (a) speech act analysis (i) locutionary act: the name kílàńkó literally means ‘what are we celebrating?’ yoruba people believe that the return of abiku does not give any hope to his parents. therefore, they do not see any reason for which he/she should be celebrated since his/her arrival has brought journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 42 with it another round of suspense. on the other hand, the word “ko” refers to a shortened form of ‘ìkómo’, which is usually associated with the process of a ceremony of giving names. (ii) illocutionary act of expressive (questioning): the illocution is questioning. it is a direct speech act because it is an instance of ‘interrogative used in questioning’. (iii) perlocutionary act: the perlocution effect of the utterance is to make abiku stay, he may recognize the speaker’s meaning but still decides to leave. (b) politeness strategy (i) negative politeness: abiku’s face is threatened by the name, he is denied a befitting naming ceremony, in an attempt to hurt his feelings and make him stay alive. it is believed that if the child is addressed that way, his or her feelings would be hurt and he may decide against going back to the spirit world. (ii) weight of the seriousness of fta: w×= d (s<h) + p (s>h) w×= (↓p, +d, +p, -r) the social distance (d) between the speaker (s) and the hearer (h) is shorter because the social status of the speaker is high and abiku’s status is low because he is degraded and does not worth spending lavishly upon and this shows that there is no mutual relationship between the speaker and the hearer. the degree of (d) indicates that the speaker has relative power (p) over the hearer because (s) did not minimize any fta to the face of (h) abiku. the weight of fta threatens abiku to stay. datum 10: ikúlóògùn ikú ní òògùn death be remedy ‘death has remedy’ (a) speech act analysis (i) locutionary act: ikúlóògùn means 'death has a remedy'. the name signifies a mockery of death and demonstrates that even though death is powerful, it is not all-knowing because, through naming, it can be overpowered. (ii) illocutionary act of assertive (stating): the speech act of this name is “stating”. the speech act is a direct speech act because it is used as an instance of ‘declarative used to affirm’. abiku’s parents are stating that death has been defeated. (iii) perlocutionary act: the name implies that abiku has agreed to stay because death has been defeated. (b) politeness strategy (i) positive politeness: it is the positive face of the speaker that is saved by the name because death has been conquered. (ii) weight of the seriousness of fta: w×= d (s>h) + p (s>h) + r× w×= (p, -d, +p, +r) the social distance (d) between the speaker (s) and the hearer (h) is constant because the social status of the speaker (s) is high and due to the name, abiku’s is threatened that he is going nowhere. the degree of (d) indicates that the speaker has relative power (p) over the hearer. thus, the fta is ranked(r) as an imposition because abiku is committed to staying alive. the weight of this action threatens the abiku’s freedom of action to leave. based on the relevant data gathered, the present study has made the following discoveries about the politeness strategies used in abiku names. it was discovered that each name in the study exhibits a form of politeness or the other with different strategies. the study also unveiled that abiku names employed four types of politeness strategies which are bald-on-record, positive politeness, negative politeness, and off-record strategy. among these four strategies, the negative politeness strategy is the most frequent strategy employed which emphasizes avoidance of imposition on abiku. by attempting to avoid imposition from the speaker, the risk of face-threat to abiku is reduced. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 43 similarly, we observed from the analysis that the speaker used other fta strategies such as positive and off-record politeness strategies when they decide to mitigate the imposition on abiku and it is also, the use of the bald on record speech act that indicates a direct way of stating something, without minimizing the imposition, in a direct, clear, unambiguous and concise way. our findings further revealed that there are some social factors influencing the weight of the seriousness of ftas in abiku names which are power, social distance, and rank. this study has shown that the speaker has more relative power than the hearer because the weight of the (s) face wants is greater than the (h), the speaker wants abiku to stay. the general level of the seriousness of ftas indicates that the social distance (d) between the speaker and the hearer is shorter than being constant because no abiku ever pledges to stay put in life, which explains why there is little or no social relationship between abiku and the speaker and this maximizes the weight of ftas. the rank order of influences, that is, the effect of differences between the interlocutors on abiku names was investigated among the three factors, and it was revealed that the hearer is usually imposed on to stay alive through the use of ftas which explains why abiku social status is low in yoruba culture. this study also revealed that the illocutionary act of assertive is the most influential speech act in this study which commits a speaker to the truth of the expressed proposition. also, how meanings are implied in abiku names via direct and indirect speech acts are observed. through this, the speaker's intended meaning is pronounced, and this is used to avoid misunderstanding in communication. the names, aside from being used to ridicule, condemn and hurt the feelings of abiku. this study revealed that abiku names are used as message enforcers and also used to threaten, and challenge. 4. conclusion this study has revealed some socio-cultural insights into abiku names. the concept of politeness remains an integral part of human interaction which aims at a harmonious relationship and peaceful co-existence between interlocutors. however, the study has been able to demonstrate that the intricacies relating to politeness are usually endangered by the asymmetric relationship between participants. as we observed in the study, fta which underlies threat is mostly used by the speaker towards abiku to exercise imposition which is often necessitated by the context of utterance. references adegbija, efurosibina. 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(2011). politeness phenomenon in abiku names among the yoruba africans: a pragmatic study of cross-cultural communication, 7 (4): 127-132 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 44 kasper, gabriel. (1990). linguistic politeness: current research issues. journal of pragmatics, 14 (2), 193-218. obeng, samuel. (1998). akan death-prevention names: a pragmatic and structural analysis. names: a journal of onomastics, 46 (3), 163-187. maney publishing. ogunwale, joshua abiodun. (2015). ‘paradigm shifts in yoruba anthroponyms: a critical discourse analysis on yoruba reincarnated child names.’ international journal of african society, cultures and traditions, 3 (4), 32-48. european centre for research training and development, uk. searle, john. (1969). speech acts: an essay in the philosophy of language. ny: cambridge university press. searle, john. 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(1998). pragmatics (revised ed.). ny: oxford university press. appendix mádójútmí(don’t put me into shame) (ikú) làḿbè – (it is death) that we are appealing to) bámtále̩ (stay on with me till my old age) ikúmápàyí(may death never snatch this away) kalè̩jyé(settle down to enjoy live) mábóògùnj(don’t waste the herbal medicine being dispensed on you) jé̩nríọbéjó(permit me to be your dance partner) dúrósaró/dúrósinmí/dúrójayé (be alive to practice smithy/be alive to succeed me, be alive to enjoy life) kílàńkó (what is it that we) ekúlujú (it is rats that inscribed the eye-sockets) ọkóya (the hoes that we can use to dig the graves have broken) òkúta (stones) jéṇríọbéjó(allow me to be able to dance with you) ikúsàánú(death, have mercy) bamtale(stay on with me till my old age) ikúmápàyí(may death never snatch this away) ọmọyìí (this child) kòtóyèsí(is not worth respect) ẹlḍè (pigs) ajá (dogs) ajáríungbé (food for the dogs) báyéwú (grow/develop with live) málọmó ̣(stop shuttling) máàkó(mi lé̩rù lo) (please, don’t sit on the floating of my properties) (ọmọdèìṇdé(child, please, return (home) ajítòní(one who wakes up today) yémiítàn(stop deceiving/ cajoling me) kògbọdòú(it should not die) s̩íwó̩níu(stop your deadly activities) fìdímáyé(stay put on earth) ajé̩ìígbé(good ventures should not go down the drains) ayélàágbé(find habitation on earth) ọkóya (the shovel/ hole (for digging the graves) has torn, ikúdáyìíró (death spares/retains this) ọjóyẹ (postponement of appointed date) ikúkòyìi(death rejects this) ìgbéḳòỵìí (grave-yards rejects this) abíiná (although he has already been born, (we don’t know yet what follows). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 33—45 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 45 àsi-ń-wòó (we keep watching) bíòbákú(if he does not die) aájúwò (it will support caring) kúyè ̣(death is suspended) kòkúmó ̣ (it no more dies) ààtàndáre (dunghill has vindicated (us) kásìmáawòó (let’s keep our fingers crossed, hoping for its survival), etc. ọmọrótìmí (child, stay with me) rógbuyì (stay/live to be famous/popular) dúrówojú (stay/live to look at my face) jáyésinmi (allow people to have peace of mind) ikúéèsàn (dying is not a better option) ẹkúnsúmi (i feeel disgusted by incessant lamentation) meèrókó ̣ (i can no more find shovel/ holes for digging the graves) àkísàtán (there are no more rags to be used as coffin sackcloth. ikúforíjì (death forgives/pardons (this) journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 331 the effectiveness of corpora on saudi efl academic writing performance assrar alharbi1 turki alsolami2 english language institute, king abdulaziz university1,2 email: tgalsolami@kau.edu.sa2 abstract this study reports on quantitative research that investigated the effects of the corpus-based approach (cba) as a pedagogical approach to academic writing instruction in the context of saudi arabia. a total of fifteen female preparatory year students at an intermediate language proficiency level at king abdulaziz university participated in the study. the study aimed at investigating the effect of applying corpora on learners’ lexico-grammatical abilities following a pretest-post-test design. classroom intervention has been conducted and data were collected from written tasks over a period of time. the findings of the study demonstrated that the improvement of lexico-grammatical abilities among students is observed. keywords: academic writing, corpus linguistics, efl, lexico-grammatical patterns, teaching and learning journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 332 1. introduction the role of information and communications technology (ict) in the future of saudi english language teaching (elt) and teaching english to speakers of other languages (tesol) is stressed (picard, 2018). ict which is defined as the use of technology has provided students with access to information and new learning environments through international online providers. one way to introduce learners to an online linguistics environment is through the implementation of corpus linguistics (cl). research suggests that cl is making remarkable contributions to the fields of language research, acquisition, and education as it provides an enormous amount of almost every-day authentic language input (friginal, 2018). by using authentic large databases of corpora, it is possible to analyze spoken and written texts to serve different purposes. for example, in education when curriculum designers based their materials on corpus data, teachers as well learners may receive more real-life related language input. as a result, the way learners understand, learn, and teach languages has changed (paker & ergül-özcan, 2017). this change is mainly seen when students will be able to both refer to corpus data and to be able to apply what they have acquired outside the classroom. in the current study, english as a foreign language (efl) educator is encouraged to develop and apply a more updated curriculum and teaching materials that include corpus data. corpus linguistics with its characteristics which are to be authentic, frequent, syntactically stored, and contextualized can offer efl researchers, materials developers, curriculum designers, teachers, and learners with great potential to better language proficiency. using corpora can provide efl learners with the opportunity to acquire authentic language in real contexts that can be transferable to real life. such valuable knowledge helps efl learners to be more proficient in the four skills of language which are reading, listening, speaking, and writing. the main focus of this study is on academic writing skills, more precisely the lexicogrammatical patterns. recently, a plethora of research studies conducted in various saudi efl contexts revealed that saudi efl learners seem to lack the competence of performing as well-independent skilled writers (alharbi, 2019; obeid, 2017; alrabai, 2016; almutairi, 2016; mohammad and hazarika, 2016; alkubaidi, 2014). writing is considered to be a high-order skill that needs learners to think critically and be aware of the language lexical and grammatical patterns (obeid, 2017). in the process of academic writing, even competent learners might require further support regarding complex aspects of language. this absence of support for grammatical, lexical, and other linguistic patterns can be the main source of the incompetence for efl academic writers (kotamjani et al, 2017). therefore, to consider including language corpus tools which can enhance students’ ability to edit and review the linguistic surface levels of their writing. consequently, corpus data can help efl writers to build up their confidence, foster their sense of autonomy and, increase their language awareness in writing skills by being able to check their linguistic hypotheses and going beyond their current linguistic competence and performance. another dilemma, as noted by picard (2018), is that teaching references and materials often neglect linguistic elements that are to be considered frequent in the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 333 native-like language and tend to highlight those that are relatively uncommon. as a result, learners lack the opportunity to deal with the actual use of language that they might encounter outside the classroom. moreover, reppen (2010) has affirmed that a key challenge in promoting language teaching materials and resources has always been to offer learners language elements that precisely reflect the way language is used in real-life settings. thus, a pedagogical tool to enhance learners' writing abilities by providing them with a source of knowledge to notice linguistic features autonomously based on reallife examples are believed to overlook learners' linguistic problems. integrating a corpus-based approach to writing instruction can improve learners' academic writing skills by allowing them to search for lexical and grammatical information providing an additional resource of knowledge that can be used inside and outside the classroom which enhances their confidence, improves their learning independent skills, and, increases their language awareness. this study seeks some answers to provide efl researchers, material developers, curriculum designers, teachers, and learners with an overview of the potential of applying cba to writing instruction in efl classrooms. within the efl research field, the study aims to add to the literature of elt in saudi arabia and the integration of technology in classrooms to teach writing to efl learners. this research is among the first and few studies that seek to investigate both the impact of implementing cba in saudi efl classrooms and the learners’ perception of the employment of corpus as a pedagogical tool to improve their academic writing abilities. for efl material developers, curriculum designers, teachers, and learners, the study enlightens them about the potential of applying cba to enhance the process of writing, teaching, and learning. moreover, the results can be utilized by other universities in saudi arabia. king abdulaziz university is considered as a reflected image of other saudi arabian universities since they share similar educational visions, administrative systems, and cultural values. the purpose of the current study is to establish cba within saudi efl classrooms to serve as a pedagogical tool for writing instruction in the writing feedback process. the present study seeks an answer to the following research question namely rq1: does the corpus-based approach (cba) to writing instruction have a significant impact on learners' academic writing skills more particularly, their lexical and grammatical accuracy? a brief introduction to corpus linguistics (cl) and its relation to language teaching and learning will help us, at this point, to focus on the foundation of corpus application inside the efl classroom. cl as defined by liu and lei (2017) is “the study of language by examining and analyzing naturallylanguage data, often in the form of texts”. naturally-language data and real language data refer to the language used in every-day by its speakers, in other words; it is not previously prepared language data. cl provides a remarkably powerful tool for the analysis of naturallylanguage data and can afford enormous insights on how language usages are varied in different contexts such as spoken versus written or formal versus casual situations (breyer, 2011). cl aims at representing a statistical descriptive interpretation of the speaker’s performance. cl studies the actual patterns of language in naturally occurring manners, by relying on a large collection of texts to carry out empirical journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 334 studies. cl is based on the idea that language has to be explored as it is performed and not limited to the domain covered by a theoretical paradigm (breyer, 2011). in line with the association of corpus linguistics, as it is widely known, then a corpus is defined as “a large principled collection of naturally occurring texts (written or spoken) stored electronically” (reppen, 2010). it is necessary to point out that the term corpus is a singular form while the term corpora is a plural form. several terms have been used to language learning and teaching practices that make use of corpora, such as corpus-driven, corpus-aided, corpus assisted, and corpus-based approach. four main characteristics can represent cl which is to be authentic, frequent, syntactically stored, and contextualized. when it comes to frequency, cl intends to investigate the extent to which patterns of language are found in a given body of spoken or written texts in real-life situations. moreover, it aims to analyze the contextual factors that influence language variation in the texts (charles, 2018; cortes, 2018; vyatkina & boulton, 2017). the second concept which is authenticity refers to the language input that occurs naturally by its speakers (lewis, 2000). the third term which is contextualized indicates that a linguistic feature is well thought and learned within an authentic context, where the learners are being exposed to many examples that have been taken from real-life situations (gilmore, 2008). the fourth and last characteristic which is syntactically stored refers to the capability of corpus tools to technically store language input by its syntactical features. to illustrate more, corpus data are stored by part-of-speech tagging (pos), that is, each token is tagged by its part-of-speech automatically. moreover, to be syntactically stored, lexicon and grammar are considered as two connected parts of a single pattern which is known as lexico-grammatical patterns (liu & lei, 2017; benavides, 2015; liu & jiang, 2009). within the lexico-grammatical patterns, a lexical item usually has in nature a grammatical implementation that gives that lexical item a meaning in which it would not be given without a grammatical pattern (mcenery & gabrielatos, 2006). corpus linguistics has confirmed the relationship between grammar and lexis (hunston & francis, 1996). the main argument hunston and francis (1996) have made is that “a description of a word and its patterns cannot be classified under the heading either of ‘lexis’ or of ‘grammar’”. moreover, elsherbini and ali (2017) have stated that "lexical input and grammatical function is of extensive value to someone acquiring english as a second or foreign language, as well as to teachers of english as a second language (esl) or english for foreign language (efl)". many linguists have argued that teaching efl based on ready-made language textbooks is not the source of language learning but should include language input that is carried a meaningful context (lewis, 2000). yunus et al (2016) have argued that teaching efl as a product that mainly focuses on the form of a language, giving less or no attention to the contextualized factors cannot provide a full explanation of the complexity of the language aspects. moreover, alattar (2014) and al-seghayer (2014) have claimed that educational lessons are separated from real-life input might not offer learners valuable learning experience because there is an insufficient application to real-life situations. since data-driven learning (ddl) concentrates on a genuine and authentic input as compared to the artificial linguistic examples written journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 335 in the structural efl textbooks, it is believed to provide efl learners with an effective learning experience. the application of corpora in efl classrooms can be applied in two different ways, which are indirectly or directly. in terms of indirect use, applying corpora in an educational context is induced by the educators who prepare (e.g., curriculum designers and developers) and by (researchers) who utilize corpus-based tools to track, explore, and investigate different language patterns. while the direct application of corpora is applied by (teachers) who deliver corpus-based instruction and use corpusbased materials. also, (learners) who make corpus research analyzing various linguistic elements (mcenery & xiao, 2011). the indirect use of corpora in elt as remarked by leech (1997) has four main focuses which are related to reference publishing, syllabus design, materials development, and language testing. consequently, the selection of language elements, the order of which to teach, how to teach, and what to test, are all determined by the information corpus data provides (breyer, 2011). making decisions based on corpus data has remarkably improved the quality of reference and teaching materials (römer, 2011). the valuable use of corpus data can significantly contribute to making the description of language more realistic, the sequence of the presented language is more sensible, the examples included are more authentic, and the intended objectives to test are more accurate (liu & lei, 2017). while the indirect application of corpus data is closely associated with what to teach, the direct use of corpus data has also provided valuable insights into how to teach. in a direct application of corpus tools, learners can have direct access to corpus data to search and analyze language patterns (elsherbini & ali, 2017). learners can perform different corpus searches to find out linguistic solutions about what they are looking for. it is important to note that corpus training by applying corpus-based activities in efl classrooms is essential for learners (yoon, 2008). this is because learners might not have experience on how to use corpus appropriately and they need to be trained and be familiarized with the way corpus data should be detected and interpreted. it is recommended that the starting point is with “convergent” tasks that are, tasks in which learners who work with the same data should arrive at the same outcomes. the purpose of these tasks is for the teacher to ensure that essential basic techniques are learned, and a certain track is followed through the processing of corpus consultation. charles (2007) indicated that teacher guidance can assist learners to succeed in understanding the managing of the arduous quantity of corpus input and support them to progressively develop a better judgment of corpus analyzing without heart-rending the original concept of discovery-learning. then proceeding to “divergent” tasks, that are tasks in which the same data are alternated by different learner' needs who are expected to arrive at different outcomes (tono et al, 2014). moreover, it is important to state that the ability to reach the full potential of corpus tools will vary among learners according to their level of linguistic competence, autonomy, and experience with corpora (braun, 2006). therefore, the teacher’s supervision and support are essential in facilitating learners to a successful experience in corpus utilization (yoon & jo, 2014). journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 336 corpus data have the potential to assist efl writers in which they can consult corpus researches at any stage of the writing process to check if their written texts are linguistically accurate, to ensure if they carry the intended meaning, to look up for alternatives, to test the linguistic hypotheses they made, and to edit the surface levels of their writing. kotamjani et al (2017) conducted a study to investigate the effects of corpus consultation on efl learners. the participants experienced a three-session training to use different corpus resources when they are writing research papers. moreover, the participants were interviewed. the results revealed that around 604 linguistic problems were solved. additionally, learners' linguistic awareness was raised. efl learners are encouraged to explore and analyze corpus data to accomplish various language tasks. those tasks may include solving their grammatical or lexical problems, checking the appropriate grammatical or lexical usage of their written texts, extending or developing knowledge of linguistic items, differentiating close synonyms, detecting patterns, collocation, and lexicography, as well as other linguistic information (yunus, 2017). the number of studies that have applied corpus tools in the efl saudi context indirectly as a method of preparing language materials and exploring and investigating specific patterns or values is significant (e.g., al-khateeb & almujaiwel, 2018; almujaiwel, 2018). nevertheless, there are few empirical studies that have attempted to apply corpus-based teaching and learning to academic writing skills (e.g., alharbi, 2012; alattar, 2014; alharbi, 2015; almutairi, 2016; alshehri, 2018). alharbi (2015) performed research to explore the potential of a simplified small corpus in improving saudi language learners’ quality of writing besides an in-depth overview of their evaluation. a sample of twenty-five university-level saudi students participated in the study. the two instruments used were a classroom intervention in which students’ corpus consultation is recorded through a screen-recording software and a survey distributed among the students after each task to determine their attitudes. all participants were competent computer users but had never employed or even heard of corpora before. hence, the students were trained during a twelve-week period. small and simplified corpus linguistics was designed for learners to consult and use. the findings of the study have shown that the application of a corpus-related methodology with learners has significantly improved their quality of writing, as well as their attitudes. in a recent study, almutairi (2016) aimed at assessing the efficiency of cba to writing instruction in making corpus-based tasks to teach personal statement writing to efl learners in the saudi context. also, his study sought to evaluate the effectiveness of using corpus-based activities and outline the limitation and potential of corpus tools as a resource in elt. he used a corpus software called sketch engine® to compile a corpus of a sixty-seven-personal statement. after the statements’ collection, the lexico-grammatical features were analyzed. the researcher claimed that the application of cba in teaching a foreign language has revolutionized the ways in which language is taught since cl is characterized by its authentic appeal that helps linguists and instructors to study the language more closely and to examine characteristics and actual usages of certain genres. the potential of corpora can help these linguists and teachers to create more efficient classroom exercises and even improve their syllabus designs. the researcher journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 337 concluded that the application of cba to writing instruction, more specifically the personal statements teaching in the saudi efl context, can help learners to express themselves more effectively. to sum up, corpus linguistics is a methodology used to study, teach, and learn a language. it encompasses large amounts of authentic data in a context. corpus linguistics is gradually taking a big part in researching, teaching, and learning practices throughout the world and in saudi arabia. studies have suggested that corpus linguistics has a positive impact on elt. corpus linguistics with its characteristics which are to be authentic, frequent, syntactically stored, and contextualized, can offer efl researchers, materials developers, curriculum designers, teachers, and learners with great potential to better language proficiency. corpus linguistics can increase learners' confidence as efl writers, foster learners’ language awareness, and increase learners' autonomy. however, there is still a need for more work to be done in the field to give more clarity and insights into the possible practices of corpus linguistics in the educational field. 2. method as, according to yoon (2011), efl studies involving corpus applications to writing instruction “are highly varied in terms of methodology, there is no clearly defined methodology on which one can carry on” (p. 136). hence, to achieve the purpose of this study and to better answer the research question, the instrument used is believed to adopt a quantitative method. it is a quasi-experimental study. 2.2 setting the setting for this study is king abdulaziz university (kau), a public university in jeddah, saudi arabia, particularly, at the english language institute (eli). the english language program provided by the eli for kau preparatory year students (pys) is aligned and mapped to the common european framework of reference (cefr) proficiency level descriptors. cefr is widely known as an international standard for explaining and describing language ability. cefr describes language ability on a six-point scale, from a1 for beginners, up to c2 for those who are advanced language speakers (council of europe, 2001). the english language program consists of four courses: 101, 102, 103, and 104, each course targets one of the cefr levels (101 for a1 learners, 102 for a2 learners, 103 for b1 learners, and 104 for b2 learners). 2.3 participants fifteen saudi efl participants took part in this study. the total of participants who started the intervention was 30 learners, however, only 15 participants attended all sessions. as public education in saudi arabia is separated by gender, this study takes place with only female learners. to achieve a homogeneous sample, the respondents of the study are to be selected based on the purposive sampling techniquea type of non-probability sampling technique which emphases the sampling techniques where the samples that are investigated are built on the judgment of the researcher as it serves the purpose of the study. in purposive sampling, researchers deliberately select individuals, based on their knowledge of the population to elicit data in which they are interested (mackey & gass, 2005). the main purpose of purposive sampling is to journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 338 concentrate on specific characteristics of a population that are of interest, which will best help in answering research questions and hypotheses. moreover, usually, the size sample being investigated is quite small. all the participants as earlier mentioned, are assumed to be at similar, if not the same, levels of english language proficiency which is at b1 intermediate on cefr. participants were fairly homogeneous in terms of sharing the same language proficiency, age, also sharing the same l1 background and educational qualifications. 2.4 instruments the data were mainly collected based on classroom intervention. during the intervention, two sets of written tasks were collected. the class meets five times a week during a period of three weeks. according to hartas (2015), classroom intervention is the investigation of a phenomenon through the manipulation of variables and the relationship between those variables. moreover, according to hussain et al. (2013), empirical evidence derived from interventions is central to the quantitative method, those empirical pieces of evidence provide objective, accurate, and generalizable information about the phenomena in an investigation. 2.5 procedures 2.5.1 stage one: pre-test at this stage, participants completed a written assignment as a first draft. since the study is designed as one group pre and post-test, the purpose of the written assignment is to be considered as a pre-test to measure the effect of the intervention by comparing it statistically to the second draft (post-test) that students have to write by the implementing of corpus application at stage three. for validity and reliability, four actions have been taken. first, students wrote one essay based on the content of their english language course because according to kennedy and miceli (2001), selecting a range of topics that learners might find relevant is likely to engage them to write. second, the students were asked to write the essays under test circumstances without being allowed to use any outside resources because the purpose of the study is not to compare the effect of the traditional materials to corpus-based materials but to investigate the potential of corpus application to writing instruction. third, written essays were graded using a writing rubric. the writing rubric has three main criteria, including introduction and conclusion, body paragraphs, essay structure, and cohesion, grammar, and mechanics. to ensure that the writing is valid and that only grammatical and lexical patterns are the constructs to be measured, all participants wrote the same number of words and followed two body paragraphs form which enabled them to score the same grades. for the criteria of ‘body paragraphs, essay structure, and cohesion’, the participants have a discrepancy of two grades only which is from 6 to 8. thus, the focus will be mainly on the ‘grammar and mechanics’ criteria. to ensure reliability, a qualified writing rater evaluated the written essays. intra-rater reliability refers to the consistency that an individual rater has for the same data on different occasions (zohrabi, 2013). the written tests were graded at different periods of time and no changes have been noticed. 2.5.2 stage two: experimental (corpus workshop consultation) following the guidelines addressed earlier for providing students with essential techniques that they need to acquire a successful corpus consultation, the workshop training sessions started with “convergent” tasks and then proceeded to “divergent” journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 339 tasks in a computer lab. the workshop training was conducted in five main sessions, each session has particular objectives. the workshop content was designed on a powerpoint file all the handouts and worksheets were designed in writing booklet. the tasks of session one were based on ‘convergent learning’ whereas the tasks of sessions two to five were based on ‘divergent learning’. the workshop content was designed by the researchers based on an analytical reading of corpus literature related to ‘corpora in elt’ (e.g., lessard-clouston & chang, 2014; cobb, 2016). in the convergent tasks’ sessions, tasks were designed in such a way that students were expected to reach the same outcomes. the corpus website that has been used to complete these tasks was the compleat lexical tutor (see figure 1). compleat lexical tutor (v.8) was developed by cobb (2016) of the university of quebec at montreal (uqam) to afford valuable resources for english and french language researchers, teachers, and learners. due to various resources and technical functions, several researchers have used compleat lexical tutor to conduct experimental studies in different areas, such as lexical bundles, grammatical patterns, writing, and word lists (e.g., gaskell & cobb, 2004; yoon, 2008; yoon & jo, 2014). the results of the research have recognized the usefulness of the website and its resources. figure1 the compleat lexical tutor, home page there are three main reasons for selecting this website in particular. first, with its focus on academic discipline, the site seemed to be the most suitable for those working with english for academic purposes (eap) learners. second, compleat lexical tutor is among the most well-known web-based programs that have various interactive corpus tools. third, the learners’ basic command of the site did not seem to be an issue because compleat lexical tutor: “is quite simple to use” (yoon & jo, 2014). among the compleat lexical tutor tools, the main interactive tool which is of greatest interest to this study is the corpus correct tool. this tool offers an effective training practice for the learners, which enabled them to comprehend the central idea behind the employment of corpus data for lexical and grammatical information extraction to correct their written errors. corpus correct tool contains sentences in seven lexical and grammatical categories (prepositions, singular-plural, word order, gerund-infinitive, simple past-present perfect, conditionals, and formulaic). each sentence holds an error in the designated category. to make the best use of the journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 340 corpus correct tool, it was applied in the classroom through three steps. first, the students were provided with a link that includes all the lextutor sentences within only six categories (prepositions, singular-plural, word order, gerund-infinitive, simple past-present perfect, conditionals). in this link, students have to read the sentences and choose if they are either correct or incorrect. the purpose of this step is twofold, to investigate whether the students are aware of the errors or not and most importantly, to engage the students when they will be informed later that all the sentences are wrong. in other words, if learners chose that a sentence is correct, they will be more motivated to examine the concordance lines and find out the correct answer. in the second step, which is the actual consultation of the corpus correct tool, the learners should first look at the error, review it, and click on the conc option which will show them the concordance lines that have the error used correctly. then, the concordance lines should enable the learners to build a hypothesis about the correct form of the error. after establishing the hypothesis, the learners should extract the pattern from the corpus data and use it to correct the sentence by examining each hypothesis and writing the form that they think is the correct one inside the ‘check option’. for either the correct or incorrect answer, a mark will appear in the ‘check option’ that shows the students the status of their answers (either correct or incorrect). in the last step, which was simultaneously applied with the second step, the learners were provided with a link that has the same sentences but with three options among which the latter should choose one. these options include the following: (1) i found out the correct answer from corpus, (2) i did not find out the correct answer, and (3) i already know the answer. there are two purposes of the provided link. first, it allows the learners to choose what exactly has happened during the corpus practice. second, it ensures that all the participants have completed the requirements in the first session as they have to submit their answers through the link. in the divergent tasks, learners have to work with corpus data by themselves with the teacher’s guidelines first and then independently. the corpus website used the corpus of contemporary american english (coca) because: “it is arguably the most widely used online english corpus and it boasts a very powerful, multifunctional, and user-friendly tool of search engine” (liu & lei, 2018). the main purposes of completing the tasks covered from session three to five are to encourage the students to discover new lexical and grammatical rules and, most importantly, to correct the written errors of learners. 2.5.3 stage three: post-experimental stage. at the end of the experiment, students were handed the written essays back with error coded to write the second draft using coca. all participants were asked to give information about how they corrected their written errors in which they have to choose among three options (1) errors corrected by using coca, (2) errors corrected without coca, and (3) errors not corrected. 3. results and discussion as mentioned earlier, 15 students took a pre-test (first draft) at the beginning of the intervention. then, the students were provided with three weeks workshop on how to use corpus tools. by the end of week three, the students received a post-test (second journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 341 draft) that measures the same constructs of the pre-test, in which they were requested to make changes to their lexico-grammatical patterns using coca. table 1 shows the students’ grades before the corpus consultation. table 1 students’ pre-test grades then, the students were provided with three weeks workshop on how to use corpus tools. by the end of week three, the students received a post-test (second draft) that measures the same constructs of the pre-test, in which they were requested to make changes on their lexico-grammatical patterns using coca (see table 2). table 2 students’ post-test grades n introduction & conclusion (5) body paragraphs, structure & cohesion (10) grammar & mechanics (5) total (20) 1 4 7 3 14 2 4 6 2 12 2 4 5 1 10 4 4 7 4 15 5 4 6 2 12 6 4 7 3 14 7 4 6 2 12 8 4 7 3 14 9 4 5 1 10 10 4 7 4 15 11 4 7 3 14 12 4 6 2 12 13 4 6 2 12 14 4 6 2 12 15 4 7 4 15 n introduction & conclusion (5) body paragraphs, structure & cohesion (10) grammar & mechanics (5) total (20) 1 4 8 4 16 2 4 7 4 15 2 4 6 3 13 4 4 8 5 17 5 4 7 4 15 6 4 8 4 16 7 4 7 3 14 8 4 8 4 16 9 4 6 3 13 10 4 8 5 17 11 4 8 4 16 12 4 7 3 14 13 4 7 3 14 14 4 7 3 14 15 4 8 5 17 journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 342 to determine if there is a significant difference between the pre and the post grades, the wilcoxon signed-rank test (table 3) was used to reveal any significant difference between the pre and post-test scores of learners. the wilcoxon signedrank test is a type of non-parametric test which is used as an equivalent test to the dependent t-test. it is used when the sample is less than 30, there is no normality in the data, and the use of the dependent t-test is inappropriate. the wilcoxon signedrank test is used to compare two sets of scores from the same participants. as the current study followed one-group pretest-posttest design, the wilcoxon signedrank test is appropriate to compare the differences, if any, in the two tests (woolson, 2007). table 3 wilcoxon signed rank test based on table 1 and table 2, one can determine whether the change, due to the intervention, led to a significant difference in the students’ overall performance. as shown in table 4, the p-value, which is (.000), indicates the presence of a statistically significant difference in the learners’ performance before and after the classroom intervention. table 4 test statistics for wilcoxon signed rank test as discussed previously, the results of the post-test have revealed that there is an improvement among the students regarding their lexico-grammatical writing abilities compared to their pre-test results. moreover, this result is consistent with that of the studies mentioned in the relevant literature (e.g., yoon, 2008; alharbi, 2015; almutairi, 2016). the findings of alharbi (2015) and almutairi (2016) are similar to the findings of the current study in terms of the written tasks. alharbi’s (2015) study investigated the effectiveness of corpus tools on saudi arabian learners’ academic writing skills. the findings confirmed that consultation with corpus data helped the learners to solve language-related problems through the production, analysis, and evaluation of concordance data. furthermore, the post-test results support the results from almutairi's (2016) study, which emphasized that in classrooms where efl post-test pretest z -3.578-b asymp. sig. (2-tailed) .000 a. wilcoxon signed ranks test b. based on negative ranks. n mean rank sum of ranks post-test pretest negative ranks 0a .00 .00 positive ranks 15b 8.00 120.00 ties 0c total 15 a. post-test < pretest b. posttest > pretest c. posttest = pretest journal of applied studies in language, volume 4 issue 2 (dec 2020), p. 331—345 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 343 academic writing courses are taught based on the integration of corpus data, learners are more likely to become skilled writers. based on the results of the current study, it can be concluded that in efl classrooms, when students are well aided and trained on how to use corpus tools, their writing skills are likely to be improved, especially their lexico-grammatical abilities. this improvement among learners, according to the post-test results, calls for solutions and interventions. one solution is to evaluate the teaching materials used in the classroom to determine which materials must be more contextualized and to provide the learners with language input that can be used outside the classroom. this supports the arguments of alattar (2014) and al-seghayer’s (2014) studies that only the traditional methods of teaching, such as the artificial textbooks, with their emphasis on the direct teaching of artificial language input are not enough. consequently, the need for a cba, as a method of teaching that attempts to enhance students’ writing abilities by providing them with authentic contextualized data, in efl classrooms is met. 4. conclusion the current study sought to investigate the effect of applying a corpus-based approach to academic writing instruction as a method of teaching on learners’ writing performance following a pretest-posttest design. the findings demonstrated that the improvement of lexico-grammatical abilities among students is significant. several implications were induced to improve the quality of language teaching and learning based on the current findings of the study. those implications are related to teachers, learners, and material designers. the study findings have revealed some insights for language teachers regarding the application of the corpus-based approach to writing instruction. teachers should be trained on how to use corpus data and prepare corpusbased materials. the inclusion of authentic and rich corpus-based materials can lead to several advantages for teachers. they will be able to teach the skills of academic writing through real-life examples and enable students to be engaged in exploring different linguistic patterns and usages. teachers can prepare corpus-based activities and tasks by taking corpus data from concordance lines using (coca) and establish different objectives for those activities to tackle students’ linguistic difficulties. moreover, the current study provided evidence for curriculum designers and material developers doubting the potential of cba. designers and developers may consider using corpus-based data as a source for preparing classroom textbooks and materials with several implications. including authentic and real life-examples can help learners to use what they have learned outside the classroom. curriculum designers and material developers are encouraged to provide both teachers and learners with supplementary materials on how to use corpus tools effectively. references al-seghayer, k. 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(2013). mixed method research: instruments, validity, reliability and reporting findings. theory & practice in language studies, 3(2). microsoft word 19. jasl-jun'21. keumala 165-182.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 165 165 speech delays: some possible factors (a research on 3-6 years old children) meta keumala1 zahratul idami2 english education department, universitas syiah kuala, banda aceh, indonesia1 english education department, tarbiyah and teacher training faculty, state institute and islamic studies (iain) langsa, indonesia2 abstract this qualitative research was to describe the language development of children who was indicating speech delay and to find out what factors make these children delay in speech. the data were got from a depth-observation of three children indicate speech delay; 4 and 6 years old children of the first researchers, and a3 year-old-child of the researchers' friends. the observation was done since the children were indicating speech delay until november 2019. besides, an open-ended interview was also administered with the mother of the youngest subject. the data were analyzed by using the normal pattern of children’s speech development by blum and baron (1997) and the main possible factors of speech delay as presented by shetty (2012). this research found that the subjects experienced speech delay at the ages of 1 year. however, the development of speaking started to increase at the age of 3. some factors that caused the condition to the subjects were maturation delay, developmental expressive aphasia, bilingualism, and social deprivation. keywords: children’s speech development, factors of speech delays, speech delay, 3-6 years old children journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 166 1. introduction language generally functions to express desires both in verbal and non-verbal forms and is used to socialize with the community. as usman (2015) mentions five functions of language, namely language as a means of expressing desires, as a means of expressing emotions, as a tool for obtaining information, as a tool for social interaction, and as a means of personal identification. understanding the function of language is a form of feeling in every human being expressed through the expression of desires, and emotions, which in essence language is a tool to be able to communicate and socialize with the environment. these also happen to children who need to acquire the language at their early ages in order to help them to convey their thought. there are three views expressed in the theory of language development in children. first, the nativism theory which argues that language is complex and complex, so it cannot be learned in a short time through the "imitation" method. so, there are several important aspects regarding language systems that already exist in humans naturally. this theory is represented by chomsky (1965) that children are born with the language acquisition device (lad). this tool is a biological gift from god as a physiological part of the brain specifically for language processing and has no connection with other cognitive functions. second, the theory of behaviorism emphasizes the process of language acquisition which is controlled from the outside of the child's self, namely stimulation from the environment around the child. the view of behaviorism emphasizes verbal behavior. this view of behaviorism is represented by skinner (1974) saying that the rules of language are verbal behaviors that allow someone to answer or say something. so this theory of behaviorism reinforces that children's language skills are due to stimuli from the environment that can strengthen the child's language abilities so that children's language development is an advancement of verbal disclosure that supports the actual ability to communicate through related response-stimulus and impersonation process. third, the theory of cognitivism represented by piaget (1954) states that language is not a normal aspect, but because of the skill that comes from the cognitive maturation of the infant. piaget said that language development in children is not something from nature and is also not derived from something learned from their environment, but the language structure arises as a result of continuous interaction between the child's cognitive function level with his linguistic environment. however, many cases are found that not all children born with language development similar to the normal pattern of language development. it is found that delayed speech is one of the most common causes of developmental disorders in children. the causes of speech and language disorders are very broad and numerous, there are several risks to watch out for to make this disorder easier. as a parent or teacher, one must be attentive in order to provide a solution to the root of the child's language development issues as quickly as possible (zulela et al, 2017). this research is to describe qualitatively the language development of children and to find out what factors make these children delay in speech. it is motivated by one of the writer's in-depth observations on her two children and one child of her friend's initial mr. the writer herself is a mother who spends 16 hours at home for 5 days a week and 24 hours full for 2 days a week. for the rest, she spends time outside the house to teach and other activities. while mr is a mother who works as an online shop owner and also a freelancer teacher. this study establishes the writer's child and her friend’s as the subject of the study because there is a clear fact of the development of the child with the problem of speech delay. therefore, this research problem formulation is (1) how is the development of the children's language? and (2) what factors are causing the children to delay in speech? in addition, speech delay is a common problem that can affect 3 to 10 percent of children. according to leung and kao (2005), this disorder is three to four times more frequent in boys journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 167 than girls. speech and language delays in preschoolers have shown various levels, from 0% to 100%, with most between 40% to 60% (nelson et al, 2006). the prevalence of delays in language development in indonesia has not been extensively studied. 1125 the number of pediatric patient visits there were 10.13% of children diagnosed with speech and language delays (data in the rscm medical rehabilitation department in 2006). wahjuni's research (as cited in judarwanto, 2009) in 1998 in one of the villages in central jakarta found a prevalence of language delays of 9.3% of 214 children under the age of three. 2. method the approach taken in this research was a qualitative descriptive approach and the research method was a case study. the data in this study were obtained through one of the researchers' observations of her children and interviews with mr regarding the information on children's language development since the child was born until november 2019. thus, data collection techniques in this study were done through observation and an open-ended interview. 2.1 participants the researchers provided short data about the research subjects which include three children under 7 seven years old. the oldest one was “wb” born in 2013, the second was “kh” born in 2015, and the third was “f” who was born in 2016. the subjects in this research were outlined in the following table. table 1 research subjects background no. initials age parents’ initials parents’age parents’ professions mother father mother father mother father 1 wb 6yo mk bi 30 38 teacher lecturer 2 kh 4yo 3 f 3yo mr mz 30 30 lecturer trader 2.2 data analysis the data about the children’s language development were analyzed by using the normal pattern of children’s speech development by blum and baron (1997) as follows. table 2 speech development of the children normal pattern of speech development (blum & baron, 1997) research subjects wb kh f age achievement yes/no yes/no yes/no 1 to 6 mo coos in response to voice yes yes yes 6 to 9 mo babbling yes yes yes 10 to 11 mo imitation of sounds; says “mama/dada without meaning yes yes yes 12 mo says ‘mama/dada ‘with meaning , often imitates two and three syllable words not exactly as the pattern. the kid didn’t produce specific amount of vocabulary. he expressed only some unclear words that might be understood only by not exactly as the pattern. howev er, the kid can be very expressi ve when facing 13 to 15 mo vocabulary of four to seven words in addition to jargon, <20% of speech is understood by strangers 16 to 18 mo vocabulary of ten words, some echolalia and extensive jargon; 20% to 25% speech understood by strangers 19–21 mo vocabulary of 20 words, 50% speech understood by strangers 22 to 24 mo vocabulary >50 words, two word phrases, dropping journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 168 the next variable regarding factors causing speech delay is described based on several main possible factors as explained by shetty (2012) as follows. table 3 causes of speech delays no. causes explanation 1. mental retardation mental retardation is the most common cause of speech delay, accounting for more than 50% of cases. a mentally retarded child demonstrates global language delay and also has delayed auditory comprehension and delayed use of gestures. in general, the more severe the mental retardation, the slower the acquisition of communicative speech. 2. hearing loss intact hearing in the first few years of life is vital to language and speech development. hearing loss at an early stage of development may lead to profound speech delay. hearing loss may be conductive or sensorineural conductive loss is commonly caused by otits media with effusion, malformations of the middle ear structures and atresia of the external auditory canal. 3. maturation delay maturation delay (developmental language delay) accounts for a considerable percentage of late talkers. in this condition, a delay occurs in the maturation of the central neurologic process required to produce speech. the condition is more common in boys, and a family history of “late bloomers” is often present. the prognosis for these children is extremely good and they usually have normal speech development by the age of school entry. 4. expressive language disorder children with an expressive language disorder (developmental expressive aphasia) fail to develop the use of speech at the usual age. these children have normal intelligence, normal hearing, good emotional relationships, and normal articulation skills. the primary deficit appears to be a brain dysfunction that results in an inability to translate ideas into speech. a child with expressive language disorder needs active intervention to develop normal speech as it is not self correcting. they are also at a risk for language learning disabilities (dyslexia). 5. bilingualism a bilingual home environment may cause a temporary delay in the onset of both languages. the bilingual child’s comprehension of the two languages is normal for a child of the same age; however, and the child usually becomes proficient in both the languages before the age of 5 years. 6. psychosocial deprivation physical deprivation (e.g., poverty, poor housing, and malnutrition) and social deprivation (e.g., inadequate linguistic stimulation, parental absenteeism, emotional stress, and child neglect) have an adverse effect on speech development. abused children who live with their families do not seem to have a speech delay unless they are subjected to neglect. 7. autism autism is a neurologically based developmental disorder, onset before the age of 36 months. autism is characterized by delayed and deviant language development, failure to develop the ability to relate to others and ritualistic and compulsive behaviors, including the stereotyped repetitive motor activity. a variety of speech out of jargon, 60-70% of speech is understood by the strangers their caregivers and mother. somethi ng interesti ng for him. 2-2.5 yo vocabulary of 400 words, including names, two-three word phrases, use of pronouns, diminishing echolalia, 75% of speech understood by strangers 2.5-3 yo use of plurals and past tense, knows age and sex; counts three objects correctly, three to five words per sentence, 80-90% of speech understood by strangers 3 to 4 yo three to six words per sentence; asks questions, converses, relates experiences, tells stories, almost all speech understood by strangers 4 to 5 yo six to eight words per sentence, names four colors, counts ten pennies correctly yes. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 169 disorders have also been described, such as echolalia and pronoun reversal. the speech of some autistic children has an atonic, wooden, or a sing song quality. autistic children in general, fail to make eye contact, smile socially, and respond to being hugged or use gestures to communicate. 8. elective mustism elective mutism is a condition in which children do not speak because they do not want to. typically, children with elective mutism will speak when they are on theirown, with friends and sometimes with their parents, but they do not speak in school, public situations or with strangers. it is seen more commonly in girls than in boys.the basis of mutism is usually family psychopathology. the children are negativistic, shy, timid, and withdrawn. the disorder can persist for months or years. 9. receptive aphasia a deficit in the comprehension of spoken language is the primary problem of receptive aphasia. the speech of these children is not only delayed but also sparse, agrammatic, and indistinct in articulation. most children with receptive aphasia develop a speech of their own, understood only by those who are familiar with them. 10. cerebral palsy delay in speech is common in children with cerebral palsy. speech delay occurs most often in those with an athetoid type of cerebral palsy. the speech delay may be due to hearing loss, spasticity of the muscles of the tongue, coexisting mental retardation or a defect in the cerebral cortex. 3. results and discussion the following section describes the results of the interview of the writer to the mother of f and the writer's observation of the two children of hers. 3.1 speech development on children with speech delay in this section, the author wants to investigate the speech development of research subjects referring to the normal pattern of speech development described by blum & baron (1997). table 2 displays the speech development of children with speech delays. the research subjects are coded from the oldest, “wb”, “kh”, then “f”. the check-list is limited until the age of 5 years old. the table shows that the children’s speech development was different from the normal pattern since the child 12 months old. they actually developed their language ability but not as they should be. the writer’s children at first developed as the other normal babies but when they were 11 months old they tended to be lazy to express their feelings in words even though parents had tried to stimulate them to speak. wb was still babbling until he was almost 2 years old even though he was expressive but not in words. he understood the instructions well since he was 1.5 years old. however, the development as stated by blum & baron (1997) seemed to fast develop at the same time when he was 4 to 6 years old. he drastically improved his language ability. the same as her older brother, kh also skipped some phases in her age. she used to point to things she wanted since she was 1 year old until she was 3.5 years old. she did not even understand the instructions given to her until she reached 4 years old. she also skipped all the stages where she was able to make sentences until she was 4 years old. even though in this year, her speech was only being understood by some people (not all strangers) but she was able to make sentences. the last and the youngest subject of the research is f, 3 years old who also has speech stages that are not the same as the normal pattern of speech development in children. according to the author’s interview with his mother, at the age of 2 years, f was able to say goodbye, imitate animal sounds, sing with good rhythm even though with no lyrics. he also responded positively when a story was told. currently, f is still in the process of intensive therapy to improve and stimulate his speaking abilities. moreover, the writers revealed her children as facing speech delay because she discovered that her children clearly skipped the stages of a normal pattern of speech journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 170 development in children. she learned from some books and browsed the internet to uphold the issue that her children experience speech delay. she and her husband did not give the children specific medical check-ups as they knew that their children did not have serious or chronic illnesses. they were sure that their children could be stimulated by themselves and the help of the grandmother. according to lei (2018), children grow at their own rate, then there is no. need to be concerned if they take a slightly different path. some kids will rush through milestones, and others will take longer. in addition, according to moreno (2015), simple speech delays are often temporary. they can leave on their own or with assistance.families can encourage their children to talk using gestures or sounds and spend extra time playing, reading, and talking with their children. however, in some cases, a child may need more help from someone outside the family, such as a speech and language therapist. moreno (2015) says “these trained professionals can help work with children to develop or improve their speech patterns.” he also states your baby begins to communicate with you long before he or shecan talk by crying, smiling, or responding to you. 170 tis never too earlyto talk with your baby, sing to your baby, and read to your baby. thebestway for babies to learn to communicate is by faceto-face communicationwith others. moreover, according to indriati (2011), since it is linked to brain activity, motoric movements of the mouth, tongue, and esophagus, breathing, vocal cords, and muscle tone, a diagnosis of delayed speech and language is difficult to make. besides, in the growth and development of children’s language, there are 2 kinds of languages, namely (1) receptive language which is an acceptable language for children is characterized by being able to answer questions correctly. but if you want to know the existence of receptive language disorder is that the vocabulary of children is not much and the child has difficulty in answering every question posed to him. (2) expressive language is the language that children express, in which they express their wishes or opinions, ask questions or answer questions. difficulty in expressing language causes frustration and children will try to communicate by pointing with their fingers, or by touching can be subtle or usually by slightly hitting the person being spoken to. therefore children with expressive language skills usually look like the child is naughty or hyperactive, whereas, in reality, expressive language style is the child’s inability to express his intentions so that using his physical abilities to talk to people or friends around him. 3.2 identification of some possible factors causing speech delay this part describes some possible factors that may cause speech delay on children. to begin with, the writers explain the interview data based on some factors as stated by shetty (2012). based on table 3, the subjects of the research did not have mental retardation, hearing loss, autism, nor cerebral palsy. however, there were other possibilities that might be faced by the children as explained in the following. table 4 causes of speech delays no. causes of speech delay wb kh f 1. mental retardation no no no 2. hearing loss no no no 3. maturation delay yes no maybe 4. expressive language disorder maybe no maybe 5. bilingualism no no maybe 6. psychosocial deprivation no maybe maybe 7. autism no no no 8. elective mutism yes yes yes journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 171 9. receptive aphasia yes yes yes 10. cerebral palsy no no no first of all, wb was indicated having maturation delay because based on the specific observation of wb during the growth of his prognosis was fine and it proved that he started to have normal speech development by the age of school (5 to 6 years old). in line with this, as stated by shetty (2012), a large number of late talkers have a maturational language delay (developmental language delay). the maturation of the central neurologic process necessary for speech production is delayed in this disorder. the condition is more common in boys, and a family history of “late bloomers” is often present. such condition may lead to an argument that f probably is facing the maturation delay. secondly, the three subjects of the research tend to have expressive language disorder in his growth and development processes. it can be seen from table 2 that children with an expressive language disorder (developmental expressive aphasia) they have normal intelligence, normal hearing, good emotional relationships, and normal articulation skills. the primary deficit appears to be a brain dysfunction that results in an inability to translate ideas into speech. a child with expressive language disorder needs active intervention to develop normal speech as it is not self-correcting. on the contrary to the idea in table 2, wb proved that he was able to learn well since he was 5 years old. he could not be considered as having learning disabilities (dyslexia). f himself, was still under intensive therapy and his mother optimistically saw his positive progress while kh seemed to show positive progress in memorizing the lessons. thirdly, bilingualism may be the main factor of speech delay for f for his mother said that since he was a baby he watched english youtube channels. the pediatrician said that such activity led f to have problems in expressing the language. according to shetty (2012), the onset of both languages can be delayed temporarily in a bilingual home setting. in wb and f, the parents did not give access to foreign language, it was only indonesian language used in the home until they reach 3 years old. fourthly, kh and f probably were having social deprivation (e.g., inadequate linguistic stimulation, parental absenteeism, emotional stress, and child neglect) harm speech development. it is said so because kh herself having a busy parent with grandmother as the caregiver who was also insufficiently having time to stimulate her to acquire the first language. wb and kh’s parents have tried to stimulate their kids to acquire the first language even though they are optimistic that the kids were just normal. the same case happened to f where his parents had an online shop where they controlled and handled everything by themselves. f was busy with only his toys and screens. however, luckily, his parents realized the situation fast, so he got treatment from the therapist. next, the three children seemed to have elective mutism. the writers found that her children spoke or expressed their feeling whenever they wanted to and were very selective to whom they talked to. this happened since her children were 6 months old until 2,5 years old. the same case also found in f where the writers had interacted with him since he was a baby. the writers found that f has the same character with her children. according to shetty (2012), elective mutism is a condition in which children do not speak because they do not want to. in addition, the basis of mutism is usually family psychopathology. the children are negativistic, shy, timid, and withdrawn. the disorder can persist for months or years. lastly, the three children may possibly have receptive aphasia. according to shetty (2012) receptive aphasia is a disorder in which deficits in language formation are a significant issue. this condition is caused by production problems and speech delays. according to denckla (1982), nonverbal sound stimuli evoke natural responses in children with receptive journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 172 aphasia. their parents sometimes referred to their children as "not listening" rather than "not hearing." this child's speech was not only late, but also inconsistent in form and articulation. in addition to this, moreno (2015) states that when a child is behind in a number of ways, this could indicate a speech or language delays. a related concern is that children can exhibit behavior issues, such as temper tantrums, as a result of their frustration at not being able to communicate what they need or want. if a child's pediatrician suspects a speech or language delay during a routine checkup, the pediatrician can ask additional questions, request a hearing test, or refer your child for further evaluation. the earlier the disorder was detected, the better the recovery of the disorder. the sooner the cause of speech and language disorders were known, the faster the stimulation and intervention could be carried out on the child. early detection of speech and language disorders must be carried out by all individuals involved in the handling of children including parents, families, obstetricians who care since pregnancy, care givers and pediatricians. 4. conclusion it can be concluded that the three research subjects experienced delays in speaking since they entered the age of 1 year. however, the fact is that when they enter the age of 3, the development starts to increase. two (2) of the subjects who had passed the age of 4 years showed that they were able to catch up on the intelligence side. delays in talking to children can be a phase that is disconnected by them although it is undeniable that parents, teachers and the closest people of children must act seriously when they realize that children do not experience the phase that should be experienced in their growth and development process. this research is very interesting to be continued in more detail with a bigger number of subjects. it seems to be essential to increase parental awareness about the importance of carefully known the normal pattern of children speech development and the factors that can cause delays in talking to children. references alghazali, a. (2019). investigating features of disfluent speech by efl learners at taiz university. journal of applied studies in language, 3(2), 115-126. doi:10.31940/jasl.v3i2.1377 artmenko, s. (2018). bayi bicara. retrieved from: https://id.theasianparent.com/bayi-bicara accessed in december 2019 blum nj, baron ma. (1997). speech and language disorders. in: schwartz mw, editor. pediatric primary care; a problem oriented approach. st. louis: mosby. chomsky, n. (1965). aspects of the theory of syntax. cambridge, ma: mit press. judarwanto, w. (2009). epidemiologi: gangguan bicara pada anak. retrieved from http://speechclinic.wordpress.com/2009/06/28/epidemiologi-gangguan-bicara-padaanak/ on december 2019. ____________. (2009). keterlambatan bicara berbahaya atau tidak berbahaya. retrieved from: www.keterlambatanbicara.blogspot.com. lai. (2018). developmental milestones. retrieved from: https://www.chop.edu/primary care/developmental-milestones on december 2019. leung ak, kao cp. (2005). evaluation and management of the child with speech delay. american family physician. retrievedfrom: https://www.aafp.org/afp/990600ap/3121.html on december 2019. moreno, a. m. (2014). speech and language delays in young chilldren. jama pediatr. 2015;169(8):796. doi:10.1001/jamapediatrics.2014.2146 nelson, d.h., nygren, p., walker, m., panoscha, r. (2006). screening for speech and language delay in preschool children. u.s. department of health and human services, agency for healthcare research and quality. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 165—173 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 173 nguyen, dt. (2020). life stories of caregivers looking after a child with autism in vietnam. journal of applied studies in language, 4(2), 177-194. doi:10.31940/jasl.v4i2.2047. piaget, j. (1954). the construction of reality in the child. new york: basic books. shetty, p. (2012). speech and language delay in children: a review and the role of pediatric dentist. journal of indian society of pedodontics and preventive dentistry. doi: 10.4103/0970 4388.99979. sitepu, yb. (2018). phonological awareness and quick naming of developmental dyslexia in sekolah dasar inklusif pantara, jakarta. journal of applied studies in language, 2(1), 76-87. skinner, b.f. (1974). about behaviorism. new york: knopf. usman, m. (2015). perkembangan bahasa dalam bermain dan permainan. yogyakarta: deepublish (cv. budi utama). zulela, m., siregar, y.e.y., rachmadtullah, r., & warhdani, p.a. (2017). keterampilan menulis narasi melalui pendekatan konstruktivisme di sekolah dasar. jurnal pendidikan dasar, 8(2). microsoft word jasl-17 (1).merawati.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 1—6 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 1 learners’ models enhance the development of learners’ reading and thinking strategies joyce merawati politeknik negeri bandung email: joyce.merawati@polban.ac.id abstract – this study was conducted to find the efficient way to teach academic reading skills to non-english department students at tertiary education. based on the previous study, it was found that the students found difficulty in reading academic texts because of their limited vocabulary. reading experts state that “good readers are good guessers” (nation, 2002). further, he claims that the strategies of guessing meaning from context is important strategy in reading. considering these statements, this study investigated reading class by teaching the strategies of guessing meaning from context. since this study was conducted to solve the students’ perceived problem when reading academic texts, it applied three-cycle qualitative inductive action research together with the students. these three cycles were: cycle 1, the lecturer provided individual model of strategies, namely identifying parts of speech, finding clues from contexts, and identifying word parts; cycle 2, the lecturer showed various models and gave practices; and cycle 3, some selected students demonstrated their models to the class. throughout this study, the students were encouraged to write journals explaining the strategies applied when they were guessing the meanings of words. the data was analyzed from the students’ journals collected at the end of each cycle. the results indicated that the students’ models were more efficient than the lecturer’s. learning and showing the strategies of guessing words from context encouraged the students to develop their deep thinking strategies when reading academic texts. the focus of this paper is on the treatments to introduce the word guessing strategies to the students in brief. keywords: reading strategies, guessing meaning from context, teaching strategies journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 1—6 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 2 1. introduction english was a compulsory subject at tertiary education. usually, the non-english department students had to learn english at least one semester. the 2016 curriculum run at politeknik negeri bandung is still encouraged the non-english department students to learn english at least two semesters. english lecturers at these departments were often challenged by their students who usually did not have high motivation to learn english because the students usually learned english to improve their speaking skills. however, one of the institutional objectives was to develop students’ academic reading skills. therefore, english lecturers are advised to bridge these mismatched expectations. when teaching a language, teachers are advised to think of when and how a language is acquired and learned. some researchers (krashen and terrell, 2000) and (nunan, 1994) distinguish between “acquiring” and “learning”. “acquiring” is a subconscious process when the learners are picking up the language through rich exposure; while ‘learning’ is a conscious process when the learners are consciously picking and carrying out practices. the language learnt does not ‘turn into’ acquisition unless the input is comprehensible and practiced in a meaningful context (krashen and terrell, 2000) as cited in nunan (1994) and brown (1994). learning will only take place when the matter to be learnt is meaningful to the learners (hutchinson and waters (1989). this will only take place when the matter to be learnt is interesting to the learners (hutchinson and waters (1989). language teachers need to provide acquisition rich activities, meaningful contexts, and provide meaningful repetition through listening and reading before speaking and writing (hadaway, vardell and young, 2002). the challenge arises when the language learners do not live in the english speaking environment or they live at a distance from the target language community, such as learning english in indonesia. however distant they are, language learners have similar learning process and purpose as those who learn the target language as their first language, namely for communicating ideas orally and in written. since learning english in indonesia only has limited time, the focus of teaching and learning english at tertiary education is mostly focused on improving academic reading skills. this is to prepare the students to enrich their majoring subjects by means of reading from various academic texts. therefore, this study was focused and conducted in a reading class at a civil engineering department at politeknik negeri bandung. the purpose of this study was to discover the efficient way to improve students’ academic reading skills but at the same time to cater for the students’ interests. this study was conducted based on these claims: “good readers are good guessers” (nation, 2002). further, readers are constructing and guessing the meanings, and they read with a certain purpose (nuttall, 1989). when guessing meanings, they apply all their prior language knowledge such as their large vocabularies, phonemic awareness, knowledge about text features, and a variety of strategies (paris, wasik and turner, 1991) and knowledge about the world. in addition, nation (2002) claims that the skills of guessing meaning from context are important skills in reading. therefore, this study attempted to develop students’ reading strategies by means of developing the strategies to guess the meaning of new words encountered journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 1—6 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 3 from context (gmfc). this was to cater for the students’ perceived problems, the limited vocabulary, and to improve the students’ reading skills. 2. method this study was carried out to solve the students’ perceived problems, namely limited vocabulary. it applied three-cycle qualitative inductive action research conducted together with the students as the stakeholders. the main characteristic of action research is the spiral activity consisting of planning, acting, observing, and reflecting (stringer, 1996) as cited in merawati (2003). the data were collected from students’ journals at the end of each cycle. these journals contained the strategies applied when they were guessing the meanings of new words appeared in the provided texts. 3. results and discussion this part explains the treatments, results, and discussion of the study briefly. the treatments were planned and conducted based on the results of students’ open questionnaires and discussion with the students conducted at the previous studies (merawati, 2010). they were conducted to solve the students’ perceived problems i.e. limited vocabulary; and the results were derived from the data, in the form of students’ journals collected at the evaluation stages at the end of each cycle. the study had three cycles of treatments. the treatments of cycle 1 consisted of five individual models run within four weeks. the first model was focusing on identifying the part of speech of words of a text. the students were encouraged to find the nouns, verbs, adjectives, and adverbs or the contents words by means the word positions in sentences – as subjects, verbs, objects, adjectives, or adverbs (mccomish, 1985). the second model was to find clues of deleted words from the nearest context to larger ones, namely words existed before and after the gaps and ones from other sentences. the third one was to demonstrate and practice mature guessing namely revising, refining and thinking critically. then, the fourth model was to show guessing strategies using diagrams and other typography clues such as punctuations, bold, italic words, etc. finally, the students were introduced the process of predicting the meanings of new words from the parts of the words, such as ‘lighthouse’ from “light + house”, and ‘remodeled’ from ‘re + model + ed’. the materials used to introduce and practice these strategies were taken from various short simple authentic texts. cycle 2 treatments were carried out for seven weeks. they focused on practicing the process of guessing the meanings of unknown words whenever the students met new words in short authentic texts. other strategies were also introduced i.e. activating the students’ prior knowledge, identifying the semantic relation of words especially hyponyms and enlarging the readers’ scope of textual context (nation, 2002). in addition to give a lot of practices, the students were also encouraged to collaborate when guessing some new words in groups. cycle 3 treatments which ran for three weeks were to provide practices and allow the students to demonstrate their gmfc models. at the end of each class, some selected students reported the process of guessing to the class orally. at this cycle, the students had a lot of collaborative oral activities and they attempted to express their journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 1—6 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 4 logical reasons aloud by working in pairs or in small groups and presenting their strategies orally in front of the class (nation, 2002). the reading materials were selected from various children encyclopedia. these materials were modified in such a way that the texts stimulated the students to guess purely unknown words and enlarge their textual scopes. the treatments were evaluated by means of collecting students’ journals at the end of each cycle. the improvements of guessing process were evaluated from students’ abilities to make use of clues by identifying the words’ parts of speech and finding clues from typography, word parts, and locations of the clues, expressing the meanings of unknown words, and monitoring the results of their guesses. the results of the students’ ability to identify the parts of speech of words showed that these students had some language knowledge, namely syntax, and structures (mikulecky, 1990) so that they were able to construct meanings using bottom-up approach (aebersold and field, 1998). the students’ ability to identify the part of speech developed from 54% at the end of cycle 1, to 43% at the end of cycle 2; however, at the end of cycle 3, it was going up to 92%. the students’ abilities to find clues can be from word parts and word clues. their abilities to find word parts developed from 48% at the end of cycle 1, to 12% at the end of cycle 2; however, it improved significantly to 62% by the end of cycle 3. whereas word clues are function words such as ‘or’, ‘for example’, ‘to be’ and other phrases such as ‘called’, ‘in other words’. the students’ abilities to find word clues developed from 11% at the end of cycle 1, and slightly increased to 20% at the end of cycle 2; and finally it reached to 21% by the end of cycle 3. these abilities reflected that when reading, the students or the readers were not focusing on each word but they also looked at the pictures’ notes, signaling words and analyzed words. the locations of context clues show the scope of contexts. this indicates that when reading, students are not focusing on each single word, so that they are able to link ideas and construct meanings from various clues scattered in different places in the texts. this also proved that the students do not read texts linearly but they look the words backwards and forwards and elaborate various tactics. the development of students’ scope of context was started from reading linearly at the end of cycle 1, their scope of contexts was very limited; it was only 1% taken from the paragraph before the new words. however, at the end of cycle 3 their scope of contexts increased to 31% clues taken from the previous paragraphs and 18% of clues taken from the paragraphs after the new words. in other words, the students’ scopes of context were enlarged and they applied more strategies than at cycle 1. the ability to express the meaning of new words indicated the students’ abilities to construct meanings of the new words based on the clues in the texts and other associations built as a result of reading the texts. this process reflected the students’ deep and critical thinking, because they attempted to integrate various aspects of the texts such as the topic of the texts, the ideas of the paragraphs; then, they link and check their guessing their prior knowledge and experiences. the 3 cycles of treatments developed the students’ ability to describe the meaning from 11% at cycle 1 and 2 to 23% at cycle 3. the students were also getting flexible by providing multiple guesses. this flexibility improved from 5% at cycle 1, then 9% at cycle 2, and finally increased to 11% at cycle 3. this indicated that they might need to revise the meanings or ideas later, as it was claimed in (paris, wasik and turner, 1991). the result of analyzing the students’ guessing process from their journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 1—6 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 5 journals indicated that at the end of cycle 1 and 2, none students did monitoring and checking the results of their guesses. after some students provided models in front of the class in cycle 3, the number of students who did this process increased from 0% to 24%. this showed that the students were able to think deeply and moved towards better readers because they applied more strategies when guessing. the results of analyzing the students’ guessing process written in their journals at the end of each cycle indicated that the number and the types of strategies applied by the students were significantly increased. this reflected that the students reading skills improved that good readers construct meanings maturely and always monitor their comprehension; they are always ready to refine and revise and evaluate their ideas in (paris, wasik and turner, 1991). comparing the results of those three cycles, the result indicated that after some selected students, either the good or the limited ones, gave models in front of the class for three weeks, these students’ strategies developed significantly. the models demonstrated the strategies slower and simpler, and they spoke slower and explained the strategies in simple words and sentences. the language used and the strategies demonstrated by the students were at the level of ‘comprehensible input’ (krashen and terrell, 2000) so that those strategies were digestible. learners’ motivation was developed because they were able to practice to speak naturally by expressing what they thought and experienced orally. as a result, the other students were willing and able to imitate and apply more various strategies to guess the meanings of new words from contexts. 4. conclusion when teaching english, lectures had to be able to bridge the mismatched expectations. one of the institutional objectives was to develop students’ reading skills. on the other hand, the students wanted to be able to speak english fluently; and they were reluctant to read because of their limited vocabulary. then, the lecturer developed the students’ reading skills through developing students’ compensation strategies namely guessing meaning from context. to cater for the students’ expectation, the lecturer developed the students reading strategies and skills by integrating the four language skills. the students were encouraged to read and guess the important new words encountered in texts. they had to wrote what they thought by writing the strategies applied in their journals. finally, they had to report and demonstrate their strategies orally in front of the class. comparing the strategies written in the students’ journals collected at the end of each cycle, it was found that the students’ strategies developed significantly after the models were presented by some students. this indicated that the students’ models enhanced the development of reading and thinking strategies. references aebersold, j. a. and field, m. l. (1998). from reader to reading teacher. cambridge: cambridge university press toronto: prentice hall. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 1—6 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 6 brown, h. d. (1994). teaching by principles: an interactive approach to language pedagogy. ny: addison wesley longman. hadaway, n. l., vardell, s.m. and young, t. a. (2002). literature-based instruction with english language learners. boston: allyn & bacon university press. hutchinson, t. and waters, a. (1989). english for specific purposes. new york: cambridge krashen, s.d. and terrell, t.d. (2000). the natural approach: language acquisition in the classroom. england: prentice hall europe. mccomish, j. (1985). grammar for teachers of english as a second language. wellington: victoria university of wellington merawati, m.v. j. (2003). improving reading strategies and skills through guessing meanings from context. bandung: universitas pendidikan indonesia. tesis program master. merawati, m.v. j. (2010). the development of students’ learning autonomy in an english as a foreign language reading class. bandung: universitas pendidikan indonesia. dissertation. mikulecky, b. s. (1990). a short course in teaching reading skills. massachusetts: addison-wesley publishing company press nation, i. s. p. (2002). learning vocabulary in another language. ny: cambridge university press. nunan, d. (1994). collaborative language learning and teaching. ny: cambridge university press. nuttall, c. (1989). teaching reading skills in a foreign language. london: heinemann. paris, s. g., wasik, b. a., and turner, j. c. (1991). ‘the development of strategic readers’, in barr, r. and kamil, m. l. (eds.), handbook of reading research, (609-723). new york: longman . stringer, e. t. (1996). action research. london: sage publications. microsoft word 21. jasl-jun'21. semadi 197-213.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 197 197 improving the critical thinking skill through discussion method empowerment by using public controversy text in teaching reading yoga putra semadi universitas bali dwipa email: yogasemadi5@gmail.com abstract this study aims at (1) to find out whether the empowerment of discussion method with public controversy text can improve critical thinking skill in teaching reading and (2) to find out the steps of the empowerment of discussion method with public controversy text to improve critical thinking skill in teaching reading of class x students of sma ss. this research is classroom action-based research. the subjects in this study were students of class x.1, while the object of this study was the ability to think critically. data collection methods used were observation and test methods. before the two cycles were carried out, first the initial test activities were carried out. this pretest activity aims to determine the initial value of critical thinking skills in reading. the results showed that the empowerment of the discussion method with the use of public controversy texts could improve critical thinking skills in reading learning of students in class x.1. learning is carried out through steps, namely 17 effective learning steps so that they can achieve the learning objectives. keywords: discussion method, public controversy text, critical thinking journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 198 1. introduction in teaching indonesian, there are 4 (four) aspects of language skill, namely listening, speaking, reading, and writing. these four aspects have a close relationship with one another. they are an inter-related unity. as important as other aspects, reading is important to be mastered. sudiana (2008:2) uttered that reading is the widest world window to master knowledge. from this utterance, there is a term that says ‘reading is the window of the world’. according to soedarso (2005), reading is a complex activity that exerts a large number of fragmentary actions, including the use of understanding or comprehension, imagination, observation, and memory. concerning reading ability, the important thing is that reading is a complex linguistic skill. reading is not merely an act of observing written symbols. in reading, there are many skills used by a reader to comprehend the reading. a reader tries to make the symbols to be fully meaningful for him. furthermore, nurhadi (2005) defined reading as a complex and complicated process. complex means the reading process involves internal factor, i.e., the factors come from the reader such as intelligence, interest, attitude, gift, motivation, and purpose; and external factor, i.e., the factors come from outside of the reader, such as facility of reading, environment, text, and the socio-economic background of the reader. reading activity has a strategic value in reaching intelligence. reading could expand the horizons, insights, and linguistic knowledge. therefore, a student is demanded to master a reading skill well. to master the skill, the student should be trained properly as well. besides training the student, the availability of supporting the reading activity could be used as a tool to interact, to get information, and surely to train students critical thinking with the reading. based on the observation at class x of sma ss, it was found that students’ critical thinking skill in reading is under the standard. in the teaching-learning process, the teacher provided the students with reading text and let them read, and then asking the students to answer some questions without any clarification about some issues that are not comprehended by the students. the teacher did not give sufficient time for the students to deeply and intensively comprehend the reading. whereas more comprehending the reading, the students will more memorize the information of the text. therefore, this problem should be handled with a certain method which can make the students more interested, comfortable, and surely understand the reading. to improve students’ critical thinking skills, the researcher decided to use the discussion method by empowering public controversy text as the students’ reading. a controversial reading could trigger and stimulate students’ critical thinking so they would explore their knowledge and experience to comment on the issue of the reading. the benefit of controversial text is that the issue is interesting and up to date in the public so the students at least know or have early schemata upon the topic of the reading. the empowerment of controversial text in a printed mass media is appropriate for the needs of students because the topic could trigger students' critical thinking in finding some facts within the reading. frieda (2007) stated that critical thinking is a systematic way form someone thinking which is considered as a comprehensive discipline attitude based on an intellectual standard in which the result is supported a careful reason. supported by a discussion with their partners, surely the students will provide a high contribution upon the students reading after interacting with the reading text. considering the research background, this study aimed at (1) to find out whether the empowerment of discussion method with public controversy text can improve critical thinking skill in teaching reading of class x students of sma ss, and (2) to find out the steps of the empowerment of discussion method with public controversy text to improve critical thinking skill in teaching reading of class x students of sma ss. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 199 2. method this study is a classroom action-based research that involved collaboration between the researcher and teacher. classroom action-based research is a collaborative study among the researcher, teacher, principal as well as school supervisor to improve the teaching-learning process at the class (sukidin, et al in ardiani, 2007). it is in line with wendra (2007) who defined classroom action-based research as a study that is conducted at a class through a certain action to solve the problem faced by the researcher within the learning process. the subjects of this study were all of class x.1 students of sma ss. meanwhile, the object of this study was the students’ critical thinking skills in teaching reading of class x.1 sma ss. it is in line with wendra (2009) who defined the research object as the thing being studied in the research. the procedure of classroom action-based research included four steps, namely planning, action, observation, and reflection. planning is a process of planning the action to improve, fix or change behavior and attitude as the solution (suyanto, 1997). the steps of this study are as follows. (1) conducting early initiation to the school in which this study is conducted; (2) conducting early observation upon the indonesian teaching on the reading material; (3) explaining the method that will be used by the teacher; (4) developing a teaching scenario. this scenario is developed to ease the teaching-learning process in the class; (5) preparing the learning source; (6) preparing the research instrument. action means a plan of action that will be conducted to improve, fix or change behavior and attitude as the solution (suyanto,1997). the class action was in form of a planned-teaching learning activity. before conducting the action, the researcher made an early introduction to the research subjects. it was intended to get more objective data. it was done because there was a possibility that the students would not concentrate on the teaching process when there was a stranger (someone that they did not know) around them. the action was conducted based on the teaching scenario that had been planned before. observation is a way to collect data through observation so the strength and weaknesses of the previous action can be collected. the observation was conducted during the process of teaching to find out the cycle was conducted based on the plan. during the teaching process, the observation was directed to the teaching process and activity of students’ reading. the observation was needed to know the weaknesses of the previous action so it could be used as guidance to improve the following actions. this observation was conducted by the executor of the action as well as the teacher of indonesian by writing all of the activities during the action. all of the actions were written on the guidance that had been prepared before. according to wand and bown (in nurkancana & sunartana, 1990) evaluation is an action or process in determining the value of something. the evaluation was conducted after conducting the action and declared finished. sudijono (2008) stated that educational evaluation can be defined as an action or activity (which is implemented with a view to) or a process – (which takes place to) determine the value of anything in education, i.e., anything related to, or happens in the education field. so, the evaluation was conducted to know the level of students’ success in achieving the determined purpose. after the steps of planning, action, and observation, the following step was reflection. all of the previous steps were reflected to know the level of achievement. the reflection was conducted at the end of every cycle. this step was intended to review the entire actions that had been done based on the collected data and then there was an evaluation to improve the following action (arikunto et al, 2008). in this reflection, there was only an evaluation upon the previous action and the implication upon the subjects was the effect of the action. the result of this reflection was done to determine the following action. to answer this question, the researcher used two data collecting techniques, namely observation method to know the activity of the teacher and students, and written test method to journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 200 know the level of students’ critical thinking in reading public controversy text. it means that to manage the data, there should be a technique to analyze it. in this study, the researcher analyzed the data by using quantitative and qualitative descriptive data analysis. quantitative data analysis is a data display by using numbers or based on statistic data, while qualitative descriptive data analysis is a technique of data display that uses a benchmark. this qualitative descriptive data analysis used simple descriptions both using data number or percentage. the data of students’ critical thinking skills in reading and the data of students’ responses were analyzed by using quantitative and qualitative descriptive data analysis techniques. the data analysis result was displayed by using words, so a conclusion could be drawn. there were criteria of success used as guidance in taking decisions. the success criteria of students’ learning were determined from the minimum score achievement of 75%. in this study, students learning achievement under 75% in cycle 1 should be improved in cycle 2 by reconsidering the data analysis, technique of collecting data, and the method that had been used. improvement was constantly conducted until the required condition was achieved. in this case, there were only 2 cycles. 3. results and discussion considering the result of students’ reading test through the empowerment of discussion method by using public controversy text in cycle 1, it seemed that the study had been successful. it is because many students did not achieve the minimum passing grade that was 73. considering the classical mastery percentage, this study was considered successful if 75% of the students achieved a score ≥ 73. meanwhile, in cycle 1, there were only 9 students, or 45% of students who had passed the passing score or achieve a score ≥ 73. however, the empowerment of the discussion method by using public controversy text had improved the students' critical thinking skills in the teaching reading. it could be seen from the pre-test in which the classical mastery percentage was only 17% and in cycle 1, the classical mastery percentage reached 45%. it means that the critical thinking skill of the students in teaching reading has improved 28%. the mean score of the students also improved. the students’ mean score in the pre-test was 64,4. meanwhile, in cycle 1, the students' mean score in teaching reading through the empowerment of discussion method by using public controversy text was 72,8. it means that there was an improvement of 8,4. although there was an improvement, yet this study could not be considered as successful since the classical mastery did not reach 75%. the data in cycle 2 showed that the action in cycle 2 was successful in improving students’ critical thinking skills of class x.1 in teaching reading. it could be seen from the comparison of students’ critical thinking skills in cycle 1 and cycle 2. the score in cycle 1 was 72,8 while the score in cycle 2 was 86,9. it means that there was an improvement of 14,1. the improvement was only found in the students' mean scores but also the students’ classical mastery. students’ classical mastery in cycle 1 was 45% and it significantly improved in cycle 2 which reached 100%. it means that there was a significant improvement of 55%. classically, the teaching was considered successful if 75% of the total students inthe class got a minimum 73, so the action could be stopped. in other words, if 75% of the students inthe class got 73 so the study was considered successful. based on the success criteria, and considering the students’ classical mastery, 75% of students had reached a score ≥ 73. in this study, especially in cycle 2, the students’ classical mastery had shown 100%. it means that all of the students could reach the minimum passing grade, which was 73. in other words, all of the students passed the minimum passing grade. as mentioned previously, one of the correlated studies was a study entitled “the implementation of learning community with media of controversy problem to improve oral argument skill at class x.1 students of sma negeri 1 sawan.”this study which was conducted by upriani has a similarity with this present study, i.e., controversy media. the other journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 201 similarity is that both of them involved discussion process, both in the learning community and discussion method. the difference is that the study of upriani involved the variable of teaching speaking while this study involved the variable of teaching reading. the finding of upriani’s study found that in cycle 1, the score was 68,9, and it improved in cycle 2 to be 77,77. the implementation of a learning community with controversial problem media could improve students’ oral argument skills. nurjaya et al (in upriani, 2010) stated that the implementation of controversy could interact students’ attention in learning so the students’ boredom would be gone. the attraction of using critical thinking skills by the student will improve students’ knowledge and experience so they will be able to argue logically. by discussing the problem solving of controversy issue, the students’ emotion will be involved as well. the benefits of the controversy case as follows: 1. it could attract students’ attention to the teaching 2. it could raise students’ emotions and passion to give an opinion. considering the idea of nurjaya concerning the benefit of controversy media which is implemented in teaching speaking, the researcher also implemented controversy text media in teaching reading. the result was not too different when the media was implemented in teaching reading. based on the data analysis, this study found that there was an improvement of the students' critical thinking skills in teaching reading through the empowerment of discussion method by using public controversy text at class x.1 of sma ss. students’ critical thinking skill in cycle 1 and cycle 2 was qualified as good. there are some crucial findings related to empowerment of discussion method by using public controversy text at class x.1 of sma ss. these findings were (1) the empowerment of discussion method by using public controversy text at class x.1 of sma ss could improve students critical thinking skill, (2) providing public controversy text with discussion method facilitated students to interact with the reading and made the targeted results satisfactory, (3) giving guidance and reward by the teacher could make the students better. the empowerment of the discussion method by using public controversy text at class x.1 of sma ss could improve students' critical thinking skills. it was caused by some factors. first, the choosing and implementation of the discussion method by using public controversy text. the given controversial text was closely related to the life, environment, and experience of the students. by implementing the discussion method by using public controversy text the student became more critical and creative to interact with the written text. besides that, it also gave a chance for them to share with their friends concerning a difficult issue that they should consider alone. through the discussion method, they could be easy considering the case in the reading with their friends. second, providing other examples that were related to the material. the example or the illustration should be appropriate with the teaching material. therefore, the example should be made as interesting as possible. some examples provided by the teacher could inspire the students so they could understand the material easily. third, giving guidance and reward by the teacher could make the students better. the teacher has a significant role in the entire teaching process. the effort of the teacher upon the student’s guidance should be based on sincerity, willingness to sacrifice, without any motives, and whatever the result, the teacher should appreciate the student’s effort whether in failure or even in success. all should be used as a teaching process so the students would not quickly satisfy with the results that had been obtained. guidance is an integrated part of the entire education to make the students achieve their optimum result. the main function of education is guidance on an individual to meet the needs and desires which are appropriate with his potential so he could reach all social aspects of his life. the teacher’s guidance in teaching reading will ease the students to understand the learning material. the obstacle of the students in learning could be solved because the teacher guided them. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 202 giving reward is an effort to motivate the students to have a good attitude which can be accepted by their environment. therefore, they will be able to adapt themselves. one of the functions of giving a reward is educating since it shows that students’ attitude is appropriate with their environment expectation. in teaching reading, the teacher always gave rewards to the students who achieve a good result. it was done to appreciate students’ effort in learning. however, the teacher also encouraged the students who did not get a good result not to be down and be more motivated to get a better result. there were some steps of empowering discussion method by using public controversy text to improve students’ critical thinking skill in teaching reading. these steps are as follows. (1) teacher delivered apperception as a way to focus students’ attention on the teaching material; (2) the teacher delivered the learning objective and learning indicator; (3) the teacher found out students’ prior knowledge by asking and answering questions related to the teaching material; (4) the teacher completed students’ answer and explained the teaching material; (5) the teacher provided an opportunity for the students to ask about the teaching material; (6) the teacher showed a controversial text taken from kompas news paper entitled “un jangan jadi acuan (national examination should not be a benchmark”; (7) the teacher gave the text to all students; (8) the teacher divided the students into several groups consisting of 2 students; (9) the teacher asked the students to prepare before reading such as minimizing disturbance, sitting properly, and catching a glimpse of the entire reading; (10) each group read the controversial text; (11) the teacher asked the students to find the main idea, facts, and opinion by summarizing the reading in few sentences; (12) all students answered the prepared questions; (13) the teacher asked the students to discuss with their partners; (14) the teacher discussed the reading with the students and solved the problem faced by them; (15) the teacher gave encouragement and reward to the students who answered excellently; (16) the teacher advised the students related to the teaching reading which involved critical thinking skills; (17) the teacher and the students concluded the discussed material and closed the lesson by closing the greeting. 4. conclusion based on the research problem, research finding, and discussion, there are two conclusions as follows. the empowerment of the discussion method by using public controversy text can improve students' critical thinking skills at class x.1 of sma ss. there were 17 effective steps of empowering discussion method by using public controversy text to improve students’ critical thinking skill in teaching reading at class x.1 of sma ss as follows, teacher delivered apperception, learning objective and learning indicator, found out students’ prior knowledge, completed students’ answer as well as explained the teaching material, provided opportunity for the students to ask about the teaching material, teacher showed a controversy text, gave the controversy text, divided the students into several groups, asked the students to prepare before reading such as minimizing disturbance, sitting properly, and catching a glimpse the entire reading, each group read the controversy text, teacher asked the students to find the main idea, facts, and opinion by summarizing the reading in few sentences, all students answered the prepared questions, teacher asked the students to discuss with their partner, teacher discussed the reading with the students and solved the problem faced by them, teacher gave an encouragement and reward to the students who answered excellently, teacher advised the students related to the teaching reading which involved critical thinking skill, and teacher with students concluded the discussed material and closed the lesson by closing greeting. from these 17 steps, the most dominant step that made the students more active in learning was giving motivation in form of encouragements such as giving compliments, applause, and so on. besides that, there was a correction upon students’ bad attitude during the teaching-learning process. the teacher reprimanded and emphasized students who were less disciplined not to journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 203 laugh at the courage of their friends in giving an opinion. with this correction, the other students became more discipline in following the teaching-learning process. references ariantini. 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(1987). membaca sebagai suatu keterampilan berbahasa. bandung: angkasa. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 197—204 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 204 upriani, huriyah. (2010). penerapan teknik masyarakat-belajar (learning-community) dengan media masalah kontroversial untuk meningkatkan keterampilan berargumentasi lisan pada siswa kelas x.1 sma 1 sawan. skripsi (tidak diterbitkan). singaraja: undiksha. wendra, i wayan. (2007). penulisan karya ilmiah. buku ajar (tidak diterbitkan). singaraja: undiksha zuriah, nurul. (2006). metodologi penelitian sosial dan pendidikan. jakarta: bumi aksara. microsoft word jasl-17 (3). syamsuyurnita.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 15 development of indonesian language book using glasser model syamsuyurnita1 dewi kesuma nasution2 faculty of teacher training and education, muhammadiyah university, north sumatera 1, 2 email: dsyamsuyurnita@yahoo.co.id1 email: dewikesuma_21@yahoo.com2 abstract – this study aims to describe the process of developing teaching materials by using glasser model in the indonesian language course in fkip umsu. the sample of the research is 34-second semester a morning students in the study program of language and literature of indonesia, faculty of teacher training and education, university of muhammadiyah, sumatera utara. the questionnaire instrument was used to determine the student's response and activeness to the developed teaching material, the observation sheet used to know the condition of the students in the learning process, and the validation sheet instrument used for the development of teaching materials based on sap using glasser model. the result of descriptive research on student's response shows that 100% of students were happy about the teaching materials of bahasa indonesia (teaching materials, guided exercises and lecture strategies) and 91.66% of students think that the teaching materials are new to them. after using the teaching materials developed by the researcher and following the teaching and learning activities, students (100%) are interested in following the next lesson, the readability of the language of the learning material is easy to understand (91.66%) and the guidance given by the lecturer is clear (100%). while the self-employed activity is fun for students (91.66%). students activity in learning activities was shown by their involvement in problem solving, his involvement in carrying out learning tasks, assessing his ability, digging and developing his own knowledge. based on the validation sheet on the test of learning result 1 obtained information that from the 3 learning objectives formulated in sap i and sap ii there is 1 learning objectives that have not yet completed. based on the results of descriptive analysis of the test results of learning 2 it was obtained that the 3 learning objectives formulated in sap iii and sap iv was finished learning objective. keywords: learning material development, glasser model journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 16 1. introduction one of the causes why the quality of education in indonesia is still very low being compared with other countries in the world is the process of learning that took place at the university. it has not been done pursuant to the nature of learning. the role of lecturers is still so dominant that learning is still centered on lecturers. such a process resulted in students tend to be lazy to follow the activities of teaching and learning in the classroom and often not to follow the eyes of the course and even just leave the absent to friends. so students will be difficult to push their skills and not train themselves to think how to acquire knowledge because they are accustomed to just receiving information. based on the existence of the interaction differences, the learning activities can be done by using various learning patterns. with the implementation of the learning pattern is expected to bring changes that shifted the role of lecturer as a transmitter of information and is no longer the only source of learning in learning activities. broadly speaking, many major obstacles in the achievement of learning outcomes that are identified are the understanding of teachers about meaningful and holistic learning is still low so that students still learn knowledge separated, lecturers have not utilized the potential of the environment as a medium and learning resources, and learning systems tend to be monotone. one effort that can be done to overcome the above problems is that lecturers must be smart in using the learning model. learning model can be used as a pattern of choice. lecturers choose the appropriate learning model and efficient to achieve educationalgoals.glasser model is the simplest model. it only describes a design or development of learning. glasser model can be tried during teaching and learning process and to know the result of student learning in indonesian language course. so in this research the researchers want to explain the process of developing teaching materials by using glasser model in indonesian language course in fkip umsu. 2. method the research was conducted at the faculty of teacher training and education of muhammadiyah university of north sumatra, which is located on jalan kapten mukhtar basri number 3 medan. the sample of the research was 34-second semester students of a pagi program of language and literature education of indonesia. the method used is descriptive quantitative. questionnaires, observation sheets and validation sheets are used as research instruments. questionnaires were used to find out the responses and activities of the students to the teaching materials developed, the observation sheet used to obtain data about the condition of the students in the learning process, while the validation sheet was used for the development of teaching materials based on sap using glasser model. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 17 3. results and discussion the teaching materials developed are indonesian language teaching materials. each subject contains learning activities to be undertaken by students who adopt researchers from the glasser model. expert validation results are shown as in the following table. table 3.1 teaching material validation result aspect of assessment expert validation results i ii 1 2 3 4 1 2 3 4 beginning part 1. in the teaching materials there is a title content part 2. list the basic competency standards and competencies to be achieved 3. loading learning objectives in accordance with sk and kd. 4. contains achievement indicators of sk and kd. 5. contains material description in accordance with sk and kd 6. load examples of problems and solutions that match the glasser model. 7. loading practice questions final part 8. contains summaries/ conclusions and bibliography contents 9. material supports kd achievement 10. contents context facilitates glasser model 11. context content facilitates learners to learn math skills 12. material truth 13. presenting problems to facilitate mathematical ability language 14. the grammatical truth corresponds to the enhanced spell 15. conformity of sentences with the level of development of learners 16. guidance clarity 17. eligibility as completeness of learning ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü ü description 1: less, 2: enough; 3: good; 4: very good from the validation of teaching materials that have been obtained shows good and very good category for 15 aspects. from the assessment sheet there are also general journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 18 notes and conclusions given by experts. based on the records of the experts have been revised as shown in the following table. table 3.2 revised teaching materials before revision after revision do not make sub subject in writing a foreign language is not tilted the sample matter has not been drawn from the material discussed for each chapter use roman numerals sub subject has been made each foreign language term is skewed replaced with the corresponding material replaced by using arabic numerals for each chapter observations on student activities during teaching and learning activities are expressed as percentages, as in table 3.3 below. table 3.3 percentage of student activities during teaching and learning activities no. activities observed sap i (%) sap ii (%) sap iii (%) sap iv (%) average (%) 1. 2. 3. 4. 5. 6. 7. observing explanations answer the questions learn the teaching materials discuss/ conduct guided exercises presents the results of group discussions in front of the class writing (relevant to kbm) behavior that is not 10 10 15 40 20 5 0 8 14 16 35 20 7 0 6 10 18 40 20 6 1 7 12 16 35 20 10 0 7,75 11,5 16,25 37,5 20,00 7 0,25 journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 19 relevant to kbm the table above shows that the most prominent activities conducted during the teaching and learning activities are discussing and conducting guided exercises in groups (37.5%). next is presenting the results of the discussion in front of the class (20%) and studying the 16.25% teaching materials. behavior incompatible with kbm is almost non-existent (0.25). questionnaires about student responses to indonesian language teaching materials using the glasser model were distributed at the end of the fourth meeting on a limited trial. this instrument is filled by students without a name so that the result is more objective. it is briefly presented in the following table. table 3.4 percentage of student response to indonesian language materials by using glasser model no. students response to teaching materials response average (%) 1. 2. 3. 4. 5. teaching materials readability of teaching materials language interest to follow the next lecture lecturers’ guidance in lectures self-training activities exciting new easy yes clear exciting 100% 100 % 91,66% 100% 100% 91,66% the table above shows that 100% of students are happy with indonesian language (material, guided and lecture) and 91.66% of students are of the opinion that the teaching materials are new to them. after using the teaching materials developed by the researcher and following the teaching and learning activities, students (100%) are interested in following the next lesson, the readability of the language of the learning material is easy to understand (91.66%) and the guidance given by the lecturer is clear (100%). while the self-employed activity is fun for students (91.66%). in limited trials, there were two trial lectures unit tested. in these two saps, discussed in bahasa indonesia materials. the lectures for the two teaching materials were conducted in four meetings. meetings i and ii examine the history and development of indonesian language and the indonesian language variety is reviewed at meetings iii and iv. test results learning is given at the end of the second meeting and the test of learning result ii is given at the end of the meeting to iv. learning result test i is used to measure the ability of students in understanding the history and development of indonesian language includes indicators: (1) explain the development of indonesian, (2) describes the position, and (3) explains the function of the indonesian language. while the test of learning result ii is used to measure the ability of students in understanding the indonesian variety, namely: can journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 20 use the variety of spoken and written language in context. the test of this learning result in the form of description. this test can also measure the high level of thinking skill. in order for this test properly fulfill its function then done content validation. to ensure the validity of the test, a table of specifications relating the learning objectives to the items is specified. the following table shows the completeness of the test results on a limited trial. table 3.5 complete test of learning outcomes i trial i no. learning objectives question number completeness p ≥ 0,85 1. 2. 3. explain the development of indonesian language, explain the position, explaining the function of the indonesian language 1a 1b 1c completed completed not completed from the table above can be seen that the objectives of learning 1 and 2 are formulated in sap for a limited trial by using indonesian language learning material to complete. as for the third learning does not achieve mastery. table 3.6 complete test of learning result ii trial i no. learning objectives question number completeness p ≥ 0,85 1 2 3 what is the prominent difference between the verbal and the written variety of a language? what do you think about standard language and non-standard language? try to note the sentences below. is the sentence smart or not? if it is not a smart sentence, try to fix the sentence! a) before acting, the leader of the famous bank tried to approach the kinship. b) he received twenty-five thousand from us 1a 1b 1c completed completed not completed journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 21 from the table above can be seen that the objectives of learning 1 and 2 conducted on a limited trial by using teaching materials to achieve mastery. as for the third learning does not achieve mastery. the result of descriptive analysis on student's response shows 100% of students are happy about the teaching materials of bahasa indonesia (teaching materials, guided instruction and lecture strategy) and 91.66% of students think that the material is new for them. after using the teaching materials developed by the researchers and participating in the teaching and learning activities, students (100%) are interested in following the next lesson, the readability of the learning material is easy to understand (91.66%) and the guidance given by the lecturer is clear (100%). while the selfemployed activity is fun for students (91.66%). student attitudes will appear in the learning process such as feelings of pleasure or displeasure, likes or dislikes of the process. something that gives rise to pleasure tends to make the student want to continue doing it. the desire to follow the next lesson will affect the efficiency of the learning process. student activity in learning activities is shown by his involvement in problem solving, his participation in carrying out learning tasks, and assessing his ability. the quality of student learning achievement is shown by changes in knowledge, attitude and behavior. active involvement of students means that students not only receive lecture materials given by the lecturer, but also involved in the discovery of knowledge. students explore and develop their own knowledge. lecture outcomes in addition to increasing knowledge but also thinking skills. the teaching materials used in the lectures are arranged chronologically, by topic or category from theory to application or vice versa or based on the improvement of skill or complexity. it should be remembered that a structure that seems logical and clear to an expert may not be the best way for new student learning in the field. from a student's point of view, they may choose course material on topics that will generate confidence and interest in the material being studied. the students tend to be more motivated to work hard when they are successful at the beginning of the course and when they can connect new material with something they already know. careful planning is needed because students are not automatically able to connect new information they know. when analyzed data on the results of tests i and ii in a limited trial, the goal of learning achievement of 75% of all learning objectives provided. imagination of learning objectives, when viewed from the readiness of students, most likely the students have not been conditioned by learning with glasser model. another possibility is that students are not active in group work. dubinsky (in arnawa) states that when something is repeated and students reflect on the repetition, the action be a process, that is internal construction made by doing the same action, but now not directed by stimulus from the outside. students who have constructed the process for a concept can describe or even reverse the steps of the transformation without actually doing it. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 15—22 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 22 4. conclusion based on the research results can be drawn conclusion as follows. first, indonesian textbook using glasser model can train students to think quickly. second, indonesian textbook using glasser model can train students more creative because dealing directly with the problem; third, indonesian textbook using glasser model can be students who do not understand the lessons can be assisted by their group friends and teachers; and the last one, indonesian textbook using glasser model can make students more easy to repeat lessons at home because students can directly come into contact with the object lesson. references abdurrahman, m. (1999). pendidikan bagi anak berkesulitan belajar. jakarta: rineka cipta. dimyanti dan mudjono. (2002). belajar dan pembelajaran. jakarta: rineka cipta djamarah, b. dan aswan, z. (1996). strategi belajar mengajar. jakarta: rineka cipta. gangne, m. (1998). psikologi pendidik. bandung: pt remaja rosdikarya. harjanto. (2008). model pembelajaran. jakarta: rineka cipta. kunandar. (2008). langkah mudah penelitian tindakan kelas sebagai pengembangan profesi guru. jakarta: pt raja grafindo persada. rusman. (2010). model-model pembelajaran. jakarta: raja grafindo persada. sudjana. (2000). metode statistika. tarsito: bandung. sudirman. (2001). interaksi motivasi belajar mengajar. jakarta: rajawali pers. suryosubroto, b. (2004). proses belajar mengajar di sekolah. jakarta: rineka cipta. microsoft word 14. jasl-jun'21. hermansyah 127-133.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 127 127 the use of guided discovery learning method to improve participation in answering reading comprehension questions firmansyah firmansyah1 ikhsanudin ikhsanudin2 clarry sada3 sekolah menengah kejuruan negeri 1 ella hilir, melawi, kalimantan barat, indonesia1 masters study program of english education, teacher training and education faculty, universitas tanjungpura, kalimantan barat, indonesia2,3 ruslimtaheer@gmail.com1 ikhsanudin@fkip.untan.ac.id2 clarrysada@yahoo.co.id3 abstract – this research was done by using classroom action research method to solve the problems faced by the students. this research was conducted to the eleventh grade students of sma bo pontianak in academic year of 2017/2018. here, the researchers used purposive sampling as the sampling technique by choosing eleventh grade which consisted of 26 students. techniques of data collecting were observation technique and measurement. to analyze the data, the researchers used qualitative and quantitative analyses. in qualitative data analysis, the researchers analyzed the displayed data, and drawing conclusion. while in quantitative data analysis, the researchers analyzed the data from the test which calculated by percentage of the students’ participation during each cycle in three cycles. in the initial cycle, the students’ participation was 21.30%. meanwhile in the second cycle, the participation of the students was 45.62%. in the last cycle, the students’ participation was 60.60%. the researchers concluded that discovery learning method was effective in improving the students’ participation in responding to the teacher’s questions. therefore, discovery learning method could help the teacher in teaching and learning process because this method encouraged students to learn actively. keywords: classroom action research, discovery learning, reading comprehension journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 128 1. introduction as participation is crucially important, mcgregor (2007) “argues that a good teaching presents tasks and learning that require active participation”. it means that expected teaching condition is indicated by presenting tasks for students, and the activeness of the students in participating during the lesson hours. otherwise, without participation of the students, the classroom is meaningless. cohen (2004) says “the more the students’ participation, the more the students’ gain in learning” (p.180). by participate more in learning process, the objectives of teaching is able to reach. participating students shows that the lesson is alive. by having alive class, the more students will gain the understanding about the lesson on the day. so, no doubt that the students’ participation is very necessary. cooper (2011) argues that “it is not unusual for a few students to monopolize classroom interaction while the rest of the class looks on” (p.115). absolutely, this is not an expected student where good teaching process requires all students are to participate wholly instead of partly. in some common classes, there are only few students who are always active in participating to the teacher’s questions. however, this is not a good situation for learning. what is expected in a good classroom is a good number of students participating during the lesson. in sma bo, the students are actually able to understand the questions proven by their capability in translating the questions well. it means that the problem is the students’ concept of searching for the information in the text. in this case, the teacher needs to improve the students’ participation in order to reach the objectives of learning english by apply a certain method to encourage students to participate in responding the teacher’s questions, so at least, the students have their wish to think more on self-effort instead of waiting the teacher search the answer for the them. there must be applicable method to encourage the students to form their own way of thinking so that the students can be independent learners. in line with lloyd (1998) claims that “the independence-oriented learning tendency is one of the most effective approach to reduce the students’ failure”. it means that, a good technique of searching the information from the text to participate. the description of sma bo shows that the school is supporting to the application of good teaching and learning. at the same time, viewing the importance of students’ participation in learning, the significant role of the participation in reaching the objectives in learning, it is obvious that an improvement is necessary and possible. there must be an appropriate method to apply in teaching and learning for the improvement purpose, one of the methods is “discovery learning method” westwood (2008) says, “the discovery method motivates learners to be independent learners”. by practicing this method in the classroom while teaching, it in turns make a positive participation of the students. in other words, discovery method is potential to apply to teach the students, so they can be more active to respond the teacher’s questions. westwood (2008) then adds that discovery method is characterized by the dominant of students’ activeness in teaching and learning process. it is also described that most studentscentered methods such as; problem-based learning, project based learning, resource based learning, and computer-assisted learning are concerned not only with knowledge but also with the development of effective learning strategies, often encompassed by the expression ‘learning how to learn’ according to ormrod (2000), the concept of discovery learning is requiring students to investigate a topic, issue or problem by active means, obtain pertinent information, interpret causes and effects where relevant, and arrive at conclusion and solutions. according to adkisson et al (2006), “this discovery method emphasizes to have their strategy and encourage them to have active learning” (as cited in westwood 2008). it is clear that this discovery method is able to improve the students’ activeness and participation. therefore, it can be said as potential method to apply an appropriate teaching. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 129 the application of the discovery learning has been explored by several various studies. according to bells (2010) claims “discovering skill is crucial in this 21st century”. this idea describes the open of the information system on all over the world, everybody may know information and knowledge by only searching on the internet or any literatures. however, one has to have his or her own curiosity on what he wants to know about and of course the concept on how he or she answer his or her curiosity. in line with bayram (2003) argues “the discovery method gives significant impact to the students’ motivation to learn”. 2. method since the scientific analysis on the study need to be defined, it is necessary to present a definition of action research. burns (2010) defines that “car (classroom action research) is part of a broad movement that has been going on in education generally for some time which is done in a classroom”. it means that classroom action research is a research that is supposed to be conducted in the classroom. 2.1 research design collecting data started by choosing the appropriate and effective technique to obtain the valid data of this research. to collect the data, the researchers use these following techniques, they are measurement and non-measurement. measurement technique is related to the collecting data in form of numbers and score. as this classroom action research uses qualitative and quantitative data. 2.2 participants the researchers chose the subject of research is through purposive sampling. the researchers choose this class because the problem of students’ participation in responding to the teachers’ questions. the sample of the research was the class of xi is of sma bo pontianak. the class consisted of 26 students. this class was chosen because the class had the problem where the students were lack of participation. 2.3 data collection to get the data, the researchers use oral test and documentation. documentation in this research is intended to restore the authentic circumstances during the research. ary (2010) argues that documentation will help the reader understand the report. observation checklist in this research was used to check the significance points and aspects of the students’ participation in responding to the teacher’s questions. there were only 2 choices in filling the observation checklist which were yes or no. then, the last tool of collecting data was the field note. the researchers put this tool of data collecting at the end of the lesson plans in three cycles. 2.4 data analysis for the quantitative data analysis tools of data collection were videos recorded during the research then were analyzed to interpret the data to be the research findings. the students’ participation in responding to the teacher’s questions is presented in percentage. meanwhile, for the qualitative data analysis, observation checklist and field note were deployed to focus on unexpected things happening during the research are recorded in the field note. then, the data also become the considerations of planning the next cycle. 3. results and discussion there were only 6 students participate to answer the first questions. for the questions number 2, there were only 5 students who participated to respond the question. there were only 6 students raised their hands up indicating the participation to respond to the question number 3. the number of the students who answer the question number 4 were 4 students. there were only 5 students who participated to answer the question number 5. three students were absent from the meeting during the cycle one. the total of the students’ participation individually 490 points. this total is divided by 23 attending students. then, the average for each student’s journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 130 participation percentage was 21,304 %. there were eight students even did not participate at all. in this cycle, the lowest percentage of individual students’ participation was 0%. the highest percentage of the students’ participation was 100%. in the second cycle, for the question number 1, there were only 8 students who participated in responding to the teacher’s question. for the question number 2, there were ten students who participated to respond the teacher’s question. for the question number 3, there were 8 students who participated to respond the question. there were only four students who raised their hands up trying to respond indicating their participation to the question number 4. for the last question, there were 5 students who participated to respond. in the second cycle of the second meeting, for the question number 1, there were only 11 students who participated in responding to the teacher’s question. for the question number 2, there were 11 students who participated to respond the teacher’s question. for the question number 3, there were 12 students who participated to respond the question. there were only twelve students who raised their hands up trying to respond indicating their participation to the question number 4. for the last question, there were 11 students who participated to respond. the total percentage of the students’ participation was 1050. there were three students were absent in the second cycle. there were 23 students attending this cycle, so the total percentage of the students’ participation was divided with present students. so, 1050/23. the average percentage of the students’ participation was 45,65%. there was a significant improvement from the previous cycle. the improvement of the students’ participation can be seen. in can be seen from the video, there were still four students having no participation in this cycle. there were two students participating most with the percentage of participation 87,5%. it can be said that the students’ participation was improved. in the first meeting of the third cycle, in the meeting, the researchers recorded a video to see the students’ participation in responding the teacher’s questions. from the video, it could be seen that for the question number 1, there were 12 students who actively participated in responding to the teacher’s question. for the question number 2, there were 9 students who participated. for the question number 3, there were 15 students who participated in responding to the question number 3. there were 12 students who participated in answering the questions number 4. to the question number five, there were 17 students who raised their hands up indicating they participated actively. in the third meeting of the third cycle, when the students were asked the question number 1, there were 15 students who participated to respond. for the question number 2, there were 14 students who actively raised their hands up. to the question number 3, there were 13 students who participated in responding the question of the teacher. for the question number 4, there were 13 students responded to the teacher’s question by raising their hands up indicating they were participating. in the third cycle, four students were absent. three students in the first video, and one student in the second video. in this cycle, the students’ percentage of participation was improved. based on the analysis of the recorded videos on the third cycle, the total percentage of the students participating was 1333,33%. this number is divided by the presenting students. so, 1333,33/22 students. therefore, the average of the students’ participation individually was 60,60%. the students’ participation in responding to the teacher’s question was improved significantly from the second cycle. there were six students participating most in the third cycle, the percentage was 88,88%, meanwhile only one student who did not participate at all or 0% participation. the last cycle showed the percentage of the students’ participation in responding to the teacher’s questions was 60,60%. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 131 0 20 40 60 80 cycle 1 cycle 2 cycle 3 students' participation students' participation table 1 the summary of the students’ participation percentage remarks cycle 1 cycle 2 cycle 3 total 490 1050 1333,33 percentage 21,30 % 45,62% 60,60% by reflecting the students’ score in each cycle, the researchers found that some students were still hard to especially of both cycle one and cycle two. because of that, the researchers arranged some strategies to be implemented in the class. the improvement of the students can be described in the chart as follows. chart 1 the improvement of the students’ participation the discovery learning method was considered successful in this research. itwas shown by the improvement of the students’ participation in responding the teacher’s questions from the first cycle to the third cycle, as well as their activeness in learning. as mentioned in the previous part of this chapter, the researchers have done three cycles. the mean frequency of students’ participation in responding the teacher’s questions was improved significantly. based on the observation checklist of students’ performances and also the field note, there were some important improvement of students.the students were becoming more enthusiastic in two last cycles to begin the lesson. in the first cycle, they got confused toward the process, it made them not interested involved in learning activities and autmatically, the were motivated to participate more actively in the lesson. in the 2ndcycle, the students did not get much more confused but they still did not focus on the study, because some of them made little noise. that was why their performance was not maximal. in the last cycle, they were not confused anymore. they had known very well what to do in the second cycle. it made their performance was very well. it did not like cycle one and cycle two. the students got involved more actively in the class, successfully finding the information on the text and the ability of students was improved inevery cycle. they know the way to find the information in the text by using guided question in the discovery learnin gsheet. the improvements also could be seen from the result of the students’ performance. çakırs (2016, p. 68) states specifically focused on the type of questions teachers asked, particularly, open ended questioning. it can be said that by asking significantly more open ended questions, teachers gave their students more opportunities to participate in class. in the first cycle, thestudents’ performance was categorized as a poor performance, in the secondcycle, the improvement was good performance, and the last cycle the result of student performance was really significant. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 132 the students’ performance increased to be better which was categorized as a very good performance. 4. conclusion discovery learning method was applied to solve the problems of the students which was lack of participation in responding to the teacher’s questions. first, the teacher asked the students what they know about the topic of the title of the text being discussed. after explaining the materials, the teacher asked the students to make a group consists of two students. then, in this group of two, the students were asked to read the text they have to discuss. after that, the students were asked to write down questions and what they understood from the text. in applying this technique, the students were asked to explore more on the thought of others and elaboration between the students to think on the answer. they were guided by using guided questions to find out the answer to help the students think directly on the text and the answer. the last, the students were asked to synthesize their answer with their friends to respond to their own questions. when the researchers found that the students finished with their exploration and discovery with the texts, the researchers then asked the students several questions. these questions were asked to the students to invite the students to participate in responding to the teacher’s questions. after using and applying the discovery learning method technique on the students, it could be seen that the number of participations’ frequency of the students improved from cycle to cycle. the improvement was happening gradually and significantly. it would be proven by the students’ percentage of responding the teacher’s questions was improved from cycle to cycle. in the first cycle, the mean percentage of participation of the students was 21,30%. it was categorized very poor participation and score was getting better form cycle to cycle. meaning that, there was a significant improvement from cycle one to cycle two. in the last cycle, the students showed very good progress. the average or mean percentage of participation in responding the teacher’s questions of the students in the third cycle was 60,60%. teaching reading by using discovery learning method absolutely asked the active involvement of the students. the students had to work together to think to discover to find out the problem solution to the questions the writer given. the students had to think both individually and cooperatively. the characteristics and the strengths of the discovery learning method made the students were able to work in group to create cooperative learning among the learners. the discovery learning method technique is appropriate technique to be applied for the students who have problems in responding to the questions on narrative text comprehension. the students are expected to build their vocabulary breadth in learning english since vocabulary is one of the main fundamentals in learning foreign language. the discovery learning method technique is able to encourage the students to work together to respond to the problem, since the technique empowers the cooperative learning through the discussion in pair and in square or in group of four students. in line with akanmu (2013) recommends “guided discovery learning strategy was found helpful in learners’ ability to extract a simple figure from a complex one since it was more interactive” it is suggested that before the use of the discovery learning method technique, the teacher is suggested to prepare lesson plan well to make the teaching run well. the discovery learning method technique is recommended for english teacher as alternative teaching technique in improving the students’ reading comprehension in education texts. in the discovery learning method technique, the teacher is suggested to prepare media to make the teaching and learning process easier. the discovery learning method technique is the technique needed by the teacher to be good facilitator and instructor. the teacher’s role as facilitator is to facilitate the students in learning and guide the students to respond to the problems. as the instructor, the teacher can give instructions to the students systematically to the students to work together in form of pair as well as square. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 127—133 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 133 suggestion to the teacher to use the technique in teaching the other skills. for other researchers, the suggestions are it is suggested to the other researchers to conduct another research regarding to the use of the discovery learning method technique. it is suggested to the other researchers to do a research on the use of discovery learning method technique in teaching the other skills. other researchers are suggested to conduct a research on the use of discovery learning method in teaching aspects or elements of reading. the other researchers are suggested to read this research to see the gap with research opportunity in future. references adkisson, c., & mccoy, l. p. (2006). a study of teachers’ perceptions of high school mathematics instructional methods. in l. p. mccoy (ed.), studies in teaching 2006: research digest (pp. 1– 6) akanmu & olubusuyi, m, f. (2013). guided discovery learning strategy and senior high school students performance in mathematics in ejigbo, nigeria.journal of education practice vol 4 (12), 82-90. alyousef, h.s. (2005). teaching reading comprehension to esl/efl learners.the reading matrix.vol. 5, (2).143 anne, cln. (2007). learning, teaching and assessing in higher education. great britain: learning matters. ary, donald et al. (2010). introduction to research in education. australia: wadswod cengage learning. bayram, zeki. (2003). effect of inquiry-based learning method on students’ motivation. procedia social and behavioral sciences, 10-12 vol 106. 988-996. bells, s. (2010). project-based learning for the 21st century skills for future. the clearing house, 83 (1), 39-43. doi: 10.1080/00098650903505415. birch, mb. (2007). english l2 reading: getting to the bottom, second edition. new york: longman press. blanchowichz, camile. (2008). reading comprehension: strategies for independent learners. second edition. new york: guilford press. broughton et al. (1980). teaching english as a foreign language (2nd ed). new york: university of london institute of education. burns, anne. (2010). doing action research in english language teaching. new york and london: routledge taylor and francis group. çakır, hamide. (2016). the use of open ended versus closed ended questions in turkish classrooms. journal of modern linguistics, 2016. cohen, l, lawrence, m., & morrishon, k. (2010). research method in education: london and new york. cohen, l.b. (2004) modelling the development of infant categorization. paper presented at the international on infant studies. journal of infancy, chicago, illinois. cooper, j.m. (2011). classroom teaching skills. belmount: cenggage learning wardswoth. kurnia, yr, & erawati, nle. (2018). teaching reading in junior high school. journal of applied studies in language, 2(2), 102-108. lloyd, j.w. (1988). direct academic interventions in learning disabilities. in m. c. wang, m. c. reynolds and h. j. walberg (eds.), handbook of special education: research and practice (volume 2). london: pergamon. mcgregor, d. (2007). developing thinking developing learning. new york: open university press. merawati, j. (2017). learners’ models enhance the development of learners’ reading and thinking strategies. journal of applied studies in language, 1(1), 1-6. oktaviani, dn. (2020). analysing teacher’s feedback used by an english teacher of efl in senior high school. journal of applied studies in language, 4(2), 306-312. doi:10.31940/jasl.v4i2.1959 ormrod, j.e. (2000). educational psychology (3rd ed). upper saddle river, new jersey: prentice hall. westwood, peter. (2008). what teachers need to know about teaching method. victoria: acer press. microsoft word jasl-17 (5).sharul.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 31—35 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 31 the importance of developing android-based indonesian language dictionary for the blind (kabituna) azzhan shahrul1 dwi prastyo nugroho2 malang state university1,2 email: azzhans@gmail.com1 abstract – indonesia is among the ranks of countries with the lowest literacy in the world. precisely at rank 69 of 76 countries. if calculated the average indonesian people only read one book per year. one of the reasons for the low literacy of indonesia is the lack of understanding of indonesian society with indonesian vocabulary. although indonesian is an educational language which is also the national language and language of indonesian unity, it can not be denied if indonesian people do not fully master the indonesian language. that's what causes the dictionary as a medium for discovering the meaning of words. on the other hand, until now indonesia is not evenly able to facilitate the dictionary as a means of searching the meaning of words. many indonesian dictionaries only specialize for normal people only. whereas the number of persons with disabilities in indonesia reached 2.45% of the total population of indonesia. then the blind person is 29.63% of the total number of persons with disabilities. it can be concluded that people with visual impairment are the highest in persons with disabilities in indonesia. therefore the development of indonesian dictionary for the blind is considered important in this era. android is a linux-based operating system that can be used for smart phones and tablet computers. the selection of android as the indonesian dictionary base for the visually impaired on the android platforms is provided platfro open for developers to create applications. in addition to android also features talk back and speech to text that was created specifically for the visually impaired. the feature works as an android screen reader so that the blind people can enjoy the screen display with sound output. in line with these things android is considered easier operation and maintenance because it is more practical than conventional dictionary. keywords: dictionary, indonesian language, android, the blind journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 31—35 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 32 1. introduction bahasa indonesia as the national language, has various functions, namely (1) official state language, (2) official introductory language in educational institutions, (3) official languages in national-level communication for the purposes of planning and implementation of development and governance; (4) the official language in the development of culture, the utilization of science, and the utilization of modern technology (andayani. 2015). bahasa indonesia as a union language that has been vowed to the oath of youth october 28, 1928. then politically indonesian language is defined as the national language in 1945 constitution. since then indonesian language stands in the highest place in this country. the function of the indonesian language, the indonesian language is good and correct not fully understood by the people of indonesia. according to kamus besar bahasa indonesia (online dictionary), the dictionary is a 'reference containing words and phrases usually arranged alphabetically along with a description of eating, usage, or translation'. the dictionary is a book containing words from a language, usually arranged alphabetically, with a description of its meaning, speech, spelling, etc (chaer, 2007). dictionary is a reference book containing a list of words or combinations of words with descriptions of various aspects of meaning and their use in the language, usually arranged alphabetically. from these quotations it can be concluded that the dictionary is a reference containing a list of vocabularies and meanings arranged alphabetically (fatmawati, 2015; fauziah, 2014; martin, 2014). preparation of dictionaries using lexicographic science. lexicography is a branch of lexicology. lexicography is an activity consisting of research, collection, selection, analysis, and explanation of lexical units (words, word elements, and word combinations) owned by one or more languages in the dictionary. according to the national socioeconomic survey (susenas) 2012 (in disability bulletin 2014: 6), the percentage of indonesia's population with disability is 2.45% with details: 39.97% of persons with more than one type of limitations, 29.63% , 10.26% limitations in walking or climbing stairs, 7.87% limitations in listening, 6.70% limitations in concentration, 2.83% limitations in self-care, and 2.74% limitations in communicating. from the explanation, people with visual disability (blind) are ranked second most, while the highest rank is disability which has more than one type of limitations. on the other hand, in the 21st century this information technology has grown very rapidly. almost all people in this world use technology. no exception disabilities especially the blind people. krjogja, one of the electronic newspapers of the special territory of yogyakarta on november 17, 2016 reported that tio, one of the students of the faculty of law, gadjah mada university is one of the blind people told about the life of a blind person who can not be away from smartphones with the activation of talkback as a text-reading help facility in the smartphone. for tio the talkback facility is very useful for his lectures. this is the background of the development of kabituna or indonesian dictionary for the blind android-based with the help of screen readers or talkback which is one of the features available on android-based smartphones. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 31—35 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 33 2. method there are similar previous studies. in research entitled developing applications of high school biology dictionary based visual studio with the mainstay of classification of plants in sma jepara produced a high school biology dictionary by meeting the criteria of eligibility criteria media based on media and material aspects. the developed dictionary can also improve student learning outcomes. another research has been conducted in the form of thesis entitled mobile braille touch (mbt): development of media learning braille application based android for blind person in 2016 (manea, 2012). the research resulted in the product of learning media writing braille letters based on android that has been tested feasibility and can be published. this study has similarities and differences with previous research. when compared with purnomo's research, this research has in common that is equally developed product in the form of dictionary. however, the dictionary developed by purnomo is a biology dictionary, while the dictionary developed in this study is an indonesian dictionary. in addition, purnomo developed a dictionary developed with a visual studio based, while the dictionary developed in this study developed with android based. when compared with research kurniawan, this research has in common that is equally developed products for the android-based blind. however, research kurniawan in the form of learning media development, while this research is the development of indonesian language dictionary. 3. results and discussion kabituna is a dictionary application of indonesian language that is dedicated to users who experience limitations in viewing. of course, this dictionary is a bit different from the existing dictionary. this difference is intended to further facilitate the user, namely blind, in accessing the dictionary. for now, this product already has 2000 entries, or a base word, and every average entry has four derivative words, so the total number of words in this product reaches 10,000 words. this vocabulary is selected from high school books, both electronic and printed, and the republika newspaper. the books are biology, mathematics, indonesian, geography, physics, chemistry, civic education, information technology, economics, and history. lema is chosen from the terms that are considered difficult or the dilemma is perceived as a term in the field, which then searched its meaning through the big indonesian dictionary. then the data is processed into a database. meanwhile, kabituna offers easy access. the convenience provided by this product such as, the user does not need to type the word to be searched, the user does not need to read the search results, and the dictionary format has been adapted to the ability of the user so that more easily understood. the main feature offered by kabituna is the existence of a voice search model. this is so that users do not have to type what they are looking for. this feature is supported by a google product called speech to text. this speech to text application is capable of converting voice into a post. no doubt, the accuracy of this application is considered very feasible. the second feature that kabituna offers is that users do not need to read the search results. the search results will be presented in the form of journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 31—35 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 34 votes. this feature is also supported by a google product called talk back. google talkback is a screen reader application launched by google and is available in every android device. the last feature that is not less important is the customization of the dictionary format. this feature is closely related to the second feature. this is because the second feature leaves the problem that the researcher then sought to create his third feature. these adjustments include, the addition of the word 'is' after the word, the word 'sample' before the sample sentence, return of the abbreviation to its original form, and intonation adjustment. the addition of 'is' and' example 'is solely because the language instinct of the researcher is better able to understand the search results using the extra' is' and the examples' than the ones not. the addition of 'is' is placed on each word, either a base word or a derivative. while the 'example' is placed before the sample sentence. the addition of this 'example' is not as much as the 'is' addition. one of the issues left by google talkback screen reader apps is that it can not read an abbreviation. let's say 'n' for the noun abbreviation is read / n / or 'yg' for 'read' / yeg /. of course this becomes an obstacle to understanding the content, on the other hand, instinctively the language, if a word is spoken, the complete form will be more acceptable than the abbreviated form. the second problem left by google tlakback is that he is too rigid in reading a text. that is, there is no discrimination in reading or misconduct. researchers then try to solve this problem by manipulating intonation through punctuation. the punctuation marks used to manipulate them are semicolon (;), point (.) and comma (,). kabituna has a menu such as, dictionary, tutorial, about, and contacts. the dictionary menu is the main menu in this product and serves to search for words. while the tutorial menu contains how to use the product completely. presentation of this tutorial in the form of sound, so that directly can be enjoyed by the user. the menu about is the menu that contains what is kabituna in the general overview. finally, the contact menu contains the people involved in product creation. 4. conclusion considering the number of entries and their derivative words, the ease with which they are offered, the features also facilitate in accessing applications, as well as menus designed in accordance with the ability of users, it is not excessive if the product is said to be feasible as a dictionary product. based on the above ideas can be obtained summary as follows. first, the development of kabituna is done from the planning stage which contains the analysis of user needs and capabilities as well as analysis of the advantages and disadvantages of talkback feature on android. second, the design of kabituna is designed based on the stages of making use case diagrams, architectural design, and materials collection. third, validation is done by three validators. the material expert's validator assesses the feasibility of the product, the media expert's validator assesses the feasibility of the product, while the practitioner's validator assesses the feasibility of the product. based on the results of the three validators will be known kabituna worth to be implemented. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 31—35 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 35 references andayani. (2015). problems and axioms in indonesian language learning methodology. yogyakarta: deepublish. chaer, a. (2007). lexicology and lexicography of indonesia. jakarta: rineka cipta. fatmawati, s. (2015). development of android-based mobile learning using adobe flash cs6 in english subject manea, c. (2012). a lexicographer’s remarks on some of the vocabulary difficulties and challenges that learners of english have to cope with – and a few suggestions concerning a series of complex dictionaries. studii si cercetari filologice: seria limbi straine aplicate. 2012;(11):122-134. fauziah, y., yuwini, b., and cornelius, dwp. aplikasi kamus elektronik bahasa isyarat bagi tunarungu dalam bahasa indonesia berbasis web. (2014). telematika. 2014;9(1). martin, l. et al. (2014). multi-thread parallel speech recognition for mobile applications. journal of electrical and electronics engineering. 2014;7(1):81-86. microsoft word 7.jasl-jun'21. ghazy 68-79.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 67 67 the use of game-based learning in english class ahmad ghazy1 majid wajdi2 ikhsanudin3 clary sada4 faculty of teacher training and education, universitas tanjungpura, indonesia1,3,4 politeknik negeri bali2 email: ahmadghazy24@gmail.com1 email: wajdi@pnb.ac.id abstract this research aims to explore the use of gbl to increase students’ interest in learning english. this research was conducted at the primary level of stb where an english teacher became the focused participant of this study. the narrative inquiry method was used to conduct this research by following the research procedure. the findings show that the teacher used some gamebased platforms, such as kahoot!, quizizz, esl games plus, and duolingo because they are rich in visuals and easy to play. in this study, the teacher conducted gbl by using a structured schedule consisted of instruction, presentation, and reflection helped the students to engage with the materials being learned. the way the teacher managed the use of gbl by following a structured schedule has also promoted fun and interesting learning. then, the teacher’s reason for using gbl in the classroom was exposed as her way to engage and to motivate the students in learning english. she believes that when the students feel challenged as well as having fun during the learning, the level of interest increases. the students’ achievements have also increased when the teacher uses gbl in the classroom. in conclusion, the use of gbl has successfully increased the students’ interest in learning english. keywords: game-based learning, narrative study, students’ interest journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 68 1. introduction english teachers may come across challenges within the process of english language teaching, especially now, when technologies and innovations grow rapidly. brown (2001) states that when someone chooses to be a language teacher, he or she may encounter challenges more than what is expected as he or she may assist language learners to learn english as a foreign language successfully. recently, students are living within a digital world surrounded by industries and technological advancements. these conditions require teachers to arrange lessons that utilize the innovations provided by the technology itself. accordingly, the teachers are challenged to occupy themselves with ict-literacy. besides, schwab (2017) affirms that industry 4.0 generates continuous changes in wide-ranging fields and rapid emergences of technology breakthroughs. prensky (2001) stated that the students today are all “native speakers” of the digital language of computers, smartphones, video games, and the internet. furthermore, prensky (2001) also characterized these students as “digital natives”. the students’ domination in using technology brings more pressure for teachers to promote a higher level of technology use in the teaching and learning processes. teachers who are trapped in a traditional comfort zone of teaching might be left behind. nevertheless, an english teacher of stb is familiar with new technological media to be used in the classroom. based on the researchers’ observation, the teacher conducted gamebased activity using new learning media, named kahoot!, for the 6th-grade students in order to promote fun and interesting learning. by conducting game-based learning in the teaching and learning processes, from the researchers’ observation, the teacher has successfully increased the students’ interest in learning english. in terms of following up the phenomenon that the teacher has successfully increased students’ interests in learning english, this research aims to explore the use of game-based learning in increasing students’ interest in learning english. this research was conducted at the primary level of stb where an english teacher became the participant of this study. to trace out the issue of this study, the researchers formulated the research questions as follows. a. what game-based platforms were used by the teacher in the teaching and learning process?; b. how did the teacher conduct game-based learning to increase students’ interests in learning english?; c. why did the teacher use game-based learning to increase students’ interests in learning english? based on the research questions above, the purposes of this research are as follows. a. to know game-based platforms used by the teacher in conducting game-based learning in the classroom; b. to explore step by step how the teacher conducts game-based learning in the classroom; c. to explore the reasons and thoughts of the teacher in using game-based learning to increase students’ interests in learning english. game-based learning is not only about providing joyful activities for students to play, but it is also preparing activities that introduce concepts and guide users towards a learning objective (pho & dinscore, 2015). the use of educational games is viewed to fulfill the needs of today’s children (mattheiss et al, 2009). by this mean, children who tend to play while learning can be accommodated by playing educational games. this also shows that children will not realize that they are learning the materials while playing. it is completely important to pay attention to the studies that have shown that students learn 90% of what they have practised, but on the other hand, they only learn 20% of what they hear and read (jin et al, 2018). 2.2. technology in efl teaching and learning the use of technology in foreign language teaching and learning is greatly useful for both teachers and students. today there is a great tendency among teachers to use technological tools in language teaching and learning in the classrooms. technology can be a medium to accelerate and transform the classroom into an interactive learning environment (costley, 2014). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 69 the new generation (teachers and or students) is good at using technology. they are all greatly engaged with technological tools and somehow are fully or partly involved in the target language through technology. teaching and learning any subjects by using the traditional methods is no longer motivating and enjoyable for learners. learners are more greatly interactive, and teaching and learning outcomes bring about efficient results. moreover, in the case of teaching and learning processes, the positive outcomes will lead to satisfaction for both teachers and learners. 2.3. interest interest in learning may emerge into many definitions. in this study, the researchers took the definition from hidi and renninger (2006) who defined interest as heightened attention and emotional engagement that emerges when a person owns a positive interaction with a content area or a task of what they have to study. some experts (e.g., renninger & hidi, 2002; schraw & lehman, 2001) in educational research have primarily focused on two types of interest: situational and individual interest. in this study, the students are characterized as individuals who were becoming the object in the implementation of game-based learning in the classroom. the students as individuals have their meaning regarding the definition of interest. as it was defined in krapp et al (1992) that individual interest represents the specific direction of the personality, reference value, or awareness of the possibility of action. renninger and hidi (2002) stated that interest in learning is affected by the individual interest which is the tendency of students to engage with learning material over time. today interest is really thought of as a process that contributes to learning and achievement of the teaching and learning processes. that is, being interested in a topic is a mental resource that increases learning, which then leads to better sustained and persistent attention (hidi, 1990). a study of how bingo games could be used in order to improve the students’ mastery of vocabulary could be considered to enrich the present research (ermawati & trianasari, 2019). they concluded that the game was effective to aid students' problems in vocabulary mastery. 2. method this research is considered narrative research which uses the qualitative research method. narrative research is a study of a single person by collecting, reporting, and discussing the experiences of the individual (creswell, 2012). narrative inquiry is a way of understanding and inquiring into an experience through people who live and tell stories to create meaning (clandinin, 2006). the narrative method is the description and restoring the narrative structure of varieties of educational experience (clandinin & cornelly, 1990). a result from researchers’ narrative of an educational event may raise a restoring event that happens over time to prolong the process of reflective restoring. this present research use narrative inquiry to explore the issue related to the use of game-based learning in increasing students’ interests in the teaching and learning process. to collect data and achieve the goal, the researchers use a systematic procedure to have a deeper understanding of individual’s experiences. to conduct this research, the researchers follow the research procedure (creswell, 2012). 3.1. steps in conducting narrative inquiry the procedure represented a clear and comprehensive stage in conducting this narrative inquiry. then, it operationalized into the research context. the steps were described from identifying phenomenon to validating the report’s accuracy. step 1: identifying the phenomenon to explore from the phenomenon that the teacher has successfully used game-based learning to increase students’ interests in learning english, this step aims to explore the use of game-based learning increasing students’ interests in learning english. then, it takes a role on what gamebased platforms are used by the teacher, how the teacher use game-based learning, and the journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 70 reason why the teacher use game-based learning will also be explored. to identify the phenomenon, the researchers used a narrative frame and interview for the teacher. step 2: selecting and deciding one or more participants to study to select the participant in this research, the researchers used purposeful sampling. the criteria for choosing the 6th-grade teacher as a participant was that she was the one who teaches english for the 6th graders and has experience in teaching english for more than 7 years in stb. the 6th-grade teacher is considered a focused participant. her perception of how she applies game-based learning to increase students’ interests has become the researcher’s attention. she believes that by using game-based learning, the students are not only going to have fun and interesting learning but also become more interested in learning english. to enrich the data collection, the researcher added narratives from a student and a teacher’s colleague. these participants are considered as supporting participants. the data collected from these supporting participants facilitate validation of data through cross verification from the teacher’s narratives. it also tested the consistency of the findings obtained. step 3: collecting participants’ stories there were two stories collected by the researchers; the teacher’s stories and the supporting participants’ stories. in collecting teacher’s stories, the researchers used a narrative frame adapted from barkhuizen et al (2014). barkhuizen et al (2014) defined that a narrative frame as a written story template consisting of a series of incomplete sentences and blank spaces of varying lengths. to anticipate the limitation of the narrative frame such as restricting teacher’s stories (if she wants to write more) and researchers’ accessible data. the researchers provided a narrative empty box with an appropriate prompt at the beginning and end of the actual sentencesmarter frame for the participant to write freely and additional information that they want to share (barkhuizen, et al, 2014). the narrative empty boxes also followed the above narrative elements. besides the narrative frame and narrative empty box, to collect teacher’s stories regarding the use of game-based learning in the classroom, the researchers used the interview as the instrument. brinkmann (2014) stated that the qualitative research interview is “the most objective method of inquiry when one is interested in qualitative features of human experience, talk, and interaction”. in this research, the researchers used semi-structured interviews because semi-structured interviews could assist the researchers to guide as resources to direct the interviews, but at the same time, it can be used to utilize the potential of dialogue produced in an interview to follow up an important point of view from the interviewee (brinkmann, 2014). in collecting supporting participants’ stories, the researchers used the interview as the instrument of collecting data. both the interview for the student and the teacher’s colleague was conducted by using a semi-structured interview. this way allows the supporting participants to express their views on their own terms. step 4: retelling the individual story this step will involve examining the raw data, identifying key elements, organizing and sequencing these elements, and then retelling a story that describes the individual’s experiences. step 5: collaborating with the participant-story teller throughout the processes of a narrative story collection, the researchers worked with the participants as the storytellers to ensure the participants' experiences are accurately and portrayed. this step took place during the process of conducting research. it aimed to validate the data source. step 6: reporting the finding of the participants’ experiences the researchers reported the findings by using thematic analysis. the findings section is divided into several sub-themes representing the main themes as the results of data analysis. the findings section consists of subsections depicting the major categories as the result of the content analysis, and these are then further divided into the themes that patterned together to journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 71 make up their categories (barkhuizen et al, 2014). finally, the finding section outline is presented in the following model (barkhuizen et al, 2014). table 1 organization of the findings step 7: validate the report’s accuracy the researchers were in touch with the participant throughout the processes since collecting, restoring, and reporting their narratives. the report on the findings is accomplished after validating processes such as triangulation, the completion of data source, and searching for disconfirming evidence are conducted. 3.2. the quality of the study the researchers hold onto the issues proposed on rigor and trustworthiness in order to ensure the quality of the research (barkhuizen et al, 2014). to achieve the exaction, the researchers analyzed the data systematically by reading and analyzing repeatedly to figure out the themes and elaborate them, also to find the fruitful experience. then, to build the trustworthiness of this narrative inquiry, the researchers referred to the work of lincoln and guba (2001) and the current sample by loh (2013) which use the three criteria of trustworthiness: 1) credibility 2) dependability and 3) confirmability. in terms of credibility, it was stated that it is similar to internal validity which is built by sustained engagement in the field of the study (lincoln & guba, 2001). they argued that member check is one of the important aspects by having continuous testing of hypotheses and interpretation with stakeholders in the study. triangulation in this research refers to the combination of different data sources with multiple perspectives and hypotheses in mind (denzin, 1978). therefore, the researchers confirmed the teacher’s stories related to her experiences by asking for information from her colleague in teaching english using game-based learning. the confirmation was also taken from a selected student about the way the teacher was teaching in the classroom using gamebased learning. to achieve dependability and confirmability of this study, the researchers preserved: 1) a dependability audit examining the process of inquiry: how the data were collected, how the data was kept, the accuracy of the data) and 2) confirmability audit (examining the product to provide that the findings, interpretation, and recommendations were supported by data). to meet the two kinds of audits, the researchers made sure that every finding was supported by data. 3. results and discussion findings of teacher’s experiences will be divided into three themes. the three themes are directed to answer the research questions. the first theme is “using game-based platforms in game-based learning” which refers to game-based platforms used by the teacher to teach english. it covers the findings of exploring game-based platforms used section: teacher’s experience subsection: theme 1 discussion excerpt of data discussion excerpt of data discussion etc. section: teacher’s experience subsection: theme 2 discussion excerpt of data discussion excerpt of data discussion etc. section: teacher’s experience subsection: theme 3 discussion excerpt of data discussion excerpt of data discussion etc. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 72 by the teacher and her reasons for using them. in using game-based learning, the teacher needs to comprehensively master the technological tools used in order to conduct it successfully. one of the technological tools required in the game-based learning activity is the online game which is related to teach english. because not all games are related to teaching and learning english. in this study, the teacher has chosen some game-based platforms to teach english in the classroom. the games that were chosen by the teacher and have been using for several years such as; kahoot!, quizzes, esl games plus, and duolingo. from those lists, kahoot! has been the most used by the teacher in game-based learning. i used kahoot!, quizizz, esl games plus, duolingo, etc to support my teaching in using gamebased learning in the classroom. b.2 (tgp.1) i usually saw the teacher used kahoot! and quizizz. but mostly kahoot! a.5 (sgp.1) i think she mostly used kahoot, quizzes, duolingo. and maybe other apps also. a.5 (tcgp.1) the second theme is “conducting game-based learning to increase students’ interest” which refers to the situation on how the teacher manages game-based learning as a strategy to increase students’ interest in learning english. a few instructional sequences are necessary for using game-based learning managed by the teacher. these instructions helped the students to have prior knowledge about when and how gbl would be used in their learning. she usually began to manage using gbl by asking the students to bring their smartphones the day when english was scheduled. explaining learning instruction and materials they were going to learn had been given after. then, the selected game was used to be played by the students. at the end of the learning, reflection and discussion were conducted to measure the understandings of the students and to wrap the learning session in the classroom. first, i asked them to bring smartphones when we have english lesson on that day. secondly, i provide explanation about the instruction and materials we’re about to learn. then, i would ask them to play the selected game individually or in groups depends on the situation. finally, we would discuss and reflect about the materials and the game at the end of the session. b.5 (tma.1) despite of the strategy used by teacher to teach, there must be benefits and challenges that occur during the learning. in this study, the teacher has experienced some benefits and challenges when using gbl to teach english in the classroom. she obtained benefits in terms of exploring her knowledge to conduct gbl and managing her students better. besides, the teacher could also use gbl to make the students feel interested in learning when they were not in good mood to learn. i gained benefits in exploring my knowledge more related to conducting game-based learning. and i know better now how to manage my students. b.6 (tbe.1) i thought game-based learning was useful in some ways to increase the level of students’ interest to learn english, even though sometimes they were not in good mood to learn. nf (tbe.2) in terms of challenges occurred in using gbl to teach english in the classroom, the teacher divided them into two parts, which are technical and non-technical problems. during the teaching using gbl, the technical problems faced by the teacher were related to gamebased platform (gp). some gps have levels for the learners and some other don’t. for gp that considered having access to learner’s level, sometimes the teacher had an issue in choosing what level is appropriate for her students. she described that sometimes the material or topic of grade 6 level in some gps were too easy for her students. if this happened, she decided to go to upper level of the gp with the similar material or topic. some materials of the games on game-based platforms are too easy for the 6th graders, so that sometimes i need to use similar topic from upper level materials to be given to the students. nf (tcha.1) journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 73 on the other side, non-technical problems pointed out that the teacher, even though she kept reminding the students to bring their smartphones before the learning, faced unpredictable situations when not all students brought their smartphones on schedule. furthermore, the using of various gadgets by the students affected to how stable they could catch the school wi-fi signal. it’s because not all gadgets were new and adequate to be used for playing online learning games. i faced problems such as; sometimes 1 or 2 students forgot to bring their smartphones and internet connection was not really stable. b.7 (tcha.2) the main goal of assuring students’ engagements toward the learning materials was by seeing their performance’s improvements. in the last session of the learning, there were discussion and reflection. the teacher utilized this session to check whether the students made mistakes or not. by checking the students’ mistakes on answering the game’s quizzes, the teacher assumed that the students would take it as reflection. so, in the following learning session, the students were able to review and to overcome their mistakes. this step went over and over again in order that the students achieve better in the future. i could assure that the students were engaged by seeing their performance’s improvements. every time after we have game session, we would check whether they make mistakes or not. and how would they overcome their mistakes in answering the questions from the games will be reviewed over and over again in the future. b.8 (tas.1) other than that, to make sure that the students were really engaged to the learning, the researchers took the data from the teacher’s student and colleague. the student stated that when the teacher was using gbl to teach english, she had a great response. even before studying, the student couldn’t wait to learn english because she was so excited. she didn’t want to miss bringing her smartphone to the class. my response was great. when the teacher asks me to bring gadget, i really make sure not to forget to bring it. because i’m so excited. a.3 (sas. 1) besides, the data taken from the teacher’s colleague explored the situation when the teacher was teaching english using gbl. when he was visiting the primary 6 class, he saw the situation of the students playing games in english lesson. the students were really excited and engaged to the learning. he claimed that the students knew exactly what to do during the learning. he assumed that the students were well-comprehended related to the teacher’s instruction during gbl. i saw the students were really excited and engaged to the learning. i think they knew what to do with their gadgets and how to play the games. maybe it’s because they paid attention to the teacher’s instruction. a.4 (tas.1) by using gbl, the teacher stated that having fun during the lesson was not enough. the students also needed to understand the materials. the improvements of the students were one of the teacher’s consideration. therefore, the teacher made sure that the games were related to the materials given. nevertheless, the teacher has utilized different types of learning games to be played by the students. this was intended to make the students not getting bored easily. various games that relate to the materials helped the students to have fun, to improve and to keep interested on learning. i usually make sure that the game relates to the materials given. for me, it is important to make sure that the game is not also fun but also give improvement to their understandings. i also used different types of games so that the students will not get bored easily. b.9 (ten.3) the way that the teacher used various games was apt to increase students’ engagement. the data taken from the student provided fact that this way brought the lesson becoming more challenging in the eyes of the students. the student also took it as a consideration that she could journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 74 also learn and play at the same time. although the student loved to play games, but playing games was not merely the main reason of why she liked to learn english using gbl. i like it a lot. because it is nice to learn and play at the same time. actually, it’s not playing the games that i like more, but the games make the lesson more challenging. a.4 (sen.1) the third theme is ‘making up your mind” which exposes the teacher’s reasons for using game-based learning to teach english in the classroom and her plans to conduct better teaching and learning process by using game-based learning. a teacher who deals with students from early childhood education to primary education must come up with many strategies in teaching to promote fun, engaging, and meaningful learning. as one of the teachers in primary education, the teacher in this study has done many strategies to teach her students in the classroom. the idea of using gbl to teach english was to make the students engaged and motivated. i decided to use game-based learning to make the students engaged and motivated to learn english. a.3 (tre. 1) there were some reasons from the teacher on using gbl to teach english in the classroom. she stated that gbl was able to make the students collaborate, communicate, interact and work in teams. she also read some articles related to the using of gbl to teach in the classroom. it was written that games helped the students to improve the functioning of the brain. moreover, playing games that relate to learning was also increased the students’ interest in learning the subject. for me, game-based learning plays important role in teaching by making students collaborate, communicate, interact and work in teams. i have read some articles that games improve the functioning of the brain. in my experience, gaming can also increase students’ interest in learning the subject. b.1 (tre.2) additional narratives from the teacher’s colleague might be helpful to understand deeper the teacher’s vision in using gbl to teach english in the classroom. from the narrative of the teacher’s college, it was confirmed that the main reason why the teacher decided on using gbl was that its effectiveness to promote students’ motivation and interest in learning english. the other reason, according to him, was besides increasing students’ interest, the teacher also aimed that the students could have fun while learning. based on my sight, the effectiveness to promote students’ motivation and interest in learning english was one of the main reasons. but she ever told me that besides increasing students’ interest, she also wanted the students to have fun while learning. a.8 (tcre.1) teaching the students by using gbl has been the teacher’s most often strategy used. yet, gbl must be improved in such a way so that its effectiveness will continue to give a bigger impact on the students’ interest in learning. besides its use to increase the students’ interest, gbl needs to be developed in some ways to fill in empty spaces of students’ developmental aspects; such as collaboration, teamwork, and critical thinking. it was very interesting that the teacher came up with such a great mindset so that gbl was not only promoting fun and engaging learning but also promoting wider students’ developmental aspects. i hope gbl that i regularly used could be improved effectively to give a bigger impact on my students and myself. moreover, gbl needs to be improved in order to fill students’ developmental aspects, such as collaboration, teamwork, and critical thinking. ne (tpl.1) in this study, the teacher claimed that she has selected the game-based platforms before bringing them out into learning in the classroom. some game-based platforms have been used by the teacher to teach english using gbl. these game-based platforms were kahoot!, quizziz, esl games plus, and duolingo. from that list, kahoot! was identified as the most journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 75 used game-based platform. the teacher was often to use kahoot! because it was rich in visuals and easy to be played. the main reason for using kahoot! was to promote fun and engaging learning. this reason was in line with the study conducted by licorish et al (2012:759) which found out that the use of kahoot! triggered students’ attention and focus, and it is also captured and sustained students’ attention. kahoot! was also used by the teacher to monitor the improvement of the students’ performances. by taking scores after having kahoot!’s quizzes, the teacher was able to assess the level of students’ achievements. so far, based on the teacher’s observation of the students’ achievements using gbl, the marks of the students confirmedly shown better results during the learning. as the study conducted by ares et al (2018:1221) revealed that the use of a gamification tool (kahoot!) in a classroom had generally improved students´ learning and marks. during the learning, the teacher started the lesson by giving instruction about what and how they were going to learn. by listening to the teacher’s instruction, the students were expected to understand completely related to the using of gbl by the teacher on that day. delivering instruction to the students was essential because if the students didn’t comprehend the instruction, they would not be able to follow the whole session of the learning. even for the students with great potential due to playing games using gbl, they would get difficulties in catching up with the lesson if they don’t pay attention to the instruction. in previous research related to content-based instruction, ilhomovna et al (2015:106) stated that meaningful input of instructional learning helps the students to improve communicative skills in foreign language development. so, having a complete understanding of the teacher’s instruction towards the learning is much more important than the playing session itself. because it promotes greater knowledge on understanding the journey of the learning. what has been done by the teacher by giving clear instruction to the students played an essential role to help the students of having complete understanding toward the journey of the learning. in implementing gbl to teach english in the classroom, the teacher ended the session by conducting reflection and discussion sessions. these sessions encouraged the students to reflect on whether their results were in line with their efforts in learning by playing games in gbl. the teacher has also been given supportive feedbacks to level up the students’ achievements. the results which appeared on the games’ screens were useful as references for the students to monitor their own achievements. in this case, games as learning tools played their role to deliver informational feedback to assist the students in monitoring their progress in learning. kapp (2012:3) stated that games give players “informational” feedback that indicates the correctness or incorrectness of action, and directional feedback that guides the player toward the correct action. based on the teacher’s narratives, she decided to teach english using gbl because she wanted to make the students engaged and interested in the learning. she claimed that interest was vital and it affected how the students learn the subject. if the students were interested in the way and the process of learning english, they would also achieve better in the learning. hidi (1990) stated that interest which is conducted in situational contexts leads to the increasing of long-lasting personal interest. that is, being interested in a topic is a mental resource that increases learning, which then leads to better performance and achievement. the improvements of the learning achievements shown by the students were proved that by using gbl to teach english in the classroom encouraged the students to engage and focus on the learning. these results became the teacher’s references in terms of the use of gbl increased the students’ interest by looking at the students’ learning improvements. therefore, in this case, the teacher strongly claimed that the use of gbl was capable to increase the students’ interest in learning english. this belief was in line with relevant studies which have journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 76 been indicated that digital game-based learning possesses significant potential for increasing students’ knowledge and motivation (papastergiou, 2009). by using gbl to teach english in the classroom, the teacher was considered to be successful in increasing the students’ interest in learning. this statement is based on the narratives from the people who have interacted directly with the teacher as the main participant in this study. the student who has been studying for one year with the teacher claimed that gbl increased her interest in learning english. its positive feature that rich in visuals supported the student to understand the materials better. the student was so interested and engaged in the variety of the games that the teacher used. this variety created more interactive and challenging learning for the whole students. keeping the students have fun while learning was the key to the teacher’s success in using gbl to teach english. the student often asked the teacher whether she would learn english using gbl for the following session or not. it is because she could not wait to have another session of learning using gbl. the feeling that was felt by the student was clearly normal, because when game-based learning is viewed from a motivational perspective, it can be powerful motivators for students to experience new and deep learning in the classroom (gee, 2003). another supporting statement came from the teacher’s colleague who has been working together with the teacher for more than 7 years. this colleague was sometimes visited the teacher’s class in relation to work. during his visit, he witnessed how the teacher was using gbl to teach english in the classroom. by using gbl, the colleague described, the teacher has successfully promoted fun and engaging learning. the teacher, according to the colleague’s narrative, maintained the awareness and focus of the students. even though the teacher conducted the gbl in fun ways, but she did not get lost in controlling the students. she was still able to give instructions and tasks during the use of gbl. based on the colleague’s narrative, the students seemed interested and engaged in learning the subject. he claimed that the teacher has successfully increased the students’ interest in learning english. allowing herself to reflect on her teaching practice gives her awareness of lifelong learning. jarvis (2004) defines lifelong learning as the combination of processes throughout a lifetime whereby whole person experiences social situations which are then transformed cognitively, emotively, or practices resulting in a continually changing. 4. conclusion the first finding reveals that the teacher mentioned some game-based platforms that she used to conduct gbl in the classroom. the game-based platforms were kahoot!, quizizz, esl games plus, duolingo, etc. from those platforms, kahoot! was considered the most used game during the use of gbl in teaching english. the reason why she utilized those platforms was that they are rich in visuals and easy to play. the games also provide levels for the learners. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 77 the second finding describes how the teacher managed the use of gbl to teach english in the classroom. the way the teacher managed the use of gbl by following a structured schedule has promoted fun and interesting learning. besides conducting fun and interesting learning, she also made sure that the games relate to the materials being learned. checking students’ scores or results after learning and playing by using gbl was an important aspect that was regularly done by the teacher to make sure that the students engage in the learning materials. the third finding reveals that the teacher searched some related works of literature in using gbl to increase students’ interest before conducting gbl in her classroom. she decided to use gbl to teach english because she wanted to make the students engaged and interested in the learning. based on the teacher’s experiences, she claimed that the use of gbl has successfully increased the students’ interest in learning english. in her reflection towards the use of gbl to increase students’ interest in learning english, the teacher stated that even though she was considered a success in conducting english learning by using gbl and managing her students in the learning, she still needed to improve her knowledge and skills to achieve better results in her teaching. she also planned to conduct more interactive games related to language skills. this plan, she hoped, will make the students perform better day by day. after revealing the teacher’s experiences in using gbl to increase students’ interest, there are some suggestions have been made for the teacher and future researchers. for the teacher, it is the teacher’s responsibility to accommodate the needs of the students during the learning. the students who sometimes forgot to prepare and bring gadgets due to the fixed schedule must have the same opportunity to learn. the teacher should pay more attention to the students who couldn’t participate completely in the learning because they couldn’t bring the gadgets. unstandardized gadgets are becoming an issue concerning having appropriate conditions in learning by using gbl. the teacher needs to find a solution by involving all stakeholders at school, including the parents. win-win solutions are needed in order to have a better learning situation. related to the increasing of the students’ interest, the teacher needs to make sure that the references are not based on the scores only. but she needs to add more aspects and perspectives so that the learning interest which is gained by the students follows them simultaneously. the continuous interest must be monitored by the teacher inside and outside the classroom. the teacher can create more assessments to determine the progress of the students’ interest after having gbl in the classroom. for future researchers on increasing students’ interest in learning english by using gbl, it is suggested to explore how to maintain the sustainability of students’ interest in learning english by using gbl. moreover, one student as one of the supporting participants might not be enough to generalize the perception of all students in the classroom. future researchers may also focus on a specific purpose of using gbl such as the development of students’ achievement in learning english by using gbl. some specific ways involving the increasing of students’ interest could be analyzed and explored to be assigned in similar studies. references ares et al. (2018). results of the use of kahoot! gamification tool in a course of chemistry. 4th international conference on higher education advances. barkhuizen, g., benson, p., & chik, a. (2014). narrative inquiry in language teaching and learning research. routledge. brinkmann, s. (2014). qualitative interviewing. ny: oxford university press. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 67—78 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 78 brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. san fransisco: longman. clandinin, d. j. (2006). narrative inquiry: a methodology for studying lived experience. research studies in music education, 27(1), 44-54. clandinin, d. j., & connelly, f. m. (1990). narrative, experience and the study of curriculum. cambridge journal of education, 20(3), 241-253. creswell, j. w. 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(2020). improving students interest in learning simple past tense using teams games tournaments. journal of english language teaching and material (jeltim), vol. 2, no. 2, https://jurnal.untan.ac.id/index.php/jeltim/article/view/37832. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 134 134 a linguistic landscape study in indonesian sub-urban high school signages: an exploration of patterns and associations yustika wahyu riani1 ana widia ningsih2 mery novitasari3 mochammad sulthon samudra rizky zulkarnaen4 universitas jember1,2,3,4 email: yustikawahyu5@gmail.com1 email: anawidya99@gmail.com2 email: merynovitasari18@gmail.com3 email: rizkyzulk62@gmail.com4 abstract english is the most used lingua franca and its permeation is mainly through education sector. this expansion is reflected through the display of english coexisting with other languages in education sites. linguistic landscape study in school sites helps to explain the functions of language choices in school signs. in indonesia, the use of english captured in school signs have been frequently investigated focusing in their relation with urban communities, yet, the co-existence of languages in signages in sub-urban schools are still rarely investigated. to fill this gap, we scrutinized the languages present on indonesian sub-urban schools focusing on their patterns and associations. 101 school signs were collected from three senior high schools in sub-urban areas in jember, magetan and situbondo. the display patterns were analyzed based on the number of languages present in the signs and interpreted socio-culturally. this study found three patterns of the suburban school signs: monolingual, bilingual, and multilingual signs consisting of five different languages: indonesian, english, arabic, sanskrit, and latin. indonesian becomes the dominant language used, and is followed by english. english is mostly used in schools that have history as international schools. in addition, arabic is mostly used in school located in islamic environment as a form of self-identification, and sanskrit is used as a cultural symbol in the school located in dominant javanese community. in conclusion, location and socio-cultural context influence the language used in school. keywords: association, english as a lingua franca, linguistic landscape, language patterns mailto:yustikawahyu5@gmail.com mailto:anawidya99@gmail.com mailto:merynovitasari18@gmail.com journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 135 1. introduction nelson and aarts (1999) confirm that english has spread to all five continents and has become a global language, and the most used language than others. with the widespread of english nowadays, it is not only used in communication between native speakers (ns), native speakers with non-native speakers (nns), it is also used in communication between non-native speakers. indeed, english has become the fastest-growing lingua franca in the world. a quarter of world’s population is fluent and competent in english, and the number keeps growing (crystal, 2003). kachru’s three-circle model of world englishes (1985) provides the description of the spread of english in terms of three concentric circles: the inner circle, the outer circle and the expanding circle. the inner circle includes countries, including australia, britain, canada and united states, where english becomes the first language. the inner circle countries use english for government business, school life and daily life. meanwhile the outer circle includes british and american post-colonial countries where english is chosen as a second language and extensively used in social life and the government sector. in these countries, english are also used as a lingua franca in inter-ethnic interactions. in singapore, for example, english has privileged the most while the other languages are taught only as subjects (kirkpatrick, 2012). the last is expanding circle which includes countries that use english as an important foreign language to facilitate them for international trade and communication exchanges. in these countries, english takes an important role in education. countries fall into this circle are for instance china, germany, indonesia, thailand, korea, japan. crystal (2003) highlights that english has become the normal medium of instruction in higher education for many countries – and is increasingly used in several areas, especially science and technology where the language has no official status. both in outer and expanding circle countries the role of english is increasing (bolton & bacon-shone, 2020). in china english is a compulsory subject, one of three core subjects, for all students from grade 3 in elementary school (kirkpatrick, 2020). foley (2005) describes, in thailand, english is a necessity and mandatory subject that must to be given in school. brazil uses english as an optional foreign language in school where english is one of the foreign languages that is offered in fifth grade. in higher education english is taught as international language (finardi & archanjo, 2015). in indonesian schools, english is taught as a foreign language together with bahasa indonesia and local languages. according to dardjowidjojo (2003) english in indonesia has never been considered an official language coexisting with the national language and english is the first foreign language, which emphasizes the status of english as mandatory for all types of secondary education, but it is still put on a lower level of priority. he further argues that the adoption of english as the first foreign language in indonesia is mostly due to the influence of science and technology. during 2006, the vitality of english in indonesian schools was accentuated through the national implementation of rsbi (rintisan sekolah bertaraf internasional) or international-standardized school by state schools, where the schools used english as the medium of instruction and teaching (john et al, 2013). the strict compliance criteria set by the minister of education and culture made the use of english in rsbi schools were more intense. the students, the teachers, and also the staffs at the schools should learn and understand english. some student’s books were in bilingual, bahasa indonesia, and english. after much criticism and protests concerning its practicality and fear of the detraction of indonesian cultural and linguistic values, rsbi was stopped by the indonesian constitutional court (john et al, 2013) (evaluation of international standard school in indonesia). though the rsbi policy has stopped, english remains a vital language in indonesian education. according to the parents, the present time is not the same as their past. students have to keep up with the times, in this case, english is considered extremely important because it is a lingua franca, and also one of the keys to successful communication in the world (faqihatuddiniyah & rasyid, 2017). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 136 the use and position of english in indonesian schools are observable through the written signs visible in school settings, and linguistic landscape study helps to explain this. landry and bourhis (1997) provides a complete definition of linguistic landscape as the visibility and salience of languages on public and commercial signs in a given territory or a given region. linguistic landscape examines all the semiotic signs in public spaces such as advertisement signs in the business sector and school signs in the education sector. the study of linguistic landscape focuses on the representations of languages in public sign and the object of the linguistic landscape study is the written language and how people interact with the signs (mensel et al, 2016). the vitality of english in indonesian education sector is potentially interpreted through its representation in school signages along with other languages. this research looks at the vitality of english in indonesian education context through the linguistic landscape study in indonesian school signages. much research has reported the vitality of english in education sector. siricharoen (2016) investigated linguistic landscape in the faculty of arts, chulalongkon university, which found that thaienglish was the most frequently used language, and it is proof that thai-english bilingualism is supported strongly within the faculty of arts in the university. among myriad of investigations done on school signs, very little is known about the ll in indonesian schools. andriyanti (2019) has done the investigation in five high schools in yogyakarta that found three lingual patterns of ll in school sites: monolingual, bilingual, and multilingual. andriyanti’s study found some associations such as language dominance and marginalization, less capability of international languages, language as a school identity marker, and language as a cultural symbol. ll study on school signages especially on indonesian urban cities were frequently investigated while ll study in sub-urban cities were not much frequent. the research questions guiding his study are what school signanges in sub-urban cities are? how many languages are used by school signages in the sub-urban area? how is the language used in the signages were associated with the social life and culture in the suburban areas? 2. method this research is a study on linguistic landscape to find how languages are used in school signs, the associations, the functions, and the context of the school and the areas. it aims to find the patterns based on the languages that present in the signs and the association of the language used in the school sign with the social life and culture in the areas of the school. the data were 101 signages taken near the researchers’ residence because it is easier to approach if the researchers need to retake the photographic. the data were from 3 high schools from suburban areas in east java. there were 15 data from magetan, 12 data from situbondo, and 74 data from jember. to help analyze the data, the schools’ names were pseudo names; s1 for magetan, s2 for situbondo, and s3 for jember. all of the data were collected for two weeks. the data were checked to find that there are no signs taken more than once. one sign means one data. for detail, the number of the data is shown in table 1. table 1 number of data no school code number of the data 1. s1 15 2. s2 12 3. s3 74 total 101 the signages were treated as textual data. the texts as qualitative data were also quantified for their frequency of appearance during the analysis to get a comprehensive understanding of the observed phenomenon (gorter, 2006). the data were classified based on the language present in the signs to find the patterns. the data were interpreted to find the journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 137 associations of the language used in school. based on 101 data, we found three patterns; monolingual, bilingual, and multilingual of five languages: indonesian, english, arabic, sanskrit, and latin. 2.1 research design this research employs a qualitative method since the data are in the form of texts in signages that need researchers' interpretation and analysis to find the results. no numerical and statistical data is used in this research, so qualitative is the suitable method for this research. it is supported by a statement by denscombe in which he states that qualitative research tends to be associated with words or images as the unit of analysis (2007). the analysis is in the form of interpretation on qualitative studies, in which the analysis is interpretative rather than statistical (mackey & gass, 2005). this research needs the researchers’ analysis to find out the linguistic pattern in the signage and researchers' interpretation to find out the associations of the language used in the signages. 3. results and discussion 3.1 pattern one hundred and one (101) signs as the data was collected from three high schools in east java, indonesia. they are magetan (s1), situbondo (s2), and jember (s3). table 2 sign patterns school code monolingual bilingual multilingual total s1 3 12 0 15 s2 4 8 0 12 s3 43 20 11 74 total 50 40 11 101 according to table 3, monolingual pattern is the most used pattern among the others. there were 50 signs that were found as the data; 27 signs wre written in bahasa indonesia, and the rest 23 are written in english. table 3 languages in monolingual patterns school code bahasa indonesia english total s1 0 3 3 s2 0 4 4 s3 27 16 43 total 27 23 50 bilingual pattern placed second after monolingual pattern, there are total 40 signs that were found as the data; 31 of them are written in indonesian + english, 6 were written in indonesian + arabic, 2 were written in indonesian + latin, and 1 indonesian + sanskrit. table 4 languages in bilingual patterns school code bahasa+ english bahasa+ latin bahasa+ arabic english+ sanskrit english + arabic total s1 12 0 0 0 0 12 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 138 s2 4 0 0 0 4 8 s3 15 2 2 1 0 20 total 32 2 2 1 4 40 multilingual pattern is the least pattern used according to the data. there were only 9 signs written in bahasa indonesia + english + sanskrit, and 2 bahasa indonesia + arabic + english. table 5 languages in multilingual patterns school code indonesian+sanskrit+ english indonesian+arabic+ english total s1 9 2 11 total 9 2 11 from 101 data, the most used pattern on signs in east java sub-urban area was monolingual in which bahasa indonesia is the most used language. bahasa indonesia as the national language, therefore, used compulsorily in this academic setting was the reason why sub-urban high schools use bahasa indonesia. for the bilingual pattern, it was found that english+indonesian was the most used one. two out of 3 schools were where english was mostly used were an international school where english was used as their communication in the classroom and school in general. the multilingual pattern was found to be the smallest data because some schools do not obligate the third language, and sometimes multilingual only used as a language combination to complete the other language depends on its location. for example, a multilingual language such as indonesian+english+sanskrit was only found in the school where the people use javanese (s1 and s3). the use of arabic+indonesian+english was found in every school because the majority is muslim. 3.2 association in indonesia, the use of english captured in school signs has been frequently investigated focusing on their relation with urban communities. the principal perception that students’ mastery of english is very important and it seems to motivate schools to create signs in english (andriyanti, 2016). it means that using or learning english at school can motivate students to develop school status to be internationally recognized. indonesian as national language in all patterns, bahasa indonesia becomes the dominant language used. besides it is used as a national language of indonesia, bahasa indonesia also can help a student in understanding the meaning of signs. the obligatory to use the indonesian language as a language of instruction in education (departemen pendidikan nasional republik indonesia, 2003; kementerian hukum dan hak asasi manusia republik indonesia, 2009) and have it as a compulsory subject taught at all school levels (departemen pendidikan nasional republik indonesia, 2003) have developed perception in the community that it is mandatory for students to use bahasa indonesia at school both in speaking or writing. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 139 figure 1 indonesian in monolingual pattern the sign in figure 1 is a quote about the environment. it is a kind of quote that invites people to save the earth. the sign uses indonesian because this language is already understood by all the indonesian people. the use of bahasa indonesia usually takes precedence of indonesian as the mother language and also the unity. however, everyone will understand what is meant in figure 2. it is easier for everyone to know what the picture asked. “tanam sebatang pohon, petik sejuta kebaikan” means by planting one tree, we can get a million of benefit. this quote aims to attract people to plant trees because trees can give lots of benefits and using indonesian became an effective way. figure 2 indonesian in bilingual pattern based on the previous research by andriyanti has mentioned that indonesian is most used in a school environment because understandable. she also argues the use of bahasa indonesia in school in communications through signs in ll can be relatively effective because everyone at school understands the language. the sign in figure 2 has the same theme as the signs in figure 1. in this sign, it used english and bahasa indonesia which english is used to emphasize the world. english as lingua franca and also international language is known by many people in the world. the words “save the world today” show that we should pay attention not only around us but to every part of the world we live in and keep caring about the environment. the use of english reveals that the sign is not only for indonesian but also for all people around the world. meanwhile, bahasa indonesia is used to make it clear, especially for indonesian. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 140 figure 3 indonesian in bilingual pattern the sign in figure 3 was written in indonesian “titik kumpul” which was followed by the english translation “assembly point”. this is what we call a bilingual pattern, where the first language uses bahasa indonesia, which is the mother language of indonesian. it aims to make students easy in understanding the message conveyed. english is used to improve student’s high school ability. it can be seen from how the sign maker only used phrases rather than a sentence, which means students should understand little by little. figure 4 indonesian in multilingual pattern the third example is a multilingual sign which used bahasa indonesia because it is the national language and the common language used in east java, the second language is sankirt or javanese alphabet. sanskrit is used to help students become more familiar with the character of the javanese alphabet and able to read it. javanese students are expected to be able to understand sanskrit because it is a part of javanese culture. the last language is english that is used because it can help students to be familiar and be able to remember english vocabularies. english becomes one foreign language that is taught at the school and english is an international language so that is why english is important to be understood by the students. this sign is a direction sign used for the classroom. english as school signs to show school standard english is the second most used language after bahasa indonesia and became the language used as the medium instruction (ngatu & basikin, 2019). journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 141 figure 5 english in monolingual pattern using english as a sign is one way for teachers to train their students in understanding meaning. for example, the use of formal english in monolingual signs in the picture above. the phrase “guidance and counselling” is a room where students can ask free for the guidance of their study or their problem during the study at that school. this sign is used in s2 to exercise students in understanding english so that students will be familiar with all the phrases in english. the school also tries to create enthusiasm of community at school because english is very influential for education as the lingua franca and global language. figure 6 english in bilingual pattern the sign says “knowledge without religion is lame, ilmu tanpa agama adalah pincang”, it reminds young generations especially school s1 students to still learn religion along with knowledge because knowledge is not enough. english is used as the second language because the school was an international school. it means that the school (s1) wants to show the idealism of english as internationally-standardized schools. figure 7 english in multilingual pattern in this sign, english is used to inform about what gender is the room for which in the signage is written ‘female’ means that it is room for female. it can also be seen from the sign of girl beside the word “female”. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 142 in addition, the use of english in the signage is to make students more familiar with english vocabulary because the use of english in a certain place does not always indicate that the people around are capable to use english (ben-rafael, et al., 2006; cenoz & gorter, 2008; piller, 2001, 2003). english is an international language that is important for students to be able to understand, english is a compulsory subject that will be tested in the national examination and taught at least four or five times a week (departement pendidikan nasional republik indonesia, 2003). english is mostly used in school signages to show that the school is a reputable school because english is known as a modern language as well as english is an international language. as landry & bourhis (1997) argues, that languages are used to show the power and status of a linguistics community in a certain place. arabic in school signs to show morality and religion arabic is mostly used in the school signage where the school is located in the islamic environment and islamic culture, especially in jember (s3) and situbondo (s2). figure 8 arabic in bilingual pattern in the signage above, arabic is found in a bilingual sign together with bahasa indonesia. the signage aims to show that the school wants students to understand that cleanliness is a very important thing to do. the sign is written in arabic because the quote is originally a hadith and it is followed by bahasa indonesia to show the meaning of the hadith. the sign was taken from s2 where is also called “kota santri” or the city of islamic students. figure 9 arabic in multilingual pattern arabic is found in multilingual signs in s3. it is written together with bahasa indonesia and english. the sign is actually kind of appeal to give students understanding before and after they enter the toilet. the first sign is written in indonesian "doa masuk toilet" which means du'a to enter the toilet in english. this reminds someone to pray before entering the toilet. then in the next, followed by arabic or known as du'a and the meaning is written in bahasa indonesia “ya allah, sesungguhnya aku berlindung kepadamu dari setan laki-laki dan setan journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 143 perempuan” in english translation means o allah, i seek protection in you from the male and female unclean spirit. this is the same as the next sentence “doa keluar toilet” or du’a leave toilet that also follows by arabic (du’a) without translation in bahasa indonesia. arabic is mostly used in school signage for a hadith and du’a that is originally written in arabic. then, the arabic followed by indonesian to show the meanings. hadith and duá shown in the school ll aims to make students more familiar with hadith and du’a since the majority of the students are muslim. moreover, s2, is a school that is located in situbondo which is called “kota santri” or the city of islamic students. it makes the use of arabic in the school signage become the identity of where the school is located. it is supported by the statement from landry & bourhis (1997) that ‘the choice of language in public signage indicates the status in the community of the language used and as such marks the relative power and status of the linguistic communities in a given territory’. arabic is also taught at the school which is included in religious subjects (islam) where students sometimes should remember that a kind of du’a and hadith is arabic. arabic in school signage is also found in the research of andriyanti (2018). in the research was found signages contain a hadith written in arabic and followed by the meaning in bahasa indonesia which means ‘indeed, allah is beautiful and he loves beauty and ‘and when i fall sick, he (allah) is the one who cures me’. the use of bahasa indonesia and arabic in these two signs implies that giving the meanings is important for the reader where the majority the student is islamic students. the research also found arabic in a multilingual sign that is written together with english and french. these three languages are used because the language is a foreign language taught at school. from this research and andriyanti’s research, it can be concluded that arabic is mostly used in school signage where the school is located in a muslim environment which means that the majority of students of the school are muslim or islamic students. another reason why arabic is used in school signage is that arabic is included in the religious subject (islam) that is taught at the school. sanskrit as cultural symbol and identity marker local content (muatan lokal) is oriented to bridge family and community needs for educational purposes national. it can also argue, and this subject provides opportunities for students to develop the ability deemed necessary by the region concerned (michael, 2019). therefore, local content subjects must contain regional cultural characteristics, skills, values sublime local culture and raise social problems and environment that is ultimately able to equip students with basic skills as provisions in life (nasir, 2013). according to that statement, sanskrit, which is contained in local content is used as a cultural symbol, especially for javanese. it is also used as an identity marker for the schools that are located in java. sanskrit and java language also become subjects that should be studied by the students at school in local content. sanskrit is a part of the culture that should be understood and comprehended by the students, so that is why java language and sanskrit are taught at school in java. the use of sanskrit in the signages is aimed to help the students to practice more and be able to read sanskrit by reading those signages at school. on figure 9, for example, sanskrit is used in a multilingual pattern where it is placed after bahasa indonesia and before english. by looking at the signage, students will recognize that the sanskrit characters of ‘gudang alat’ are like what is written in the signage. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 144 figure 10 sanskrit in multilingual pattern local content (muatan lokal) is oriented to bridge family and community needs for educational purposes national. it can also argue, and this subject provides opportunities for students to develop the ability deemed necessary by the region concerned (michael, 2019). therefore, local content subjects must contain regional cultural characteristics, skills, values sublime local culture and raise social problems and environment that is ultimately able to equip students with basic skills as provisions in life (nasir, 2013). according to that statement, sanskrit, which is contained in local content is used as a cultural symbol, especially for javanese. it is also used as an identity marker for the schools that are located in java. sanskrit and java language also become subjects that should be studied by the students at school in local content. sanskrit is a part of the culture that should be understood and comprehended by the students, so that is why java language and sanskrit are taught at school in java. the use of sanskrit in the signages is aimed to help the students to practice more and be able to read sanskrit by reading those signages at school. on figure 9, for example, sanskrit is used in a multilingual pattern where it is placed after bahasa indonesia and before english. by looking at the signage, students will recognize that the sanskrit characters of ‘gudang alat’ are like what is written in the signage. the local content curriculum is a major component of indonesia’s which has sought to promote the localization of educational methods for communities, including schools (bjork, 2003). according to the statement, local content aims for the development in the local communities in educational terms, and this community includes the schools. the local content itself actually predated indonesia federal law number 22/1999 on local government that the authority to implement and to manage the education should be transferred from the national government, the ministry of education and culture (mone) to local district/municipal governments. the goal is to make national standards and subject matter more relevant to students in their localities. latin associated with adiwiyata school figure 11 latin in bilingual pattern journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 145 throughout the data, latin is used in school signages mostly placed to describe plants and trees. at senior high school, latin is usually used in the science lesson because it is always related to the name of fauna. attaching the sign of the plant’s name in indonesian, english, and latin could enhance students’ understanding of learning a foreign language (eko, 2013). according to that statement, and there is also a program designed by the government, namely, ‘adiwiyata’ school, a school that has a program for environment caring to many kinds of plants and trees are planted at the school area. the ‘adiwiyata’ always give special treatment for plants, and by giving the plants a name, it makes the plants recognized by people in the school. in figure 10, for example, the latin name in the signage is placed below the name in indonesian. by giving the latin name in the plants and trees, it can add the students’ knowledge and help them in a science subject. 4. conclusion in every pattern (monolingual, bilingual, and multilingual), we found that bahasa indonesia is the most used language in signages in every school chosen. english came out second, arabic is third and followed p by sanskrit and latin. indonesian came out the first place is that of the mandates to use bahasa indonesia as the language of instructions (departemen pendidikan nasional republik indonesia, 2003; kementerian hukum dan hak asasi manusia republik indonesia, 2009) and have it as a compulsory subject taught at all school levels (departemen pendidikan nasional republik indonesia, 2003) both in speaking and writing. other reasons are that indonesian is the national language of indonesia and could help students understand the meaning of signs. english is a lingua franca, in the mean which, english is used by many people worldwide, and that reason linked to the second reason, that english is a compulsory subject taught at schools, especially schools that are international schools. english became the language used as the medium of instruction, that is to develop various abilities among students, such as how they understand what they read and hear and how they can express their ideas through oral or writing. arabic is also used by many islamic boarding schools in an islamic environment, islamic culture. we chose only islamic boarding schools that are in jember and situbondo. there is only one reason why we chose only two islamic boarding schools. that is, jember and situbondo have the most santri (islamic students). thus, the two cities are famous of being a kota santri (city of islamic student). arabic is used as the second language because the school wants students to understand that cleanliness is a vital thing to do. it is related to religion, where the arabic sentence shows the existence and sacred meaning of cleanliness. sanskrit is a local language spoken by local ethnicities. it is a cultural symbol, especially for javanese and madurese. it is used as an identity marker for the schools in certain areas. in this term, sanskrit is used by the sub-urban schools we chose in d.i. (daerah istimewa or special region) of yogyakarta. the other language, latin, is used by schools with adiwiyata (school program to care the nature) status, or as a part of learning subjects that are learned at school. the achievement we have achieved during this paper's process was all but only a little since we lack a database, interviewees, etc., regarding the matter of association and pattern in the linguistic landscape in sub-urban school signages. in future studies, we suggest raising funds and collect materials as much as possible from any potential sources. also, to research from other perspectives. acknowledgement the researchers would like to acknowledge the funding that we received from the university/ lp2m universitas jember via research group english in a perspective of lingua franca. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 134—146 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 146 references al-mutairi, m.a. 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(2018). the role of english as lingua franca – informed approach in same language teaching and learning to preserve cultural identity: from classroom to practice. edulitics (education, literature, and linguistics) journal, 3(2), 8-16. parwati, sape. (2018). language phenomena of tourism enterprises in bali. journal of applied studies in language, 2(2), 124-134. http://ojs.pnb.ac.id/index.php/jasl/article/view/1055. seidlhofer, b. (2005). english as a lingua franca. elt journal, 59(4), 339-341. taylor-leech, k. j. (2012). language choice as an index of identity: linguistic landscape in dili, timor-leste. international journal of multilingualism, 9(1), 15–34. http://repository.unej.ac.id/ http://repository.unej.ac.id/ http://repository.unej.ac.id/ http://repository.unej.ac.id/ microsoft word 18. jasl-jun'21. setiawan 165-173.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 156 156 improvement of presentation performance through feedback dedy setiawan department of english, politeknik negeri bandung, west java, indonesia email: dedy.setiawan@polban.ac.id abstract presentation is a type of public speaking which requires special skills besides language competency. presentation skill in english is a lesson or subject which can be found in some educational institutions in indonesia. besides presentation, public speaking can be in a form of speech, debate, and meeting. a speaker will face more than one or two people or even hundreds or thousands of people in public speaking. while in ordinary conversation, the speakers and the listener called interlocutors are limited to only a few people. presentation class is meant to improve the students’ performance in english public speaking. feedback is usually given after a presentation activity is completed. in this case, the students who were being trained would be given feedback by the trainer namely the teacher. feedback is given thoroughly on the language, content, and method of presentation. research on feedback or assessment on oral presentation is under-explored. the present research is proof supported with empirical data which suggests that the role of feedback is important and statistically assessed as significant in making the later performance better. the main factor that determines the quality of a presentation is language skill. however, there are other aspects that are quite decisive such as the material or topic of the presentation and the presentation method. keywords: english, feedback, presentation skill, language skill, public speaking journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 157 1. introduction presentation skill is a type of public speaking skill besides speech, debates, and meetings. it is unavoidable that a speaker will face more than one or two people or even hundreds or thousands of people in public speaking. while in an ordinary conversation, a speaker or a listener will be limited to face only a few people. besides, in public speaking, a speaker can express his or her opinion long enough; he or she has an opportunity to talk in dozens or hundreds of sentences. in a conversation, a speaker can only utter a few sentences because the conversation can be responded to or even interrupted by other persons directly. for that, the ability to speak in public, especially in a presentation, has its competence, which is different from the ability to speak in a conversation. there are some ways to improve the speaking skills of the students. karsudianto (2020, cf. agustina, 2019; tuzlukova & heckadon, 2020) suggested using mingling games to improve the students’ motivation and self-confidence. sun et al (2017) proposes the use of social networking to improve english-speaking skills. while boonkit (2010) has found that d listening to music, watching movies, and frequent practice of listening and speaking skills from multimedia websites can improve speaking skills. however, all of the efforts on improving the speaking skills involve giving feedback to the students. there are two kinds of feedback that a teacher can give to students: oral and written feedback. while oral feedback is given during a task in the classroom, written feedback is given afterward (nsw, 2020). in its implementation on language classes, this feedback is often overlapping with the so-called ‘error correction’. whether feedback is interchangeable with error correction or it is part of error correction or the other way around, further discussion should be made. in another instance, gaudreau (2020) mentions 9 types of feedback to boost student engagement. those are appreciation, payback, links to resources, questions, providing next steps, providing guidance, sharing personal experiences, facilitators connecting learners, providing encouragement. while cirt (2020) suggests that feedback sends a message to the students that the instructor cares about the learning taking place and that it allows the students to become more engaged and involved in the classroom. here, we have found many ways to give feedback to students. to be more specific, feedback in this context belongs to the oral feedback type with some specific modes such as those mentioned by gaudreau (2020). due to its limited nature for managers and native speakers, the aspect or element criteria that determine the quality of a presentation for other speakers of language need to be formed separately. in this case, language ability becomes the main factor because this course is one form of improvement the language skill. next is the aspect (mastery of the material) to be presented; and the last is the technique of presentation of the material. these three factors are summarized in terms of language, content, and method. these three factors are described in more details as follows: language aspects consist of proficiency, vocabulary, grammar, and pronunciation. in this aspect, it is important to see how fluently the students talk; and whether the language used is a standard language or not. methods aspects include the use of tools, presentation systematics, gestures, and body language as well as facial expressions. content or material aspects include mastery of material that can be seen from the content of the presentation and scope of material presented; it is also worth noting how the students respond to the questions. body language is incorporated into aspects of methods because the most important thing in methods (or how to present) is how to make this presentation appealing. there is an opinion that states that body language is one form of language incorporated into the language element, but from the point of view of how the presentation is performed, it is a form of method. furthermore, macnamara (1999) mentions four kinds of presentations that can be conducted; they are impromptu presentation, memorized presentation, read the presentation, and prepared journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 158 and delivered from notes or cue card presentation. impromptu is a spontaneous presentation without preparationthat is usually done in about one minute; memorized presentation is a presentation done after the presenter memorizes what will be said at the presentation; read presentation is a readable presentation, as in the role of a newscaster on tv or radio; and the last is the highest level of presentation which is prepared and delivered a presentation that uses only small notes stored on cue cards or powerpoint slides, etc. these are activities that can be performed in a language class. what will be assessed in the present study is the highest type of presentation, which is then prepared and delivered presentation. the focus of attention in giving feedback will depend on the language skills of students who do the presentation. if the ability of the language proficiency is sufficient (good enough), attention will be largely aimed at two other aspects, are methods and content; but if language competency needs a lot of improvement, it is important to be focusing the attention on improving the use of language. each of the above stages requires different times and conditions. the time for research and assembly (stage 4) will be relatively long compared to stages 1 and 2. each student will also need a different time to perform the above stages. for certain people, it may take 4 stages to take a shorter time than others. furthermore, deutch (2009) reveals more details of the procedures and preparations for making effective presentations: feedback has been acknowledged as important in higher education although it is considered a difficult issue al-bashir et al. (2016). however, they suggest various e-feedback techniques such as e-mail feedback, audio-video feedback, screencasts, and recycling written comments (al-bashir et al., 2016). public speaking can also be improved through training and practices as well as constructive feedback (here an interactive virtual audience paradigm). feedback has been proved to improve the students’ performance who take survival speaking class (amalia et al, 2019). they found that explicit correction is the most widely used and leads to the most amount of repair. however, bezzazi (2019) investigated the effectiveness of flip learning for the improvement of public speaking. he found that flip learning significantly outperformed conventional learning in the areas of body language and paralanguage. research on feedback and or assessment on speaking or oral presentation is underexplored. the novelty of the present research should be made aware so that feedback will always be included in our teaching instructions. however, researchers have seen feedback and oral presentation in different aspects. most researchers agree that feedback and or assessment on presentation skills is an important aspect and impact positively on the students (ginkel et al, 2017; grez et al, 2012; hattie & timperley, 2007). it is interesting to see a study that results on the agreement between professional (teacher) assessment and self-assessment as well as peer assessment of oral presentation skills (grez et al, 2012). on the other hand, ginkel et al (2017) acknowledged the importance of feedback on the performance of the students’ presentation, while hattie & timperley, (2007) suggest that feedback is one of the most powerful influences on learning and achievement although he insists that feedback can either impact negatively or positively. while grez et al (2010) admit that feedback and assessment play an important role in teaching and learning oral presentation skills; they also emphasize on student response system which has been an effective way to produce feedback for presenters, assessors, and educators. their research indicates that psychometric qualities are acceptable, and that self-efficacy is an important variable. feedback, as it is commonly known, is usually given after an activity has been completely done. it is also given in language classes. the language teacher may give feedback to students in a form of error correction or the like right after the error is made or at other times during the class. in a presentation class, the students who were trained were given feedback by the teacher and their friends afterward or through the video recording of the presentation. in this case, feedback is given thoroughly, both on the language, content, and way of presentation. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 159 to be more focused on doing this research, the writer set up a research question: how is the feedback usually given to students in the presentation class? this question is then elaborated as follows: 1. will the feedback significantly change the student's performance? 2. what form of feedback should be given to students? 3. what factors make the presentation better? the scope of this research is the field of communication, especially public communication. however, as this presentation class is part of english language classes, communication in english becomes the major focus as well. while the present research cannot see the effectiveness and influence of feedback on someone’s presentation performance. 2. method the research method used in the present study belongs to the classroom observation category. nunan (2013) mentions several forms of this method: formal experiment, stimulated recall, observation schemes, and interaction analysis. this observation is research conducted at the venue where the researcher sees the performance both directly and through video. research subject the research subjects are students in the presentation classes in the english department. the samples taken for the present study are randomly selected. they have been given lessons on methods and language use and expressions regarding the presentation. they also have been given practice on doing the small presentation in front of the class. assessment system the next stage is the design of the assessment system. this system is designed in such a way that it can reduce the subjective factor because the assessment of the ability to speak or the performance of a person during the presentation will also be very subjective and very dependent on the policy and ability of a person (assessor). the presentation assessment system is designed as follows: assessment of presentation consists of three aspects, they are language, methods, and presentation materials (content mastery). language aspects consist of proficiency, vocabulary, grammar, and pronunciation. methods aspects of using tools, presentation systematics, gestures, and facial expression. material aspects include mastery of material that can be seen from the content and scope of the presentation material provided and answers to the questions posed. each aspect has a score on a scale of 0 to 33 with details of scales as in very good (30-33), good (26-29), adequate (22-25), low (18-21), and very low (0-17). all of the scores of each aspect are put into the tables and calculated. assessment of the presentation is done twice as shown above. then, the scores of presentations 1 and 2 are compared to find out the differences and analyzed statistically using excel software. to ensure the reliability of the measurements, assessments were made by two people to do marking and remarking (also called interrater) which is one of the reliability tests besides test and retest, parallel forms, and internal consistency (middleton, 2016). feedback is done after all students make the first presentation and this feedback is done while viewing the video recording. the second presentation was then performed after the students were given feedback on their presentation. 3. results and discussion the result of the present research is presented together with its discussion which is oriented to answering the research questions formulated before. in indonesia, a class on presentation is usually added with english as the language learned in class. without the word english in the front, the language use or learned can be the indonesian language or the presentation class in journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 160 indonesian. accordingly, a presentation class is often part of a subject given in english language classes. so, the english language as the skill learned in presentation classes plays an important role. it can be the skill focus learned over other skills embedded in presentation classes. the presentations before and after feedback to make sure there is a significant difference in scores between the first and second presentations, the researcher performs statistical analysis using excel. this software also makes the results and analysis obtained to be very accurate and fast. the first thing to do is enter the data in excel format. then, a simple statistical analysis is performed. the statistic calculation is chosen for this research correlation of the total score, to see if the marking on presentation 1 is correlated with that on presentation 2. types of feedback provided feedback in language teaching is identical to error correction. the difference is in techniques where error correction can be done directly (direct error correction) and indirectly (indirect error correction) both in terms of time and the person who corrects. because this presentation class is based in a language class, the feedback given cannot be separated from language teaching, both in terms of spoken and written language. however, feedback, in this case, is not directly related to language use but also other performance aspects. among them are the use of tools, appearance or performance, and presentation techniques. in terms of language, errors were mostly made in the use of vocabulary, grammar, and pronunciation. in the vocabulary aspect, the general mistakes made were in verbs to present which are expressed as to presentate (*) (which may be taken literally from 'presenting' or ‘mempresentasikan’ in bahasa indonesia.) the mistakes or errors are also found in a form of sentence fragments as in many people religious in indonesia (sic); many men are exchanged to be women and more beautiful than real women (sic) and because of illegal way is more expensive (sic). in the case of grammar, more errors were found. here are examples of grammar errors: they have conducted the research 3 years ago. (sic) what he meant was: they conducted the research 3 years ago. the difference between a and b are not clear. (sic) what he meant was: the difference between a and b is not clear. there is no wrong religions in the world. (sic) what he meant was: all religions do tell us to do wrong things. why he said that and what he said is not clear. (sic) what he meant was: why and what he said were not clear. have you ever been of being a famous singer? (sic) what he meant was: have you ever been a famous singer? in pronunciation, some errors were found. for example, the word chauffeur was pronounced /tjaufer/ (sic), ‘sword’ was pronounced /sword/ (sic), the word tough was pronounced /tog/ (sic). etc. such mistakes are often made by students below the intermediate level. the reason is that these students often predict without confirming through a dictionary. this is like a 'fossil' error, where error happens repeatedly again and again. another effective feedback to improve the student’s performance is in the use of powerpoint slides. all of the presenters should make slides before the presentation, but some of them were written with small fonts so they are not read by the audience. some languages used in the slides also need to be corrected, especially in terms of consistency in grammar (such as listing). this error also turns out to be minimized in the second presentation after they are given the feedback. other feedbacks given regarding the performance or appearance are related to the apparel worn, and behavior when performing during the presentation. these feedbacks are only given journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 161 to presenters who are completely different -strange, and unusualso, the effect can determine whether the overall presentation is appropriate or not. in this case, the change can be seen by comparing the first and second performances. fortunately, students who look extraordinarily strange are not many, only about two of the totals. while errors in other aspects such as performance and method of presentation can be fixed immediately, feedback on the language aspect cannot be seen straight away. language improvement must go through the process of long adequate learning, but the presentation practices can give students confidence in performing a presentation. the result of simple statistical analysis can be seen in the table below. the total individual score ranges from 65 as the lowest in presentation 1 and 90 as the highest. while in presentation 2, the lowest is 68 and the highest is 92. accordingly, the student presenters can be categorized in the basic intermediate level. this is the rationale as the students in a presentation class usually belong to such a level. the greatest difference between presentation i and 2 is 10 points which were obtained by presenter 1, while the lowest which was minus 4 which was obtained by presenter 15. the improvement score performed by presenter 1 was gained from the language and method which each had a difference in 4 points. while the biggest decrease in the score points gained by presenter 15 was minus 4 in the method aspect. this happened because the presenter could have been not in very good condition. two student presenters did not improve the scores. the scores were only different in the detailed aspects of the presentation. most of the students, however, had an improved score with an average difference of 3.06. the result of the correlation test of the individual total score between presentations 1 and 2 is 0.92, which is very high. while the correlation of the language aspect in presentation 1 and 2 is 0.85; the content aspect is 0.84 and the method aspect is 0.71. this tells us that there is great consistency in marking the performances of the assessor to the students. with this simple statistical analysis, we can be assured that feedback is instrumental in improving the student’s ability in the presentation. the next is to see what kind of feedback is very influential on the improvement of performance. this will be discussed in the following sub-chapters. factors improving the presentation performance. from the various aspects observed, the type of feedback that is most influential is the feedback on the use of powerpoint slides. the use of initially unclear and abundant errors in language usage drastically is reduced in the second performance. of course, that does not mean that in the second performance, no errors were found. while in terms of language, the change is more of a correction of errors. perhaps because of too broad and large aspects, language improvements are still not optimal. in the second presentation, student presenters still make the same or similar mistakes and new and different errors appear. although with two major presentations, student presenters should have greater confidence than before. another quite decisive factor is the physical and psychological conditions at the time and the presentation. this factor does not need special exercise or may not need to be prepared beforehand because the atmosphere of the presentation can change at any time. this happens because of the presentation training. although the preparation is adequate, if the physical and psychological conditions change, the possible the performance will not be optimal. it can be concluded that many factors can determine the quality of the presentation. the other factor is more than just the mastery of materials, but also technical and non-technical factors. we can see that there is a presentation attended by many people being canceled because the condition of the presenter is not possible. similarly, the use of tools is determined by the condition and existence of a venue for the presentation. it has been assumed that the use of equipment such as computers and projectors can add to the attractiveness of a presentation. not only is the artistic value possessed journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 162 by this cutting-edge tool, but it can contain and store almost unlimited information. thus, there is no excuse for lack of material' for those who use this sophisticated equipment. however, they are all determined by factors which are existent in the presenter, not just the readiness! in a common presentation class, there is usually more time given to students to practice their presentation skills, so that teachers are only responsible as mentors. it is acceptable because teachers in a classroom can play various roles. hence, the teacher set the class to create a learning environment that optimizes the students to be engaged in learning (bates, 2019), that is, to be an effective presenter. the feedback on the presentation which is based on language, content, and method has been discussed; and, through feedback, the presentation has been well improved. there is a significant difference between the first and second presentations. the language may have been given special attention because this is a part of english language learning, especially for the improvement of speaking, in this case, english. when the presentation is done in english-speaking countries or where the language is not a barrier or major concern, three aspects that have been mentioned by rotondo (2020) will have to be considered. he mentions several elements that play a role in a person's ability to conduct a presentation (content skills, design, and delivery). in more detail, he states that the content includes the research and organization of materials; the design is the architecture of the sides and the graphical enhancements, and the delivery is how you voice your message. to make the presentation completely great, there must be a good synergy of these three elements. each of these elements, as they are emphasized, carries equal weight and importance. a presentation will run successfully unless all three of these elements are applied in a presentation. there is a fundamental difference between presentation skill classes as a subject in campus with presentation skills for managers as revealed by rotondo (2020) above; it is written for managers who are already professional, no longer in the learning stage; besides the book is intended to make presentations in their language, not english presentations conducted by students who are learning english in indonesia. 4. conclusion from the discussion that has been disclosed in the previous chapters, i draw some conclusions and suggestions. the suggestions are not intended for future research but also for implications for teaching especially english, and more specifically spoken language. with the idea that teaching is facilitating, presentation practice is a technique that a teacher can develop to improve the students’ speaking skills. to achieve optimal performance in the presentation of the highest level (prepared presentation) students need to be optimally trained gradually, ranging from spontaneous presentation training to medium-level presentations such as 'show and tell presentation'. for that, students should be allowed to develop presentation skills well by using audio-visual equipment or with the help of others such as through feedback. to be able to measure the quality of a presentation, students should be introduced to the elements that affect a presentationquality as of language, content, and methods. the role of feedback based on the results of this study is very decisive and statistically assessed as significant. so, the second presentation looks different and better than the first presentation because of the feedback given by the teacher or his friend. the most influential feedback in changing the performance is in the use of powerpoint, the tool most used by students. this equipment should be provided by the institution so that student creativity can be facilitated optimally. one main factor that determines the quality of a presentation is the language skill factor. especially with english as a foreign language, this ability will develop along with the students’ access in learning the language or with experiences in using the language. through practiced journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 163 presentation, this ability will certainly progress faster. however, other factors are quite decisive such as the material or what we usually call a topic or theme presentation. the most suitable topics are those that are general and self-selected by students, but students should be wary of topic selection because it will determine the quality of the performance. feedback or assessment is a must to be given to students of presentation skill so that the future performance is better than before. feedback can be done through video recording, but also can be directly given after the students do the presentation. the use of video recording is an ideal thing to do. although the use of video cameras is still considered expensive to some, this can be solved with the existence of smartphone cameras now. the use of this video can accordingly make the students do feedback on themselves. feedback should be done thoroughly, not limited to language use only because other factors can make a presentation appealing. focusing on language in the presentation can be a special analysis that can become interesting research. the first analysis on the first presentation is then compared with the analysis on the second presentation. to be more optimal in fostering the creativity of students, training institutions should have their room for use as a presentation class in which there is a computer, projector, and audio system. if possible, better still in the room are provided with recording devices such as video cameras. if the room is only especially used as a classroom for training presentation, then the room can be a special place called "presentation skill laboratory ". this lab is not only a place to practice on presentation but can also be a venue where research on presentation skills is conducted. in such a lab, all materials related to presentation skills are collected. they will be very useful for research related to presentation skills. further research on presentation skills can be focused on the english language expressions used in the presentation as it is the area of english language teaching in indonesia. similarly, research on feedback on language teaching can be conducted on other classroom language activities. all these are intended for the improvement of language teaching. presentation is a technique that can be used as one of the teaching methods in teaching speaking. in another instance, presentation is also one type of public speaking which can solely be performed in many situations. improvement in presentation skills can help improvement in speaking skills as well as in public speaking. this article can be of use as the model on teaching presentation or speaking skill which is often found in english language teaching in indonesia, especially in higher levels as in tertiary or college schools. practices in delivering a presentation may not dramatically change the performance of the students’ presentation, but practices can give students lessons to learn for future performance. besides, practices can give students confidence in performing in front of many people. problems in ‘stage freight’ which are often faced by students or new presenters can be solved through practices. even, a shortage of a particular aspect in a public performance can be covered with another aspect. through feedback, students can perform better. this has been proved through the present research. references al-bashir, m., kabir, r., & rahman, i. (2016). the value and effectiveness of feedback in improving students’ learning and professionalizing teaching in higher education. journal of education and practice, 7(16), 38–41. https://files.eric.ed.gov/fulltext/ej1105282.pdf amalia, z. d. h, e. fauziati, and s. marmanto (2019) male and female students' uptake in responding to oral corrective feedback, journal on english as a foreign language, vol. 9 no. 1, pp. 107 125, doi: https://doi.org/10.23971/jefl.v9i1.1047 bates, a. w. (2019). teaching in a digital age – second edition. tony bates associates ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/%0apublisher%0atony bates associates ltd.%0apublication date%0a journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 156—164 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 164 bezzazi, r. (2019) the effect of flipped learning on efl learners’ public speaking in taiwan, journal on english as a foreign language, vol. 9, no. 1, pp. 1 19., doi: http://dx.doi.org/10.23971/jefl.v9i1.1035 boonkit, k. (2010). enhancing the development of speaking skills for non-native speakers of english. procedia-social and behavioral sciences, 2(2), 1305-1309. cirt. (2020). effective feedback in the classroom. https://cirt.gcu.edu/teaching/tips/effectivefeed chollet, mt. wörtwein, l. morency, a. shapiro, s. scherer. (2015). exploring feedback strategies to improve public speaking: an interactive virtual audience framework, paper presented at conference: international joint conference on pervasive and ubiquitous computing, doi: 10.1145/2750858.2806060 deutch, m. (2009). 10 steps to great presentation. https://blog.mindmanager.com/blog/2009/02/mapping-a-great-presentation/ gaudreau, c. (2020). 9 types of feedback to boost student engagement. https://elearningindustry.com/9-types-of-feedback-boost-student-engagement ginkel, van, s., gulikers, j., biemans, h., & mulder, m. (2017). the impact of the feedback source on developing oral presentation competence. studies in higher education, 42(9). https://doi.org/https://doi.org/10.1080/03075079.2015.1117064 grez, d., valcke, & berrings. (2010a). peer assessment of oral presentation skills. procedia social and behavioral sciences, 2(2), 1776–1780. grez, d., valcke, & berrings. (2010b). student response system and learning oral presentation skills. procedia-social and behavioral sciences, 2(1), 1786–1789. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.03.985 grez, d., valcke, m., & roozen, i. (2012). how effective are selfand peer assessment of oral presentation skills compared with teachers’ assessments? active learning in higher education, 13(2), 129–142. https://doi.org/10.1177/1469787412441284 hattie, j., & timperley, h. (2007). the power of feedback. review of educational research, 77(1). https://doi.org/https://doi.org/10.3102/003465430298487 karsudianto, f. (2020) improving students’ motivation and self-confidence in speaking using mingling games, journal of applied studies in language, volume 4issue 1(jun2020), p. 1-8p http://dx.doi.org/10.31940/jasl.v4i1.1591 macnamara, j. (1999). the modern presenter’s handbook. prentice hall. middleton, f. (2016). types of reliability and how to measure them. https://www.scribbr.com/methodology/types-of-reliability/ nsw. (2020). types of feedback. https://education.nsw.gov.au/teaching-and-learning/professional learning/teacher-quality-and-accreditation/strong-start-great-teachers/refining practice/feedback-to-students/types-of-feedback nunan, d. (2013). research methods in language learning. cambridge university press. https://books.google.co.id/books?id=qhetagaaqbaj&printsec=copyright#v=onepage&q&f =false rotondo, j. (2002). presentation skills for managers. prentice hall. sun, z., lin, c. h., you, j., shen, h. j., qi, s., & luo, l. (2017). improving the english-speaking skills of young learners through mobile social networking. computer assisted language learning, 30(3-4), 304-324. https://doi.org/10.1080/09588221.2017.1308384 microsoft word jasl-17 (2).rahmawati.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 7 grammar teaching at pre-service training program in kampung inggris (a case study on mastering system program) fitri rakhmawati1 widya nirmalawati2 faculty of letters, university of muhammadiyah purwokerto1,2 email: fitri_rakhmawati@yahoo.com1 abstract – kampung inggris is a very popular english learning area as there are many english courses with various programs are offered. mastering system is a pre-service training program at one of the leading courses in kampung inggris. they are devoted exclusively to graduates or instructors interested in teaching in formal or non-formal schools. the purpose of this research is to reveal the process of teaching grammar on mastering system program. this research is a qualitative research using case study design. data was collected through interviews, observation, and document analysis. there were a total of 3 teachers and 5 students interviewed. observations were made to find out how teachers and students perform the learning and teaching process in the grammar class as well as outside the classroom. documents used in the form of field notes, transcripts recording interviews, brochures, schedules and subject matter. document analysis was done by organizing data, coding and reducing, and representing. based on data analysis, it can be concluded that grammar teaching process in ms program is carried out in two activities, namely grammar class and study club. in classroom learning, instructors apply the pbl (problem-based learning) method. in study club activities, teaching is done in tutorial with the delivery of material using ctl (communicative language teaching). the purpose of grammar teaching is for ms students to be able to improve grammar understanding through the cases found in the giving of tutorials to juniors. in addition, ms students can practice firsthand how grammar's teaching process before going to school. from the results of interviews and observations obtained the conclusion that the involvement of students actively in learning grammar able to create effective learning. keywords: grammar teaching, mastering system program, kampung inggris journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 8 1. introduction having the ability to speak english is a necessity for people who want to develop themselves because english is a communication tool that can be used universally. it is stated that english is a worldwide language spoken throughout all parts of life such as in the arts, sciences, humanities, travel and the social sciences. in other words, english influences human development from various aspects of life (astrid, 2011). in indonesia, english learning has been started since elementary school. some kindergartens even have started to be introduced the subject. however, from year to year the success of english language learning in high school still not satisfy the parents, professionals and lecturers when he entered the lecture bench (richards and schmidt, 2002). the main problem in learning english is that students have less mastery over english grammar or grammar, especially on how to construct sentences, how to use appropriate verbs and verbs according to time changes (astrid, 2011). from the background, researchers interested in knowing how to teach a good grammar to be mastered by students easily and quickly. in the process of learning english, grammar has a very important role to support the four basic skills of english speaking, reading, listening and writing. it is assumed that a good grammar's ability will affect in english language skills such as meaning or communication. this is mentioned that "grammar and vocabulary play key-roles in the four language skills to create and achieve communicative activities" (kolawole, 1998). grammar and vocabulary play a key role in the four language skills to create and achieve communicative activity. this is corroborated by prihatini (2014) that in a communicative approach, grammar is considered the language usage which is the foundation for communicating. in general, grammar is described as a language structure and the way in which language parts such as words and phrases are combined in sentences so as to produce meaning and function in the language system. grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language. it usually takes into account the meanings and functions these sentences have in the overall system of the language. it may or may not include the description of the sounds of a language (kolawole, 1998). grammar has and still holds an important position in language teaching. today, researchers no longer focus on the necessity of grammar (astrid, 2011). however, their current concern is what teachers need to direct the attention of learners to understand grammatical rules in meaningful context and natural situations. it was reported that "recent research studies have found that grammar teaching is essential since it enables students to attain high levels of proficiency in both accuracy and fluency" [5] recent research has found that grammar teaching is very important because it allows students to attain a high level of proficiency in both accuracy and fluency of language. in addition, it was reinforced that "students' explicit knowledge journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 9 of grammar will develop their communicative skills, enhance (asmara, 2013) their language proficiency and enable them to edit or monitor their written and spoken work (asmara, 2013). students' knowledge of a good grammar develops communicative skills, improves language skills and allows them to edit or check their writing and speaking. grammar is not only taught in schools but also in institutions of english courses. english course institution is one of the units of non-formal education that aims to develop the potential of learners in the mastery of english outside of formal education. the 2003 law number 20 on the national education system article 26, paragraph 4 states that "the non-formal education unit consists of courses, training institutions, study groups, community learning center and majors, and similar educational units" article 26, paragraph 7 states that "courses and training are held for people who need knowledge, skills, life skills, and attitudes to develop themselves, develop professions, work, independent business, and / or continue their education to a higher level. the regulation explains that courses and training in indonesia are conducted for people who need knowledge, skills, life skills, and attitudes to self-development, professional development, employment, self-employment, and continuing their education to a higher level. in addition, many people who choose to study english in the course as a support in formal education due to several factors such as lack of time to learn and less effective method of learning in school that makes them motivated to take english courses. many people find it difficult to learn english because there are many problems such as lack of teaching time, ineffective teaching methods and lack of qualified faculty (yusuf, 2010). it is reinforced by yusuf (2010) that there are three causes that influence student learning: talent (ability, development and motivation), direction (strata / level of education and overall quality of experience), and circumstances around (home, peers, classroom conditions and television broadcasts). kampung inggris is one of the most famous english learning places in indonesia because there are many institutes of english language courses offering programs. in improving english proficiency, kampung inggris has many facilities that support learning book stores, public libraries, internet cafes and the number of temporary residences provided by local residents. in general, english courses in english village are divided into two types. the first is focus on speaking teaching and the second is the focus on grammar learning. but from the researcher's observation, the first type has a larger number of enthusiasts than the second type. of the many english courses available in kampung inggris, there is one course that offers a different program that is the mastering system (ms) program which is a pre-service training for english instructor program where the program is intended for graduate courses to better prepare to be a language teacher english either in formal or non formal school. this attracts researchers because pre-service training programs are very important in preparing them before entering the real learning process. pre-service training gives prospective teachers actual classroom conditions journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 10 and estimates and prepares the things they need to have an effective teaching-learning process. it was also conveyed by [9]: pre-service teacher training is a program to develop teacher’s competence by providing teachers-to-be with large portion of basic competencies of instructional strategies in training may help them to understand educational strategies, philosophical thoughts, psychological approaches, teaching methods and instructional techniques to uplift the professional competency and skills in real environment. the above statement explains that pre-service teacher training is a program to improve teacher competence by providing teacher candidate with basic competence in giving instructional strategy so that it can help them to understand education strategy, philosophical thinking, psychological approach, teaching method and instructional technique to improve competence and professional skills in real learning environments. based on the above explanation, the researcher is interested to know more about grammar teaching on mastering system program by considering the teaching method or technique used. in addition, researchers wanted to know whether the method or technique used was effective for grammar teaching in ms programs. 2. method this research is a descriptive qualitative research using case study design. they explain that one type of descriptive qualitative research is in the form of research by method or case study approach (case study) is an intensive, detailed and in-depth study of an organism (individual), institution or symptom with a narrow area or subject. according to [13] case studies are used as a comprehensive exploration of the various aspects of a person, a group, an organization, a program or a societal situation that is researched, sought, and examined as deeply as possible. based on the above description it can be concluded that the case study design used in this study aims to understand the phenomenon of grammar teaching in the ms program, where the same program has not been implemented in other courses. data were collected through interviews, observation, and document analysis. interviews were used in order to find data related to research focus. subjects were the respondents for the interviews of 3 teachers and 5 students. observations were made to find out how teachers and students perform the learning and teaching process in the grammar class as well as outside the classroom. documents used in the form of field notes, transcripts recording interviews, brochures, schedules and subject matter. document analysis is done by organizing data, coding and reducing, and representing. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 11 3. results and discussion the mastering system (ms) program is an extra program with 3 months study time consisting of 2 months for theory and 1 month for field practice. through the results of document analysis in the form of subject schedules obtained information that there are grammar classes are held 4 times a week from monday to thursday with a duration per meeting for 1.5 hours starting from 12:30 to 02:00. from the results of classroom observations and interviews with students obtained information that grammar class is integrated with study club activities conducted every mondaythursday at 07.00-11.20 or precisely before grammar class is implemented. this was told by the grammar instructor, t1: i love the description of ms. gini, they were morning at 4:30 to 7 o'clock with mr. y, well after that their study club. well, they've been in *** it's absorbing, not transferring so. well from their study club for example there are difficulties such as editorial, language, explanation and so forth. that means when there are unpredictable questions before and so that's my job in class. from the above explanation, it can be concluded that grammar and study club classes are two integrated grammar teaching facilities where grammar subject teachers are tasked to help ms students complete the difficulties found in the study club. in detail, the activity description is described as follows. 3.1 grammar class based on the results of observation and interviews, it is learned that the learning in the grammar class applies the pbl (problem-based learning) method where the focus of learning is on the discussion of problems that arise in the study club activities. problems or problems are then discussed and solved in classroom meetings. it was pointed out that "pbl as" a curriculum model is designed around real life problems that are ill structured, open ended or ambiguous" [10] . pbl is a curriculum model designed about real-life issues that are structured, and are not limited or ambiguous. furthermore, he explains that "pbl engages students in intriguing real and relevant intellectual inquiry and allow them to learn from these life situations" [10]. pbls engage students in generating curiosity through real and relevant questions and and letting them learn from real life situations. classroom activities begin with reading basmallah as an opening, reviewing the material given at the previous meeting, then discussing the problems students face with their grammar teaching in the study club. for example we have our problem story to the teacher this problem like this, this problem like this, when children *** and *** love question to us but we still need reference from there we directly asked to the teacher that is t1, t1 journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 12 immediately ordered to open the page book, menu like this, the title like this, study, like that. (s1) so go in my class, i was the task wait for the ball only. son asked what, today there is a problem what about grammar, now that. oh yes this, sir there is a question like this, there they bring a book pack, but how come. that's it. well i love the explanation to be transferred tomorrow. (t1) from the above explanation it is concluded that in the grammar class, students convey the problems that occur to be solved together with the instructor or his friend. as already stated in the previous statement, usually the problems that arise about editorial, language, explanation and so forth. instructors provide solutions by asking students to read books that can be used to answer problems that arise. by providing some reference books, instructors or instructors have a goal to motivate students to want to learn more about grammar. this is also conveyed by t1 "motivate them to want to open the book, want to read so. and mostly i give the names of books to buy. so recommend some books (grammar) that can provide a solution. " furthermore, t1 says that some of the grammar books that are referenced are practical english usage by michael swan, understanding and using english grammar by betty schrampfer azar, living english structure by william stannard allen, and terakir let's write english by george e. wishon & julia m burks. each book has its own role such as practical english usage related to preposition and conjunction. living english structure is more to structure with simple materials for sentence analysis, such as question tags. understanding and using english grammar contains more grammar material as a whole but is generalized. t1 rated betty's book as a counterweight for using american english where the average grammar book uses british english. the last one is let's write english regarding phrases such as compound complex sentence or pre-modifier and post-modifier, determiner, and more. by using the pbl method, the learning process in the grammar class is more centred on the students than the instructor or instructor (student-centred learning), where the instructor acts as a facilitator during the activities and the students have more active roles during the learning process. as a facilitator, the instructor plays a role in enabling the situation, which enables students to play a role in activities and discuss the material. in this case, students do more practice than learning theory, especially ms program is a pre-service training program focused on teaching practice, not theory. s2 said that "for the method here it's like that teacher more guides us. so between the theory and practice that his presentation is higher practiced. so we are not made dizzy by theory, we better understand it to practice directly " furthermore, after the questioning of the problem is resolved, the lesson proceeds by discussing the materials to be given to the study club tomorrow and what methods students can use during teaching to make the teaching process work effectively. [10] defines the pbl as ... the learning which results from the process of working towards the understanding of or the resolution of, a problem. pbl is a journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 13 learning that results from the process of understanding and resolution of a problem. from the activities in the classroom, students not only learn to understand the material but also the methods to solve the problem. 3.2 study club this activity begins with the division of learning and teaching groups where ms students as instructors and junior students from the two underlying courses as students. grammar teaching is done by way of tutorial where every single ms student guiding 7-10 younger class. on saturday morning, a briefing for study club and night speaking was conducted from 09.30—11.00 to prepare the activity. the purpose of the study club is as a teaching practice before ms students go to schools where they will conduct an outdoor class training or field training practice in the 3rd month. in addition, the study club activity is also aimed at empowering so that ms students are able to measure the extent of grammar ability that has been mastered. this is conveyed by teacher t1 "at least this as a medium to maximize because they teach the study club is a mirror to them that this improve your ability. for junior students, this activity is intended that they can recall the grammar material they have just acquired in class because the material given in the study club activity is determined by grammar teacher in the ms class who also teach grammar in their program, as stated by s3. if in study club we learn to teach to our sisters about grammar materials. usually the material taught the material they just got in class. why is it that determines the topic of our teacher grammar, because t1 also teaches in ***, *** and ***, he better understand what material is appropriate to be delivered. based on observations and interviews, ms students delivered materials using the clt (communicative language teaching) method where students and instructors discussed so enthusiastically. the clt is based on the belief that language learning is not only determined by how to teach certain aspects of the language but is pursuing various exercises that provide opportunities for students to develop their language skills (astrid, 2011). it is seen when in study club, ms students give freedom to the junior to ask and discuss. the duration of time required by each group is about 20 minutes. this is conveyed by t2 who also served as director of the study club. "so the first step we give an explanation, about its function, type of tenses, and we must enter the pattern. then more examples to practice such as conversation." in this activity, ms students use teaching media such as drawing or using games to make the learning atmosphere more interesting and easy in delivering the material. teaching techniques obtained on quantum teaching subjects, while for the types of games obtained on the subject games. this was revealed by s2. so, to prepare the material yes the way that's how the game is given, or when ***, *** whose name is human when only given the full material it was impressed bored so that we are here taught like that too. so we ms is more not journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 7—14 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 14 emphasized actually but more taught to be a teacher than to be taught, so why more practice, continue to practice right away. in the study club, grammar learning is felt to be very effective by ms students. this is stated by s4 students "if here the management of kbm time is very effective. suppose that in one meeting there is an opening, content, so effective management when we discuss the content, when we share together, question and answer in the meeting really effective. "students assume with the management of time kbm is structured and the application of clt method on study club activities, able to create effective grammar learning. 4. conclusion based on the above explanation, the involvement of students actively in learning grammar where student-cantered learning applied as a learning technique is an effective way of teaching grammar. the problem-based learning method is an appropriate method especially for prospective english instructors before they dive into the real world of teaching. with this method prospective instructors can measure the extent to which the material they have mastered so that it can continue to learn from the problem solving that occurred. by applying the clt (communicative language teaching) method and the implementation of the study club tutorial program, students are able to absorb material quickly because of the intensive interaction between teachers and students. references asmara, d. (2013). development of social skills for prospective teachers. universitas pendidikan indonesia. upi.edu library. astrid, a. (2011). tatat english learning communicatively with inductive presentation and integration of language skills: a case study in english class i at iain raden fatah palembang. ta'dib, vol. xvi, no. 02, november 2011 edition. hillman, w. (2013). learning how to learn: problem based learning. james cook university. australian journal of teacher education. volume 28, issue 2, article 1. http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1337&context=ajte kolawole, c. o. (1998). linguistic inputs and three models of presentation as determinants of students' achievement in senior schools easy writing. unpublished. ph.d. dissertations, university of ibadan. prihatini, d. a. (2014). use of silent way method in teaching english at pia english course. manado: sam ratulangi university. proceedings of the 4th international conference on teacher education. join conference upi & upsi bandung, indonesia, 8-10 november 2010. richards, j. c. and schmidt, r. (2002). longman dictionary of language teaching and applied linguistics. london: longman pearson education. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 205 205 the effectiveness of task-based language teaching to improve students’ speaking skills morita panduwangi graduate program master program in english education universitas terbuka email: morita_panduwangi@yahoo.co.id abstract this study aims to find out the effectiveness of task-based english teaching (tblt) to improve college students’ speaking skills. teaching speaking is considered to be difficult as there are various factors involved, both from the teachers’ part and the students’ as well. tblt uses authentic sources of teaching materials with tasks as the essence of the teaching instructions. the research was done in a private college in bogor. sixty of the 1st-semester students of the non-english department are the subjects of the research. they were divided into two groups: the control group and the experimental group. each group consists of 30 students. the control group was taught using a more conventional method however the experimental group was taught using taskbased instructions. a pre-and post-test was administered to both groups to find out the effectiveness of tblt to improve their speaking skills. the mean scores of pre-and post-tests of english speaking were tabulated using spss to identify whether there was a difference in students’ achievement of both groups and whether the difference was significant or not. questionnaires were also distributed to find out their perspectives towards the english lessons. the results of the tests were supported by the students’ answers in the questionnaires in which all students of the experimental group showed significant improvement in their speaking skills in terms of accuracy and fluency. their perspective after experiencing tblt in the english lessons also demonstrates a significant change resulting in students’ higher self-confidence in speaking. keywords: effectiveness, perspectives, speaking skills, tblt mailto:morita_panduwangi@yahoo.co.id journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 206 1. introduction teaching speaking has a distinctive role in any kind of language teaching. in the past, as studying speaking was complicated, teachers and language scholars put more focus on written than spoken language. two decades ago speaking began to be included in teaching, learning, and testing. however, the emphasis was not on the production of spoken discourse (cater & nunan, 2001). indonesian students, including college students, are facing the same difficulties in learning english. this can be seen in their achievement in the english examination. their scores show that they have very low proficiency in all english skills, particularly in oral english. they are usually uncertain to use oral english because they find it very difficult in using accurate, fluent, and complex expressions. moreover, they seem to lack interest in learning english. speaking as a basic skill of communication is an important element in determining whether a student’s english skills have reached success, particularly in college. the students who attend a speaking course are expected to communicate well in english, practice doing it many times, and are not afraid of making any kinds of mistakes or errors. the success of students’ speaking skills is not only influenced by their styles of learning but also methods or strategies organized by the lecturers in the classroom. among the ways to create a supportive language learning context, task-based language teaching (tblt) offers a lot of opportunities for students to practice and improve their speaking skills. a lot of research shows that tblt is a refreshing approach in language teaching. it is considered refreshing as students are given opportunities to experience the language uses in pairs and group work which let them share ideas in the classroom (nunan, 2004). the practice of tblt has been flourishing around the world (murad, 2009). numerous researches on this topic have been reported in the scope of asian countries. unfortunately, it is identified that the study regarding tblt in the indonesian context is still limited (ismail, 2017). this research is interested in finding out the effects of tblt to improve non-english major college students’ speaking ability. this study aims (1) to examine the effectiveness of using tblt on non-english major college students. (2) to examine the effectiveness of using tblt on the students’ perception of task-based instructions in speaking class. the nature of tblt task-based language teaching (tblt) was proposed by prabhu in 1987. he used task-based instruction with secondary school classes in bengalore, india, in his communicational project which began in 1979. tblt is basically an approach that is based on the assumption that accuracy is acquired after fluency or after successful communication (willis, 1996). this approach provides an environment that best promotes natural language learning (foster, 1996). students are given more opportunities to use the target language to express their ideas in which their attentions focus on meaning. this is executed through learning activities or tasks that are designed to encourage students to practice the functional use of language in a meaningful context. hence, students not only learn grammar but also other language features which will help them to communicate. when students are asked to describe their daily activities, for example, they learn to produce good sentences with accurate tenses. in this case, task-based learning acts as a stimulator to motivate students to improve their language skills by performing meaningful tasks. defining tasks in tbl a task is an activity that requires learners to arrive at an outcome from a piece of given information through some process of thought, and which allows teachers to control and regulate that process (prabhu, 1987). tasks are always activities in which learners use the target language for communicative purposes. lee (2000) defines a task in a more specific way. it is a classroom activity or exercise that has an objective obtained by meaningful interactions among participants with a mechanism for structuring and sequencing interaction. a task is not only an journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 207 activity, but also a language learning effort which requires learners to comprehend, manipulate, and produce the target language while performing a set of task involving real-world language (richard, 1986). a task does not necessarily mean producing a language utterance. it can also be in the form of an activity or action which is performed as a result of processing or comprehending the language, for example drawing a map or pictures while listening to a story from a tape, listening to instruction, and performing it (richards, platt, and weber, 1986). nunan (2004) divides tasks into two kinds: real-world or target tasks and pedagogical tasks. real-world tasks are the use of language beyond the classroom. on the other hand, pedagogical tasks are the use of language that occurs in the classroom. in applying tblt, teachers give students communicative tasks which reflect the language used in real situations. nunan also defines a pedagogical task as a piece of classroom work that involves different activities that students have to perform such as to comprehend, manipulate, produce on interaction in the target language. in doing so, their focus lies on utilizing their grammatical knowledge to express or communicate meaning. a framework of task-based lesson prabhu (1987), skehan (1996), and willis (1996) propose three principal phases in a task-based lesson. they are (1) pre-task which includes a list of various activities that teachers and students can utilize before they start performing the task, (2) during-task in which students do the task through language, and (3) post-task which emphasizes two goals – the language analysis and extended practice. speaking skills wilkins in oktarina (2002) states that speaking skill is the ability to produce and arrange sentences as communication occurs through the series of sentences which reflect different behaviour from different societies. luoma (2004) proposed six characteristics of the use of language in speaking: (1) the use of spoken language, (2) spoken language is represented by pronunciation, (3) speaking uses spoken grammar, (4) a speaker uses generic words or phrases with fillers, hesitation markers, and repetition, (5) speaking is reciprocity, and (6) speaking can be in the form of monolog or dialog. 2. method the design of this research is quasi-experimental research because it uses an empirical interventional study to estimate the causal impact of an intervention on the target population without random assignment. it aims to establish a cause-and-effect relationship between an independent and dependent variable. a quasi-experimental design allows the researcher to control the assignment to the treatment condition by using some criterion. the research chose one experimental group and one control group. these groups were chosen from six classes of semester one students of non-english major at a local private college in bogor. the students of group a were the experimental group while those of group b were the control group. the experimental group was taught using the tblt planned by the researcher in which task-based procedures were applied from the beginning to the end of the experiment. the control group was taught using a combination of methods where tblt was one of them. both the experimental and control groups had to undergo pre-test and post-test to learn the development in their speaking skills. teaching and learning activities for the experimental group were designed by the researcher. the average score in all items in pre-test and post-test were tabulated and calculated to find out the influence of tblt in developing the students’ speaking skills. the difference of the scores and t-test were calculated to find out the significant difference between the pre-test and post-test scores. the researcher also prepared a questionnaire which was distributed to the experimental group during the treatment before and after tblt is utilized. the objective is to compare the students’ responses and perceptions towards the tasks. the questionnaire contains 42 statement journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 208 items and they were arranged with a five-point likert scale and assessed with values ranging from 1 to 5. the scoring for the positive statements are described as follows: strongly agree = 5, agree = 4, neither agree nor disagree = 3, disagree =2, and strongly disagree = 1. the raw data were collected and then analyzed by calculating the mean values and standard deviation. 3. results and discussion table 1 shows that the mean scores of each aspect of the speaking skill pre-test and post-test between the control and experimental group are relatively the same. moreover, it also shows that the mean scores of the pre-test of the control group are higher than those of the experimental group. moreover, the mean scores of the post-test reveal that both groups have experienced an improvement in their speaking skills. in the aspect of pronunciation, the mean score of the control group rises from 16.6552 to 17.5517. thus, there is an increase of 5.38%. similarly, the mean score of the experimental group rises from 15.6667 to 17.7333 and this shows that there is an increase of 13.19%. in the aspect of grammar, which is considered the most difficult among students, the mean score of the control group shows an increase from 15.2414 to 16.0690. the percentage of the increase is 5.43%. the experimental group's means score demonstrates an increase from 14.700 to 16.8333 and marks an additional 14.50%. in the aspect of vocabulary, the mean score of the control group accelerates from 16.4483 to 17.4828. it shows that there is an increase of 6.29%. likewise, the mean score of the experimental group grows from 15.5667 to 18.000 which means that there is a considerable increase of 15.63%. in the aspect of fluency, the mean score of the control group rises from 17.5517 to 19.2069. this means that the mean score experiences an increase of 9.43%. the mean score of the control group rises as well, from 16.2000 to 19.6333. it substantially increases by 21.19%. table 1 means, standard deviation, and standard error means of the of the speaking test the researcher observed that during the implementation of the tblt instructional program, students showed high interest in the activities and the tasks. they can practice their speaking skills by relating the tasks with their real activities. the atmosphere during the class made them comfortable to get involved more actively in the activities. this influences their confidence in speaking and eventually results in their improvement in fluency. on the other hand, the control group also shows a promising development in their speaking ability. group n pre-test post test mean std. dev. std. error mean std. dev. std. error pronunciation control experimental 30 30 16.6552 15.6667 3.05048 4.43601 0.55646 0.80990 17.5517 17.7333 3.04239 3.76859 0.56486 0.68805 grammar control experimental 30 30 15.2414 14.7000 2.54667 3.98402 0.47253 0.72738 16.0690 16.8333 2.81490 3.58236 0.52271 0.65405 vocabulary control experimental 30 30 16.4483 15.5667 3.16889 4.48510 0.58845 0.81880 17.4828 18.0000 2.97154 3.59118 0.55180 0.65566 fluency control experimental 30 30 17.5517 16.2000 3.14627 4.48510 0.58425 0.87939 19.2069 19.6333 3.29913 3.65290 0.61263 0.66693 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 209 table 2 the percentage of the increase of the mean scores of the control and experimental groups aspects percentage control group experimental group pronunciation 5.38% 13.19% grammar 5.43% 14.50% vocabulary 6.29% 15.63% fluency 9.43% 21.19% table 2 indicates that the increase of the mean scores of the experimental group is higher than the control group in all aspects. the average increase of the experimental group is 12.902%, whereas the control group is 5.306%. this proves that the use of task-based instruction increases the students’ speaking skills. table 2 also shows that the highest increase is in the students’ fluency. this is due to the fact that after having experienced various tasks, they feel more confident with their english skills as their pronunciation, grammar and vocabulary also improves. table 3 paired sample test of the speaking test aspects mean std. deviation std. error mean t df sig. (2tailed) pronunciation control experimental -.897 -2.067 .557 1.285 .103 .235 -8.667 -8.811 28 29 .000 .000 grammar control experimental -.828 -2.067 .889 1.285 .165 .235 -5.012 -8.811 28 29 .000 .000 vocabulary control experimental -1.034 -2.433 .944 1.736 .175 .317 -5.900 -7.679 28 29 .000 .000 fluency control experimental -1.655 -3.433 1.173 2.699 .218 .492 -7.596 -6.966 28 29 .000 .000 table 3 shows the difference in the mean scores of each aspect in pre-test and post-test. the results indicate that the difference in the mean scores of the experimental group is higher than the control group. there is a statistically significant effect of the implementation of a taskbased approach in the english lessons as the score of sig.2-tailed < 0.005. table 4 and 5 show the mean scores, pearson correlation, tstat and critical one-tail of the speaking skill tests of the control and experimental groups. table 4 shows the significant difference in the total mean scores of the pre-and post-test of the experimental group. there is a 16.93% increase of the total mean scores from 62 to 72.5 on the other hand, the total mean scores of the control group have also shown an increase of 6.61% from 65.172 to 69.483. this means that the experimental group which was treated by tblt instructional program has experienced a higher increase in the total mean score of speaking skills tests than the control group. table 4 the speaking skills test of the experimental group post test pre-test mean 72.5 62 variance 192.672 332.069 observations 30 30 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 210 pearson correlation 0.934 hypothesized mean difference 0 df 29 t stat 7.950 p(t<=t) one-tail 0.000 t critical one-tail 1.699 p(t<=t) two-tail 0.000 t critical two-tail 2.045 table 5 the speaking skills test of the control group post test pre-test mean 69.483 65.172 variance 130.973 127.648 observations 29 29 pearson correlation 0.967 hypothesized mean difference 0 df 28 t stat 7.992 p(t<=t) one-tail 0.000 t critical one-tail 1.701 p(t<=t) two-tail 0.000 t critical two-tail 2.048 the table also shows that the tstat ˃ tcritical one-tail (7.950 ˃1.699) which means that tblt instructional program is effective to improve the students’ speaking skills. figure 1 represents the scores of pre-test and post-test of speaking skills of the control group. figure 1 the pre-test and post test of the speaking skills of the control group the above diagram shows that most students have improved their speaking abilities during the instructional program. however, there are six (6) students whose total speaking test scores remain the same. five of them got 60 and based on the researcher’s observation, these students showed a lack of interest in involving themselves in the learning activities despite the encouragement they received from their classmates and tutor. figure 2 represents the scores of pre-test and post-test of speaking skills of the experimental group. 0 20 40 60 80 100 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 211 figure 2 the pre-test and post test of speaking skills of the experimental group figure 2 shows that there are only 3 students whose total scores in the pre-test and pos test are the same, 2 of them had excellent performances in both tests. an interesting data reveals that the increase of the scores is very significant as shown in the diagram. table 6 shows the correlation between the pre-test and post-test. table 6 results of the paired samples correlation on the aspects of speaking tests aspects group n correlation sig. pronunciation control experimental 30 30 0.983 0.964 0.000 0.000 grammar control experimental 30 30 0.950 0.956 0.000 0.000 vocabulary control experimental 30 30 0.955 0.931 0.000 0.000 fluency control experimental 30 30 0.935 0.831 0.000 0.000 table 6 shows that the correlation coefficient of all dimensions of the speaking test is significant. since the sig. value ˂ probability value (0.000 ˂ 0.05), it can be concluded that there is a significant difference between the pre-test and post-test for both the control group and experimental group. this means that both the control and experimental groups demonstrated an increase from the beginning of the course to the end. there is an interesting phenomenon that students in the control group experienced an improvement in all aspects of the speaking skills test as they have more opportunities to speak english in the classroom compared to what they had in their high school. the effects of tblt on students’ attitudes towards english to measure the students’ attitudes towards the english lessons, the researcher calculated the means, standard deviations and standard error means of the students’ responses to the attitudinal questionnaire items before and after the implementation of tblt program. the results of the analysis are presented in table 7. table 7 shows that there is an observed difference between the scores of means of each orientation of pre and post-tests, namely before and after the implementation of the tblt teaching program. the items in the first orientation, developmental orientation, are designed to investigate the students’ perception of the english lessons. the results show that the mean score rises from 15.967 to 19.167. it indicates that there is a 20.04 % increase. the participant's perception of the english lesson has changed significantly. before the implementation of task-based instruction, many of them did not enjoy the english classes they took in their previous schools. they thought that english lessons were not interesting and dull. some of them even considered that learning english was a waste of time and they would give up studying english when they left school. however, after experiencing the task-based instruction, their perception of the 0 50 100 1 4 7 10 13 16 19 22 25 28 experimental group pre-test journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 212 english lesson has become more positive because they were given more opportunities to explore their english practice. table 7 means, standard deviations, and standard error means of the pre and post subjects’ responses to the attitudinal questionnaire items orientation n pre-test post test mean std. dev. std. error mean std. dev. std. error developmental 30 15.967 3.469 0.633 19.167 3.905 0.713 integrative 30 49.300 6.396 1.168 53.400 6.333 1.156 instrumental 30 61.667 6.199 1.132 68.267 5.913 1.079 travel 30 22.900 2.551 0.466 26.667 2.301 0.422 in the integrative orientation, the items are used to identify the students’ perception of whether the english lessons will be beneficial for them to understand more about the language itself, the people, and their culture. the results indicate that the mean score increases from 49.300 to 53.400, and the percentage of the increase reaches 8.32%. before the implementation of task-based instruction, the students showed no interest in the english or american people and culture. they did not think that english was important for them to be able to communicate with english-speaking people. after the implementation of tblt, their point of view changed although the increase was not too high. in conclusion, this signifies that the student's interests in the english language, the people, and their culture have grown quite considerably. the items in the instrumental orientation are applied to examine the students’ perception of the importance of english lessons in helping them with their study and the advancement of their future careers. the mean score rises from 61.667 to 68.267 which shows a 10.70% increase. before the implementation of the instruction, they had already had a positive attitude towards english as a means of study and a career boost. they realized that english was very important to help them understand their textbooks, information they received from various sources, and for their future work. it means the students knew the importance of english for their education and work. after the implementation of the approach, their attitudes towards english in this orientation increased. this indicates that more students begin to realize that english is important for their present and future needs. in the travel orientation, the items are used to find out the students’ perception of whether studying english will be valuable when they go abroad. the results show that the mean score also increases from 22.900 to 26.667 which signifies that there is a 16.45% raise. the increase is relatively high since the implementation of the task-based instruction, the students have lacked the intention to go abroad either for vacations or further education. after the carrying out of the program, more students got interested to have some experience in foreign countries. hence, their attitudes to english became more positive. this means that the student's awareness of the importance of having english skills, particularly speaking skills, is important when they go abroad. the increased percentage of the means the subjects’ responses to the attitudinal questionnaire items are presented in table 8. table 8 the percentage of the increase of the means of the subjects’ responses to the attitudinal questionnaire items orientation percentage developmental integrative instrumental travel 20.04% 8.32% 10.70% 16.45% journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 213 the percentages listed in table 4.8 show that the student's perception of the english lesson has positively increased, with an average increase of 13.88%. to measure the significant difference of means of the students’ perception towards english and the english lesson, the researcher performed a paired sample t-test and the results are presented in table 9. table 9 paired samples test on the orientations of the attitudinal questionnaire orientation mean std. deviation std. error mean t df sig. (2tailed) developmental -3.200 4.498 0.821 -3.896 29 0.001 integrative -4.100 6.397 1.168 -3.511 29 0.001 instrumental -6.600 5.648 1.031 -6.400 29 0.000 travel -3.767 2.285 0.417 -9.030 29 0.000 table 9 shows that there is a statistically significant effect of tblt (sig. 2 tailed ˂ 0.05) attributed to the task-based program. this proves that tblt affected positively the students’ attitudes towards english on the dimensions of the questionnaire. 4. conclusion the results of the post-speaking tests of the control group show that there is an increase in the students’ speaking skills. using authentic materials is one of the reasons why students feel more comfortable learning english. since the activities taken during the classes require them to interact not only with the teacher but also with their friends, their self-confidence has also improved. the support that comes from the teacher and friends makes each of the students feel more relaxed during the lessons and eventually, it encourages them to try to speak using english. by doing this, the students’ fluency and accuracy also improved. however, there are also some barriers to implementing tblt instructions. the textbooks used in the english lessons are not sufficient enough for a task-based program since they do not contain materials with tasks. this problem can be solved by finding additional sources that are available abundantly on the internet. another disadvantage is related to the curriculum which does not support the purpose and the application of tblt. the researcher urges that efl lecturers use tblt procedures in their teaching instructions because it is proved it develops the students’ speaking skills in terms of accuracy and fluency as well as their attitudes towards english. as the role of the english instructors in the tblt program is very important, the researcher recommends that the english coordinator organizes training simulations for instructors on the application of tblt instructions in their daily classroom activities. curriculum and syllabus designers are suggested to supply the english textbooks which are equipped with tblt features and procedures. the textbooks should contain well-designed tasks and activities both in the teachers’ and students’ books. it is highly recommended that the other researchers perform further studies to observe the effectiveness of tblt on improving other language skills. as classroom teachers know the real situations of their students, it is also recommended that they design some of the content of textbooks and search additional sources from different applications to create a more up-to-date topic and approach based on the procedures and principles of the tblt. references al-marrani, ym. (2019). external supportive moves in yemeni arabic as used by female speakers in the same gender and cross gender. journal of applied studies in language, 3(2), 221-237. doi:10.31940/jasl.v3i2.1400 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 205—214 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 214 carter, r. &. (2001). guide to teaching english to speakers of other language. uk: cambridge university press. elshahawy, khe. (2020). practising english through out-of-class language learning activities (oclla): efl preparatory year students perspectives. journal of applied studies in language, 4(2), 128 143. doi:10.31940/jasl.v4i2.1951 foster, p. &. (1996). the influence of planning on performance in task-based learning. studies in second language acquisition18 (3) , 299-324. ginosyan, h., tuzlukova, v. & hendrix, t. (2019). teachers’ perspectives on extra-curricular activities to enhance foundation program language learners’ academic and social performances. journal of applied studies in language, 3(2), 168-177. doi:10.31940/jasl.v3i2.1387 ismail, m. (2017). revisiting the implementation of task-based language teaching (tblt) in indonesian secondary school: current issues and possibilities. international journal of social science, vol. 3, no. 3 , 601-612. lee, j. (2000). task and communicating in language classroom. new york: mcgraw-hill higher education. joni, daaw. & wirastuti, igap. (2018). self-efficacy effect on basic level learners in speaking activities. journal of applied studies in language, 2(1), 1-9 karsudianto, f. (2020). improving students' motivation and self-confidence in speaking using mingling games. journal of applied studies in language, 4(1), 1-8. doi:10.31940/jasl.v4i1.1591 luoma, s. (2004). assessing speaking. london: cambridge university press. mehrabian, n. & salehi, h. (2019). the effects of using diverse vocabulary learning strategies on word mastery: a review. journal of applied studies in language, 3(1), 100-114. doi:10.31940/jasl.v3i1.1368 murad, t. m. (2009). the effect of task-based language teaching on developing speaking skills among the palestinian secondary efl students in israel and their attitudes towards english. retrieved may 16, 2019, from https://asian-efl-journal.com/thesis/thesis-murad.pdf. nunan, d. (2004). task-based language teaching. uk: cambridge university press. octarina, d. (2001). interactive activities as the way to improve efl learners' speaking abilities (makalah tugas akhir s1). padang: unp. prabhu, n. (1987). second language pedagogy. oxford: oxford university press. richards, j. p. (longman dictionary of applied linguistics). 1985. london, uk: longman. skehan, p. (1996). a framework for the implementation of task-based instruction. journal of applied linguistics, vol. 17, no. 1, 39-59. willis, j. (1996). a framework for task-based learning. harlow, uk: longman. microsoft word 12-jasl-khristianto.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 96—101 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 96 how banyumas people ‘describe’ g30s/pki in the novel ronggeng dhukuh paruk khristianto1 widya nirmawalati2 universitas muhammadiyah purwokerto1, 2 e-mail: kristian.topz@gmail.com1 abstract – the novel ronggeng dukuh paruk (rdp) came out in 1982, when the new order regime was still firmly established. one of the important criticisms in the work was the "incorrect" handling of communism by the government at that time following the eruption of the g30s/pki history. the author of the novel tries to bring a different view of the issue. this paper tries to present how the original banyumas personified the political turmoil-how the laypeople interpreted the events that had consumed them as victims, or the sacrificed. based on the recurrent reading of the indonesian-language rdp novel and javanese language banyumasan, the authors firmly state that the people of dukuh paruk are merely victims of the outside world. people of the hamlet have no idea what they are doing, other than that they want to perpetuate the tradition they are proud of, ronggeng. nor do they blame or think that there are people outside of those who have committed crimes against them. the disaster that befall them is none other due to their mistakes do not run the rituals that must be done before performances ronggeng. their elders also realized that the pageblug had been signaled by the appearance of the latitude of the cubes (comets), and they had ignored the cue. thus, pageblug should be accepted. against the innocence of clean thought, the author asserts that something is wrong with them, systematically practiced by the regime at that time. he agreed that the coup was false; but the way in which the state deals with such problems is also unjustifiable. the state has clearly punished many indonesians without trial, and killed thousands of innocent people. keywords: pageblug, banyumas, g30s/pki 1. introduction the novel of ronggeng dukuh paruk (rdp) at the beginning of its publication is divided into three parts, so it is often referred to as a trilogy. this novel is divided into ronggeng dukuh paruk, lintang kemukus dini hari, and jantera bianglala. all the journal of applied studies in language, volume 2 issue 1 (june 2018), p. 96—101 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 97 novels have been translated into various languages: japanese, chinese, dutch, and german. in his work, ahmad tohari describes the authenticity of life experience in a very backward rural area, through the artistic depiction of the banyumas region. ronggeng, as a form of folk dance with a central figure the dancer herself, is described in detail with various dynamics of her life personally and as part of a society that is seen as a totality that is not meaningful in the field of constellation of society in general. ronggeng dukuh paruk is a very thick novel with local color and background. this fact easily feels right when reading the novel, or when considering the narratives that are there. the story opens with a description of the nature of a traditional village that is so dry, then evolves into a description of their lives, the behavior of people there running daily, to their loyalty to preserve the ancestral tradition, and proud of its tradition. the tradition became a proud identity. the novel ronggeng dukuh paruk is a type of literary work that is highly charged local values. ahmad tohari, who is part of the culture as the host of local values, seeks to live up to the values embedded in the ronggeng tradition that developed in the banyumasan culture, or rather bagelen culture, because ronggeng or lengger not only live in banyumas, but also in banjarnegara as well as in other southwest central java region. departing from the background above, this paper focuses on how the special community of banyumas, in the imaginary paruk area, "decribe" the incident g30s/pki, the communist party of indonesia, paruk's situation with his community certainly represented the situation of rural communities in general at the time-especially those people who were "sacrificed" by the 1965 political event. 2. method the novel ronggeng dukuh paruk became the object of the study. the first, the researchers read the story from the beginning to the end to get a general impression of the story. the second, the researchers read intensively to get the meaning of the story. the third, the researchers read and underlined the statements in the story to be quoted. 3. results and discussion from the results of the reading of the novel section which tells the events of g30s/pki, the communist party of indonesia, and its effect on the life of the people of dukuh paruk, several key words are identified which symbolize their behavioral attitude and views on the event. terms and expressions include kersaning era, nrimo pandum, pasrah, eling, sumarah, grip, puppets, and the courage of the times. the diverse array of phrases refers only to the impetuous attitude of lan narima, as one of banyumas' attitude of life and personality, as reflected in bawor's figure, which is generally acknowledged as the symbol of people of banyumas with their javanese local language of banyumas dialect with their local characteristic. the appearance of expressions of meaningful resignation can be examined in the following quotations: journal of applied studies in language, volume 2 issue 1 (june 2018), p. 96—101 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 98 (1) "memang, siapa pula yang bisa menampik kersaning zaman…”(tohari, 2011:230) (2) dan hak hanya kelihatan samar di bawah sikap yang nrimo pandum (230). (3) "kita hanya tinggal pasrah, eling, dan waspada (238)…” (4) dukuh paruk mewakilkan dirinya kepada sakarya…ya, dia harus sumarah kepada kersaning zaman (242). (5) hidup adalah berperan menjadi wayang atas sebuah cerita yang sudah dipatrikan dalam pakem (242). (6) …dia percaya bahwa keperkasaan zaman mustahil tertandingi oleh kekuatan seorang manusia (242). (1) "indeed, anybody who can deny the will of age ..." (thohari, 2011: 230) (2) and it looks vague under the accept fate without complaining (page 230). (3) "we are merely surrender, remember the almighty and be alert (page 238) ..." (4) dukuh paruk represents himself to sakarya ... yes, he must be deeply patient to the will of the age (page 242). (5) life is to play the puppet shaddow over a story that has been patented in the grip (page 242). (6) ... he believes that the power of age is impossible challenged by the power of a human being (page 242). from the above 4 quotations, it appears that resignation resolutions are the underlying foundation of attitudes and actions of the people of the community of banyumas. the so-called "age" or "pandum" (quota) actually refers to the situation they face. there are two situations that force the paruks to do something unnatural or overrun, and to corner them. the situation is caused by the presence of people outside their area. the first situation is the presence of pak bakar and his youth movement that ignites popular movements, communism. bakar put up a signboard at the entrance of dukuh paruk, calling the ronggeng a "people's art", a label they never knew and they felt no need to use it. ronggeng is enough just to be a ronggeng, no frills whatsoever. the more disturbing situation of their calm is the change of songs that srinthil has to bring, from innocent and peaceful songs of amusement, to propaganda songs full of fire and anger. to make matters worse, parong ronggeng paruk groups are prohibited from burning to perform ritual offerings that have become a tradition of their ancestors. the ritual was a prerequisite that they should have done to make the ronggeng show gain the blessing of ki secamenggala, their forefather. they really cannot accept, but they cannot simply refuse, and eventually succumb and resign. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 96—101 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 99 "indeed, anyone who can deny the will of era. but case of offerings concerning all the people of dukuh paruk and their ancestors, ki secamenggala. any age should not change this ordinance. i say no be! "(tohari, 2011: 230). what is referred to as "age" is none other than the bakar people who come and change the traditions they have been hugging faithfully. actually sakarya, as we are, representing paruk wants to rebel, wants to remain as it is as the paruk people, but they are powerless. "he still wants to see dukuh paruk as the original. especially about the whole attitude of its citizens against their ancestors, eyang secawenggala (230)". but they must surrender, believing that what befell them is part of his destiny. against the idea of a rebellion echoed by the bakar group, they totally disagree. it violates the beliefs of the life doctrine they have been living for so long. this is evident from the following quotation "... life must be so and is a pocket that has dried ink, there is no need for struggle. and it seems to be samardi under the nrimo pandum (230) attitude. they increasingly disagree with the bakar group, when after the ronggeng stage, people are mobilized to scavenge the villagers' rice as a form of protest over what they call injustice. the second situation is the period after the outbreak of the g30s/pki, the communist party of indonesia, when the paruk people who do not know anything about the outside world should be punished without trial by the state through the butts and bayonets of the army. srinthil and paruk figures finally thrown in jail, although they really do not understand what mistakes they have made. the soldiers who arrested them were just executing orders, because in the instructions they held, their names were clearly listed. against this incident, they are behaving equally that the courage of the times does lead them to the event, as the sign they have caught before, the steepness of the steam. the old grandfather had to close his eyes, facing inward to read the imprint brought by the glow of the time. yes. he must put his heart smoothly to the will of era. times that have manifested themselves as five barrels of rifle and five faces to steel in front of him (tohari, 2011: 242). seen from the quotation, sakarya sees that the time manifests itself in the form of five soldiers with complete weapons ready to finish him off. he was convinced that before the time had signaled the emergence of the incident, then he was resigned to his destiny, nrimo ing pandum. state punishment does not stop at paruk figures. the full wham must accept destiny to be the victim of the injustice of the state, all sacrificed, even women and children even. paruk finally destroyed by a mighty time. and the true fate that must be borne by dukuh paruk just happened two days later. early in the morning when the eastern sky is decorated with the glory of latitude steamed, dukuh paruk lit up, burning. the fire is mounting burning journal of applied studies in language, volume 2 issue 1 (june 2018), p. 96—101 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 100 dukuh paruk. ... screams of crying and howling man greeted with bamboo explosions on fire. incredible panic amid the helplessness of defending themselves (page 242). the submission of paruk represents the philosophy of banyumas resignation. the acceptance is within bawor, the puppet character, legitimized to represent the banyumas attitude of life. according to herusatoto (2008 in widyaningsih, 2014: 192), "the meaning of the appearance of bawor's form is generally characteristic of his behavioral pattern which describes the character of bawor", one of which is the patience of lan narima ("patient and accepting what is in daily life"). hidayat (2012) describes the attitude of acceptance of bawor in wayang (puppet shaddow). although in the story of this figure is often a laughing matter because of his ugly physical form and his distinctive voice, he is often underestimated by others, he described definitely as very patient, has never been angry. even with his innocence, he always gives many brilliant ideas in dealing with various problems of life (hidayat: 2012). in addition, yus (2013) considers the attitude of sumarah or resignation from banyumas people also reflected in the use of first personal term "inyong" not "aku", "kulo" or "ingsun". according to yus, "inyong" (i) reflects more "self-confession in the medium, semadya or "in between”. "inyong" leads to the inner behavior of "surrender and sumarah". he does not have the nuance of pride, gumedhe, kumalungkung or more arrogant than anyone else, like the phrase "ingsun" (i) used by kings. but also they do not 'menghamba' (worship to human being) like attitude "kawula" (totally servant). when returning to the above-mentioned rdp narrative, this attitude is most dominantly demonstrated by the paruks towards everything that befell them-against the crimes and injustices that others have actually committed to them. sakarya, srinthil with the paruks, is patient only and accepts everything that befell them as part of the will of the age, as a clear proof that the ink of fate has indeed dried up, and they believe it has no power to resist or avoid it. against this phenomenon, ahmad tohari wrote rdp; he wanted to sue the injustices committed by the new order regime. he points to the fact that people who were communist at the time were cunning and cruel. they justify any means to achieve the goal. the author totally opposes that misleading ideology. however, the attitude of the state has also proven arbitrary to many small people who do not know anything. paruk is a small part of the people's part solely victimized either by the pki, the communist party of indonesia or indonesian country disaster in 1966. 4. conclusion ahmad tohari sharply represents the inner expressions of the paruk people. perhaps in reality, there is no banyumas person who reveals the kersaning of the age or nrima ing pandum, because the words come from the palace. but what he wrote clearly exposed journal of applied studies in language, volume 2 issue 1 (june 2018), p. 96—101 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 101 the truths of social psychology and the personality of the banyumas community in dealing with the events that dragged them in ignorance. paruk is a sample of a large number of groups or people or villages that were victims of 1966 disaster. the magnitude of the message is to take the event as a lesson of life and not to be repeated again in the next generation of human beings. references hidayat, a. (2012). “bawor dan wong banyumas”. http://aminhidayatcenter.blogspot. co.id /2012/ 01/ bawor-simbol-wong-banyumas-di-kalangan.html taum, y. y. (2003). “ronggeng dukuh paruk ahmad tohari sebagai memori kolektif dan sarana rekonsiliasi bangsa”. jurnal ilmiah kebudayaan sintesis, vol. 1, no. 1, okt 2003, hlm. 77-93. dilihat di http://www.academia.edu/3231299/ ronggeng_dukuh_paruk_ahmad_toh_ari_sebagai_memori_kolektif_dan_sarana_r ekonsiliasi_bangsa tohari, a. (2011). ronggeng dukuh paruk. jakarta: gramedia. cet. ketujuh. widyaningsih, r. (2014). “bahasa ngapak dan mentalitas orang banyumas: tinjauan dari perspektif filsafat bahasa hans-georg gadamer”. jurnal ultima humaniora, september 2014, hal 186-200. universitas multimedia nusantara. yus. (2013). “yang tak terjamah hegemoni kraton”. http://bumibanyumas.blogspot.co.id/2013/10/yang-tak-terjamah-hegemoni-kraton.html microsoft word jasl-17 (6).arnawa.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 36 the use of modality markers to perform hegemony politeness in using balinese language: a case study on awig-awig nengah arnawa1 i wayan gunartha2 i nyoman sadwika3 faculty of language and art education, ikip pgri bali1,2,3 email: nengah.arnawa65@gmail.com1 abstract – this research was aimed at expressing motivation to use modality markers in text of traditional village regulation (awig-awig). the data was obtained from some major regulations in five regencies and city in bali province. sampling was done based on area considering dialectical and sociocultural diversity. based on theory of pragmatics, it could be concluded that the use of balinese language modality in text of traditional village regulation was not merely demanded by syntax and grammatical semantics. it can be proven with deletion technic. up on the modality deletion, it did not change the prime meaning of text, but the sentences were still grammatical instead. the use of modality was motivated with pragmatic needs, i.e. performing hegemony politeness in accordance with the sense of modality as interpersonal rhetoric. keywords: hegemony politeness, awig-awig, desa pakraman, impassive journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 37 1. introduction awig-awig (traditional regulation) is the basic rule guided by every desa pakraman (traditional village). awig-awig written in basa bali alus singgih 'very respectful balinese variety'. the use of the balinese language variety alus singgih positions the audiens on a relative higher social status than the speaker. thus, the use of the balinese language of alus singgih is a manifestation of the speakers' respect for the speakers. respect is the implementation of the principle of language politeness, especially the maxim of wisdom and wisdom (wijana, 1996). the maxim of wisdom suggests that every speaker minimizes the 'loss' to others; otherwise speakers are required to maximize profits for others. the losses and advantages referred to in this maxim are not solely material losses and benefits physical but include social values. losses and advantages of social value cannot be measured materially, but rather on the sociophilological aspect. the use of polarized variants may benefit these sociologicalpsychological aspects. the other maxim which is in accordance with respect is the maxim of humility. maxim is centered on the speaker's self. this maxim outlines that each speaker increases his or her own losses. its implementation in the use of balinese language is if the speech is intended for itself then used the lower variety of balinese languages (andap and/or alus sor). conversely, if the speech was addressed to speakers or a third person used a variety of high balinese language (alus singgih). the culture of using balinese language is in line with the ethics of using language which states that “wasita nimitanta nemu mitra” and “wasista nimitanta nemu suka” i.e. by talking appropriately we can find friends and by talking appropriately we can find happiness (jendra, 1999). speaking ethics in hinduism is very relevant to the principle of language politeness that becomes a pragmatic study. in addition to the ethics of the talk, there is also a concept of social interaction adopted by balinese society, namely tatakan raos meaning 'base of speech'. tatakan raos is to convey a statement accompanied by a description of capital or condition. this is the focus of the study in this article. 2. method this research was conducted on balinese speech constructions used in awig-awig. the data was taken from the samples taken by taking into account the balinese dialectal variants as well as the differentiation of the local culture. with this sampling technique, the sample of this study was determined: (1) in the eastern part of bali, data was taken from karangasem regency, i.e. awig-awig menanga and rendang, 2) in the south bali area, data was taken from awig-awig pakraman village sumerta, denpasar; (3) for the area of western bali, data was taken from awig-awig baler bale agung, jembrana, (4) for the northern part of bali, data was taken from awig-awig desa adat penarukan dan alap sari, buleleng; and (5) for the area of central bali, data was taken from awig-awig desa pakraman batur sari, gianyar. data was collected by document recording techniques, observation and interviews with a number of informants. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 38 3. results and discussion in syntactic studies, modalities often function as phrases so that they are more popular with capital information. a capital description is used to require something to happen or a proposition that either ignores or denies the possibility or necessity. modality can also be the way a speaker expressing attitudes toward a situation in an interpersonal communication (kridalaksana, 1993). in awig-awig, modality is often used as a linguistic marker to express language politeness. to support this deduction, we present examples of texts quoted from awig-awig of traditional village. yen krama madruwe semeton sane sampun maperabian, sowangsowang patut tedun ngayah kawastanin ayah ngarep (awig-awig desa adat penarukan, paos 12) 'if the residents who have got married, each of them must ngayah, called ayah ngarep' the text of section 12 uses yen modality 'if' which serves as a description phrase. syntactically and semantically, the section 12 can be expressed in the following sentence without altering the meaning of the sentence. krama sane madruwe semeton sampun maperabian, sowang-sowang patut tedun ngayah kawastanin ayah ngarep. 'residents who have brothers already married, each must ngayah, called ayah ngarep' the removal of modalities in the above modified text does not change the message at all. this lingual fact proves that the use of capital information in the modified sentence is neither syntactic nor semantic; but rather to pragmatic considerations, especially the principle of modesty in language. by many balinese speakers, the use of the yen 'if' modality, such as the original text of the section 12, is perceived as more polite than the modified sentence by omitting its capital statement. standing on one data is certainly not enough to take a conclusion. therefore, the following data presents a number of other data related to the use of modalities in regulation of traditional village in bali. prade wenten krama desa megenah ringkarang desa tur magentos agama ring siosan, karang desa inucap pacang kakeninin sewa manut pararem desa/ banjar (paos 45 awig-awig desa adat penarukan). 'if there is a resident residing in the village and converting to another religion, the resident will be charged a rent in accordance with the subvillage regulation concerned'. text of section 45 on awig-awig desa pakraman penarukan, buleleng uses a partial inversion sentence structure, i.e. adverb of time prade wenten ,’n case there is’ precedes the subject of a sentence, while the predicate remains in position after the subject. modality prade wenten is a tatakan raos as a representation of the attitude of traditional village institutions to its citizens. when examined, the text of illocutionary in section 45 is a punishment. customary village institutions will charge a rent to journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 39 residents shifting to other religion from hindu who occupy traditional village land. this sanction is actually a fairly rational consequence, because every hindu follower who occupies the customary village land is subject to ayah-ayahan 'customary and religious obligations'; whereas if someone who occupy the customary village land that follows other religion is directly released from the religious and social obligation and duties. because it is no longer tied to the obligation and duties ‘ayah-ayahan’ then the right to use the village land was revoked and replaced with rent. the use of prade unwanted 'if any' modalities can foster a sense of inferiority. the section can be changed by losing its capital, and having the same meaning, but losing its inferiority. other data are presented to strengthen this analysis. yening tan masangah panguluning karang, akakubon kabawos. tan yogya genah ngraksa sawa. yening wenten mamurug, yogya katiwakin pamidanda mrayascita palemahan punika (chapter 3 section 28 awigawig desa adat menanga, karangasem) 'if a house does not have a family temple at the house compound, it is called akakubon. the house is not allowed to be a place to keep dead body prior funural or cremation. if they violate the rule they shall be given a sanction, i.e. to purify the compound. the text of paragraph 3 of section 28 in the menanga customary awig-awig uses twice the yening modalities 'if' and always at the beginning of the sentence. this lingual fact further strengthens the analysis that the use of modalities as tatakan raos. the text may be constructed differently by discriminating the modalities, for example, as follows. akakubon inggih punika sane tan madaging sanggah panguluning karang. akakubon tan yogya genah ngraksa sawa. sane mamurug, yogya katiwakin pamidanda mrayascita palemahan punika (verse 3 section 28 awig-awig desa adat menanga, karangasem) 'akakubon is a house which does not have family temple at the house compound. it is not allowed to be a place to keep the dead body. those who violate the rule will be given sanction, i.e. to purify the house compound concerned. the text of this modification has the same meaning as the original text of paragraph 3 of the 28 section. semantically and syntactically, the modified text does not have any issues. but pragmatically, prioritizing locality, illocutionary and perlocutionary fit, the more relevant option is the original construction, which uses the modalities. the choice of original construction is because there is a value of politeness that is manifested by the use of capital information. here are some data on modalities used to represent balinese language politeness. yening wenten maubuh-ubuhan sajeroning pekarangan, hugi mratyaksayang pakarang ipun, mangda tan ngawetuang bhaya, taler mangda hapik, urati, siksa mangda tan kantos ngaletehin ngobetin, cerobe karang pomahan wiadin palemahan panyandinge. yening wenten mamurug tan siksa ring hingon-hingon miwah kandang ipun, wenang panyandinge nyambatsara. yening akas sang kesambatsara wenang journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 40 katengahang ka desa, prajuru desa nepasin. wenagn katiwakin dandha manut panglokika (v. 6 section 29 awig-awig desa adat menanga, karangasem). 'if there is (a) raising livestock in the yard of the house, they must pay attention to the compound so that it does not reveal danger, they have to be careful, diligent, so that it does not cause any pollution, disturb the compound as well as their neighboring houses. if there is a violation, no attention, caring for it, neighbors can remind. if it is still ignored, it can be reported to the village, village officials straighten. they will be fined in accordance with the rule' prade wenten taru sane mentik ring sajeroning wates kengin kawara panyading, mangda taru inucap karebah kasaksinin antuk prajuru desa tur taru inucap kapinaro tiga, asiki katur ring prajuru sane maritetes, muah sane kakalih kaepah sang madruwe wates manut lokika (ayat 2 pasal 30, awig-awig desa adat rendang, karangasem). 'if there is a tree growing at the border and the neighbors object, the tree shall be cut down in the presence of the village administrator and the tree is divided into three, one part for the village administrator, and the other two parts are for those living in the borders based on the rule’ prade tamiune pacang madunungan jantos awuku ring awuku, i kelihan patut nureksain, pisan mungguing maka buatannya miwah surat-surat keterangannya (verse 2 section 46 awig-awig desa adat sumerta, denpasar) 'if the guest will stay overnight for more than one week, the village chairman shall check, ask for his purpose, his recommendation letter' prade pidaging paruman nenten kaingkupin, mangda prajuru desa ngilikang babawos, saha pamutusnya kasobyahang mangda kararemin olih krama desa, bilih tan prasida kasungkemin jantos ping tiga, prajuru desa wenang nunas bawos ring sang ngawewenang (ayat 3 paos 20 awig-awig desa adat batur sari, gianyar). 'if the contents of the meeting are not agreed, the village officials shall moderate the decision, and the decision is socialized in order to be agreed upon by the citizens, if also not approved up to three times, village administrators may ask the authorities' prade wenten kalayusekaran rikala wenten piodalan, dados mendem sasiliban, tan pasadok tur mamargi ri wengi ka setra (verse 4 section 43 awig-awig desa adat batur sari, gianyar). 'if there is a death at a religious ceremony, it can be buried in a hidden way, not reporting and leaving for the grave at night' yening salih sinunggil wenten ngelengit (nakal) ten polih pekraman (pasal 13 section 19 awig-awig banjar pakraman beler bale agung, jembrana) ‘in case of anyone cheats, he or she will be removed from the village’ journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 41 yening wenten salah sinunggil warga krama nenten mabersih nyabrang rahina purnama–tilem, olih prajuru mangda kaicen pawarah-warah tur wewanengan 3 (tigang) rahina, taler nenten kalaksanayang pacang kasanggra olih krama banjar (kerojog), wenang kakenin danda akwehnyane rp 10.000,00 (ayat 16 paos 19 awig-awig banjar pakraman baler bale agung) 'if any one of the residents does not take a part in mutual assistance such as cleaning the compound on every full moon and dark month, the village committee shall give a warning and within 3 (three) days, if it is still ignored, he/she will be picked up by the sub-village members shall be fined rp 10.000,00' all the above data quotes taken from various awig-awig sources, place the modalities as tatakan raos to build hegemonic politeness among indigenous peoples. based on existing data, it is known that the use of modalities is to declare certainty in the future. this means that if the conditions occur, then the consequences also must occur; on the contrary if the requirements are not met then the consequences would not happen. the act of speech acts to assert certainty is called commissive. it is insisted that verbs of speech acts included in commissive illocution is ‘promise’ and ‘offer’ (austin, 1975). based on existing data on regulation of traditional village (awig-awig desa adat / banjar pakraman) throughout bali, it was revealed that verbs required were included in commissure illusions. the use of word verbs requires ensuring certainty will occur in the future if the modalities are met. conversely, if the modalities are not met, as the result it does not certainly occur. thus, the verbs of the word act require to be included in commissive illocutionary acts. the use of modalities is not merely the demands of syntax and grammatical semantics, but is a pragmatic one, especially the implementation of the principle of decency. it is said that it is not syntactic and semantic condition because it is proven after the original text that uses the modality is reconstructed by eliminating its modalities, it does not change the subject of grammatical semantics. rearranging the text by devouring its modalities also retains its syntactic structure. thus, the use of modalities is not demotivated by grammatical and semantic needs, but is motivated by interpersonal conditions. modality is a rhetorical proposition for building and maintaining social relationships. this is in line with the concept of tri hita karana in hindu philosophy; which one of its elements maintain human relationships with humans (pawongan). the use of the modalities marker is motivated by the need to maintain common harmony. the use of the modal modifier places the speaker in an honorable position. thus, the use of the modality marker is a linguistic instrument for building hegemonic politeness. 4. conclusion at the end of this scientific study, the principal conclusion is drawn that the use of modalities in the pakraman village awig-awig is not a grammatical syntactic and semantic targets, but rather a pragmatic demand for internal compliance. internal journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 36—42 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 42 people's obedience is what i call hegemonic politeness. thus, the use of the capitalist marker is a linguistic instrument for the cultivation of hegemonic politeness to indigenous peoples in bali. references austin, j. l. (1975). how to do things with words. new york: oxford chambers, j.k. (2003). sociolinguistic theory. usa: blackwell publisher ltd. 2nd edition. holmes, j. (2001). an introduction to sociolinguistics. england: pearson education limited. jendra, i w. (1999). etika berbicara dalam sastra hindu (analisis religiussosiolinguistik). pidato pengukuhan jabatan guru besar universitas udayana. denpasar: tidak diterbitkan. wardhaugh, r. (2004). an introduction to sociolinguistics. usa: blackwell publishing. 4th edition. microsoft word jasl-17 (12).cahyani.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 94—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 94 syntactical interference of katigan language to indonesian language in smp negeri 1 at katingan tengah regency of central kalimantan irni cahyani1 lili agustina2 stkip pgri banjarmasin sultan adam street, komplek h. iyus, no. 18 rt.23 banjarmasin, kalimantan selatan. postal code 701211,2 email:irnicahyani@stkipbjm.ac.id1, email: lili.agustina@stkipbjm.ac.id2 abstract – syntactical interference of language of katingan to indonesian in katingan tengah school at katingan tengah regency has been a focus of some language research recently. the research was aimed at recognizing and identifying interference in second language acquisition. the term interference refers to two different linguistic phenomena, namely psychological interference and sociolinguistic interference. psychological interference refers to the influence of old habits as a result of learning something against something being studied (rafiek, 2007). while sociolinguistic interference refers to the interaction of the language, such as loan or word change. factors that cause interference is the factor of contact language and language skills. interference is caused by language contact factors in bilingual societies and an unsteady language mastery factor in second language learners or foreign language learners (rafiek, 2009). this is in accordance with the teacher's opinion that there are still errors in the language, whether it's talking and writing activities. that's what makes researchers interested in doing this. based on the above problems, it can be identified some points, namely the influence of the first language habit of katingan in using a second language, indonesian language, language skills that have not been steady in the second language learning and errors in the language, because of the influence of the first language. the result of research on the syntactic interference aspects of katingan language to indonesian language was found in two types of syntactic interference which was contained in oral and written language of students of smpn 1 katingan tengah, such as (1) interference phrase to indonesian language and (2) interference sentence to indonesian language. keywords: interference, morphology, katingan language, oral, writing journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 94—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 95 1. introduction indonesia has many languages, therefore indonesian people are bilingual. this can be seen with the use of two languages in communicating. in addition to mastering the indonesian language as the national language, they also mastered their respective local languages. both languages are sometimes used simultaneously in certain situations and conditions. this phenomenon affects the ability of one to use a language due to the language contact. not only indonesia which has its language diversity, dayak tribe in kalimantan also has various regional languages. one of the regional languages found in central kalimantan is katingan, whose name was chosen because its speakers live along the river katingan. language is a communication tool that can be used by a person to express ideas that will be poured in his mind. the expression of the language is to describe the state of the person or the speaker. language is one of the most distinctive features of humanity that distinguishes it from other beings. language can be studied from several angles and pay special attention to the different elements of language and to the discriminating (structure) relationships (rafiek, 2010). language is "an arbitrary system of symbolic sounds, used by members of a society to cooperate, interact, and self-identify", while the narrative according is a discourse that features a series of events within a certain time series, along with participants and specific circumstances (yanti, 2011). given the variations of the language there was a bilingual or multilingual community phenomenon resulting from the contact of language as well as cultural contact. with the existence of a bilingual society, interference was then occurred. interference is the transfer of other language elements into the language that is being used, so that there is a deviation of the rules of the language being used (rafiek, 2010). interference comes from the researcher’s finding that is a linguistic interaction that arises when two language societies make a language contact [5]. the interference is a deviation of the linguistic norms that appear in a bilingual person using one of two languages controlled in real communication. in harmony with the interference put forward, rafiek (2010) defines interference as the difficulty that arises in the process of acquiring a second language in terms of sound, word, or construction as a result of differences in habit with the first language. at first, interference was only divided into two, namely systemic interference and development interference. systemic interference is the interference that occurs due to speaker language performance resulting in a change in the language system in which interference occurs. while development interference is the interference that occurs in the development of one's learning when learning a first language or learning a second language. this interference is also called learning interference (rafiek, 2010). if we notice, interference that occurs in a language has advantages and disadvantages. advantages of interference by speakers of language are, among others, can increase the vocabulary of the vocabulary and also enrich the language in question. losses caused by interference by speakers of the language is able to affect and disrupt the structure, so that in its use occurs the language deviation. the disadvantages of interferences by language speakers or also called negative transfers are known as interference terms in the acquisition of a second language. the term interference refers to two different linguistic phenomena, namely journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 94—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 96 psychological interference and sociolinguistic interference. psychological interference refers to the influence of old habits as a result of learning something against something being studied (rafiek, 2007). while sociolinguistic interference refers to the interaction of the language, such as loan or password change. factors that cause interference is the factor of contact language and language skills. interference is caused by language contact factors in bilingual societies and an unsteady language mastery factor in second language learners or foreign language learners (rafiek, 2007). this is in accordance with the field, namely the opinion of teachers that there are still errors in the language, whether it's talking and writing activities. that's what makes researchers interested in doing this. examples of errors that occur due to katingan language interference, which was found during writing activities of indonesian language. "i'm very happy to see the rice planted me and the mother has been manguning". the word manguning here due to katingan language interference that does not recognize the letter /e/. should in indonesian become yellow. another example is the word manugal should be menugal. 2. method the method used in this research is descriptive qualitative method. descriptive qualitative methods are appropriate for understanding social interaction and can only be described if researchers conduct research by participating, in-depth interviews of social interaction. so, it can be said this research method in collecting or providing data and analyze data to study the phenomenon of language that happened. thus, this research uses descriptive research methods that have several characteristics, such as (1) not blaming true or wrong object studied, (2) emphasis on actual symptoms or on what happened at the time of the research, and (3) usually not directed to test the hypothesis. 3. results and discussion 3.1 interference aspects of syntax interference in the field of syntax is also found in the use of the indonesian language. the use of word fragments, phrases, and clauses in sentences can also be said to be interference at the sentence level. (1) phase interference data 1 arriving at makikit i am also excited by not being patient i can park my bike and invite my friends to walk towards the cascade. it turns out that many people kamipun queue to walk there because many vacation there. the use of the suffixes is used as a pronoun which states ownership that is combined with the word base. aside from being a possession pronoun, the ending also serves to show something. in the student's writing above, in the second sentence there are phrases turned out to be journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 94—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 97 people, there are language errors due to the influence of katingan language. it should improve the sentence below. arriving at makikit i also am excited by not being patient i can park my bike and invite my friends to walk towards the cascade. it turns out that many visitors we also queue to walk there, because many vacation there. (2) sentence interference data 2 mother and i went to the fields, in the fields where we were both bemalam. based on the above sentence, the interference done by the students in their writing is the use in the field there. the influence of the use of regional languages, i.e. in the fields of hecene into the fields there is a mistake in the indonesian language. so, it can be said that the field already shows the place, without adding the word there. the correction of the sentence was me and mother going to the fields, in our fields both of us staying overnight. data 3 on the trip i almost fell off the motorcycle, because mehindari hole because the road to makikit damaged almost 3 times i want to fall, luckily i can control it. on the journey almost 2 hours, we just got to makikit from samba and it’s already our rate. based on the student's writing above there is a language error that is in the second sentence, there is the use of our rate already. it should have been at high speed. data 4 taking a bath we walked to the edge to relax while viewing the scenery, because over time sitting on the edge i will invite one of my friends to walk around us gathered, after getting to our gathering place two friends see our other friends have no us to the parking and rushed to return. based on the above article there is a language error due to the imprint in word two should be both. the rest of the sentence should be finished after our bath walk to the edge to relax while looking at the scenery, because later sitting on the edge i will invite one of my friends to walk around us gathered, after to the gathering we both my friends see our other friends are not there we even went to the car park and hurry to go home. data 5 my appearance began to change and i always wanted to play games i subtracted although not completely lost, based on the student's writing there is a word change is the use of the wrong word. the word is not derived from the fox base, but rather change. interference that occurs is the use of the word change. so, it should be changed to change rather than change. data 6 one day fitting the holidays, the clock shows at 07.00 pm me and mother went to the fields. the above sentence is a fitting word, a holiday fitting day. the use of the word pas is the interference made by the students. word does not exist in kbbi. pas journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 94—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 98 defined when by students. so, fix the sentence as below. one day when the holidays, the clock shows at 07.00 pm me and mother went to the fields. data 7 hau, do not be us with sita. in that sentence seen the use of interjection in the use of indonesian language. interaction is the expression of feelings, the expression of a person when saying. interjection is one of interference that occurs in students of smpn 1 katingan tengah. interjection is a fragment of the mother tongue that entered in the indonesian language. such rules are an aberration to the language used .the interjections found in addition to the above data are as below. data 8 admit, the number of tasks today. may me sita. the use of the word acknowledged in the speech illustrates the expression of the speaker's feeling. the word acknowledged and may be an interchange of katingan. it can be said that the students' speech smpn 1 katingan tengah is the interference due to the influence of the first language / mother. data 9 i love to have good friends, funny, silly, and so on in class vii d this. my friends are very the best deh. based on the above data there is a flake that comes from english, namely the best. the flakes are interference at the sentence level. the data is a language deviation undertaken by junior high school students by incorporating other language systems into the language currently in use, i.e. indonesian. in addition, similar interference is also found in student writing as below. data 10 after i rested until 03:00 we gathered again on our beskem. based on the sentence in the student's writing, students deliberately use another word fragment, namely beskem. the use of the word beskem is an english flake, which should be the base camp. other language systems that enter into the above sentences result in interference in the indonesian language. data 11 glad to see people go up to the kelotok, there are also people who are fishing, marengge, and bathing. based on the writings of students above there are pieces of words derived from the katingan language. the use of marengge is a mother language interference. marengge is one way to catch fish by using a net stretched with bamboo, then drowned into the river and after it is lifted. lacking and ignorance of indonesian vocabulary results in interference in katingan. the existence of the first language fragments in the use of the second language is a language error made by junior high school students. data 12 my hands keep writing. the same is also found in the above sentence. the use of word or word fragments derived from the first language is used in the use of a journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 94—99 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 99 second language. this results in interference in the indonesian language. the use of the word pass is syntactic interference in indonesian. the equivalent of the word pass in indonesian is tingling. improvement of the above sentence is ouch my hand tingling pen continue. data 13 we went home, the journey is very cheerful, but there are snakes that again cross the road. from the writings of students there is a word menyebarang in the indonesian language is a language deviation due to the influence of the mother tongue. the basic word is opposite and given the prefix. the word begins s so that when given the prefix will melt. the use of mother tongue fragments to make this sentence found interference. the basic word forbidding is any, so when it is given the prefix becomes split. in the use of the indonesian language, the word should be crossed. repair the sentence as below. we went home very cheerful journey but there is a snake who again crossed the road. 4. conclusion syntactic interference is a disorder that occurs due to the deviation of sentence structure. based on the results of the analysis, two types of syntactic interference are found in the spoken and written language of smpn 1 katingan tengah students, among others: (1) phrase interference with indonesian language and (2) interference of sentence to indonesian language. references rafiek, m. (2007). sociology language: introduction to basic sociolinguistics. banjarmasin: fkip unlam. rafiek, m. (2009). sociolinguistics. multidisciplinary study. malang: state university of malang. rafiek, m. (2010). basic sociolinguistics. yogyakarta: prism library. yanti, p. g. (2011). betawi language interference in indonesian language use in postal. banjarmasin: unpublished paper. microsoft word jasl-17 (10).pardede.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 73 codes mixing between buyers and mobile phone hackers in bekasi, west java jannes freddy pardede universitas kristen indonesia email: jannefreddy@yahoo.com abstract – this review discusses the code mixing that occurs on talks between a sales clerk and four buyers at a mobile phone shop located in a business centre in the central bekasi, west java. the data collection is done by recording conversations between four buyers and one the store saleswoman. data was analysed qualitatively to obtain a comprehensive research result that aims to determine the type, level, nature, and causal factors of code interference. the results showed: (1) there are three types of code mixings that occur, namely external code-mixing, internal code-mixing and mixed code-mixing. the most common is external code-mixing, especially from english to indonesian language. (2). the most common form of code-mixing is in the word level. (3). the cause of code interference is caused by several factors, namely the limitation factor in the mastery of vocabulary in the source language, to show the familiarity and habit factor of the speaker. keywords: code mixing, interference, linguistics, non linguistics journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 74 1. introduction code-mixing often occurs in multilingual societies as well as people living in cities such as jakarta, bandung and surabaya. similarly in the city of bekasi geographically directly adjacent to the capital of our country jakarta events code mixing is also often the case. bekasi residents can be said to be very diverse and heterogeneous. in addition to indigenous people, residents in the city of bekasi come from various remote homeland such as from java, sumatra, sulawesi, kalimantan and even from papua. the population growth in bekasi city is very significant along with the rapid growth of industrial sector both in bekasi city and bekasi regency which is directly adjacent to bekasi city. the total population of bekasi city in 2010 was 2,384,032 people increased by 14.65% to 2,733,240 inhabitants by 2015. (https://bekasikota.bps.go.id/linktabelstatis/view/id/47).the diversity of tribes and the language contained in the city of bekasi resulted in a variety of languages used by residents of bekasi in daily communication in addition to the indonesian language. the diversity of languages used in this communication often causes code mixings between indonesian and regional languages, indonesian language with foreign languages and also between local languages with one other regional language. for example, the use of the word 'download' in the following sentence: "andi, have you please download the article about the event of isis attacks in marawi?" similarly in the phrase "santi, what time lion air plane will take off from kualanamu airport? "the above code mixing is called internal code-mixing because the speakers mix the foreign language elements in this case english, i.e. the word 'download' and 'take off' instead of the so-called code mix between english and english. the speakers include the element of the word 'download' in english into indonesian instead of 'download' and 'take off'. in addition to inter-language, code mixing can also occur between different languages, from the variety of formal languages to the various informal languages, as in the following sentence. "rina, can you explain the incident to my father 'entar' in the afternoon?" in that sentence the speaker uses the word 'entar' which is not formal rather than the more formal 'later' word. in addition to the use of languages, dialects and languages, code intervening events can occur based on place and time, as well as in markets, ports, tire factories and conference buildings. in this paper, the authors want to examine the type, nature and causes of code interference events between buyers and clerks of mobile phone shops in a shop in bekasi, west java. to support the study of this code mix, the author uses several theories relevant to this code mix, among them theories of bilingualism and language interference. bilingualism or bilingualism is a situation where people can communicate in two languages [10]. the multi-ethnic condition of indonesian society and the diversity of regional languages also resulted in the tendency of indonesians to be bilingual because in addition to being able to speak in the local language as their mother tongue, indonesian people also have the obligation to master the indonesian language as the official language and the language of the country used in schools, trade, and to communicate daily. in addition to regional and indonesian languages and the journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 75 influence of technological developments in this global era, proficiency in foreign languages, such as english, french, and mandarin is very important. this condition enable most indonesian people not only to be bilingual but also multi-lingual because of their ability to use more than two languages, namely the local language, indonesian language and foreign languages. the use of two or more languages often causes mixing between elements of one language to another. it is stated that if a speaker uses two or more languages it can be said that the languages are in contact (suwito, 1983). bilingualism and multilingualism are closely related to code mixing. interference is a mistake caused by the practice of pronunciation of a language to another language that includes the pronunciation of sound units, grammar, and vocabulary (chaer and agustina.1995). similarly, interference is a deviation of the norm from one or more languages (chaer, 1994). however, nababan (1984) stated that interference is caused by habits of incorporating a mother tongue or dialect into a second language or dialect. interference is the contact of language, the limitations of the city's vocabulary, the need for word equality, and the prestige of the source language. in addition, the decline in allegiance to the recipient language is also a contributing factor to the interference (sumarsono, 2002: sumarsono and partana, 2004; wardhaugh, 2004). in contrast to interference, integration is the use of language elements of a particular language against other languages and has been considered to be part of the language, so it is no longer referred to as the lending element (chaer, 1994). in integration, it is stated that the absorption element is no longer visible as a foreign language element because the element of absorption has been adjusted to the system or rules of absorbent language. interference is temporary and integration is permanent. based on the linguistic aspect, "indonesian society is a bilingual society (bilingual) that controls more than one language that is regional language, indonesian, and foreign language" (mahsun, 2007). the bilingual community will experience language contact so that it gives birth code mixing. according [1], any speech events that take place over several speech acts will involve several things, such as speakers and speakers, the language medium, and the purpose of the conversation. he explains that code mixings are the mixing of two languages or languages in a single act of language without anything in the language situation that requires mixing of languages (mahsun, 2007). the definition of code mixing, according mahsun (2007), is a mixing of two languages or more in a language act without any situation that demands the mixing. similarly suwito (1983) [argues code mixing occurs when elements of a single language are incorporated into another language that takes place consistently both wording elements, phrases as well as clauses. in addition, code mixings can occur when speakers insert elements of other languages into a particular language (dornyei, 2007). based on the element of absorption, code mixing is classified into three parts. the first is called the outer code mix (outer code mixing), which is a mix of code that absorbs foreign language elements (sumarsono, 2002: sumarsono and partana, 2004). the second is called code mixing into (inner code mixing), which is a mixture of journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 76 languages between languages in a single national language, between dialect in a regional language, or between varieties and language styles contained in one dialect. for example, an indonesian speaker inserts elements of regional languages such as manado into indonesian or vice versa. the third is called code-mixing mixing that is a mixture of a national language, regional languages and foreign languages. there are two driving factors behind the interference of code, i.e. attitudinal type or nonlinguistic background and linguistic type (suwito, 1983; sumarsono, 2002). the nonfocus factor aims to soften the speech, indicate the level or social position, and indicate a new cultural influence while the linguistic factor aims to facilitate choosing words, avoiding ambiguous meanings, and influencing others. based on the theory, this research wanted to know how form, type and cause of code mix that happened in a mobile phone in bekasi. 2. method to get a comprehensive overview of the use of code mix in buying and selling conversations between four consumers and a saleswoman at a mobile phone shop in bekasi, west java, a qualitative research using the method is used. the method used to refer to data obtained by listening to the use of language and record conversations between shop clerks with the buyer. after the conversation data is recorded the next step is to make a transcription of the conversation and select which part of the conversation contains code mixing for analysis. qualitative research is used because the data in this study is not a number but is an utterance. qualitative research relates to a set of data consisting of interview recordings, various types of texts (e.g. field notes, journals, diaries, documents) and pictures (photographs or videos). the research is focused on obtaining the type and code mixings as well as factors causing code mixings based on data obtained from recording of conversations between consumers and shop-shop salespeople at mall metropolitan bekasi, west java. data collection and data analysis was done with the following steps. 1) record the data and transcribe it. 2) identify and classify the data based on the type and form of code mix that occurs, i.e. word, phrase or clause. 3) look for the causes of code mixing. 4) drawing conclusions. based on the theory that has been described above, this research will be focused on three things, namely to know the mix of code that occurs based on the shape, type and cause of the code mixing. 3. results and discussion the results of data analysis that has been done can be classified according to type, level, nature, and causal factors of code interference as follows. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 77 3.1 mix the code by shape 1). code mixing in the form of words m = buyer (consisting of m-1, m-2, m-3, m-4) pt = shop clerk code mixings from foreign languages, regional languages and indonesian nonstandard varieties can be found in the use of words as contained in the following data (1) and data (4). data (1) m-1: hmmm .... this is mbak, i want to service hp, if you make download, how slow yes…. in data (1), the buyer (m-1) uses a word-shaped mix of 'mbak', 'hp', 'download', and 'lemot'. the word 'mbak' derived from the javanese language has the meaning of 'sister' in the indonesian language. the word 'mbak' is included in the word greeting addressed to a woman by a person either by a man or a woman while the word 'lemot' is a form of a raw indonesian acronym from 'weak brain' meaning 'slow'. the word and 'download' and 'hp' (abbreviated form of 'handphone') are from english. both words are in indonesian in a row have meaning 'mobile phone' and 'download'. data (4) m-1: i tried yesterday..network is good but still cannot. use wifi also cannot ... how tuh? in data (4), the word 'network' comes from english used by the buyer (m-1) instead of using the word 'network'. the word 'wifi' comes from the english shorthand form, ie wireless fidelity which has the meaning of 'wireless network' whereas the word 'gimana' and 'tuh' comes from the non-standard indonesian language whose meanings are 'how' and 'it' respectively. 3.2 compound code is a phrase code mixings from foreign languages, javanese and indonesian languages can be found in the use of phrases as contained in the following data (16) and data (18). data (16) m-2: yo nek jenenge 'customer service' ... b 's most ... 7 lah .. 8! (yes that is the name of the shopkeeper may be a b value, roughly a value of 7 ... or 8!) journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 78 code mixing that occurs in the data (16) above is a mixture of english phrases into the java language. the phrase 'customer service' comes from english meaning 'customer' data 18 m-1: oooooo ya already ... by the waymanggilnya do not father dong! mas only let more familiar ... hmm may ask no hp her not? in the data (18) above, the buyer (m-1) uses the phrase in english 'by the way' instead of 'by the way' in communicating with shop clerk (pt). 3. 3 code mixing is a clause the code mixing event in the clause form is contained in the following sentence. data (14) m-3: wow means ditukokkekeypad'e all wae, yo. in that sentence there is a clause of the java language 'ditukokke (keypad) e all wae' which means is 'all just bought keypad it'. 3.2 type of code mixing 1) internal code mixing internal code interfaces are found in the following sentences. data 2 pt: may i see his mobile phone pack? m-1: ok..please ... this mbak, .. mango the use of the word 'mbak' and 'mango' (javanese) instead of 'kak' and 'please' indicates that the buyer wants to invite the shop clerk (pt) to check his mobile phone. in this case the buyer (m-1) incorporates elements of the java language (local language) into indonesian language. 2) external code mixing the use of foreign language elements results in external code interference. mix this external code can be seen in the following sentence. data (7) pt: if you want to upgrade cost 100 thousand ... but this i check first ... because other applications are too slow ... the touchscreen is also lacking this weekend see the batteries also dah bloated. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 79 in this quote it appears that the elements of english words 'upgrade' and 'touchscreen' are used by the salesperson (pt) to buyers instead of the word 'enhanced' and 'touch screen'. the selection of the word 'upgrade' and 'touchscreen' seems to be more often heard than the word 'boost' and 'touch screen'. another example can be found in the following quotation. data (13) m-3: means fluent yes if using internet-an. m-4: yes, so this hotspot can connect from your tablet. so you do not need to buy a modem anymore. the use of the word 'internet' which comes from english seems to still be popular used by indonesian speakers and has not been translated into indonesian. based on the electronic language dictionary 2008 (2008), the word 'internet' stands for interconnection-networking is an electronic communication network that connects computer networks and computer facilities organized around the world by telephone or satellite. in data (13) above, m-3) and use the word 'internet' in communicating with the buyer (m-4). in contrast, the buyer (m-4) uses other english elements, such as the word 'hotspot', 'tablet', 'laptop', and 'modem' with the other person, the buyer (m-3). the word 'hotspot' is a term for an area where one can access the internet network wirelessly as long as it uses personal computers (pcs), laptops, notebooks or gadgets, such as mobile phones or other devices with wifi (wireless fidelity) features. the word 'tablet 'is a complete portable computer that is entirely a flat touch screen. the most prominent feature of a tablet is the use of the screen as input devices that use the tip of the fingers, stylus, and pen digital. in addition, the size of the tablet is relatively smaller when compared with pc or laptop computer code. the word 'modem' (from english is an acronym for demodulator modulator). generally a modem is used to convert analogy signals to digital and vice versa. the word 'laptop' is a small, portable personal computer that can be placed on the user's lap, composed over a device that includes a keyboard, display screen, microprocessor, usually equipped with a rechargeable battery. 3). code mixing data (14) m-3: wow means ditukokkekeypad'e sekwawae, yo. in the above quote, the buyer (m-3) mixes both language vocabulary of english 'keypad' and the java language 'ditukokke' and 'wae' with the indonesian language with his friend. based on the data obtained in the process of buying and selling a mobile phone in one of the stores in bekasi, the factors causing the interference code that is: journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 80 1) factor of vocabulary the code mixing events caused by inadequate vocabulary mastery can be seen in the following sentence. data (5) pt: yes already ... i check the settings first ... maybe setting a gprs it is there wrong. data (5) above shows that the shop clerk (pt) uses the term 'gprs' to buyers because the equivalent of the word is not in indonesian vocabulary. similarly, the buyer (m-1) in his conversation with the salesperson (pt) incorporates elements of english into indonesian, as in the following sentence. data (6) m-1: if you make whatsapp slow too, what should be upgraded aja ya mbak ... guess how much? from the above data (6), we see that the buyer (m-1) uses the word 'whatsapp' and 'upgrade', because the buyer (m-1) has difficulty finding the equivalent of both words in indonesian. 2) showing intimacy between speakers and hearers event code mixing can also be caused by the intention and effort between speakers with partners said to establish a more intimate atmosphere. in a conversation between the buyer and a cell phone shop salesman in bekasi also found the event code mixing, as in the following sentence. data (2) pt: may i see his mobile phone pack? m-1: ok..please ... this is mbak..mangga the buyer (m-1) invites the saleswoman to view his mobile phone by inserting a javanese vocabulary 'mango' which means 'please' in order to establish intimacy among those who both understand the javanese language. by establishing intimacy between speakers and speakers can create smoother communication. code mixing events to show intimacy between speakers and speakers are contained in the following sentence quotation. data (14) m-3: wow means ditukokkekeypad'e sekwawae, yo. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 81 javanese language 'keukad' (keypad) e all wae '(which is pronounced by a student to his friend in a mobile phone shop shows the existence of emotional closeness between them. the use of the javanese language element also aims to keep intimacy among those who share the same culture and local language. 3). the habit factor the interruption of codes from regional languages and foreign languages into indonesian can also be attributed to the habitual factor of speakers as well. examples can be seen in the following sentence. data 4 m-1: i tried yesterday..network is good but still cannot. use wifi also cannot ... how tuh? data 15 m-2: is there a jon keypad on it? (is that jon's keypad?) the use of the word 'network', 'how', 'tuh' and 'emang' instead of 'network', 'how', 'that' and 'indeed' respectively by buyers (m-1 and m-2) habits of them using the word. 4. conclusion based on the data analysis above, the event code mixing of buying and selling conversation between mobile phone shop clerk at metropolitan mall of bekasi can be concluded as follows. 1. there are three forms of code mixing, i.e. mix the code in the form of words, mix the code in the form of phrases, and mix the code in the form of clauses. 2. by type, there is a mix of internal code, mixed with external code and also code mixing mix. in this study, the interesting thing is the amount of mixed external code especially from english to indonesian language. this is caused by in addition, the speakers who are students who at the time was completing the undergraduate study (s-1) in the english study program. another thing because there are two speakers is a javanese tribe who is also fluent in javanese. 3. the causes of code interference in the conversation include several factors, namely vocabulary mastery factor in language, to indicate familiarity and the third is caused by the habitual factor of the speaker. speakers and speakers in this case a saleswoman and some people who visit the mobile phone shop tend to have difficulty in finding the equivalent of english words and terms in the indonesian language. caused by limitations in this study, the authors wish for both similar and more complex studies in the broader realm to find the forms, types, and causes of code interference that often occur among people both in bekasi and indonesia. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 73—82 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 82 references chaer, a. and agustina, l. (1995). sosiolinguistik perkenalan awal. jakarta: rineka cipta. chaer, a. (1994). linguistik umum. jakarta: rineka cipta. holmes, j. (2001). an introduction to sociolinguistics. england: pearson education limited. sumarsono dan partana, p. (2004). sosiolinguistik.yogyakarta: sabda. sumarsono. (2002). sosiolinguistik. yogyakarta: pustaka pelajar. suwito. (1983). sosiolinguistik: teori dan problema. surakarta: henary offset. wardhaugh, r. (2004). an introduction to sociolinguistics. usa: blackwell publishing. 4th edition. microsoft word jasl-17 (4).krisna.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 23 the application of generosity maxim: a case study in “divergent” movie i gede krisna wedhana cahyadi1 i wayan dana ardika2 ni nyoman yuliantini3 faculty of arts, udayana university, nias street no. 13, denpasar 80114, bali, indonesia1 civil engineering department, politeknik negeri bali, kampus bukit jimbaran, kuta selatan, badung 80364, bali, indonesia2 electrical engineering department, politeknik negeri bali, kampus bukit jimbaran, kuta selatan, badung 80364, bali, indonesia3 email: krisnawedhana94@gmail.com1 email: wayandanaardika@pnb.ac.id 2 email: yuliwirawan80@gmail.com3 abstract – maxim is general principle which is thought to underlie the efficient use of language. this research was conducted to find out the existence of the generosity maxim applied by the characters in “divergent” movie and the factors which caused the characters applying the maxim in their utterances throughout the movie. data of the research was utterances used in the movie. the data was identified by using theory of maxim (leech, 1983) to see if it merely applied the maxim of generosity and what factors influenced it use in the data. the data were analyzed by using the theory of politeness maxim proposed by leech (1983) and the statements about factors that influence the application of politeness maxims proposed by holmes (2001). the result analysis was described descriptively. documentation and observation methods are applied in collecting the data. the result showed that the application of the generosity maxim existing in “divergent” movie and the factors influencing the application of the maxim in this movie are gender and context of situation. the factors which most frequently influenced the application of the generosity maxim in the movie is the context of situation, and the factor which least frequently influenced the application of the maxim is gender. keywords: politeness, generosity, maxim, factor journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 24 1. introduction communication is very important in human life. communication can be defined as the process of transmitting information and common understanding from one person to another (luxenburg, 2010). an information can be transmitted or delivered orally or in writing. people create languages, gestures, and manuscript to deliver what they want to tell to the others. however, people have a certain culture to be followed as general agreement in their society. one part of that culture is to differentiate good attitudes from the bad ones. so is in speaking. in conversation, people should speak in a way that is considered as the good one to avoid conflict with the others. people should be polite in communicating and interacting with others; in behavior, attitude, and in way of speaking as well. politeness means behavior that is respectful and considerate of other people (http://www.urbandictionary.com/define.php?term=politeness). in social life, politeness should be applied to make and maintain good relationship with other people. politeness is described as a genuine desire to be pleasant to others, or as underlying motivation for an individual’s linguistic behavior (thomas, 1995). by being polite, people will be able to minimize the probability of conflict with others. they will respect each other and there will be no one being offended. by applying politeness in everyday life, harmony in society should be able to be maintained. politeness is important to make all the parties in a conversation feel comfortable to each other. by applying politeness, they will be able to create a good and comfortable situation when they are having a talk in, for example, a discussion, a meeting, a family gathering, a community gathering, and all forms of interactions with the other people. politeness applied in a society has to be in line with the culture of the society itself, but mostly politeness exists and is applied in every culture around the world. politeness is realized by people in a region by following particular norms in line with the culture where they live, but generally, the purpose of politeness is to maintain harmony in a society. politeness seeks opportunity for comity (leech, 1983). the term “comity” is defined as friendly social atmosphere or social harmony (https://www.merriam-webster.com/dictionary/comity). leech proposed a theory of politeness namely politeness principle. this theory will be applied in analyzing the data in this research. politeness principle might be formulated as minimizes the expression of impolite beliefs and maximizes the expression of polite beliefs (leech, 1983). politeness principle is divided into six maxims, such as the tact maxim, the generosity maxim, the approbation maxim, the modesty maxim, the agreement maxim, and the sympathy maxim. this research is focused only to generosity maxim. leech states in his book entitled principles of pragmatics about the generosity maxim as “speaker has to minimize the expression of beliefs which express or imply benefit to self and maximize the expression of beliefs which express or imply cost to self” (leech, 1983). the generosity maxim is centered on the speaker and ‘others’ should be put first instead of the ‘self’. it is provided some examples (leech, 1983) below. 1. you can lend me your car (impolite) 2. i can lend you my car (polite) journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 25 3. we must come and have dinner with you (impolite) 4. you must come and have dinner with us (polite) the second sentence, which is an offer, and the fourth sentence, which is an invitation, are presumed to be polite for two reasons; the first reason is because they imply benefit to hearer, and the second reason is because they imply cost to self. but in the first and third sentences, the speaker implies benefit to self and cost to other, so those sentences do not belong to generosity maxim. the factors influencing the application of the generosity maxim in conversation are analyzed by using theory proposed by holmes (2001). holmes stated about some factors that can influence the application of politeness, in this case the generosity maxim which is a part of leech’s politeness principles. holmes also stated about three factors that may influence the application of politeness, such as age, gender, and context of situation. people’s speech varies at different ages (holmes, 2001). in a conversation between a young participants and an old participants, the languages that the participants used has to be difference with the language they used when they are having a conversation with the people in the same age. this is obviously affected the application of politeness in the conversation. age may has strong effects in the application of politeness in conversation. conversation between people with different gender may also cause the application of politeness in a conversation, especially when they are talking about something precious or privacy. women and men do not speak in exactly the same way as each other in any community (holmes, 2001). the way or the feel about how someone speaks to the people with the same gender will be different compared to the way or the feel when he/ she is talking to the people who have different gender. the last factor described here is the context of situation. people can speak in different ways to each other according to the situation during their conversation. for example, conversation between people in a formal meeting must be having differences compared to the ordinary conversations between friends. different situation makes different ways for someone to say something to other people. certain social factors have been relevant for the particular language variety used (holmes, 2001). these factors are participants (people involved in the conversation), the setting or social context (where they are speaking), the topic (what they are talking about), and the function (the reason why they are speaking). for the data source, the movie chosen is entitled “divergent”. this movie was released in march 2014 in the united states and directed by neil norman burger, an american film director. this movie lasts for 2 hours and 19 minutes. this movie story focuses on the adventure of a girl called tris in a futuristic world where the society was divided into some factions or groups based on their natural personalities to keep the peace. this movie is a kind of action movie. this movie is chosen because it is full of tense situation and action scenes, and it seems to be more interesting to observe generosity maxim in this kind of movie rather than in movies describing about everyday modern life or modern teenage stories, which seems like it is very common. furthermore, this movie is based on an international bestseller novel which has the same title written by an american author veronica roth. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 26 2. method in analyzing the data of this research, it will be applied a part of leech’s politeness principle theory, that is the theory of generosity maxim (leech, 1983). the data in this research is in form of utterances which are spoken by the characters in divergent movie. the utterances which are picked as the data contain the expressions of generosity maxim. it was applied documentation method and notetaking technique in this study. the first step to start the research is by watching the whole movie. this is done to know and understand the whole story, so it will be easier to analyze the data since the analysis also focuses on the situation when the movie characters utter such utterances. then the utterances containing the expressions of the generosity maxim will be chosen as data and then noted. to avoid any mistakes, the divergent movie script was downloaded and read as well to compare and check the true utterances spoken by the characters. the utterances noted obviously have to be relevant with the theory applied in analyzing the data in this research. they have to contain the application of the generosity maxim stated by leech. after the data had been collected, they were analyzed and the presented in descriptive method. firstly, the data are showed in form of conversations, and the expressions containing the application of the generosity maxim are presented in bold type. then, each conversation is followed by the description of the analysis. it is described about how the data is classified into the generosity maxim and what factors caused the application of the generosity maxim in that situation. it is also described a little bit about the situation or what was happening when the movie characters were having the conversation containing the application of the generosity maxim. the data in this research are only limited to the conversation or dialogues in the movie, so any monologues would not be classified as the data of this research. 3. results and discussion the result shows that there are some utterances spoken by the characters of “divergent” movie contain the application of the generosity maxim. in this part, it is explained about the reason why those utterances are categorized as the generosity maxim and the factor which influences the application of the maxim in the conversation. the data will be presented one by one in form of conversation followed by the analysis. as it is stated before, the data or the expressions containing the maxim were presented in bold type. (1) in the corridor of dauntless building [jeanine stops as she recognizes tris] jeanine : prior. you’re andrew prior’s daughter, aren’t you? beatrice. tris : it’s just tris now. jeanine : tris, i like that. [jeanine notices tris’s tattoo just above her chest] jeanine : you made an impressive choice, tris, despite your parents and your test results. tris : you’ve seen my test result? journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 27 jeanine : of course. i’m glad you were smart enough to know your own mind. let me know if you ever need anything. data in conversation (1) above is proper to generosity maxim. the conversation was between tris and jeanine when they were in corridor of dauntless building. tris and her friends were walking down the corridor when they saw jeanine talking with some people. as jeanine saw and recognized tris, she stopped. they had met once before at a big ceremony. jeanine remembered tris and her family, the prior family. “tris” is a nickname from her real name “beatrice”. she changed her nickname since she left her family and joined with a new faction that she chose. in generosity maxim, speaker has to minimize the expression of beliefs which express or imply benefit to self and maximize the expression of beliefs which express or imply cost to self (leech, 1983). in this conversation, jeanine applied the generosity maxim well. jeanine maximized cost to herself by offering some help to tris. she got cost more than benefit. jeanine offered some help to tris by saying “let me know if you ever need anything”. jeanine showed her attention to tris. the factor which influenced the politeness maxim in the conversation was context of situation (the function). jeanine as a faction leader spoke politely to tris, who was just an ordinary faction member. related to her position as a leader, jeanine should talk politely to all people so that they would respect her. thus, jeanine said something like “let me know if you ever need anything” to show politeness and kindness to tris and also to make and maintain good relationship between other people and herself. although the relation between jeanine and tris was not close, jeanine tried to speak politely to tris by stating that she would help tris if tris needed anything. (2) four’s room [four finishes tending to her wounds and stands] four : you should lie down, get some sleep. tris : yeah. four : i’ll take the floor. [the next morning tris wakes up to find four not in the room, as she gets up, four enters the room] four : how are you feeling? tris : better. data in conversation (2) is proper to the generosity maxim. the setting of the conversation was in four’s room. four saved tris after some people hurt her by trying to throw her into chasm inside dauntless building, and one of the doers was tris’s friend named al. after four defeated those people, he took tris into his room, gave her a sweater, and took care of her wounds. since it was already night, four asked tris to sleep on the bed in his room, meanwhile four would sleep on the floor. it can be concluded that four showed his attention to tris. four said “i’ll take the floor”. this utterance is belonged to the generosity maxim, since four maximized cost to himself by saying that he would sleep on the floor, and he minimized benefit to himself by letting tris slept on his bed. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 28 this maxim application was obviously influenced by gender factor. as a boy, four spoke to tris kindly by showing his attention, especially since tris’s condition was not good as well. four offered that he would sleep on the floor and let tris slept on his bed by saying “i’ll take the floor”. four showed his generosity to a girl. he let tris sleep on his bed, while he would sleep on the floor. this also means that four showed respect to tris in sharing his bedroom to her. (3) in dauntless building, near the chasm tris : it’s my fault that he’s dead. four : no, it’s not because of you. he made his own choice. he would have been factionless, he was not gonna pass the final test. tris : neither am i. four` : why do you say that? tris : you know why. and as soon as all the others find out, they’re gonna kill me. four : i’m not gonna let that happen. data in conversation (3) can be classified to the generosity maxim. this conversation occurred between four and tris after tris found that her friend named al died because he committed suicide. some people found al’s corpse and pull it up from the bottom of chasm, tris was shocked. after that she remembered the result from her aptitude test long time ago that she was a divergent. divergents were people with special personality and way of thinking. the society thought divergents as threat to the peace. they would be hunted and killed. tris was really afraid if people found out about this fact. four had figured it out since four became her test administrator several times. he realized after seeing tris’ reaction in the test that her true test result was not the same as what she said to everyone. four wanted to help tris and did not want her to be in danger. four showed his attention to tris and offered a protection indirectly by saying “i’m not gonna let that happen”. four maximized the cost to himself by protecting tris, or in other words, by letting himself to be in danger for tris’ sake, and minimized cost to tris since he would help tris out. four minimized benefit to himself as well. this application of generosity maxim was influenced by context of situation (the topic). the topic of their conversation was the consequences of being divergents. four wanted to help and he offered a protection to tris. four did not want other people found out the truth. four said “i’m not gonna let that happen” and it showed that four did not wanted tris to be in such a danger. if tris wanted to survive, the fact that she was a divergent must be hidden from the people in the society, since they considered divergent as a trouble for the existence of the faction system in the society, as well as the peace. (4) erudite building – jeanine’s office jeanine : you’re aware that abnegation is undermining the faction system, they’re breaking laws, harboring divergents? tris : no, i didn’t know that. but if that’s true, then i’m glad that i left. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 29 jeanine : see i need to know that i can count on you to enforce the law, even if it’s been broken by someone close to you, someone you care about. tris : of course. jeanine : good. then i’ll have my car take you back to dauntless. data in conversation (4) is proper to generosity maxim. the conversation was between jeanine and tris. at that time, tris visited her brother, caleb, in erudite building. after that, a problem was happened between tris and two erudite official. tris attacked them when suddenly, jeanine, the leader of erudite faction, stopped that conflict and then they had a talk in jeanine’s office. jeanine seemed to be glad that tris had come to erudite building and they could talk. when tris wanted to go back to dauntless building, jeanine let tris to use her car to go back to dauntless building. jeanine applied the generosity maxim by saying “i’ll have my car take you back to dauntless”. jeanine maximized the cost and minimized the benefit to herself by lending tris her car. jeanine showed that she cared about tris, even the dauntless building was not close from the erudite building. context of situation (the participants) is the factor affected the application of the generosity maxim in the conversation above. the relationship between jeanine and tris was not close, but jeanine still showed her attention by speaking politely to tris. jeanine said “i’ll have my car take you back to dauntless” to show her generosity as a leader toward tris who was just a faction member. (5) dauntless building – simulation room [four takes tris into the simulation room] four : shut the door. [tris closes the door] four : you’re gonna practice. tris : in my fear landscapes. four : no, in mine. we go in together. data in conversation (5) belongs to the generosity maxim. four took tris into a simulation room in dauntless building to tell tris how to pass the second training stage and what she should do in order not to be found by the people about her status as a divergent. a simulation test was done in form of hallucination in the mind of the participant, but this time four let tris did it in his mind, in his fear landscapes. entering someone’s mind was not good since it was full of privacy information. because in this case four offered help to tris, it was considered that he applied the generosity maxim. he maximized the cost to himself by letting tris entered his mind, and he also minimized the cost to tris since he helped tris by sharing his knowledge and strategies to tris. he also accompanied tris to do the simulation test, although this test was usually done alone by the participants, conducted by the administrator. the politeness maxim was used in conversation (5) because of context of situation (the participant). four was a dauntless instructor and tris was a dauntless member. four showed his attention as an instructor toward a member like tris by offering help. by saying that utterance, four showed kindness to tris. the relation between tris and four had been getting closer up to this situation. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 30 4. conclusion the application of the generosity maxim is exist and found in divergent movie. the maxim is applied in utterances spoken by the characters of the movie. generosity maxim is not much applied in the movie. it is found only some utterances containing the maxim. the factors which influence the application of the generosity maxim in divergent movie are gender and context of situation. context of situation gives more influence to the application of the generosity maxim. if the situation changes, the way how people speak to each other changes as well. gender does not give much influence to the application of the generosity maxim in divergent movie. references celce-murcia, m. and olshtain, e. (2000). discourse and context in language teaching: a guide for language teachers. uk: cambridge university press. chambers, j.k. (2003). sociolinguistic theory. usa: blackwell publisher ltd. 2nd edition. chin, ng b. dan wigglesworth, g. (2007). bilingualism: an advanced resource book. new york: routledge. cho, ch. (2008). politeness and addressee honorifics in bible translation. vrije universiteit. coupland, n. 2007. style: language variation and identity. new york: cambridge university press. dornyei, z. (2007). research methods in applied linguistics: quantitative, qualitatives, and mixed methodologies. new york: oxford university press. durati, a. ed. (2001). linguistic anthropology: a reader. usa: blackwell. eckert, p and sally mcconnell-ginet. (2003). language and gender. new york: cambridge university press. eelen, g. (2001). a critique of politeness theories. uk: st. jerome publishing. eggins, s. (2000). “researching everyday talk”, in unsworth. ed. 2000. researching language in schools and communities: functional linguistic perspectives. new york: cassell. fiske, j. (2006). cultural and communication studies. yogyakarta: jalasutra. penterjemah: yosal iriantara dan idi subandy ibrahim. fought, c. ed. (2004). sociolinguistic variation: critical reflections. new york: cambridge university press. gall, m. d. et al. (2003). educational research: an introduction. new york: pearson education, inc. 7th edition. gee, j. p. (2003). an introduction to discourse analysis: theory and method. london: routledge. good, j. ed. (2008). linguistics universals and language change. new york: oxford university press. holmes, j. (2001). an introduction to sociolinguistics. england: pearson education limited. http://www.urbandictionary.com/define.php?term=politeness (cited october 4th, 2017) https://www.merriam-webster.com/dictionary/comity (cited on october 4th, 2017). hyland, k. (2005). metadiscourse: exploring interaction in writing. new york: continuum. jourdan, c. and tuite. k. (2006). language, culture, and society: key topics in linguistic anthropology. new york: cambridge university press. jurriëns, e. (2009). from monologue to dialogue: radio and reform in indonesia. leiden: kitlv press. bisa diunduh pada: www.kitlv.nl journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 23—31 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 31 kasper, g. (2000). “data collection in pragmatics research”, in spencer-oatey. 2000. culturally speaking: managing rapport through talk across cultures. new york: continuum. latifi, m. et al. (2007). “the role of power in language use: how the pattern is changing in iranian families”, the international journal of language society and culture. issue 20. diakses melalui: www.educ.utas.edu.au/users/tle/journal/ leech, g. n. 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(2007). “power relations in bush’s state of the union speech”, the international journal of language society and culture. issue 23. diakses melalui: www.educ.utas.edu.au/users/tle/journal/ spolsky, b. (2003). sociolinguistics. new york: oxford university press. spradley, j. p. (2007). metode etnografi. yogyakarta: tiara wacana. penterjemah: misbah zulfa elizabeth. talbot j. t. eds. (2005). rethinking linguistics. new york: routledgecurzon thomas, j. (1995). meaning in interaction: an introduction to pragmatics. new york: longman publishing wardhaugh, r. (2004). an introduction to sociolinguistics. usa: blackwell publishing. 4th edition. microsoft word 20. jasl-jun'21. budiana 174-195.docx journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 174 174 the students’ perception on the use of computer assisted language learning kartika marta budiana stie perbanas surabaya email: kartika@perbanas.ac.id abstract while listening comprehension is the heart of language, but it is the least understood and researched skill. this is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. this study aims to see the effect of computer-assisted language learning (call) applied to students` listening performance. this study adopts a qualitative approach. data were collected using questionnaires. the findings in this study reveal students' perceptions and feedback on call. it shows that many of the students feel easier in understanding the listening material using call. it also shows that many of the teachers are interested in using call but not interested in the lms provided. it can be concluded that most of the students have a positive impression about the use of call in english learning, especially for listening. keywords: call, listening, perception journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 175 1. introduction for successful communication (i.e., to understand what a speaker is saying and to respond), comprehension skills are vital (kobayashi, 2018). while listening comprehension is the heart of language, it is still the least understood and researched aspect (vandergrift, 2007). this is the reason why particular attention must be given to listening comprehension skills which are required in foreign language acquisition and especially in part played by listening skills (ste, 2011). ate argued that l2 students do not share the same verbal foundation as l1 students. for l1 students, the foundation of oral skills is usually pre-determined before literacy skills; however, for l2 students, reading and writing skills are generally introduced at the same time. besides, listening comprehension in the second language (l2) still appears in the classroom situation. thus, listening comprehension and listening practice in a classroom for l2 learners is essential. in improving students` listening skills for effective communication, the teachers must teach not only those comprehension strategies. they also have to teach techniques for becoming more autonomous learners (who have objectives in english language learning) so that learners can learn more effectively and efficiently outside the classroom and can increase their english in an efl atmosphere (kobayashi, 2016). teachers naturally use and control the text as they see fit to facilitate students to listen to it several times; complete the set comprehension task(s), and creates the compulsory response. primarily, it is a listening task exercise (cross, 2014). as supported by terrell and brown (1981) argues listening skills have to be taught and learned as, ‘listening comprehension is at the core of all developments, from birth through formal education years'. hence, efl teachers need to increase students` listening skills using an innovative method nowadays. the recent generation seems to be born to win with the use of computers. all over the world, we can notice the strong growth in the number of people resorting to computational technology for anything and everything in their lives (swann, 1992). a combination of technology into language learning can guarantee the successful enhancement in the communication skills of students of a different regional and intelligent level. if we give learners a particular material which they can refer to, they would be more comfortable in acquisitive what are they have already learned, therefore it creates the needed progress in their learning (sarfraz et al, 2015). it has been the initiation of digital technology predominantly in the form of multimedia call that has appointed a new pathway and prospects for l2 listening teaching and related study (cross, 2017). also, call integrates information processing, communication, usage of authentic language, and learner autonomy, which are essential in language learning concepts (mai, 2018; lee: 200). these days call appears to give learners and listeners the resilience they need to handle better-spoken messages (roussel, 2011). in conclusion, call is a language way of learning and teaching in which the computer is applied as a tool for delivering material, helping students, and assessing content, and has an interplay document. (jafarian et al, 2012). based on the arguments above, call applied to the recent generation in l2 listening is needed to be investigated. that is why this study explores call usage in teaching listening to students of non-native english speakers at perbanas business school surabaya. based on the arguments above, call applied to the recent generation in l2 listening is needs to be investigated. that is why this study will explore call usage in teaching listening to students of non-native english speakers at perbanas business school surabaya. the researcher designed the study to achieve the goal of exploring the students` perception of call applies to teaching listening. there are a few pieces of research explore on how call can be one of the assisting options in efl classes. the previous five studies investigate the effect of call in language learning. roussel (2011) conduct research entitled “a computer-assisted method to track journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 176 listening strategies in second language learning”. the conclusion illustrates that those specific learners with low linguistic comprehension experience issues in utilizing complicated listening methodologies. then again, the students with great lingual information seem, by all accounts, to be fit to apply increasingly confused listening procedures and to design their listening task sharply. it appears to us to be conceivable to decipher these outcomes as far as a rational burden. in essence, the students with better information have more resources free for utilizing more complicated strategies, despite those having poor understanding. the utilization of metacognitive strategies characterizes a significant cognitive load but on the other hand, is a resource to ease comprehension. mohammadzadeh and sarkhosh (2018) attempted to study the impacts of selfadministrative learning through a computer-assisted intelligent tutoring system on the improvement of speaking performance. from the investigation, it demonstrates that quantitative examinations showed that srl through practical coaching framework significantly affected the understudies' increase in talking aptitude. consequences of the prompt and postponed post-tests uncovered that the self-observing technique of srl had an increasingly critical impact on the understudies' exhibition in talking than looking for help procedure of srl investigate with quantitative strategies through pretest and posttest with appraisal rubrics structured to deliver the best outcomes. the outcomes uncovered that there was a significant impact of call learning on the public speaking skill of the participants. nejati and jahangiri (2018) examine the effect of computer-assisted language learning on iranian efl learners ' vocabulary learning by selecting as participants40 pre-intermediate, and intermediate students enrolled at iran language institute, urmia, iran. two experimental groups and two control groups were randomly assigned to the participants. the judgment of the mean scores using a t-test showed that the experimental groups outperformed the control groups on post-tests. sarfraz et al (2015) hold a study entitled “teachers` and students` perceptions of the communicative language teaching methodology in the call environment: a case study. the conclusion of this investigation demonstrates that the general view of the instructors and learners show positive outlooks or attitude towards the communicative language teaching approach. in any case, some variety in their insights the appropriateness also described. the array can serve as a reason for creating content that addresses the particular students' needs. this study is to examine the perception of call applied in teaching listening in one of the business schools surabaya. it is likely that by the use of call in teaching listening, the students listening skills can be improved. with this applied technique in the teaching-learning process, it will promote other teachers in exploring their teaching technique. the findings of this study are likely able to give positive input to all english teachers as well as the students. the teacher can use call in teaching listening to enhance the students' listening skills. 2. method this research is classified as descriptive qualitative research based on the problem statement and the research objective. the qualitative research involved many different traditions and data gathering techniques (including at least case studies, introspections, discourse analysis, interactional analysis, and classroom observations. survey research included interviews and questionnaires (gruba, 2008). statistical data is also used to count the percentage of data analysis. the current research was conducted in the even semester of 2019. the subjects were 110 students from the first-year undergraduate students of business and banking school in surabaya. they were accounting, management, and finance majors. they enrolled in the second semester of esp and business english. most of the students were computer literate. the design of this study is a two-phase design. the design is explained as follows. a)preparation: the lecturer explains the task and guideline. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 177 b) practice: the students work independently on the assigned task at home. the lecturer facilitated on whatsapp group and campus learning management system. feedback: the student response is collected (sarfraz et al, 2015). following the research design of this study, the process of data collection generally done in this study is categorized into two steps or phases questionnaire and feedback. (1) questionnaire the questionnaire is given to the students after teaching and learning using call is conducted. the questionnaire is given to all the class students in the reason they have undergone the call method on listening activity. they have to answer ten questions dealing with their response to the call method applied. (2) students’ feedback students’ feedback on call activities is based on a questionnaire survey administered at the end of the course. 3. results and discussion the finding shows the response to the questionnaire given about call using in english learning for students and the teacher. 3.1 students` habit of using computer the results of this study show that most students at this business school are used to using computer in english learning. figure 1 shows students' responses regarding their habits of using computer. answer response respondent amount strongly agree 17.3 % 19 agree 46.4% 51 neutral 33.6% 37 disagree 2.7% 3 strongly disagree total 110 figure 1 habit of using a computer as figure 1 indicates 46.4 % agreed that they are getting used to using a computer in english learning. 3.2 students’ interest in it using question number 2 asked whether or not the students agree that using it is very interesting for english learning. the results are presented in figure 3 below. 46,40% 17,30% 33,60% 2,70% q1 : i get used to use computer in english learning agree strongly agree neutral disagree journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 178 answer response respondent amount strongly agree 28.2 % 31 agree 50 % 55 neutral 21.8% 24 total 110 figure 2 it using for english learning 3.3 importance of it and computers in english learning as figure 2 indicates 54.1% of the students agreed that it and computers are very important in english learning. answer response respondent amount strongly agree 32.1 % 35 agree 54.1% 59 neutral 13.8% 15 disagree strongly disagree total 109 figure 3 importance of it and computers in english learning 3.4 clarity on listening using call figure 4 below shows the students` responses to the 4th question. the question asked whether or not they could listen to the material clearer by using a computer or mobile phone. the response are presented in figure 4. 28,20% 50% 21,80% q2 : it using is very interesting for english learning strongl y… 32,10% 54,10% 13,80% q3: it and computers are very important in english learning strongly agree agree neutral journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 179 answer response respondent amount strongly agree 29.1% 32 agree 42.7% 47 neutral 20.9% 23 disagree 6.4% 7 strongly disagree 0.9% 1 total 110 figure 4 clarity on listening using call 3.5 the ability to answer more listening questions using a computer the fifth question asked whether or not they can answer the listening question by using a computer. the results are showed in figure 5 below. answer response respondent amount strongly agree 9.1% 10 agree 52.7% 58 neutral 33.6% 37 disagree 2.7% 3 strongly disagree 1.8% 2 total 110 figure 5 the students` ability answering more question by using computer 3.6 students` better understanding of listening materials on a computer or mobile phone the sixth question asked whether or not they understand the listening materials better by using a computer or mobile phone. the results of their response are shown in figure 6 below. 29% 43% 21% 6,40% 0,90% q4 : i could listen clearer by using computer or mobile phone strongly agree agree neutral disagree strongly disagree 9,10% 52,70% 33,60% 2,70% 2% q5 : you can answer more questions on listening , by using computer strongly agree agree neutral disagree strongly disagree journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 180 answer response respondent amount strongly agree 16.4% 18 agree 49.1% 54 neutral 30.9% 34 disagree 2.7% 3 strongly disagree 0.9% 1 total 110 figure 6 students` better understanding of listening material on a computer or mobile phone 3.7 students’ nervousness when presenting or answering questions the seventh statement asked whether or not are they nervous when they are delivering a presentation in english. the results of students` responses are described in figure 7 below. figure 7 students` nervousness in speaking english 3.8 students nervousness in presenting in english the 8th statement asked whether or not their nervousness is reduced when they are presenting in english using e-learning or whatsapp. figure 8 below shows the results. 16,40% 49,10% 30,90% 2,70% 1% q6 : i understand listening material better by using computer / mobile phone strongly agree agree neutral disagree strongly disagree 7,30% 38,20% 40,90% 12,70% 0,90% q7 : i feel nervous when i answer or deliver a presentation in english strongly agree agree neutral disagree strongly disgaree answer response respondent amount strongly agree 7.3 % 8 agree 38.2% 42 neutral 40.9% 45 disagree 12.7% 14 strongly disagree 0.9% 1 total 110 journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 181 answer response respondent amount strongly agree 23.6% 26 agree 46.4% 51 neutral 28.2% 31 disagree 1.8% 2 strongly disagree total 110 figure 8 students nervousness using media 3.9 learning english is easier by using a computer or mobile phone the 9th question asked whether or not they feel learning english is easier by using a computer or mobile phone. the students' responses are described in figure 9 below. answer response respondent amount strongly agree 27.3% 30 agree 51.8% 57 neutral 18.2% 20 disagree 2.7% 3 strongly disagree total 110 figure 9 computer as students learning media 3.10 computer makes english learning more fun and interesting the last question asked whether or not the use of computer makes their` english learning is more interesting. the responses are presented in figure 10 below. 23,60% 46,40% 28,20% 1,80% q8 : students nervousness presenting in english using lms or whatsapp strongly agree agree neutral disgaree 27,30% 51,80% 18,20% 2,70% q9 : i feel learning english is easier by using computer / mobile phone assitance strongly agree agree neutral disagree journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 182 answer response respondent amount strongly agree 30.9% 34 agree 49.1% 54 neutral 17.3% 19 disagree 2.7% 3 strongly disagree total 110 figure 10 computer assistance and students` interest 3.11 students` feedback in filling the questionnaire, the students were asked to share their impression on their learning process using call. they were asked whether they were more happy or sad when using call for learning english. table 1 students’ impression and reason impression amount reason happy 61 we can repeat the listening material over & over; clearer, easier, more practical; more effective; less nervous neutral 28 we can repeat the listening material more tasks, can`t understand the material well, less nervous, longer meeting timing, weak signal, can`t meet directly, it feels lazy to have an offline class sad 21 weak signal, can`t understand the material; complicated process; must translate the material; can`t meet face to face; less focus at home 3.12 students` perception of the use of call in listening there were 10 questions asked to the 110 students regarding their perception of call applied in the teaching of listening. the first question asked whether or not they get used to using computers in english learning. the biggest response was 46.4%. 51 students answered agree to this. 17.3% of the students strongly agree.19 students strongly agree. however, 33.6% students chose neutral. thirty-seven of the students answered neutral to this statement. the second question asked the students` interest in it using. the students stated that using it is very interesting for learning english. the results show that 28.2 % strongly agreed, 50% of the students agree and 21.8 % of the students were neutral. there were 31 students who answered strongly agree, 55 students answered agree and 24 students answered neutral. there were no students who answered disagree or strongly disagree. the third question asked the students' opinions on the importance of it and computers in english learning. they stated information technology and computers are very important in english learning. the results indicate that 32.1% strongly agree, 54.1% agree, and 13.8% of 30,90% 49,10% 17,30% 2,70% q10 : computer assitance makes my english learning more interesting and fun strongly agree agree neutral disagree journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 183 the students were neutral. there were 35 students who answered strongly agree, 59 students answered agree, and 15 students answered neutrally. meanwhile, there was 1 student who had no response to this statement. the fourth question asked the clarity on listening using call. it stated, “i could listen clearer by using a computer or mobile phone”. the results show that 29.1% strongly agree, 42.7% agree, 20.9% neutral, 6.4% disagree and 0.9 % strongly disagree. there were 32 students answered strongly agree, 47 students answered agree and 23 students answered neutrally. on the contrary, 7 of the students answered disagree and 1 student answered strongly disagrees. the fifth question asked how the students answered questions on listening by using a computer. the statement was “i can answer more questions on listening by using the computer.” the most complete response is on this statement. the result show that 9.1% strongly agree, 52.7% agree, 33.6% neutral, 2.7% disagree and 1.8% of the students strongly disagree. there are 10 students answered strongly agree, 58 students answered agree and 37 students answered and 37 students answered neutrally. on the contrary, 3 students answered disagree and 2 students answered strongly disagree. the sixth question asked students` understanding of listening material from a computer or mobile phone. the statement was “i understand listening material better by using a computer or mobile phone.” the answers varied from strongly agree to strongly disagree. the result is 16.4% strongly agree, 49.1% agree, and 30.9% neutral. meanwhile, 2.7% disagree and 0.9% of the students strongly disagree. there were 18 students answered strongly agree, 54 students answered agree and 34 students answered `neutral`. another 3 students answered disagree and 1 student answered strongly disagree. this means that 65% or most of the students understand listening material better by using a computer or mobile phone. call applied in this listening activity is understandable. this is one of the characteristics of call as mentioned by krashen (cited in kenning and kenning, 1990) who defines optimum input for acquisition as having four characteristics in terms of call, one of them is it is understandable. the seventh question asked students` nervousness when presenting or answering the question. it stated, “i feel nervous when i answer or deliver a presentation in english.” the result is 7.3% strongly agree, 38.2% agree, 40.9% neutral, 12.7% disagree and 0.9% strongly disagree. there were 8 students answered strongly agree and 42 students answered agree. on the contrary, 45 students answered neutral, 14 students answered disagree and 1 student answer strongly disagrees. the eight-question asked students` nervousness presenting in english using lms or whatsapp. it stated, “my nervous reduced when i am presenting in english using lms or whatsapp.” the result indicated that 23.6% of the students agree, and 46.4% agree. meanwhile, 28.2% are neutral and 1.8% disagree. there were 26 students answer strongly agree, 51 students answer agree, 31 students answered neutral and 2 students answered disagree. the ninth question asked whether learning english is easier with computer/ mobile phone assistance or not. it stated, “i feel learning english is easier by using computer / mobile phone assistance.” the result is 27.3% strongly agree and 51.8% agree. meanwhile, 18.2% neutral and 2.7% disagree. there were 30 students answered strongly agree, 57 students answered agree. on the contrary, 20 students answered neutral and 3 students answered disagree. it means that almost 80% of the students agree that they feel learning english is easier by using computer / mobile phone assistance. this is in line with sarfraz, mansoor, and tariq (2015) who found out that the general view of learners shows positive outlooks or attitudes towards the communicative language teaching approach. the last question asked whether or not computer assistance makes their english learning more fun and interesting. the statement was “computer assistance makes my english learning more interesting and fun”. the results indicate that 30.9% strongly agree, 49.1% agree, 17.3% neutral and 2.7% disagree. there were 34 students who answered strongly agree and 54 students answered agree. on the contrary, 17.3% answered neutral and 2.7% answered disagree. journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 184 3.13 students` feedback table 2 below describes students` feedback in using call. table 1 students` feedback on call in listening impression amount reason happy 61 we can repeat the listening material over & over; clearer, easier, more practical; more effective; less nervous neutral 28 we can repeat the listening material more tasks, can`t understand the material well, less nervous, longer meeting timing, weak signal, can`t meet directly, it feels lazy to have an offline class sad 21 weak signal, can`t understand the material; complicated process; must translate the material; can`t meet face to face; less focus at home it can be seen that 61 students stated that they are happy using call, 28 students were neutral and 21 students were sad about their impression. they also give the reason for their impression. the reasons they mentioned why they were happy using call are (1) they can repeat the material over and over (2) clearer listening material (3) easier (4) more practical (5) more effective and they felt (6) less nervous. those reasons appear is because on their device they can repeat the listening material and adjust for themselves. in offline class, they listened to the material using campus` hardware that they cannot adjust easily. they also did not present their speaking material directly, rather than the record they presentation using voice note in whatsapp. no eye contact in this situation makes them felt less nervous. this is in line with sarfraz et al (2015) who found out that the general view of teachers shows positive outlooks or attitudes towards the communicative language teaching approach. this is also supported by (nejati & jahangiri, 2018) who started the group with call had a significant performance compared to the control group on the study. on the contrary, there were 18 students neutral and 21students were sad. they stated why they felt neutral are (1) they can repeat the listening material more tasks, (2) they can`t understand the material well, (3) they felt less nervous, (4) they had longer meeting timing, (5) bad signal, (6) they cannot meet directly,7) it makes them lazy to have an offline class. besides, the reasons they felt sad are (1) weak signal, (2) they cannot understand the material, (3) complicated process, (4) must translate the material, (5) can`t meet face to face, (6) less focus at home. mostly their reason why they felt sad is due to the weak signal. the signal is the key to doing class via the internet. this is in line with (budiana & yutanto, 2020) who stated that the difficulties in webinar class are (1) low signal in the remote areas in east java makes the students have difficulty in login/ join to webinar class. (2) some of the students cannot show their powerpoint slide by using their google account due to internet signal, otherwise, they are showing their powerpoint though theirs` friend`s account and (3) some of the students need much time to express their voice due to technical problem on their headset. 4. conclusion the conclusions of this study are: (a) students perception: they could listen to the material better using call. they could answer more questions in listening by using the computer. they understand the listening material better-using call. they felt less nervous in presenting english using call. they felt learning english is easier using call and they felt computer assistance makes their english learning more interesting and fun. this is in line with sarfraz et al (2015) who found that the general view of learners shows positive outlooks or attitudes towards the communicative language teaching approach. students feedback: advantages in using call in learning english are they can repeat the material over and over, clearer listening material, easier, more practical, more effective and journal of applied studies in language, volume 5 issue 1 (jun 2021), p. 174—186 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 185 they felt less nervous. on the contrary, the disadvantages of learning english using call are weak signal, they cannot understand the materials, complicated process, they cannot meet face to face with friends and teacher and they became less focus at home. this is supported by (budiana & yutanto, 2020) who stated that the difficulties in webinar class are low signal in the remote areas in east java make the students have difficulty in login/ join to webinar class. some of the students cannot be showing their powerpoint slide by using their google account due to internet signal, otherwise, they are showing their powerpoint though theirs` friend`s account and some of the students need much time to express their voice due to technical problem on their headset. practically, the findings of this study are likely able to give a contribution by showing the experience of technology using, especially using call, to all english teachers. this finding is to support english teachers in indonesian universities or colleges level to have an option to deliver their material in long distances using technology and how to overcome the barriers. in general, the teacher can use call in teaching english in improving students` listening skills, especially since the pandemic of covid-19 forced us to stay at home. references budiana, k. m. and yutanto, h. 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(2020). the psychological perception of the glass menagerie from author’s perspective. journal of applied studies in language, 4(1), 90-96. doi:10.31940/jasl.v4i1.1821 terrell, t. d. and brown, h. d. (1981) principles of language learning and teaching, language. doi: 10.2307/414380. tyagi, b. (2013a) ‘listening : an important skill and its various aspects’, the criterion: an international journal in english, (12), pp. 1–8. available at: www.the-criterion.com. tyagi, b. (2013b) ‘listening : an important skill and its various aspects’, the criterion: an international journal in english, (12), pp. 1–8. vandergrift, l. (1999) ‘facilitating second language listening comprehension: acquiring successful strategies’, elt journal, 53(3), pp. 168–176. doi: 10.1093/elt/53.3.168. vandergrift, l. (2007) ‘recent developments in second and foreign language listening comprehension research’, language teaching, 40(3), pp. 191–210. doi: 10.1017/s0261444807004338. vandergrift, l. and goh, c. c. m. (2011) ‘teaching and learning second language listening: metacognition in action. esl & applied linguistics professional series’, pp. 303–312. available at: https://ezp.lib.unimelb.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true& db=eric&an =ed525538&scope=site%0ahttp://www.routledge.com/books/details/9780415883726/. weinstock, m. (1977) ‘“teaching” listening’, education 3-13, 5(1), pp. 36–39. doi: 10.1080/03004277708558854. microsoft word jasl-17 (8).simanjuntak.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 53 analysis technique of translation and measurement shift (shifts) in the text of axa life contract indonesia pantas simanjuntak politeknik negeri medan email: bursokpatipsj@gmail.com abstract – the research was carried out to analyse a legislative text as a product of translation. it is referred to seiddel's qualitative data analysis where the data processing was performed by selecting, identification, and tabulating. (2%), compensation (1%), description (2%) discursive creation (5%) generalization (5%), literal translation (10%), modulation (8%), particularization (5%) reduction (5%) completion (4%), and dilation (14%). meanwhile, the four categories shift are implemented as the following frequency: intra-system shifts; 90 (52.02%), followed by unit shifts 46 (26.59%), structural shifts 24 (13.88%), and then class shifts 13 (7.51%). the other finding was inaccurateness. it was found that there were inaccurate translation for 5 phrases, and resulted not equivalence ones in rendering the source language into the target language. keywords: shifts, technique, equivalence journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 54 1. introduction translation is one of the branches of applied linguistics as part of the activity in interpersonal communication with different languages that have been known since ancient rome in the early centuries. it was precisely in the first century bc (46 bc) when cicero claimed that translation was meaning languages in general. "in that day translation activities had been practiced over ancient babylonian manuscripts (scribal activities) more than three thousand years ago (horby, 1988). translation includes several aspects, such as grammatical skill, reading skill, and discourse analysis (bell, 1991) describes the definition of translation as a process of expression of a language into another language taking into account the semantic and equality or equivalence factors "... translation as" the expression in another language (tl) of what has been expressed in another source, preserving semantic and stylistic equivalences” "analysis of translation and shift techniques in axa-life indonesia contract text" examines a translation product of the contract text as legal text in terms of translation techniques as well as category shifts as part of the shifting of form and meaning occurring in the process of translation text of axa-life indonesia contract. translation is the transition of the source language into the target language in the form of written text" (munday, 2001) and catford, 1965). defines translation as a replacement of the source language text with an equivalent text in the target language. "(tl) and the term equivalent is a clear a key term "in translation there is a transfer of meaning from the source language to the target language, with the accuracy of the message, the legibility, and the acceptability of the product (nababan, 2010). interpreting sense is an attempt intended to restate what one has declared or written in a language into another. "the translation is intended to restate in one language what someone else said or wrote in another language" (larson, 1984). translation is also defined as the transfer of meaning from the source language into the target language through three-step approach: 1) studying the lexicon, grammatical structure, communication situation, and cultural context of the source language text; 2) analyse the source language text to find its meaning; and 3) revealing the same meaning by using appropriate lexicons and grammatical structures in the target language (baker, 1992). in addition to the vocabulary and grammar, the translation process also concerns the culture (hatim, 2001). the complex problem faced by an interpreter, demanding more skills to apply the use of two main pillars as a buffer for translation, namely (1) competence in two languages, (2) expertise in basic knowledge of the text genre and skilfully concluded, and (3) competence in communication (bell, 1991). equivalence boils down to two levels: words, phrases, grammatical, textual, and pragmatic levels with the notion that they remain influenced by various linguistic and cultural factors; which is therefore relative. "it is commonly used as an alternative to the letters" (baker, 1992). journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 55 mary snell and hornby use the term parallel texts as an equivalent substitute. a translation is always obtained from another text; parallel text, which results from two texts independent from the linguistic side and derived from a very identical situation. "a translation is always derived from another text, parallel texts are two linguistically independent product arising from identical situation" (steiner and yallop (eds.), 2001). non-parallel translation results are an indication of inaccuracies in translation; where there is a mismatch of meaning between the source language and the target language, then such translations include poor translations. "... if a text does not match its source text ideationally, so does the question whether it is a good translation does not rise" (albir and molina, 2002). there are several techniques and shifts in translation such as adaptation, borrowing amplification. calque, translation techniques in which the translator translates literary source language phrases literally, compensation, description, discursive creation, general equivalence, linguistic amplification of linguistic compression (linguistic amplification) linguistic compression, literal translation, modulation, particularization, reduction, substitution, variation, deletion, transposition or transposition (bhatia, 1993). a text in discourse is not purely a linguistic phenomenon, but it must also be viewed as a tool in terms of its function, i.e. as a means of communication (horby and snell (1988). this confirms that it takes various techniques to deliver the source language to the target language communicatively, which in this case, the shift of meaning (shifts) is one technique that is absolutely necessary implementation. the shift in translation consists of shifting meaning and shift in shape. in the shift of meaning, the form (word, phrase, and clause) is fixed; which shift is the meaning. the meaning of the shift occurs because one word has primary meaning and secondary meaning. it is stated that the meaning must be maintained, while the form may be changed. in this case it is necessary shift technique as an alternative (hatim, 2001). "to shift from one language to another is to alter the forms. further, the contrasting forms convey meanings which cannot but fail to coincide totally; there is no absolute synonymy between words in the same language” (bell, 1992). of the two types of shifts are likely to occur category shift or level shift. but the core discussion in this paper is the shift category. category shift consists of (a) structural shift: shift at the level of structure words in clauses that result in a change of meaning on the translation result. structural shifts, for example, of the explainedexplained (dm) structured phrase into the explained-explained (md), (b) class shift phrase occurs when a particular word type in the source language shifts to another word type in the target language (comprise shifts from one part of speech to another. (c) unit shifts involve change ranks from word to phrase, from phrase to clause and vice versa. this level shift can occur from the source language to the target language or vice versa, and (d) intra-system shift occurs when the source and target languages journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 56 are in a possess somewhat corresponding systems the translation does not indicate the relation seen in the terms of the target language system (tl). for example: the sum and article systems that although have the same system in english and indonesian, but both do not always mean the same. the article 'a' in english, in the 'he has a broken leg' clause is not translated as 'he has a broken leg' but 'he broke his leg' or 'broke his leg' in indonesian as the target language (munday, 2001). tiered shifts occur when transpositions produce different target language elements, whether phonological, graphological, grammatical, or lexical. the shift is caused by the grammar on the source and word (lexis) language of the target language. example: source language: "john swims on saturdays" target language: "john swims on saturdays" (simple present which is marked witch’s’ on 'swims' shifts to 'every time' on lexeme 'swims). the contract text is a text that contains binding agreements between two or more parties which usually consist of a series of interrelated parts. "a recognizable communicative event characterized by a set of communicative objectives (s) identified and mutually understood by members of the professional community in which it is regularly" (bhatia, 1993). the definition of legal language according to bhatia refers to the text used to communicate the activities of a particular professional association. some of them are written text in the form of advocate and client consultations, counsel-fitness examination and legislation, contracts, agreements, and the like (bhatia, 1993). 2. method the source of the research data is the legal text axa-life indonesia as a population, consisting of 25 articles, 51 verses, 102 subparagraphs, and 7 sub-paragraphs, as stuck data. the source language consists of 5,451 words; 27.403 characters; 272 paragraphs; and 576 lines. (words count; ms-words) while in the indonesian language as the target language consists of 4,601 words; 29,055 characters; 268 paragraphs. of the twenty-five articles of the contract document (population), 100 phrases were provided for translation technique studies and 173 phrases for the study of shifts as accidental samples (bhatia, 1993). data analysis refers to the theory of qualitative data analysis through data processing performed in four stages: 1) record by coding, 2) collecting, sorting, classifying, and 3) indexing, and 4 to think, by creating categories of data, interpreting, and making general findings (moleong, 2002). the application of the theory is by the steps of work: 1) identification of words, phrases, and / or clauses through various translation techniques chronologically, 2) identify shifts that occur in the whole text, 3) editing in the form journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 57 of examination of the entire translation of the source language to the target language, and 4) tabulation of compilation and calculation of data of editing result, then presented in the form of frequency table and then held the calculation in percentage (%). data analysis by identification based on translation techniques and the four types of shifts. the results are shown through tables and diagrams. analysis refers to two variables, namely; 1) the variant of translation techniques and 2) the four types of shifts. the results are summarized, displayed statistically and followed by descriptive explanations in the results and discussion sections. 3. results and discussion 3.1 model technical translation on contract text source language language target the board of arbitration may amend this timetable from time to time. dewan arbitrase memiliki wewenang untuk mengubah jadwal setiap saat. the board of arbitration may amend this timetable from time to time. the arbitration board has the authority to change the schedule at any time. in the translation of the above clause, the 'may' lexeme is implicit information which is then translated by applying the amplification technique i.e. paraphrasing may be 'authorized to ...' 3.2 shift model on contract text translation class shift source language language target they insist on higher wages, better living conditions and shorter working hours. mereka menuntut kenaikan gaji, perbaikan syarat-syarat kehidupan dan pengurangan jam kerja. they insist on higher wages, better living conditions and shorter working hours. they demanded a raise, improved living conditions and reduced working hours. the higher, better, and shorter adjectives shift to noun, increase and decrease. table 1 frequency of application of translation technique num. translation phrase clause/ technique amount percentage (%) 1 amplification 37 37% 2 lending 2 2% journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 58 3 calque 2 2% 4 compensation 1 1% 5 description 2 2% 6 discursive creations 5 5% 7 generalization 5 5% 8 literal translation 10 10% 9 modulation 8 8% 10 particular 5 5% 11 reduction 5 5% 12 additions 4 4% 13 removals 14 14% 100 100% table 3 frequency of shifting in translation num. category shifts clause/ technique amount percentage (%) 37% 14% 10% 8% 5% 5% 5% 5% 4% 2% 2% 2% 1% 0 0 0 table 2 axa_life contract text translation technique amplification lending calque compensation description discursive creations generalization literal translation modulation particular reduction additions removals journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 59 1 structural shift 24 13 46 90 13,88% 7,51% 26,59% 52,02% 2 class shifts 3 unit shifts 4 intra-system shifts amount clause/ technique 173 100% the frequency of shifting as a result of the analysis of the entire axa-life indonesia contract text is illustrated in the following chart. 3.3 inequalities of translation inaccuracies in the translation process should be avoided in order to avoid distortion or even loss of source language meaning in the translation text. inaccuracies can occur with the occurrence of paraphrasing by adding, omitting, and obscuring the meaning of the source language in the target language. this occurs in the legal-text translation process of axa-life indonesia, albeit only in a very small percentage. inaccuracy occurs in the phrase 'corresponding meaning' which translates to 'correspondence', 'no partnership translates to' cooperation', 'shall be deemed 'translated into' obliging '' between the parties 'translated' by the parties ', and' grace period 'is inconsistently translated, i.e.' grace period 'and' free period ' intra-system shifts 52,02% unit shifts 26,59% structural shifts 13,88% class shifts 7,51% table 4 shifts categories journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 60 besides that, there is a lack of precision interpretation when translating "policy anniversary" into "policy anniversary" which actually can be interpreted more accurately with the phrase: "policy due date" and in force majeure translation which is translated with force majeure. in terms of legibility and acceptability, the phrase force majeure is more accurate if interpreted by "emergency conditions" rather than "majesty" which means arbitrary (big indonesian dictionary 1990: 376) in general, in translation of the axa-life indonesia contract text, several techniques and shifts have been applied as a dynamic effort aimed at obtaining equivalent, legible and acceptable translation products. 4. conclusion the amplification: 37%, (2) lending: 2%, (3) calque: 2%, (4) compensation: 1%, (5) description: 2%, (6) discursive creations: 5%, (7) generalization: 5%, (8) literal translation: 10%, (9) modulation: 8%, (10) 5%, (11) reduction: 5%, (12) additions: 4%, and (13) removal: 14%. of the 13 types of translation techniques applied, the highest frequency technique is the amplification technique (37%). meanwhile, among the four types of shifts according to catford's theory, intra-system shift is the most dominant shift in translation of axa-life indonesia contract text (52%). the four types of category shifts are applied to the translation process of axa-life indonesia contract text. the most dominant shift is intra-system shifts (first in-line shifts); (shifts) of 26.59% (13), structural shifts 13.88% (24) and class shifts of 7.51% (13). there is inaccuracy in the process of translation of axa life's contract text, where there are five cases of inaccuracies in translation that result in unequal translation. references albir, a. h. and molina, l. (2002). translation technique revisited: a dynamic and functionalist approach. meta, vol. xlvii, no. 4. baker, m. (1992). in other words: a course book on translation. london: routledge. bell, t. r. (1991). translation and translating: theory and practice. london: longman. bhatia, k. v. (1993). analysing genres: language use in professional settings. london and new york: longman. catford, j. c. (1965). a linguistics theory of translation. london: oxford university press. ------. (2008). contract document / policy document. (2008). jakarta: pt. axa-life indonesia. hatim. (2001). translation as multi-faceted activity. london: routledge. hornby and snell, m. (1988). translation studies, an integrated approach. amsterdam: john larson, m. l. (1984). meaning-based translation: a guide to cross language equivalence. usa: cambridge. moleong, j.l. (2006). qualitative research methodology; revised edition. bandung: pt. rosda karya. munday, j. (2001). introducing translation studies; theories and applications. new york: journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 53—61 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 61 steiner and yallop (eds.) 2001. exploring translation and multilingual text production: beyond department of education and culture (1990). indonesian dictionary. jakarta: balai pustaka. sugiyono. (2005). business research methods. xvi edition. bandung: alfabeta. youth, h. l. (2000). the pragmatics of translation. clevedon: multilingual matters ltd. hsieh, p. p., kang, h. s. (2010). “attribution and self-efficacy and their interrelationship in the korean efl context”. language learning. vol. 60. no. 3. hal. 606–627. mahyuddin, r, dkk. (2006). “the relationship between students' self efficacy and their english language achievement”. jurnal pendidik dan pendidikan. vol. 21. hal. 6171. national education department. 2009. materi diklat/bimtek ktsp sma kurikulum tingkat satuan pendidikan. raoofi, s., tan, b. h., & chan, s. h. (2012). “self-efficacy in second/foreign language learning contexts”. english language teaching. vol. 5. no. 11. hal. 60-73. skaalvik, e., skaalvik, s. (2010). “teacher self-efficacy and teacher burnout: a study of relations”. teaching and teacher education. vol. 26. hal. 1059-1069. supriyadi. (2010). pengaruh strategi pembelajaran story telling dan motivasi berprestasi siswa terhadap oral proficiency siswa. singaraja: undiksha. tilfarlioglu, f., cinkara, e. (2009). “self-efficacy in efl: differences among proficiency groups and relationship with success”. novitas-royal. vol. 3.,no. 2., hal. 129-142. zheng, dkk. (2009). “attitude and self-efficacy change: english language learning in virtual words”. calico journal. vol. 27. no. 1. hal. 205-231. widodo, h.p. (2008). “process-based academic essay writing instruction in an efl context”. ikip negeri malang: jurnal bahasa dan seni tahun 36, nomor 1. microsoft word 6-jasl-santika.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 44 the translation of phrasal verbs into indonesian i dewa ayu devi maharani santika1 i gusti vina widiadnya putri2 ni wayan suastini3 stiba saraswati denpasar1, 2, 3 e-mail: devimaharani@gmail.com1 e-mail: vina.ayu422@gmail.com2 e-mail: ennysuastini@gmail.com3 abstract – phrasal verb is the common word form used in colloquial language, for written and spoken. although this phrasal is formed from a verb, most of the time the meaning will change after transformed into phrasal verb, but sometimes it does not change its meaning and even gives emphasize on the meaning. this fact is very important to determine the selection of their equivalents in doing the translation. this is a qualitative research which used descriptive analysis in analyzing the data. the data were the translations of an english text into indonesian language conducted by the primary school teachers in some private schools in denpasar. questioner was also applied in order to collect more accurate data for supporting the research analysis. in a short way, the results of this research are (1) there were variant words in choosing the equivalents of the phrasal verbs given. (2) most of the equivalents of the phrasal verbs were pertinent with their based-meaning in the source language. (3) the common strategy used was translation by a more neutral/less expressive words; where the chosen equivalents have less expressive words than in their language source, but their meanings are close to the meanings in the source language. key words: phrasal verbs, translation, words meaning 1. introduction phrasal verbs are often applied grammatical structures and have an important role to both express clearly conversational points that typically use slang, help to understand jokes or metaphoric relations in english, and this phrasal is often used to form deep idioms sentence (mcarthur and atkins, 1975). the meaning of phrasal verbs is very different from the meaning possessed by its forming elements in the form of verbs. this is very important to understand because translating is an analysis of the meanings contained in the words to be translated (larson in hatim and munday (2004). furthermore nida (1964) argues the meaning of a word or phrase from l1 journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 45 translated into l2 is very important to analyze so that the message to be conveyed can be well understood. the process of teaching english in schools should use the activity of the description of the language or in other words gives an explanation of the meaning of the word in question. but in fact, the method that is often applied is by matching directly from the second language (l2) into the first language (l1). this activity can be cited as a translation activity to produce a translation product; as one of the concentrations in translation other than the process of translating it, as stated in the definition of translation by shuttleworth and cowie (1997) in hatim and munday (2004: 3). based on the above exposure, there is a curiosity to find and analyze the translations made by english teachers from private schools is mainly to translate the phrasal verbs, so that can be formulated the problems studied in this study as follows: 1. how does variation of phrasal verbs translation into indonesian? 2. how does the meaning of phrasal verbs in source languages help to establish the exact match of words in the target language? 3. what translation strategies are likely to be used in translating phrasal verbs into indonesian? 2. method in this study, 10 private elementary school teachers in denpasar were asked to translate a short story containing a number of phrasal verbs. the translation was then analyzed to find out the translation of the phrasal verbs present in the story, the meaning that the phrasal verbs have in their source language, and translation strategies undertaken in translation based on the theory of mona baker's theory (1992, 26-42). the translation of these teachers is used as a source of data because (1) these english teachers often use translating techniques in teaching vocabularies in schools so that it can be said that they also produce a translation product of the words they translate for their students, (2) the individual's understanding of the meaning of a word of course varies depending on the language skills and vocabularies they have. phrasal verbs also have meaning different from the meaning of verbs that make up it. this will result in variations of the word equivalent for the phrasal verbs present in the source text. observation methods and quiz are also conducted on the subject of this study, especially with the aim of knowing the translation strategy undertaken. descriptive methods are used in explaining the analysis. 3. results and discussion phrasal verbs, usually, are simple combinations of single-syllable verbs (put, take, get, etc) with other word particles ie prepositions (on, up, out, etc). (mcarthur and atkins, 1975). in line with the above definition in addition to the preposition word particle, adverbs can be paired with verbs and form phrasal verbs (down), and this modifying phrasal also alters the meaning of the verbs that make up it journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 46 (https://www.usingenglish.com/glossary/phrasal-verb.html). in fact the phrasal verb looks like a phrase, but when viewed from its function often has the meaning of a word, although in some sentences, other types of words such as objects direct or adverbial can be used between the verb and the word particle. a. classification of phrasal verbs: all verbs can be classified as intransitive and transitive based on whether the verb has a direct object or not. the transitive verbs are then subdivided into (1) the separable ie the phrasal which can be inserted by other items between the verb and the particles. if the object of the sentence is a noun, it can be between verb and particle or after frasaverba. but if the object is pronominal, it must be placed after the particle, (2) fused verbs; this category is transitive though it means it needs an object, but it can not be placed between the verb phrases. in indonesia language, verbs can be divided also into the same categories as english phrasal verbs, ie intransitive and transitive; based on the presence or absence of objects following the verb (chulsum and novia, 2006: 711). b. translation strategies mona baker (1992: 26-42) provides some strategies by a translator in translation to overcome obstacles such as: cultural differences, grammatical differences, source languages that have more complex meaning than target languages and others, that is: 1. translation by a more general words, translations made due to the absence of the proper equivalent in the target language so that it matches with a more general form 2. translation by a more neutral/less expressive words, translates to the equivalent form of a word that has an expression that is not fully compatible with the source language but still has a close meaning. 3. translation by cultural substitution, translations made by replacing words from source languages with terms from cultures in an approaching target language, so that it will be more clearly understood by the reader because the term is better known. 4. translation using a loan words or loan words plus explanation, translations made by replacing words from source languages with terms from cultures in an approaching target language, so that it will be more clearly understood by the reader because the term is better known 5. translation by paraphrase using a related word, translate by having their own conclusions on the text but still using the corresponding word in the source language. 6. translation by omission, translation is done by omitting certain items in the source language text as it is considered meaningless if translated into the target language. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 47 7. translation by illustration, the translation that is being deemed not to have the exact match in the target language so that it is replaced with an illustration. 1.3.2 the translation of phrasal verbs into indonesian phrasal verbs that exist in the source text, have a varied word matching in the target language. one phrasal verbs has more than one word equivalent. there are also unassigned phrasal verbs. the equivalent word given can be classified into the classification of verbs contained in the indonesian grammar: intransitive and transitive. however, transitive categories are not classified as separable and fused as in english. in addition to the above classification, some equivalents of the given word have noun, adverb, adjective, and passive verbs. phrasal verbs also have their own meaning of words that can help provide matching words in the target language. the translation strategy can also be seen from the variation of the given word equivalent. here are some phrasal verbs that can be analyzed based on synonyms for phrasal verbs, phrasal verbs, and to establish the exact wording and translation strategy based on mona baker's theory (1992). data 1 sl: our client is backing down from the saturn venture tl: mundur dari saturn venture, mendukung saturn venture, dilindungi oleh saturn venture phrasal verbs in the above sentences include intransitive verbs which mean verbs that do not have objects and are translated into transitive (mundur), intransitive (mendukung), and passive (dilindungi) terms. according to mcarthur & atkins (1975: 2) phrasal verb above has the meaning of descend backwards and figurative informal: give way; yield. in the above sentence the exact meaning of the phrasal verb is the backward descend, so the exact equivalent of the word is backwards from. the translation strategy that can be seen from the variation of the given word equivalent is translated to the equivalence of a word that has an expression that is not fully in accordance with the source language but still has a close meaning. the above mentioned word has an expression that is not fully in accordance with the expression of the word in question in its source language but its meaning is close. data 2: sl: it seems that someone has been making up story that our company is in financial trouble and handing it out to the press. tl: menyerahkannya, menyampaikannya, memberikannya phrasal verb handing (it) out is included in transitive separable verbs, because it requires direct object. but because the object is a pronoun, it must be placed in the journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 48 middle of the verb and the particles that follow it. the translations provided entirely include transitive verbs because they have objects that follow them (-nya: which replaces the word story). the meaning of this word in the source language is literal: give out by hand, figurative informal: offer, dispense. (mcarthur & atkins, 1975: 68) judging from the context of the sentence the meaning in the proper source language is informative: offer, then the exact equivalent of this phrasal is to offer it. however, this word is not used at all as the equivalent of this phrasal verb. the translation strategy is translated by a lack of correspondence in the target language so that it matches with a more general form. because it is assumed that there is no exact equivalent of a word like the figurative meaning in the above phrasal verb, so the selected word is more commonly used in the target language. data 3: sl: every time she drops in, he goes to great lengths to avoid talking to her tl: mampir, berkunjung, masuk, menaruh anjingnya drops in the above sentence is an intransitive verb. the phrase in tl includes intransitive (mampir, berkunjung, & masuk) and transitive (menaruh anjingnya). according to mcarthur & atkins (1975: 42) if this phrasal verb is intransitive, its meaning is fall in, visit casually. in this sentence, visit casually becomes the appropriate meaning. so the exact wording in the target language is to come and visit. while the word entry and putting the dog is an inappropriate word because it does not match the meaning of the word in question. the words given above tend to use the strategy of translation by a more neutral / less expressive words; translates to the equivalent form of a word that has an expression that is not fully compatible with the source language but still has a close meaning. the selected words do not fully match the expression in the source language but their meaning corresponds to this verb phrasal. data 4 sl: they want me to come up with a new idea tl: datang dengan, mengemukakan ide, muncul dengan ide, membuat ide, memiliki ide, menemukan ide come up with can be classified as transitive fused verb where the phrasal requires a direct object but can not be placed between the verb and its particles. while the matching words listed above are transitive verbs because it is followed by an object (ide), unless the phrase appears with the intransitive one, since not followed by a direct object. the meaning of this phrasal is produce (menghasilkan/ memproduksi) (mcarthur & atkins, 1975: 32). thus, the exact equivalent of the word in indonesian is to create a more natural-sounding word like the above data. while the other word equivalents can show the translation strategy is done with the translation with a more journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 49 neutral / less expressive words; translates to the equivalent form of a word that has an expression that is not fully compatible with the source language but still has a close meaning. data 5 sl: ………..ever since she ran over his dog with her car, really. tl: menabrak anjingnya, tertabrak, melindas, melewati, menggilas, melarikan ran over is a transitive separable verb category; verbs that have direct objects and objects can be placed after or in the middle of phrasal verb. the given word match is a transitive verb because the whole is followed by a sentence object (anjingnya). while the word tertabrak is a passive verb form. the word meaning in the source language is knock down, usually with car (knocking down or dropping, usually by car) (mcarthur & atkins, 1975: 104). so the corresponding word match is to crash. and seen from the variation of the word equivalents given in the above data, the translation strategy is done translation with a more general words; translations made due to the absence of the proper equivalent in the target language so that it matches with a more general form. 4. conclusion phrasal verbs translated in data can be categorized as intransitive and transitive verbs, wherein then the transitive verb is subdivided into two, namely the separable verb, because the object can be placed in the middle or at the end of the word, and fused verbs, since the object must reside after the phrasal verbs. in translating the phrasal verbs, the word equivalents used have variations of words that can be categorized as well as the phrasal verbs category in the source language as well as some other word classes such as noun, adverb, adjective and passive verb form. the meaning of phrasal verbs in source languages establishes proper selection of word matches in the target language. the translation strategy is by far the most commonly used because the given word equivalent often does not fully match the expression of a word in its source language but still has the corresponding meaning. references baker, m. (1992). in other words. a coursebook on translation. london: routledge. chulsum, m. , novia, w. (2006). kamusbesar bahasa indonesia. surabaya: kashiko hatim, b., munday, j. (2004). translation. an advanced resource book. london: routledge. larson, m. (1984). meaning based translation: a guide to cross – language equivalences. new york: university press of america mcarthur, t., atkins, b. (1975). dictionary of english phrasal verbs and their idioms. singapore: pan pasific. munday, j. (2001). introducing translation studies. london: routledge. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 45—50 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 50 nida, e.a. (1964). towards a science of translating. leiden: brill. shuttleworth, m. & m. cowie. (1997). dictionary of translation studies. manchester: st. jerome. https://www.usingenglish.com/glossary/phrasal-verb.html microsoft word jasl-17 (7).pujiyatno.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 43 phonological variation of javanese in kebumen district ambar pujiyatno muhammadiyah university purwokerto email: ambarpujiyatno1@gmail.com abstract – geographically, kebumen regency is a border area of javanese dialect banyumas (ngapak) and yogyakarta dialect (bandhek). language speakers in this region have their own language phenomenon. the purpose of this research is to describe phonological variation of javanese language in kebumen district. these variations include vowel sounds and consonant sounds, as well as other sound variations. to obtain the necessary data, the researcher used interview, record, and introspection techniques. interviews were based on a gloss list provided to speakers of the language. the researchers recorded the interview. in addition, researchers also directly record the process of speaking of the speakers directly. the technique of introspections was done because researchers are speakers of language in kebumen district. the analysis was done by comparing the java language in kebumen district with the standard java language. the results obtained from this study showed that based on the residence, speakers and the social groups of javanese speakers in kebumen district have variations of vowel phoneme / a /, / i /, / u /, / e /, / o /, and consonant / b /, / d /, / k /, / g /, as well as variations of sound [r], [h], [-əw-], and [ək]. the result of variation obtained is phoneme / a / pronounced [a], [ɔ], [ə], and [ɛ]. the phoneme / i / is pronounced [i], [i], and [ɛ]. the phoneme / u / is pronounced [u], and [u]. the phoneme / e / is pronounced [e] and [ɛ]. the phoneme / o / is pronounced [o] and [ɔ]. for the phoneme / b /, / d /, / g /, and / k / pronounced fixed as [b], [d], [g], and [k] which in standard java is pronounced [p], [t] , [k], and [?]. the phoneme / r / can be inserted in the word. phoneme / h / uninstalled. in addition, the sounds [-əw-] and [-ək] respectively as variants of the [-uw-] and [-a?] sounds. keywords: variation, phoneme, javanese language, kebumen journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 44 1. introduction geographically, kebumen regency is a border area of javanese dialect of banyumas (ngapak) and dialect of yogyakarta (bandhek), thus speakers of language in this region have their own language phenomenon. during this time, the assumption that the boundary of dialect between banyumas and yogyakarta is in prembun area which is bounded by a gebang river flowing from north to south which precisely as limiting kebumen regency and purworejo regency or as barrier of language area ngapak and bandhek. however, the phenomenon of javanese variation occurs in kebumen district is really unique. kebumen regency has 26 districts (1) ayah, (2) buayan, (3) rowokele, (4) kuwarasan, (5) gombong, (6) sempor, (7) puring, (8) adimulyo, (9) karanganyar, (10) karanggayam, (11) pejagoan, (12) petanahan, (13) klirong, (14) sruweng, (15), bulus pesantren, (16) ambal, (17) kebumen, (18) kutowinangun, (19) mirit, (20) prembun, (21) sadang, (22) alian, (23) poncowarno, (24) karang sambung, (25) padureso, and (26) bonorowo. the purpose of this research is to describe phonological variation of java language in kebumen district (bjkk). phonological variation is a variation that occurs due to changes in phoneme sound, either vowel or consonant phonemes, influenced by internal or external factors. phoneme is a smallest unit of sound that can distinguish the meaning of the word (chaer, 2009). from this definition, it is clear that phonemes are sounds of language that can distinguish meaning, in other words if it does not distinguish meaning, it will not be a phoneme. phoneme is also the smallest unit of sound that is able to show contrast meaning (kridalaksana, 2001). language variation can be divided into two types, namely internal variation and external variation (nababan, 1984). internal variation is a variation caused by factors that exist in the language itself, such as phonological variation, a phoneme as a result of the influence of other phonemes that precede or follow it which is a natural feature of a language, external variation is a variation caused by outside factors language, such as the speaker's home area, the social class of the speaker, the topic of speech, the atmosphere of speech, and others. these variations include vowel sounds and consonant sounds, as well as other sound variation. 2. method there are seven points of research (tp) which is used as data collection point. the reason for choosing these seven tps is because the tp has a phenomenon of a noticeable variation of sound compared to other areas. the seven places are presented in the table below. table 1 number of tp, villaage and tp district number of tp village name tp district. 1 kebumen kebumen 2 sumberjati ambal 3 kutowinangun kutowinangun 4 kertodeso mirit journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 45 5 tlogodepok mirit 6 prembun prembun 7 padureso padureso to obtain the necessary data, the researcher uses interview, record, and introspection techniques. interviews are based on a gloss list provided to speakers of the language. the researchers recorded the interview. in addition, researchers also directly record the process of speaking speakers directly. the technique of introspection is done because researchers are speakers of language in kebumen district. while the analysis is done by means of javanese language comparison in kebumen district with standard java language (bjb). 3. results and discussion based on the data obtained from the seven tps, it can be seen that bjkk have similarities and differences with the bjb. among the differences described here include the phonological variation. in addition, in bjkk alone the phonological variation between tps and tps also has similarities and differences. for more details bjkk description described as follows. phonological variation of bjkk based on the phonological mapping that has been made, it can be seen that bjkk has several phonological variations. phonological variation is a variation in the use of phonetic sound and does not distinguish meaning. variations are formed because of the location of different native speakers and groups of speakers. phonological variation in the use of bjkk also cannot be separated from the above factors. the variations based on the location of different regions include variations of the phoneme / a /, / i /, / u /, / e /, / o /, / b /, / d /, / g /, / k / and the variation of the sound [r ], [h], [-əw-], [-ək-], and [a?]. the example variations are as follows. 3.1 variation of phoneme / a / (1) / a / pronounced [a] in tp1 example: / flower / [flower] 'go' (242) / what / [what] 'what' (14) / five / [five] 'five' (170) the phoneme / a / is pronounced [a] by all groups of speakers in tp 1, ie a group of highly educated speakers, both old and young, and a group of highly educated speakers, both old and young. the areas that have similarities with tp 1 are located in most areas of kebumen district, including the subdistrict: (1) father, (2) buayan, (3) rowokele, (4) kuwarasan, (5) gombong, (6) sempor (7) puring, (8) adimulyo, (9) karanganyar, (10) karanggayam, (11) pejagoan, (12) petanahan, (13) klirong, (14) sruweng, (15) bulus pesantren, (16) kebumen, (17) prembun (northern part), (18) sadang, (19) alian, (20) poncowarno), and (21) karang sambung. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 46 when compared to the bjb, the / / interest /, / what /, and / five / words of this tp are pronounced [luŋɔ], [ɔpɔ], and [limɔ] in bjb. this indicates that bjkk in tp 1 is a dialect different from bjb. the phonem / a / pronunciation is included in the bj dialect of banyumas. (2) / a / pronounced [a], [ɔ], [ɛ], [ə] in tp 2 example: / flower / [luŋa], [luŋɔ], [luŋɛ], [luŋə] 'go' (242) / what / [what], [ɔpɔ], [apɛ], [apə], 'what' (14) / five / [five], [limɔ], [limɛ], [limə] 'five' (170) phonem / a / pronounced [a], [ɔ], [ɛ], [ə] by speakers in tp 2, ie highly educated speakers, both old and low and low-educated speakers, both aged or young. the areas that have similarities with tp 2 include the area of ambal sub-district, especially the villages through which the south-south alternative route is daendeles and located south of the luwangan river, among them sumberjati village, kaibon, ambarresmi, ambal, blengorkulon, blengorwetan, benerwetan, benerkulon, ambalkliwonan, pasarsenen, ambalberek, pucangan, kenojayan, kembaran, and entak. this tp has four variations of phoneme pronunciation / a /. this indicates that this tp is a dialect transition. in addition to having elements of banyumas dialect, also get the influence of bjb, namely the entry of the earth [ɔ]. it also has its own characteristics, namely the pronunciation of phonemes / a / being / ɛ / and / ə /. the use of such variations is characteristic of this area, so that when the speakers speak it will sound strange to speakers of other regions. because it is considered to have a language disorder, speakers from other regions call it the term ceblek java language. (3) / a / pronounced [ɔ] in tp 3,4,5,6 example: / flower / [lungɔ] 'go' (242) / what / [ɔpɔ] 'what' (14) / five / [limɔ] 'five' (170) this variation occurs in four tp 3.4,5,6 and is spoken by all highly educated speakers, both old and young and low educated speakers, both old and young. the areas that have similarities with this tp include kutowinangun village, villages throughout mirit sub-district, villages in bonorowo subdistrict, and parts of kedungwaru, tunggalroso, kembipaten sembir, and kedungbulus. the phoneme pronunciation indicates that in this tp it has gained influence from bjb. it is because this area is traversed by provincial road. (4) / a / pronounced [a], [ɔ] in tp 7 example: / flower / [flower], [lungɔ] 'go' (242) / what / [what], [ɔpɔ] 'what' (14) / five / [five], [limɔ] 'five' (170) this variation only occurs in tp 7. this variation is used by all groups of speakers. either groups of highly educated, elderly or younger speakers, or groups of low educated speakers of both old and young. the areas that have similarities in tp 7 that includes all villages in district padureso and some northern prembun district journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 47 such as mulyosri village, kabuaran, pesuningan, and pecarikan. geographically this area lies in the border area. such variation indicates that in the tp it is also a transitional dialect region, but retention is still strong and has little bjb effect. its effect is the entry of the sound [ɔ]. such circumstances are caused by the geographical location of the tp in the mountainous area and away from the city (main highway). 3.2 variation of phoneme / i / variations of phoneme / i / become [i], [i], [i] occur in closed syllable ultima position. the variation of the variation is described as an example below: (1) / i / is pronounced [i] in tp 1.7 example: / getih / [gum] 'blood' (74) / gajih / [gajih] 'fat' (167) / white / [white] 'white' (248) the phoneme / i / is pronounced [i] by all groups of speakers in tp 1 and tp 7, ie a group of highly educated speakers, both old and young, and a group of loweducated speakers, both old and young. the areas that have similarities with this tp are located in most areas of kebumen regency, including the subdistrict: (1) father, (2) buayan, (3) rowokele, (4) kuwarasan, (5) gombong, (6) sempor (7) puring, (8) adimulyo, (9) karanganyar, (10) karanggayam, (11) pejagoan, (12) land, (13) klirong, (14) sruweng, (15) bulus pesantren, (16) kebumen, (17) prembun (northern part), (18) sadang, (19) alian, (20) poncowarno), (21) karang sambung, and (22) padureso. when compared to bjb, the words [gajih], [getih], and [white] on tp 1, are pronounced [gajih], [getih], and [putih] in bjb. this indicates that bjkk in tp 1 and tp 7 are different dialects with bjb. the phoneme pronunciation is bj dialect banyumas. (2) / i / is pronounced [i] in tp 3,4,5,6 example: / getih / [getih] 'blood' (74) / gajih / [gajih] 'fat' (167) / white / [putih] 'white' (248) this variation occurs in four tp tp 3.4,5,6 and is spoken by all highly educated speakers, both old and young and low educated speakers, both old and young. the areas that have similarities with the tp include kutowinangun village, villages throughout mirit sub-district, villages in bonorowo subdistrict, and some villages in prembun sub-district, such as prembun village, kabekelan, bagung, kedungwaru, tunggalroso, kembipaten sembir, and kedungbulus. the phoneme pronunciation indicates that in this tp it has been influenced by bjb. (3) / i / is pronounced [i], [i], [ɛ] in tp 2 example: / getih / [getih], [getih], [getɛh] 'blood' (74) / gajih / [laj], [gajih], [gajɛh] 'fat' (167) / white / [white], [putih], [putɛh] 'white' (248) the phoneme / i / is pronounced [i], [i], and [ɛ]. among the phoneme pronunciation there are differences. the pronunciations / i / as [i] and [ɛ] are used by journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 48 all groups of speakers in tp 2, i.e. groups of highly educated speakers, both old and young and low-educated group speakers, both old and young. while the phoneme pronunciation / i / as / ɛ / is only used by groups of speakers who are high educated and low aged. the use of [ɛ] by the group of speakers aims for prestige, so that they are regarded as persons of high social standing. the areas that have similarities with the tp 2 covering part of the ambal district, especially the villages through which the south-south alternative route or the daendeles road and located south of the luwangan river are sumberjati village, kaibon, ambarresmi, ambal, blengorkulon, blengorwetan, benerwetan, benerkulon, ambalkliwonan, pasarsenen, ambalberek, pucangan, kenojayan, kembaran, and entak. by having three variations of the phoneme / i /. this indicates that this tp is a dialect transition. in addition to having elements of banyumas dialect, i.e. [i], also get the influence of bjb, i.e. the entry of sounds [i] and [ɛ]. 3.3 variation of phoneme / u / variations of phoneme / u / being [u], and [u] occur in the closed syllable syllables position. differences variation is described as an example below: (1) / u / pronounced [u] in tp 1.7 example: / bales / [bales] 'bones' (297) / steam / [steam] 'smoke' (15) / watuk / [watuk] 'cough' (30) the phoneme / u / is pronounced [u] by all groups of speakers in tp 1 and tp 7, ie a highly educated group, both old and young, and a group of low-educated speakers, both old and young. the areas that have similarities with the tp are located in most areas of kebumen district, including the sub-district of (1) ayah, (2) buayan, (3) rowokele, (4) kuwarasan, (5) gombong, (6) sempor (7) puring, (8) adimulyo, (9) karanganyar, (10) karanggayam, (11) pejagoan, (12) petanahan, (13) klirong, (14) sruweng, (15) bulus pesantren, (16) kebumen, (17) prembun (northern part), (18) sadang, (19) alian, (20) poncowarno, (21) karang sambung, and (22) padureso. when compared to bjb, the words [balung], [steamed], and [watuk] on tp 1 and tp 7 are pronounced [balung], [kukus], and [watuk] in bjb. this indicates that bjkk in tp 1 and tp 7 are different dialects of bjb. the phoneme pronunciation / u / as [u] is bj dialect banyumas. (2) / u / pronounced [u] in tp 3,4,5,6 example: / baling / [balung] 'bone' (297) / steam / [kukus] 'smoke' (15) / watuk / [watuk] 'cough' (30) this variation occurs in four tp tp 3.4,5,6 and is spoken by all highly educated speakers, both old and young and low educated speakers, both old and young. the areas that have similarities with the tp include kutowinangun village, villages throughout mirit sub-district, villages in bonorowo subdistrict, and some villages in prembun sub-district, such as prembun village, kabekelan, bagung, kedungwaru, tunggalroso, kembipaten sembir, and kedungbulus. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 49 the phoneme pronunciation indicates that in this tp it has gained influence from bjb. (3) / u / pronounced [u] and [u] in tp 2 example: / balung / [balung] and [balung] 'bone' (297) / steamed / [steamed] and [kukus] 'smoke' (15) / watuk / [watuk] and [watuk] 'cough' (30) the phoneme / u / pronounced [u], and [u] .the variation is spoken by all groups of speakers, ie groups of highly educated speakers, both old and young and low-educated speakers, both old and young. . the areas that have similarities with the tp 2 covering part of the ambal district, especially the villages through which the south-south alternative route or the daendeles road and located south of the luwangan river are sumberjati village, kaibon, ambarresmi, ambal, blengorkulon, blengorwetan, benerwetan, benerkulon, ambalkliwonan, pasarsenen, ambalberek, pucangan, kenojayan, kembaran, and entak. such phoneme variation indicates that this tp is a transitional dialect region. in addition to having elements of the banyumas dialect, i.e. [i], also gets the influence of bjb, i.e. the inclusion of sound [i]. 3.4 variation of phoneme / e / the phoneme / e / may vary into [e], [ɛ]. differences variation is described as an example below: (1) / e / pronounced [ɛ] in tp 1 example: / esuk / [ɛsuk] 'am' (234) / bledheg / [blədɛg] 'thunder' (99) / ngumbe / [ngumbɛ] 'to drink' (222) / kelek / [kɛlɛk] 'armpit' (147) / afternoon / [sɔrɛ] 'afternoon' (273) all groups of speakers of tp 1 always say the phoneme / e / as [e] at the ultima or penultima position, both open and closed syllables. this is so different from the one in the bjb, ie just saying [e] in the closed syllable syllables position. (2) / e / pronounced [e] in tp 2,3,4,5,6,7 example: / esuk / [esuk] 'morning' (234) / bledheg / [blədeg] 'thunder' (99) / ngumbe / [ngumbe] 'to drink' (222) / kelek / [kelek] 'armpit' (147) / afternoon / [afternoon] 'afternoon' (273) variations of this sound occur in the ultimate or penultimate like or open position. whereas in closed to, the phoneme / e / is pronounced as [ɛ]. for words that contain the sound [ɛ] on the ultimate syllable, the penultimate syllable, if it is phoneme / e / adjusts to sound [ɛ] . this sound variation is used by all groups of speakers from all tps, except tp 1 and is spoken by all groups of speakers, both high and low educated and young and old. 3.5 variation of phoneme / o / journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 50 variations of phoneme / o / become [ɔ], [o] can occur in the ultimate position as well as the penultimate of open syllables and closed syllables. differences variation is described as an example below: (1) / o / pronounced [ɔ] in tp 1 example: / kulon / [kulɔn] 'west' (25) / kowe / [kɔwe] 'thou' (93) this variation of sound always occurs in tp 1. all groups of speakers use this variation, either high or low educated or old and young. both the position of the ultimate and the penultimate of open syllables and closed syllables are always pronounced as [ɔ]. however there is some limited number of data in phoneme / o / fixed [o], for example: / goblog / [goblog] 'stupid' (59) / bodho / [bodo] 'stupid' (59) / wolu / [wolu] 'eight' (80) (2) / o / pronounced [o] in tp 2 and 7 example: / afternoon / [afternoon], 'afternoon' (273) / kowe / [kowe], 'thou' (93) this variation shows that this tp is a meeting area, so it has more variation. this variation is used by all groups of speakers. (3) / o / pronounced [o] and [ɔ] in tp 3,4,5, and 6 example: / afternoon / [afternoon], [sɔre] 'afternoon' (273) / kowe / [kowe], [kɔwe] 'thou' (93) variations of sound like this occur in the penultimate syllable position open. this variation is spoken by a group of highly educated speakers of old and young, and lowly educated young people. as for the group of low-educated old speakers pronounce / o / as [ɔ] in that position. it suggests that a group of low-educated speakers of old age still retains bj dialect banyumas, while other groups of speakers have been influenced by bjb. 3.6 variation of phoneme / b /, / d /, / g /, / k / this variation is seen when compared to the phoneme / b /, / d /, / g /, / k / in bjb in terms of pronunciation. in bjkk the phoneme / b /, / d /, / g /, / k / is pronounced as sounds [b], [d], [g], and [k] by all groups of speakers in all tps. unlike the bjb that pronounces phoneme / b /, / d /, / g /, / k / as [p], [t], [k], and [?]. 3.7 variation of sound [r] variations of sound [r] are present in tp 2 only. example: [sandals] [srandal] 'footwear' (6) [ragil] [wragil] 'youngest child' (12) speakers who use this variation are low-educated speakers of old or young. 3.8 variation of sound [h] variations of sound [h] may be the removal or addition of phonemes / h /, depending on which tp is referenced. for example is the word 'cause' (340) / maraih journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 51 /, in tp 1 spoken [maraih] by all groups of speakers. while in other tp is pronounced [marai]. another example is 'blood' (74) / getih /, in tp 1 pronounced [gətih], in other tp spoken [gətih], but in tp 4 groups of low-educated and elderly speakers say [geti]. other words ending in phoneme / h / in pronunciation are also abandoned. the sound variation corresponds but does not distinguish the meaning. 3.9 variations of sound [-əw-] and [-uw-] examples of sound variations [-əw-] and [-uw-] are as follows: [ləwih] [luwih] 'more' (339) [kləwih] [kluwih] 'a kind of jackfruit' (303) variations of sound like this occur throughout the tp. variations of sound [əw-] are spoken by a group of low educated speakers of old and young and variations [-uw-] are spoken by a group of highly educated young and old-age speakers. it appears that groups of speakers who use the variation of sound [-əw-] are still influenced by the banyumas dialect, whereas groups of speakers who use the [-uw-] sound variation have been influenced by the yogyakarta dialect which is the standard of the javanese language and taught through the schools. 3.10 variation of sound [-ək] and [-a?] examples of the [-ek] and [-a?] sound variations are as follows: [cəcək] [cəca?] 'lizard' (68) variation of sound [-ək] is spoken by all groups of bjkk speakers. the sound [-ək] in bjkk corresponds to the sound of [-a?] in the bjb, so that the word / cecek / 'lizard' is pronounced [cəcek] in bjkk and pronounced [cəca?] in bjb. the [-ək] sound is one of bj's distinctive dialect of banyumas and the [-a?] sound is characteristic of bjb. 3.11 variation of sounds [a] and [ə] examples of sound variations [a] and [e] are as follows: [jawah] [jawəh] 'rain' [gamers] [gadəh] 'has' [dawah] [dawəh] 'falling' variations of sound like this occur throughout the tp. variations of sounds [a-] are spoken by a group of highly educated speakers of old and young and variation [-ə-] are spoken by a group of low educated young and old age. it seems that groups of speakers who use the variation of sound [-ə-] are still influenced by the banyumas dialect, whereas groups of speakers using sound variations [-a-] have been influenced by the yogyakarta dialect used as the standard of the javanese language and taught through the schools. based on the above description it can be concluded that bjkk has six vowel phonemes, ie / a /, / i /, / u /, / e /, / o /, and / ə /. the difference with bjb is in the pronunciation of the phoneme. for more details note the following table: table 3. distribution of bjkk vocal phonemes vocal fonem tp 1 tp 2 tp other bjb vocals journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 43—52 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 52 / a / [a] [a], [ɔ], [ə], [ɛ] [a], [ɔ] [a], [ɔ] / i / [i] [i], [i], [ɛ] [i], [i] [i], [i] / u / [u] [u], [u] [u], [u] [u], [u] / e / [ɛ] [ɛ], [ə] [ɛ], [ə] [ɛ], [ə] / o / [ɔ] [o], [ɔ] [o], [ɔ] [o], [ɔ] / e / [ə] [ə] [ə] [ə] from the table above it can be seen that there are three groups of different vowel phonemes. the first group is the tp 1. the speakers of bjkk in tp 1 pronounce the phoneme / a / as [a], phoneme / i / as [i], phoneme / u / as [u], phoneme / e / as [ɛ], phoneme / o / as [ɔ], and the phoneme / e / as [ə]. the second group is in tp 2. the speakers of bjkk in tp 2 pronounce the phoneme / a / as [a], [ɔ], [ə], and [ɛ] ], phoneme / i / as [i], [i], and [ɛ], phoneme / u / as [u] and [u], phoneme / e / as [ɛ] and [e], phoneme / o / as [ɔ] and [o], and phonem / e / as [ə]. the third group is tp 3,4,5,6, and 7. the bjkk speakers in the tp pronounce phonem / a / as [a] and [ɔ], phoneme / i / as [i] and [i], phoneme / u / as [u] and [u], phoneme / e / as [ɛ] and [e], phoneme / o / as [ɔ] and [o], and phoneme / ə / as [ə]. 4. conclusion the results obtained from this study are that based on the residence of speakers and the social groups of javanese speakers in kebumen district, they have variations of vowel phoneme / a /, / i /, / u /, / e /, / o /, and consonant / b /, / d /, / k /, / g /, as well as variations of sound [r], [h], [-əw-], and [-ək]. the result of variation obtained is phoneme / a / pronounced [a], [ɔ], [ə], and [ɛ]. the phoneme / i / is pronounced [i], [i], and [ɛ]. the phoneme / u / is pronounced [u], and [u]. the phoneme / e / is pronounced [e] and [ɛ]. the phoneme / o / is pronounced [o] and [ɔ]. for the phoneme / b /, / d /, / g /, and / k / pronounced fixed as [b], [d], [g], and [k] which in standard java is pronounced [p], [t] , [k], and [?]. the phoneme / r / can be inserted in the word. phoneme / h / uninstalled. in addition, the sounds [-əw-] and [-ək] respectively as variants of the [-uw-] and [-a?] sounds. references chaer, a. (2009). indonesian phonology (bahasa indonesia). jakarta: rineka cipta. kridalaksana, h. (2001). linguistic dictionary (kamus linguistik). jakarta: pt gramedia pustaka utama. nababan, p. j. w. (1984). sociolinguistics, an introduction. jakarta: gramedia pustaka utama. microsoft word jasl-17 (9).fransisca.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 62 the design and development of model of english training program for local community at rural tourism francisca titing koerniawaty1, dika pranadwipa koeswiryono2 sekolah tinggi pariwisata bali international1,2 email: koe.titing@gmail.com1 abstract – the president of republic of indonesia issued eight instructions at the cabinet forum on january 4th 2016, one if wich was “ensuring the development of the 10 national tourism destinations or 10 new bali, to meet the 2019 tourism target, the increasing of national income from 120 billion into 240 billion. bali as one of indonesia’s prime tourism destination has also taken participation in increasing the income. this can be seen from the support given by bali government to establish the development program of ten rural tourism in the program of the development of bali in tourism for the next four years to develop the rural tourism. based on this, the research was aimed at participating in the development of human resource in areas where rural tourism take place to allow the villagers to interact intensively with foreign tourists and give their best service. the participation was the design and development of english training with syllabus, lesson plan and training material as its results. the training put much emphasis on the increase of english communication ability based on the potential resource of bedulu village as one of rural tourism. the method of the research was design and development, porposed by ellis and levy (2010), that consists of several phases in designing and developing english training. it is expected that the output of the study will results in the realization of society service at rural tourism as english training. keywords: designing, development, model of english training, tourism village journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 63 1. introduction the president of the republic of indonesia issued eight instructions at the cabinet forum january 4th 2016, one of which was “ensure development of the 10 national tourism destination”, or “creating the 10 new bali”, such as lake toba tanjung kelayang, tanjung lesung, kepulauan seribu, borobudur, bromo tengger, semeru, mandalika. labuan bajo, wakatobi, moratai. this is to fullfil the tourism macro target, which are a) increasing the contribution of pdb (wttc) from 9% (rp 945.09 trilion into 15%, b) increasing the foreign tourism from 9 million to 20 million and c) increasing domestic tourists from 250 million to 275 million (subhiksu, 2013). the indonesian tourism is suported by the cabinet of president jokowi. it will see its better future. as one of indonesia’s major tourism destination, bali takes participation in the growth of economy of the village society. this can be seen from bali’s government support to establish the development program of 100 village in the program of the development of bali in tourism for the upcoming 4 years to develop rural tourism destination (sastrayuda, 2010). community based on tourism development like rural tourism can increase the availability of job vacancy from eleven million into 13 million, and therefore overcomes the economical discrepancy due to the local community will have enermous opportunity to work in tourism sector (mudayen, and lantum, 2008). one of training to improve the local community readiness in interacting with foreign visitors is language training, besides other trainings. a research carried on an analysis on hr development of rural tourism participant in bantul regency. the research stated that most villagers stated their needs of specific foreign language is english, which reached 92%. tthe other foreign languages has not yet been determined as a specific need (sari et al, 2015). based on the government’s instruction at cabinet forum on january 4 2016, about the enhancement of ten national tourism destinations, and the role of bali local government to run the program of developing 100 tourism villages in the program of the development of bali in tourism sector for the upcoming 4 years, this research is aimed at designing and developing the model of syllabus, lesson plan and material of english training for villagers, emphasizing on english for communication at rural tourism. the result of the study is expected to be beneficial for the people in the tourism village in improving their ability to communicate in english with foreign toursim, english instructors in preparing english training at tourism village, english lecture in doing one of the tri dharma perguruan tinggi which is the social service activity. several previous study which was used as literature review is (wijayanti et al, 2015) that the research concerns on english training aimed for guide and homestay owner at munduk village, buleleng. it was discovered that most of the homestay owner do not have sufficient english ability to provide the best service for foreign tourist. the other research was that dealing with ability in speaking (tomlison, 2012). the research discovered the lack of ability in speaking english among homestay owners at kandri tourism village, semarang. their education level was assumed to be one factor, as well as their age. wijayanti then designed a drill and repetition based english training to equip them with readiness to communicate with foreign tourist. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 64 the result was the increase of english ability shown by the homestay owner. also made available to them was a handbook to assist in tourist service. the operational definition based on the concept is design and development model, which refers to effort by writer, teachers, or students to give input on language and exploitate the provided source to maximize the probability of usage (richey and klein, 2007), secondly, it is the concept of english training, which is a process to help people obtain skill and knowledge (ellis and levy, 2010), in this case is knowledge of english that will give positive impacts on social, education and carreer (howard and major, 2005). thirdly, it is the concept of rural village, which is a particular effort to make available for visitor some private contact, the feeling of physical environment in rural area and then the tourist is given opportunity to participate in various activities, tradition and local lifestyle. the visitor can experience unique and intangible features which is authentic and original such as local friendliness of several countries and religion, population at certain area has developed a specific way of life (benard and viney 1991). the theory used to analyze and create the design and development of english training at tourism village is design and development, which has been developed by several experts. the design and development research is said to be a systematical process on design, development and evaluation to construct empirical base to create product and instructional and non-instructional tools as well as a new or refined model owned by the government (kazar and mede, 2014). there were six steps of dnd research (koyan et al, 2012). 2. method this research used a theory proposed by koyan et al (2012) in designing and developing the training model of english training for people at rural tourism. the subject of the research was the research informant, the local community of bedulu, gianyar bali, after doing problem identification through need analysis with the experts, people representatives and the representative of pokdarwis at bedulu village who participate in the development of a rural tourism. the object of the study is the product of design and development used as the model of english training as foreign language for local community at rural tourism. the data was collected based on the theory of design and development research, proposed by koyan et al (2012) through the following procedure: a) identifying the problem to motivate the research by using need analysis at bedulu village, b) explaining the aim of the research, c) designing and developing the model of english training in the form of syllabus, lesson plan and training material, d) examining the design and development model through fgd with the expert in tourism and english language teaching, e) evaluating and revising the result of design and development model based on fgd, f) communicating the output in the design and development of english training through presentation and publication at scientific journal. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 65 3. results and discussion below is the result of the design and development of syllabus, lesson plan and english material. syllabus beginner level duration: 16 meetings x 1.5 hours (60 hours) day topic function expression structure speaking / listening reading / writing 1, 2 greeting and introducing guests greeting, introducing yourself, introducing someone good morning.... my name is... her name is... subjective pronoun adjective pronoun personal informati on checking information exchanging personal information, saying hello and goodbye where are you from..? are you american..? whquestion verb be: is, am, are contraction lesson plan (beginner level) meeting 1 action topic: greeting and introducing guests time needed warmer playing ‘whisper race’ 15 minutes introducing topic identifying some language functions for: • greeting • introducing oneself • introducing someone to someone else 25 minutes activities • listening to the example of conversation • creating conversation • role play • doing exercises 40 minutes teacher’s note: students will be able to greet and introduce themselves meeting 2 action topic:checking and exchanginginformation time needed warmer playing ‘snow ball’ 15 minutes introducing topic identifying some language functions for: • checking information • exchanging personal information • saying hello and goodbye 25 minutes activities • listening to the example of conversation • creating conversation 40 minutes journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 66 • role play • doing exercises teacher’s note: students will be competence in welcoming the guest material development beginner level day 1: greeting and introducing to guests i. introducing yourself fill the blanks in the conversation and practice it my his her is are you too me him am it jack : david, who is standing there? david : oh. that (1) . . . . . . . . . my father. (2). . . . . . . . name is john. jack : could you introduce me to (3). . . . . . david : sure jack : good morning, mr. john. (4). . . . . . name (5) . . . . . jack mr. john : call (6). . . . . john. where (7). . . . . . .you from? jack : i (8). . . . from australia. nice to meet (9). . . . . . mr. john : nice to meet you (10). . . . ii. make four sentences using subject pronouns, object pronouns, possesive adjective and possesive pronouns 1. _________________________________________________________ 2. _________________________________________________________ 3. _________________________________________________________ 4. _________________________________________________________ 5. _________________________________________________________ iii. preposition and verb be. correct the following sentences 1. my father are a farmer. 2. bedulu village am located in gianyar 3. he is we friend. 4. they is here last month. 5. the chef have made some tasty food. day 2: checking and exchanging information i. greeting how would you greet your guests in the following situations? use sir, madam, miss, ladies or gentleman, and greet them with good morning, good afternoon, goodbye or goodnight journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 67 1. a woman aged about 25 at 12.30 pm 2. a married couple at 10 pm 3. four men in the restaurant at 11.00 pm 4. say goodbye to a woman and 2 men at 9 pm 5. a young lady at midnight ii. introducing yourself match the question in column a with the response in column b. a how do you pronounce your first name? excuse me, what’s your first name again? how do you spell your last name? what do people call you? b w-a-y-a-n it’s smith well, everyone calls me gus de oh, it’s putu iii. conversation complete these conversations. then practice with a partner a. . . . . you from the bali? b. yes, i . . . . , . . . . . from gianyar. a. . . . . putu in the market? b. no, she . . . ., . . . . . . in the garden. a: . . . . . you and komang from tabanan? b: yes, we . . . . , . . . . from kediri. syllabus pre-intermediate level duration: 16 meetings x 1.5 hours (60 hours) day topic function expression grammar speak ing/ listeni ng writing / reading 1, 2 talking past event talking about past events we drove to the lake city where do you go? past simple; statement, wh-question regular/ irregular talking about vacations was your brother…. were you at home…. past simple with be 3,4 describin g places asking about and describing locations of places; there is a post office at the corner is there a bank around here there is/there are is there/are there preposition of place; at, on, in descri ption of places in neighb orhood asking about quantities i have some money she hasn’t any money there are some oranges... countable/un countable quantifier; some, any, much, many. question with; how journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 68 much, how many evaluating city services; asking for and giving information could you tell me where the post office is? do you know when the buses leave from the city indirect question from whquestion useful expression; let me think,, it’s close to… it’s next to writing a descripti on of transpor tation service lesson plan pre-intermediate level action topic: past memories time needed warmer recalling childhood memories 15 minutes introducing topic identifying some language functions for: • past tense • used to 25 minutes activities • listening to a conversation • telling a story about one’s childhood • past tense exercises 40 minutes teacher’s note: students will be able to express his/her past experience meeting 2 action topic: traffic time needed warmer matching words 15 minutes introducing topic describing places 25 minutes activities • listening to the example of conversation • creating conversation • role play • doing exercises 40 minutes teacher’s note: students will be able to ask and give information material development (pre-intermediate level) day1: a time to remember i. practice the conversation putu : good morning, mr. green. how are you? green : oh, i’m fine, but little tired. putu : what did you do yesterday? green : i had a whole day tour yesterday. i went to ubud and kintamani. putu : really, how was your trip? green : it was really fantastic. i have never gone to the place before. me and my family enjoyed trip. ii. answer the question below! a. who are the characters in the conversation? journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 69 b. where did mr. green go for trip yesterday? c. how was mr. green trip? iii. grammar focus past tense. use the simple pas to talk about activities or events in the past where did you go yesterday? i went to sanur festival yesterday what did she do last week? she visited neka museum last week where were they two days ago? they were in kuta two days ago did wayan serve the guest well? yes, he did / no, he didn’t (did not) were you in ubud? yes, i was/ no, i wasn’t (was not) iv. complete the conversation. then practice a: could you tell me about your vacation? where ...... (do) you go? b: well, i ...... (visit)bali zoo park at singapadu village. i ..... (see)many kinds of animal over there. there ....... (be) many kind of birds, tigers, apes and many more. a: ....... (do)you take many picture? b: of course, i ...... (do). a: what ........ (do) you do next? b: then, i ........ (go)to sukawati art market. i bought some souvenir in the market. they ....... (be) many kind of sarongs, t shirt and other souvenirs. a: . ....... (do) you try some balinese food? b: no, i ...... (not). balinese food is spicy. used to used to is something regularly did in the past but don’t do anymore example when i was a kid, we used to visit kuta beach did you use to have a hobby? yes, i use to surf at kuta beach what place did you use to visit? i used to visit tegal lalang village v. memories write five sentences about yourself using used to. do you and your partner have anything in common? a. what is your favourite memory? b. what sport or game did you use to play? c. did you use to have a nickname? d. where did you use to spend your holiday? e. did you use to have a part time job? vi. writing a. write about the thing you used to do, use some ideas from exercise 3, then compare take turns reading your composition aloud. day 2: it’s too much traffic! i. word power a. match the nouns in column a and b to make a compound nouns bus + stop = bus stop a b traffic entrance bus light bicycle station stop sign taxi jam journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 70 ii. conversation. practice the conversation. putu : why is there never a bus when you want one? wayan : there aren’t enough buses on this route putu : sometime i like to write a letter on the newspaper. wayan : good idea, you should say that we need more bus line. putu : and fewer motorbikes. there are too many motorbikes in the city wayan : yeah, there is too much pollution in the city. iii. grammar focus adverb of quantity adverb of quantity tell you how much or how many of noun either countable or uncountable noun. with countable noun with uncountable noun there are too many motorbikes there is too much traffic there aren’t enough buses there isn’t enough parking there should be fewer cars there should be less pollution complete these statement about transportation problem. a. there are ........ motorbikes b. there should be ............. cars in the city c. there should be ......... pollution in the city d. there are ........ cars parked on the street e. there is ........... enough public transportation in the city iv. writing write about the transportation problems in your city. the result of the study was to answer the dnd research theory proposed by ellis, which includes: a) identifiying the problems through observation, interview and fgd with experts, the representative of pokdarwis, and the local community of bedulu, gianyar, b) explaining of the goal of the research as in chapter i, c) designing and developing syllabus, lesson plan and training material, d) examining the design and development through fgd with one language expert and one tourism expert as well as with language teachers, e) evaluating the result of the design and development of the model of syllabus, lesson plan and english teaching material through a fgd with the expert and english lecturers from several universities and colleges, f) communicating the outcome of the research which covers the design and development of english training model through presentation, seminar and publication at scientific journal. 4. conclusion the outcome of the research was the model of syllabus, lesson plan and english training material for local community at tourism village. the english training emphasize on the increase of communication ability based on the potential resource of bedulu village. the training material is developed into english training handout entitled ‘english for rural tourism’. this handout can be used for english traning program to implement ‘pengabdian kepada masyarakat’ at rural tourism. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 71 references benard, h. and viney, p. (1991). streamline english depatures a. london: oxford university press. ellis, t. j. and levy, y. (2010). a guide for novice researchers: design and development research methods. proceedings of informing science & it education conference (insite) 2010. howard, j. and major, j. (2005). guideline for designing effective english language teaching materials. retrieved september 17, 2014, source: http://exchanges.state.gov/forum/vols/vol33/no1/p35.htm. kazar, s. g. and mede, e. (2014). the perceptions of esp students’ target needs: a case study. source: http://www.sciencedirect.com/science/article/pii/s1877042815028347/pdf?md5=a9ec 5916a2e331 161b37426f83248e38&pid=1-s2.0-s1877042815028347-main.pdf koyan, i.w. et al. (2012). pengembangan kurrikulum and perangkat pembelajaran bahasa inggris berwawasan budaya lokal bagi smk pariwisata. denpasar: unpublished. maharani, a. (2013). the benefits of mastering english for indonesians. source: https://liacirebon.wordpress.com/2013/08/21/the-benefits-of-mastering-english-for indonesiansby-adel-maharani-hi-4-students/ 0n 17th august, 2015. mayasuri, y. (2013). mengembangkan bahan (materi) pembelajaran. source: http://yelsipunyakarya.blogspot.co.id/2013/05/mengembangkan-bahan-materi pembelajaran. html mitha. (2013). the importance of mastering english, source: https://liacirebon.wordpress.com/2013/08/28/the-importance-of-mastering-english mitha-hi-4-1303/ on 17th august, 2015. mudayen, y. m.v and lantum a. k. (2008). needs assessment: pelatihan pengembangan sdm pendukung pariwisata kabupaten bantul. source: http://journal.uny.ac.id/index.php/jep/article/viewfile/600/457 murphy, r. (2012). english grammar in use: a self-study reference and practice book for intermediate students of english with answers. cambridge university press. nӧth, w. (1990). handbook of semiotic. usa: indiana university press. richey, r. c. and klein, j. d. (2007). design and development research. lawrence erlbaum associate publisher: new jersey. richard, c, r. hull, j. and proctor, s. (2010). new interchange third edition teacher’s student’s book book 1. cambridge university press. richard, c, r. hull, j. proctor, s. (2010). new interchange third edition teacher’s and student’s book 2. cambridge university press. sari, r. a. et al. (2015). pelatihan bahasa inggris dengan tujuan khusus (esp) bagi pemandu wisata munduk kabupaten buleleng. singaraja: universitas pendidikan ganesha. sastrayuda. (2010). (http://file.upi.edu/direktori/fpips/lainnya/gumelar_s/hand_out_matkul_konsep_resort _and_leisur e/pengembangan_kawasan_desa_wisata.pdf sneddon, j. (2003). the indonesian language, its history and role in modern society. sydney: nsw press. soars, j. l. (2012). new headway: pre-intermediate fourth edition: teacher’sand sudent’s book. oxford university press. subhiksu, i. b. (2013). bali kembangkan 100 desa wisata. source: http://travel.kompas.com/read/2013/10/30/1643144/artikel-detail-komentar mobile.html swan, m. (2005). practical english usage, 4th edition: international edition. ny: oxford university press. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 62—72 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 72 tomlison, b. (2012). materials development for language learning and teaching. uk: cambridge university press. wijayanti, t. d. et al. (2015). drill dan repetition dalam pelatihan bahasa inggris pemilik homestay di desa wisata kandri, semarang. semarang: the 2nd university research colloquium. microsoft word 7-jasl-aswadi.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 51 form of register in the trader's word traditional floating market in banjarmasin city dana aswadi1 erni susilawati2 stkip pgri banjarmasin jl. sultan adam komplek h. iyus no. 18 rt 23, sungai jingah, district of north banjarmasin, south kalimantan1, 2 e-mail: dadan899@yahoo.co.id1 abstract – the form of a word register among traditional traders floating market in banjarmasin. language has various variations with various linguistic phenomena, especially with respect to the word registers. the phenomenon of language in floating market in banjarmasin city is very interesting. the approach used is qualitative deskrptif approach. descriptive approach aims to collect, classify, and analyze the data so as to obtain the form of registers among traders in the floating market banjarmasin city. in the data collection, researchers used several techniques, namely observation techniques, docomentation techniques, recording techniques, and techniques refer to note. the form of a register is a word found, in the form of verbs, nouns, and adjectives. keywords: form, word class, register 1. introduction the form of a word register among traditional traders floating market in banjarmasin. language has various variations with various linguistic phenomena, especially with respect to the word registers. the phenomenon of language in floating market in banjarmasin city is very interesting. the approach used is descriptive qualitative approach. descriptive approach aims to collect, classify, and analyze the data so as to obtain the form of registers among traders in the floating market banjarmasin city. in the data collection, research used several techniques, ie observation techniques, documentation techniques, recording techniques, and techniques refer to note. the form of a register is a word found, in the form of verbs, nouns, and adjectives. language is always interesting to be examined. language has many variations journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 52 with various language phenomenon. this is in line with a statement from andersen (200:3) that variation can be described with respect to linguistic ‘language variation can be explained in connection with linguistic phenomena’. language variation occurs because every community has a language and they use it only in their community so the language used is different compared to the languages in other communities. this variation in language becomes a parameter for the language users in applying the language in social environment based on the necessity. register is interesting to be observed since there are many registers in every activities done by the language users, for example in town and in village. for the registers in town, they are vary, such as register of bank employees or customers, which will use banking language. registers of traders will use trade language. even, registers of traders has special characteristics depending on the things sold and the situation and condition (the transaction). buying and selling transactions in the floating market using the local language (banjar language). the use of regional language in every transaction is also delivered by baryadi (2014: 31) that the regional language is a language that is used as a language of intradaerah or intramasyarakat communications in addition to the indonesian language and is used as a supporter of literature and cultural areas or ethnic communities in the territory of the republic indonesia. see examples of the following buying and selling transactions. trader : “ikam handak nukar apa?” (kamu ingin membeli apa?) what would you like to buy? buyer : “wadai gambung tu barapa cil haraganya” (roti itu berapa harganya, bu?) how much does the bread cost? trader : “lima ribu sabuting” (lima ribu satu) five thousand buyer : “geh, sabuting cil ai. tukar cil lah!” (geh, satu bu. tukar dulu bu), okey, i’ll take one trader : “jual”. (jual) sold the above conversations indicate that there are trade registers, namely the word nukar (change), haraga (price), tukar (exchange), and jual (sell).the phenomenon of domain trading language is very interesting is the phenomenon of language that is in floating market in banjarmasin, south kalimantan. floating market serve as the object of research because the market has become a traditional market since ancient times and the market is also one of the markets that characterize the culture for the banjar tribe. then, the language user level in the floating market is not only from the banjar tribe, but there are also those from outside the south kalimantan region because the market has become one of the existing tourism in banjarmasin. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 53 2. method the approach used is qualitative descriptive approach. bogdan and miller (in moleong, 2006: 3) suggests that qualitative research is a study that produces descriptive data in the form of written or oral words of the people or behavior observed. thus, the focus of this approach is in the form of oral communication in the floating market of banjarmasin. descriptive approach aims to collect, classify, and analyze the data so as to obtain the form of registers among traders in the floating market banjarmasin city. the research location is in banjarmasin floating market. as for the data of this research is the register among traders in floating market banjarmasin city. the source of the data is the words of communication among the registers among traders in the floating market of banjarmasin city, as presented by moleong (2006: 157) that the main data source of qualitative research is the words and the rest is additional data such as documents and others, other. thus, data in the form of words are collected for classification and grouping. in the data collection, researchers used several techniques, namely observation techniques, documentation techniques, recording techniques, and techniques of listening and note-taking. 3. results and discussion register language communication cannot be separated from the wearer. therefore, language users also become one of the main parts in the on going communication. usually, communication is always faced with how a language is used. the use of this language becomes a sociolinguistic study in terms of variation or variety of languages. this is conveyed by rafiek (2007: 77) that the variety of languages called registers is the use of language associated with one's work. that is, these registers are associated with a variety of life domains, related to the work of the language user. furthermore rafiek (2007: 77) states that the register is a variety of languages used for a particular purpose, as opposed to a social or regional dialect (which varies by speaker). the registers may be limited to the subject of speech ... on the media (discourse mode) ..., or at the level of formality (discourse level). according to ferguson (1994: 20) that the variation of registers of a recurring communication situation regularly in society (in terms of participants, rules, communicative functions, etc.) would tend to be more time to develop and identify markers in the structure of language and the use of different languages with the language of other communication situations. biber and finegan (1994: 6) revealed with regard to the register. "registers differ from social dialects precisely in that they serve different purposes, topics, and situations, they are naturally vary in content as well as in form. speakers do not typically "say the same thing" in conversation as in lectures, reports, journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 54 academic papers, and congratulatory telegrams". (registries differ from social dialects they have different objectives, topics, and situations, they naturally vary in content or in form). speakers should not "say the same" in conversations, such as in lectures, reports, academic papers, and telegram congratulations. register in trading domain the choice of language in the domain of commerce is a study of language selection with a sociolinguistic review. the selection of the language is carried out by the people who are in the domain of commerce so that the choice of language is also related to the word and trade terms. the use of registers in the domain of commerce can be seen from the form he said. the register can be both word and phrase. this is similar to what chaer has said that the register form that includes the words categorized nouns, verbs, and adjectives are classified into lingual units of words and lingual units of phrases. register of word form the word in a register can be grouped by word class. chaer mentioned that there are two word classes, namely open classes and closed classes. classification of open classes is divided into three, namely verbs, nouns, and adjectives. while the classification of closed word class is divided into eight, namely adverbial, pronominal, numeralia, preposition, conjunction, articulation, interjection, and particle. (1) verbs according to priscianus (kridalaksana, 1990: 4) verbs are word classes with time and mode, without cases, which mark deeds and sufferers. according to listiyorini (2001: 43) verbs are words that express or reveal deeds, processes, or circumstances. in the act, process, or circumstance involved persons or objects, one or more. the register in the realm of trading in the floating market is a verb-shaped register. some used verbs use the word base and some are already experiencing additions (addition of prefix, infix, and / or suffix). register noun form contained in trading in the floating market of banjarmasin city, such as jual, nungkar, tawarannya, nukar, kawalah, rasai, tukar, bapupuhan, nukari, ditukar, makan, handak, bajualan, manjualnya, bajual, betimbang, bewadah, merasai, manjuali, manukari, barter, maulah, jualan, dijual, dan tukari. see the following conversation quote. buyer: cil, limau tu berapa? mun nungkar bekeranjang pang? trader: lima puluh ribu sakeranjang buyer: lima berapa? trader: lima, sapuluh ribu. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 55 buyer: boleh mamilih lah cil? trader: pilih ikam buyer: yang pian jual apa ja cil? trader: pisang, rempeyek jual ‘sell’ is a basic word in the form of verbs. in buying and selling transactions conducted by traders and buyers in the floating market, the word sale is used as a traded item or contract of sale and purchase, ie transferring the trader's property to the buyer. said selling indicates that the sale is already valid in accordance with islamic shari'a. the word jual ‘sell’ in the conversation is used in a sentence to ask a conversation "yang pian jual apa ja cil?" (what do you sell it bi?). the word jual ‘sell’ in the conversation shows that in the buyer asks the trader, then he puts the word jual. that is, buyers ask goods traded by the trader. (2) nouns according to priscianus (in kridalaksana, 1990: 4) nouns are word classes that give a general or special quality to every body or thing. noun that is often called object is a word that refers to humans, animals, objects, concepts or understanding. alwi in basaria (2004: 4) stated that noun is one of the word classes, in addition to the word class of verbs, adjectives, adverbs that can occupy subject, predicate, and object functions. because of its function in such diverse words, it is difficult to identify the noun form quickly. this is different from the verb class that generally occupies predicate function only in a sentence. registers in the realm of trading in the floating market there is a register in the form of nouns. register noun form contained in trading in floating market of banjarmasin city, such as limau, pisang, rempeyek, buting, sabuting, pukis, wadai, paung, separu, pais, tempe, jackfruit, satapat, sabiji, saving, sabijian, hayam, hintalu, rice, money, garbage, corn, hats, oranges, buyers, caterers, pepper, sauce, sumps, lumps, lupis, sasunduk, sakaranjang, sarangsang, sasikat, undang, barang, urap, seed, saikat, sabuah, dan tanggui. see the following conversation quote. trader: limaukah? rasai nah manis! buyer: inggih merasai cil trader: nukar 20 kah biar ja acil buyer: separu ja kawalah cil? journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 56 trader: kawa! in the above quotation there is the word lime. the word lime is a form of trade registers of nouns. the word lemon shows the naming of the fruit. the word appears when the seller offers his or her merchandise by asking the buyer, "five? rasai nah manis! "(want orange? please try, sweet"). the seller invites the buyer by beginning with the question of "limaukah?" to try the orange flavor he brings and tell him that the orange is sweet. the word lemon appears because the seller is the one who sells fruits, especially the limes. therefore, the word lime is used in the conversation. (3) adjectives according to wedhawati in sumadi (2012: 105) adjective is a word that serves as a noun modifier. the modifier provides information about the nature or state of the noun in the phrase level. communications made by buyers and sellers in the floating market have words in the form of adjectives. register the form of adjectives contained in trading in the floating market of banjarmasin city, such as less, cheap, sweet, run out, and padas. see the following conversation quote. trader: nih tukariakan limauku buyer: barapa haraganya ni? trader: nih nah dua puluh ribu buyer: kada bisa kurangkah ni? trader: kada, itu sudah murah. according to wedhawati in sumadi (2012: 105) the adjective is a word that serves as a noun modifier. the modifier provides information about the nature or state of the noun in the phrase level. communications made by buyers and sellers in the floating market have words in the form of adjectives. register the form of adjectives contained in trading in the floating market of banjarmasin city, such as less, cheap, sweet, run out, and padas. see the following conversation quote. 4. conclusion based on the results and discussion above, it can be concluded that, the form of trading registers in the floating market of banjarmasin in the form of words there are forms of verbs, such as selling, nungkar, bid, nuk, kawalah, rasai, bapupuhan, nukari, handak, bajupan, manjualnya, bajual, betak, bewadah, merasai, manjari, manukari, barter, maulah. the form of trading registers in the floating market of banjarmasin is in the journal of applied studies in language, volume 2 issue 1 (june 2018), p. 51—57 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 57 form of nouns, such as limau, pisang, rempeyek, buting, sabuting, pukis, wadai, paung, sepa, pais, tempe, nagka, satapat, sabiji, savings, sabijian, hayam, , hintalu, beras, uang, sampah, jagung, topi, jeruk, pembeli, sasunduk, sakaranjang, sarangsang, sasikat, undang, barang, urap, , saikat, sabuah. the form of trading registers in the floating market of banjarmasin is in the form of word adjectives, such as less, cheap, sweet, run out, and solid. references andersen, g. (2001). pragmatic markers and sociolinguistic variation: a relevance-theoretic approach to the language of adolescents. amsterdam/philadelphia: john benjamins publishing company. basaria, i. (2004). “morfologi nomina dalam bahasa pakpak dairi”. (online), https://scholar.google.co.id/citations?view_op=view_citation&hl=id&user=ikeyxp4a aaaj&citation_for_view=ikeyxp4aaaaj:w7oemfmy1hyc, diakses 28 april 2017 biber, d., finegan, e. (eds). (1994). sociolinguistic perspectives on register. new york: oxford university press. chaer, a. , agustina, l. (2010). sosiolinguistik perkenalan awal. jakarta: rineka cipta. ferguson, c. a. (eds). (1994). dialect, register, and genre: working assumptions about conventionalization: sociolinguistic perspectives on register. new york: oxford university press. kridalaksana, h. (1990). kelas kata dalam bahasa indonesia. jakarta: gramedia. kridalaksana, h. (2011). kamus linguistik. edisi keempat. jakarta: gramedia. listiyorini, a. (2001). “verba dwitransitif dalam bahasa indonesia”. diksi: jurnal ilmiah bahasa, sastra, dan pengajarannya. universitas negeri yogyakarta.vol. 8 no. 19 juli (2001) hlm. 41-51 moleong, l.j. (2006). metodologi penelitian kualitatif. bandung: remaja rosdakarya. putrayasa, i.b. 2007. analisis kalimat: fungsi, kategori, dan peran. bandung: refika aditama. rafiek, m. (2007). sosiologi bahasa. yogyakarta: lkis pelangi aksara. sumadi. (2012). “adjektiva denominal dalam bahasa jawa”. jurnal humaniora. universitas gajah mada. vol. 24 no. 1 (2012), hlm.104-112 microsoft word 4-jasl-meidariani.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 27 vocabulary variety of japanese in tourism field ni wayan meidariani1 ni luh gede meilantari2 stiba saraswati denpasar1, 2 e-mail: meidariani@hotmail.com1 abstract – the growing number of japanese tourists to bali has resulted in large numbers of workers in the tourism sector, such as japanese language tour guide, gro and hotel staff, japanese travel agency staff and others. to provide good service to japanese tourists, the quality of tourism practitioners also need to be improved both from the attitude, hospitality, security and the ability to speak japanese so that japanese tourists feel comfortable while on the island of bali. efforts to improve the ability of japanese language, the vocabulary knowledge of tour guide is needed to be able to use the vocabulary in context. based on the phenomenon, then this paper discusses the variety of japanese vocabulary that is often used when doing tourism activities in some tourist attractions in gianyar regency. the problems discussed in this paper is what kind of tourist vocabulary is commonly spoken japanese tourists when visiting the tourist attraction on the island of bali. in general, this study aims to support the program of welcome to bali in order to become more popular bali tourism that can increase the number of japanese tourists to come to visit the island of bali. the specific purpose of this research is to (1) know the japanese language vocabulary of tourism spoken by japanese tourists so that the vocabulary can be used as a reference for tourism practitioners in order to increase the knowledge of japanese language vocabulary of tourism. the approach used in this study is a qualitative approach. research approach by processing the data source that is descriptive by using descriptive method qualitatif.penelitian done in tourist object in ubud area. the data types are primary data with lingual data sources obtained from japanese tourist communications. the observations show that the vocabulary spoken by japanese tourists is a vocabulary that is related to cultural and natural activities such as esute, chiketto, raisu terasu, kojin takushi, mise.subarashii.japanese tourists often use joshi as a complement to a speech to tourism practitioners in communicating.joshi also sometimes omitted in speech but still acceptable. keywords: vocabulary, speech, japanese tourists, tourism practitioners journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 28 1. introduction japanese is categorized as a language that is difficult to learn for indonesian speakers. this is due to differences in grammar and the use of vocabulary based on a more complex context than indonesian. the number of vocabulary in japanese that is confusing a lot of indonesian speakers in choosing the right vocabulary based on context. vocabulary in japanese is termed goi. kindaichi (1997: 444) defines a goi is a set of words used in a particular environment. without use goi then a sentence or tuuran can not be used properly and correctly because goi is a basic element in the linguistic world used in making a sentence or spoken speech in order to run smoothly. japanese vocabulary consists of gairaigo and wago.gairaigo is a japanese vocabulary derived from foreign language absorption, for example chekkuin 'check in', eakon 'cooling tool'. while wago is a native japanese vocabulary, for example mise 'shop', omiyage ' sophisticated japanese vocabulary is still often confusing for indonesian speakers, especially tourism practitioners in bali. the use of a variety of vocabulary that is less appropriate by tourism practitioners in communicating will cause a less good image for japanese tourists. vocabulary mastery for japanese language tourism practitioners is needed to be able to provide good service to japanese tourists in providing explanations during a tour in bali island.khusunya japanese vocabulary in the field of tourism. the word is very necessary to explain the attractions in bali.kosakata required in the course of course vary depending on the area visited. for example, when traveling to ubud, will use more vocabulary related to art activities, places to eat, shopping arts places such as paintings, sculptures, and others. given the importance of the role of vocabulary, a tour guide must master the vocabulary in the field of tourism to be able to convey intent to japanese tourists while delivering the journey. vocabulary is not only limited to the meaning of an object either abstract or not abstract but it is also important that a tour guide understands common terms such as the speech conducted by a tour guide in explaining the car free day to tourists. tour guides who do not understand the term car free will hardly explain to tourists, to convey their meaning, they will give a long explanation that is kuruma wo totte wa ikemasen. such explanation is difficult to understand by japanese tourists when there is a term that can convey the intent of car free day is hokosha tengoku. such phenomena are not uncommonly found in tour guides who do not understand the term by providing explanations that are difficult to understand by japanese tourists. this phenomenon is the reason the authors conducted research on the vocabulary of japanese tourism vocabulary. through this paper is expected to increase the knowledge of japanese language vocabulary tourism practitioners needed to explain the tourist attraction in bali. problems in this paper discusses the variety of japanese language vocabulary tourism apasajakah that is used to explain the object of tourism in gianyar regency.tulisan aims to find out the variety of japanese language vocabulary of tourism so as to increase the knowledge of japanese vocabulary for tour guides in bali. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 29 2. method this study aims to describe the vocabulary of japanese language tourism based on the speakers when coming to visit bali island. the method of research used is descriptive qualitative research. the process of taking data occurs naturally so as to provide an objective picture of the vocabulary that is often spoken. the method used is qualitative method refers to bodgam and tailor (moleong, 1999: 3). qualitative method is a method of research procedure to produce descriptive data in the form of words written or spoken from humans as speakers or partners of speech and behavior that can be observed. researchers trying to describe the variety of tourism vocabulary from japanese tourists who visited the tourist attractions in gianyar district when interacting with tour guides. variety of japanese tourism is collected by observing the japanese tourist's speech in interacting with the tour guides visiting some tourist objects in gianyar regency, namely ubud, tegalalang, wenara wana, siring. data collection is done by the method of observation is by observing, observing and recording the utterance japanese tourists when communicating with the tour guide, especially in the existing tourist attraction in gianyar regency. operationally, the method is supported by the technique of simulating non-intrusive observation and recording technique. the purpose of using techniques to learn the libat lump proficient to get a natural speech. the results of observations of vocabulary recorded and recorded and then sorted into a speech adapted to the mode and type of speech. in the process of data analysis according to sudaryanto (1993) after the data obtained, collected and grouped in such a way based on the word class according to the method of data collection. the next step is to analyze the data. data obtained by the author used as a source to answer the problem and research objectives. the result of data analysis in this research, presented by using informal presentation method. informal method is the method of presenting the rules with the formulation of words in formulation with ordinary words that contain details of the results of data analysis (sudaryanto, 1988: 29). 3. results and discussion the result of observation of vocabulary of japanese language of tourism is obtained in some tourism object in gianyar regency, such as at art market of ubud and tegalalang. the data of speech is as follows. speech data (1) wj : gaido san... ubudo eria de legong dansu mirarerukana? mr. guide ... is it possible to watch legong dance in ubud area? journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 30 guide : legong dansu no hajimaru jikan wa 19:30 desu. hitori sama no chiketto no nedan wa rp. 80.000 rupia desu. the legong dance performance hours begin at 19:30. the price of one person is rp. 80.000 rupiah. wj : souka! jaa...ima kara chiketto o kattemo iikana? oh, i see? then from now on can i buy tickets? guide : hai, dekimasu. yes, you can... context of speech situation: communication occurs between the tour guide and japanese tourists who are doing tourism activities in ubud area. at that time wj asked the schedule of dance performances legong and ticket prices to the tour guide. analysis: the vocabulary in the communication is identical to the tourism vocabulary in the noun category used in the tourism domain that is largely determined by the context of the supporting situation. gaido san, hajimaru jikan, legong dansu, chiketto is a class of nouns and is the vocabulary used in interaction when going to watch the famous dance located in ubud area. speech data (2) wj : anone...ibu oka to iu butamaruyaki no mise wa, koko kara chikai desuka? the thing is ... is the suckling pig stall ibu oka close from here? guide : chikai desu, aruitara 5 fun dake desu. it is close, it is just 5 minutes walk. wj : souka! chinamini watashitachi wa kono atari ni tanbo o mitakute, dono hen desukane? oshiete moraimasu? we want to see the rice fields around here, in which area is it? can you tell us? guide : sore wa tegalalang to iimasu. it is in tegalalang village. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 31 wj : tegararang tte dandan batake desuka? is tegalalang rice terrace? guide : hai, sou desu. yes, it is. wj : mitai, mitai. i want to see it.. context of speech situation: a young woman is on tour with guide while carrying map of area of ubud, wj is asking the location where to eat pigs bolsters and rice terraces known as tegalalang. analysis: spouting wj with tour guide when the tour to ask where to eat pork bolsters or often called butamaruyaki is one of the famous place when in ubud other than that the vocabulary that appears when in ubud is tanbo and grooming batake. this is because the area of ubud is an area with a wealth of nature is so beautiful that there are still many fields with rice terraces. so based on information the previous visitors informed that ubud is famous for nature and dance. the question form is directly told by wj because the wj asks for sure information from the staff about the information of the famous babi guling and tegalalang rice stalls in ubud. variety ~ masu is used to complement speech as a kind of respect that is neutral. speech data (3) guide : okyakusama kochira wa ubudo okyu desu. dear guests, this one is ubud palace. wj : sumimasen, oshiete kudasaine, ubudo okyu no naka ni regong dansu o miremasuka? sorry excuse me, please tell us ... is it possible to watch the legong dance inside ubud palace? guide ; miremasu...gogo, 18:30 ji kara desu. yes, you can, it will start at 6.30 p.m.. wj : sugoine... dansu no kansho mo arimasune... that is great. there is dance performance as well. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 32 tokorode, gakki o tsuiteru bari dansu wa regong dansu dake? is legong dance the only balinese dance followed by gambelan instrument? guide : regong dansu dake dewanaku, pendet dori, gopale dori nado desu. not just legong dance, but there are also pendet dance, gopale dance and other dances. wj : souka? shiranakatta... oh is that so? i don’t know. tokorode, ano kazari kaitakute, ubudo de koshou dekimasuka? by the way i want to buy that ornament...(while thinking) is it possible to bargain if i go shopping to ubud market? context of speech situation: based on the dialogue quote, wj who was doing a tourist activity with a tour guide came to ubud to watch legong dance. this gamelan dance performance place is inside puri saren ubud. in addition, on the same occasion, wj wants to give decoration in ubud market and ask the guide if can bid in traditional market of ubud. analysis: conversations that occur during the tourism activities conducted by wj and tour guide in ubud is closely related to culture and nature. this is because the activities during the tour in ubud to discuss about ubud castle is very famous, especially the performances of various traditional balinese dances. japanese language vocabulary that appears including class of nouns such as ubudo okyu, legong dansu, gakki is a vocabulary widely used wj while in ubud. 4. conclusion based on the analysis of field observation that the vocabulary for tourism activities that are often spoken by japanese tourists when visiting the tourist attraction in gianyar regency is a vocabulary that is related to cultural and natural activities. here is a vocabulary that is used when traveling at some tourist attraction in gianyar regency. vocabulary meaning word class usage okyu palace noun referring to the king’s residence dansu dance noun it is gairaigo fpr journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 33 gakki musical instruments noun instruments played to produce music minzoku isho traditional costumes noun clothes used for particular celebration dentoutekina ichiba traditional market noun traditional market selling daily needs sekaisan world heritage noun places which have become world heritage like jatiluwih esute spa noun activity related to beauty chiketto ticket noun referring to entrance ticket of a show suteki impressive adjective something which is good, beautiful, and stylish dandan batake terraced rice fields noun terraced rice fields kojin takushi taxi noun private transportation device mise shop noun place for selling goods zakka ya souvenir shop noun place for selling souvenirs otera/ jiin temple noun otera and jjin are used to describe temple, but jiin is used if the name of the temple is also described yoga yoga noun health activity gaido san tour guide noun term referring to tour guides the vocabulary often appears when traveling to the existing tourist attraction in gianyar regency. word classes are mostly found in the form of nouns and there are some in the form of adjectives. vocabulary in the form of original japanese vocabulary such as dandan batake, mise, omiyage, okyu, sekaisan while vocabulary of gairaigo like chiketto, esute and dansu. references fujiara, m. (1999).yoku wakaru bunpo. tokyo: aruku. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 27—34 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 34 iori,dkk. (2000). shokyu wo oshieru hito no tame no nihon gohandobuku. tokyo: 3a coorperation. koizumi, t. (1993). nihongo kyoushi no tame no gengogaku nyuumon, tokyo: taishuukan shoten. moleong, l. j. (1996). metodologi penelitian kualitatif. bandung: remaja rosdakarya offset. natsuko, t. (1996). an introduction to japanese linguistic. cambridge. blackwell. nomoto, k. (1988). kiso nihongo katsuyou jiten. kokuritsu kokugo kenkyuusho. tokyo: taishuukan shoten. sutedi, d. (2003). dasar-dasar lingustik jepang. bandung: humaniora. sudaryanto. (1988). metode linguistik. bagian kedua.metode dan aneka teknik pengumpulan data. yogyakarta: gadjah mada university press. sudaryanto. (1993). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta: duta wacana university press. tadahiko, t. (1995). nihongogaku. tokyo: sakai shoten. microsoft word 2-jasl-widhiastuty.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 10 english lesson material of reservationist professions in handling personal hotel rooms through telephone ni luh putu sri widhiastuty1 i made wardhana2 stipar triatma jaya, dalung, bali1, 2 e-mail: sri.widhiastuty12@gmail.com1 e-mail: imade.wardhana@yahoo.com2 abstract – reservationist / reservation officer of front office hotel is in charge of handling hotel room reservations. the duty of the hotel's front-line reservationist is to record and complete tasks related to hotel room orders, filing room reservation data, control room inventory well, calculate forecasting, make arrival list guests (arrival list) based on existing bookings, create group information lists, create vip information lists, create room occupancy statistics, and create daily, monthly, and yearly reports. one ability to apply good selling techniques namely the ability of a reservationist to communicate with foreign guests using the english language. english is the language of international communication, which is needed by employees who work in the world of tourism and hotels in bali, especially for hotel front reservationist. a hotel front desk reservationist is required to communicate using the correct and standard english when serving guests who make hotel reservations. reservationists who accept hotel room bookings by phone, usually start the conversation using the standard greeting. as a reservationist, the understanding of hotel products should really be considered, such as the location of the rooms, the types of rooms available, the applicable room rates and other service facilities available at the hotel. keywords: reservationist, individual room reservation, by telephone 1. introduction professing reservationist / reservation officer front office hotel that is in charge of taking down hotel room reservations. in front office management and modern reservation, the reservationist profession not only picks up the phone and records room reservations but also provides information, interacts, and provides recommendations and upselling and even suggestions for choosing the best (suggestion) (soenarno, adi, journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 11 2006: 20). the duty of the hotel's front-line reservationist is to record and complete tasks related to hotel room orders, archive room reservation data, control room inventory well, calculate forecasting, make arrival list guests (arrival list) based on existing bookings, create group information list, create vip information list, create room occupancy statistics, and create daily, monthly and yearly reports. to be able to provide good service and fast a reservationist / front office reservation officer must always be prepared and know the data quickly as can or can not request acceptance of prospective guest orders, notes and collection of candidates required information, as well as the procurement of special allocations if there is a special hotel room request (sihite, richard, 2000: 62). one ability to apply good selling techniques namely the ability of a reservationist to communicate with foreign guests using the english language. english is the language of international communication, which is needed by employees who work in the world of tourism and hotels in bali, especially for hotel front reservationist. a hotel front desk reservationist is required to communicate using the correct and standard english while serving guests who make hotel reservations. according to sihite, richard, (2000: 7074) the reservation process handled by a reservationist / front office officer can be classified into 3 types. the three types of reservation are individual reservation, group reservation, and very important person (vip) reservation. in this paper, the speakers only take one of 3 types of reservation process ie individual reservation by telephone. 2. method the research method used i.e. 1. research subjects: student akademi komunitas mapindo, majors accommodation diploma ii hospitality, semester 1 academic year 2017/2018 2. object of study: english profession reservationist in handling room booking hotel personal through telephone. 3. data and data sources: a. primary data: english language competence of community academy student mapindo majoring in accommodation hospitality diploma ii, semester 1 academic year 2017/2018 when handling individual hotel room reservation process by phone. b. secondary data: standard operating procedure (sop) handles individual hotel room reservation by phone, obtained from several hotels and observations when students practice home office. 4. data collection technique: using qualitative research techniques. 5. data analysis technique: observation at the time of student practice home office and directly plunge teaching in class with english course profession home office. 3. results and discussion journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 12 a. starting you off the topic answer the following questions 1. what do you about reservation section? 2. what is a reservationist? 3. what do you know about : a. room reservation? b. individual room reservation by telephone? 4. what are the duties of a reservationist? b. developing the topic 1. reservation language reference for hotel reservations by telephone a. the customer says when requesting a reservation: ü have you got a room …? ü i’d like to reserve/book a room…. ü can i reserve a room…? b. reservation clerk says when: a. asking about room type: ü for how many? ü is that a single room, sir? ü single, double or twin room? ü what sort/type of room would you like, sir/madam? b. asking about length of stay: ü (for) how many nights ü how many nights are planning to stay? ü how many nights will you be staying? ü how long will you be staying with us? c. offering a room: ü we can give you a ….. (single room) at …. ($ 75 a night). d. asking about suitability: ü would that be suitable? ü would that suit you? e. asking guest’s name: ü (and ) the name, please? ü and your name is ….? ü what was the name, please? ü and could i have your name, please? f. asking about time of arrival: ü what time will/would you be arriving? ü do you know what time you’ll be arriving? g. expressing agreement, willingness or understanding: ø (rather formal)= very good, sir. ø (less formal)= that’s fine, sir. h. confirming reservation: ø thank you, sir/madam. i’ve reserved room 123 for you. ø the room number is 456. ø that’s a …. (single room) at …. ($75). journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 13 i. welcoming to the hotel: ø we look forward to seeing you. ø we look forward to having you with us. j. apologizing and offering an alternative: ø i’m sorry. we don’t have a …. (single deluxe room) from the …(third to the fourth of may), but we do have a … (single superior room) at … ($86) a night. 2. reservation word study at reservation section 1) advance reservation : reservations made by guests before they arrive 2) allocation of accommodation : deciding in which room each guest will stay 3) available : ready for use 4) bill : record of what the customer must pay 5) booking : reservation 6) book-keeper : person who records money paid and received 7) cancellation : message from a person with a booking saying he/she isn’t coming 8) computer terminal : electronic senders and receivers of information to and from a computer 9) confirm : a gree to a booking 10) contact : communication 11) continental breakfast : light breakfast 12) convenient : in a useful position 13) customer : person using a hotel 14) deals with : works with, handles 15) deposit : money required to confirm a booking 16) diary : daily record 17) forth night : two weeks 18) guests : people staying at a hotel 19) high season : the part of the year with the most guest 20) link : connect 21) off-season : the partn of tthe year with the fewest guest 22) rate : charge 23) register : records information about guests 24) selection : choice 25) sort : kind, type 26) suburbs : parts of a townoutside the centre 27) travel agent : companies or people who sell journeys and holidays. 3. standard operating procedure for handling personal reservation by telephone 1. pick-up the telephone: ü pick-up the phone at the 2nd ring 2. greetings, introducing section and name, offering help 3. obtaining the guest needs: journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 14 ü getting to know when the room is needed ü getting to know kind/type and total of number of room is required 4. checking the room availability : ü asking the caller to wait ü checking the room at the conventional chart or dencity chart ü thanking the caller for waiting ü telling the caller when: a. the room requested is available b. the room requested is not available 5. selling the room: ü approaching ü describing ü pricing ü closing ü handling objection 6. recording the guest data ü record guest name, address, telp no, arrival and departure details, etc. 7. informing terms and conditions of reservation ü cancellation and no show policy ü check in and check out time 8. repeating the guest data/reservation ü repeat the arrival and departure details, number and type of room, room rate, payment, and special request 9. closing the conversation on the phone: ü offering other assistance: are there anything else, mr/mrs ....? ü thanking the caller for the reservation ü wishing the caller to welcome to the hotel 10. processing guest data: ü fill in the reservation form ü fill in the reservation slip/diary ü fill in the reservation chart (conventional chart or dencity chart) ü filling ü journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 15 c. follow up the topic the students are doing the reservation tasks. v imagine that you are a receptionist at the canangsari resort. read the information below briefly. create a dialog based on the following situation then practice it in front of the class. fill in the reservation form. 1. today is tuesday the 20th of october . the telephone rings at 10.30 am. mr carl brown wants to book a double suite and a twin suite for 17 nights starting from december 17th. when you are checking the reservation chart, you don’t have those rooms for that period. you are giving an alternative. you tell him that you have 3 double superior, 2 twin superior, 4 single superior, 2 double deluxe, 2 twin superior, and 1 double standard for that period. he books 1 double deluxe and 1 twin deluxe. he will be arriving by ga 654 at 07.45 pm, and leaving by qx 234 at 08.15 pm. he lives at 101 collinton avenue, new york. his telephone number is 99876533. he will settle his account by amex, the number is 6767.5345.8907.2345, it will be expired on june next year. the double superior rate is us$ 250 and the twin is us$ 155 both with american breakfast. his special requests are a basket of fresh fruit in season everyday and pick up service at the airport. the canangsari resort reservation form surname: initial: title: pers on: polio number: arr. date; by; time: dep. date: by: time: journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 16 requested by type of room standard superior deluxe suite total rate total rate total rate total rate telephone facsimile single email double personal twin letter extra bed reserved by: address _____________________________________________________________________________ email : __________________________________________________________ telephone number : fax no. account instruction : remarks: date : clerk : 4. conclusion reservationists who accept hotel room bookings by phone, usually start the conversation using the standard greeting. as a reservationist, the understanding of hotel products should really be considered, such as the location of the rooms, the types of rooms available, the applicable room rates and other service facilities available at the hotel. room order acceptance can be made by phone in the following manner.the telephone is received and it is answered quickly. 1) first greeting greeting, mentioning the name of the company then offering help. 2) inquire about room number and type, number of stay days, arrival date and departure date. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 17 3) view the state of the rooms on the reservation chart or on daily reports, and guests are required to wait a while. 4) if the guest request has been fulfilled, submit the room type and room price information without specifying the room number. 5) ask the name of the room order, then the name of the guest who will stay, the agency and the clear address, and the type of payment (payment type). try to request a deposit or guarantee letter when the guest account will be paid or paid by the company. this can be done before guests arrive at the hotel, and do not forget to note if there is a special request from guests during the stay at the hotel. 6) fill out the complete room reservation form. 7) once the data is received, and the data is complete, a reservationist should repeat the order data desired by the guest to avoid errors or mistakes. after repeating the reservation, a reservationist ended the conversation. if the guest wants a confirmation from the hotel, the hotel will send a confirmation letter / voucher, as well as inquire about arrival / departure hours, as well as transportation used upon arrival and departure. 8) deliver a thank you to the guest for the room order that he has done. after handling hotel room reservations, the next step made by the reservationist is to make a reservation slip. reservation slip is made based on the data obtained when handling the reservation. reservation slips are usually distinguished in several colors. the colors are used based on the policies of each hotel, such as white for individual guests, light blue for group guests, yellow for airline, pink for important guests (vip), and green for individual guests booked by travel agent. reservation slip is then stored in the reservation rack, by slipping it on the metal holder, according to the month and date of arrival. after making the slip, reservationist then store reservation form in the rack which is usually stored in the filling cabinet in accordance with the date and month guests will arrive at the hotel. references adamson, d. (1989). international hotel english: communicating with the international traveller. great britain: university press, cambridge. binham, p., rita l. & james m. (1985). hotel englis: communicating with the international traveller. great britain: pergamon press. prastowo, a. (2011). memahami metode-metode penelitian.yogyakarta: ar-ruzz media. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 10—18 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 18 revel, r., chris s. (1988). five star english :for the hotel and tourist industry. ny: oxford university press. soenarno, a. (2006). front office management. yogyakarta: andi offset. sihite, r. (2000). pengetahuan dasar sekolah menengah kejuruan dan pendidikan program diploma jurusan perhotelan front office (kantor depan). surabaya: sic. likert, r. (1932). the value of likert scales in measuring attitude of online learners www.hkadesigns.co.uk/websites/msc/reme/likert.htm mcniff, j., whitehead, j. (2002). action research: principles nand practice. new york: routledge. nicholas, k. a (2011). “a quick guide writing a solid peer review”. eos journal, vol.92, no. 28, 12 july. oshima, a. , hogue, a. (2007). writing academic engl;ish. new york: pearson education, inc suharsimi, a. (2002). prosedur penelitian: suatu pendekatan praktek. edisi revisi. jakarta: renika wardhana, i m. (2015). “from outlining to academic writing”. jurnal santiaji pendidikan (jsp) fkip mahasaraswati denpasar vol. 5 no. 2. wardhana, i m. (2017). “improving the students’ academic english paragraph writing through rubrics and peer correction”. jurnal bahasa dan sastra vol 3 no 1 januari 2017. widodo, h. p. (2008). “process-based academic essay writing instruction in an efl context”. ikip negeri malang: jurnal bahasa dan seni tahun 36, nomor 1. microsoft word jasl-17 (11).iqbal.docx journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 83 existence of acehnese expression in culture of indonesian speech community muhammad iqbal iain lhokseumawe email: kotaktmasuk@gmail.com abstract – the existence of the acehnese expression in the culture of the indonesian speech community is a sociolinguistic study. this study was aimed to describe the function of the acehnese expression used by indonesian speakers. method of describing the existence of expression using qualitative approach of descriptive type. the acehnese language expression data was collected from the informant using a note. the results of this study indicate that the acehnese expression has a certain function in society so that the expression is used when communicating. the functions vary in order to establish loyalty, fairness, tranquility, and to maintain a balance of life. the acehnese phrase exists in the indonesian speaking community because it has a continuity between communication and its implementation in the life of society. the existence of this phrase is used as a social critique, guidance, and advice to streng the nunity and unity with in the frame work of indonesian culture. this expression exists for speakers of the indonesian language because it contains the power of value that is able to educate speakers unconsciously and thoroughly. keywords: existence, acehnese expression, speakers of the indonesian language journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 84 1. introduction language is a means of communication to convey ideas, opinions and feelings to others. the delivery of a particular purpose is often done indirectly or using expressions or idioms. many considerations in communication use phrases, among them to avoid offense. strictly speaking, it can be said that expression is one way of communication in society to convey ideas, opinions and feelings to others in an unusual way (setyonegoro, 2013). the meaning in the expression is implied and is generally profound. the meaning is unpredictable as the meaning of the word in general with the rules of language grammar and semantic theory concerned. the phrase has a meaning that has been conventionally defined by the speakers of the language in question and usually cannot be traced to the meaning generated based on the combined meaning of the word formers of the phrase according to the rules of grammar (suryadimulya, 2007). read the following phrase! bèklagèeèkmanôksuùm 'do not heat like chicken poo' the phrase shaped bèklagèeèkmanôksu clause is a phrase that is so popularly used. the meaning of this phrase cannot be understood by understanding the word per word because basically, every dirt is hot because it just came out of the body. however, the heat is only brief. the outside air (nature) lowers the temperature on the dirt. the purpose of this phrase is someone do not like dirt, his spirits only briefly. spirit or enthusiasm must be constantly on fire so that when doing something it is not easy to give up, discourage, or retreat before arriving at the finish line. the phrase serves to convey that in doing something we must be serious, diligent, and patient. in addition, one does not give up easily. this phrase is suitable for indirect use of others. usually, the innuendo's innuendo will be offended and the awareness is only temporary. it is different when being insulted with the phrase, not easily offended and intent in and scarcely in mind. therefore, the function of this phrase is directive because it can be used to influence others. the function of this directive is oriented to the message recipient to influence others by reminding, commanding, ordering, reminding, threatening, and so on. the main problem in this research lies in the existence of the acehnese expression which is becoming increasingly eliminated in aceh society. in fact, the expression is a wealth of culture and local wisdom in aceh. phrases or idioms are linguistic units of words, phrases, or sentences whose meanings cannot be drawn from general or unpredictable rules of lexical meaning to the elements that make up them in a language (rambitan and mandolang, 2014). the phrase is a word or group of words specifically used to express an intent with figurative language. similarly, it is argued that phrases are combinations of words extracted from long sentences. thus, the phrase is a word that expresses a meaning from a specific intention with figurative language and contains values in society and is passed down from generation to generation (danandjaja, 1986). the acehnese, both the acehnese speakers and the indonesian speaking community, often use the acehnese expression when communicating. speakers of the journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 85 indonesian language obtain an acehnese expression of the communication process with speakers of aceh. then, they use the phrase to emphasize and consolidate an understanding of something being delivered. as a means of strengthening the sense or meaning of communication about a context is often used the relevant phrase, as "seasoning flavor", especially the phrases that are based on the references (azwardi, 2013). in the current reality, the acehnese phrase continues to receive the attention of the people of aceh as it is still relevant to the context of the life of the people of aceh today, although the phrases are not all known by indonesian speakers in aceh. therefore, the study of this phrase is an attempt to see the expressions used by indonesian speakers in aceh. the people of aceh have "weapons" in the language, whether they are used as educating, insinuating, or counseling tools so-called phrases. the phrase is as a people's policy that is one's intelligence. expressions are short sentences extracted from long experiences (danandjaja, 1986). the phrases and proverbs share the same concept. this is because the maxim is a concise, compact phrase that contains comparison, parables, counsel, life principle or rules of conduct (kridalaksana, 2008). the phrase is part of the communication of the cultural system of society (geertz, 1964). of course the expressions that grow in society are positive. the values contained in these phrases consist of conceptions that live in the minds of society and are considered very noble because they are also considered to be guides in attitude, speech and behavior. the phrase function includes (1) the thickening of religious emotions or beliefs; (2) educational tools; (3) an acceptable explanation of common sense; and (4) entertainer (danandjaja, 1986). sociolinguistics comes from the words "socio" and "linguistic". socio is the same as social word that is related to society. linguistics is the science that studies and speaks the language especially the elements of language. thus, sociolinguistics is a study of theories about the relationship of society to language (nababan, 1993). sociolinguistics focuses on the social groups as well as the linguistics used in the group while attempting to correlate these linguistic elements with traditional demographic units on the social sciences, namely: age, gender, socioeconomic class, regional grouping, status and others. even in recent days there has also been a correlation between linguistic forms and social functions in intra communal interaction for the delivery of desired things. it is also defined as the study of how social norms and values influence linguistic behavior; variety and variety are connected with the social framework of its speakers; and the utilization of political linguistic resources as well as social aspects of bilingualism (alwashilah, 1993). therefore, sociolinguistics puts the language in relation to its wearer in society. this means that sociolinguistics views language as primarily a social system and communication system. sociolinguistics provides a guide and ordinance to speakers in using the language, be it a variety of languages or styles of language that must be applied when communicating. the phrases and proverbs share the same concept. this is because the maxim is a concise, compact phrase that contains comparison, parables, counsel, life principle or rules of conduct (kridalaksana, 1999). the phrase is as a people's policy that is one's intelligence. the expression is the phonological or grapheme aspect of the language element that supports the meaning (kridalaksana, 1999). in this regard, phrasing is a short sentence extracted from long experience (danandjaja, 1986). journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 86 furthermore, the phrase may also be interpreted as a word or group of words specifically used for an intent with the figurative meanings spoken as softly as possible and easily understood. they argue that the expression is born from the experiences of one's life and translated as something that has value in view and mind, then be able to transform (transmitted) to others. the function of phrase is as a thickening of religious emotion or belief, as a collective imaginary projections derived from the hallucination of a person who is experiencing mental disorders in the form of supernatural beings, as educational tools of children or adolescents, as an explanation that can acceptable common sense, and to entertain people who are experiencing disaster. the features of expression are as follows. 1. contains figurative meaning; 2. consists of a group of words, phrases, or sentences; 3. contains values and functions for life, social, morals, and others; 4. the particular feature of the aceh phrase begins with the word lagèe (tarigan 1985). marking a phrase can be seen from its characteristics. based on the characteristics of the phrase can be distinguished by poem or proverb. thus, based on the characteristics expressed by tarigan di above, the phrase can be categorized based on its characteristics. 2. method this study used descriptive qualitative method. how it works by describing the object of research and examine the elements contained in the object of the study. technique of collecting data is done by interview and note to informant. the immediate informant is determined by the researcher or the recommendation of another person who is considered often use the phrase in everyday communication so that the expression data is filtered at the source. the data have been obtained will be analyzed qualitatively and described in the form of descriptive. 3. results and discussion (1) lagèe beans tuwekeukulet 'as peanuts forget their skin' the phrase (1) contains a function. the function of this phrase is about the critique of sociology. the value of this criticism is illustrated so clearly that the opposite is implied, ie the peanut shell forgotten on the skin. this phrase is usually used by informants to criticize the unfaithfulness of someone. when there are others on our side to help, protect, care, and guide, we must not forget the service. in terms of function, phrase (1) can be a "weapon" in educating, counseling, or reminding others. this expression is precisely targeted to people who are not loyal or forget the services of others. moreover, the specifics of this phrase can be used as a whip in the insinuation of those who behave as described above. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 87 (2) raya patè asam dengonpate bu 'great place for a side dish rather than a rice place' commonly, bowl of rice is greater than other bowls. however, what is described in the phrase (raya patè asam dengonpate bu) is different. this shows that there is a side touched by this expression either to educate, quip, or remind. in spite of all this, the function of this phrase is similar to the proverb "do not be big pegs from the pole" or "do not spend bigger than income". in addition to counseling, phrase (3) becomes very useful when used for self-introspection in doing something. moreover, we do not occasionally prioritize circumcision rather than mandatory or prioritize secondary and tertiary needs rather than primary needs. that is the function of the above expression. in essence, this life must be balanced so peaceful, peaceful, and affluent. in the realm of function, this phrase serves as an advice to those who put their passions on the spot. in tune with the "great appetite of lack of energy" this expression is a whip for such people. (3) lagèe overpass putohtalo 'like a broken rope' layang-layang (kite) will fly in the air without direction because the controller no longer exists. that is, everything must be based on laws, rules, or systems so that everything is orderly. layang-layang is an object that can be flown when windy in a large field or paddy field by using yarn as its controller. if you want to fly close to the surface then the thread rolled and vice versa. it is conceivable what would happen if it was broken from the overpass. this phrase serves as an expression of advice in communication. the breadth of the scope of the intentions contained in it can be implemented in everyday life so that it becomes an expression of counsel. (4) bak gunongbèktakambakgunong 'on the mountain do not add mountains' growing an attitude of justice and eliminating greed is the function of expression (4). two things can be seen from the use of the word "mountain". mountain in the above phrase is meant with many treasures. on the one hand this phrase describes greed. about these two things is important in society. the presence of phrases intended for justice and greed can at least be used as a carrier of good values in order to improve human degrees. the power of value about the prohibition of not adding to the treasures so spontaneously is said. therefore, the above expression serves as educational / educational. (5) bèklagèeèkmanôksuùm 'do not heat like dirt.' basically, every dirt is hot because it just came out of the body. however, the heat is only briefly. the outside air (nature) lowers the temperature on the dirt. this is what is expected of this phrase. more precisely, the expression (5) says we do not like dirt, the heat is only brief. spirit or enthusiasm must be constantly burning on our minds so that when doing something is not easy to give up, discourage, or retreat journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 88 before arriving at the finish line. the function of the expression (2) may include all sides of which are as follows. a. this expression teaches anyone to do something to be serious, diligent, and patient. b. people who give up easily are the characteristics of people who dare like chicken droppings because it easily wilt, discouraged, and pessimistic. c. this phrase is suitable for indirect use of others. (6) manyangiedengonitèk 'high water rather than duck' the intent in an expression may vary. this difference is caused by the interpretation of the meaning of a phrase by each person of different uses. this expression can be used in accordance with the capacity of the intentions it contains. determination of a function in the expression can be seen from its use, the expression (6) its use is more in the direction for the cultivation of value for others who behave: the large expenditure of the income; work not in accordance with capacity; and excessive appearance. thus it can be deduced that the function of this phrase as conveying the value of kindness in others. (7) lagèe camat gadoh stamp 'like camat lost stamp' lagèe clamp stamp is the expression of the situation. all elements of society go into it, from ordinary people, geuchik, camat, regents, governors, to the highest level, the president. seals are office equipment to certify a letter. these two things cannot be separated. the connection is so close. a busy person's situation is imbued with camat (head of district). the function of this phrase depends on its meaning. when the purpose of this phrase is said simply to joke with colleagues, then its function becomes entertainment. this phrase can also serve as an allusion. in one moment there are people who busy are not clear, panic is also not appropriate situation, this is the right expression affixed to people who behave so. however, in addition to these two functions, the lagèe of the sub-district head of the seal contains a moral message that in every situation we must remain calm, focused, and meticulous in various ways, so that the tasks and work load we do will be perfect. (8) lagèe flies mirah rung 'like red flies' through the expression of social ills can be treated slowly. its value and message will touch the instincts of speakers and listeners so that awareness will be improved gradually as well. the function of lagèe fly expressions to teach how big the risks of people who behave like flies. her sheep action will harm others. it is hoped that this phrase can deliver the value of kindness through communications that gradually touch the hearts of the listener. not only listeners, speakers must be a role model for liver disease (sheep) disappeared from this world. (9) lagèeboh pineungteupup two journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 89 'as the nut is halved' the phrase (7) is a group of words to describe a perfectly harmonious couple. lagèeboh pineungteupup two is the right expression intended for a matching couple. not just limited to the portrayal of harmony only. a deeper study that everyone has advantages and disadvantages. the good couple should be able to deal with the weaknesses of his partner with the advantages that exist in him so that there will be a friendship, brotherhood, or a lasting marriage as long as the body is still contained. it cannot be denied that the nature of moral messages will lead us to a wiser, polite, and wise in addressing things. it can be concluded that the function of expression (9) contains two things, namely as a tool for praise and life guidance. (10) lagèemiedengontikoh 'like a cat with a mouse' the story of the feud of rats and cats has since both existed on this earth. why is that, because in the food chain, rats are a delicious food of cat. however, the cunning, agility, and speed of mice shy away from their prey makes the cat upset. the story of the two feuds is also depicted in a cartoon film that essentially they will continue to quarrel. the meaning of this phrase is precisely aimed at people who are just like mice and cats. never get along and always quarrel. wider scope, this dispute will lead to hostilities and will take victims to trigger the emergence of disputing groups. this expression wants to say that such attitudes have been overcome by lust and harming everyone. the function of this phrase can be used as a whip to cultivate forgiveness. in disagreement, a person has been overcome by lust and jinn. without a wise solution if two things that have dominated humans in various ways. thus, through this phrase it is expected to avoid disputes, hostilities, and quarrels that create negative effects. (11) the warfare is as fine as ever 'temperament like parasite tree' cooperation benefits both parties, while dependency only benefits one party and the other side will continue to lose. this is the description of the expression (11). want to be appreciated by others, so keep the temperament like parasite. the parrot is carried by a bird to a tree and inhabits the tree. the residence makes other plants lose because parasite absorbs food from the tree until the branch where it sticks to death. this will be a social disease that causes people to distance us. the expression guides people not to behave thus. therefore, in accordance with its function, the expression (11) invites the character to be discarded from an early age. furthermore, the negative effects that appear are not half-hearted. if the plants, the branch will die. if in humans, trigger the emergence of disunity and quarrels. (12) beklagèelamji-e 'do not be like in the tampi' the phrase (12) expresses man with no direction and purpose in life. life planning is not arranged in such a way that it is not well directed. the lesson that can journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 90 be learned from this phrase function is that life must be well planned. tampi is a tool for removing rice from dirt (rock, rice, etc.) made from bamboo and widely used by mothers. tampi shape oval and the back side is larger than the front. in it does not come, but it is more curved inward so that if there is contents in it he will dock into the middle. with a width of about one meter wide, the contents in the tampi will roll over like a human in the middle of adang sand. the function of this phrase as a deliberate portrayal of life. through the phrase, several things can be done so that the intended intent of the speaker is implied. this expression teaches its speakers to be wiser in the use of time. that is, the time is spent on a path that is pleasing to god. (13) lagèebrijukbeukahboh 'like birds breaking eggs' fuss is a form of anger thrown by way of treatment or conversation and done to someone else. in addition, he may also be expressed as a sense of dissatisfaction towards something because he did not achieve his goals and satisfaction. unfulfilled desires are also a major factor in this attitude. being a nag is good and bad. the good will be upon the master of the body and the bad go to the people around. but this situation depends. if people around him are also kind of chatty or no story, surely he will not feel troublesome. but if the forefront with different individuals whose character is more relaxed, the nags will be seen annoying. the essence of the sari that can serve as a function of this phrase is that a fussy person will not realize he is fussy, but the people around who are usually the victims of incessant cynical and ignorant words. (14) glulagèeaneuk arrow 'slip like jackfruit seed' the phrase (14) contains a broad meaning. the purpose of this phrase-shaped phrase is to insinuate because the proactive is meant to be negative and that attitude interferes with the comfort of others. therefore, this phrase is appropriate to educate, insult, and offend others indirectly because the meaning is very suitable. in line with the meaning, this expression serves to educate, insinuate, and offend others and yourself. do not act erratically so that others are not comfortable with our behavior. likewise others who behave unwise that fit the phrase glulagèeaneuk arrows. so the function of this phrase is more directed to the character education aspect in order to give a positive influence for the surrounding community. (15) lagèeklahdeungonpilek 'like klah with patarana' klah is a tool used to squeeze the coconut that has been decomposed in order to take the oil. coconuts that have been squeezed out of oil will become patarana. relationship klah with pataranan is very close. both are there to remove the oil which is then used as cooking oil. the depiction of klah with pataranan in this phrase is a manifestation of strong friendship. the bonding of two objects to produce something for others is shown in this phrase. the purpose of this phrase leads to friendship. cooking oil is the result of klah and pataranan. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 91 this phrase shows the two things combined to produce one other thing that is beneficial to human survival. this is what is taught through the function of this phrase about friendship. with friends is expected to combine creative ideas or social action in order to provide enlightenment in a positive direction for others. not only that, let alone for others, useful for both is more than enough. (16) lagèeinonggeutaleuk makmeugang night 'like the night-bomber seized' meugang is a celebration before the fast and the feast, whether it is idul adha or idul fitri. on meugang, women (wives) should cook meat brought home by their husbands. something despicable if a woman is divorced at this time. this habit will bring down the dignity of the woman herself and her family. thus this phrase was born with the intention of stating that it is not good for both women and men. the red thread of this phrase refers more to moral education in order to become a virtuous and character man. of course every phrase has a function. every expression is present in society with their respective functions. this phrase is in the form of clauses and serves as a guideline and self-control so as not to absorb. for a woman crown, one of them, is her speech. they will be very graceful when politely communicates, the election is regular, and the quality of the speech is well preserved so that many men are amazed at it. in addition, the way speech represents the way of thinking. (17) lagèeaneukhanama 'like no mother' for a mother and child when it has been "gifted" this phrase will be devastated. this blow is a very crude satire. children get guidance from parents. parents are obliged to educate a child. both have a very close relationship. the role of parents determines the future of the child. morally children usually get well guided. the purpose of the above expression is directed at parents who do not guard, guide, and care for their children. the use of the child and mother in this phrase affirms the purpose that the quality of family guidance (mother, father, etc.) determines the quality of the child forward. the phrase function (17) is clause-shaped and leads to the parent's obligation to guide the child until the age of the child. children should be well cared for to be a figure of integrity and character. with parenting guidance and education the child will grow well. sociolinguistics examines language by taking into account the relationship between language and society, especially the language speakers. each speaker has its own purpose when communicating. that means one of them will be seen from the language he uses when speaking. language as a tool in the phrase can lead to various things for human survival. language as a tool in the phrase can lead to various things for human survival. the phrase is still developing with short sentences extracted from long experience. the phrase can be used as a word. this group of words is specifically used to usher in meanings with the figurative meanings spoken as softly as possible and easily understood. the phrase born based on the experiences of one's life and translated as journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 92 something that has value in view and mind, then be able to transform (transmitted) to others. the findings of expression at the study sites varied widely. in terms of purpose, the whole phrase must be understood and correlated with everyday experience because it is often interpreted in deeper meaning than what appears at a glance. the meaning in the phrase is implicit. the wholeness of meaning is implied behind the words and parables used. one of the advantages of meaning in expression when one value can be used in various things, for example, the value of education. education as value here is not narrow in the scope of teaching and learning, but its scope to the family order, nature, society, and even to the natural phenomenon that phenomenon is beneficial to society such as the phenomenon of rain. so deep is the meaning in the expression. the phrase means loyalty, justice, tranquility, life balance, harmony, greed, social criticism, dependency, education, friendship, guidance, and counsel. of all these intentions it is not as general as it is mentioned. that is every expression is very specific and leads to the thing desired by the speaker in his communication. the phrase lagèe tuwekeukulet beans that intend loyalty, but if done in-depth study on this phrase will be found intent in terms of functioning from faithful it is shown from forgetting the services of others. 4. conclusion the existence of the acehnese expression in the culture of the indonesian speaking community is evolving with short sentences extracted from long experience. this phrase serves as a tool for educating, insinuating, social criticism, counseling, and so on that have a positive nature. the function of the expression is closely related to the value of taste. this taste value appears in a word / lexeme that can distinguish the meaning of denotative and connotative meanings. the complexity of the expression of connotative and denotative meanings makes indonesian speakers must be very careful in choosing the phrase in their communication. this is because the interpretation of meaning for each phrase is different. this distinction makes different functions as well. the phrase exegesis in communication is very diverse. it may exist in terms of loyalty, justice, tranquility, life balance, harmony, greed, social criticism, dependence, education, friendship, guidance, or counsel. the phrase as a cultural richness is a cultural treasure that deserves to be preserved. its preservation because of the acehnese phrase has a certain function in society so that the expression is used when communicating. the functions are diverse in order to establish loyalty, fairness, tranquility, and maintain a balance of life. the acehnese phrase exists in the indonesian speaking community because it has a continuity between communication and its implementation in community life. the existence of this phrase is used as a social critique, guidance, and advice to strengthen unity and unity within the framework of indonesian culture. this expression exists for speakers of the indonesian language because it contains the power of value that is able to educate speakers unconsciously and thoroughly. journal of applied studies in language, volume 1 issue 1 (dec 2017), p. 83—93 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 93 references alwasilah, a. c. (1993). linguistik: suatu pengantar. bandung: angkasa. azwardi. (2013). ungkapan bereferen binatang dalam bahasa aceh dialek peusangan. dalam jurnal mentari. vol. 15, no. 2 (2012). danandjaja, j. (1986). folklor indonesia. jakarta: pustaka grafitipers. kridalaksana, h. (2008). kamus linguistik. jakarta:gramedia pustaka utama. kridalaksana, harimurti, dkk. (1999). tata bahasa deskripsi bahasa indonesia. jakarta: fakultas sastra universitas indonesia. rambitan, s. dan mandolang, n. (2014). ungkapan dan peribahasa bahasa mongondow. jurnal lppm bidang ekososbudkum volume 1 nomor 2 tahun 2014 71. setyonegoro, a. (2013). hakikat, alasan, dan tujuan berbicara (dasar pembangun kemampuan berbicara mahasiswa). jurnal pena vol. 3 no. 1 juli 2013. suryadimulya, a. s. (2007). kajian kosakata bandingan idiom bagian tubuh bahasa indonesia dan bahasa jepang kontribusinya terhadap pendidikan bahasa jepang. prosiding simposium kebudayaan indonesia malaysia x (skim x) bangi, selangor, malaysia, 29 31 mei 2007. microsoft word 1-jasl-joni.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 1 self-efficacy effect on basic level learners in speaking activities dewa ayu ari wiryadi joni1 i gusti agung putri wirastuti2 faculty of teacher training and education, mahasaraswati university denpasar1, 2 e-mail: wiryadijoni@ymail.com1 e-mail: putri.wirastuti@gmail.com2 abstract – this study aims to reveal the effect of self-efficacy on the elementary level students and factors causing the high level of selfefficacy and its influence on students' english speaking ability. the population of this study were all students of grade viii smpn 3 gianyar, while the sample of this study was taken by random sampling technique with lottery system. for research and data collection methods, the researcher uses some valid and reliable instruments, namely (1) speaking performance appraisal to know students' ability to speak english consisting of 3 criteria ie smoothness, pronunciation and improvisation, (2) self-efficacy questionnaire for knowing the high level of self-efficacy and its influence on students' speaking ability consisting of 4 components ie learning experience, field experience, social invitation, and psychological and emotional condition and analyzed with spss 16.0, (3) fgd guide (focus group discussion) to know the factors causing the high low self-efficacy consisting of these 8 interview questions. a total of 33 students with details of 12 male and 21 female students were grouped into 3 large groups (high, medium, low) to be interviewed through fgd. the results of this study is self-efficacy gives a significant effect on students' speaking ability at the basic level of contribution of 91%. it was also found that the four criteria in selfefficacy have significant influence on students 'speaking ability, the most dominant is the criteria of students' psychic and emotional state when learning to speak english. this study contributes empirically that teachers can update their teaching techniques by observing selfefficacy in students by using creativity in teaching. in addition students can find out what happens to them during english learning so that together can create a comfortable and conducive learning atmosphere. keywords: self-efficacy, ability to speak english journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 2 1. introduction learning english as a foreign language is always an interesting topic to be studied. starting from research on the science of english itself to methods and intricacies involving learning english proficiency. because language is a communication tool in which communication can be oral or written, english proficiency has four basic skills that must be mastered by every learner of language that is listening, speaking, reading and writing). as one of the basic productive skills of english language, english speaking competency becomes important to be mastered by any language learner of any level of education (national education department, 2009). nowadays, the use of curriculum at junior level both ktsp and k13 has had a significant impact on the learning process in english classes. although the outline of the material that must be mastered by students and learning outcomes are not too similar, the demand for english language skills that must be controlled by students is not different. junior high school students are expected to be able to communicate in english through structured activities involving interactions conducted during the learning process, both interactions with teachers and students. these structured activities have been indicated in the learning process in grade viii smpn 3 gianyar. based on the ktsp applied here, the ability to communicate verbally, which in this case is the ability to speak english into one of the focus of the output that must be mastered by students. in the field, this ability is sometimes a scourge for students in this school who are still classified in basic level learners, although the english subject matter contained in it is still classified as basic and not complex; so this automatically affects student achievement. according to informal interviews with teachers teaching english in grade viii smpn 3 gianyar and the results of previous semester tests that have been conducted, most students do not experience serious problems with the value of learning achievement in writing; but experiencing a dilemma when interacting directly and spontaneously using spoken english. this shows that they are experiencing difficulties not in the cognitive aspect but from the affective aspect. many factors influence this situation. these factors can come from outside (external) as well as in student (internal). external factors are external factors, such as school environment, family environment, play / learning, teacher teaching techniques, teacher attention and so on, which can have a positive or negative impact on student achievement; while the internal factor (internal) comes from within the student who can be called affective student's sphere. one of the internal factors is self-efficacy. this self-efficacy factor can affect students' self-confidence that is directly proportional to student learning outcomes. bandura (1995) explains that self-efficacy is a belief in one's ability to be successful in a given situation. this is a person's belief in his ability. with self-belief in a person this can greatly affect all the work he is doing. based on bandura (1995), self-efficacy is a self-fulfilling belief to successfully complete an activity. this self-efficacy theory shows that one will try to accomplish something that they believe they are able to do and will not try it if they believe that journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 3 they will fail. a person with a high level of self-efficacy believes that they are capable of accomplishing very difficult tasks and vice versa. this confirms that when students are convinced that they are able to communicate using spoken english directly and spontaneously then automatically they will be able to perform the task as well as possible. thus, this self-efficacy will have an effect on students that if they believe they are capable of being as difficult as they are then they will by themselves do the utmost to make what they believe to be true. furthermore, bandura states that this self-efficacy comes from social cognitive theory. based on this theory, student self-efficacy means individual students' beliefs in their own ability to achieve satisfactory english learning outcomes and communicate english fluently and acceptable both in class and outside the classroom (skaalvik & skaalvik, 2010). self-efficacy has four sources: success experience, direct model observation, social support, and psychological and emotional states (bandura, 1997). these four aspects have their respective interrelated roles to explain the student's affective state as seen from his self-efficacy factor. based on the above background, research on how strong the influence of selfefficacy to grade viii students smpn 3 gianyar which, still classified as basic level learners and find out what factors that influence it is very important to do. by knowing how big the influence and the factors that cause it to the students' speaking ability in terms of direct interaction using the english language can help teachers to design learning in order to improve the quality of student learning. 2. method this research is a correlation research with one independent variable namely selfefficacy and one dependent variable that is the ability to speak english students. the population of this study amounted to 387 people scattered from class viii a to viii j. for sampling, researchers used a random sampling technique in which the researchers took a sample of 33 people. the entire population is given a self-efficacy questionnaire. furthermore, using the percentage criterion of nitko (1996), the researchers captured 33.33% of the high group, 33.33% medium group and 33.33% low group; resulting in 11 high self-efficacy groups, 11 moderate self-efficacy groups and 11 low self-efficacy groups. to get the necessary data, the researcher uses three instruments namely performance appraisal, questionnaire and fgd guide. all three instruments have been validated by experts to find the validity of content and reliability. performance appraisal used is: assessment of speaking performance. the performance appraisal speaks adapted from brown in supriyadi (2010) which consists of pronunciation, fluidity and improvisation. meanwhile, questionnaires were used to obtain data on student self-efficacy. questionnaire given once. this self-efficacy questionnaire was adapted from a questionnaire developed by bandura (1995) and translated into indonesian to avoid misunderstanding and students can respond appropriately. each item is equipped with a response based on a likert scale with points 1-5 (strongly agree = 5, agree = 4, disagree = 3, disagree = 2, strongly disagree = 1), with negative statements opposite. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 4 in addition, fgd interviews were conducted to identify factors that led to the high-low self-efficacy of students' english speaking abilities. the fgd guide consists of 8 questions developed from 4 aspects of self-efficacy ie learning experience, field experience, social invitation, and psychological and emotional state. fgd interviews were conducted once in a while with each sample group. samples were interviewed using english and indonesian to facilitate data retrieval. the data collected were analyzed using descriptive statistics in which the researcher determined the mean, median, mode, range and standard deviation; and inferential statistics in which researchers processed data using simple linear regression analysis with the help of spss 16.0. 3. results and discussion based on the result of calculation using spss 16.0, descriptive statistical analysis of 33 sample people from this research that is mean 32,40, median 36, mode 20, range 24 and standard deviation 9,09. then the researcher looking for correlation value between self-efficacy and ability to speak english students of class viii smpn 3 gianyar which can be seen in table 1 below. table 1 the correlation value of self-efficacy and the ability to speak english model summary model r r square adjusted r square std. error of the estimate 1 .957a .916 .913 4.244 a. predictors: (constant), self efficacy based on table 1 above, it can be seen that there is influence of self-efficacy contribution to students' ability to speak english. having found the influence of this contribution then the next level of significance or linearity of the regression can be searched. the results can be seen from the summary table 2 as follows. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 5 table 2 the level of significance of self-efficacy and the ability to speak english anovab model sum of squares df mean square f sig. 1 regression 6085.520 1 6085.520 337.867 .000a residual 558.359 31 18.012 total 6643.879 32 a. predictors: (constant), selfefficacy b. dependent variable: speaking from the above table it can be concluded that the f test value or significance test (sig. <0.05) is 0.00. it can be interpreted that the above regression model is significant and meets the linearity standard. given the certainty that there is a correlation effect between self-efficacy and the ability to speak strong english and the data is linear and significant, then obtained the regression value as seen in table 3 below. table 3 the value of self-efficacy regression of the ability to speak english coefficientsa model unstandardized coefficients standardized coefficients t sig. 95% confidence interval for b b std. error beta lower bound upper bound 1 (constant) 25.422 2.776 9.158 .000 19.761 31.084 self efficacy 1.518 .083 .957 18.381 .000 1.350 1.687 a. dependent variable speaking through the above summary table can be informed that the model of regression equation obtained with the coefficient of the constant and the coefficient of the variable is y = 25.422 + 1.518x. it can be interpreted that the constant of 25,422 states that if there is self-efficacy the value of speaking ability is 25,422. the regression coefficient x of 1.518 states that each increase of one value of self-efficacy journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 6 then the value of the speaking ability increases by 1.518. through the results of data analysis above, it can be said that the correlation between self-efficacy factors and the ability to speak english is strong. this can be seen from the correlation value is 0.957 (see table 01 and table 03) which is bigger than the value of r 0,05 (0,344). it can be interpreted that the relationship between self-efficacy and the ability to speak english is in the strong category. it also shows that the value of r square or coefficient of determination (kd) is 91% (see table 01). this proves the extent to which the independent variable of affective factor of students in the form of self-efficacy has a contribution influence of 91% on the dependent variable of english speaking ability, while the other 9% is influenced by other factors outside of self-efficacy. this is in line with that proposed by chastain (1988) which states that affective factors have a greater role in the development of students 'language skills because affective factors control students' cognitive factors either in the form of a desire to continue or stop to learn to grow. in addition, successful language learners use various strategies to achieve successful learning, one of which is a risk-taking attitude often applied by those with high self-efficacy. even if they have not achieved success in the first try, they will keep trying to achieve what is targeted (cervatiuc, 2008). in addition, based on the results of interviews with groups of students with high self-efficacy, it was found that the four aspects of self-efficacy became the cause of a sense of self-confidence in students while learning english that then affect their learning success (tilfarlioglu and cinkara, 2009) . the dominant aspect that occurs to them is the aspect of success experience as well as the psychic and emotional state of the new activity. these students said that they had done previous speaking activities in the classroom, which was a role-playing activity without bringing the manuscript in groups. they prepare themselves thoroughly for it so that the staging of the role-play runs smoothly. given this experience of success, they feel confident when asked to engage in verbal communication in english with a note they are told earlier. in keeping with one aspect of the self-efficacy theory of successful experience, students are confident that they are capable of performing tasks well because they have had success experiences so they are sure they will succeed (bandura, 1995). furthermore, they say that spontaneous, spontaneous, and sudden english speaking activities sometimes make them feel tense because they do not know what to do yet. they claim that although they understand grammar and vocabulary, they still feel tense because the challenge of dealing with new things gives them some kind of concern for their lack of success. however, when given this interview over time they can feel more relaxed to respond to using verbal english. this means they have positive attitudes and self-beliefs that affect their performance in the face of something new. similarly, zheng et al (2009) found that those with high self-efficacy had better use of english, attitude toward english and self-efficacy in ecommunication more positive than those who did not. in addition, mahyuddin, et al (2006) demonstrated that the success of english language learning from language learners in malaysia will increase as the student has a high self-efficacy in the linguistic language. things that are not much different are found in groups of students journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 7 who have a moderate level of self-efficacy. these students claim that the most dominant aspects of self-efficacy affecting them are the psychic and emotional circumstances and the social drive of the teacher. in terms of giving teachers a social boost, they say that teachers when teaching in the class sometimes provide "shock therapy" or quizzes by asking questions in verbal english to make them tense and shocked when answering, but the teacher also gives positive feedback afterwards give praise and support by saying that their answers are pretty good but lacking in terms of language like grammar and pronunciation. this gives them the motivation that they should concentrate fully in learning so that they can answer correctly and correctly. shock therapy and this quiz is given at any time with new material so that students feel tense when begin to be taught new material. this automatically affects their aspect of self-efficacy in terms of psychic and emotional states when faced with something new. as found by bandura, et al (1996) who found that persuasive social impulse, which is one aspect of self-efficacy, has an effect on the success of student learning directly or indirectly. in addition, groups of students with low self-efficacy also have their own experience in learning to speak english. when interviewed, these students mostly use the indonesian language. this is because most of them are less able to pronounce the english vocabulary correctly and feel embarrassed when wrong. they also admit that they prefer other lessons than english because they are less familiar with the grammar being taught and how to use it so they rarely practice english other than in class. the dominant aspect of self-efficacy affects them i.e. the psychic and emotional state when faced with new activities. new activities such as fgd interviews make them fearful and tense because they are basically lacking good english, affecting their selfefficacy. in addition, in the classroom, teachers sometimes give them games by looking for one person or one group of winners. due to the new and challenging games that require fast response, their self-efficacy is declining on the grounds that they will surely lose out against those who are faster and smarter in class. this is one of the factors why the level of self-efficacy of these students can be low. but these students still have an opportunity to become better with their changing views on self-efficacy as everyone develops with new experiences and has a new perception of himself (blumenthal, 2014). as the research conducted by raoofi, tan and chan (2012) in reviewing various self-efficacy studies in efl and esl that found several factors that influence the level of student self-efficacy. they also found that self-efficacy at any rate is a strong predictor of student performance in language skills assignments. in addition, the findings are also in line with hsieh and kang (2010) which revealed that esl learners both high and low performing with high selfefficacy levels have more positive internal and personal attributes than those with low self-efficacy levels directly affect the predicted learning success. 4. conclusion based on the results obtained, it can be concluded that self-efficacy gives a significant influence on the ability to speak english class viii smpn 3 gianyar 91%. this strong influence contributes to student achievement. each student must have self-efficiency journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 8 in doing any activity at any level. this is a straight comparison between student achievement and self-efficacy level. thus, the higher the level of self-efficacy, the better the student's performance in learning. given these findings, teachers are expected to update their teaching techniques by taking into account students' affective spheres, namely student self-efficacy. given self-efficacy has a significant influence on students' english speaking ability. teachers can creativity in the learning process in the classroom so that students feel more comfortable in learning to speak. this affects the students' psychological and emotional state. teachers can use a variety of techniques to teach english speaking skills that not only to improve students' cognition but also increase their effectiveness. one of them is cooperative learning approach with the use of jigsaw technique, stad, gallery walk, carousel activity, etc. the more students feel happy learning the easier the knowledge is received; so automatically the learning experience gained even more can be enjoyed by students. diverse learning experiences with the support of psychological and emotional states will further enhance student self-efficacy and will directly improve student learning outcomes and give them confidence that they are capable of doing whatever is their duty and duty. references bandura, a. (1995). self-efficacy in changing society. london: cambridge university press. bandura, a., dkk. (1996). “multifaceted impact of self efficacy beliefs on academic functioning”. child development. vol. 67. hal. 1206–1222. bandura, a. (1997). self-efficacy: the exercise of control. new york: w.h. freeman and company. blumenthal, l. (2014). self-efficacy in low-level english language learners. portland: portland state university. cervatiuc, a. (2008). “deconstructing the environment:the case of adult immigrants canada learning english”. journal of identity and migration studies. vol. 2, no. 2. hal. 6786. chastain, k. (1988). developing second language skills: theory and practice (3rd edition). new york: hartcourt brace jovanovich. hsieh, p. p., kang, h. s. (2010). “attribution and self-efficacy and their interrelationship in the korean efl context”. language learning. vol. 60. no. 3. hal. 606–627. mahyuddin, r, dkk. (2006). “the relationship between students' self efficacy and their english language achievement”. jurnal pendidik dan pendidikan. vol. 21. hal. 6171. national education department. 2009. materi diklat/bimtek ktsp sma kurikulum tingkat satuan pendidikan. raoofi, s., tan, b. h., & chan, s. h. (2012). “self-efficacy in second/foreign language learning contexts”. english language teaching. vol. 5. no. 11. hal. 60-73. skaalvik, e., skaalvik, s. (2010). “teacher self-efficacy and teacher burnout: a study of relations”. teaching and teacher education. vol. 26. hal. 1059-1069. supriyadi. (2010). pengaruh strategi pembelajaran story telling dan motivasi berprestasi siswa terhadap oral proficiency siswa. singaraja: undiksha. tilfarlioglu, f., cinkara, e. (2009). “self-efficacy in efl: differences among proficiency groups and relationship with success”. novitas-royal. vol. 3.,no. 2., hal. 129-142. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 1—9 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 9 zheng, dkk. (2009). “attitude and self-efficacy change: english language learning in virtual words”. calico journal. vol. 27. no. 1. hal. 205-231. widodo, h.p. (2008). “process-based academic essay writing instruction in an efl context”. ikip negeri malang: jurnal bahasa dan seni tahun 36, nomor 1. microsoft word 8-jasl-basoeki.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 58 study of the name structure of ngara waje sabu tribal society olivia de haviland basoeki1 lusia eni puspandari2 politeknik negeri kupang1 politeknik negeri perkapalan surabaya2 e-mail: oliviabasoeki34@gmail.com1; oliviabs@yahoo.com1 abstract – this paper specifically examines the study of the ngara waje structure in sabu culture, with coverage (1) the lingual structure of the self-name; (2) the meaning of the name of waje ngara according to the perception of the sabu people. the results of the analysis obtained the format of honorific name ma / na + ngara waje + ngara hawu. the emphasis in the waje wajang name structure kajan in the name of the sabu is not distinguished by sex but is characterized by ama (ma's abbreviation) for men and ina (na) for women. the lingual arrangement of names in sabu culture has special characteristics ie the name of the sabu always terminated vowels (a, i, u, e, o). the name of the sabu person does not end in dead or consonant at the end of the word, such as hae, djara, lodo, nguru ,. second, there are no different double consonant together, but the consonant immobilization must be the same, for example: wannyi, banni, lappa. the third characteristic, does not recognize the characters c, f, q, s, v, x, and z because the people of sabu do not recognize these characters so they cannot pronounce the capital letters. example: they are difficult to articulate a word that has a phoneme / s / like the word savu pronounced into hawu; the school is pronounced school; frans is pronounced para, simon is pronounced himo. waje ngara name in sabu culture, has certain characteristics of meaning, namely the meaning of hope, the meaning of memories and the meaning of flattery. in addition, waje's meaning is also associated with certain aspects such as objects around (humans, animals, plants, other objects), cosmic objects (sun, moon, stars) and natural elements (fire, water, earth, mountains). keywords: name, ngara waje, culture, sabu journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 59 1. introduction culture cannot be separated from human life and culture is also a communication, one can communicate who he is through culture so that to conduct interaction and communication, language is needed because through human language build communication. communication events are the first and most important way for humans to express their existence as social human beings. so speaking or using a language means talking about culture or vice versa. this is in line with hoijer's view (in duranti, 2001) that language exists in culture (language in culture) and culture is in the language. name selection is one of cultural events, because the name is used as a marker of identity, place, objects, and even ideas or concepts. for example names such as gede, nurhayati, haposan, soekiran, can be clearly guessed that the belong to ethnic name owners. the people of sabu tribe have peculiarities in terms of self-naming, the most important thing is the society of sabu still reflect on the culture of self-giving. the uniqueness of this naming is interesting to learn, and maintained as a hereditary culture. although william shakespeare's view of 'what's in a name' is what a name means, it is for the sabu person whose name is important, meaningful and special in its own right. the sabu tribe is one of the tribes in east nusa tenggara province, which settled in sabu raiju district that still retains customs in the naming system. the savuist's perception of the name of self is important, because the name is the identity that symbolizes or declares the origin of the offspring. the name in sabu society is the same as the name in general that is the full name that states the origin of the ancestors (ngara bani = name of courage), nickname (ngara waje), and the name of baptism that must be aligned with the nickname. the privileges of naming in sabu society are not limited to newborns, but to adults where names are given also to those who marry sabu as a sign that they have united in sabu culture or to friends who have been regarded as relatives because of the relationship intimate friendship. for example the name domingus, usually called mingus but pronounced with the call migu. then, sabu people interpret and connect migu with a day of the week because the call has something to do with the name of the day, hence the name of affection (ngara waje) is ma day dominant used in everyday calls. based on the above review, this study examines specifically the study of the structure of the name ngara waje in sabu culture with coverage (1) the lingual structure of the self-name; and (2) the meaning of the name of self according to the perception of the sabu. the research of this topic is done by reason of naming in sabu society not owned by other culture; further introducing the sabu naming system to national and international societies as a culture that should be maintained. the purpose of this study describes the study of the lingual structure of names with the following specific purposes: a) describing the lingual structure of the self-name in sabu society; b). identify and explain the meaning behind the person's name according to the sabu. while the expected benefits can be achieved in this study are: a). the availability of an objective picture of the characteristics of the self-naming system in journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 60 sabu culture so that it can be identified, compared and developed in the context of more detailed research; b). efforts to further introduce the culture of sabu society as one of indonesian nation culture that has not been widely known in all parts of indonesia and international world; c). conservation efforts, and the development of sabu culture in particular; d). scientific input and reference for sabu society in the application of selfnaming system. 2. method this design is based on qualitative descriptive research. in the first observation, there are some interesting things to be studied about how the structure of the name ngara waje, and its meaning in sabu tribal culture. the phenomenon of naming in the society of sabu is very interesting because it is unique and has never been studied so it is important to dieksplore the existence or naming (ngara waje) for every sabu person. whether the name structure is something that should be handed down or given in accordance with the customary line is applicable or only as a habit in sabu culture. the time spent in completing this research is about 8 months, while the research location is sabu raijua district especially seba city because it is a meeting place of various sabu sub-cultures, as well as most government and school institutions are in seba. in addition, the city of kupang is an alternative research location for kare. 3. results and discussion 3.1 name as self identity variations or name structures are the most interesting thing to study especially when they are associated with various names from other cultures. names with diverse variations among cultural features have since been observed as references to developing a method of naming. for ancient and primitive societies, the name as a verbal expression, has magical powers so as to influence the bearer. the modern society, on the other hand, considers the person's name as one of the elements of an individual's identity, or as a label that distinguishes it from others, or is used to point and greet someone (brewer, 1981). an example of a system of naming the minangkabau community (see marnita, 2000: 4) the self-naming system for women is not the same as that of men. the title "ketek banamo, gadang bagala" only applies to married adult males. however the names and titles are not the same for every area in minangkabau. in the sundanese society, the name is so meaningful and has the power of 'soul' that the procession of giving is often through a series of sacred ritual ceremonies, which are characterized by pulp beureum, mush porridge. the name in sundanese society known as 'pangnénéh' (favorite name) is used for daily calling, for example icih is the pangnénéh name which also stands for the name sariningsih; enday from iskandar; entob from kartobi. the name 'pangnénéh' is obtained or occurs because it is likely to be named by the parent or done by the child or the person with the name, usually the result of the journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 61 child / name can not articulate his or her name such as the name that has phonem / r / on roni become oni ; because so ana; thunder is whole; irma became ima and so on. in addition to the name pangnénéh, there is another name 'pangogo' affectionate call) for boys, like ujang from bujang; agus from bagus; elu from jalu; asep from kasep and others. while the name pangogo for girls is eulis, euis, elis from geulis (beautiful); enden, nenden (eneng) from raden. for the upper class (frightened) in the name 'pangogo' there is a special name / name as dang, as well as for the son of a regent that is aom. another example is the naming in balinese society, especially the people who are domiciled in darmasaba village. astika, et al. (1992: 10) explains that the naming system of balinese society is closely related to caturwarna or brahmana (brahmin, knights, wesia, and sudra). the house of brahmana added bagus and ayu, thus becoming ida bagus (for men) and ida ayu (for women). the house of knights wore the title of cokorda and anak agung. underage knight wear ngakan (male), ayu (female), dewa (male), and urged (female). examples show that naming in different cultures seems to be marked by socio-cultural conditions held by the people, so the naming system has certain characteristics in each region. this fact also appears in the naming system in sabu society culture, where there are special characteristics it possesses, this is reflected in sabu society culture in the giving of favorite names or matching names, in harmony with the original name / ngara hawu ngara waje which will be described about the lingual arrangement and the meaning behind the name. 3.2 lingual arrangement ngara waje masyarakat sabu the lingual name structure has its own characteristics. these characteristics include: the name of the sabu consists of only one or two syllables, such as ga, djo, hau, lay; the name of the sabu always ends with the vowels (a, i, u, e, o). the naming of the sabu does not end in dead letters or there is no consonant at the end of the word, such as hae, djara, lodo, nguru, walu, dule, buki, kore, lawa; there are no different consonant pendobelan together, but the consonant immobilization must be the same, such as: wannyi, banni, lappa, manno, kanni. the following characteristics in the system of naming people of the savu, do not recognize the characters c, f, q, s, v, x, and z; because, the people of sabu can not pronounce or mention the letters of death, they are difficult to articulate a word that has a phoneme / s / as in the word sabu pronounced hawu; the school is pronounced school; deliberately pronounced hengaja; bike pronounced hepeda; pronounced hemajaja; frans pronounced para; simon is pronounced himo and so on. the arrangement of the waje ngara does not have a patent pattern or certain rules of verb placement, adjectives, nouns or adverbs. the formation is alignment or harmony, so that verbs, adjectives, nouns and adverbs can always be associated with journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 62 humans, plants, animals, nature or other things without a certain rule. location ngara waje must always sebe. sabu name/ ngara hawu ngara waje meaning things at the compound plant pau (mango) pago (stalk) each family member depends on him animal koro (burung) tangi (bird’s singing) the obtained knowledge can be shared human reke (count) para (temporary) has a meticulous, meticulous nature other things huru (spoon) kaba (meal) looking for livelihood for family needs cosmic things lodo (sun) woe (fire) its presence brings light in the family natural element lede (mount) bojo (peak) always be the best in everything based on the research data, the meaning of the name in sabu society culture contains three meanings of hope, memories and flattery. a. meaning of hope the meaning of hope is reflected in naming in the following sample data: 1. ngara hawu given by the parent is ludji means "measure", and usually the appropriate waje ngara is dota "will" and dope "stay" which means will measure and live measure, expressed hope of the future child can measure or arrange aspects of life as wisely as possible, such as in education: parents expect the child to reach the highest level according to his ability, or in managing his income, must measure expenditure in journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 63 accordance with the results obtained later, and able to manage wisely inheritance parent for the continuation of his life. 2. mangngi means "fortune" is ngara hawu given parent, and usually wara ngara waje which is suitable is pili "choose" and nara "can" which means punggut profit and can profit, expressed hope that child present in family bring a lucky, such as boys called mangngi, mean that the family has gained the advantage of increasing men who will strengthen the family lineage b. meaning of memories the name as a marker of historicity addressed by reference to a particular event / event or situation / circumstance at the birth of the child. examples such as in the data: 1. jara "road" indicates hawu ngar given by the parent and usually the appropriate waje ngara is loro "pointer" means the correct guide / guide, showing that when the child is born the mother is on a journey or is in the middle of the journey. even if the journey is so heavy, but the child was born safely. 2. loro "afternoon, light" indicates that the hawu ngar given by the parent and the usual waje suits is weo "flame" means sunshine, showing that the child is born during the day, when the weather is hot, and the sun is shining brightly. behind all that the child is expected to be a brave child, never give up in wading his life someday. c. the meaning of flattery the name of the ancestor is given to the child so that the child will not forget the origin or family ancestry. the apparent meaning not only serves as a marker of genealogy or descent, but there are other meanings in it. another meaning is that parents have the assumption by replacing the name of the ancestors who become role models and flattery, then the child will have the exact same character and character with the ancestor whose name was replaced. examples are listed in the following data: 1. the child is named ma lena dju to replace dju hegi's ancestor. dju is his hawu ngara, while ma lena is his waje ngara, this patent name is used in the family environment and association for the owner of the name, in addition to his baptismal name. the expectation of parents is to use the name of the ancestor, the child in question later in life has the exact same character / character as his ancestor of wise. 2. the child is named ma lobo elo to replace lobo elo's ancestor. elo is his hawu ngara, while ma lobo is his waje ngara, this name is a patent for the owner of the name. the expectation of parents is to use the name of the ancestor, the child has the same journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 64 talent and character / character with his ancestor that is a fair leader and likes to help his neighbor. 4. conclusion each region has its own form, features and rules about the study of the naming system, it will always change according to the social changes of its people. this is also reflected in the structure of self-naming within sabu society. from the data shown, obtained a rule or form of honorific name / form ma / na + ngara waje + ngara hawu. it needs to be emphasized in the system of naming the culture of sabu is the name in the society of sabu not distinguished by sex but marked with ama for men and ina for women, generally abbreviated ma from ama and na from ina. the lingual arrangement of names in sabu culture has its own characteristic that is generally sabu people have names that always end with vowels (a, i, u, e, o). the naming of the sabu does not end in dead letters or there is no consonant at the end of the word, such as hae, djara, lodo, nguru, walu, dule, buki, kore. further, there are no different consonant bundles, but the consonant immobilization must be the same, for example: wannyi, banni, lappa, manno, kanni. another characteristic of the system of naming the sabu community is that it does not recognize the characters c, f, q, s, v, x, and z because they do not have or recognize them so that sabu can not pronounce or declare consonants, articulate a word that has a phoneme / s / like the word savu pronounced hawu; school. references astika, i n. (1992). “penamaan orang dalam masyarakat bali di desa darmasaba”. denpasar: universitas udayana. laporan penelitian. brewer, j. d. (1981). “bimanese personal names: meaning and use”. ethnology no. 20, 203215 detaq, y.y. (1973). memperkenalkan kebudayaan suku bangsa sawu. penerbit: nusa indah. ende – flores. duranti, a. (2001). linguistic anthropology. massachusetta: blacky publishers gleson, p., m. wakefield. (eds). (1968). language & culture. ohio: charles e. merrill publishing company. koentjaraningrat, (1990). pengantara ilmu antropoligi cetakan ke-8. jakarta: rineka cipta. kridalaksana, h. (2008). kamus linguistik. jakarta: pt. gramedia pustaka utama. moleong, j. l. (2003). metode penelitian kualitatif. bandung: pt. remaja rosdakarya. pateda, m. (2010). semantik leksikal. jakarta: rineka cipta. ratu, k. a. (2009). wacana budaya li kewede dalam ritual kenoto pada masyarakat sabu (sebuah analisis linguistik kebudayaan). tesis, pascasarjana program linguistik universitas nusa cendana. ratu, k. a. dkk. (1998). nilai budaya (dalam sastra lisan sabu). jakarta: pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudyaan. riwu, k, robert. (2005). orang sabu dan budayanya. penerbit: jogja global media. yogyakarta. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 58—65 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 65 sabon, o. s. & musa l. (2008). “sistem sapaan bahasa sabu kabupaten kupang”. dalam lingua didaktika, jurnal bahasa & pembelajaran bahasa volume i edisi 2 tahun 2008, hlm. 116–130. saussure, f. de. (1988). pengantar linguistik umum (seri ildep). yogyakarta: gadjah mada university press. sudikan, s.y. (2001). metode penelitian kebudayaan. surabaya: unesa unipress bekerjasama dengan citra wahana. microsoft word 5-jasl-darlina.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 35 derivational affixes in japanese and indonesian (the study of linguistic typology) lien darlina politeknik negeri bali e-mail: liendarlina@gmail.com abstract – japanese and indonesian seen from morphological typology is an agglutinative language in which the morphological processes are done by affixation, i.e. by adding prefixes, suffixes and infixes. while the basic sequence sentence structure has a sov sequence pattern for japanese and svo for indonesian. the predicate filled by the verb is capable of binding arguments in constructing the clause structure, so that there are verbs with one, two and three arguments, it depends on the type of verb. this study is a preliminary study of japanese and indonesian derivative verbs: the study of linguistic typology. the theory of linguistic typology is used to analyze the formation of japanese and indonesian derivative verbs in which the verb serves as the core of the predicate to bind the argument in constructing the clause structure. from the perspective of linguistic typology, the results of the analysis show that (1) the basic form of japanese derivative verb formers are adjectives (keiyoushi) and noun verbs, whereas indonesian derivative verbs are derived from adjectives, nouns and pre-categorical. (2) the japanese derivation affixes joining the adjective (keiyoushi) are -める meru, -まる maru, -がる garu’, -む mu and which joins the noun verb is -する suru. while the derivational affix of the indonesian that joined the nouns are meng-, ber-, ter-, ke-an, ber-an, ber-kan, per-, -i, per-i, per-kan, the affix that joins the adjective are meng-, ber-, ter-, ke-an, ber-an, ber-kan, per-, -kan, per-i, dan –i and the affixes that join the pre-categorical are meng-, ter-, ber-, ber-an, -i,-kan. keywords: linguistics, typology, derivatives 1. introduction this contrastive analysis aimed to describe the similarities and differences between the object under study, making it easier to understand both languages. this contrastive analysis is used to describe the characteristics of the language structure, ie japanese and indonesian languages which are the field of study of this research. japanese and indonesian are typologically an agglutinative language, ie there is an equation in the morphological process that can be done with affixation. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 36 greenberg (in mallinson and blake, 1981), shows that languages in the world can be grouped according to the basic order of subjects, objects, and verbs. greenberg concludes that there are six basic typing patterns of sentence sequences: svo, sov, vso, vos, osv, ovs. the typology of japanese and indonesian is different, both in terms of phrase structure and sentence structure. in the phrase structure, the japanese noun phrase follows the order of the md, while indonesian follows the dm sequence. japanese sentence pattern pattern has a sequence of sov (subject-object-predicate), while indonesian language has svo sequence pattern (subject-predicate-object). linguistic typology is a study of the science of language how language is grouped based on the characteristics of the structure. the grouping of these languages is based on the properties (property) possessed by the language itself (mallinson and blake, 1981, comrie, 1993, artawa, 2000, jufrizal, 2012). artawa (2005) in his scientific oration explains that linguistic typology refers to a theory or theoretical framework that will serve as the basis for the assessment to classify languages based on certain parameters, whereas language typology is the result of a study based on the theory of linguistic typology, features and properties of the same grammatical behavior. verhaar (2006: 144-146) explains the derivational affix always causes a word class change, but if maintaining the word class, it will change the meaning. katamba (2006: 92-100) explains the concept of derivation and inflection as follows, inflection is related to predictable, automatic (automatic), systematic, consistent, and does not alter the lexical identity. while derivation is more unpredictable based on syntactic rules, is optional or sporadic, and change the lexical identity. akhmad saugi ahya (2013: 13) the process of derivation is the process of forming the word that produces a new lexeme that causes the change of word class. while not changing the word class, but changing the meaning (changing the lexical identity). ermanto (2008: 26) describes four types of derivational affixes: (1) featural derivation, (2) functional derivation, (3) transposition and expresive derivation. the contrastive analysis study of two languages between indonesian and japanese is very important, considering the condition of japanese language learners is increasing, of course it can not be separated from japan as a developed country capable of mastering various economic and technological sectors in indonesia. thus the impact of the condition, then many who want to learn japanese. the hope of this contrastive study result gives benefit to japanese language learners and indonesian language learners, except for bipa (indonesian for foreign speakers) teachers. another important factor is the reason for the need for a contrastive analysis study between japanese and indonesian languages, especially in the field of verbal derivation has not been done, especially those studied with typology theory, although this study is very interesting to be examined because the characteristics between japanese and indonesian languages the same typology -the same affix, the derivational affix can alter the class of words, otherwise the derivational affix can regulate valence. valence is closely related to the verbs as the core of the predicate, ie the verb will involve arguments in constructing the clause structure and the number of arguments involved by the verb is called valence or in other words that valence is the ability or necessity of the verb that occupies the predicate element of a sentence in binding the argument. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 37 2. method this study is a preliminary study of indonesian and japanese derivative verbs that include the formation of derivative verbs and their argument structures, and this paper deals only with the formation of japanese derivative verbs and indonesian languages. japanese derivative verbs can be derived from the basic form: adjectives and noun verbs, whereas indonesian can be derived from the basic form: nouns, adjectives and preconceptions. to facilitate the understanding of the discussion and analysis flow of japanese derivative verbs and indonesian language, the following will be explained by the following research steps. the study began preparing text data from official manuscripts of official speeches, novels, newspapers, and textbooks. the next step is to start to process the data, ie by entering the database into the corpus program that is ready to operate by opening the command (file.dir) to search and collect data that is by typing the affix the derivation you want to search, for example typing affix in column search (search), then press start to start searching data. the corpus program as a data provider will display all of the affiliated verbs {-mem} on the computer screen, and continue storing the affixed verb data {mem-} with the following clauses into separate files. likewise for the other affixes of derivation are: {i}, {per}}, {per i}, {berlah}, {per -} {ber -}, {ter-}. the data of derivative verbs that have been stored in separate files will be processed based on the two proposed problems, namely the first system of derivative verb forming by grouping based on the basic form of derivative verb formers ie nouns, adjectives, and prekatagorials. the second is to describe any affixes that the indonesian language joins with nouns, adjectives, and prekatagorials. likewise the japanese derivative verb data, its stages are similar to the searches performed on indonesian derivative verbs only for japanese language data are done manually by marking each derivative verb. from the research steps can be described in the diagram of the research model as follows. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 38 model research this study of derivative verbs of japanese and indonesian is qualitative descriptive research, so that the required data is qualitative data. the data for this research are written data taken from the official manuscript of official speech and kompas newspaper of opinion column as well as editorial, novel and textbook as primary data and oral data from informant. primary data used in this research is written data and spoken data. 3 results and discussion 3.1 formation of japanese and indonesian derivative verbs. 3.1.1 japanese derivative verbs japanese derivative verbs can be derived from: 1) adjectives and 2) noun verbs a. japanese derivative verbs derived from adjectives 高まる takamaru、高める takameru,安まる yasumaru、安める yasumeru,早まる hayamaru、早める hayameru, 悲しがる kanashigaru、悲しむ kanashimu, 良がる yogaru, 悪める warumeru、悪がる warugaru,おもしろがる omoshirigaru,詰まらながる tsumaranagaru,難しめる muzukashimeru,難しがる muzukashigaru,易しがる yasashigaru,おいしがる oishigaru,まずがる mazugaru,暑める atsumeru、暑がる atsugaru,寒がる samugaru,つめたがる tsumetagaru,広まる hiromaru,広める data source: japanese: novels, textbooks indonesian: novels, official speeches, newspapers method: corpus basic forms: japanese: 1) adjectives, 2)verbal nomina indonesian:1) nomina, 2) adjectives, 3) pre-categorical �berprefiks: per-,ber-, men-, ter � bersufiks: -i, -kan � berkonfiks : per-kan, peri, ber-kan, ber-an, ke-an data: derivative verbs of japanese and indonesian finding theory: typology verb-forming affix: japanese: 1) adjective, 2) verbs indonesian: 1) nomina, 2) pracategorical, 3) adjectives journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 39 hiromeru,広がる hirogaru,狭まる semamaru,狭める semameru,軽める karumeru, 軽がる karugaru,長まる nagamaru,短める mijikameru,遠まる toomaru,近まる chikamaru, 近める chikamaru, 暗がる akarugaru, 遅まる chikamaru, 遅める chikameru,からめる karameru,からがる karagaru,しおからがる shiokaragaru, すっぱがる suppagaru,苦がる wakagaru. b. japanese derivative verbs derived from deverbal noun 勉強する benkyoo suru, 昼寝する chuushoku suru,宿題する shukudai suru, 出張 する shutchoo suru , 残業する zangyoo suru,電話する denwa suru,失礼する shippai suru ,仕事する shigoto suru,アップする appu suru,テストする tenisu suru,朝食する chooshoku suru,昼食する chuushoku suru,夕食する yuushoku suru,出発する shuppatsu suru,予約する yoyaku suru,旅行する ryokoo suru,ゴルフする gorufu suru,買い物する kaimono suru,到着する toocahku suru,帰国する kikoku,説明す る setsumei suru,質問する shitsumon suru,休憩する kyuukei suru,発表する shuppatsu suru,会議する kaigi サッカーする sakkaa suru,キャンセルする kyanseru suru,案内する annai suru,両替する ryogae suru,ミーティングする miitingu suru,観光する kankoo suru,テニスする tenisu suru,散歩する sampo suru. 3.1.2 indonesian derivative verbs indonesian derivative verbs can be derived from: 1) adjectives 2) nouns, and 3) precategorical a. indonesian verbs from adjective. menggigil, membenci, melengkung, melenggang, melekat, memelas, berjejal-jejal mendekati, terpenuhi, menjauhi, menyenangi, berbahagia, berkelanjutan, berkeyakinan, kedinginan, kepanasan, pertinggi, perbaiki, perkaya, perbarui mengeratkan, membahagiakan, menyakitkan, terharu (shivering, hating, curling, walking, sticking, poking, crowding, approaching, fulfilling, avoiding, loving, being happy, sustained, believe, being/feeling cold, feeling hot, rising, fixing, enriching, renewing, solidifying, making happy) b. indonesian derivative verbs derived from nouns mengendap, membahana terengah-engah. bersarung menggelegar berkilauan mendidih beperkara berkilat . berdetak. terharu tergelak bersinar-sinar melangkah berhenti terpompa berkilat. terpesona melayari, melubangi mengalami menganugerahkan kehujanan, kecopetan, beranggotakan menyutradai, peralat persenjatai, menelepon, berkebun (settling, blowing, panting, glittering, glittering, boiling, lithe, shiny, ticking, tearing, chuckling, shining, stepping, stopping, pumping, shine, fascinating, navigating, perforating, experiencing, granting, being rained, pickpocket, member, direct, equipment, weapon, call, gardening) c. japanese verbs derived from pre-catagory journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 40 mengelak, mencuat, berlinangan, terpingkal-pingkal, terbelalak, melongo, beralih menulari, menghindari, membiarkan, mengalir berlinangan (dodging, sticking, waving, giggling, staring, gawking, switching infecting, avoiding, letting, flowing, stretching) 3.2 affix forming japanese and indonesian verbs. 3.2.1 the affix of japanese verbs a. affixes that join the adjective (形容詞) that is -まる-maru, める-meru, -がる-garu, -む-mu. 1. -まる-maru : 高まる takamaru、安まる yasumaru、早まる hayamaru、広ま る horimaru、狭まる semamaru、長まる nagamaru、遠まる toomaru、 近まる chikamaru、遅まる toomaru 2. -める-meru : 高める takameru、早める hayameru、安める yasumeru、悪め る warumeru、難しめる muzukashimeru、暑める atsumeru、広め る hiromeru、狭める semameru、短める mijikameru、近める chikameru、 遅める toomeru、からめる karameru、軽める karumeru 3. -がる garu: 悲しがる kanashigaru、良がる yogaru、悪がる warugaru、お もしろ がる omoshiroaru、詰まらながる tsumaranagaru、難しがる muzukashigaru、易しがる yasashigaru、おいしがる oishigaru、まず がる mazugaru 暑がる atsugaru、寒がる samugaru、つめたがる tsumetagaru、広がる hirogaru、軽が る karugaru、暗がる akarugaru からがる karagaru、しおからがる shiokaragaru、すっぱがる suppagaru、苦がる wakagaru 4. -む mu : 悲しむ kanashimu b. the affix that joins the noun verb is する, as follows. する suru à 勉強する benkyoo suru, 昼寝する chuushoku suru, 電話する denwa suru、宿題する shukudai suru、出張する shutchoo suru suru、失礼する shippai suru、予約する yoyaku suru、到着する toochaku suru、説明する setsumei suru、両替する ryogae suru、案内する annai suru、朝食する chooshoku suru、出発する shuppatsu suru、買い物する kaimono suru. 3.2.2 affix verb former of the indonesian language a. affixes that join the basic form of adjectives, among them as follows meng-, ber-, ter-, ke-an, ber-an, ber-kan, per-,-kan, per-i, dan –i 1.meng: menggigil, membenci, melengkung, melenggang, melekat, memelas journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 41 (shivering, hating, warping, bending, clinging, poking) 2. ber : berjejal-jejal, berbahagia, berteriak (crowded, happy, shouting) 3. ter : terharu, terpenuhi (touched, fulfilled) 4.ke-an : kedinginan, kepanasan (cold, overheated) 5.ber-an : berkelanjutan, berkeyakinan (sustainable, faithful) 6.per : perkaya, pertinggi (enrich, making higher) 7. –kan : mengeratkan, membahagiakan, menyakitkan (solidify, make someone happy, make somenone painful) 8. per-i : perbaiki, perbarui (ix, update) 9. –i : menyenangi, mendekati, menjauhi (like, approaching, away from) b. affixes that join the basic noun form, are as follows meng-, ber-, ter-, ke-an, beran, ber-kan, per-, -i, per-i, per-kan 1.meng-: mengendap, membahana, menganggukkan, menggantikan, menyudutkan, menelepon, memihak, menganugerahkan, mengelap (settling, blowing, nodding, replacing, cornering, calling, taking sides, granting, wiping) 2. ber : berkontribusi, beragama, berkebun, berkilat, berkedip, berdiri, berkata, berhenti, berkicau-kicau (contribute, confess to religion, gardening, gleaming, blinking, standing, saying, stopping, chirping) 3. ter-: terengah-engah, terpompa, terpesona, terharu, tergelak ( panting, pumping, fascinated, moved, chuckled) 4.ke-an: kesatuan, kehadapan, kemasyarakatan, kegotongroyongan, kecopetan, kehujanan. (unity, face to face, community, wandering, pickling, being trapped by rain) 5.ber-an : berkaitan (related) 6.ber-kan : berlandaskan, beranggotakan (based, membered) 7.per : perbudak, peralat (slavery, manipulating) 8. per-i : persenjatai (weaponing) 9.–i : mengatasi, melayari, melubangi, menyutradai, mengalami (overcoming, navigating, punching, directing, experiencing) 10. per-kan : perkenankan (allow) c. affixes that join the pre-categorical basic form are as follows: meng, ter-, ber-, ber-an, -i 1.meng : mengelak, mencuat, merenggut, merosot, membiarkan (dodging, sticking, grasping, degenerating, letting go) 2.ter : terbelalak, terseok-seok (wide-eyed, shuffled) 3.ber-: beralih, belajar (switch, learn) 4.ber-an: berlinangan, berhamburan (tearing, splintering) 5.-i : menyelinapi, menghindari, menulari, menghindari (sneaking, avoiding, infecting) 4. conclusions journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 42 the formation of japanese and indonesian derivative verbs has similarities, since the morphological typology both of them are agglutinative language, ie the process of word formation can be through affixation. the equations are both japanese and indonesian verbs: 1) can both be formed from the basic form of adjectives and nouns. 2) can both form intransitive verbs and transitive verbs. japanese intransitive verbs are marked with suffixes -まる-maru, -がる garu. while the intransitive verbs of indonesia are marked with affixes meng-, ber-, ter-, ke-an, ber-an, dan ber-kan. japanese transitive verbs are marked with suffixes -める meru, -む mu. while the transitive verbs of indonesian are characterized by affixes meng-, per-, -i, -kan, per-i, per-kan. the unique suffix -する suru in japanese verbs and prefixes in indonesian verbs can form intransitive derivative verbs and transitive derivative verbs. the differences are: 1) japanese derivative verbs can only be formed by the addition of suffixes only, while 2) indonesian derivative verbs can be formed by the addition of affixes (prefixes and confix). references alwi, h. dkk. (2003). tata bahasa baku bahasa indonesia. jakarta: perum balai pustaka. aronoff, m. and kristen fudeman. (2011). what is morphology? (second edition). united kingdom: willey blackweel publishing. artana, i n. r. (2011). “klasifikasi dan peran semantis argumen verba bahasa jepang”. denpasar: program pascasarjana universitas udayana. artawa, i k. (2005). ”tipologi bahasa dan komunikasi lintas budaya” orasi ilmiah pengukuhan guru besar universitas udayana. denpasar: universitas udayana. blake, b. j. 1990. relational grammar. new york: routledge. chaniago, a. (2013). “analisis pembentukan nomina dan verba yang berasal dari ajektiva-i bahasa jepang (skripsi)”. medan: universitas sumatera utara. chaer, a. (2007). linguistik umum. jakarta: rineka cipta. comrie, b. (1983, 1989). language universal and linguistic typology. oxford: basil blackweel. comrie, b. (1983, 1989). “lynguistic typology” in newmeyer (ed) linguistics: the cambridge survey vol. 1. cambridge: cambridge university press. dixon, r.m.w. (2010). basic linguistic theory. oxford: oxford university press. dixon, r.m.w. (2010). basic linguistic theory vol.2. oxford: oxford university press. djajasudarma, t. f. (1993). metode linguistik : ancangan metode penelitian dan kajian. bandung: eresco. fikri, i. (2012). studi komparatif sufiks suru dan koto ditinjau dari aspek derivasional dalam bahasa jepang. fakultas sastra: univdu. greenberg, j.h. (1974). language typology: a historical and analitic overview. the hague: mouton haspelmath, m., andrea d.s. (2010). understanding morphology : understanding language series. london: an hachettehoder education an hachette uk company. hardiansyah, s. (2012). “identifikasi kesulitan mempelajari bahasa jepang pada siswa sma islam sudirman ambarawa”, (journal of japanese learning and teaching vol. 1, no. 1). semarang hirai, m. (1989). nandemo wakaru shinkokugo handobukku. tokyo: sanseido. iriantini, s. (2006). “verba (i) kausatif berpemarkah (s) aseru dalam kalimat bahasa jepang (tesis)”. bandung: program pascasarjana universitas padjadjaran. james, c. (1988). contrastive analisys. london: longman. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 35—43 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 43 kadir, p. m. (2012). “verba berpasangan transitif-intransitif (jita) kalimat bahasa jepang dan pengungkapan maknanya dalam bahasa indonesia: kajian morfosintaksis (disertasi)”. bandung: program pascasarjana universitas padjadjaran. kageyama, t. (1993). bunpoo to gookeesi. kyooto: hitsuji kenkyuu gyoosho. katamba, f. (1993). modern linguistics morphology. london: macmillan press ltd. katamba. f. (1993). morphology. london: macmillan press. keraf, g. (1990). linguistik bandingan tipologis. jakarta: gramedia. kibrik, a.e. (1977). the methodology of field investigations in linguistics . paris: mouton & co b.v. publishers, the hague. koizumi, t. (1993). nihongo kyoushi no tame no gengogaku nyuumon. tokyo: taishuukan shoten. kridalaksana, h. (2008). kamus linguistik (edisi ke-4). jakarta: gramedia pustaka utama. kridalaksana, h. (2005). kelas kata dalam bahasa indonesia. jakarta: gramedia pustaka utama. (edisi ketiga). lieber, r. (2009). introducing morphology. new york. cambridge. university press. lyons, j. (1995). pengantar teori linguistik. (soetikno. penterjemah). jakarta: gramedia pustaka utama. mallinson, g., blake, b.j. (1981). language typology : cross linguistic study and syntax. amsterdam: north holland publising company. matthews, p.h. (1997). the concise oxford dictionary of linguistics. oxpord: oxpord university. mahsun. (2005). metode penelitian bahasa tahapan strategi metode dan tekniknya. jakarta: raja grafindo. jakarta: universitas indonesia. moleong, l. (2002). metodologi penelitian kualitatif (edisi baru). bandung: remaja rosdakarya. murakami, m. (1986). shoho no kokubunpoo. tokyo: shoryuudo. parera, j. d. 1993. sintaksis. ende-flores: nusa indah. roni. (2012). hubungan qualifier dan penyambung dalam frasa predikat verba (jurnal nihongo vol. 4, no. 2, november 2012). bandung: asosiasi pendidikan bahasa jepang indonesia. microsoft word 11-jasl-iriance.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 88 improving speaking ability of the students of smk kelautan dan perikanan negeri 12 medan labuhan by implementing role play technique iriance politeknik negeri medan e-mail: iri_2963@yahoo.co.id abstract – this research aims to describe whether role play technique can improve speaking ability of students of smk negeri 12 marine and fisheries medan labuhan. the object of this research is 30 students of class xi and used as sample. this research was conducted in two cycles collaboratively where the researcher was assisted by english teacher as a collaborator. the implementation procedure of this research consists of four stagesincluding planning, implementation, observation, and reflection. data were collected using several research instruments, viz. scoring rubric, observation sheet and field notes. the results show that role play is an effective learning technique in teaching speaking. students can speak with confidence, use better grammar and pronounciation as well as increased vocabulary. students become more active and enthusiastic, teaching and learning process becomes more interesting. keywords: speaking ability, technique, role play 1. introduction english learning process in many schools actually does not show satisfying results. many students are failed in learning english. they cannot communicate by using the language learned either orally or in writing even though they have already learned the language. many students in conversation classes are afraid to speak. it is caused by their learning experiences which are not emphasized in the usage of the language. most of the students study in classes with many students and school environment situation which is noisy, so the opportunity to speak is also limited. some other students study english at school but are not motivated to use it. we cannot deny a fact that the failure is caused by many problems during the learning process. problems in english teaching seem to become something special and important. these problems have also been become the topics which are most frequently discussed and analyzed, especially the problems which are related directly to english journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 89 teaching. however, the most important thing is that, we, as english teachers which are involved directly in the learning process must try to find solution to solve those problems to fulfill the learning objectives. based on the preliminary research conducted at smk kelautan dan perikanan negeri 12 medan labuhan, researchers found out some problems related to the learning process at school. the problems found were: 1. students have lack ability of speaking; students have low motivation in learning english; 3. the teachers still applied monotone technique and method of teaching. the problems in this research are: is the english speaking ability of students in smk kelautan dan perikanan negeri 12 able to be improved through role play technique? this research was aimed at finding out whether the english speaking ability of students in smk kelautan dan perikanan negeri 12 able to be improved through role play technique. speaking commonly is the most difficult among the four abilities in language. in one thing, speaking is listening and understanding or even reading and writing. speaking is an ability to produce articulation sounds or words to express, state, and tell thoughts, ideas, and feelings (tarigan, 2008:16). that definition shows clearly that speaking is related to word pronouncing which is aimed to convey feelings, ideas, or concepts. brown (2001) states that 'speaking is an interactive process that forms the meaning that includes producing, receiving, and processing information. the form and its meaning depends on the context in which the conversation takes place ". we usually use the ability to speak as a means of communication in everyday interactions. the presence of speakers and listeners is a necessity to establish two-way communication in speaking activities. therefore speaking can be separated from activities called communication. communication is the way a person mununjukkan his feelings, his thoughts, to ask, to ask for help, to argue, to persuade, and others. richard in nunan (1992) gives some characteristics of speaking competence: 1. grammar and vocabulary knowledge of the language. 2. knowledge and rules in speaking, such as knowing when to start and end talking, know what topics can be discussed in different situations. 3. knowledge of how to use and respond to various topics such as begging, apologizing, inviting, and others. 4. knowledge of how to use the language correctly. speaking is the most popular form of language used by people in building relationships with one another. as a communication tool, speaking basically arises in context. in the social context, speaking is used as the most dominant mode of communication. in other contexts where written language is given higher status exists in the educational context, but still spoken language is still required. the main purpose of talking is to communicate. communication is the sending and receiving of messages or news between two or more people so that the intended message can be understood. therefore, in order to convey the message effectively, the speaker must understand what will be communicated or communicated. tarigan also argued that speaking has three general purposes: to inform and report (to inform), entertain and entertain (to entertain), and to persuade, persuade, persuade and persuade (to persuade). therefore students should be taught about acceptable language functions and sentences used in opening the conversation, responding, and ending the journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 90 conversation. for this reason, english teachers should use teaching techniques that can engage students actively in conversation. in order for teaching and learning process to be fun and active and students interested in practicing english are learned then teachers need to design and develop learning materials. one of the teaching techniques used in teaching speech skills is the roleplay technique. this method provides an opportunity for students to use their knowledge and experience to play the role given to them. in this way students will be able to improve their ability to issue targeted languages, can work together in groups, be effective in discussing the given issues, making students more creative. in order to achieve the objectives of role playing techniques, we need to consider several aspects, among others, aspects of pbm activities, learning materials aspects, role play procedures, media aspects used, role-plays, role plays and aspects of teacher roles. role-playing techniques involve a minimum role assignment to group members and provide goals to be achieved by the role-playing participants. brown suggests playing roles by one person, in pairs, or in groups (brown, 2001) role play is an activity to mimic the character or behavior of a particular person that is different from the character and behavior of the students. in this case, students pretend to be others in situations created in the classroom. then the students are explained about the situation where they will dialogue, but the students make their own sentences to be used in dialogue based on the instructions given by the teacher. while huang (2008) applies six steps in the role play procedure in the class he teaches, the six steps are: determining learning materials, selecting situations and making dialogue, teaching dialogue for role play, asking students to practice the role, asking to modify the situation and dialogue and practice it, and the final step is to evaluate and check students' understanding. 2. method this research was conducted in several stages, namely the design of research activities, the implementation of research, observation, and refleksi. hal is in accordance with the characteristics of classroom action activities proposed by kemmis and mctaggart (1988). to obtain research data, researchers used several research instruments, namely scoring rubric, observation sheet, and field notes. the data is then tabulated by calculating the percentage of students' speaking skills for the four language elements and self-esteem. the criteria are successfully established as a basis for whether the implementation of class action activities is successful or not. researchers use two successful criteria: class action activities are said to be successful if: a. 60% ≤ students achieve a minimum level of good while speaking in english. b. b. 60% ≤ students meet 5 out of 7 confident indicators when involved in pbm and when students engage in conversation. in the first criterion above, the researcher should assess the student's performance when speaking using analytical scoring rubric. what is meant by analytical scoring rubric is a guideline developed to promote consistency in the application of objectives and learning standards (kemmis, s. & mctaggart, r. 1988). the assessed language elements include fluency, grammar, prounounciation and vocabulary using an observation sheet. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 91 scores speak students for each language element = number of scores per language element: number of students using the formula above the score the student will have a distance of 1-5 where:figures 1-1.9 bad categories; number 2-2.9 enough category; figure 3-3.9 good category; score 4-4.9 categories very good; best 5 category scores. while the second criterion for 'confidence' is used an observation sheet that contains indicators of confidence in speaking, among others: speak without hesitation; does not show nervousness; maintaining eye contact with the other person, away from anxiety; not repeating the same word or phrase; understand what the other person is talking about; responding to what is being said. 3. results and discussion in cycle 1, based on the observation of students' speaking ability, students still find errors in some language elements, namely weakness in fluency, grammar, pronunciation and vocabulary. in terms of fluency of speech, most students still use english influenced by the mother tongue. six students (20%) are embarrassed in speaking, so the message they convey in speech becomes unclear. they often do the repetition in the sentence delivered. there are 18 students (60%) fearful and embarrassed in uttering almost every sentence, so they can not finish the sentence and repeat the same sentence over and over again. only six students (20%) can communicate, meaning that they stumble in some parts of the conversation but do not interfere with the purpose of the conversation. in terms of grammar eight students make many mistakes in terms of grammar so that the message conveyed becomes less clear. a total of 24 students (80%) made a mistake almost on every sentence that was uttered but the message conveyed was still understandable. while 6 students (20%) did some grammatical errors but did not affect the message delivered. in terms of pronunciation, a student is reluctant and very shy to speak, and every word pronounced wrong. a total of 18 students (60%) made a mistake in a few words thus making the meaning of the sentence to be unclear. whereas 12 students (40%) reached 'sufficient' level in the pronunciation of words where there were only a few wrong words in the pronunciation but did not affect the meaning. in the use of vocabulary, students do not experience much trouble when using certain words because the teacher has provided a conversation for them. they just study the conversations given and modify the conversation with the help of the teacher, practicing it in front of the class. based on the observation sheets, 15 students (50%) use very limited vocabulary, 12 students (40%) use enough vocabulary and the remaining 3 people (10%) use very good vocabulary because they use varied vocabulary. data obtained by researchers from the observation sheet about students' selfconfidence in terms of speaking during the learning process. in this first cycle none of the students showed self-confidence in speaking. found the majority of students shy, embarrassed, afraid, nervous, not looking at the other person (not keeping eye contact in speech.this leaves them unable to express what they want to say even students journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 92 repeatedly repeat for the same word or phrase, using or mixing the mother tongue into english conversation. reflection the above data is used to measure whether the use of role playing techniques meets the criteria 'successful' or not. the level of students' speaking skills is grouped into 5 categories: 'bad', 'sufficient', 'good', 'excellent' and 'best'. the use of role-playing techniques in english learning is successful when ≤60% of the students attain 'good' speaking levels for observed language elements, including fluency, grammar, pronunciation and vocabulary use. based on the results of the researchers' calculations, none of the students reached 'good' levels for two of the four language elements observed. only in the words 'vocabulary' element 3 students (10%) achieved 'very good' level and on the language element of 'fluency' 6 (20%) students reached 'good' level. in terms of 'self-confidence' the criterion is successful when ≤60% of students meet 5 of 7 high confidence criteria when students are involved both in the learning process and in carrying out the conversation. data obtained from the observation sheet showed six students who met the criteria of confidence in speaking using english. a total of 6 students were able to speak fluently but with poor grammar and pronunciation. while the six students have the criteria of confidence or 20% of students have confidence in speaking. considering the facts found in the field and based on the results of reflection, the researchers made changes to be made on cycle 2. 1. researcher as teacher must change the way of teaching that is if previous teacher in explaining conversation talk quickly, then teacher have to change by talking with same speed with student. so that the whole stage of teaching and learning process can be followed by students. 2. teachers should add and clarify guidance or instruction in each learning process so that students really understand the material or material being taught. 3. teachers who must organize groups and group members. in addition, teachers should motivate students so that they are not afraid to make mistakes especially in english grammar. so they are not afraid and reluctant to speak in english. 4. researchers should increase the time for students to modify the previous conversation 15 minutes to 25 minutes. this is due to the many students who complain about the short time given to them to modify the conversation. 5. teachers should really observe which students need help when modifying the conversations to be displayed. cycle 2 begins three weeks after cycle1 is completed and the researchers ask for teacher cooperation to use role playing techniques in teaching students to speak english. it aims to get students accustomed to learning model of role playing technique before cycle 2 is implemented. journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 93 4.2 cycle 2 from the results of student achievement analysis in speaking, it can be concluded that there is a significant increase in the implementation of role play in pbm. although some of the students still make mistakes in some elements of the language observed ie smoothness, grammar, pronunciation, and proper use of words, but the number of students who make mistakes is reduced for the language element of 'fluency', there are 15 students (50%) who achieve the 'good' level, 3 students (10%) reached the '' very good 'level, and 2 students (6.7) reached the' best 'level, and only 10 students (33.3%) remained at' good enough 'level. none of the students observed received a 'bad' level. in the 'grammatical' language element, 6 students (20%) remained at a 'bad' level, 3 students (10%) reached 'excellent' levels, and 21 students (70%) reached 'good' levels. this data shows an increase compared to the outcome of cycle 1 where 24 students (80%) are at 'bad' levels. the same thing happens to the language element of 'pronunciation'. the observation sheet showed the quality of 'pronunciation' increased significantly 22 students (73%) reached 'good' level, even 8 students (27%) could reach 'good enough' level. in the proper use of the word, there is no serious problem when students use certain words because the researcher has provided conversations and students are assisted in modifying the conversations. the researcher provides complete instructions for the conversations that the student will perform. they learn the conversation, modify the conversation, and practice the conversation and present the conversation in front of the class. based on the observation sheets obtained results: 20 students (67%) reached 'good' level, 10 students (33%) got 'excellent' level, and they were able to use varied words. compared with the first cycle, there is an increase in students' confidence in speaking. the data show 12 students (40%) speak without hesitation and shy and they can express what they want to convey in conversation easily. 9 students (30%) showed no nervousness, 6 students (20%) reduced the use of mother tongue. only 3 students (10%) are still thinking about english forms and rules of speech. reflection after all stages in the procedural play are implemented on the 2nd cycle, researchers and teachers jointly evaluate the learning process that has been done. the researchers used the data obtained in cycle 2 to measure whether the use of role playing techniques in the english speaking learning process has met the 'successful' or 'not' criteria. based on the calculations in cycle 2, the average speaking ability has reached a 'good' level ≥ 60%,. the data obtained from the observation sheet on students' self-confidence shows that 70% of students meet 5 of the confidence indicators provided in this study. elevated student speaking capacity for 4 elements of a 'good' level of language in cycles 1 and 2 journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 94 language element base line cycle 1 cycle 2 fluency n/a 20% 67% grammar n/a 0 80% pronunciation n/a 0 73% vocabulary n/a 10% 100% table 1 enhancement of student self confidence achieving 'good' levels in cycles 1 and 2 things observed base line cycle 1 cycle 2 confidence n/a 20% 70% referring to the above data, it can be concluded that the use of role-playing techniques in teaching english can improve the ability and confidence in speaking. in cycle1, all students as much as 80% of people have the ability to speak fluently 'bad' and only 20% of students reach the good level. after role playing technique was used, students' fluency improved significantly to 67%, the same thing also happened to grammar elements increased significantly from 0% to 80%. in the pronounced element pronunciation also a significant increase from none of the students reach 'good' level in cycle 1 to 73% in cycle 2. whereas in vocabulary language element there is a significant increase of 10% in cycle 1 to 100% on cycle 2. because the criteria succeeded in this study must meet: 1). ≤60% of students reach a 'good' speaking level. 2). 60% ≤siswa meet 5 of 7 criteria of high confidence in speaking, it can be said that the use of role playing techniques in learning speaking for students of smk negeri 12 marine and fishery medandapat improve students speak and confidence in english. 4. conclusion from the research result it can be concluded that using role play in english teaching can improve speaking ability of smk negeri 12 marine and fisheries medan labuhankarena result of this research has fulfilled the criterion 'succeed' that is 60% ≤ student reaches level of speech 'good' for four element of language namely: fluency, grammar, prounciation, vocabulary and 60% ≤ students have met 5 out of 7 criteria of confidence in speech. teachers should consider several things in using role-playing techniques for speaking teaching, such as: journal of applied studies in language, volume 2 issue 1 (june 2018), p. 88—95 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 95 1. teachers should organize the time as effectively as possible for each activity 2. teachers should give clear instructions with moderate speaking speed. references alwasilah, a. c. (2006). pokoknya sunda: interpretasi untuk aksi. bandung: pt kiblat buku utama. brown, h.d. (2007). teaching by principles: an interactive approach to language pedagogy (3rd edition.). new york: pearson edocation, inc. burns, a. & joyce, h. (1997). focus on speaking. sydney: macquire university press. huang, j. s. 2008. role play technique. the internet tesl journal. kemmis, s. & mctaggart, r. (1988). the action research planner. victoria: deaken university press. nunan, d. (1992). designing task for the communicative classroom. sydney: cambridge university press. tarigan, h.g. (2008). berbicara sebagai suatu ketrampilan berbahasa. bandung: angkasa microsoft word 10-jasl-sitepu.docx journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 76 phonological awareness and quick naming of developmental dyslexia in sekolah dasar inklusif pantara, jakarta yanti br sitepu linguistics study program (s2), faculty of cultural science, university of indonesia e-mail: yantisitepu@live.de; yanti.br@ui.ac.id abstract – the weak phonological awareness and slow reaction time in word identification is a disorder that dyslexic people have in reading (wolf and bowers, 1999). therefore, this study will investigate the ability of phonological awareness, rapid naming and reading ability of people with dyslexia. the subjects consisted of 4 children aged 7-8 years of dyslexia in sekolah dasar inklusif pantara, jakarta. the four dyslexic children were compared to the control group (20 children from kwitang 8 pskd pancoran mas, depok, who had the same age and gender as dyslexic children). the research used quantitative method with case study control design. the study was conducted with three experiments, namely: reading test, counting the number of syllable, and fast-track test. the first experiment consisted of 100 words (simple words, digraphs, diphthongs, and consonant clusters). the second experiment consisted of 48 words (24 words with illustrations and 24 words with three syllabics). all words are from the 10,000 words that have the highest frequency in the indonesian linguistic corpus. the third test is 50 ran letters (pennington et al., 2001). results showed that persons with dyslexia had a lower ability than the control group on all three tests. dyslexic children tend to perform sound recovery, eliminate phonemes and swap words with non-words and slow reaction times. based on the results obtained, 2 dyslexic children data support double deficit hypothesis wolf and bowers (1999) because dyslexic children show phonological deficits and rapid naming deficits. keywords: phonological awareness, fast naming, reading, dyslexia journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 77 1. introduction developmental dyslexia is a specific learning disability that is motivated by a neurobiological state (dyslexiaida.org). the word dyslexia comes from greek, δυς (dis) ie difficulty and λέξις (lexia) is the word (wagner, 1980). according to lyon and shaywitz (2003) the learning disability experienced by dyslexic children is characterized by the difficulty of accurately recognizing the word and the ability to spell and weak coding. such difficulties are thought to be derived from phonological disorders related to cognitive abilities and the effectiveness of classroom instruction. in addition, the disturbance experienced also affects the ability to read, thus inhibiting the development of vocabulary in children. children who have been established as dysphicians generally show difficulties in recognizing and remembering sounds, difficulty in recognizing rhythm, reading reversed letters / words, removing and adding sounds, difficulty in spelling words that have complex syllables, difficulty remembering words new words, word exchanges, slow reading and no reading interest (reid, 2011, p.11). due to these difficulties, children who exhibit dyslexic disorder are often considered ignorant, lazy to learn and become victims of abuse (hurford, 1998, p.34). examples of reading errors that dyslexic children make are converting <b> to <d>, <p> to <q>, <u> being <n>, <m> becoming <w>, and <s> being <z > (hermijanto et al., 2016; solek and dewi, 2015, pp. 4, al-shidhani, arora (2012) atmajaya (2016) also found dyslexic children read 'in' to 'in'. in this case it appears that dyslexic children exchange [m] to [n] .in french speakers, maïonchi-pino, magnan and ecalle (2010) find dyslexic children to exchange [m] to [w], [p] to [d] or [b] and [ʈ] become [s]. based on these errors it appears that the dyslexic child made a mistake in naming the letters and the sounds. in addition to sound exchange, maïonchi-pino et al. (2010) also found dyslexic children more easily read kv (consonant-vowel) syllables than syllabic kkv (vowelconsonants) or kvk (consonant-consonants). atmajaya (2016) also found that the pattern of word structure changes that occur in dyslexic children tends to be deviations in words that are more than two syllables. dyslexic children tend to reduce the number of syllables such as: 'request' [mɘminta] is read 'request' [minta], and 'other' [other] is read 'laya' [laja]. based on the performance of the syllable, dyslexic children show limitations in recognizing syllables. unlike normal children in general. based on the findings of treiman and baron (1981), 7-year-old american children are able to correctly count the number of syllables (100% true), such as counting the number of syllables in the word rabbit (rabbit), where normal children can count syllables well. similarly, cossu, shankweiler, liberman, katz and tola (1988) found that normal italian children (7 years old) could count the number of (100% true) syllables in twoand threesyllable words such as gatto (cat) melon (melon), thermometro (thermometer). starting from the errors of dyslexic children, it appears that dyslexic children have a weak phonological awareness. phonological awareness disorders are generally regarded as major deficits in reading (brady and shankweiler (1991); catts (1989), journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 78 1996; fletcher et al., 1994; stanovich and siegel (1994); wagner and torgesen (1987); wolf and bowers (1999) see in catts, gillispie, leonard, and miller (2002)). phonological awareness is the conscious ability of detecting and manipulating sounds of language (wagner and torgesen, 1987), for example, counting the number of syllables, the child is able to identify different words but has the same or similar sounds, such as: sweet, seat, street (goswami, see in brunswick et al., 2010). in addition, the child is able to determine the number of phonemes in simple words, for example: captain consists of 6 phonemes (goswami, 2010, p.28). wagner and torgesen (1987) also assert that the inability to understand sounds in the syllables can cause phoneme changes as sound is heard. the change is a phonological process. phonological processing capabilities include weak phonological memory capacity and fast naming. rapid naming is a naming process involving storage subprocesses, searching and retrieving sounds / words in memory and fast speech production (denckla and rudel (1974), see in wolf and bowers, 1999). the naming capability is based on cognitive processes such as visual perception, auditory perception, and memory (storage, preservation (preservation), and calling). thus, when the phonological memory is weak, the encoding of sound representations in short-term memory is disrupted, as well as the storage of the sound representation in long-term memory. based on the limitations of dyslexic children, wolf and bowers (1999) classify phonological disorder and rapid naming of dyslexia in three types: 1) if the dyslexic child has difficulties in phonological, but good fast naming ability (same as the control child), then the child dyslexia is included in the category of phonological deficits; 2) if the dyslexic child exhibits good phonological ability, but indicates a rapid naming deficit, the dyslexic child is included in the rapid naming deficit; 3) if the dyslexic child has a phonological deficit and a weak, weak naming, then the child has a double deficit. this has been found in 11 children (portuguese) of 22 children studied by araújo, pacheco, faísca, petersson, and reis (2010) in which the dyslexic children studied had phonological disorders and rapid naming disorders in reading. the double deficit hypothesis in dyslexic children is defined as a phonological processing disorder and rapid naming disorder that affects reading ability (carmen, 2007; gibson, 2006; colbert, 2005; miller, 2006; vukovic and siegel, 2006). based on the above description, this study will investigate the ability to read, phonological awareness and the rapid naming of dyslexic children. in addition, the study is also expected to contribute to the double deficit hypothesis, the phonological deficit hypothesis, and the rapid naming deficit hypothesis. the results of this study are expected to help therapists, teachers, parents and researchers dyslexia so that dyslexic children can get treatment as early as possible. 2. method the research was conducted by quantitative method. the researchers calculated the true number of each test submitted to the subject of the study. thereafter, the correct answers of each dyslexic child and each control group were compared in the spss program by using an independent t-test comparison. 24 children participated in the journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 79 study, among which were 4 dyslexic children of 2 males and 2 females. dyslexic children come from sd inclusive pantara, tebet, jakarta. each dyslexic child is given initials d1, d2, d3, and d4. d1 male, age 7 years, iq = 92; d2 are male, 8 years old, iq = 92, female d3, iq = 96, and dd are female, 9 years old, iq = 92). the inclusion criteria for dyslexic children are already attending school or over 7 years of age, living in urban areas, already diagnosed as dyslexic, and a minimum of senior secondary education. 20 control children came from sd kwitang 8 pancoran mas, depok. the 20 children consisted of 10 men and 10 women, ages 7 to 8. the inclusion criteria for control children are not having any psychological disturbance, have attended school, minimum parenting education of sma. the test is done in each school. for dyslexic children, the test is performed in the psychologist's room, pantara inclusive sd. the test was conducted in april 2017. for control children, the tests were conducted in two places, namely the library and the school health unit of sd kwitang 8 pskd pancoran mas, depok. the tests were conducted from april to may 2017. each dyslexic child had an iq test, and overall, iq scores of dyslexic children fit the established inclusion criteria, i.e. between 91-100 (wechsler scale). for control children, intelligence tests were conducted on may 29, 2017 by an integrated clinic of the university of indonesia's faculty of psychology. the children chosen are children who have an average level of intelligence and above average. experiment 1 (reading) 100 words read by child dyslexia and also control group. the words chosen for this test are taken from the 10,000 words that have the highest frequency in the indonesian linguistic corpus (search engine). selected words are divided into 4 types: simple word (divide), digraph (only), diphthong (only), and consonant cluster (scheme). each word is printed in the form of a card. each child is asked to read every word after hearing the instruction (tap mark) to start reading. time from start tapping until child starts reading count. the remarks obtained when reading are recorded. the recording device used by the author is sony icd-px440 digital voice recorder 4 gb. experiment 2 (phonological awareness) forty-eight (48) words are taken from the indonesian linguistic corpus of indonesia in 2013 which has the highest 10,000 word frequency. the list of words is composed of 24 words illustrated (12 simple words and 12 consonant clusters), 24 three syllabic words (12 simple words and 12 consonant clusters), e.g. baby, drama, independence, president. the list of words is read by one of the bipa teachers of the faculty of cultural sciences and recorded. children are asked to listen to the words heard from the recordings, then the children are asked to count the number of syllables from every word they hear. children clap their hands twice after hearing a two-syllable word (e.g. baby, coffee, cat, and clapping three times after hearing a three-syllable word (e.g. flag, woman). experiment 3 (quick naming) journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 80 rapid naming test or referred to as ran (rapid automatic naming) test is a type of test used to determine the lexical ability and time required since the instruction sign starts until the child begins to read. the ran test consisted of 50 stimuli according to the ran test done by pennington et al. (2001), which is 5 letters that have the highest frequency (according to research conducted by pennington et al (2001) presented at random as many as 10 times in one card. child is given a card consisting of a series of letters <a>, <d> , <o>, <s>, <p>, <s>, <o>, <d>, <a>, <p> the child is asked to name the row quickly after hearing the tap as a start sign. tap until the child starts to say the letters are calculated. the same thing is done on each line / card. 3. results and discussion a. ability to read in reading the word (see diagrams 1 and 2), the percentage of reading ability of the first dyslexic child (d1) is 0%, the second dyslexic (d2) is 99.6% (simple word), 12.0% for digraph, 48% for diphthalmic, 4.0%, reading ability of third dyslexic (d3) children when reading simple word is 100%, digraph 92%, 100% diphthongs and 4.0% consonant cluster, for fourth dyslexic child (d4), simple word reading ability is 32%, digraph 0%, 0% diphthongs, and 0% consonant clusters. based on the anjarningsih (2015) study the sequence of normal children's reading abilities starts from simple words, then diphthongs, digraphs, after which consonant clusters. in accordance with these findings, dyslexic children appear to have the same ability sequence. the order of reading ability of first dyslexic (d1) and second (d2) children starts from simple words, then diphthongs, then digraph, after which consonant cluster. in contrast to third dyslexic children, the order of reading ability of third dyslexic child (d3) is started from simple word (same ability as diphthong), then digraph and consonant cluster. the fourth dyslexic child (d4) is also the easiest to read simple words, but is unable to read digraphs, diphthongs and consonant clusters. dyslexia reading ability can be seen in the picture below: 0 96,0 32,0 0 12,0 92,0 0 0 48,0 100,0 0 0 4,0 4,0 0 0 10 20 30 40 50 60 70 80 90 100 d1 d2 d3 d4 kata sederhana digraf diftong gugus konsonan 83,1 92,3 98,5 100 99,2 96,2 96,9 100 96,9 93,8 96,9 100 85,4 85,4 93,1 100 0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 80,0 90,0 100,0 gk-1 gk-2 gk-3 gk-4 journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 81 figure 1. diagram of reading ability of dyslexic children figure 2. figure 1. diagram of reading ability of control group. at the time of reading, dyslexic children make reading mistakes such as converting words into meaningful words and meaningless words. such errors are like swapping sounds, for example 'smile', the second dyslexic child mentions serum [sɘrʊm] and third dyslexic child mentions senyp [sɘɳʊp]. in addition, dyslexic children change the word as a whole as a fourth dyslexic child reads a smile with lepa [lɘpa]. when reading a word with a consonant cluster, the second dyslexic child reads the word slogan with molen [molɛn], the third dyslexic child (d3) reads it with slokan, and the fourth dyslexic child (d4) reads it with the cl kl [klɘk]. dyslexic children also remove phonemes and add phonemes such as peace to read and often read frequently. dyslexic children who exchange sounds are second (d2) and fourth (d4) dyslexic children. the sounds that the second dyslexic child exchanges are [a] to [u], [g] to [ɟ], [ɟ] into [a], [t] becoming [b]. the fourth dyslexic child converts [b] into [p], [t] becomes v], [g] becomes [p], [d] becomes [p], [d] becomes [p], [m] becomes [n] , [k] becomes [ɟ], [f] becomes [p], [t] becomes [b], [ɳ] becomes [ɟ], [ɳ] becomes [w], [w] becomes [j]. based on the exchange of dyslexic children tend to swap sounds to make noises and noiseless sounds to sound, other than that nasal sounds changed to semi vowel. based on the exchange of sounds performed, these characteristics are in accordance with the findings of hermijanto et al. 2016; dewi, 2015, p. 4; al-shidhani, arora (2012). in addition, the ability of dyslexic children simplifies words and converts words into pseudowords according to findings from atmajaya (2016). the exchange of sounds and changing the length of the word and converting the word into pseudo-words may be due to weak orthographic abilities and weak phonological processing. b. phonological awareness based on comparisons made with independent t-test, dyslexia a and control group showed significant differences. children with dyslexia a have lower ability than control group in counting syllables in word disyllabic (p = 0,005) and three syllabics (p = 0,005); dyslexic children b have significant differences with control group when counting syllables on three syllabics (p = 0,000); d dyslexic children have a significant difference in counting the number of syllables in the word disyllabic (p = 0.005). when counting the number of syllables, dyslexic children who succeeded in counting the number of syllables in a word consisting of two syllables (100% true) were the first, second and fourth dyslexic children. for words consisting of three syllables, the first and fourth dyslexic children have the same ability with a true percentage of 91.7%. journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 82 figure 3. diagram of counting ability to syllable number of bi-syllabic and three syllabics of dyslexic child figure 4. diagram of counting ability to syllable number of bi-syllabic and three syllabics of control group. based on the word type, on the simple word the first dyslexic child (d1) and second dyslexic child (d2) can calculate the number of syllables by correct answer (100%), for third dyslexic child (d3) can count the number of syllables by correct answer 75%, and fourth dyslexic child (d4) can answer correctly as much as 45%. in the task of counting the number of syllables in the consonant cluster, the first dyslexic child (d1) can answer with a success rate of 91%, the second dyslexic (d3) 45.8%, third dyslexic (d3) and fourth dyslexic (d4) %. figure 5. counting skill diagram of number of syllable in simple words and words with consonant cluster figure 6. counting skill diagram of number of syllable in simple words and words with consonant cluster by control group 100 58,3333 3333 91,6666 6667 8,3 91,7 91,7 58,3 91,7 0 10 20 30 40 50 60 70 80 90 100 d1 d2 d3 d4 hitung silabel disilabik hitung silabel trisilabik gk1 gk2 gk3 gk4 md 95,8 96,7 97,5 88,3 mt 95,8 95,8 97,5 96,7 95,8 96,7 97,5 88,3 95,8 95,8 97,5 96,7 20,0 30,0 40,0 50,0 60,0 70,0 80,0 90,0 100,0 da la m % 100 100 75 45,8 91,7 45,8 29,2 29,2 0 10 20 30 40 50 60 70 80 90 100 d1 d2 d3 d4 kata sederhana gugus konsonan gk1 gk2 gk3 gk4 md 95,8 96,7 97,5 88,3 mt 95,8 95,8 97,5 96,7 95,8 96,7 97,5 88,3 95,8 95,8 97,5 96,7 20,0 30,0 40,0 50,0 60,0 70,0 80,0 90,0 100,0 da la m % journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 83 c. fast naming letters in reading the letters (see figures 1 and 2), the percentage ability to name the letters by the first dyslexic child (d1) is 74%, the control group a is 99.6%, the second dyslexic (d2) is 88%, the control group obtains 98% , the third dyslexia (d3) is 100%, the control child also gained 100%, and the fourth dyslexic (d4) is 74%, but the control group is 100% (see diagrams 1 and 2). based on the comparison done by using independent ttest, the results show that the first dyslexic child (d1) differed significantly with the control group (mean d1 = 37.00; mean gk-1 = 49, sd = 0.447, p = 0.000) , mean d2 = 37.00, mean gk = 44.00, sd = 0.894, p = 0.005; p = 0.282), third dyslexic child (d3) (mean d3 = 34.00; mean gk = 38.00, sd = 0.707, p = 0.007), fourth dyslexic child (d4) (mean d4 = 37.00; mean gk = 50.00, p = 0,000). thus it can be seen that dyslexic children 1, 2 and 3 have significant differences with their control group, or have lower ability than their respective control group. d. reaction time the reaction time of the first dyslexic child (d1) while reading the letter is 4.80 seconds (control group 1.15), whereas the reaction time of reading the word is not found because the dyslexic child can not read the word (control group 0.78 seconds) and has worked hard reading, but not able. the reaction time of the second dyslexic child (d2) while reading the word is 5.88 seconds (control group 0.69 seconds), while the reaction time of mentioning the letter is 3.44 seconds (control group 1.25 seconds). for third dyslexic son (d3), reaction time while reading the word is 0.68 seconds (control group 0.59 seconds), while reaction time says the letter is 2.15 seconds (control group 0.59 seconds). for fourth dyslexic son (d4), reaction time when reading the word is 8.6 seconds (control group 0.46 seconds), while reaction time for reading letters is 3.4 seconds (control group 0, 8 seconds). figure 7. alphabet ran ability diagram of dyslexic child figure 8. alphabeth ran ability diagram of dyslexic child 74 88 100 74 0 20 40 60 80 100 d1 d2 d3 d4 99,6 98,8 100 100 0 20 40 60 80 100 gk-1 gk-2 gk-3 gk-4 journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 84 based on the reaction time of each dyslexic child, the ability to mention letters by the first dyslexic child (d1) with the control group has a difference of 3.65 seconds, the difference between the second dyslexic child (d2) in reading the word is 5.181 seconds, while when naming the letters, 2.19 seconds. for third dyslexic child (d3), there was difference of reaction time 0,089 second while reading, while when to name difference of reaction time is 1,569 seconds. for the fourth dyslexic child (d4), found the difference of reaction time 8.114 seconds while reading, while when naming the letter found difference of reaction time 2,167 second. based on the above discussion, dyslexic children look to have different abilities. the first dyslexic child (d1) is unable to read, but is able to calculate the number of syllables well. when asked to mention the letters, d1 has a success rate of mentioning letters as much as 74% (average control group 99.6%), and requires reaction time of 4.8 seconds while the control group only requires an average of 1.1 seconds in the mention alphabet. based on these abilities, child d1 may have a rapid naming disorder in reading, but has a good phonological awareness. inability to read may also be due to weak orthography skills given that d1 tends to exchange letters such as switching <b> to <p>, <p> to <d> and <b> to <d>. figure 9. reactive time of dyslexic children figure 10. reactive time of control group the second dyslexic child (d2) is incapable of reading words that contain digraphs, diphtheses and consonant clusters well. d2 is also unable to calculate the number of syllabic and tricilabic syllables, nor is it able to calculate the number of 0 5,88 0,675 8,6 4,809 3,442 2,158 3,417 0 1 2 3 4 5 6 7 8 9 10 d1 d2 d3 d4 membaca ran 0,786 0,699 0,589 0,456 1,151 1,252 0,589 0,8 0 0,2 0,4 0,6 0,8 1 1,2 1,4 gk-1 gk-2 gk-3 gk-4 membaca ran journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 85 simple syllables and words with consonant clusters. when reading a word, d2 takes 5.5 seconds (control group average 0.6 seconds) and reads 3.4 seconds (group control average 1.1 seconds). based on the characteristics of reading, d2 simplifies the word as when read kalu, the lake is read and the knife is read by a knife. in addition, d2 also swap words into nonwords, like taufik read delika, morally readable raka and brutal rama. based on the capabilities possessed by d2, d2 is likely to have a double deficit for not being able to read well, have a weak phonological awareness, and have a much lower ability in fast naming than the control group. in accordance with the hypothesis proposed by wolf and bowers (1999) that when a child with dyslexia has a weak phonological awareness and weak weak naming, the dyslexic child has a double deficit. the third dyslexic child (d3) has difficulty only on words containing consonant clusters. d3 immediately says do not know when reading a word that has a consonant cluster. based on the ability to calculate the number of syllables, d3 has the ability to calculate the number of syllables in the simple word 75% and 29% consonant clusters, disyllabic and three syllabics 29%. the rapid naming capability shows that d3 does not have nearly the same reaction time as the control group at the time of reading the word, but when reading the letter d3 takes more than 2.1 seconds or looks slightly longer than the control group (0.5 seconds). thus, based on the ability to read d3, the incompetence of reading consonant clusters matches the abilities of normal children. anjarningsih (2015) found that children aged 7-8 years showed difficulty reading words with consonant clusters. the difficulty is closely related to the process of child growth. in addition, when counting the number of syllables, d3 also shows difficulty in counting the number of syllables in words containing consonant clusters. the fourth dyslexic child (d4) is unable to read. the difficulty of reading is characterized by several types of errors, namely: swapping letters, such as from [read] rays [pari], had been tabi [tabi], and songs [songs] read lapu [lapu]; swapping the whole word with pseudo-words, for example, can be read [hurry], toilet [toilɛt] read totek [totɛk]; product [prodʊʔ] is read sasi [sasi], and classical [klasiʔ] is read nutmeg [pala]. based on the ability to calculate the number of syllables, d4 can not calculate the number of syllables in the word disyllabic, but able to calculate the number of syllables in three syllabics word. in addition, the ability to calculate the number of syllables in simple words is 45% and consonant clusters by 25%. at the time of reading the word, the time of the d4 quick naming reaction is 8.6 seconds (control group 0.4 seconds), while reaction time mentions the letter is 3.4 seconds (control group average 0.8 seconds). based on the ability of d4, dyslexia d4 may have a double deficit (wolf and bowers, 1999) because it has weak phonological awareness and a much faster naming capability than the control group. 4. conclusion based on the above discussion, it can be concluded that dyslexic children have different abilities and disorders. every child of dyslexia has its own uniqueness. based on read performance, syllable awareness and fast naming of four dyslexic children tested, there journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 86 are two dyslexic children (d2 and d4) who have a double deficit, which has a phonological awareness deficit and a weak, weak naming. one dyslexic child (d1) shows a rapid naming deficit. these results support the wolf and bowers (1999) hypothesis in classifying the deficits of dyslexic children and findings from araújo, pacheco, faísca, petersson, and reis (2010). from reading performance to dyslexic children, these results are in accordance with atmajaya (2016) because it finds several types of errors in dyslexic children such as swapping letters, swapping words into nonwords, simplifying words, and eliminating phonemes. references al-shidhani, t. a., arora, v. (2012). “understanding dyslexia in children through human development theories”. sultan qaboos university medical journal, 12(3), 286–294. atmaja, y. d. s. (2016). kemampuan membaca pada anak disleksia di sekolah inklusif galuh handayani surabaya kajian psikolinguistik. skripsi, universitas airlangga. anjarningsih, h. y. (2016). “characterising the reading development of indonesian children”. kolita 14. unika atma jaya. alexander-passe, n. (2013). “dyslexics”. retrieved from http:/etebookcentral.proquest.com araújo, s. et al. (2010). “visual rapid naming and phonological abilities: different subtypes in dyslexic children”. international journal of psychology, 45(6), 443-452. doi:10.1080/00207594.2010.499949 carmen, l. e. (2007). “evaluation of the double-deficit hypothesis subtype classification of readers in spanish. journal of learning disabilities”. 40(4), 319-30. retrieved from http://search.proquest.com/docview/194223905?accountid=17242 catts, h. w. et al. (2002). “the role of speed of processing, rapid naming, and phonological awareness in reading achievement. journal of learning disabilities”, 35(6), 509-24. retrieved from http://search.proquest.com/docview/194218655?accountid=17242 cossu, g., et al. (1988). “awareness of phonological segments and reading ability in italian children”. applied psycholinguistics, 9(1), 1-16. doi:10.1017/s0142716400000424fletcher et al., 1994; mcdougall, s., brunswick, n., & de mornay davies, p. (2010). “reading and dyslexia in different orthographies: an introduction and overview”. in n. brunswick, s. mcdougall, & p. de mornay davies (eds.), reading and dyslexia in different orthographies (pp. 3-21). new york: psychology press hermijanto, o. b., valentina, v. (2016) disleksia: bukan bodoh, bukan malas, tetapi berbakat. jakarta : pt gramedia pustaka utama hurford, d. m. (1998). “to read or not to read”. a lisa drew book/scribner. new york. lyon, g. r., shaywitz, s. e., & shaywitz, b. a. (2003). “a definition of dyslexia”. annals of dyslexia, 53(1), 1-14. doi:10.1007/s11881-003-0001-9 maïonchi-pino, n., magnan, a., & écalle, j. (2010). “the nature of the phonological processing in french dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination”. annals of dyslexia, 60(2), 123-150. retrieved from http://remote-lib.ui.ac.id:2059/stable/23764641 pennington, b. f., cardoso-martins, c., green, p. a., & lefly, d. l. (2001). “comparing the phonological and double deficit hypotheses for developmental dyslexia”. reading and writing, 14(7-8), 707-755. doi:http://dx.doi.org/10.1023/a:1012239018038 reid, g. (2011). “special educational needs” : dyslexia 3rd edition (3). london, gb: continuum. retrieved from http://www.ebrary.com. solek, p., dewi, k. (2015). dyslexia today, genius tomorrow. bandung, indonesia: dyslexia. association of indonesia production journal of applied studies in language, volume 2 issue 1 (june 2018), pp. 76—87 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 87 siddaiah, a., venkatesh, s. k. (2014). “phonological awareness and reading in children with and without dyslexia in english and kannada”. journal of psychosocial research, 9(2), 369-378. retrieved from https://search.proquest.com/docview/1702092631?accountid=17242 treiman, r., & baron, j. (1981). “segmental analysis ability: development and relation to reading ability”. reading research: advances in theory and practice, 3, 159-198. (wagner, 1980). wagner, r. k., & torgesen, j. k. (1987). “the nature of phonological processing and its causal role in the acquisition of reading skills”. psychological bulletin,101(2), 192. wolf, b. (1999) wagner, r. k., & torgesen, j. k. (1987). “the nature of phonological processing and its causal role in the acquisition of reading skills”. psychological bulletin,101(2), 192. microsoft word 9-jasl-jufrizal.docx journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 66 prefix -ba in minangkabaunese: from which the study should start1 jufrizal jurusan bahasa dan sastra inggris fbs universitas negeri padang e-mail: juf_ely@yahoo.com abstract – the four layers of human language – form, meaning, function, and value – are systematically integrated in order to play the communicative functions of human interaction. it is not an easy job to explore and to explain the nature of human language as the four layers are systematically integrated in complex ways. thus, the linguistic studies should be held in specific domains and topics by means of appropriate theoretical bases and frameworks. this paper, which is mainly inspired by the grammaticaltypological analysis on prefix bain minangkabaunese, particularly discusses how the language features are linguistically analyzed in order to come to logic, valid, reliable findings and conclusion. the discussion presented in this paper aims at proposing logical and reasonable ways of doing linguistic analyses on available data of language. in short, this paper deals with how to begin and to do linguistic analyses toward a group of language data collected. in this paper, the prefix baof minangkabaunese is used as the example of case. the discussion presented in this paper respectively answers two main questions; (i) what should be firstly analyzed dealing with the prefix baof minangkabaunese?; and (ii) how are the linguistic analyses toward the prefix baof minangkabaunese logically continued? keywords: prefix ba-, minangkabaunese, linguistic analysis, nature of language, ordering works 1. introduction the development of linguistics, the branch of science that studies the linguistic matters, goes hand in hand with language development and human attention to the language. it may be that most people do not really care about the language and the phenomena that are in and around it, but the observers and language scientists are even "fascinated" with the natural language that is so interesting and challenging to be 1 paper presented at the national seminar on linguistic and language teaching research (senarilip) conducted by bali state polytechnic in denpasar, 20—21 october 2017 journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 67 studied scientifically. observers, scientists, and language learners are the ones who study one of human privileges. allan (in allan (ed.), 2016) and other experts (see eg sudaryanto, 1985, 2015; wray et al., 1998; mahsun, 2005; sharma and podesva (in podesva and sharma (ed.), 2013) all languages and all kinds of languages and their attitudes attached to them are the main sources of linguistic studies and research data.the relationships and relationships between elements, structures, and other units that make up the language are fertile ground and the source of linguistic research problems that still require "touch" of scientific scientists and observers of language. among the important notions of language is that language has four layers, namely forms, meanings, functions, and values, which are systematically and intricately interconnected. the layers of the human language form are verbal expressions in the form of sound (speech, intonation, tone pressure), words, phrases, clauses, and sentences in the form described as the language grammar. layers of meaning (linguistic and contextual meanings), functions (as a means of communication, and values (the content of socio-cultural, psychological, etc.) are abstract layers attached to a certain form of language (see finegan, 2004; payne, 2006; fromkin et al., 2011). some language scientists and researchers have concentrated their attention and study on one or more languages. of the four layers of language, from which language studies of language must begin? this paper, inspired by the implementation and some of the results of research conducted from 2016 to 2017, discusses and conveys ideas from which a reasonable linguistic study begins by making a prefix study of minangkabau (subsequently bm) as case examples. the discussion presented in this paper is based on two questions, namely: (i) subject what should be reviewed first in relation to bm's prefix; and (ii) how is the linguistic analysis of the bm prefix going on logically? this discussion of two key questions has significance as a contribution to the idea of where and how the linguistic study of the features and phenomena of language should be conducted. the presentations and ideas in this paper, at least, can be used as part of the research and analysis of acceptable data. 2. method the analysis and discussion of the data presented in this paper is part of a series of studies of grammatical typology on bm associated with the speakers' language culture (jufrizal et al., 2013/2014; and jufrizal et al., 2016/2017). accordingly, the methods and techniques of research implementation that underlie the writing of this paper are descriptive-qualitative research methods implemented in the form of linguistic-field research and literature study. the data discussed in this paper is about the bm matrix prefix and how its linguistic study should begin and be done. the foundations of data analysis theory are grammatical typology-theory and related linguistic research theory. data sources are native speakers of bm (informants and research respondents) and various sources of writing containing minangkabau manuscripts. data collection was done through observation, in-depth interviews with informants, questionnaires to respondents, and literature study. the results of data journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 68 analysis and discussion are presented in the form of descriptive-argumentative writing. 2.1 research design limitations on languages that are completely complete and accommodate all language-behavioral traits are difficult to formulate because human language is manifested from a mixture of various elements and symptoms that touch each other in a complicated way to function as a means of communication. the definition of language is generally formulated based on a particular point of view and purpose. according to bonvillain (1997: 6), for example, language is a communication system consisting of integrated units of form through a joint process. the elements of sounds, structures, and meanings are clearly related and expressed simultaneously, but they can be separated for analysis purposes. this definition has not yet clearly touched the language value layer which is also carried over in communication events. to meet the idea that language has four layers form, meaning, function, and value (see finegan, 2004: payne, 2006; fromkin et al., 2011; allan in allan (ed.), 2016), language can be defined as a tool and a communication system consisting of integrated units of form through a process of incorporation containing communicative meanings and the socio-cultural value of the speaker's community. modern linguistics coincides with the anthropology, psychology, and sociology that began in the late nineteenth century. in the mid-20th century to the present, linguistics continues to grow rapidly. the acceptance of linguistics as one of the fields of science is supported by the fulfillment of elements of scientific research methods and empirical evidence in its research and / or assessment of its data (see dixon, 2010; allan in allan (ed.), 2016). based on recent developments, linguistics is defined as a branch of science that studies the human ability to produce and interpret language in speaking, writing, and marking (for the deaf). language scientists and researchers have the primary task of studying and describing the structure and composition of language and / or languages through meticulous methods and careful study (allan in allan (ed.), 2016: 1). the quality of the linguistic data review results, scientifically, is determined by the acceptability of the research method used and the carefulness of the data review. therefore, dixon (2010) asserts that the linguistic research methodology must meet the terms and conditions of the performance of scientific methods as commonly used in natural sciences such as geology, pisics, biology, and chemistry with some adjustments related to the existence of language as a socio-cultural phenomenon. the adjustment in question is the treatment of information and language data more dynamic and diverse when compared with information and data of natural sciences. but keep in mind that a researcher should still play a role as a researcher who "wins" the data (see also sudaryanto, 1985; allan in allan (ed.), 2016; sudaryanto, 2015). in the linguistic study, the object of the study is the natural human language along with the various linguistic and linguistic features that accompany it. that language consists of layers of form, meaning, function and value should be "grip" with each researcher. the form layer is a place or outward construction in which the meanings, functions, and values of language are embedded. the form and construction of human language is not random or manasuka; they have a regularity that is conventionally followed by the language user in question. the rules and the journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 69 solubility of the language, both the order and the usage, can be explained by rules that form the grammar grammar of a language (finegan, 2004, payne, 2006). it is, therefore, reasonable to argue that grammatical study is the basis of the study of the philosophy because grammar is the essence of every language (dixon, 2010: 1). the results of linguistic studies are the points of information and ideas that shape the birth and enrich the linguistic theories to be able to explain the nature of human language. if the study adopted a quantitative method, mention what statistic was used to analyze the data, preferably with the reasoning behind using such statistic. any coding involved in the data analysis process should also clearly be described. the method section of the article should not exceed 30% of the total length of the entire article. 3. results and discussion all languages, variations, and their relation to other phenomena outside the language that contributes to "something" to the language are language data in linguistic research. in other words, everything about the language that is possible and can be researched is the material (so) of research to find something about the language. according to finegan (2004: 8), there are three layers of language which he calls the expression (meaning), meaning (meaning), and context (context). the outer layer, pronunciation, is the surface layer and the first one can be observed directly. this layer includes words, phrases, sentences, and pronunciations involving sound elements such as phonemes, intonations, and pitches. meaning refers to the taste and reference of the expression layer. context is the language layer that refers to the social atmosphere in which it is uttered and also includes what is called earlier in the situation. this layer also includes shared knowledge shared by speakers and listeners. finegan (2004) asserts that the linking of grammar with interpretation is contextual. when associated with the psychological and socio-cultural elements of language users, there is one more layer that needs to be put forward, namely value (value). the layers of context and value are already implied in the three language layers as proposed by finegan (2004), but have not been explicitly stated. the last two layers, in fact, are linguistic-macro layers that cross the boundary of form / structure and the basic meaning of language. the psychological and sociocultural study of the language provides information on the extension of meaning and function of the language that can be called the value layer (see bonvillain, 1997; fromkin et al., 2011). based on this idea, it is reasonable to argue that there are four layers of human language, namely form, meaning, function, and value. the very wide and complex nature of human language to study makes language research impossible to do in a wide range. in other words, a linguistic study in one (period) time of implementation must have clear boundaries and scope. in addition to the ease of conducting the research, specific limits made by the researcher also to obtain the depth, accuracy, and acceptance of the results of his study. therefore, it is no exaggeration to argue that the subject matter or foundation of the study is fragments of the four existing language layers. the direction and model of his journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 70 research may also be coupled by micro-linguistic and / or linguistic-macro theories; may be in one language or between languages. (1). subject to minangkabau prefix the bm matrix has a broad and distinctive grammatical and semantic behavior. this prefix can correct the intransitive clause of bm, as in the following examples: (1) a. kambiang ba lari kaliliang parak. goat pre-runs around garden the goat runs around the garden’ b. amak alah ba baliak dari ladang. mother has pre-comes from farm ‘ibu telah kembali dari ladang’ c. anak nagari ba tagak pangulu. nagari man pre-tegak village leader ‘nagari man inugurated the vilage leader’ the clause (1a, b) is an intransitive clause; in this clause there is only one core argument, namely fn kambiang, amak that functions grammatically as subject. in (1b) the tagak verbs that have the marker are also intransitive predicates, with the grammatical subject of the fn of the nagari. however, the fn pangulu is not an object argument but an oblique argument whose presence is mandatory. aside from being a marker of the intransitive clause, the prefix becomes the marker to produce resultative clauses (tolls) in bm. the following are examples. (2) a. pisang tu ba tabang. banana thatres cut down ‘the banana i cut down’ b. rumah baru tu ba jua. house new theres sold ’the new house is sold’ c. karateh usang ba timbang. paper scrapt res wighed ’paper scrapt weighed’ journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 71 d. dindiang balakang ba putiah-an. wall back res whitened ’the back wall is whitenend’ in addition, one type of passive bm clause also advocated a bapar prefix. the following are examples. (3) a. surek jaubali ba tulih (dek notaris). letter salepurchase pas-write (by notary) ’the sale and purchase letter is written (by notary)’ b. rumah runtuah ba bangun baliak (dek pamarentah). broken house pas-build again (by government) the broken house is built again (by government)’ based on the above data, it turns out that the bm dye prefix is actually more than one. to distinguish it, each of the prefixes is marked as ba1-, ba2-, and ba3-. in this case, ba1is the interpretive of the intransitive clause; ba2is a marker of one kind of passive; and ba3is the resultative clause marker.next let's also look at the following prefixed clauses ba clauses. (4) surek jua-bali ba tulih. letter sale-purchase pre write ’the sale –purchase letter is written’ (5) rumah runtuah ba bangun baliak. house broken pre-built again’ ’the broken house is built again’ (6) garobak ba tundo lambek-lambek. cart pre push slowly ’the cart is pushed slowly’ the clause as in (4) (6) is the construction of an ergative clause in bm. the bm clause data presented above shows that grammatically and semantically the verbal prefixes of bm have a grammatical role-semantic and linguistic functions are numerous. the prefix is a marker in the intransitive, resultative, passive, and one other class clause which is semantically an ergative clause. in addition to the foregoing, the bm partial prefix exists in the fourth type, which is ba ¬ ¬ as an ergative clause marker. (2). the formation and statistics of minangkabau prefixes journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 72 a brief exposure to the above bm matrix prefixes provides data and information of the preferences with respect to the formation that the lingual unit consists of two phonemes, / b / and / a /, whose interchanges form a higher lingual unit that is a morpheme. this morphem is always attached to other lingual units in the form of a basic word. in the above data, the lingual unit as the basic form / word where it is attached is running, baliak, tagak, tabang, jua, weigh, putiah, tulih, wake up, and tundo. grammatically-semantic further analysis of the lingual unit of ba-, as has already been mentioned in the brief description above, proves that bais a verbal prefix in bm. as a verbal prefix, lingual units have grammatical behaviors and semantic roles that have a linguistic impact on the grammar and the language of this region. this is common in languages that are morphologically aggutinative. the language data and the results of the study of the prefix are not only morphologically involved, but also with the grammatical-semantic process. grammatical processes that give birth to intransitive, passive, resultative, and ergative clauses involve the involvement of the prefix. in the grammatical process, the prefix bahas a semantic mood that varies depending on the accompanying grammatical process. that is why, the lingual unit bais actually an outward form for four different identities. to facilitate its linguistic marking, ba1-, ba2-, ba3-, and ba4notations with grammatical-semantic functions and roles are mentioned in the above section. (3). communicative functions and values minangkabau prefixes the linguistic study of the prefix based on the framework of micro-linguistic theory (grammatical-semantic) is the study of two layers of language, namely form and meaning. to further reveal the essence of the language of the prefix a further study of the function and value layers can be performed. the lingual unit of ba-, as a bonded morpheme (prefix), is not just present without the charge of communicative functions and the value of language. the function layer is a language layer that contains communicative meaning that is influenced by various contexts that are gayut with language usage. pragmatic-discourse analysis is a means of study to reveal the layers of communicative functions of the prefix (see bonvillain 1997, finegan, 2004, huang in allan (ed.), 2016, skrip in sharifian (ed.), 2015). functionally, the bm brick prefix brings a contextual-communicative meaning that does not feature the grammatical subject of the agent; the nuance of its functional meaning is not so important as to who does what (in the clause's construction). in other words, the projection of the agent subject becomes lower, but its modesty does not make the subject grammatical as a patient. this differs from the contextualcommunicative meaning packaged by the construction of verb clauses with the active marker, which accentuates the role of grammatical subjects as agents, or dior ta (passives) that make the grammatical subject have a grammatical role as a patient (jufrizal et al., 2013/2014; jufrizal et al., 2015). a more abstract and touching language-mentalistic layer of the individual and / or group of people is the value layer. this layer has a close relationship with the meaning of contextual-communicative. the value of the language brought about by journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 73 verbal constructions of marriage has a high courtly value. this, socio-cultural and psychiatric general bm speakers, is caused by the low projection of the subject as an agent of action but not to place it as a patient. minangkabau cultures that are indirect and tend to choose metaphorical expressions make clause marked by blah selected for the expression of polite (jufrizal et al., 2013/2014; jufrizal et al., 2015). language is a part of the psyche and mood of its speakers, including part of the socio-cultural features in which it is spoken (see leavitt in sharifian (ed.), 2015; brown in sharifian (ed.), 2015). (4). the order of language studies on minangkabau prefixes in line with the above explanations and explanations, linguistic studies of the bm matrix prefix require appropriate theoretical and operational-methodological notions. of the four layers of language, the shape layer is a visible form of language and through which man begins an understanding of the meaning, function, and value of the message communicated. if the first "ladder" to be able to understand and use language is a form layer, then language analysis for human language must start from the form layer; linguistic study must stand on its (external) form of layer. as for the prefix, for example in the case of this paper, the sequence of logical linguistic analysis begins with the analysis of formation. the undefined and grammatically limited study of the formation of prefixes complicates the analysis of the meaning, let alone to the disclosure of its functional layers and linguistic values. to be able to explain that the matrix of bm is a prefix with varying grammaticalsemantic loads, of course, is based on the form of the lingual one. it is important to emphasize that linguistics is the study of the language, not the direct analysis of the meanings, functions, and values of language. the second sequence in linguistic analysis is preferably the meaning (linguistic) that lies in the layers of meaning. of the several sub-layers of meaning present in the language, an analysis of grammatical meanings of internal meanings of language should be done first. the analysis of the external meanings of the linguistic form may be performed as an accompaniment to the analysis of internal meanings (newmeyer, 2000; payne, 2006). the analysis of the internal (grammatical-denotative) and external (connotative) meanings packaged by lingual units (forms of language) becomes the basis for the analysis of functions and values that require macrolinguistic theory. an analysis of the bm matrix prefix is done in this order. the next sequence of analysis is the analysis of the function layer followed by the value layer. for some cases, language function and language values may be analyzed simultaneously. but for the sharpness of the analysis and the validity of the results, the analysis of the good function precedes the value analysis. in this paper, the analysis of the function layer (pragmatic-communicative) prefixes precedes the analysis of values. another thing to note is whether the analysis of functions and linguistic values are performed simultaneously or sequentially determined by the emphasis. if the study is focused on the communicative functions of the particular lingual unit examined, then the functional analysis takes precedence. analysis of journal of applied studies in language, volume 2 issue 1 (june 2018), p. 66—75 p-issn 2598-4101 e-issn 2615-4706 © politeknik negeri bali http://ojs.pnb.ac.id/index.php/jasl 74 functions and values can be done simultaneously or alternating if the preferred is the relationship of both. 4. conclusion linguistic studies or linguistic analysis requires an understanding of linguistic concepts and / or theory relating to the linguistic phenomena studied. in addition, logical and open thinking in conducting research and data analysis also determine the quality of findings and research conclusions. taking the case of a bm-prefix, this paper attempts to convey the idea of how data analysis in linguistic research should be conducted; from which "eloquent" linguistic data analysis begins. of the four layers that make up the human language, a language researcher must conduct a logical and sequential data assessment so that the results of the analysis obtained are of good quality and value. based on theoretical studies and experiments as researchers, the sequence of linguistic data analysis should start from the form layer, i.e. the outer structure of the language that is the earliest element of language to be noticed in the language event. furthermore, analysis may be continued on the meaning layer, followed by function and language values. it is reasonable to say that a researcher makes one of the four layers of language as his focus, but language data analysis should not be "off" from the outer language form or structure under study. after that, then followed by an analysis of the layers of meaning, function, and value of language which in the event of verbal communication is packed in the form of language. in this regard, it is advisable to researchers and language reviewers to begin the study of data from the form, the outer structure of a language. the sequence of data analysis suggested in this paper is intended to keep the scientific work of linguistics not into the study of communication science or semiotics which is more concerned with the function and value of the signs used in communication events. that language is the most important means of communication and also a use of sign in human life is no longer questionable. however, the meanings, functions, and values to be studied in linguistics are linguistic signs (linguistic signs) whose beings are known to form layers of a language. references allan, k. 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